0:00:03.640,0:00:07.266 The five strands of reading[br]comes from the research done by 0:00:07.266,0:00:09.123 the National Reading Panel. 0:00:09.123,0:00:13.433 So in 1997, Congress appointed the[br]National Reading Panel to review reading 0:00:13.433,0:00:17.550 research and determine the most[br]effective methods for teaching. 0:00:17.550,0:00:22.930 The National Reading Panel[br]reviewed 100,000 studies. 0:00:24.260,0:00:30.200 So the reason I want you to understand[br]this number is this, you can go and 0:00:30.200,0:00:35.040 Google reading studies and[br]pull up a study that says anything. 0:00:36.385,0:00:41.500 And you are going to encounter[br]people who have a particular study 0:00:41.500,0:00:44.870 that they love,[br]because it proves their points. 0:00:45.950,0:00:48.780 But science doesn't work like that. 0:00:50.100,0:00:55.300 Science has a hypothesis[br]that is put forward and 0:00:55.300,0:01:01.829 then proved over time, and[br]over numerous replicatable studies. 0:01:02.840,0:01:08.311 So the National Reading Panel's goal[br]was to review the major body of reading 0:01:08.311,0:01:13.525 research and literature, which is[br]impossible for an individual to do, 0:01:13.525,0:01:18.504 because there are so many studies[br]about how to teach reading, okay? 0:01:18.504,0:01:21.261 And so they reviewed 100,000 studies, and 0:01:21.261,0:01:24.980 in the year 2000 they[br]submitted their final report. 0:01:24.980,0:01:28.220 If anyone wants to look at it,[br]it's right here. 0:01:28.220,0:01:30.380 I printed it off for you, okay? 0:01:30.380,0:01:31.870 So this is available for you. 0:01:31.870,0:01:34.257 You can take it to your hotel room. 0:01:34.257,0:01:38.135 You can, [LAUGH],[br]read it if you would like. 0:01:38.135,0:01:41.006 But I'm going to tell you[br]the summary of the reports and 0:01:41.006,0:01:42.810 many of you will have seen this. 0:01:42.810,0:01:45.540 It is all over our curriculum today. 0:01:45.540,0:01:51.830 Their summary is that there are 5[br]essential components to teaching reading. 0:01:52.880,0:01:57.070 Those are phonemic awareness,[br]systematic phonics, 0:01:57.070,0:02:02.250 fluency, vocabulary development,[br]and reading comprehension. 0:02:02.250,0:02:08.410 So after a literature review of all these[br]studies, they found these are the 5 0:02:08.410,0:02:13.510 necessary pieces to teach[br]students to develop reading. 0:02:14.660,0:02:17.660 But this leaves a lot of questions,[br]doesn't it? 0:02:17.660,0:02:20.320 Because, which one goes first? 0:02:21.600,0:02:22.930 Fluency? 0:02:22.930,0:02:25.016 The study doesn't tell us this. 0:02:25.016,0:02:28.610 Phonemic awareness, comprehension? 0:02:28.610,0:02:33.290 I have sat in on reading trainings[br]where fluency was the first skill. 0:02:34.510,0:02:39.130 I've also sat in on reading trainings[br]where comprehension was the first skill. 0:02:40.530,0:02:43.550 So we still have questions. 0:02:43.550,0:02:45.780 So which order should they be introduced? 0:02:45.780,0:02:47.580 And how should each skill be taught? 0:02:49.120,0:02:53.880 I want to give you some[br]analogies to think about 0:02:53.880,0:02:58.710 reading instructions because reading[br]is a huge topic as we were discovering. 0:02:58.710,0:03:00.780 And the first first one is this, 0:03:00.780,0:03:04.650 teaching a student to read[br]is like building a building. 0:03:04.650,0:03:08.140 And the very first thing you need[br]to do is to lay a foundation. 0:03:08.140,0:03:10.380 Because if you don't lay the foundation,[br]what happens? 0:03:11.570,0:03:14.630 The building is unstable,[br]and it falls down. 0:03:15.700,0:03:19.470 And that foundation is phonemic awareness. 0:03:19.470,0:03:24.340 Now, we are going to go through each[br]of these topics with brief definitions. 0:03:24.340,0:03:28.840 And as the training goes on we are going[br]to dig in to each topic in depth. 0:03:28.840,0:03:30.750 So this is the inch deep. 0:03:30.750,0:03:35.010 We are going to go a mile[br]deep with each topic as well. 0:03:35.010,0:03:40.030 So phonemic awareness is very[br]simply the understanding that words 0:03:40.030,0:03:42.709 are comprised of individual sounds. 