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Colorado Reading First, 2004 Intermediate I CCRA -- Summer 2004
Tools for Teaching Literacy:Tools for Teaching Literacy:
Finding Meaning in Finding Meaning in Words and TextWords and Text
Colorado Reading First, 2004– Intermediate I CCRA 2
Content StandardsContent StandardsRefine strategies that focus on creating word ownership.Model use of comprehension strategies (predicting and important ideas) before, during and after reading.
Colorado Reading First, 2004 Intermediate I CCRA -- Summer 2004
Building Word Ownership: Building Word Ownership:
Finding Meaning Finding Meaning in Wordsin Words
Colorado Reading First, 2004– Intermediate I CCRA 4
AG
Z
S
C
K
E
M
We live in a sea of words.
Steven A. Stahl, 1999
Colorado Reading First, 2004– Intermediate I CCRA 5
Research PointsResearch Points
Just teaching definitions did not significantly affect children’s reading comprehension.
Stahl and Fairbanks , 1986
Colorado Reading First, 2004– Intermediate I CCRA 6
Word ClassificationWord Classification
Unknown: Haven’t seen or heard this word or you’ve seen or heard it but can’t define it.
Known: You can define this word.
Owned: You can define this word and you can relate it to other words and terms.
Colorado Reading First, 2004– Intermediate I CCRA 7
Word: redress
Definition: to set right, remedy, repair
Your sentence:
You Try It! You Try It! You Try It! Is a Definition Enough?
Colorado Reading First, 2004– Intermediate I CCRA 8
Child’s Sentence:
The redress for getting well when you’re sick is to stay in bed.
Stahl, 1999
Is a Definition Enough?Is a Definition Enough?
Colorado Reading First, 2004– Intermediate I CCRA 9
Redress means to make up for something that injured or hurt someone or something.For example, the knights sought redress from the king for injuries suffered in the battle.
Enhanced Definition and Example:
Is a Definition Enough?Is a Definition Enough?
Colorado Reading First, 2004– Intermediate I CCRA 10
Word: erode
Your definition:
Dictionary definition: to eat away
Your sentence:
Child’s sentence: My family erodes often.Stahl, 1999
Is a Definition Enough?Is a Definition Enough?
Colorado Reading First, 2004– Intermediate I CCRA 11
Polysemous: One word, many meanings
Polysemous: One word, many meanings
Nearly every word in English is in some way polysemous (has multiple meanings).
Word meanings adapt to different contexts.
Students need exposure to words in variety of contexts.
Colorado Reading First, 2004– Intermediate I CCRA 12
Think about…Think about…
rockrockHe threw a rock.
My friend is my rock.
She is solid as a rock.
We are going to rock this house.
I like to listen to rock and roll.
Colorado Reading First, 2004– Intermediate I CCRA 13
Think about…Think about…
hothotIt’s hot today.
The soup is too hot to eat.
This salsa is too hot to eat.
You look hot in that outfit.
He was hot when found out he had lost his keys.
Colorado Reading First, 2004– Intermediate I CCRA 14
Ways to Get Kids and Words Together
Ways to Get Kids and Words Together
Creating multiple opportunities for encounters with words.
Colorado Reading First, 2004– Intermediate I CCRA 15
Research PointResearch Point
Twelve encounters with a word reliably improved comprehension, but four encounters did not.
McKeown, Beck, Omanson, and Pople, 1985
Colorado Reading First, 2004– Intermediate I CCRA 16
Word ClassificationWord Classification
Unknown: Haven’t seen or heard this word or you’ve seen or heard it but can’t define it.
Known: You can define this word.
Owned: You can define this word and you can relate it to other words and terms.
Colorado Reading First, 2004– Intermediate I CCRA 17
Word of the DayWord of the DayTeacher selects one word from previous vocabulary instruction that has multiple meanings.Students are asked to bring pictures or items that show a meaning of the word.On “the day,” students share what they have brought and describe the meanings.Pictures or items are displayed around a poster of the word and the various definitions.The teacher and the students discuss the various ways the word has been represented.
Colorado Reading First, 2004– Intermediate I CCRA 18
Each table gets a large piece of paper and markers.Brainstorm as many meanings for the word run as possible (5 minutes).You may write sentences or draw pictures to illustrate the word run.Papers will be posted, compared, and discussed.
RunRunWord of the Day:
You Try It! You Try It! You Try It! Word of the Day
Colorado Reading First, 2004– Intermediate I CCRA 19
Run: To move your body quickly (run to school)Run: Score (a run in baseball)Run: A tear (a run in a stocking)Run: A drip (the paint will run)Run: Many people taking an item (run on the bank)Run: Election (run for office)Run: A string of occurrences (run of luck)
RunRunWord of the Day:
You Try It! You Try It! You Try It! Word of the Day
Colorado Reading First, 2004– Intermediate I CCRA 20
Similar Concept – Many Words: Said
Similar Concept – Many Words: Said
Whispered Exclaimed
Declared Admitted
Screamed Hollered
Sighed Murmured
Colorado Reading First, 2004– Intermediate I CCRA 21
Similar Concept, Many Words:Questions for Readers
Similar Concept, Many Words:Questions for ReadersQuestions for Readers
Why this particular word?
