Module 1 Activity Guide

Building strong foundations: developing early literacy skills. Module 1: Introduction to the science of reading.

Option 1: Unraveling the Reading Rope

Description

In module 1, participants learned about three prominent theoretical models that use the evidence base to demonstrate how skilled reading is acquired. The components of Hollis Scarborough's Reading Rope model are reviewed in this activity.

Time: 10-15 Minutes
Group Size: individual or pairs

Materials Needed

Multicolored pipe cleaners * (8 per participant)
Small sticky notes
Pens or markers
Copies of the Reading Rope Model (or projected image)

*Alternatively, this activity can be done with Twizzler Pull and Peel Licorice ropes. Have participants carefully pull apart the strands of the licorice rope as you review each component, leaving one end twisted together.

Teacher helping a young child work on a computer in a classroom setting

Activity:

Provide individuals or pairs with 8 pipe cleaners. Ask participants to braid together the ends of three of the pipe cleaners.
Explain that these three strands represent the Word Recognition side of the Reading rope. Review the components (phonemic awareness, phonics, sight word recognition). Have participants fold a sticky note over each strand and label the strands as you discuss them. Set aside.
Have participants twist together the ends of the remaining 5 pipe cleaners. These strands represent the language comprehension side of the reading rope. Review the components that makeup language comprehension (background knowledge, vocabulary, verbal reasoning (inference), text structures, language structures). Have participants fold sticky notes over each strand and label the strands as you discuss each component.
Ask participants to wrap the ends of the word recognition group of strands and the language comprehension strands together to form one connected "rope." Remind participants that fluency is needed to bridge the two sides of the rope to result in skilled reading.
Debrief. How does the Simple View of Reading overlay onto the Reading Rope Model?

Option 2: Reconstructing the Four Part Processing Model for Word Recognition

Description

The Four Part Processing Model for Word Recognition by Seidenberg and McClelland (1989) uses the evidence base to explain how the brain processes words at the phonological, orthographic, semantic, and syntactic levels. This activity reviews the structure of the theoretical model and the work of each processor in word recognition.

Time: 15 minutes
Group size: 2-4 participants

Materials Needed

Copies of the Four-Part Processing Model (PDF) - Cut out and in random order (See Appendix)
Butcher paper or poster paper
Tape or glue sticks

Activity:

Review the Four-Part Processing Model (PDF) orally, reminding participants that this model demonstrates how a written word is processed in the brain. If it is helpful, show a blank copy of the model.
Tell participants they will use the cutouts to replicate the Four Part Processing Model, including examples of the word "jam" that demonstrate the job of each processor.
Place participants in teams of 2-4, with one set of materials per team.
Allow participants to use their notes or handouts, but encourage them to talk through the model together. The goal is to build the model and be able to speak to the work of each processor using the examples provided in the cutouts.
Once teams have completed their model, have one group walk through the model with the group (Answer key provided).
Debrief. How does the Simple View of Reading overlay onto this theoretical model?

About the Review Activities' Guide:

The activities detailed in this guide were compiled to complement the training in scientifically and evidence-based reading instruction provided through the Colorado Department of Education by Public Consulting Group (PCG). Options for activities are intended to review content and strengthen learning from the modules in the training and are listed in the Facilitator Guide. Some activity options include links to resources needed for the individual activity. Each optional activity consists of a materials list, approximate time required and group size recommended, and steps to completing the activity with participants.

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