Prepping for the Praxis - PowerPoint Presentation

Slide1

Prepping for the Praxis

…Reviewing Literacy FundamentalsMaple Heights City SchoolsApril 19, 2016Lisa Testa, Ph.D.Assistant Professor, Kent State University Slide2

What is reading?Slide3

What is reading?

Reading is a constructive process of creating meaning that involves the reader, the text, and the purpose within social and cultural contexts.--Gail Tompkins, Literacy for the 21st Century: A Balanced Approach, 5th ed., 2010, p. 42Slide4

Comprehensive Literacy Instruction

Meaning-centered, part to wholePurpose drivenReading means to construct meaning and to use everything you know to do so (Weaver, 2003).Phonics is done in context and taught as a strategy to aid in meaning-making

Word identification not taught as an end to itselfSlide5

A sociopsycholinguistic

process

from

www.vivianmaier.com

Slide6

Sociolinguistics

Stresses the importance of language and social interaction in learning.Believe that oral

language

provides the

foundation

for learning to read and write.Slide7

Key sociolinguist…

Lev VygotskyTheorized that language helps to organize thoughtStudents use language to learn

as well as communicate.Slide8

Vygotsky

suggested that students don’t learn by doing things independentlyStudents need to be stretched to work outside of their independent level with the assistance of a more experienced, knowledgeable helper.Slide9

The 5 Pillars of the Reading Process

(National Reading Panel, 2000) Phonemic awareness and phonicsWord play with preschoolers to help them segment phonemesSystematic teaching of the sound-letter correspondenceWord Identification

Students learn to recognize common or high-frequency words; saves cognitive resources for comprehension

Fluency

Independent reading at child’s “just right” level

Can devote most of their cognitive resources to comprehension

Vocabulary

The building blocks of meaning-making

Comprehension

Gaining the strategic knowledge to make meaning from textsSlide10

Phonemic Awareness

“Phonemic awareness, phonological awareness (or sound knowledge and sound play) refers to a person’s awareness of speech sounds smaller than a syllable and the ability to manipulate those sounds through such tasks as blending and segmenting

sounds in words”

(

Rasinski

&

Padak

, From Phonics to Fluency: Effective Teaching of Decoding and Reading Fluency in the Elementary School, 2001, p. 31). Slide11

phoneme

smallest unit of soundSlide12

phonics

the knowledge of letter-sound correspondencephoneme-grapheme (letters or letter combinations) correspondenceSlide13

The Cueing System

The 4 systems that “clue” us into making meaning!Slide14

Phonological (sound) system

Important for beginning readers & writersLearn to pronounce sounds as they learn to talkLearn to associate sounds with letters as they learn to read and writeStudents use phonics to decode words, but phonics is not a complete reading program b/c not all words can be decoded easily and reading is more than just decoding.Slide15

Phonological cueing system

44 sounds in the English language, 26 lettersPhoneme=smallest unit of soundGrapheme=written version of a phoneme using one or more letters

Phonological awareness

: being able to hear the sounds (word play, rimes, onsets)

Phonemic awareness

: being able to orally manipulate phonemes in words (orally segmenting)

Phonics

: instruction about phoneme-grapheme correspondence and spelling rulesSlide16

Syntactic System

The grammar that regulates how words are combined into sentences.Grammar literally means the rules for governing how words are combined in sentences, not parts of speech.

Word order

is important to making meaning. Slide17

Syntactic System

“The horses galloped through the gate and out into the field” Student may not be able to read “through” but could substitute with “out of” or “past” because it makes sense in the structure of the sentence.Slide18

Syntactic System

Morphemes=smallest unit of meaning“dog,” “cat,” “play” are all free morphemes“-s” and “-ed

” are

bound

morphemes

Plural marker or past-tense marker

Change the meaning of the words they are added onto.Slide19

Semantic (Meaning) System

Is the student using meaning cues in an attempt to identify the word?Using context cluesUsing picture cuesUsing information from the passageAttending to the meaning of wordsSlide20

Visual System

Does it look right? Sometimes a miscue may begin with the same letter or letters, like: “toy” for “top,” or “sit” for “sat.”Slide21

Pragmatic System

The social aspects of language use.Language varies across social classes, ethnic groups and geographic regionsSlide22

Cues and Miscues

Ken Goodman: in the late 1960s and early 1970s developed the practice of miscue analysisPremise: Readers appropriate the cues in growing levels of sophistication. A miscue is an attempt to appropriate one of the cueing systems. The teacher can determine a student’s development through analysis of their miscues.Slide23

Types of miscues:

What word identification strategies is the student using?Semantic or Meaning CuesAsk, “Does this make sense?” SyntacticAsk, “Does it sound right?”Visual or

grapho

-phonemic?

