Evans building literacy skills

Building Literacy Skills

Jennifer Evans

Assistant Director ELA

St. Clair County RESA

Evans.jennifer@sccresa.org

http://www.protopage.com/evans.jennifer#Untitled/Home

Why Are You Here?

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

Balance of Reading Across the Grades

Balance of Writing Across the Grades

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 Experienc

e

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

Chip’s In Activity:

Owen’s Paper

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?

Discuss with your table group

Comprehension Vocabulary

What Can You Do?Focus on activities you can do with students to

improve:

Text Features

Fluency

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

How Can You Do It?

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

Research has shown that students benefit from rereading texts. While the repeated reading method was initially created to increase reading fluency, researchers found that it positively impacted sight word recognition and comprehension as well.

Samuels, 1997Guided 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

Guided Highlighted Reading for Vocabulary and Summary

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

Second Example of Guided Highlighted Reading

Select a book

Create your own questioning plan for Guided Highlighted

Reading with the book

Share with a partner

Practice

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 ____________.

Cooperative Learning Strategies for Students:

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.

Questioning

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)

QAR: Question Answer Relationships

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?)

QAR: Questionshttp://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

Practice

◦ 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

Graphic Organizers

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

Think Links

Main Idea

Words to describe topic Details

Words to describe topic Details

Words to describe topic details

Words to describe topic Details

Progress Monitoring

Running Records

Fluency Repeate

d 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.

FLUENCY

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

Foldables

Select a book

Create your own plan for content

to place in a foldable

Share with a partner

Practice

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

Structured engagement scaffolds: Critical “tools” for differentiating instruction with

your students:

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

TEXT STRUCTURE

Word Identification and Context

CluesModel!

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

WORD IDENTIFICATION SKILLS

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

USE OF CONTEXT CLUES

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

RECAP OF EFFECTIVE TOOLS & STRATEGIES:

This will improve:

Choose Activities with high student engagement and oral discussion

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

to C

hild

(In

Million

s)

Working-class

26 Million Words

Welfare13 Million

Words

Professional

45 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

We Need More Discussion!

Vocabulary

Previewing

Vocabulary

Make it fun! The extra time

spent on developing

vocabulary will be well

invested in comprehension.

Word sortsVocabulary WebsGuess My WordPicture 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/imp

roving-student-vocabulary?fd=1

Dr. Anita Archer Podcasts http://www.scoe.org/pub/htdocs/archer-vide

os.html

Vocabulary Videos

Academic Vocabulary ExamplePronounce 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.

terrible

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).

Fill in the Blank

Act it Out

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.

Think – Pair - Share

Engage students in a read aloud where students identify the vocabulary words as they are read.

Read Aloud

terrible

Concept WheelSelect 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

ILLUSTRATE AND ASSOCIATE

Vocabulary Word Picture of Word

Brief Definition Antonym/Nonexample

Create your personal sentence

ILLUSTRATE AND ASSOCIATE

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.

Apply the Learning: A Menu

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

Sentence Stems

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

Sentence Stems

How precious would something be . . .

if _____

if _____

if _____

How reluctant would you be . . .

if _____

if _____

if _____

Sentence Stems

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.

Connect Two

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.

Connect Two Example

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

Practice

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 – Rereading Written Responses Individual

Responses

Fluency/Accuracy (Running Records,

etc.)

Self-monitoring charts Picking out details

Discussions Vocabulary

1. Comprehension monitoring:

Think Pair Share Visualizing during read aloud

Connect Discussion

comments made by another reader

Help partners share more Partner Responses Vocabulary

Activities

2. Cooperative Learning:

T-chart Story Prediction K-W-L Question

the Author

Story Sequence

Vocabulary Frame

Word Rating

Story Compariso

n

Story Elements

Main Idea - Think Links

Venn Diagram

Cause and Effect

Time Line Vocabulary 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

QAR Picture Prompts Blooms

Discussion

s

Vocabulary

5. Questioning:

Paraphrasin

g Questioning Discussions

Marginalia Sticky Notes Note-taking

Bookmarks Paragraph summaries Vocabulary

6. Summarization:

Choral responses

Word Identificatio

n

Context Clues

Fix-up or Repair charts

Vocabulary 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

Vocabulary Strategies Review

Something new that I learned today is…

Exit Ticket - Evaluation