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

Colorado Reading First, 2004– Intermediate I CCRA 57

Thank You!This concludes the presentation.

Thank You!This concludes the presentation.