What information does the choice of this word provide?
Why did the author choose to use this specific word at this time?
Colorado Reading First, 2004– Intermediate I CCRA 22
Similar Concept – Many Words:Linear Array
Similar Concept – Many Words:Linear Array
An activity to help readers see the degrees of difference in words representing similar concepts.
Colorado Reading First, 2004– Intermediate I CCRA 23
Linear ArraysLinear ArraysGive students word cards representing something that can be placed in an order.
Ask students to arrange themselves in order. Younger students may need more direction such as “high to low,” etc.
When student have arranged themselves, have them explain their thinking.Discuss the way they arranged themselves.
Colorado Reading First, 2004– Intermediate I CCRA 24
Similar Concept - Many WordsSynonyms for Said
Similar Concept - Many WordsSynonyms for Said
Whispered
ExclaimedDeclared
HolleredAdmitted
Murmured
Colorado Reading First, 2004– Intermediate I CCRA 25
Take a card.
Share the word on your card with your group.
Arrange yourselves in an order that makes sense and that can be explained to others.
You Try It! You Try It! You Try It! Linear Array
Colorado Reading First, 2004– Intermediate I CCRA 26
Yeas and BoosYeas and Boos
A quick assessment of word knowledge
Beck, et. al., 1982
Colorado Reading First, 2004– Intermediate I CCRA 27
Yeas and BoosYeas and Boos
The general gave redress to the soldier.
The horse and the knight redress.
The bird erodes the worm.
The drip of water erodes the rock.
Colorado Reading First, 2004– Intermediate I CCRA 28
Word WizardsWord Wizards
Post “Word Wizard” chart.Add interesting words encountered in read alouds or class conversations.Students report when they see or hear the word used in another context.Names are written on the chart by the noted word and the students become “word wizards.”
Colorado Reading First, 2004– Intermediate I CCRA 29
Coulds, Woulds, Shoulds(Possible Sentences)
Coulds, Woulds, Shoulds(Possible Sentences)
Could a teacher be a neighbor?
Would a mammal have scales?
Could a philanthropist be a miser?
Should a virtuoso be a rival?Blachowicz and Fisher, 2002
Colorado Reading First, 2004– Intermediate I CCRA 30
Before reading a text (core or content reading) choose about 6 words students may have difficulty understanding. Choose 4 - 6 words probably known to students.Write the 10-12 words on the board. Provide definitions, if necessary.Students write sentences containing at least two of these words that they think may be found in the story.
Coulds, Woulds, Shoulds(Possible Sentences for More Proficient Readers)
Coulds, Woulds, Shoulds(Possible Sentences for More Proficient Readers)
Colorado Reading First, 2004– Intermediate I CCRA 31
Once students have finished contributing sentences and every word has been included in at least one sentence, read the story.Go back and determine which sentences are true or “possible,” based on the reading. The other sentences can be erased or be amended to become true.
Coulds, Woulds, Shoulds – Cont.(Possible Sentences for More Proficient Readers)Coulds, Woulds, Shoulds – Cont.(Possible Sentences for More Proficient Readers)
Colorado Reading First, 2004– Intermediate I CCRA 32
Change for the Quarter*join *collect*honors *order*pocket *worth-coin -money-spend -change
You Try It! You Try It! You Try It! Coulds, Wouldsand Shoulds
Colorado Reading First, 2004– Intermediate I CCRA 33
Reflection: Word Ownership
Reflection: Word OwnershipWord Ownership
Reflect on what you have learned about words.Write about instructional activities you will use to lead your students to word ownership in handout #1.
Colorado Reading First, 2004 Intermediate I CCRA -- Summer 2004
Digging Deeper: Digging Deeper:
Finding Meaning Finding Meaning in Textin Text
Colorado Reading First, 2004– Intermediate I CCRA 35
Research PointResearch Point
Comprehension is the reason for reading. If readers can read the words but do not understand what they are reading, they are not really reading.
Put Reading First, 2001
Colorado Reading First, 2004– Intermediate I CCRA 36
Keeping students engaged in their reading by providing tasks that demand active involvement is one of the primary
characteristics of good reading instruction.
Paraphrased from National Reading Panel Report , 2000
Research PointResearch Point
Colorado Reading First, 2004– Intermediate I CCRA 37
Evidence shows that the teaching of a variety of reading comprehension strategies leads learners to general improvements in reading comprehension.
