exemplary practice in literacy instruction lesley mandel morrow rutgers university...
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Exemplary Practice in Literacy Instruction
Lesley Mandel MorrowRutgers University
[email protected] School of Education
10 Seminary PlaceNew Brunswick, NJ 08901
Relevant References Morrow, L.M. (2002, 2nd edition)The Literacy
Center: contexts for Reading and Writing. Portland, Maine: Stenhouse Publications
Morrow, L.M. (2003)Organizing and Managing the Language Arts Block: A Professional Development Plan. New York, Guildford Publications
Morrow, L.M. (2005, 5th edition) Literacy Development in the Early Years: Helping Children Read and Write: Bostonk Allyn and Bacon.
Statistics from the U.S. Dept. of Labor, U.S. Dept. of Education, U.S. Dept. of Health and Human Services and U.S. Dept. of Justice
Children who learn to read become adults who are: Likely to succeed in Elementary School Likely to Graduate from High School Likely to be Healthier during their lives Less likely to get into trouble with the law Likely to have a middle-class life style Earn more than those who are illiterate Likely to have children who learn to read
Those Who Don’t Learn to Read
50% of patients with chronic illness are illiterate
70% of prisoners tested scored functionally illiterate on a national literacy survey
50% of the unemployed are functionally illiterate
Those who are functionally illiterate earn 5 times less than those that are literate
Those with lowest literacy skills live in poverty
Children in poverty are more likely to be illiterate
causing the Achievement Gap
Politically Correct andIncorrect Literacy Terms
Politically INCORRECT Homogeneous
Grouping Standardized Tests Basal Readers Explicit Instruction Literal Worksheets Phonics/Skills Based Direct Instruction Curriculum Driven Skilled Reader
Politically CORRECT Flexible Grouping Portfolio Assessment Literature-Based Cooperative Learning Open-ended
Discussions Whole Language Authentic Instruction Child Centered Engaged Reader
Politically Correct andIncorrect Literacy Terms
Politically CORRECT Homogeneous
Grouping Standardized Tests Basal Readers Explicit Instruction Literal Worksheets Phonics/Skills Based Direct Instruction Curriculum Driven Skilled Reader
Politically INCORRECT Flexible Grouping Portfolio Assessment Literature-Based Cooperative Learning Open-ended
Discussions Whole Language Authentic Instruction Child Centered Engaged Reader
No Child Left Behind Prevention
Accountability
Grants to Implement Reading First and Early Reading First
How To Succeed WithNo Child Left Behind:
Teaching Includes:
• Explicit Modeling• Guided Practice/Scaffolding• Independent Practice• Structure and Routines• Build Background Knowledge• More Time on Task• Feedback
Excellent Teachers Know there is More
Problem Solving Exploring, experimenting Open-ended experiences Choice Collaboration Social Interaction
National Reading Panel Report Findings:
According to the National Reading Panel Report, instruction in the following areas is necessary for achievement:
Phonemic AwarenessPhonicsComprehensionFluencyVocabulary Development
Many areas in reading instruction were not included in this study. Only quantitative research and studies identified as scientifically
based by the panel were consulted. Many respected investigations were not included.
Professional Development Continuous Your own personal plan The School Plan 100 hours a year, 3 hours a week
Professional Development First year teachers mentored by exemplary
teachers Attend Professional Conferences Teacher input and collaboration with peers Administrative support Time to change Goal setting Knowledgeable consultants to motivate Coaches provide modeling Teacher study groups to share and reflect
According to Research from the following groups:
Children are more successful developing literacy when they have excellent teachers
The Program for the Improvement of Student Achievement (PISA) The Center for the Improvement of Early Reading
Achievement (CIERA) The Center for English Language Achievement and
Assessment (CELA)Researchers
(Allington, Johnston, Morrow, Pearson, Pressley, Ruddell, Taylor)
Exemplary teachers have students who score well on reading tests.
n=30 for the most effective teacher; n=29 for the typpical teachers
56 59
4844
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Composite Reading Word Analysis
most effective teachers typical teachers
Characteristics of Exemplary Literacy Instruction
Varied Strategies Grouping to Meet
Individual Differences
High expectations Teachers Care Constructive
Feedback Productively
Engaged
Explicit Instruction Problem Solving Organization &
Management Skills: eg. Rules
Quality Preparation & Continuous Professional Development
Wonderful Teachers Are Appreciated Who
Wonderful Teachers Are Appreciated and
Good Teachers are appreciated and CanMake Our Children’s Dreams Come True
Dear Mrs. Eisen,You are sweeter then a sweet potato. You are beter than a
chocalate ice crème with foge. I love you. Caprice
Dear Mrs. Rupper,I love you so mutch. I think of you all the tim. I need to give you a
hug all the time. I will alwayz think of you. Love, MariCarmen
Dear Mrs. Roman,I like to talk to flowers on
Saturday and Sunday. But I really get to talk to one all the other days in school when I talk to you.