Ask, Does it look right?”Slide24

Basic assessment procedures

Assessing early literacy: Concepts About Print

Kid-watching (Goodman, Y, 1985)

Observation Survey of Early Literacy Achievement

(K-2)

Yopp-Singer Test of Phonemic Segmentation

(K) Slide25

Basic assessment procedures

Assessing phonics and word identification:Dynamic Indicators of Basic Early Literacy Skills DIBELS (K-3)

The Names Test

(3-8)

Observation Survey of Early Literacy Achievement

(K-2)

The Tile Test

(K-2)

High-frequency word lists

(K-3)

Observation Survey of Early Literacy Achievement

(K-2)

Writing Samples (K-3)

Developmental Reading Assessment

(K-8)

The Names Test

(3-8)

Phonological Awareness Literacy Screening

(K-3)

Running Records (K-8)

Running Records (Marie Clay)

Most useful with beginning readers up through 3

rd

grade

Teacher records everything a child says during an oral reading

Miscue analysis

Kid-watchingSlide26

Miscues Identified in Running Records

SubstitutionOmissionInsertionRepetition or one word or phraseSelf-correction (no error)Intervention

Beginning sound (no error)Slide27

Reading teachers use assessment tools to regularly monitor students’ reading development and plan for instruction.

Informal reading inventories (IRIs) are used to determine students’ reading levels.

Phonics and Other Skills: Teachers use phonemic awareness tests

Clay’s Observational Survey to assess young children’s knowledge of phonics

The Names Test to assess older, struggling readers’ decoding ability.

They also use running records to analyze students’ word-identification errors.

Teachers use observation to monitor students’ use of reading and writing

strategies. Slide28

Assessments

On-goingLinked to instructionFormativeSlide29

Evaluation

SummativeFinalAdministered at the end of a unit or end of the school yearSee Annenberg video on assessments:http://

www.learner.org/libraries/readingk2/perez/first.htmlSlide30

Test to determine reading levels

Independent: 98-100%accuracyCan read these books for pleasure.Instructional: 90-97% accuracy; their ZPDCan read these books in guided reading.Frustration: Less than 90%

Can hear these books read aloud by teacher/parent

Students should be assessed regularly to determine their reading levels and to monitor their progress.Slide31

Types of assessments

Kits of leveled books to determine students’ reading levelsInformal procedures, such as observations and conferences, to monitor student progress

Test to

diagnose

students’ strengths and weaknesses in specific components of reading and writing

Collections

of work samples to document students’ learningSlide32

“The effective reading teacher (a) knows what skills one must learn and in what order, (b) is able to figure out where a student is in his or her reading development (i.e., via classroom assessment), and (c) knows which skills he or she is able to learn next (i.e., his or her ZPD).”

(Reutzel and Cooter

, 2011, p. 6)Slide33

BreakSlide34

What is emergent literacy?

Young children begin learning about written language long before entering school SHOW TALKING TWINS VIDEOLearn that print carries meaningMenus, postcards, birthday cards, traffic and store signsSlide35

What emergent readers need?

Schema (Background knowledge)Access to literacy resources (books)Oral communicationBe read toModels of literate behaviorPhonological awareness (hearing)

“Print Rich” environment

Vocabulary through oral communication

Strategies for unlocking meaningSlide36

Schema

Learning is the modification of students’ schemas as they actively interact with their environment.Analogous to a file cabinetSlide37

Assimilation

When students add to info they already knowAccommodationStudents create a brand new file for this brand new infoSlide38

Concepts about Print

Book-orientation conceptsHow to hold a bookDirectionality conceptsRead left to right, front to backLetter and word conceptsDirections of letters

Understanding about meaning of wordsSlide39

Concepts about Words

Level 1: Don’t differentiate between words and thingsLevel 2: Describe words as labels for things (don’t differentiate articles or prepositions because these words don’t represent things)Level 3: Understand that words carry meaning and that stories are built from wordsLevel 4: More fluent readers and writers describe words as autonomous elements having meanings of their own. Understand that words can be spoken, listened to, read, and written.Slide40

Concepts about Words

Environmental print: At first, young children depend on context to read familiar words and memorized texts, i.e., can recognize the golden arches as McDonald’s but cannot read the word, “McDonald’s”Emergent Writing: develops lines, dots to 2-3 letters with no spacing to increasing awareness of letter-sound relationship.

