evans building literacy skills
TRANSCRIPT
Building Literacy Skills
Jennifer Evans
Assistant Director ELA
St. Clair County RESA
http://www.protopage.com/evans.jennifer#Untitled/Home
Why Are You Here?
To gain background knowledge for
strategies used in reading
To understand the fundamental
concepts that are important for
students to master
To provide strategies you can use with students that will support their classroom
instruction
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Most Current Assessments Next Generation Assessments
Measures ELA onlyMeasures ELA, historical, scientific and technical literacy (informational text)
Write to decontextualized prompts
Respond in writing to authentic texts
Write narratives Write arguments
Assess one part of a standardAssess complex, integrated performances (e.g., research, multi-media)
Paper-and-pencil Computerized assessments
One yearly assessment Several Assessments in a year
Measures academic vocabulary
Measures text complexity
Likely Key Shifts in ELA Assessments
Adapted from the work Susan Pimental
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One Word: Rigor
College and Career Readiness
Requires RIGOR
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Rigor: Reading
InferenceEvidenceAnalyzeSummarizeInterpretIntegrateEvaluateDelineate
Balance of Reading Across the Grades
Balance of Writing Across the Grades
Distribution of Writing in the 2011 NAEP Writing Framework, Common Core State Standards for ENGLISH LANGUAGE ART S & Literacy in History/Social Studies, Science, and Technical Subjects, pg. 5
Grade To Persuade
To Explain To Convey Experienc
e
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
Chip’s In Activity:
Owen’s Paper
What is reading comprehension? Why is comprehension important? What instructions help students develop
comprehension? How can we adopt instruction for students
with special needs? How can we monitor students’ progress in
comprehension?
Discuss with your table group
Comprehension Vocabulary
What Can You Do?Focus on activities you can do with students to
improve:
Text Features
Fluency
Comprehension
The NRP (2000) identified the following comprehension strategies as most promising and effective for helping students improve their comprehension:
Comprehension Monitoring
Cooperative Learning
Graphic and Semantic
Organizers
Story (or Text) Structure and
Mapping
Questioning (Answering & Generating)
Summarization
Multiple Strategy Approach
How Can You Do It?
1. Gradual Release Model (To-With-By): https://www.teachingchannel.org/videos/improving-teacher-practice
2. Explicit Instruction
3. Engage in Discussion
4. Implement Suggested Strategies
Comprehension
StrategiesModel!
Use prompts.
Use Graphic Organizers.
Use questioning and discussion
to monitor student
comprehension.
Let me show you! (To)
Let’s do it together! (With)
You show me! (By)
Monitoring Comprehension: http://www.thinkport.org/microsites/reading/video/monitor.mpg
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Research has shown that students benefit from rereading texts. While the repeated reading method was initially created to increase reading fluency, researchers found that it positively impacted sight word recognition and comprehension as well.
Samuels, 1997Guided Highlighted Reading: http://www.readingtothecore.com/ghr.html
Vocabulary In line #1, find and highlight the word that means
intentionally. In line #5, find and highlight the word that means essence. In line #7, find and highlight the word that means of little
value. In line #8, find and highlight the word that means
magnificent. In line #10, find and highlight the phrase that means
quickly decided without thought. (hastily concluded)
Summary In lines #1 and #2, find and highlight what Thoreau wants
to find and what he wants to learn.
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Guided Highlighted Reading for Vocabulary and Summary
Frog and Locust
In line #1, find and highlight the length of time without rain
In line # 6, find and highlight what was left at the bottom of the canyon
In line #7, find and highlight what happened to the puddles
In line #13, find and highlight what would happened to the frog’s puddle and the frog if it didn’t rain soon
In line #15, find and highlight what the frog did to bring rain
In line #20, find and highlight what lived on the top of the mountain
Second Example of Guided Highlighted Reading
Select a book
Create your own questioning plan for Guided Highlighted
Reading with the book
Share with a partner
Practice
Think Pair Share Visualizing during read aloud
◦ How did you picture the part where it said, “The students were squished on the bus.”? Who did you picture on slide? How is that person coming down the slide?
Students connect discussion comments to those made by another reader:◦ I agree with _______ because _________________. ◦ I disagree with ________ because _______________. ◦ In addition to what ________ said, I’d like to add
__________________. When talking with a partner, help them share more:
◦ Tell me more of your thinking about ________. ◦ Let’s talk a little more about ______________. ◦ Another way to think about it might be ____________.
Cooperative Learning Strategies for Students:
Groups predict what they story will be about using picture clues or story title.
