Best Practices in Secondary Best Practices in Secondary Reading InstructionReading Instruction

Kevin Smith, M. Ed.Kevin Smith, M. Ed.

Reading Specialist, 6-12Reading Specialist, 6-12

fromfrom Reading Instruction through Reading Instruction through Strategy Enhancement (RISE)Strategy Enhancement (RISE)

by by Evan Lefsky, Ph.D.Evan Lefsky, Ph.D.

Executive Director, Executive Director,

Just Read, Florida!Just Read, Florida!

Questions for ReflectionQuestions for Reflection

Are all my students provided with many books they Are all my students provided with many books they can read and want to read?can read and want to read?When my students read/write, do they get to write When my students read/write, do they get to write about what they know and care about?about what they know and care about?Are my students given plenty of time to explore Are my students given plenty of time to explore topics and themes through reading and writing?topics and themes through reading and writing?When I want my students to read/write content When I want my students to read/write content information, do I show them how to do it?information, do I show them how to do it?Do all of my students get opportunities to Do all of my students get opportunities to demonstrate and use their strengths in reading and demonstrate and use their strengths in reading and writing, or do reading and writing activities in my writing, or do reading and writing activities in my class only accentuate their weaknesses?class only accentuate their weaknesses?

Challenges of FCATChallenges of FCAT

EnduranceEnduranceReading and writing for 160 Reading and writing for 160 minutesminutesText Length average=900 wordsText Length average=900 wordsNo connection to textNo connection to textMOTIVATION!MOTIVATION!

Components of RISEComponents of RISE

Independent Reading PracticeIndependent Reading Practice

Fast-Paced Decoding Practice (Especially Fast-Paced Decoding Practice (Especially polysyllabic words)polysyllabic words)

Text SetsText Sets

Explicit Comprehension InstructionExplicit Comprehension Instruction

Instruction supported by reading coachInstruction supported by reading coach

Research-Based Reading Research-Based Reading Classroom (Guthrie, 2002)Classroom (Guthrie, 2002)

Which factors affect FCAT reading scores?Which factors affect FCAT reading scores?

40%

20%

10%

15%

15%

Reading ability

Contentknowledge

Motivation

Format

Error

Research-Based Reading Research-Based Reading ClassroomClassroom

Which components should we focus on?Which components should we focus on?

40%

20%

20%

10%

10%

Guided instructionEngaged readingStrategiesMotivationFormat

Classroom SetupClassroom Setup

Supplemental Reading Program

Supplemental Reading Program

Method

•Comprehension

•Vocabulary

•Fluency

Teacher Read Aloud

•Discussion of new vocabulary

•Discussion of concepts

5 minutes

Closing

•Comprehension

•Vocabulary

•Fluency

•Student selected texts

•Independent reading level

•Progress monitoring by teacher (WCPM fluency and comprehension)

20 minutes

Independent Reading Practice

•Comprehension

•Vocabulary

•Fluency

•Phonics

•Phonemic Awareness

Differentiated instruction

•Small group and individual instruction

•Literacy centers

•Technology

•Audio-assisted reading

•Reading strategy instruction, application, and feedback

40 minutes

Differentiated

Instruction

•Morphemic Analysis

•Syntactic ApplicationDaily Vocabulary Review Routine

5 minutes

•Comprehension

•Vocabulary

•Fluency

Whole class or small group differentiated instruction

•Explicit and scaffolded modeling of strategies in instructional level text

20 minutes

Initial

Instruction

Reading ComponentsFridayThursdayWednesdayTuesdayMondayTime and activity

Secondary Intensive Reading Block (90 min.)

