Welcome Back from Welcome Back from Lunch!Lunch!

• A couple of videos to get us going…A couple of videos to get us going…

–Left Brain, Right Brain Dancer

–Selective Attention Test (ball tossing) (this (this video is better than the one I showed at the video is better than the one I showed at the presentation!)presentation!)

Quick StoryQuick Story

• The interviewThe interview

Sesame Street storyFrom The Tipping Point by Malcolm Gladwell

http://www.nickjr.com/kids-videos/http://www.nickjr.com/kids-videos/blues-clues-kids-videos.htmlblues-clues-kids-videos.html

How Vocabulary Ties Into How Vocabulary Ties Into Background Knowledge and Background Knowledge and

ComprehensionComprehension

Children’s vocabulary Children’s vocabulary knowledge closely reflects knowledge closely reflects their breadth of real-life their breadth of real-life and and vicariousvicarious experiences. experiences.

Improving Adolescent Literacy

Effective Classroom and Intervention Practices

Tier 1 into Tier 2 DemoTier 1 into Tier 2 Demo

• Comprehension Strategy: Creating a Comprehension Strategy: Creating a mental image (visualizing)mental image (visualizing)

• Core Text: Core Text: DragonwingsDragonwings• Guided Reading Text: Guided Reading Text:

Always have a purpose for

reading. Always.

Building Comprehension…Building Comprehension…Before Reading Before Reading

• Build background Build background • Highlight vocabulary Highlight vocabulary • Use graphic organizers Use graphic organizers • Predict through vocabulary Predict through vocabulary

During ReadingDuring Reading

• Think Aloud Think Aloud • Check for understanding Check for understanding • Develop/question vocabulary Develop/question vocabulary • Encourage responses Encourage responses • Relate to self, text and worldRelate to self, text and world

After ReadingAfter Reading• Writing: response, extension, report, journal entry Writing: response, extension, report, journal entry • Discussion Discussion • Comprehension discussion Comprehension discussion • Extension activities beyond writing and speaking Extension activities beyond writing and speaking • Literature Circles (student-led, independent)Literature Circles (student-led, independent)• Read related book Read related book

– GenreGenre– ThemeTheme– MoralMoral

– Character or author, etc.Character or author, etc.

What is the real comprehension problem?

http://www.readingrockets.org/article/278

Lesson PlanningLesson Planning

• Standard/Comprehension Strategy Standard/Comprehension Strategy • Model in Tier 1 carry to Model in Tier 1 carry to

Tier 2Tier 2• Students must write in some form Students must write in some form

everyday everyday • Tasks are timed for Tasks are timed for

focus/accountabilityfocus/accountability

Research ChoicesResearch Choices

• http://reading.ecb.org/teacher/http://reading.ecb.org/teacher/makingconnections/index.htmlmakingconnections/index.html

• Activating Prior Knowledge StrategiesActivating Prior Knowledge Strategies• Comprehension questioning strategiesComprehension questioning strategies• Visualization techniquesVisualization techniques• http://www.readwritethink.org/http://www.readwritethink.org/

professional-development/strategy-professional-development/strategy-guides/question-author-30761.htmlguides/question-author-30761.html

Resources:Resources:

Beck, Isabel, McKeowon, M, & Kucan, L, (2002). Beck, Isabel, McKeowon, M, & Kucan, L, (2002). Bringing Bringing Words to Life: Robust Vocabulary Instructiion, Words to Life: Robust Vocabulary Instructiion, Guilford. Guilford.

Bos, C.S., & Vaughn, S. (2002). Bos, C.S., & Vaughn, S. (2002). Teaching Students with Teaching Students with Learning and Behavior Problems. Learning and Behavior Problems. Boston: Allyn and Bacon.Boston: Allyn and Bacon.

Balajthy, E., & Lipa-Wade, S. (2003). Balajthy, E., & Lipa-Wade, S. (2003). Struggling Readers: Struggling Readers: Assessment and Instruction in Grades K-6. Assessment and Instruction in Grades K-6. New York: New York: Guilford Press.Guilford Press.

Catts, H.W., & Kamhi, A.G.. (1999). Catts, H.W., & Kamhi, A.G.. (1999). Language and Reading Language and Reading Disabilities. Disabilities. Boston: Allyn and Bacon. Boston: Allyn and Bacon.

Cooper, J.D. (2000). Cooper, J.D. (2000). Literacy: Helping Children Construct Literacy: Helping Children Construct Meaning. Meaning. Boston: Houghton Mifflin.Boston: Houghton Mifflin.

Cunningham, P., & Allington, R.L. (2003). Cunningham, P., & Allington, R.L. (2003). Classrooms that Classrooms that Work: They can all read and write. Work: They can all read and write. New York: Harper New York: Harper Collins.Collins.

Resources:Resources:Freeman, Yvonne & Freeman, D. (1994). Freeman, Yvonne & Freeman, D. (1994). Between Worlds: Access Between Worlds: Access

to Second Language Acquisition. to Second Language Acquisition. Portsmouth, NH: Heinemann.Portsmouth, NH: Heinemann.

Lehr, Fran, Osborn , J. & Herbert, E. (2003)Lehr, Fran, Osborn , J. & Herbert, E. (2003)A Focus on A Focus on VocabularyVocabulary, Pacific Resources for Education and Learning, Pacific Resources for Education and Learning

Peregoy, S., & Boyle, O. (2001). Peregoy, S., & Boyle, O. (2001). Reading, Writing and Learning in Reading, Writing and Learning in ESL: A Resource Book for K-12 Teachers. ESL: A Resource Book for K-12 Teachers. New York: Longman.New York: Longman.

Rupley, William H , John Logan, & William Nichols (2003) Rupley, William H , John Logan, & William Nichols (2003) Vocabulary Instruction in a Balanced Reading ProgramVocabulary Instruction in a Balanced Reading Program, EBSCO., EBSCO.

Put Reading First: The Research Building Blocks for Teaching Put Reading First: The Research Building Blocks for Teaching Children to Read Children to Read (2001). The Partnership for Reading: National (2001). The Partnership for Reading: National Institute for Literacy; National Institute for Child Health and Institute for Literacy; National Institute for Child Health and Human Development; and the U.S. Department of Education.Human Development; and the U.S. Department of Education.