Literacy play centers

: additions of reading and writing are made to play, i.e., as students construct block buildings, children write signs and tape them on the buildings. Slide41

Concepts about Alphabet

Pinnell and Fountas (1998) identified these components of letter knowledge:The letter’s name

The

formation

of the letter in upper-and lowercase manuscript

The

features

of the letter that distinguish it from other letters

The

direction

the letter must be turned to distinguish it from other letters

The

use

of the letter in known words (e.g., names and common words)

The sound the letter represents in

isolation

The sound the letter represents in

combination with others

The sound the letter represents in the

context

of a wordSlide42

Learning letters…

…requires many, many experiences with meaningful written languageStart with children’s names and environmental printTeach the ABC songProvide games and activities to talk about and manipulate lettersSlide43

3 stages of learning to read

EmergentYoung children gain an understanding of the communicative purpose of printMove from pretend reading to reading predictable booksMove from scribbles to writing patterned sentences

Beginning

Focus on phonics…learning to “crack the alphabetic code”

Learn to read high-frequency words

Can write several sentences and develop a simple story

Fluent

Automatic, fluent readers

Develop good handwriting skills, spell many high-frequency words correctly

Organize writing into multiple-paragraph compositionsSlide44

First reading strategies…

Cross-checkPredictConnectMonitorRepairStudents learn these reading strategies as they participate in shared and guided reading activities and interactive read

alouds

.Slide45

Early literacy instructional approaches

Morning messageShared reading/writingPredictable booksLanguage Experience ApproachPoemsWord play activities

Literacy-Rich

envinronmentSlide46

Reading Strategies and Skills

Reading is a complex process involving both strategies and skills.Strategiesthinking that readers do as they readAffect motivation: gives confidenceDeliberate, goal-directed actions

Cognitive/information processing theory

Skills

quick automatic behaviors that don’t require any thoughts

Emphasis is on effortless and accurate use

Automaticity

BehaviorismSlide47

Types of Strategies

Decoding strategiesUsing phonic and morphemic analysisWord-learning strategiesAnalyzing word partsComprehension strategiesPredicting, drawing inferences, visualizing

Study strategies

Taking notes and questioningSlide48

Types of Skills

Decoding skillsUse sound-symbol knowledge and phonics rulesWord-learning skillsIdentify synonyms, notice capitalizationComprehension skillsNotice details, separate fact and opinion

Study skills

Consult an index, notice boldface terms, locate and remember informationSlide49

Mini-lessons

Students need explicit instruction about reading strategiesDeclarative knowledge: what the strategy doesProcedural knowledge: how

to use the strategy

Conditional knowledge:

when

to use the strategySlide50

Cracking the CodeSlide51

What does it mean to

“crack the code”?English is an alphabetic language, and

children crack this code as they learn about phonemes (sounds), graphemes (letters), and graphophonemic (letter-sound) relationships.Slide52

Phonemic Awareness

Children learn to notice and manipulate the sounds of oral language.As students grow in this important aspect of learning to read they can

segment

and

blend

sounds in spoken words.

Segment

: children learn to break a word into its beginning, middle and ending sounds.

Blend

: children learn to blend 2, 3, or 4 individual sounds to form a wordSlide53

Why is this such a big deal?

Researchers have concluded that phonemic awareness is a prerequisite for learning to read.Once children learn that speech can be segmented into smaller units they can build on that knowledge to understand the sound-symbol correspondence.