Groups generate questions ◦ Who will the story focus on?◦ Where will it take place?◦ What problems might occur?
Groups summarize the main parts of the story
Groups determine if there predictions were correct and clarify answers to the questions they generated.
Questioning
Reciprocal Teaching: http://www.doe.virginia.gov/instruction/english/elementary/reading/reading_vocabulary_strategies.shtml
Bloom’s
Asking Questions:◦ Gives a purpose for reading◦ Focuses attention on what must be learned◦ Helps develop active thinking while reading◦ Helps monitor comprehension◦ Helps review content◦ Relates what is learned to what is already known
(connections!)◦ Requires students to make inferences
(Armbruster, Lear, & Osborn, 2001)
QAR: Question Answer Relationships
Right There: You can put your finger on it. (What was the score at the end of the game?)
Think and Search: You can put your finger on 2 or more answers from 2 or more paragraphs. (What are some of the things T.J. did?)
Author and you: Information from the story and you. You must think about what you already know, what the author is telling you, and how both fit together. (What are some other ways Jake could have solved the problem?).
On your own: Information just from you. (Have you ever been the new student and what did it feel like?)
QAR: Questionshttp://www.youtube.com/watch?v=U0o2jUFRpXc&desktop_uri=%2Fwatch%3Fv%3DU0o2jUFRpXc&app=desktop
Select a book
Create your own questioning plan for QAR and/or Bloom’s
Reading with the book
Share with a partner
Practice
◦ T-chart◦ Story Prediction◦ K-W-L◦ Question the Author◦ Story Sequence ◦ Vocabulary Frame◦ Word Rating◦ Story Comparison◦ Story Elements◦ Main Idea◦ Venn Diagram◦ Cause and Effect◦ Time Line & Steps in a Process
Graphic Organizers
Link to Graphic Organizers: https://www.google.com/search?q=graphic+organizers&tbm=isch&tbo=u&source=univ&sa=X&ei=O6M8UuOxBYnN2wXxsIHIBQ&ved=0CEEQsAQ&biw=1440&bih=785&dpr=1
Think Links
Main Idea
Words to describe topic Details
Words to describe topic Details
Words to describe topic details
Words to describe topic Details
Progress Monitoring
Running Records
Fluency Repeate
d Readings
Appropriate fluency is dependent on the reading purpose.
Students loose meaning if reading is very slow or filled with miscues
When reading non-fiction text for meaning fluency rate (wpm) should be slower.
Rereading material several times allows students to gain additional information.
FLUENCY
Why Fluency? Video: http://www.readnaturally.com/howto/videos_rn.htmReading Rockets Fluency: http://www.readingrockets.org/teaching/reading101/fluency/
Folding Directions: http://www.youtube.com/watch?v=EP5SonqP9Hk&desktop_uri=%2Fwatch%3Fv%3DEP5SonqP9Hk&app=desktop
Example use of a foldable: http://www.youtube.com/watch?v=YQHcau25nZ0
Foldables
Select a book
Create your own plan for content
to place in a foldable
Share with a partner
Practice
1. Choral responses2. Partner responses3. Written responses
A. Focused prompts increase thinking, accountability, focus
B. Structured academic language
4. Individual responses
“We can’t narrow the gap unless we dramatically increase student response to instruction.”
Dr. Kevin Feldman – Director of Reading and Early Intervention with Sonoma County Office of Education, CA – February, 2009
Structured engagement scaffolds: Critical “tools” for differentiating instruction with
your students:
Previewing Text
StructureBe specific! Use the
correct names.Model how to use each part.
TitlesSub-titles
Table of ContentsGraphicsCaptionsGlossary
Index
Let me show you!
Let’s do it together!
You show me!Text Talk Time: https://www.teachingchannel.org/videos/analyzing-text-as-a-group
Ask the student how the text looks the same as or different than other material before reading.
Point out the features of the text and how they are important.◦ Titles◦ Sub-titles◦ Illustrations, photographs, and captions◦ Bold or italicized words/phrases◦ Timelines, maps, or other graphics
TEXT STRUCTURE
Word Identification and Context
CluesModel!
Use prompts.
Don’t give the words because the object is to teach students how to do it on
their own.
Let me show you!
Let’s do it together!
You show me!
