teaching for independent strategy use in grades 2-4 pat johnson calgary summit october 22, 2015...
TRANSCRIPT
Teaching for Independent Strategy Use in Grades 2-4
Pat JohnsonCalgary Summit
October 22, 2015
[email protected] Child at a Time, Johnson, Stenhouse
Catching Readers Before They Fall, Johnson & Keier, Stenhouse
“People who, for one reason or another misapprehended the reading process and have not put a reading system together that adds up to meaning; these are struggling readers.”
Randy Bomer and Katherine Bomer, For a Better World: Reading and Writing for Social Action
How do readers process texts? How do readers solve words and
make meaning of print?
• By using sources of information• By using their repertoire of in-the-head
strategies
woodsforest
f in dfind
look booklooks took
Meaning
Syntactic Visual
Sources of Information:
Word solving
Adapted from Schulman, Guided Reading in Grades 3-6
Pinnell & Fountas, Guiding Readers & Writers, 3-6
Johnson, One Child at a Time
What do modeled lessons or shared demonstrations look like when teaching the comprehension strategies?I will show lessons useful in grades 2-4:
• Questioning• Visualizing• Inferring• Using Context Clues
One strategy at a time?
Keene & Zimmerman say, “turn up the volume”
Dorn & Soffos say, “spotlight”
Fountas & Pinnell warn, “heavy- handed”
Remember the goal is to integrate the use of all the strategies.
Spotlighting
• Begin with meaning making
• Explain how the strategy helps you
• Do together• Discuss how it helps
them (or not)• Students take over and
self-initiate
Heavy-handed Teaching
• Name and define the strategy
• Teach the strategy for strategy sake
• Students practice the strategy at the request of the teacher
• No gradual release to independence
Making your thinking visible:
• “A Bad Road for Cats,” from Cynthia Rylant’s Every Living Thing
• Poems• Voices in the Park, A. Browne• Emma’s Rug by Allen Say• Faithful Elephants by Y. Tsuchiya• Chris Van Allsburg’s books• Non-fiction article
Dreamsby Langston Hughes
Hold fast to dreamsFor if dreams dieLife is a broken-winged birdThat cannot fly.
Hold fast to dreamsFor when dreams goLife is a barren fieldFrozen with snow.
My Paper by Jane Medina
She held up my paper and all the noise stopped.Everything became still.Everyone turned their heads to hear the words she read --- my words.Then their eyes became a bit wider,and their pencils moved a bit faster,andI grew a bit bigger,when she help up my paper and all the noise stopped.
Teaching for Visualizing:• Read a passage on the overhead
• Cover a picture book with brown paper
• Draw beginning, middle, and end of the story
• Use poetry
For A Birdby Myra Cohn Livingston
I found him lying near the tree; I folded up his wings. Oh, little bird, You never heard The song the summer sings.
I wrapped him in a shirt I wore in winter; it was blue. Oh, little bird, You never heard The song I sang to you.
Visualizing continued:
• Send students on a search
• Draw the setting using evidence from the text
• With non-fiction – have students draw what they know before the read aloud book; later have them draw a second picture with the new information they’ve gained.
Mother to SonWell, son, I'll tell you:Life for me ain't been no crystal stair.It's had tacks in it,And splinters,And boards torn up,And places with no carpet on the floor—Bare.But all the time I'se been a-climbin' on,And reachin' landin's,And turnin' corners,And sometimes goin' in the darkWhere there ain't been no light.So, boy, don't you turn back.Don't you set down on the steps.'Cause you finds it's kinder hard.Don't you fall now—For I'se still goin', honey,I'se still climbin',And life for me ain't been no crystal stair
by Langston Hughes
When readers infer they “round out and fill in what the author has written, giving the piece a personal texture and making it whole from their own perspectives.”
Owocki, 2003, p. 46
Inferring
Setting, problem, narratorPredictionsCharacter’s personalityFeelings or thoughts of the charactersThemeSubtle humorFigurative language, sarcasm, ironyThe author’s meaning, message, or point of viewA poem’s meaning, metaphorsMeanings of unknown vocabulary words
What kind of things might readers have to infer when they read?