I love you, Orlando
Dear Mrs. HeyerWhen I grow up, I want to be just like you.
Love, Tania
Reading is Complex Syntax Association Cultural
Background Contextually Based
Text Comprehension Motivation Predictability Life Experience
Sight Words Picture Clues Controlled Vocabulary Repetition Phonemic Awareness Phonics Writing Visual Discrimination
Literacy Centers Rocking Chair, Rugs, Throw Pillows Computer Multiple Genre Books (5-8 per child and 3-4 grade levels) Open Faced Shelving Books Stored By Genre Leveled Books Felt Board and Roll Stories Headset and Taped Stories Method For Checking Out Books Books on Tape Rules Demonstrations For Using Materials Accountability
Multiple Genres Available
Fiction Non-Fiction Picture Books Informational Books Magazines Biography Poetry Novels
What Children said about Literacy Center Time
The literacy center is nice and cozy and there are lots of good books you can choose from (Choice)
Reading is fun in the center because you can read with a friend. When you need help your friend helps you. (Collaboration)
You can take books home right from the center (Access)
You can choose easy books, hard books, long books, short books. (choice, challenge)
I get more done because I can work with others (Collaboration)
The only thing missing from literacy center time is a snack bar.
The Exemplary Day Independent Reading and Writing Morning Message Thematic Storybook Reading Mini Skill Lesson Mini Comprehension Lesson Modeling Center Activities Guided Reading Writing Workshop Environment
Why do we use Centers Children get to practice skills learned
Children learn to be independent, self directed, and how to collaborate with peers
Provides activities when other assigned work is completed.
Allows teacher to meet with guided reading groups or individuals to teach skills
Types of Centers & Activities Word Study Center:
With onset and rime letters create words for the following word families-- et, up, op, an, at. Write down the word families.
Listening/Comprehension Center: Listen to the story on the headsets and follow along in the book Fill out the graphic organizer for story structure elements. Do one illustration for one story structure element
Writing Center: Retell the story using the felt board and story characters provided. Write the retelling.
Library Corner: Select an informational book that was read to the class. Partner read the book Discuss and then write and illustrate the part you liked the most
Choice Activities When other Center Work is Completed: Read a book silently. Illustrate the part you like most. Do a program on the computer center Use one of the games in the word study center Write a short book about the theme being studied in your classroom
Practicing Comprehension with CENTER MATERIALS
1. Felt Board StoriesCharacters from a book made of oak tag or construction paper. They are backed with
feltor sandpaper and used when telling a story by displaying them on a felt board.
2. Roll Moviesstories illustrated on paper that come on a roll (such as shelving paper). Dowels are inserted into a box with a rectangular cutout opening. The roll story is taped to the dowels at the top and bottom. The dowels are turned to reveal each scene.
3. Prop Stories A collection of materials for a particular book such as three stuffed bears, three bowls, and yellow-haired doll for telling the story of Goldilocks.
4. Puppet Stories Various types of puppets for telling stories such as hand, stick, face, and finger puppets.
5. Chalk Talks Drawing a story on a chalkboard or a sheet of paper while the story is being read or told.
How kids go from one center to another:
Teacher assigns kids Center board indicates Change with the guided reading
group Ring a bell, set a Timer Assign three activities allow one
choice activity
GUIDED READING• Explicit Skill Instruction• To meet Individual Needs• Use of appropriate materials• Assessing Achievement
•
Nature of Groups• Change frequently• As many as you need, not 3• 3 to 5 kids in a group• Selected by similar needs• Meet daily or less for 5-30 minutes
Select groups using multiple measures such as: Running Records Observation Standardized Assessment Teacher Judgment Alternate Rank Ordering
Books at Child’s Instructional Level is determined by: Print size, Language patterns Illustrations, Vocabulary repetition Types of words, Numbers of words Number of different words, Length of sentences Length of book, Predictability, Decodable elements
Assessment in Guided Reading
Ongoing assessment of daily progress
Progress note sent home once a week for each child
Have a focus child daily
Running records monitor progress and determine: Reading level, strengths, needs, instruction,
Explicit modeling: Teacher does a lesson to introduce skills with center material
Guided Practice:Materials are used with the teacher’s help
Independent Practice: Materials placed in center for children to use
Include written directions for use
Include accountability for all center activities
Include rules during Center Time
Put completed work in a designated spot
Helping children to use center activities
Steps in a guided reading lesson
Before reading: Review something done before Introduce new story Vocabulary development Set a purpose for reading Build Background Knowledge Comprehension development Word study lessons
During Reading Teacher reads story to children Children read story together Older children read alone
After Reading: More Comprehension work Respond to book Word Study development
Parent Involvement Food Babysitting Transportation Incentives Parent Report Card Multiple times/tasks for parents to help
with during school, after school, and at home
Culturally Sensitive Programs Be Persistent
Vocabulary Development
What Is Vocabulary? A set of words for which we know the meaning.