Model and teach strategies to help students identify unknown words.◦“Fix-up” or “Repair” Strategies◦Cues on bookmarks, charts, etc.◦Using context clues and text structure
◦Use the glossary
WORD IDENTIFICATION SKILLS
Modeling Fix-Up Strategies: http://teachershare.scholastic.com/resources/11559
Model and teach students how to use clues in the text to derive meaning of unfamiliar or difficult words.◦ analyze word parts (prefix, suffix, roots,
inflectional/derivational endings)◦ use word id. skills to figure out multisyllabic words◦ use graphics, pictures, and other parts of text to
derive meaning for difficult words and phrases
USE OF CONTEXT CLUES
Context Clues Song Video: :http://www.youtube.com/watch?v=IaDfmjs2sWI&feature=fvwrel&app=desktopUsing Comic Books to teach Context Clues: http://www.teachertube.com/viewVideo.php?video_id=91484
Previewing Vocabulary
Questioning Picking out details Paraphrasing Paragraph
Summaries Rereading Marginalia Note taking
Graphic Organizers Picture Prompts Fix-up or Repair
charts Bookmarks Self-monitoring
charts Vocabulary sorts Sticky Notes Highlighters
RECAP OF EFFECTIVE TOOLS & STRATEGIES:
This will improve:
Choose Activities with high student engagement and oral discussion
Comprehension
Vocabulary
Language Acquisition
Meaningful Differences in the Everyday Experience of Young American Children by Betty Hart & Todd R. Risley. Paul H. Brookes Publishing Co. (1995).
12 24 36 48
(Age Child in Months)Esti
mate
d C
um
ula
tive W
ord
s A
dd
ressed
to C
hild
(In
Million
s)
Working-class
26 Million Words
Welfare13 Million
Words
Professional
45 Million Words
Language Experiences by Group
Only 4% of the school day is spent engaging in student talk.
Only 2% of is spent discussing focal lesson content (but not necessarily using relevant academic language).◦ Arreaga-Mayer & Perdomo-Rivera, 1996
We Need More Discussion!
Vocabulary
Previewing
Vocabulary
Make it fun! The extra time
spent on developing
vocabulary will be well
invested in comprehension.
Word sortsVocabulary WebsGuess My WordPicture matches
Tier II word emphasis
Let me show you!
Let’s do it together!
You show me!
Grade 2 Vocabulary Video https://www.teachingchannel.org/videos/imp
roving-student-vocabulary?fd=1
Dr. Anita Archer Podcasts http://www.scoe.org/pub/htdocs/archer-vide
os.html
Vocabulary Videos
Academic Vocabulary ExamplePronounce the word – terrible -- kids repeat the word with you several times
Explain the meaning: Terrible means something unpleasant or very bad. For example, a bad storm that destroys many trees and homes is terrible. A rotten fish smells terrible. When we have a lot of snow and cold weather during the winter, some people say that the winter was terrible.
Students fill in the statement using the term: When something smells bad, we might say that it smells ____ (terrible). When we watch a very bad movie, we might say that the movie was ______ (terrible). When our parents make us eat broccoli, some of us might say that it tastes _______ (terrible). When a storm is very strong and destroys trees and homes, we say that the storm was ______ (terrible).
Students act out the term: Make a face that shows me what you would look like if we smelled something terrible, like rotten food. Kids make a face. Show me how you would look if you hurt your arm and it felt terrible.
Engage students in a read aloud where students identify the vocabulary words as they are read.
Ask a question using the word and have students share their responses: What is an example of something that is terrible? Turn and tell a partner or share out loud.
Be sure to include pictures, video, text, a graphic organizer, sharing, and an exit ticket.
terrible
Use illustrations or
videos to visualize the
word
1. Choose word (tier II)2. Explain Meaning3. Repeat word several times
Students fill in the statement using the term: When something smells bad, we might say that it smells ____ (terrible). When we watch a very bad movie, we might say that the movie was ______ (terrible). When our parents make us eat broccoli, some of us might say that it tastes _______ (terrible). When a storm is very strong and destroys trees and homes, we say that the storm was ______ (terrible).
Fill in the Blank
Act it Out
Students act out the term: Make a face that shows me what you would look like if we smelled something terrible, like rotten food. Kids make a face. Show me how you would look if you hurt your arm and it felt terrible.
Think – Pair - Share
Engage students in a read aloud where students identify the vocabulary words as they are read.
Read Aloud
terrible
Concept WheelSelect one term for the concept wheel – terribleBrainstorm what kids know about the word and its meaning.Write the word in the first quadrant.Think of three more key ideas about the word to add to the graphic organizer
ILLUSTRATE AND ASSOCIATE
Vocabulary Word Picture of Word
Brief Definition Antonym/Nonexample
Create your personal sentence
ILLUSTRATE AND ASSOCIATE
Vocabulary Word Picture of Word
Brief Definition Antonym/Nonexample
Create your personal sentence
silent
Being very quiet noisy
The classroom was silent on the weekend.
