new teacher content literacy march 2014
TRANSCRIPT
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
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
