PPT-Building Language and Academic Knowledge ‐ but What About Comprehension

Content Area Literacy Instruction CALI Carol M Connor University of California Irvine Christopher Lonigan Beth Phillips Florida State University ETSRFU Conference DC May 2016 What does it take to attach meaning to text . Knowledge by description We know of by description if we know a descrip tion and we know that there is just one object to which this description applies where the description is composed entirely of terms with whose referents we are acquainted Since Extending the Conversation. Key Components of Effective Instruction ELLs. Focus on Academic Language, Literacy, & Vocabulary. Link To and/or Build Background. Support Student Comprehension. Promote Interaction. Perry Flynn. pfflynn@uncg.edu. Lynne Loeser. lynne.loeser@dpi.nc.gov. The Process. Assessment. A Variety of Assessment Tools. Observations. Benchmark testing. Universal screening results. Classroom work samples. The Relationship Between Word Knowledge and Comprehension. Questions About Vocabulary. What is the relationship between vocabulary knowledge and reading comprehension?. How many words do people know?. With . hocked gems financing him, our hero bravely defied all scornful laughter that tried to prevent his scheme. “Your eyes deceive”, he had said. “An egg, not a table, correctly typifies this unexplored planet.”. BY ESPERANZA VERA R. . FULL TIME PROFESSOR . UNIVERSIDAD PEDAGOGICA NACIONAL. Listening for the general idea of a text. (. listening for gist.  . ). Direct. . meaning. . comprehension. What. . is. Jeff Minneti. Associate Professor of Legal Skills and . Director of Academic Success. Stetson University College of Law. minneti@law.stetson.edu. Understand the process of reading comprehension. Build reading comprehension. Overview and the ABCD. A practical application of . research-based principles. Overview. Day 1: Literacy: Where we’re going. Day 1: Planning instruction using ABCD. Day 2: Reading strategies. Day 3: Higher-order thinking … Facilitating discussion. Read & Respond . Climbing Blindly . Comprehension . Read & Respond . Climbing Blindly . Comprehension . Read & Respond . Climbing Blindly . Fact or Opinion? . Comprehension . BrainPopJr. Looking across the RFU projects for some insights about what we have learned that might inform reading theory, practice, and policy. P. David Pearson. UC Berkeley. RFU: A synthesis. RFU. : Toward a synthesis. Barbara Foorman, Ph.D., Professor & Director, Florida Center for Reading Research & the REL Southeast. This information is being provided as part of a webinar administered by the U.S. Department of Education, with support from the Institute of Education Sciences’ National Center for Education Research (NCER) and National Center for Education Evaluation and Regional Assistance (NCEE). . Vocabulary 3b Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. This is the first presentation in a series of 3 sponsored by the New York State Education Department Office of Bilingual Education and World Languages (OBEWL).. The goal is to support teachers in scaffolding English language Arts instruction for English language learners/Multilingual language learners (ELLs/MLLs). . Grades . 6–8 ELA I. Day 3.  . Welcome Back!. 2. Plusses. /Deltas . 3. We will be experiencing and building on ideas about knowledge, . comprehension, . and fluency.. Some reading of complex text and learning new ideas (feeling what students might feel), some thinking like teachers (what does it look like in the classroom? .