Phonemic awareness has been shown to be the most powerful predictor of later reading achievement.Slide54

Cunningham and Allington(2007)

Describe phonemic awareness as children’s ability to “take words apart, put them back together again, and change them”Emphasis is on the spoken words

, not on reading letters or pronouncing letter names.Slide55

Phonemic awareness

Requires that children treat speech as an object that they shift their attention away from the meaning of words to the linguistic features of speech.An abstract endeavorPhonemes are not discrete units of speech (not concrete and measurable)

Often they are slurred and clipped in speech (think

tree

,

three

,

slurp

)Slide56

Teaching Phonemic Awareness

Begin with oral activities using objects and pictures, but after children learn to identify the letters of the alphabet, add reading and writing components.Read

and

reread

wordplay books

Teach minilessons on

manipulating

words, moving from easier to more-complex levels.

Emphasize

blending

and

segmenting

because students need these two strategies for phonics and spelling.

Use

small-group activities

(literacy centers) so children can be more actively involved in manipulating language.Slide57

As you watch this video,

consider:How was phonemic awareness taught in the clip?What emergent (or beginning)literacy behaviors did you see in the video?

How many instructional procedures (refer to appendix) can you identify from this clip?

http://www.learner.org/libraries/readingk2/wilson/index.html?pop=yes&pid=1726Slide58

Phonics

Children learn to convert letters into sounds and blend them to recognize words.Student apply phonics concepts to figure out unfamiliar written words by applying their growing understanding of the sound-symbol correspondences in English.Slide59

Why is this such a big deal?

An integral part of the balanced literacy approach includes:Students being explicitly taught—intentionally, systematically, and routinely—letter-sound relationships.Teaching phonics alone is not a balanced approach, but the teaching of phonics is a central part of a meaning-centered approach.Slide60

Phonics defined:

Phonics is the set of relationships between phonology (the sounds in speech) and orthography (the spelling patterns of written language).Emphasis on

spelling patterns

because there isn’t a 1-to-1 correspondence between phonemes and graphemes in English.Slide61

Why doesn’t English have 1-to-1 correspondence between phonemes and graphemes?

Sounds vary according to their location in the word (ex.: go-got)Adjacent letters influence spelling (ex.: bed-bead

)

Vowel markers such as the final

e

(ex.:

bit-bite

)

Etymology: what was the original language (ex.:

ch

digraph can be pronounces 3 ways)Slide62

Phonics concepts

44 phonemes can be graphically represented more than 500 ways!Start with consonants.Most consonants represent a single sound consistently, with a few exceptions (

c

,

g, w, x,

and

y

)

Two combination consonants: blends and digraphs

Blends=2-3 consonants appearing next to each other and their individual sounds are intact

Digraphs=letter combos representing single sounds that are not tied to either letter (

ch, sh, th, wh, ph

)Slide63

Vowels

a, e, i, o, u and sometimes w and yOften represent several soundsShort sound and long soundLong vowel sounds often spelled with two vowels or the VC-e combination

Vowel sounds are more complicated than consonant sounds because of the variety of combinations that yield the long vowel sounds. Slide64

Vowels

Vowel digraphs: when two vowels represent a single sound (ex. nail, snow)

Vowel diphthongs:

when two vowels represent a glide from one sound to another (ex.

oi

and

oy

; see page 158 for others).

R-controlled vowels:

when one or more vowels in a word are followed by an

r

.

ar

and

or

are more consistent;

er

,

ir

, and ur not so muchSlide65

Vowels

What the heck is a schwa?Schwa: vowels in the unaccented syllables of multisyllabic words are often softened and pronounced “uh”About and

machine

Represented as an upside down e Slide66

Phonograms

One-syllable words and syllables in longer words can be divided into two parts…onset and rimeOnset=consonant sound that precedes the vowelRime=the vowel and any consonant sounds that follow it

Research has shown that children make more errors decoding and spelling the rime than the onset and more errors on spelling the vowels than on the consonants (Caldwell & Leslie 2005).Slide67

decoding by analogy

37 rimes (phonograms or word families)Here’s a link to a

Pinterest

board for phonograms

Knowing these rimes and recognizing common words made from them are very helpful for beginning readers because they can use this knowledge to decode longer words.