Whole Group InstructionWhole Group Instruction

15-20 minutes daily15-20 minutes daily

Teacher modeling of reading strategiesTeacher modeling of reading strategies

Focus on comprehension, vocabulary, and Focus on comprehension, vocabulary, and fluencyfluency

RotationsRotations

Four groups of ~five studentsFour groups of ~five students

Four stationsFour stations

Two to three rotations each dayTwo to three rotations each day

Each rotation is 15-20 minutesEach rotation is 15-20 minutes

Teacher Led GroupTeacher Led Group

Reinforce whole group instructionReinforce whole group instruction

Specific areas of student needSpecific areas of student need

ResearchResearch

Listening CentersListening Centers

Content area connectionsContent area connections

Individual assignments based on needs Individual assignments based on needs demonstrated through small group demonstrated through small group instructioninstruction

Independent WorkIndependent Work

Reciprocal TeachingReciprocal Teaching

Text-based discussionText-based discussion

TechnologyTechnology

FCAT ExplorerFCAT Explorer

Reading PlusReading Plus

3 days per week3 days per week

20 minutes per day20 minutes per day

Text SetsText Sets

Unit of study organized around a theme or Unit of study organized around a theme or standard or conceptstandard or conceptCollection of instructional materials related Collection of instructional materials related to the themeto the themeMust take into account student’s Must take into account student’s independent reading level as well as the independent reading level as well as the reading level of any texts you ask them to reading level of any texts you ask them to readread

Types of Text that Can Be Used Types of Text that Can Be Used in Instructionin Instruction

Pictures/PhotographsPictures/PhotographsYoung adult novels/historical fictionYoung adult novels/historical fictionPrimary source documents/artifacts Primary source documents/artifacts Expository piecesExpository piecesMagazine articlesMagazine articlesNewspaper articles (Current Events)Newspaper articles (Current Events)Journals/DiariesJournals/DiariesQuestion and answer booksQuestion and answer booksPicture booksPicture booksPoetryPoetryWeb sitesWeb sites

Choosing Appropriate TextChoosing Appropriate Text

Engaging reading styleEngaging reading style

Connection to current eventsConnection to current events

Connection to pop cultureConnection to pop culture

HumorHumor

Teen or young adults as central characterTeen or young adults as central character

Action or adventureAction or adventure

Fantasy or science fictionFantasy or science fiction

Utilization of TextsUtilization of Texts

HooksHooks

Read aloudRead aloud

Independent readingIndependent reading

Guided readingGuided reading

Shared readingShared reading

ResearchResearch

Typical Text SetTypical Text Set

Text 1: Activate prior knowledge through Text 1: Activate prior knowledge through brainstorm, current events, or mediabrainstorm, current events, or mediaText 2: Narrative teacher read-aloud or Text 2: Narrative teacher read-aloud or student read easy-to-access textstudent read easy-to-access textText 3: Well-written expository text guided Text 3: Well-written expository text guided by the teacher with direct instruction in by the teacher with direct instruction in decoding and comprehension skillsdecoding and comprehension skillsText 4: Independent and successful Text 4: Independent and successful practice and extensive writingpractice and extensive writing

Text Set Text Set

Concept/ThemeConcept/Theme

  

Media/Current Event (HOOK=Draw Kids In)Media/Current Event (HOOK=Draw Kids In)

    

Read-Aloud (Upper-level= Too Difficult for Kids OR Picture Book)Read-Aloud (Upper-level= Too Difficult for Kids OR Picture Book)

  

Leveled Independent Reading (Many different books to meet the levels of many Leveled Independent Reading (Many different books to meet the levels of many kids)kids)

  

Guided Reading (Insertion of Vocabulary and Comprehension Instruction)Guided Reading (Insertion of Vocabulary and Comprehension Instruction)

Link to Text (Textbook or Main Piece of Difficult Literature)Link to Text (Textbook or Main Piece of Difficult Literature)

  

Research/Writing (Product=High Interest Topic to Students)Research/Writing (Product=High Interest Topic to Students)

ALL TEXTS MUST RELATE BACK TO THE THEME OR CONCEPTALL TEXTS MUST RELATE BACK TO THE THEME OR CONCEPT

Focus of Text Set UnitFocus of Text Set Unit

How will you facilitate:How will you facilitate:–ReadingReading

–WritingWriting

–DiscussionDiscussion

EVERY DAY?EVERY DAY?

