Lessons Learned for Effective Teaching

Bonnie OrrWalden University

August 12, 2015

Developmental Word KnowledgeLaureate Education, 2014

Spelling ReadingEmergentLetter-Name AlphabeticWith-in Word PatternSyllables and AffixesDerivational Relation

EmergentBeginningTransitionalIntermediateAdvanced

Week 1 – Framing Your Literacy Learning

EnvironmentFive Pillars Literacy

FrameworkFramework for

Literacy

• Phonemic Awareness

• Phonics• Vocabulary• Fluency• Comprehensi

on• Writing

Laureate Education, 2014

Walden University, n.d.

•Learners•Texts•Instructional Practices for Reading and Writing

Foundational

Perspective

•Learners•Texts•Instructional Practices for Reading and Writing

InteractivePerspective

•Learners•Texts•Instructional Practices for Reading and Writing

Critical Perspective

Walden University, n.d.

Cognitive Elements of ReadingReading ComprehensionWren, Litke, Jinkins, Paynter, Watts, & Alanis, 2013

Language Comprehension

Background Knowledge

Linguistic KnowledgePhonologySyntaxSemantics

Decoding and the Cognitive Elements that Support it

Cipher KnowledgeLexical KnowledgePhoneme AwarenessKnowledge of the

Alphabetic PrincipleLetter KnowledgeConcepts About Print

Week 2 – Understanding the Emergent Literacy LearnerGetting to Know Your Students

Reading InventoriesInterest SurveysTeacher ObservationsStudent Interviews

Laureate Education, 2014

Emergent Literacy Learner AssessmentsSpeaking and Listening ComprehensionConcepts of PrintPhonemic Awareness

Reutzel & Cooter, 2016

Text Selections for my Emergent Literacy LearnerLearning Objectives:

• Demonstrate Word Awareness by framing words in a text.

• Demonstrates the location of the beginning of a word.

• Read grade-level text with purpose and accuracy.

A My Name is Alice (Bayer, 1992)Counting Letters (Strauss, n.d.)Brown Bear, Brown Bear, What Do You See? (Martin, 1967, 1970).

Narrative Text

Informational Text

Informational Text

Week 3 – Understanding the Beginning Literacy Learner

Emergent Literacy Learner Assessments

• Alphabet Knowledge and Letter Naming• Phonics and Decoding• Reading Fluency

Reutzel & Cooter, 2016

Text Selections for my Beginning Literacy Learner Learning Objectives• Accurately answers who, what,

when, where, why, and how questions.

• Read grade-level text with purpose and accuracy.

• Demonstrates correct usage of a beginning dictionary.

• Recalls who, what, where, when, why and how answers from the text.

• Able to note one similarity and one difference in the text set.

• Able to articulate three new things learned about penguins.

• Able to use context clues to aid in the meaning of an unknown word.

Antarctic Antics (Sierra, 1998).Penguins (Freed, n.d.)Freed, K., (n.d.). The Penguin That Hated the Cold (Brenner, 1973).

Narrative Text

Informational Text

Informational Text

According to Dr. Afflerbach, reading inventories provide detailed information and teachers need to be extremely adept at administering and interpreting(Laureate Education, 2014).

Reading Inventories Part of Instruction

Listen to students read Assess oral reading Note miscues Ask literal and inferential comprehension questions

Published More formal assessment Normed Word list Oral reading passages Comprehension questions

According to Dr. Donald Bear, Assessments should be given to students side-by-side(Laureate Education, 2014).

Assessing Word Knowledge

Observation Documentation

Student Learning Autobiographies Biographies Developed by Parents Word Knowledge Assessments Oral Reading Assessments Writing Samples Comprehension Checks

Interpretation Evaluation and Planning

Laureate Education, 2014

Week 4 – Selecting Texts

Easy Semiotic

Informational

Hard

Linguistic

Narrative

Analyzing and Selecting Text

Laureate Education,2014

Literacy Matrix

Week 5 – Supporting Emergent Literacy Learners

Practices That Promote Early Language and Literacy Development

Read Aloud to ChildrenProvide Fiction and Nonfiction BookExtend Children’s VocabulariesEngage in “Extended Discourse” With ChildrenUse Direct Instruction When Appropriate

Two of the most important predictors of later success in learning to read:The alphabetLearning about sounds of languageLaureate Education, 2014

How to Conduct a Shared Reading Lesson Before Reading

Activate some prior knowledge Discuss title and author Make predictions Set purpose for reading Comprehension

During Reading Point to text Very few interruptions during first reading Second reading, encourage student participation Anticipate predictable parts of the text Generate words that have particular sounds Highlight vocabulary Focus on comprehension

After Reading Focus on word boundaries and the concept of word Generating rhymes Engage students in written responses. Interactive writing Provide opportunities for children to interact with the text on their own.