Students need to learn to infer at:
• The word level
• The text or story level
• Beyond the text level
Books where children need to infer meanings of words:
• Amazing Bone by William Steig• Nocturne by Jane Yolen• Hello, Harvest Moon by Ralph Fletcher• Rotten Richie and the Ultimate Dare by Patricia Polacco• Non-fiction texts with bold print vocabulary
Context Clues lesson:
One Child at a Time: Making the Most of Your Time with Struggling Readers
Pages 87-92
To find the whole lesson about signal words:• www.catchingreaders.com• Signal words• Date – Feb. 11, 2013
Predicting at the text level:
• Z was Zapped by Chris Van Allsburg• Stephanie’s Ponytail, by Robert Munsch• Each Kindness, by J. Woodson• A Mama for Owen, M. D. Bauer• Little Beauty, by A. Browne• My Lucky Day, by K. Kasza
Books with surprise endings:
• Any Chris Van Allsburg book• I Want My Hat Back, J. Klassen• Wolves, by Emily Gravett• Wolf’s Coming by Joe Kulka• Paper Bag Princess by Robert Munsch
Character’s personality:
• Chester’s Way, by Kevin Henkes• Brave Irene, by William Steig• Every Living Thing, by Cynthia Rylant• Because of Winn Dixie, by Kate DiCamillo• How to Steal a Dog, B. O’Connor• Guess Who My Favorite Person Is, by Byrd Baylor• Mufaro’s Beautiful Daughters, by J. Steptoe• The Rough-Face Girl, by Rafe Martin
Subtle Humor:
• Diary of a Worm, by D. Cronin• The Day the Crayons Quit, D. Daywalt• Prudence Wants a Pet, by C. Daly • I Wanna Iguana, by K. K. Orloff• The Table Where Rich People Sit by Byrd Baylor• Exclamation Point or Spoon, by A. K. Rosenthal
Phrases, metaphors, figurative language:
• Turtle reference in Because of Winn Dixie• Courage, by Bernard Waber• Any Amelia Bedelia• A Seed is Sleepy, by Dianna Hutt Aston• An Egg is Quiet, by Dianna Hutt Aston• Big Orange Splot, by Daniel Pinkwater
Change in the character:
• Julius, The Baby of the World, by Kevin Henkes• Enemy Pie, by Derek Munson• Junkyard Wonders, by Patricia Polacco• Love that Dog, by Sharon Creech• The Giver, by Lois Lowry• The Name Jar, by Y. Choi• The Miraculous Journey of Edward Tulane, by
Kate DiCamillo
Catching Readers Before They Fall• Visualizing, Questioning,
comprehension – Chapter 8• Inferring and summarizing –
Chapter 9
• Teaching for fluency – One Child at a time, Chapter 4.
Books where readers dig deeper to find a theme:
• Wretched Stone, by Chris Van Allsburg• Dog Eared: Starring Otis, by Amanda Harvey• “Slower than the Rest” from Every Living Thing, by Cynthia Rylant• Crow Boy, by Taro Yashima• Wringer, by Jerry Spinelli (chapter)• The Dot or Ish, by Peter Reynolds• One, by Kathryn Otoshi• Spoon, by Amy Kraus Rosenthal
One, by Kathryn OtoshiEach Kindness, by J. Woodson
• Problem and solution• What did the characters in the book learn
about life?• What can we, the readers of the text, learn
about life from this story?
Theme/Message
• Check out the blog “To Make a Prairie”• Vicki Vinton• Look for the post from May 15, 2013• “Thinking about Theme: What About What It’s
About?”
“There is some demand for inference in every level of text, and we can intentionally foster growth of this kind of strategic action in our teaching.”
Fountas & Pinnell2006, p. 56
Context Clues Lesson – Begins on page 87 in One Child at a Time:
What is this object? In ContextContext – gives us meaningContext – situation or circumstances
surrounding a thingContext Clues – the meaningful information all
around a word
Caleb and Kate, by William Steig
odious crowed gazoly slavered brogans cronies cleaved
Make a chart together of what I did in my modeling:
• Covered over the word• Read the sentence with a blank• Thought of another word or phrase that
might make sense in that space• That usually will get you close to the meaning
of the word
“The goal is not naming a strategy, but applying it to the reading of text.”
Fountas & Pinnell Teaching for Comprehending and Fluency, p.
353
Catching Readers Before They Fall, Pat Johnson and Katie Keier, Stenhouse
One Child at a Time: Making the Most of Your Time with Struggling Readers, Pat Johnson, Stenhouse
[email protected] (@PatJ222 on Twitter)[email protected] (@bluskyz on Twitter)
www.catchingreaders.com
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