Content Area LiteracySchuylkill Valley School

DistrictActivating Background Knowledge

Vocabulary Development

Pam WolffAsst. Program Administratorpamwol@berksiu.org610-987-8299

Anticipation/Reaction GuideTrue or False: What do you already know about reading informational/expository text?

Please read each statement. Write True or False in the Before column. We will share shortly.

Thank you!

Please Do Now..

How do we support student’s comprehension of content area literacy?

Why is important to activate schema (prior knowledge) before reading?

How do readers continue to build and revise schema before, during and after reading and why is this important?

How does vocabulary support the development of schema?

Essential Questions

Deepen and extend content literacy knowledge

Extend knowledge of strategies to help students activate, build and revise schema – before, during and after reading

Extend knowledge of vocabulary strategies

Collectively plan the October 10th turn around agenda

Goals for Today’s Learning

True or False: What do you already know about reading informational/expository text?

Anticipation Guide Research: Skilled readers anticipate (predict) what the

text is about before reading. Skilled readers think about what they already

know and what they want to learn before reading.

Skilled readers make a personal connection before reading – become an active participant.

Kylene Beers, 2003

Anticipation/Reaction Guide

Findings in Reading Teaching of formal reading instruction tends

to end after elementary school. 80% of elementary text is fiction. 80% of secondary text is nonfiction. Students must be trained in the literacy of

each subject field. About 70% of adolescents need some type

of remediation.

Findings in Reading - Are you reminded of any students? 50% of students read fewer than four

minutes a day. 30% read two minutes or fewer per day. 10% do not spend any time reading. 83% of faculty say that the lack of

analytical reading skills contributes to students’ lack of success in a course.

Findings in Reading

The current and future job market requires workers who are highly literate, which means they can read with comprehension, assess and interpret information, and utilize it appropriately.

The Principal’s Partnership

Findings in Reading

“Based on 2005 ACT-tested high school graduates, it appears that only about half of our nation’s ACT-tested high school students are ready for college-level reading.”

ACT College Readiness Executive Summary

A high powered strategy: Facilitates comprehension

before/during/after reading Develops vocabulary Accesses and Assesses prior knowledge Utilizes inquiry and reflection Promotes collaborative learning

Word Splash

Each group member write ____ words on the post-its (one word per post-it)

Use a marker Arrange words according to relationships No right or wrong answers – these are

predictions Transfer to chart paper Whole group discussion – Prepare to give

rationale for predictions (select a reporter)

Word Splash Directions

Word Splash Terms Metacognition Schema Essential Questions Quick Write Vocabulary Scaffolding Formative Assessment Prior Knowledge Learning Activities Teaching Objectives

Reading Strategies Student Engagement Expository Text Active Learning Graphic Organizers Exit Ticket Comprehension Fluency Making Connections

How could you adapt and use this strategy with your students?

Reflection

Quick Write Think about a time when you were learning

how to do something new. Think about the process, strategies, your feelings, etc.

Turn and Talk

What’s Interesting

What’s Important

1. 1.

2. 2.

3. 3.

“Scaffolding” by Doug Buehl

Gradual Release of Responsibility

Gradual Release of Responsibility

% A

ssum

ed B

y T

each

er

% Assumed By Student

Teacher Modeling

Guided Practice

Independent Practice

Application of Strategy

(Adapted from Fieldings & Pearson, 1994 as cited in Harvey & Goudvis, 2000)

Why is it important to think about Gradual Release of Responsibility?

How could you adapt and use this strategy with your students?

Reflection - Content and Process

Why is important to activate schema (prior knowledge) before reading?

How do readers continue to build and revise schema before, during and after reading and why is this important?

Schema

What do you know about schema?

Give One, Get One

Read and Respond

3-2-13 Key Points – What resonates with

you?2 Questions1 Quote to summarize the text

22

Frayer Model

Schema

Before Reading Vocabulary Word Sort Connect TwoDuring Reading “The Golden Line” After Reading Alphaboxes (Vocabulary) The Final Countdown

“Twitter? It’s What you Make It”

Access prior knowledge Interact with portions of the text prior to

reading Practice sequencing, find cause and effect

relationships, draw comparisons, make inferences, and predict

Identify vocabulary that may be a problem Construct meaning BEFORE they begin

reading

How do you activate and build schema?

How do we teach comprehension?

Teaching vs. Assessing

“Research indicates that little comprehension instruction takes

place in classrooms beyond asking literal questions about

texts.” ~M. Pressley

(2002)

A study by Dolores Durkin found that for every 4,500 minutes of Language Arts instruction only 20 minutes is spent teaching comprehension strategies.

This means that 40 seconds of every 90 minutes of reading instruction is spent teaching comprehension!

Why is it important to think about Activating, Building and Revising Schema?

How could you adapt and use these strategies with your students?

Reflection - Content and Process

Vocabulary Instruction

Children need to encounter words frequently in a variety of contexts in order to internalize them.

– at least 12 times

McKeown, Beck, Omanson & Pople

How much reading is enough?

