B-18 ItsAllAbouttheTextAPPLICATION(Gr.K5) About It Write About It Read About It: ... partner discussion, interactive read aloud, accountable talk, etc. ... Interactive Read-Alouds-promote access to ...

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  • Rutherford County Schools Summer Conference 2017July 25, 2017 - July 26, 2017

    B-18 Its All About the TextAPPLICATION (Gr. K5)

    Kathy Daugherty

    All resource materials not specifically identified as being reprinted from another source is copyright 2018 by Kathy DaughertyYou may not distribute, copy, or otherwise reproduce any of this material for sale or for commercial use without written permission from the author.

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    Its All About that TextBout that text

    APPLICATION!

    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.

    AGENDA

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    Success Criteria

    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

    Decoding(word recognition)

    Language Comprehension

    Reading Comprehension

    Phonics(print

    concepts/letter name

    knowledge)

    Phonological & Phonemic Awareness

    Fluency

    Vocabulary

    Text Comprehension

    X =

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    Scarboroughs Reading Rope

    Prepared vs Ready Classroom

    Knowledge

    AllIntegrateintoReading

    Skills

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    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

    ReadAboutIt

    ThinkAboutIt

    TalkAboutIt

    WriteAboutIt

    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)

    Learningoutcomesshouldbetextbased

    Throughrichtext!!

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    Phonological Awareness

    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/.

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    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!!

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    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

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    PHONICS:Application to WritingBuilding

    Knowledge & Synthesizing

    New Info

    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!

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    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

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    Application: Building Fluency with Writing

    Visible Learning

    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

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    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

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    Vocabulary: ApplicationHow does the teacher extend student language/vocabulary? Does she consider

    application?

    http://www.lipscomb.edu/ayers/video/play/34

    Text ComprehensionText Based LearningMEANING MAKING

    Dont limit your students. Just

    because student cant read text

    doesnt mean s/he cant think through

    the text

    Mileage Text Thinking Text

    Mileage TextTo move students

    towards fluency and building

    comprehension

    *practice fluency*apply

    foundational skills*build

    foundational comprehension

    Thinking TextTo provide students an opportunity to stretch

    their thinking

    *read aloud*teacher models

    *purposeful discussions

    centered around

    meaning of text

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    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

    Text Comprehension

    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

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    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

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    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

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    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.

    RI.1.7Use the

    illustrations and details in a

    text to describe its key ideas.

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    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

    Exemplar Tasks

    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.

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    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

    a text.

    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.

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    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

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    Resources

    Louisiana believes.com

    Resource

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    Success Criteria

Recommended

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