Strategy is called decoding by analogySlide68

Phonics Rules

Linguists have tried to ID rules to clarify English spelling patterns; trouble is that there are plenty of exceptions to the rulesGood rules…Two sounds of CTwo sounds of

G

CVC pattern

Final e or CVCe pattern

CV pattern

R

-controlled vowels

-

igh

kn

- and

wr

-Slide69

Phonics strategies

Three most usefulSounding out wordsDecoding by analogyApplying phonics rulesSlide70

Guidelines for teaching phonics

Teach high-utility phonics concepts Follow a developmental continuum for systematic phonics instruction, beginning with rhyming and ending with phonics rulesProvide explicit instruction to teach phonics strategies and skillsProvide application opportunities, such as word sorts, making words, interactive writing

Use oral activities to reinforce phonemic awareness strategies, i.e., blending and segmenting

Review phonics as a part of spelling in the upper gradesSlide71

Assessing phonics

Use a combination of tests, observation, and reading and writing samplesTest to screen at beginning, middle, and end of year.DIBELS: Dynamic Indicators of Basic Early Literacy SkillsStudents ability to apply phonics concepts to read two- and three-letter nonsense words (i.e., ap

,

jid

)Slide72

Names Test

measures older students’ ability to decode words.List of names that illustrate phoneme-grapheme correspondences and phonics rules.As student reads the names, teachers mark incorrect reading. Then teachers analyze the errors to determine which phonics concepts the students haven’t learned.Slide73

Spelling

As children learn about phonics, they apply what they’re learning through both reading and writing.Children’s early spellings reflect what they know about phoneme-grapheme relationships, phonics rules, and spelling patterns.

Students need to learn to spell words

conventionally

so they can communicate effectively through writing.Slide74

Stages of spelling development

As young children begin to write, they create unique spellings, called invented spelling, based on their knowledge of phonology (Read, 1975).U=you; R=are; GRL=girl; TIGR=tigerCHRIBLES=troubles; MI (my).; LADE=ladySlide75

Stage 1: Emergent Spelling

Children string scribbles, letter, and letter like forms together, but they don’t associate the marks they make with any specific phonemes. This stage is typical of 3- to 5-year olds. Children learn these concepts:The distinction between drawing and writing.How to make lettersThe direction of writing on a page

Some letter-sound matchesSlide76

Stage 2: Letter Name-Alphabetic Spelling

Children learn to represent phonemes in words with letters. At first, their spellings are quite abbreviated, but they learn to use consonant blends and digraphs and short-vowel patterns to spell many short-vowel words. Spellers are 5- to 7-year-olds. Children learn these concepts:The alphabetic principleConsonant sounds

Short vowel sounds

Consonant blends and digraphsSlide77

Stage 3:Within-Word Pattern Spelling

Students learn long-vowel patterns and r-controlled vowels, but they may confuse spelling patterns and spell meet as mete, and they reverse the order of letters, such as

form

for

from

and

gril

for

girl

. Spellers are 7- to 9-year olds., and they learn these concepts:

Long-vowel spelling patterns

R-controlled vowels

More complex consonant patterns

Diphthongs and other less common vowel patternsSlide78

Stage 4: Syllables and Affixes Spelling

Students apply what they have learned about one-syllable words to spell longer words, and they learn to break words into syllables. They also learn to add inflectional endings (e.g., -es, -ed, -ing) and to differentiate between homophones, such as your-you’re. Spellers are often 9- to 11-year-olds, and they learn these concepts:Inflectional endings

Rules for adding inflectional endings

Syllabication

HomophonesSlide79

Children’s spelling provides evidence of their growing understanding of English orthography. The words they spell correctly show which phonics concepts, spelling patterns, and other language features they’ve learned to apply, and the words they invent and misspell show what they’re still learning to use and those features of spelling that they haven’t noticed or learned about.Slide80

Strategies for teaching spelling

Segmenting the word and spelling each sound; often called “sound it out” but should be called “think it out”Spelling unknown words by analogy to familiar wordsApplying affixes to root wordsProofreading to locate spelling errors in a rough draft

Locating the spelling of unfamiliar words in a dictionarySlide81

Why word identification matters…

Automaticity

foundational to

fluencySlide82

What is fluency

Children move from word-by-word reading with little or not expression to fluent reading.Fluency is the ability to read quickly, accurately and with expression.To read fluently, students must recognize most words automatically

and identify unfamiliar words easily.Slide83

Why is fluency important?

