Rutherford County Schools Summer Conference 2017July 25, 2017 - July 26, 2017
B-18 Its All About the TextAPPLICATION (Gr. K5)
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Its All About that TextBout that text
RCS Summer Conference 2017
An overview of the components in the Simple View of Reading and Scarborough's Rope
APPLICATION-the critical component Text based learning/Learning to read WHILE reading Read About it, Think About it, Talk About it, Write About it Literacy skills taught with an emphasis in meaning making (look fors) Access to complex textInteractive Read Aloud Using K-2 ELA standards, participants will create text based task(s), from a
variety of quality text sets, ensuring the task has focus, rigor and coherence.
Understand the relevancy of SVR when planning for reading instruction in the classroom.
APPLY SVR components via text Use text based literacy learning to promote Read About it, Think About it,
Talk About it, Write About it
Plan literacy lessons with the end in mindcomprehension Use interactive read alouds to access complex text Create text based tasks with focus, coherence and rigor
Simple View of Reading2 Domains
5 instructional components
Phonological & Phonemic Awareness
Scarboroughs Reading Rope
Prepared vs Ready Classroom
Application is Key!When students learn to read, they should also be making
meaning from text. One should never allow items taught in isolation; all instruction should be applied to a text.
If we never provide opportunities to ride a bike, we should never ask them to show
us they can.
Text Use in a Literacy Classrooms
Read About It: read alouds, shared reads, guided reading, cold reads, partner reads, (time in text), etc.
Think About It: think aloud, text dependent questioning, etc. Talk About It: partner discussion, interactive read aloud, accountable talk, etc. Write About It: interactive writing, modeled writing, shared writing. explanations, synthesizing summaries, arguments, etc. (meaning making focus)
1. Blending parts of compound words(play + ground = playground)2. Blending initial sound to rest of word in longer words(/m/ + arshmallow = marshmallow)3. Blending initial sound to rimes in shorter words(/m/ + at = mat)4. Blending 3 phonemes/sounds in context(I like to /r/ + /u/ + /n/ =I like to run.)5. Blending 3 phonemes (out of context)(/b/ + /a/ + /t/ = bat)
Phonological Awareness StrategiesHow it relates to reading/writing
*Blending phonemes into words. Say /s/ /a/ /t/sat--decoding*Segmenting words into phonemes--encoding*Deleting a phoneme from a word.Say sat without the /s/.*Adding a phoneme to a word.Add /m/ to the beginning of at.*Manipulating phonemes in words.Say bat. Now change the /b/ to /k/.
Phonics--Word Work To Access Text
Phonics strategiesHow it relates to reading/writing
*Teach high frequency words these are words that are often confused. e.g. were/where; was/saw; from/for.*Teach patterns using onsets and rimes, also known as word families. e.g. -ack; -ice; -ock, etc.*Teach chunking longer words into more manageable chunks.*Teach prefixes, suffixes, and root words.*All phonics instruction should be applied to text--meaning making!!
PHONICS: Application-Reading Text
Consider 4 squares when viewing
Chalk TalkThink About itWithout talking think about what you saw on the videosWrite About itWrite About your thoughts on the paper at your tableTalk About it-Discuss what is written and discuss any clarifications if needed
PHONICS:Application to WritingBuilding
Knowledge & Synthesizing
Fluency: How it relates to reading
Bridge to Comprehension Use of mileage text
Frog and Toad are Friends
To move students towards fluency and building comprehension
Reading requires significant time in text practicing these meaning making skills. Fluency is the by product of time in text!
Visible LearningFor students moving from one year to the
next, the average effect size
across all students is 0.40.
Effect size for repeated reading programs = 0.67*Students engage in repeated reading of short passages to build fluency and deepen understanding*Students annotate text to mark their thinking*Teacher guides discussion and analysis through questioning*Students engage in extended discussion and analysis with teacher
Fisher, Frye, & Hattie, Visible Learning for Literacy, 2016
Application: Building fluency with rereads
Application: Building Fluency with Writing
Effect size for vocabulary programs = 0.67
*Vocabulary knowledge is a strong predictor of reading comprehension*Vocabulary instructionmust be taught for depth and transfer.
