new teacher content literacy march 2014

Reading Strategies

Reading Process

Importance of Explicit Instruction and Engagement

Research

Welcome

Based on your answer, think where you

would place your colored sticker in the

correct column on the class

consensogram.

I rarely teach

students explicit

strategies to help

them

comprehend

content area

text.

I sometimes

teach students

explicit strategies

to help them

comprehend

content area

text.

I often teach

students explicit

strategies to help

them

comprehend

content area

text.

I regularly teach

students explicit

strategies to help

them

comprehend

content area

text.

Statistics

The number of adults that are classified as functionally illiterate increases by about 2.25 million each year.

One child in four grows up not knowing how to read.

44 million adults in the U.S. can't read well enough to read a simple story to a child.

21 million Americans can't read at all, 45 million are marginally illiterate, and one-fifth of high school graduates can't read their diplomas.

43 % of those whose literacy skills are

lowest live in poverty.

Two-thirds of students who cannot read

proficiently by the end of the 4th

grade will end up in jail or on welfare.

90% of welfare recipients are high school dropouts.

16 to 19 year old girls at the poverty level and below,

with below average skills, are 6 times more likely to

have out-of-wedlock children than their reading

counterparts.

When the State of Arizona projects how many prison

beds it will need, it factors in the

number of kids who read well in fourth

grade.

70% of America's prison inmates are

illiterate and 85% of all juvenile

offenders have reading problems.

Professor Pearson finds that in many classrooms, students spend little time actually reading texts. Much of their instructional time is spent on workbook-type assignments. The skill/time ratio is typically the highest for children of the lowest reading ability (Allington, 1983). Furthermore, the research indicates that teachers are spending inadequate amounts of time on direct comprehension instruction. A study completed (Durkin) concluded that teachers used either workbooks or textbook questions to determine a student's understanding of content, but rarely taught students "how to comprehend."

Both NRP and Duke and Pearson (2002) agree that explicit teaching, including an explanation of what and how the strategy should be used, teacher modeling and thinking aloud about the strategy, guided practice with the strategy and support for students applying the strategy independently are the steps needed to effectively teach any comprehension strategy.

Comprehension is what it’s all about!

Reading comprehension – and how to teach it – is probably the area of literacy about which we have the most knowledge and the most consensus.

It is also probably the area that gets the least attention in the classroom.

Engagement Motivation

ComprehensionPerformance

“Effective classroom

teachers are the only

absolutely essential

element of an

effective school.”

Allington & Cunningham, 1997

1. During the discussion, teammates place their chip in the center each time they talk. They cannot talk again until all team members have placed a chip in the middle.

2. All teammates pick up their chip and begin again.

Round 1: How do you engage your students?

Round 2: How do you define rigor?

Round 3: What does engaging instruction look like?

For Words Comprehension

Mosaic of Thought

Vocabulary

What Works:

Ample Time for Reading

Provide time for sustained reading

(the “Zone”)

Allow Students choice in selecting

the reading material

Match students and text to ensure

success

Encourage multiple readings

of text (with different purposes)

Explicit Instruction

Teach strategies successful readers

use to comprehend

Model and demonstrate strategy use

Provide time for guided practice

Use authentic text to practice strategies

Peer and Collaborative

Learning

Teach students to explain things to

each other

Establish goals for success

Teach students how to collaborate

Use peer teaching to reinforce instruction

Time to Talk About

Reading

Encourage students to express their own thoughts

Use whole class, small group, and pair discussions

Embed strategy instruction in the

discussions

Ask literal, critical, and evaluative

questions

Strategy: Questioning

› Ask Questions Throughout the Reading Process

- Blooms

https://www.teachingchannel.org/videos/

analyzing-text-brainstorming

m.socrative.com

Join room 980994

Type response to question(s):

How will you be able to use the Bloom’s flip chart with your students?

How will you use the flip chart to differentiate instruction?

Conversation about the texts students read

Literate conversations mimic the conversations real readers in the real world have about real

books they really want to talk about!

Conduct discussions with readers as conversations –

not interrogations.

Model types of connections readers

make

(T-S, T-T, T-W).

Arrange for students to have literate

conversations in small groups.

http://www.youtube.com/watch?v=YDP

75I1b5Do

Lesson Plan

Template

Mini Lesson

Examples

What

• Inclusion activity

• Opener (for day, class period, etc.)

Why

• Builds community

• Gets everyone’s voice in the room

• Sets the norm for respectful listening

How

• On the Give One, Get One sheet, write down answers to the question below. Be prepared to share your ideas.

What makes informational text difficult for students to comprehend and for teachers to explicitly

teach?

24

Why Explicitly Teach Informational Text Strategies?

Once students leave high school, 90%of their reading will be informational

reading.

Only 10% will be reading for pleasure.

There are five text structures found in expository text.

Compare / Contrast

Problem / Solution

Descriptive

Sequence

Cause / Effect

These strategies need to be explicitly taught to students in

order for them to learn the strategies needed to extract the

most important information from the text.

27

Schools purchase a single reading source for students –the textbook.

Textbooks are often two or more years above the average reading level of the students (Chall & Conard, 1991; Budiansky, 2001).