Researcher have found that fluent readers comprehend what they’re reading better than less fluent readers do (National Reading Panel, 2000).Pilulski and Chard (2005) describe fluency as the

bridge

between decoding and comprehension.Slide84

Components of fluency

Accuracy Allington (2009) suggests 98-99% accuracyReading speedShould be at a speed that matches speechProsodyShould be appropriately phrased and rhythmically regularSlide85

How do students become fluent

readers and writers?Through a combination of instruction and lots of

reading experiences

.

Teachers have two goals as they teach children to read and write:

1. teach them to instantly recognize several hundred high-frequency sight words.

2. Equip them with strategies they can use to identify unfamiliar words.Slide86

Important components of fluency instruction

Word Recognition=the large stock of words children automatically recognize because of repeated reading and writing using these sight words.Word

Identification

=Students use word-identification strategies to puzzle out unknown words.Slide87

What to teach and ways to teach

Word RecognitionExplicitly teach high-frequency words through repeated reading and writing experiences with the goal to develop

automaticity

24=kindergarten

100=1

st

grade

Next 100=second grade

300 total=by end of third gradeSlide88

Word Walls

Alphabetically display the high-frequency words of the grade prominently in the classroomHelp struggling readers by giving them their own word set…either by flashcards, or a page in their journal.Slide89

What to teach and ways to teach Word Identification

Phonic AnalysisStudents apply their knowledge of sound-symbol correspondences, phonics rules, and spelling patterns to read or write a word.Research found that students who ID words effectively survey the letters in the words and analyze the interior components.Less proficient students at word ID look only at the first letter then guess.Slide90

Decoding by analogy

Teach word families and model using these phonograms to help decode unfamiliar words-illBill, chill, fill, hill, kill, mill, pill, quill, spillExpand to: chilly, filling, killer, refill, hilltopSlide91

Syllabic Analysis

Teach how to divide a word into Practice looking for familiar pattern (CVC, CV) within the syllablesPractice looking for phonograms within the syllablesIn-con-ve-

ni

-

enceSlide92

Morphemic Analysis

Students examine the root word and affixes of longer unfamiliar words in order to identify them.Slide93

Dysfluent readers

These readers do not read books at their independent levelDo very little actual readingTeachers interfere by asking dysfluent readers to read aloud, then interrupt them with corrections.Slide94

How to promote fluency

Have them read independently daily at their independent level reading high-interest materialModel fluent readingEncourage studentsConduct repeated readings with brief texts

Readers’ theatre

Focus students attention on chunking words into meaningful phrasesSlide95

Expanding Students’ Knowledge of Words: VocabularySlide96

Quick Write:

Think of someone with a good vocabulary. Jot down what you have observed about their use of language.Slide97

Is there a list of words learned people should learn?

No. A good vocabulary is not tied to a specific list.There are between 1,200,000 and 2,000,000 words in English.

Research shows a person can only learn 8-10 words per week

This is across all content areasSlide98

Reading vocabulary

In 1950, the reading vocabulary of the average American 14-year-old equaled around 25,000 wordsIn 2001, the same study showed that the average reading vocabulary equaled 10,000

.

Why the seriously diminished level of word knowledge?Slide99

How do you learn new words

ImmersionStudents learn the meanings of words in a word-rich environmentThrough lots of independent readingThrough explicit instruction

Strategies

Students learn the meanings of unfamiliar words

Through practicing explicitly taught word learning strategies.Slide100

Why is vocab

learning a big deal?Students’ word knowledge affects comprehensionStudents from lower income homes have less than half of the vocabulary that more affluent children possess, and some research posits it may be 1/5 to ¼ (Cunningham, 2009).Important that teachers assess all their students word knowledge and help those with less catch up.Slide101

How do Students learn

vocab words?Gradually, through repeated experiences with words (orally and in writing)4 levels of word knowledge:Unknown word

Initial recognition

Partial word knowledge

Full word knowledge Slide102

Incidental word learning

On their own, without explicit instruction, students learn most of their wordsIndependent reading, best wayMatthew Effect (Stanovich, 1986)Capable readers learn more vocabulary because they read more, therefore, widening the knowledge gap between them and their peer who do not read as well.

Read Aloud

Conversation

TelevisionSlide103

Keys to teaching vocabulary

Immerse students in words through listening, talking, reading and writingTeach specific words through active involvement and multiple encounters with words.