Fisher, Frye, & Hattie, Visible Learning for Literacy, 2016
Vocabulary: How it relates to reading
*According to Biemiller(2005), teaching vocabulary will not guarantee success in
reading. However, lacking either adequate word identification skills or
adequate vocabulary will ensure failure.
Vocabulary: Application-Reading & Writing
Expectation is to use/expand vocab in writing Explicitlyteachmorphemessignificantlyshapesthedevelopmentofthereaderaswellasthewriter
Vocabulary: ApplicationHow does the teacher extend student language/vocabulary? Does she consider
Text ComprehensionText Based LearningMEANING MAKING
Dont limit your students. Just
because student cant read text
doesnt mean s/he cant think through
Mileage Text Thinking Text
Mileage TextTo move students
towards fluency and building
Thinking TextTo provide students an opportunity to stretch
*read aloud*teacher models
meaning of text
Building Text Comprehension
Text Sets-build knowledge about their world
*A text set is a set of texts around a similar topic, theme, or idea.Text sets share a common vocabulary, which helps bolster students vocabulary knowledge through repeated readings about a similar ideas, whichbuilds knowledge. --Louisana Dept of Ed
*Reading a number of texts within a topic grows knowledge and vocabulary far faster than any other approach.
--Student Achievement Partners
How do Text Sets differ from Leveled Readers?
Text Sets Build knowledge Stretch reading levels Varied entry levelsstretch
reading levelscomplexity Promotes task
(reading/writing reciprocity) Promotes comprehension
Leveled Text instructional levelpromote
reading gains determine next instructional
steps speak the same language w/in
schoolmore data/teacher clarity Promote fluency/comprehension
Interactive Read Aloud
In the early grades, children must be exposed to complex texts in order to build strong foundations for high-level
reading and writing. Because childrens independent reading skills are still developing, interactive read alouds create
opportunities for children to engage with appropriately-complex texts.
--Early Literacy InitiativeTN Dept of Education
What is a repeated interactive read aloud?
Repeated interactive read alouds, a systematic method of reading aloud, allow teachers to scaffold children's
understanding of the book being read, model strategies for making inferences and explanations, and teach vocabulary and concepts. A storybook is read multiple times in slightly different ways in order to increase the amount and quality of children's
analytical talk as they answer carefully crafted questions. These techniques have shown to be effective in increasing
children's engagement, understanding, and appreciation of literature.
- McGee and Schickedanz, 2007
Interactive Read Aloud-Complex text
Interactive Read-Alouds-promote access to complex text
Read alouds build-oral language-vocabulary-listening comprehension-content knowledge-concepts about print-alphabet knowledge-phonological awareness
Texts read aloud should be more complex than what students can read independently. It is recommended, read alouds be 1-2 grade levels above students current grade.
Complex text becauseImagery, vocab, complex
sentence structure, figurative lang, abstract concepts
What it is, what it is not
Scaffolding Readings and Tasks
Exemplar Task Using Text SetStudents use the illustrations along with textual details in
Wendy Pfeffers From Seed to Pumpkin to discuss and write about the key idea of how a pumpkin grows.Students will
illustrate, label and describe how a pumpkin grows.
illustrations and details in a
text to describe its key ideas.
Students use illustrations and write about their favorite season. They will illustrate, label and describe the things
they do during their favorite season.
Non Exemplar Task
RI.1.2 Identify the main topic and retell key details of the text.
Draw a picture of one of the rainforest babies from the read.
Write two facts you learned about that animal and share
with a partner.
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (illustrations, descriptions, procedures).
How are these two books about rainforest animals the same and different? Compare using the
illustrations and descriptions of one animal from the texts.
Create a Task
At your table, create a task using one of the following textsets.
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
Responding to text with writing
After students have discussed ideas they have encountered in print, especially
when those ideas are complicated and come delivered via complex syntax and
less common vocabulary. After they have had the opportunity to hear text read
aloud multiple times, re-read it silently, and ask questions of the text. They need to be able to write their new knowledge
through well-crafted questions.
Resources for Text Based Learning
Achieve the core.org1. Search box: text sets2. Building knowledge
3. File then view file
Resource for Interactive Read AloudsAchieve the core.org