Achievement Percentile

Minutes of reading per

day

Words per year

90th 40.4 2,357,000

50th 12.9 601,000

10th 1.6 51,000

Anderson, Wilson, & Fielding (1988). Reading Research Quarterly, 23, (3), 285-303

Levels of Word Knowledge

1. No knowledge2. General sense3. Narrow, context-bound knowledge4. Having knowledge of a word, but not being

able to recall it to use it appropriately5. Rich knowledge of a words’ meaning in

isolation, its relationship to other words, (and its extension to metaphorical uses), such as understanding what someone is doing when they are devouring a book

Beck, McKeown, & Kucan, 2002

Word Knowledge Continuum (Beck, et.al)Word Know it/

Use itThink I Know It

Have Heard/See

n It

No Clue

BiddingMajorMinorTattyDevoid

35

The prime object of bidding is to locate an eight-card or better major suit fit. On this deal, each player held a four-card major, neither bid it and both were right! North correctly responded to his partner’s opening bid in his five-card minor, not four-card major. With a hand devoid of any distributional feature and a tatty four-card suit, South bypassed his major in favor of bidding one no trump. When North raised, South’s 14 points and good intermediates justified going on to game.

Excerpt taken from “Bridge” by Omar Sharif and Tannah Hirsch in the

Charleston Gazette on August 2, 2007

Selecting Essential Vocabulary Is this word one most of my students don’t

have a rich meaning for? Is this a word my students need to know and

could use in speaking and writing? Is this word essential to understanding the

selection my students will be reading? Does this word have a word part I want to focus

on? Will it enhance further learning?

Cunningham, 2009

3-Tier Model for Selecting Vocabulary Words

Developed by Isabel Beck

Tier 1

Tier 2

Tier 3

Low-frequency words;Technical words

Words to Teachhigh frequency, high utility

Known, common words

Bringing Words to Life by Isabel Beck, Margaret McKeown, and Linda Kucan

Tier One Rarely require instructional attention Consist of basic words Examples: baby, clock, happy, walk, jump, hop, slide, girl, boy, dog

Tier Three

Made of words whose frequency of use is quite low and often limited to specific domains.

Best learned when a specific need arises Examples: isotope, lathe, peninsula,

refinery

Bringing Words to Life by Isabel Beck, Margaret McKeown, and Linda Kucan

Three Tiers of VocabularyTier Two

*Contain high frequency words that are found across a variety of domains

*Have a powerful impact on verbal functioning

*Must be words students have ways to express the meaning of the word.

*Examples: coincidence, absurd, industrious, merchant

Bringing Words to Life by Isabel Beck, Margaret McKeown, and Linda Kucan

Three Tiers of VocabularySelecting Tier Two Words

*Is it a useful word?*Will the student encounter it again?*Does the word relate to other words or

ideas?*Will it enhance further learning?

Lesson Plan for Tier Two Words Work with a partner.

Read the paragraph and identify 5 Tier Two words. (Reminder: Tier Two words are words that students should have an understanding of their meaning.)

Make a list of your 5 words and define them using vocabulary that a student would use.

Lesson Plan for Tier Two WordsRead the following paragraph.

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. While he was gone, his servants would tend to the fields and maintain the upkeep of his mansion. They performed their duties happily, for they felt fortunate to have such a benevolent and trusting master.

For thousands of years, sinuous strips of bituminous coal have lain beneath the wooded hills and valleys of Somerset County, Pennsylvania. Coal lured immigrants to the area in the 1800’s, and helped forge their reputation for hard work and hard living. For generations, men have earned their livelihoods—and all too often have lost their lives—in the mines’ dark confines.

Reader’s Digest, “Nine Alive! Inside the Amazing Mine Rescue”, November 2002, pg. 164

Comprehensive Vocabulary Framework

Students develop meanings for words through multiple and varied encounters with words

Vocabulary is learned best when based on real, concrete experiences

Pictures and other visuals help solidify word meanings

Essential words should be directly taught Teacher read-aloud and independent reading time

should be scheduled into every day Teach strategies including instruction for word

parts, context, and effective use of dictionary Instruction should include activities to develop

word wonderCunningham, 2009

Specific Word Instruction Teaching specific words before reading helps

both vocabulary learning and reading comprehension

Extended instruction that promotes active engagement with vocabulary improves word learning

Repeated exposure to vocabulary in many contexts aids word learning

National Reading Panel, 2001

Revisit World SplashReviseAny questions?

Reflection

It is more critical for dependent readers to talk about texts during

the reading experience than after it. ~Kylene Beers

THE MONTILLATION OF TRAXOLINE

It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristeriate large amounts of fevon and then bracter it to quasel traxoline. Traxoline may well be one of our must lukized snezlaus in the future because of our zionter lescelidge.

Directions: Answer the following questions in complete sentences. Be sure to use your best handwriting.1. What is a traxoline?2. Where is traxoline montilled?3. How is traxoline quaselled?4. Why is it important to know about traxoline?

Reading is key to all learning and the emphasis, time, and importance you allot to literacy, whatever subject you teach, will pay dividends in terms of student self-esteem.

~Ellen L. Kronowitz, 2008

How would you connect the literacy strategies with the quote above?

How do we support student’s comprehension of content area literacy?

Why is important to activate schema (prior knowledge) before reading?

How do readers continue to build and revise schema before, during and after reading and why is this important?

How does vocabulary support the development of schema?

Essential Questions

Revisit World SplashReviseExit Ticket:

◦What are 2 Key Learning from Today?

◦One question you still have?

Wrap-Up and Reflection

We want our students to make a lifetime commitment to reading and writing. And so we begin by painstakingly caring about

the literacy landscape and then we proceed to do the best teaching

imaginable.

~Shelley Harwayne