Scaffolding Reading with Concept MapsMaryna TsehelskaKryvyi Rih State Pedagogical UniversityEducational Centre “Interclass”Kryvyi Rih

Key Points1.Reading comprehension.

2.What should happen before, while and after reading.

3.Principles of building effective reading maps at

elementary level.

4.Teaching inference through reading maps.

Stages of learning to read:• First Stage Of Reading: Word Attack Skills• Second Stage Of Reading: Comprehension• Third Stage Of Reading: Evaluation• Fourth Stage Of Reading: Application and

Retention• Fifth Stage Of Reading: Fluency(Carolyn Caron and Cliff Ponder, Reading Instruction Specialists// http://www.learn-to-read-prince-george.com/stages-of-reading.html)

Stage 1: Word Attack SkillsWords must be decoded in order to understand their meanings.Phonic reading:• Jolly Phonics• Alphablocks

Jolly Phonics•Children learn all the sounds in the English language.•Lots of reinforcement so the children enjoys lots of success.•The links between reading and writing are made very early.•Children are confident to have a go at writing their own words at an early stage.•IT IS FUN and the children enjoy learning the actions, sounds and the letter formations.

5 Basic Skills that Jolly Phonics teaches are:

1. Learning the letter sounds

2. Letter formation

3. Blending

4. Identifying sounds in words

5. Tricky words

These are the letter sounds and the order that they

are taught in:

Word Building

• When the children are confident with all their sounds they will be encouraged to use their knowledge to build words.

Reading Tricky WordsThese are words that the children need to learn as they do not fit into the normal phonic pattern but occur frequently in reading and writing.

AlphablocksAlphablocks is a British CGI-animated children's educational television programme that tries to teach children how to spell with the use of animated blocks representing each letter. It is animated by Blue-Zoo and produced by Alphablocks Ltd. Once the Alphablocks discover that whenever they make a word it comes to life, lots of adventures in Alphaland can be made. These adventures with these animated blocks are what make learning how to read and spell more fun.//https://en.wikipedia.org/wiki/Alphablocks

Stage 2: ComprehensionThe entire brain must be involved in learning to read. Specialized areas of the brain control different functions. Only after the decoding process is fully operative can the brain be freed to higher level comprehension skills.

Conclusion: We need to help the brain to decode.

How?By finding the focuses of the text:At the initial stages we may guide the process, later students will learn to do it themselvesAnd we may help here by using the symbols that we have discussed before.

What do these symbols state for?

Adjective Noun (Who?) Verb Noun (What?) Adverb

An important detail – e.g. a preposition

Another important point:Students should be able to read the map vertically (e.g. characters) and horizontally (e.g. events).

Three Little PigsOnce upon a time there were three little pigs. One pig built a house of straw while the second pig built his house with sticks. They built their houses very quickly and then sang and danced all day because they were lazy. The third little pig worked hard all day and built his house with bricks.

A big bad wolf saw the two little pigs while they danced and played and thought, “What juicy tender meals they will make!” He chased the two pigs and they ran and hid in their houses. The big bad wolf went to the first house and huffed and puffed and blew the house down in minutes. The frightened little pig ran to the second pig’s house that was made of sticks. The big bad wolf now came to this house and huffed and puffed and blew the house down in hardly any time. Now, the two little pigs were terrified and ran to the third pig’s house that was made of bricks.

The big bad wolf tried to huff and puff and blow the house down, but he could not. He kept trying for hours but the house was very strong and the little pigs were safe inside. He tried to enter through the chimney but the third little pig boiled a big pot of water and kept it below the chimney. The wolf fell into it and died.

The two little pigs now felt sorry for having been so lazy. They too built their houses with bricks and lived happily ever after.

Goldilocks and Three BearsA little girl named Goldilocks, goes for a walk in the forest and comes upon a house where she enters and finds to her delight three bowls of porridge. The first one she tastes is too hot, the next too cold but the third one just right so she eats it all up. Goldilocks finds the three different size chairs where she tries them out and finds the first one too hard, the next too soft, and then the little one just right but it breaks when she sits in it. As she wonders in the home she finds three beds and tries them out. The first bed is too hard, the next too soft but the third is just right and she curls up and falls asleep. Meanwhile the owners come home who happen to be three bears, Papa, Mama and little baby bear. Much to their surprise they discover the outcome of what Goldilocks has done to their porridge, chairs and finally their beds. Goldilocks wakes with a fright when she sees and hears the bears; she jumps from the bed and runs away as fast as she can.

Add more symbols if you need:• There is/ are• Arrows to show the direction

Three Billy Goats GruffThere lived three Billy goats who decided to climb a mountain to chew grass. But a wooden bridge had to be crossed to reach the mountain. Underneath it lived a one-eyed troll (giant), who ate up all those who tried to cross the bridge.

The smallest Billy Goat Gruff, (for that was their name), went first. As he stepped on the bridge, the troll shouted, “Who goes there across my bridge?”

“I am the smallest Billy Goat Gruff,” came the reply.

“I shall eat you up,” roared the troll.

“Please wait, for a bigger goat is on its way,” said the small Billy Goat Gruff. The greedy troll decided to let him go.

The second Billy goat also told the troll the something and crossed the bridge. On seeing the third Billy goat, the troll pounced on him. But the goat was big and he knocked the troll down with his huge horns and killed it.