Teach

word-learning strategies

so students can figure out the meanings of unfamiliar words.

Develop students’

word consciousness

, their awareness of and interest in wordsSlide104

BreakSlide105

Comprehension is…

…the goal of reading!Incredibly complex task involving different levels of thinking, from literal to inferential, to critical, to evaluative Slide106

Quick write: examine the key words in the following definition. Pair-Share.

“Comprehension is a creative, multifaceted thinking process in which students engage with the text.” (Tierney, 1990 qtd. in Tompkins, p. 258).Key words:

Importance of key words:Slide107

Reader Factors in Comprehension

Certain qualities of the reader affect comprehension. These include:Background knowledgeVocabulary

Fluency

Comprehension strategies:

the critical

thinking

that involves problem-solving (where, when, how, to what extent to use a strategy)

Comprehension skills:

the

steps

to use a comprehension strategy; the goal is to achieve automaticity with these steps

Motivation

Top 3 are prerequisites for comprehensionSlide108

Keys to strategy instruction

Explicitly modelProvide guided practiceProvide many instances of independent practiceSlide109

Gradual Release of ResponsibilitySlide110

Comprehension strategies

Activating background knowledgeConnecting Determining importanceDrawing inferencesEvaluatingMonitoring

Predicting

Questioning

Repairing

Setting a Purpose

Summarizing

VisualizingSlide111

Teachers teach students that stories have unique text factors:

narrative genres, story elements, and narrative devices. Teachers teach students that informational books have unique text factors: nonfiction genres, expository text structures, and nonfiction features. Teachers teach students that poems have unique text factors:

book formats, poetic forms, and poetic devices.

Teachers encourage students to apply their knowledge of text factors when they’re reading and writing.

How Effective Teachers Focus on Text Factors Slide112

Genre: three broad categories of literature are stories, informational books or non-fiction, and poetry

Text Structures: devices authors use to organize their writing and to emphasize important ideas.Text Features: Authors use these to achieve a particular effect in their writingThree most common text factors:Slide113

Formats of stories:

Picture books and chapter booksText Factors of StoriesSlide114

Folklore: stories that began hundreds of years ago and were passed down from generation to generation

Include fables (brief narratives that teach a lesson), folktales (began as oral stories told as storytellers travelled from town to town)Myths (stories created to explain natural phenomena)Legends (hero tales and tall tales)Fantasy

Realistic Fiction

Contemporary stories

Historical stories

Narrative GenresSlide115

Plot

: sequence of events involving the characters and the conflict(s).Types of conflict include…Character vs. nature, Character vs. society, Character vs. character, and Within a characterCharacters: authors develop characters through…appearance, action, dialogue, monologueSetting: location, weather, time period, timePoint of view

: 1

st

person, omniscient, limited omniscient, objective

Theme

: the underlying meaning of the story

Elements of story structure:Slide116

DialogueFlashback

ForeshadowingImagerySuspenseSymbolismToneNarrative devicesSlide117

Non-fiction genres

Alphabet books BiographiesExpository text structuresDescriptionSequenceComparisonCause and EffectProblem and Solution

Text Factors of informational booksSlide118

Headings and subheadingsPhotographs and drawings

Figures, maps, and tablesMargin notesHighlighted vocabularyA glossaryReview sections and chartsAn index

Non-Fiction featuresSlide119

Connecting

reading and writingTierney & Shanahan, 1996: Reading and writing should be connected because reading has powerful impact on writing, and vice versa.When students read about a topic before writing, their writing is enhanced because of what they learn about the topic.

When they write about the ideas in a book they’re reading, their comprehension is deepened because they are exploring big ideas and relationships among ideas.Slide120

Tools for the connections:

Trade booksCollecting text sets of as many different types of materialsMany types of genreMany types of media

Varying reading levels

Multiple cultural perspectives

Mentor texts

Use as a model of quality writingSlide121

Writing as a

learning tool:

How does a student use writing as a tool for learning…

Taking notes

Categorizing ideas

Completing graphic organizers

Writing summaries

Emphasis on using writing to clarify ideas not to spell things correctly!Slide122

Writing-to-learn activities

Learning logsPlace to record and react to the readingDouble-entry journalDivide journal page into two partsWrite different types of information in each part