0:03:43.830,0:03:47.120 On top of this we have fluency. 0:03:47.120,0:03:49.510 And fluency, in this context, 0:03:49.510,0:03:55.790 is the mastery of the skill of phonemic[br]awareness to the point of automaticity. 0:03:55.790,0:03:57.680 And once again we will go deep with this. 0:03:57.680,0:03:59.720 So if that doesn't make sense to you, 0:03:59.720,0:04:05.620 very shortly I will help you understand[br]this and you will experience it. 0:04:05.620,0:04:09.550 On top of that,[br]we place systematic phonics. 0:04:09.550,0:04:15.870 Which is an accurate written code which[br]translates sounds into a visual image. 0:04:17.089,0:04:21.320 And phonics also has[br]a component of fluency. 0:04:21.320,0:04:26.860 Mastery of the skills of systematic[br]phonics to the point of automaticity. 0:04:26.860,0:04:31.962 On top of this we put on vocabulary[br]development which is learning the meaning 0:04:31.962,0:04:36.746 of new words and morphemes through[br]direct and indirect instruction and 0:04:36.746,0:04:40.910 developing tools to discover[br]the meaning of an unknown word. 0:04:40.910,0:04:42.929 We will then add comprehension skills. 0:04:44.290,0:04:48.210 And comprehension skills are strategies[br]a reader may employ to better 0:04:48.210,0:04:49.740 comprehend a text. 0:04:51.010,0:04:56.020 What you're going to discover is that this[br]is the foundation, not just of reading, 0:04:56.020,0:05:01.260 this is the foundation of our entire[br]education, because every subject 0:05:01.260,0:05:06.360 is really dependent upon[br]if you can read or not. 0:05:07.570,0:05:10.740 And our mastery of these subjects depends 0:05:10.740,0:05:15.520 on us developing a strong foundation[br]in literacy skills at the beginning. 0:05:16.660,0:05:21.859 So if I build a foundation like this,[br]what sort of building can I build on this? 0:05:21.859,0:05:24.109 >> Two or three storeys. 0:05:24.109,0:05:26.140 >> Two- or three-storey house. 0:05:26.140,0:05:29.919 But if I build a foundation like this,[br]what could I build on it? 0:05:29.919,0:05:31.004 >> A skyscraper? 0:05:31.004,0:05:32.909 >> A skyscraper. 0:05:32.909,0:05:37.289 And it's wonderful that we're here[br]in Rochester, Minnesota today, 0:05:37.289,0:05:41.580 because all around us at the Kahler[br]here is the Mayo Clinic. 0:05:41.580,0:05:47.130 And one of the buildings I think it's[br]the building that they built this 0:05:47.130,0:05:53.300 way where they built the foundation[br]much deeper than they needed to 0:05:53.300,0:05:58.500 because they planned to[br]add storeys in the future. 0:05:59.810,0:06:03.810 Now, thinking about building[br]reading as building a house and 0:06:03.810,0:06:08.060 laying the bricks of a foundation[br]is actually oversimplified. 0:06:08.060,0:06:12.100 I think it is helpful, because your[br]going to see and experience throughout 0:06:12.100,0:06:17.780 this training how those skills[br]really do build upon each other. 0:06:17.780,0:06:21.060 But it's not quite as simple[br]as building one at a time. 0:06:21.060,0:06:27.700 I think it is much more helpful to think[br]about this as if it's an organic process. 0:06:27.700,0:06:30.700 So it's like planting a seed and[br]growing a tree. 0:06:31.920,0:06:37.190 And when this tree grows, it is much[br]more complicated than brick laying. 0:06:37.190,0:06:40.940 But what I also wanna point[br]out about our tree is this. 0:06:40.940,0:06:44.320 When we think about reading,[br]we often think, look at those books, 0:06:44.320,0:06:49.320 I can't wait for my students to go and[br]open those books to read them, 0:06:49.320,0:06:54.410 to enjoy them, to comprehend them,[br]but we forget something, don't we? 0:06:54.410,0:07:01.320 We forget that down here in the ground[br]are roots supplying the whole tree. 0:07:01.320,0:07:04.720 And you'll notice these roots[br]have words and skills on them. 0:07:04.720,0:07:09.780 And then there's the paths within the tree[br]that carry the nutrients from the soil up 0:07:09.780,0:07:11.922 into those branches. 