CinderellaThere once was a widower who remarried. His second wife was ill-natured, and she had two daughters who were just as unpleasant as their mother. The man had a beautiful, gentle daughter of his own, and she was soon to become the servant of her evil step-mother and step-sisters. They made her do all the chores around the house, and she was named Cinderella, after the cinders she swept out of the fireplace.

The King needed to find a queen for his prince, so he threw a huge ball. The evil step-mother and step-sisters were invited, but Cinderella was not allowed to go. After they left, Cinderellaís fairy godmother appeared and changed her dirty rags into a beautiful gown with glass slippers. Next the fairy godmother changed a pumpkin into a coach and some mice into footmen. Before Cinderella left, the fairy godmother warned her to be home before midnight, because the spell would only last till then.Cinderella was a hit at the ball. The prince fell in love with her and asked her name. Just then the clock struck midnight, and Cinderella ran away. She was in such a hurry, she lost one of her glass slippers. It was the only clue the prince had to find his true love. He went to every home in the kingdom and had every single young girl try on the slipper to see if it fit. The evil step-sisters couldn't fit the slipper, but Cinderella did. The prince married her and they all lived happily ever after.

BonusesReading may become a powerful tool for vocabulary recycling through the descriptions and inferences.We may use characters for the appearance description and comparison.

Level 3: Around the World in 80 Days

Around the World in 80 Days: Name all continents and oceans.

Setting: _________________ Climate: __________________

Biome:_________________

Setting:_______________ Climate:

__________________ Biome:________________

Setting:_________________ Climate:

__________________ Biome:_________________

Setting: Allahabad/ Calcutta Climate: __________________ Biome:____________________

Setting: Hong Kong Climate: __________________

Biome:_____________________

Setting: ______________ Climate: __________________

Biome:_________________

Setting: Yokohama Climate: __________________

Biome:_____________________

Setting:__________________ Climate: __________________

Biome:_________________

The ____________Ocean

The ____________Ocean

The ____________Ocean

The ____________Ocean

The ____________Ocean

Phileas Fogg Passepartout

Aouda Club Member-Stuart

Fix, the Detective

Bank Director-Ralph

Life

stage

Height

Build

Hair

Face and

face hair

Personal

care

products

Clothes A gown

We may teach emotions and character traits:

Read the fable and tell us more:

A buck (= $ = young deer) lives in cyclonic climate in the

forest near the mountain range. When in spring the leaves start

growing on the trees, the antlers start growing on the buck’s

head.

Every day the buck comes to the water and likes to see the

reflection of his antlers, he is __________ (emotion). However,

he dislikes his thin legs with hooves, he is ____________

(emotion).

Very soon the buck’s antlers grow so big, that be spends all

day looking into the water. He is ___________ (emotion). One

day the wolf wants to catch the buck and starts chasing him.

When the buck sees the wolf, he is ___________ (emotion) and

tries to escape. He is running up the mountain, but his antlers

stick in the trees. The buck is ____________ (emotion), but with

the help of his thin legs and hooves he gets out and escapes. He

is ____________ (emotion).

Animal group: ___________

Body parts:______________

Type of eater: _____________

Place in the food web:

Weather:______________________________

Natural disasters:______________________

_____ ________________________

Mountain

features:

____________

_______

Biome: __________

Differ from horns because _______ ____________ Water forms

in the forest: __________

______________________

_______

Animal group: ___________ Body parts: ______________ Type of eater: _____________ Place in the food web:

Moral: ______________________

_________________________________

_________________________________

We may use inference activities

1. Chunk of information 2. A picture to infer information3. Creating inference: the students make up

one interesting fact so other students have to infer more information about them

4. Target inference: students make up a paragraph and choose the themes to infer

Picture InferenceLook at the picture. Read some information and try to infer as much information as you can.

Claire has recently moved to New York with her parents. She is into sport and reading

interesting books.

Ask the students to infer about…1. Age and type of a family2. Dwelling3. Daily actions4. Sport and Recreation 5. Clothes and style6. Food 7. Hobbies8. Urban area

How to work with the information: support your ideaReal information

Inference As far as I know … so I can infer that …

As far as I know Claire lives in New York so from the given information I can infer that she lives in a detached house with two floors.

Every day after work Paul took his muddy boots off on the steps of the front porch. Alice would have a fit if the boots made it so far as the welcome mat. He then took off his dusty overalls and threw them into a plastic garbage bag; Alice left a new garbage bag tied to the porch railing for him every morning. On his way in the house, he dropped the garbage bag off at the washing machine and went straight up the stairs to the shower as he was instructed. He would eat dinner with her after he was “presentable,” as Alice had often said. 1. What type of job does Paul do? ____________________________________________________ How do you know this?

2. Describe Alice: ___________________________________________________________________ What in the text supports your description?

3. What relationship do Paul and Alice have? _____________________________________________ Why do you feel this way?

What else may we teach?From Grade 5 it is necessary to teach about genres.

Tall Tales

We may also teach HOTS1.Categorizing. 2.Compare and Contrast3.Analogical reasoning (outer and

inner vocabulary extensions)4.Cause and Effect

References and Sources

• http://www.coun.uvic.ca/learn/program/hndouts/bloom.html

• http://www.teachers.ash.org.au/researchskills/dalton.htm

• http://oaks.nvg.org/taxonomy-bloom.html

• http://en.wikipedia.org/wiki/Image:Bloom%27s_Rose.png