Laureate Education, 2014

Week 6 – Supporting Beginning Literacy LearnersGuided Reading

Before Reading Reread familiar text Review high-frequency vocabulary Conduct a running record using familiar text Introduce a new book

Provide a summary and set a purpose for reading Do a picture walk Introduce 1 to 3 essential vocabulary words (words the students can not figure out from the picture

and would not recognize During Reading

Children read the text softly to themselves at their own pace Informally assess children’s reading, assisting only if necessary

After Reading Identify process-oriented teaching points Engage children in guided writing (cut-up sentence) Conduct a developmental word study activity (word work, spelling, word study)

Laureate Education, 2014

Word StudyDr. Bear notes that word study activities should be used to support the interactive perspective. When we sort with students, we are looking for them to do it correctly and fluently. Teachers can reinforce students use of sight words by using engaging games.

Laureate Education, 2014

Writing InstructionRog notes that teachers need to plan writing instruction

“appropriate to each student’s needs” (2007, p. 1). The developmental stage of each student needs to be taken into consideration. “Good teachers know that effective writing instruction starts at the student’s developmental level and scaffolds the student to higher levels of development” (Rog, 2007, p. 13).

The Six Traits of Effective Writing is a useful tool to teach students the skills they need to become successful writers (Rog, 2007).

The Six Traits of Effective Writing• Ideas and Content• Organization• Voice• Word Choice• Sentence Fluency• Conventions

Rog, 2007

ReferencesBayer, J., (1992). A my name is alice. New York, NY: Penguin Group.Brenner, B., ( 1973). The penguin that hated the cold. New York, NY: Random House.Freed, K., (n.d.). Penguins. Retrieved from https://www.readinga-z.com/books/leveled-books/book/?id=1304&f=members/levels/s/raz_ls35_penguins_clr.pdfLaureate Education (Producer). (2014c). The beginning reader [Video file]. Baltimore, MD: author. Laureate Education (Producer). (2014h). Developing language and literacy [Video file]. Baltimore, MD: author. Laureate Education (Producer). (2014i). Developmental word knowledge [Video file]. Baltimore, MD: author. Laureate Education (Producer). (2014l). Interactive Perspective: Guided Reading [Video file]. Baltimore, MD: author.Laureate Education (Producer). (2014r). Interactive Perspective: Shared reading [Video file]. Baltimore, MD: author. Laureate Education (Producer). (2014t). Interactive Perspective: Word study [Video file]. Baltimore, MD: author.Laureate Education (Producer). (2014q). Reading inventories [Video file]. Baltimore, MD: author.Martin, B.J., (1967, 1970). Brown bear, brown bear, what do you see?. New York, NY: Henry Holt and Company LLC.Reutzel, D. R., & Cooter, R. B. (2016). Strategies for reading assessment and instruction: Helping every child succeed (5th ed.). Boston, MA: Pearson.Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.

Sierra, J., (1998). Antarctic antics. New York, NY: Gulliver Books.Strauss, E., (n.d.). Counting letters. Retrieved from https://www.readinga-z.com/books/leveled-books/book/?id=1059&f=members/levels/aa/raz_laa25_countletters_clr.pdfWalden University. (n.d.). Framework for Literacy Instruction. Retrieved from https://class.waldenu.edu/bbcswebdav/institution/USW1/201560_04/MS_EDUC/READ_6706/artifacts/READ_6706_Framework_for_Literacy_Instruction.pdfWalden University. (n.d.). Literacy Framework. Retrieved from https://class.waldenu.edu/webapps/blackboard/content/listContent.jsp?course_id=_9735313_1&content_id=_27326495_1Wren, S., Litke, B., Jinkins, D., Paynter, S., Watts, J. & Alanis, I. (2013). Cognitive elements of reading. In Cognitive Foundations of Learning to Read: A Framework.Retrieved from http://www.sedl.org/reading/framework/elements.html (Initial page only)