evans building literacy skills
TRANSCRIPT
Jennifer Evans
Assistant Director ELA
St. Clair County RESA
http://www.protopage.com/evans.jennifer#Untitled/Home
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
3
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
4
One Word: Rigor
College and Career Readiness
Requires RIGOR
5
Rigor: Reading
InferenceEvidenceAnalyzeSummarizeInterpretIntegrateEvaluateDelineate
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 Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
Chip’s In Activity:
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?
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
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
15
Guided 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.
16
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
Select a book
Create your own
questioning plan for
Guided Highlighted
Reading with the
book
Share with a partner
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 ____________.
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.
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)
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?)
http://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
◦ 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
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
Main Idea
Words to
describe topic Details
Words to
describe topic Details
Words to
describe topic details
Words to
describe topic Details
Running
Records
Fluency
Repeated
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.
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
Select a book
Create your own
plan for content
to place in a
foldable
Share with a
partner
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
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
Word Identification
and Context Clues
Model!
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
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
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
This will improve:
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 t
o C
hild
(In M
illions)
Working-class
26 Million Words
Welfare13 Million Words
Professional45 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
Previewing
Vocabulary
Make it fun! The extra time spent on developing vocabulary will be well invested
in comprehension.
Word sorts
Vocabulary Webs
Guess My Word
Picture 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/improving-student-vocabulary?fd=1
Dr. Anita Archer Podcasts
http://www.scoe.org/pub/htdocs/archer-videos.html
Pronounce 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.
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).
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.
terrible
Select 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
Vocabulary Word Picture of Word
Brief Definition Antonym/Nonexample
Create your personal sentence
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.
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
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
How preciouswould something be . . .
if _____
if _____
if _____
How reluctantwould you be . . .
if _____
if _____
if _____
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.
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.
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
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 – RereadingWritten Responses Individual Responses
Fluency/Accuracy
(Running Records,
etc.)
Self-monitoring
chartsPicking out details
Discussions Vocabulary
1. Comprehension monitoring:
Think Pair ShareVisualizing during
read aloud
Connect Discussion
comments made by
another reader
Help partners share
morePartner Responses
Vocabulary
Activities
2. Cooperative Learning:
T-chartStory
PredictionK-W-L
Question
the Author
Story
Sequence
Vocabulary
Frame
Word
Rating
Story
Comparison
Story
Elements
Main Idea -
Think Links
Venn
Diagram
Cause and
Effect
Time LineVocabulary
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
QARPicture
PromptsBlooms
DiscussionsVocabulary
5. Questioning:
ParaphrasingQuestioning Discussions
Marginalia Sticky Notes Note-taking
BookmarksParagraph
summariesVocabulary
6. Summarization:
Choral
responses
Word
Identification
Context
Clues
Fix-up or
Repair chartsVocabulary 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
Something new that I learned
today is…