Literacy Challenge #7

Literacy Challenge #7

Literacy Challenge #1Design every lesson so that every student individually (not as a group) uses expressive language (writing and speaking) two times.

Literacy Challenge #2When using L2, to clarify instruction teachers • restate the clarification in L2, and then immediately• have students restate the clarification in L2.

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Teaching T

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Explici

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10%

20%

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40%

50%

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LDS Church School Literacy Observation Protocol MHS 2013

Term 1

Letter Sounds/ Phonemic Awareness

Decoding/Word

Recognition

Oral Language/ Vocabulary

Development

Fluency Clarification

BUILDING BLOCKS TO READING

Higher Level Comprehension

Fluency

The ability to: read a text accurately and

quickly

group words quickly to help gain meaning

Clarification

Clarification strategies explicitly taught teach students to:• Be aware of what they do

understand• Identify what they do not

understand• Use appropriate fix-up

strategies to resolve problems in comprehension

CO: I will learn the strategies that good readers use to comprehend what they are reading.

LO: I will practice clarification strategies while reading a passage with a partner.

The kenlig coddlers can kimple in the cumpy kebs.

What kind of coddlers are they?

What is the subject of the sentence?

Where can the coddlers kimple?

What kind of kebs do they kimple in?

What is the verb in the sentence?

Did I understand what I read?

Make connections, judgments, and evaluations

Recognize when what they are reading is not making sense

Monitor strategy use Work hard to bring meaning to

the text

Active readers do the following:

How To Read and Comprehend Classroom Textbooks and Other Informational Text

• Using explicit and direct instruction teachers instruct students on how to use clarification strategies

• Teachers model or demonstrate how to apply the strategy by using “thinking alouds.”

• Teachers guide and assist students as they apply the strategy. • Teachers help students practice the strategy until they can

apply it independently.

The reader stops and is able to identify something that he doesn't understand when he is reading.

The reader uses strategies to help him clear up the problem that prevents comprehension.

CLARIFICATION:

Can you say the word? If not...

Blend (clear) Chunk (clar---i---fi---ca---tion) Look for a base word (clarify) Reread it (clarification)

Do you know what the word/sentence means? If not... Use picture or an context clues Go back and reread (adjust your speed) Read on to clear up confusion Use your background knowledge Ask yourself questions Make a mind movie

Clarification Strategies (Fix-Up)

Use the following strategies for summarizing/retell:

Narrative Text

After you read a story retell these parts….

Main charactersSetting (where and

when the story takes place)

Story problemImportant eventsSolution and ending

Expository Text

After you read for information use these tools to find main ideas...

TitlesHeadingsBold printCaptionsSidebarsBullets

SUMMARIZATION/RETELL:

The Reader:

• Restates the main idea

• Uses own words in a concise way

• Leaves out unimportant details

I just read about a chicken that got hit in the head and he thinks the sky is falling in….

ExcellentOOPS!!!

Retell should = 40-50% of fluency

Retell Quality should = 3 - 4

Avergage WPM Average Errors Average Retell Retell Quality0

20

40

60

80

100

120

140

131

2

15

2

English 12 Reading Timings

Retell Quality

1 = Provides 2 or fewer details

2 = Provides 3 or more details

3 = Provides 3 or more details in a meaningful sequence

4 = Provides 3 or more details in a meaningful sequence that captures the main idea

One Two Three Four0

10

20

30

40

50

60

49

39

11

0

Numbers of Students at each Retell Quality Level

Challenge # 7 Clarification/Retell

Teachers have students read orally, (individually) after which Students must retell what they have read in their own word (in L2).

Activity: With a partner, practice reading a challenging passage using the following clarification “fix-up” strategies:

Step 1

1. use context clues to figure out unfamiliar words or phrases2. re-read for understanding3. read on to build understanding4. share background knowledge with your partner5. describe your mind movie to your partner

Share your re-tell ( summarization) with your partner.

Step 2

Text Features

Text Features Help Students Understand Nonfiction Text

Examples of Text FeaturesWith Definitions

Explanations for How Text Features Help Readers

UnderstandingNonfiction

Text

What are text features?

• Authors include text features to help the reader better understand what they have read.

• Text features provide information that may not be written in the text itself.

• Text features can be found in textbooks, magazine articles, newspapers, reports, web pages, and other forms of nonfiction text.

Table of Contents

• Lists the major parts of a book along with their page numbers.

• It outlines the main topics or main points.

• Readers can use the table of contents to help locate information in the book and see how everything is organized.

Table of ContentsChapter 1: All About AnimalsAnimal Adaptations ……..Page 1Animal Food……….……..Page 2Animal Habitats . ………..Page 3Animal Homes ..……….…Page 4Chapter 2: All About PlantsPhotosynthesis ………….Page 5Types of Plants ………….Page 6

Where would a reader find information about where an animal lives?

The information about where animals live would be found on page 3 in Animal Habitats.

• Is an alphabetical listing of the key names, terms, events, and topics with page numbers.

• Readers use the index to help find pages that contain information they are looking for.