Create Anchor Charts or Posters Have students present examples and non-examples for the
vocabulary word Ask deep processing questions
◦ Answer questions “Would you prefer to have a festive day or an ordinary day?”
◦ Create Examples What is something that a good citizen might do?
◦ Make Choices If any of the things I name can hatch, say hatch; if not, say nothing: a
train, a chicken, a jar of jam, a snake, a tadpole, a horse.◦ Pantomime
Show me how an eagle soars, a rocket, an airplane.◦ Personal Context
Some people are fond of fishing. Tell about something you are fond of. Use the word fond when you tell about it.
◦ Synonyms and Antonyms Name a word that means the opposite of genuine; name a word that
means about the same as genuine.
Apply the Learning: A Menu
Least - - - - - - - - - - - - - - - - - - Most
How happy would you be if . . . ◦ your mother urged you to have a second piece of
candy? ◦ least happy - - - - - - - - - - - most happy
◦ everyone in your class looked glum?◦ least happy - - - - - - - - - - - most happy
◦ there was a downpour on your class picnic?◦ Least happy - - - - - - - - - - - most happy
Sentence Stems
Least - - - - - - - - - - - - - - - - - -Most
How much strength does it take to . . .◦ pull a sprout out of the ground?◦ least strength - - - - - - - - - most strength
◦ lift an enormous refrigerator?◦ least strength - - - - - - - - - most strength
◦ kick a football a significant distance?◦ least strength - - - - - - - - - most strength
Sentence Stems
How precious would something be . . .
if _____
if _____
if _____
How reluctant would you be . . .
if _____
if _____
if _____
Sentence Stems
Based on what I read, I would connect _______ and _______ because ________________________
____________________________________________.
Example from Brave Irene:
Based on what I read, I would connect reluctant and insisted because although her mother insisted she leave the closing laundromat, Lisa was very reluctant to listen until she found Corduroy.
Connect Two
2.2 “Bad Dog, Dodger!”
Based on what I read, I would connect practice and treat because when Sam took time to practice good behavior with Dodger and reward Dodger with a treat, Dodger finally started behaving better.
Connect Two Example
1. Select a book 2. Identify one
academic vocabulary word from the book
3. Create your plan to include:
a picture
definition
fill-in-the-blank
repeating
action
read aloud
concept map
exit ticket
Practice
Review: Strategies we have covered to improve reading comprehension and
vocabulary:
1. Comprehension
Monitoring
2. Cooperative
Learning
3. Graphic and Semantic
Organizers
4. Story (or Text) Structure and Mapping
5. Questioning (Answering & Generating)
6. Summarization
7. Multiple Strategy Approach
Guided Highlighted Reading – Rereading Written Responses Individual
Responses
Fluency/Accuracy (Running Records,
etc.)
Self-monitoring charts Picking out details
Discussions Vocabulary
1. Comprehension monitoring:
Think Pair Share Visualizing during read aloud
Connect Discussion
comments made by another reader
Help partners share more Partner Responses Vocabulary
Activities
2. Cooperative Learning:
T-chart Story Prediction K-W-L Question
the Author
Story Sequence
Vocabulary Frame
Word Rating
Story Compariso
n
Story Elements
Main Idea - Think Links
Venn Diagram
Cause and Effect
Time Line Vocabulary sorts
3. Graphic and Semantic Organizers:
* Foldables * Vocabulary * Text Structure activities
Titles Sub-titles
Table of Contents Graphics Captions Glossary
Index
4. Story (text) structure and mapping:
Predict Clarify Focus
QAR Picture Prompts Blooms
Discussion
s
Vocabulary
5. Questioning:
Paraphrasin
g Questioning Discussions
Marginalia Sticky Notes Note-taking
Bookmarks Paragraph summaries Vocabulary
6. Summarization:
Choral responses
Word Identificatio
n
Context Clues
Fix-up or Repair charts
Vocabulary Discussions
7. Multiple Strategy Approach:
1. Introduce the word –
repeat
2. Explain the meaning
(illustrate)
3. Fill in the blank
4. Act it out5. Share an example
6. Identify in text
7. Graphic Organizer
8. Exit Ticket Assessment
Vocabulary Strategies Review
Something new that I learned today is…
Exit Ticket - Evaluation