Types Of Vocabulary To Learn: Listening Vocabulary Speaking Vocabulary Reading Vocabulary Writing Vocabulary
What Strategies Do We Use To Teach Vocabulary?
Learn use of dictionary Language word parts (prefix, suffix, roots) Use of context clues Themes, stories, play, music, art, science, and social studies
ComprehensionWhat Is Comprehension? Constructing meaning while actively involved with text
What Strategies Do We Use To Teach Comprehension?
Collaboration and Cooperative Learning Retelling Graphic and Semantic Organizers - Maps, Webs, Venn
Diagrams, KWL, etc. Self Monitoring Answering Questions About Inference and Prediction Generating Questions Use of Prior Knowledge Mental Imagery Multiple Strategy In Structure
Franklin In The Dark RetellingBy Phillip, Age 5
Phillip: Franklin In The Dark.
One time Franklin didn’t want to go in hisshell. He was too scared. But his Mama
said,“There’snothin’ in there. But Franklin didn’t want to go in
theshell because there was monsters in there. He
didn’tlike to go in because he was afraid.
At the end he went in and turned on a little night light
and went to sleep. That’s it.
Practicing Comprehension with CENTER MATERIALS
1. Felt Board StoriesCharacters from a book made of oak tag or construction paper. They are backed with
feltor sandpaper and used when telling a story by displaying them on a felt board.
2. Roll Moviesstories illustrated on paper that come on a roll (such as shelving paper). Dowels are inserted into a box with a rectangular cutout opening. The roll story is taped to the dowels at the top and bottom. The dowels are turned to reveal each scene.
3. Prop Stories A collection of materials for a particular book such as three stuffed bears, three bowls, and yellow-haired doll for telling the story of Goldilocks.
4. Puppet Stories Various types of puppets for telling stories such as hand, stick, face, and finger puppets.
5. Chalk Talks Drawing a story on a chalkboard or a sheet of paper while the story is being read or told.
FLUENCYWhat is Fluency? Reading orally with automaticity (ability to decode)and prosody (use
of appropriate expression and speed, demonstrating comprehension).
What Strategies Do We Use To Teach Fluency?
Echo Reading Choral Reading Antiphonal Choral Reading Partner and Paired Reading (Collaborative Oral Reading) Repeated Reading Listening To Good Reading On Tape Readers Theater Listening and Critiquing Your Own Reading On Tape
Relationship Between Amount of Recreational Reading and Scores on
Standardized Reading Tests
Percentile Rank203040506070809098
Minutes Reading/Day.7
1.93.35.06.4
10.014.220.065.0
WritingWhat Is Writing? Oral language written down. It includes use of
narrative, expository, and functional text.
What Strategies Do We Use To Teach Writing?
Composition Of Narrative Composition Of Expository Functional Writing Spelling Handwriting Punctuation
Phonemic Awareness and Phonics
What is Phonemic Awareness? Knowing that words are comprised of a sequence of spoken sounds
What is Phonics? The relationship between written letters and their sounds
What strategies do we use to teach Phonemic Awareness
and Phonics? Phonological Awareness (Hearing individual sounds in words) Phonemic Isolation (Identifying and manipulating sounds) Phonemic Identity (Recognizing same sound in a different word) Phonemic Categorization (Recognizing words that don’t belong) Rhyming Segmenting (Breaking a word into its separate sounds) Blending (Putting together separate sounds) Authentic: Literature Based Using Art, Music, Manipulatives, and Worksheets
THIS OLD MANThis old man he sings H songsHe sings H songs all day long
With a Hick, Hack, Haddy, HackSing this silly song
He wants you to sing along(Tick, Tack, Taddy, Tack)(Sick, Sack, Saddy, Sack)
(Mick, Mack, Maddy, Mack)(Pick, Pack, Paddy, Pack)
THE NAME GAME - By Shirley EllisShirley!
Shirley, Shirley bo Birley Bonana fanna fo Firley Fee fy mo Mirley, Shirley!
Lincoln!Lincoln, Lincoln bo Bincoln Bonana fanna fo Fincoln Fee fy mo Mincoln, Lincoln!
Come on everybody, I say now let’s play a game, I betcha I can make a rhyme out of anybody’s name
The first letter of the name, I treat it like it wasn’t there, But a B or an F or an M will appear
And then I say bo, add a B, then I say the name and Bonana fanna and a foAnd then I say the name again with an M this time and
there isn’t any name that I can’t rhyme
Arnold!Arnold, Arnold bo Barnold Bonana fanna fo Farnold Fee fy mo Marnold Arnold!
But if the first two letters are ever the same, I drop them both and say the name likeBob, Bob drop the B’s Bo ob
For Fred, Fred drop the F’s Fo red, For May, Mary drop the M’s Mo aryThat’s the only rule that is contrary
Thomas Jefferson’s Beliefs About Literacy Education
The ability of every citizen to read is necessary to the practice of democracy
Reading should be taught during the earliest yeas of schooling
Reading will ensure that the people will be able to be safe and be the guardians of their own liberty.