0:07:11.922,0:07:16.810 So this picture from the University of[br]Minnesota agricultural site I think is 0:07:16.810,0:07:23.010 really helpful because it reminds[br]us that a healthy tree has roots 0:07:23.010,0:07:28.400 that are much bigger than what[br]we see on the top of the tree. 0:07:28.400,0:07:34.470 And in the same way, those foundational[br]skills for reading need to be dug deep. 0:07:34.470,0:07:37.020 They need to be grown broadly. 0:07:37.020,0:07:40.460 They need to be fostered so[br]that tree is healthy. 0:07:40.460,0:07:43.399 If you restrict the growth of the roots, 0:07:44.600,0:07:47.850 you restrict the health and[br]growth of the tree. 0:07:47.850,0:07:50.112 So here's another way to look at it. 0:07:50.112,0:07:54.790 Here are how some of these skills[br]are organized into foundational or 0:07:54.790,0:07:56.110 root skills. 0:07:57.140,0:08:01.120 And you'll notice I put fluency in the[br]trunk because fluency is really conveying 0:08:01.120,0:08:06.220 those skills so that you get up to[br]these other skills that we see. 0:08:06.220,0:08:10.370 We see these parts more visibly[br]when we think of students reading. 0:08:12.210,0:08:16.870 Now, I want you to watch this[br]little video of a seed growing. 0:08:16.870,0:08:19.170 And I want you to tell me,[br]what do you notice? 0:08:22.158,0:08:27.031 >> [INAUDIBLE][br]>> The roots grow first, 0:08:27.031,0:08:31.211 but then what else is growing? 0:08:31.211,0:08:31.984 >> The stem. 0:08:31.984,0:08:32.875 >> The stem. 0:08:32.875,0:08:34.315 But do the roots stop? 0:08:34.315,0:08:35.253 >> No. 0:08:35.253,0:08:37.926 >> No, and[br]that is something really key for 0:08:37.926,0:08:41.690 us to understand about[br]reading instruction. 0:08:41.690,0:08:44.999 We do need to lay some root skills first. 0:08:46.040,0:08:51.220 But we don't stop just because[br]the same start growing. 0:08:51.220,0:08:55.780 We keep fastening the growth of those[br]groups because they need to keep 0:08:55.780,0:09:01.290 growing in depth so that the tree[br]can growth up large and strong. 0:09:01.290,0:09:04.630 Now sadly a lot of[br]schools are building and 0:09:04.630,0:09:07.370 a lot of people are building[br]people like this. 0:09:07.370,0:09:09.270 Really really ad hoc, right? 0:09:10.410,0:09:14.950 And then they build their entire education[br]and they wonder why does it crumble. 0:09:16.720,0:09:21.700 The students start crumble because[br]they have this chaotic foundation. 0:09:21.700,0:09:25.753 It wasn't laid in any[br]way that makes sense. 0:09:25.753,0:09:28.240 And it was unstable. 0:09:28.240,0:09:31.120 So the five strands of reading 0:09:31.120,0:09:36.420 are this foundation that lead[br]to reading and comprehension. 0:09:36.420,0:09:39.100 And like I said,[br]we're going to dig into each of them. 0:09:39.100,0:09:42.200 Now I like to talk about[br]these five strands of reading 0:09:42.200,0:09:45.520 as the critical thinking skills for[br]language learning. 0:09:45.520,0:09:48.840 These are not rote skills. 0:09:48.840,0:09:52.230 This is not about rote memorization. 0:09:52.230,0:09:57.140 This is about critical thinking[br]tools that students can learn 0:09:57.140,0:10:02.140 to develop strong language[br]skills in their first language. 0:10:02.140,0:10:06.460 And when they have these skills,[br]they can apply them to learning second and 0:10:06.460,0:10:08.420 third and fourth languages. 0:10:08.420,0:10:12.200 Because this is how to think and[br]learn about language. 0:10:12.200,0:10:15.370 Now, I would suggest for 0:10:15.370,0:10:21.380 your homework tonight that you check[br]out the white paper on our website. 0:10:21.380,0:10:26.690 And I put the URL in your homework. 0:10:26.690,0:10:32.230 And this will give you a very,[br]very brief research introduction 0:10:32.230,0:10:38.290 to the five strands of reading and how[br]they fit together with logic of English. 0:10:38.290,0:10:43.952 Because understanding that research and[br]understanding those components is 0:10:43.952,0:10:49.363 vital to being able to teach this well,[br]I think, in an academic context.