Independent Level 96%- 100% Accuracy with good comprehension and fluency

“Just Right”

Instructional Level 90-95% Accuracy Students can read with teacher support and instruction

Frustration Level < 90% Accuracy “Too Hard”

Fountas and Pinnell’sleveling list

Level It iPad app

($4.00)

Procedure to Level Books

Text Complexity

by Scholastic

Small Groups

Guided Reading

Ability grouping

Literacy centers

Whole Group

Read-alouds

Modeled reading and

writing

Mini-lessons

Shared reading/writing

Independent

Independent reading and

writing activities

Teacher-Student

Reading/Writing workshop

Reading/Writing

conferences

“Most educators believe that vocabulary

instruction is critical in any classroom. The

issue is not whether we should have

vocabulary instruction, but how to make

that vocabulary instruction have meaning

beyond assigned word lists.”

Inside Words: Tools for Teaching Academic Vocabulary Grades 4-12, Janet Allen,

2007.

33

Language – Vocabulary Acquisition and Use

L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

L5. Demonstrate understanding of word relationshipsand nuances in word meanings.

L6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledgewhen considering a word or phrase important to comprehension or expression.

The following vocabulary instruction is not

supported by research :

copy definitions

draw a line from the word to the definition (matching)

write sentences using the words

look-up the definitions in a dictionary

memorize definitions

use context clues for unknown words when there is little contextual support

Vocabulary instruction should focus on critical

words

Different types of words require different types of

instruction

Active engagement improves learning

Effective vocabulary instruction does not rely

on definitions alone

Teaching word parts enhances

understanding

Repeated exposure is essential

Not all terms are of equal

importance

Identify the most critically

important terms for a given

subject area

Strategically select a relatively small number (3-10 per

reading selection) of words for explicit instruction.

Select words that:

are unknownare critical to the meaning

will likely be encountered in the future

(Archer, 2008)

Tier 3

Less common

Content specific

algorithm, velocity

Tier 2

Sophisticated vocabulary

Common in oral language &

written texts

mobilize, industry, naïve,

contemplate

Tier 1

Most basic

Very common (high frequency words, sight words)

Usually do not require explicit instructional attention to

meaning

car, water, walk, man…

(Beck, McKeown, Kucan, 2002)

Johnny Harrington was a kind master who

treated his servants fairly. He was also a

successful wool merchant, and his business

required that he travel often. In his

absence, his servants would tend to the

fields and cattle and maintain the upkeep of

his mansion. They performed their duties

happily, for they felt fortunate to have such a

benevolent and trusting master.

(Kohnke,2001, p. 12)

required

tend

maintain

performed

fortunate

benevolent

Use illustrations

or videos to

visualize the

word

1. Choose word (tier II)

2. Explain Meaning

3. Repeat word several times

Day 1:

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).

Day 2:

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.

Day 2:

Day 2:

Engage students in a read aloud

where students identify the

vocabulary words as they are read.

Day 3:

terrible

Select one

term for the

concept

wheel –

terrible

Brainstorm

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

Day 4:

Anchor Charts or Posters - Have students created their own anchor charts based on the academic

vocabulary learned during the week.

Examples vs. Non-examples

Questioning – Have students answer questions such as “Would you prefer to have terrible day or an ordinary

day?” or have students create examples from a question such as “What is something terrible that someone

might do?”

Real Life Experiences – Have students experience real life examples of the terms and respond accordingly in

writing. For example, if you are studying “more than” and “less than” in math, set up a center with student

weight items on a scale and respond, “_______________ weighs more than _________________.” Etc.

Pantomime – Have students show how the vocabulary terms would be acted out such as “How an eagle

soars.”

Storytelling – have students tell stories including the vocabulary terms.

Synonyms and Antonyms – Have students find synonyms and antonyms for the academic vocabulary terms

they are studying.

Illustration – Have students illustrate the academic vocabulary terms.

Word Search – Have students look through books to find the terms.

Substitution – Have students find places in their own writing or in other literature where they could substitute

the new term for one that is already there.

Hands-on Activities – provide opportunities for students to discover new understandings with hands-on

activities.

Real World – Have students find real world examples of the terms.

Problem Solving – Provide students with a real world problem involving the academic vocabulary term, and

have them work with a partner to solve it.

Transfer/Multiple Meanings – Provide students with opportunities for them to transfer their learning of the new

word so they understand what the same term may mean in math, science, social studies, reading or writing.

Commercial – Have students create a commercial or a pamphlet of the term.

Technology – Have students use technology to create a visual representation of the vocabulary terms.

Day 4:

Tell what you know about the

word…

Day 5:

Use a student notebook for learning

terms

Modify notebook format for grade levels

www.wordle.net

http://www.tagxedo.com/

Before Reading

• Pre-teach essential words(Tier 2)

During Reading

•Repeated exposure to words

• Interacting with rich text

After Reading

•Enhance vocabulary through connections and active involvement with words

Grade 2 Vocabulary Video

https://www.teachingchannel.org/videos/improving-student-vocabulary?fd=1

Dr. Anita Archer Podcasts

http://www.scoe.org/pub/htdocs/archer-videos.html

My Protopage with more examples

http://www.protopage.com/evans.jennifer#Untitled/Language

Turn and Talk:

What was done well?

What can be improved?

What will you implement?

• Jigsaw Activity (Guided Highlighted Reading, Vocabulary Book, Word Tree, Word Sort)

What

• Divides the work; Allows smaller groups to become “experts”Why

• Each team reads their assigned activity.

• Develop a brief overview of the activities and why use them. Share with large group.

How