Facts/reactions

Questions/answers

Main ideas/questions

Simulated journal

a series of diary entries

Quickwriting

Activate background knowledge, monitor learning, review big ideasSlide123

The Writing Process

Stage 1: PrewritingMurray (1982) believes 70% of writing time should be spent in pre-writingChoosing a topicConsidering purpose and formGathering ideas (this is the time-consuming part)

Draw pictures, brainstorm lists of words, read books, do Internet searches, talk about ideas with someoneSlide124

The Writing Process

Stage 2: DraftingBegin tentatively with the ideas developed during prewritingWrite quickly to get it down; not worried about handwriting or correct spelling/grammarWrite every other line and label in large letters in upper right, “ROUGH DRAFT”Slide125

The Writing Process

Stage 3: RevisingRevision is MORE than just polishing; it is meeting the needs readers by:AddingSubstitutingDeletingRearranging material

3 main activities

Rereading the rough draft

Sharing the rough draft in a writing group

Revising on basis of feedbackSlide126

The Writing Process

Stage 4: EditingPutting the piece into its final formFocus on polishing: correcting spelling and grammarProofreading: Unique type of reading in which students read word by word, hunting for errors rather than reading for meaningCorrect errors: after errors are found, students work on fixing the errors using a colored pen.Slide127

The Writing Process

Stage 5: PublishingMaking booksAuthor’s chairSlide128

What is differentiated instruction?

Based on the assumption that students learn in different waysMultiple intelligencesLearning stylesSlide129

Characteristics of differentiated instruction:

RigorousRelevant FlexibleComplexSlide130

High standards

Assessment-Instruction linkFlexible GroupingReading MaterialsVaried Instructional ActivitiesModificationsRespectAcademic achievementSlide131

Teachers modify instruction 3 ways:

Differentiating content

The “what” of teaching

Differentiating the

process

The “how” of teaching

Differentiating the

product

The end resultSlide132

R-E-S-P-E-C-T!

Teachers create a classroom culture that promotes acceptance of individual differences and is conducive to matching instruction to individual students.Slide133

Independent reading…authentic reading and natural differentiating

Reading CountsAccelerated ReaderTwo K-12 computer-based reading programs that manage students’ daily reading practiceSlide134
Slide135

Flexible Grouping

Whole classSmall groupsIndividualsSlide136

Guided Reading

Was developed to use with beginning readers, but teachers also use it with older students, especially ESL and struggling readers who need more teacher support to decode and comprehend books they’re reading, learn reading strategies, and become independent readers.Slide137

Text Sets

To differentiate effectively, teachers need to compile sets of texts representing multiple reading levels and genresThese sets can be used during literature focus units and during thematic units.Look at Scholastichttp://www.townsendpress.com/our-books/tp-library-amp-bluford-series/productpanel_page/4Slide138

Tiered Activities

Designed to match students’ needsTeachers create several tiered or related activities that focus on the same essential knowledge but vary in complexity (Robb, 2008)Slide139

Tomlinson (2001) suggests the following plan to design tiered activities:

Design an activity.

Visualize a ladder.

Create other versions of the activity.

Match activities to students.Slide140

Literacy Centers

Contain meaningful, purposeful literacy activities that students can work at in small groups.

Can be used at all grade levels.

Relate to concepts, strategies, skills that the teacher recently taught in

minilessons

Vary in complexity

See page 370 for listSlide141

Differentiated projects

Important part of differentiated instruction because students follow their interests, demonstrate what they’ve learned in authentic ways, and feel successful.Especially important for advanced and struggling students.Slide142

Struggling readers and writers

Crucial to ID students at risk for reading (and writing) problems early so as not to compound them.Clues that a student struggles:Difficulty with concepts of print, phonemic awareness, letter names, sound-symbol correspondencesSlower responses

Behavior issuesSlide143

Interventions

Help students catch up by providing: high-quality classroom instruction and additional one-to-one or very small group interventions.Slide144

Response to Intervention (RtI

)High quality instruction for all studentsHigh quality teachersOngoing student assessmentA coherent instructional plan that provides coordinated reading lessons every day for every student at every level of intervention.

Interventions to help students learn how to read

Special education placement on basis of ability to learn