National Reading Panel, 2000
Research PointResearch Point
Colorado Reading First, 2004– Intermediate I CCRA 38
Proficient Readers Use…Proficient Readers Use…
PredictionsConnectionsQuestions Mental PicturesBackground KnowledgeInferences
Important IdeasSummariesMonitoringFix-ups
Meaning LevelWord Level (Unknown Word Strategies)
Important IdeasPredictions
Colorado Reading First, 2004– Intermediate I CCRA 39
Teach Comprehension StrategiesTeach Comprehension Strategies
Before reading
During reading
After reading
Before reading
Colorado Reading First, 2004– Intermediate I CCRA 40
Why Use an Anticipation Guide?Why Use an Anticipation Guide?To bring readers into the text by activating background knowledge and making predictions.
To direct students towardimportant ideas.
Colorado Reading First, 2004– Intermediate I CCRA 41
Making and Using an Anticipation GuideMaking and Using an Anticipation Guide
Decide on the major concepts you want students to learn.
Students read the text (or it is read to them).
Students return to the statements and mark their answers.
Discuss as a group.
Create about 5 statements that focus on these concepts.
Students respond to the statements before reading.
Colorado Reading First, 2004– Intermediate I CCRA 42
Pull out handouts #2 and #3.Mark the box before each statement with a T or F, to reflect whether you agree or disagree. In groups of 3 or 4, check with others. Change any answers you want.Read “Rat.”Mark T or F in the box following each statement. Be prepared to tell where the correct answer can be found in the text.
You Try It! You Try It! You Try It! Anticipation Guide
Colorado Reading First, 2004– Intermediate I CCRA 43
Read the selection.Decide what you think is important for students to know.If unsure, use questions from text when available.Statements that are true in the text can be reworded so that they are false in the anticipation guide.
Creating Your Own Anticipation Guide:Creating Your Own Anticipation Guide:Selecting Major Concepts
Colorado Reading First, 2004– Intermediate I CCRA 44
Use an Anticipation Guide with…Use an Anticipation Guide with…Non-fiction core storiesNon-fiction big booksNon-fiction readers that go with the anthologiesNon-fiction read aloudsSocial studies or science textsWeekly Readers Time for Kids
Colorado Reading First, 2004– Intermediate I CCRA 45
Teach Comprehension StrategiesTeach Comprehension Strategies
Before reading
During reading
After reading
During reading
Colorado Reading First, 2004– Intermediate I CCRA 46
What Is the Directed Reading -Thinking Activity (DR-TA)?
What Is the Directed Reading -Thinking Activity (DR-TA)?
It is an instructional activity that uses predicting and confirming strategies to help build critical reading and thinking skills.
It is an activity used to guide students through any kind of text. The parts are predicting, reading, and proving.
Colorado Reading First, 2004– Intermediate I CCRA 47
Using the DR-TAUsing the DR-TADivide the reading material into sections.Each of the 3 steps is repeated during each section.
Predicting Stage: Students predict what they think the selection will be about or what will happen next. Reading Stage: Students check on their predictions. Proving Stage: Students read parts from the text that prove or disprove their predictions.
Colorado Reading First, 2004– Intermediate I CCRA 48
Locate handout #4.
Using “Fish Story,” your trainer will lead you through the three steps of the DR-TA (predict, read, prove).
You Try It! You Try It! You Try It! Directed Reading-Thinking Activity
Colorado Reading First, 2004– Intermediate I CCRA 49
DR-TA StepsDR-TA Steps
ProveProve
PredictPredictReadRead
Colorado Reading First, 2004– Intermediate I CCRA 50
Teach Comprehension StrategiesTeach Comprehension Strategies
Before reading
During reading
After readingAfter reading
Colorado Reading First, 2004– Intermediate I CCRA 51
AlphaboxesAlphaboxes
A post reading instructional activity that helps students remember important information from text.
Can be used with any type of reading material and at any grade level.
Idea by Linda Hoyt, 1999
Colorado Reading First, 2004– Intermediate I CCRA 52
Using AlphaboxesUsing AlphaboxesAfter a reading assignment, students select words or phrases for each letter of the alphabet. Examples:“A is for Annie because she was the main character in the story,” or “F is for flat teeth. Elephants have huge flat teeth.”
Colorado Reading First, 2004– Intermediate I CCRA 53
Pull out handouts #5 and #6.Read “Skunk.”
In groups of 5, complete letters in the alphaboxeschart.
You Try It! You Try It! You Try It! Alphaboxes
Colorado Reading First, 2004– Intermediate I CCRA 54
Ideas for Working with AlphaboxesIdeas for Working with Alphaboxes
Let students choose 10-15 letters they want to use.
Younger students can make little booklets to record their answers. They may only write a word for each letter and illustrate it.
Colorado Reading First, 2004– Intermediate I CCRA 55
Reflection: Comprehension
Reflection: ComprehensionComprehension
On Handout #1, reflect on the role of active involvement in comprehension.Write about an instructional activity you will try with your students. Tell why you’ve selected it.
Colorado Reading First, 2004– Intermediate I CCRA 56
In Summary…In Summary…
Skilled reading does not involve use of a single potent strategy, but rather coordination of several strategies.
Pressley and Woloshyn, 1995
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