AAbu Simbel, temple of, p73Acadia, Canada, 212-213Acid rain, 396, c396-c397, 396-397Animal Adaptations p1Animal Food p2Animal Habitats p3Animal Homes p5

Where would a reader find information in the text about acid rain?

The reader could find information about acid rain on pages 396 – 397. Index

Glossary• A list of key terms in

alphabetical order.• Each key word is defined.• Sometimes a glossary also

tells you how to pronounce a word.

• Readers use the glossary to look up key terms to find out their meaning. This helps the reader better learn and understand the subject.

AAcid rain (AS ihd rayn) rain that carries certain kind of pollution.Adapt (uh DAPT) to change in order to survive in new environments

How would the glossary help the reader understand text about animal adaptations?

The reader would understand animal adaptations better because the glossary tells them what it means to adapt.

Titles

• Titles tell the reader the topic of the text.

• Titles show the main idea of the text.

• Titles help the reader by letting them know what they are about to read.

• Titles focus the reader on a topic so they can make connections between what they already know and the text.

What do the titles of the articles in these newspapers tell you?

The titles all talk about space so the articles are all about space.

Subheadings• Subheadings divide the

text into sections.• Subheadings tell the main

idea of each section of text.• They are printed in large or

bold type to make them stand out.

• Subheadings help the reader to locate information in the text by telling them where to look.

Helpful AntsAlthough ants are frustrating when they get in homes, ants do help the environment. They help control the population of damaging pests such as termites.

Types of AntsTypes of ants include fire ants, which cause a painful sting, and carpenter ants, which damage wood structures while nest building. Other types of ants include honey, pharaoh, house, Argentine, and the thief ant.

Where would the reader look to find out about a fire ant?

A fire ant is a kind of ant so the reader would look in Types of Ants.

Text (Bold, Color, & Italics)

• The style and color of the text sends the reader signals about how to read the content.

• Key words to notice are in bold or in color.

• Text in italics is used in picture captions, book titles, and any other element that needs to stand out.

• Text in bold, color, or italics draw the readers attention to important information.

The Wetlands of the SouthWhy are the South’s wetlands so important?The Okefenokee (oh kuh fuh NOH kee) Swamp is a large wetland in the South. A wetland is a place where the ground is soaked with water for at least part of the year.

How do the words in italics help the reader understand the text?

The words in italics help the reader by focusing the reader on the answer to a question.

Photographs Illustrations

• Photos and illustrations give information in a visual way.

• They help tell the story. • They work with the

words and headings to help teach material.

• They help the reader understand an idea from the text that was unclear.

How might these photos help the reader understand the text?

The pictures would help me understand what the animals look like and where the live.

Captions• A caption

explains what is shown in a picture or illustration.

• Captions help the reader understand information that may or may not be in the text.

Photo by MARCIN SZCZEPANSKI

These gold coins were found on the ocean floor!

The caption explains that the coins are from the bottom of the ocean.

How does this caption help the reader understand the picture? If this article was about finding treasure, how would this caption help the reader understand the text?

The caption would help me understand where the treasure was found.

Textbox

• A textbox provides more information than is in the text about a topic.

• A textbox can include interesting facts or important information the author wants the reader to know.

• Textboxes help readers understand by creating interest or emphasizing important information.

One of the textboxes above asks the reader to solve a mystery about a Tasmanian Devil. Why would he include this mystery?

The textbox contains the mystery to help create interest for the reader.

Maps

• Maps are drawings that show the basic shape of the land and other geographical, political, or historical features.

• They present information in a visual form.

• They help the reader understand where an event happens.

• They help the reader understand how far away an event took place.

How would a map of the United States help the reader understand an article about Texas?

The map could help the reader understand where Texas is located and how the location relates to the text.

Diagrams

• A diagram is a drawing that shows or explains something.

• To understand a diagram the reader should read the titles, labels, captions, and numbered parts.

• Diagrams help the reader understand steps, how objects are made, or information in the text.

How could this diagram help the reader understand volcanoes?

The diagram helps the reader understand the parts of a volcano and how they erupt.

Tables

• Tables organize large amounts of information in a small space.

• Tables present all kinds of data, from numbers and amounts, to calendars and menus.

• Tables help the reader compare information in the text.

How would a table about volcano eruptions help the reader understand volcanoes?

The table would help the reader understand where and how often volcanoes erupt.

Timelines

• Timelines show important events in chronological order or time order.

• Timelines help the reader better understand the order of events and how one event may have lead to another.

How would a timeline help a reader understand an article about why some older people aren’t knowledgeable about computers?

The timeline would show that computers may not have been affordable until late in an older persons life.

CO: I will learn the strategies that good readers use to comprehend what they are reading.

LO: I will practice clarification strategies while reading a passage with a partner.

Literacy Challenge #1Design every lesson so that every student individually (not as a group) uses expressive language (writing and speaking) two times.

Literacy Challenge #2When using L2, to clarify instruction teachers • restate the clarification in L2, and then immediately• have students restate the clarification in L2.

Literacy Challenge #7Teachers have students read orally, (individually) after which Students must retell what they have read in their own word (in L2).