Choosing a TopicChoosing a Topic

Text Set TopicsText Set TopicsReligious ConflictReligious ConflictUnderground RailroadUnderground RailroadThe CrucibleThe CrucibleEcosystemsEcosystemsComputer EthicsComputer EthicsCivil RightsCivil RightsWorld ReligionsWorld ReligionsFrench Speaking African CountriesFrench Speaking African CountriesEcologyEcologyVolcanoesVolcanoesSchool ViolenceSchool ViolenceDisabilitiesDisabilitiesHorrors of WarHorrors of WarCivil RightsCivil RightsThe American RevolutionThe American RevolutionGreat Mathematical ThinkersGreat Mathematical ThinkersGangsGangs

Unit SpecificationsUnit Specifications

Unit will include a day-by-day plan including:Unit will include a day-by-day plan including:Key ideas/big ideasKey ideas/big ideasConcepts/key terms to be taught and how they will be taughtConcepts/key terms to be taught and how they will be taughtDiscussion points/provocative questions (small group/whole Discussion points/provocative questions (small group/whole group)group)Research opportunities (Small group/individual)Research opportunities (Small group/individual)Writing opportunities (Journals, quick writes, exit notes)Writing opportunities (Journals, quick writes, exit notes)Comprehension strategies and where they will be inserted Comprehension strategies and where they will be inserted (Mini-lessons)(Mini-lessons)Community buildingCommunity buildingGroup projectsGroup projectsAssessmentAssessment

Choosing High Impact VocabularyChoosing High Impact Vocabulary

Identify key concepts and terms Identify key concepts and terms (vocabulary) to be learned during the unit(vocabulary) to be learned during the unit

How will they be taught? How will they be taught?

Explicitly (direct instruction)?Explicitly (direct instruction)?

Implicitly (through reading practice and Implicitly (through reading practice and discussion)?discussion)?

Strategy InstructionStrategy Instruction

For readings that are to be completed For readings that are to be completed using guided instruction:using guided instruction:

Which reading strategies will you model Which reading strategies will you model for the students? for the students?

Be sure to use strategies before, during, Be sure to use strategies before, during, and after reading.and after reading.

DiscussionDiscussion

How will you stimulate discussion before, How will you stimulate discussion before, during, and after reading? during, and after reading?

Will you use provocative questions? Will you use provocative questions?

Will the discussion be small group or Will the discussion be small group or whole group? whole group?

How will you keep the discussion going? How will you keep the discussion going?

WritingWriting

What writing opportunities will students What writing opportunities will students have before, during, and after reading?have before, during, and after reading?

What form will they take (journals, quick What form will they take (journals, quick writes, exit notes, etc.)? writes, exit notes, etc.)?

What will be their purpose (assessment, What will be their purpose (assessment, reflection, etc.)? reflection, etc.)?

ResearchResearch

What research opportunities will you include during the What research opportunities will you include during the course of the unit? course of the unit? Will they be small group or individual? Will they be small group or individual? How will topics be assigned? (Note: It is important to How will topics be assigned? (Note: It is important to have two research opportunities in a unit. The first is a have two research opportunities in a unit. The first is a group project for which the teacher assigns the topic. group project for which the teacher assigns the topic. This usually comes somewhere towards the beginning of This usually comes somewhere towards the beginning of the unit, allowing them to further build their background the unit, allowing them to further build their background knowledge and vocabulary. The second is an individual knowledge and vocabulary. The second is an individual research assignment for which the student chooses his research assignment for which the student chooses his or her own topic based on interests developed during the or her own topic based on interests developed during the course of the unit. This would come at the end of the course of the unit. This would come at the end of the unit.)unit.)

AssessmentAssessment

How will you assess reading gains? How will you assess reading gains?

How will you assess the learning taking How will you assess the learning taking place? place?

Objective tests? Objective tests?

Written assignments? Written assignments?

Individual or group projects? Individual or group projects?

FluencyFluency

What is fluency? What skills does What is fluency? What skills does it include?it include?

FluencyFluency

The ability to read text quickly, accurately, The ability to read text quickly, accurately, and with proper expression (NRP).and with proper expression (NRP).

Rate, Accuracy, ProsodyRate, Accuracy, Prosody

RateRate

Automaticity: Quick, accurate, effortless Automaticity: Quick, accurate, effortless recognition of letters and wordsrecognition of letters and words

Speed: fluid pace in reading connected Speed: fluid pace in reading connected texttext

AccuracyAccuracy

Correctly decoding unknown wordsCorrectly decoding unknown words

Recognizing high-frequency and familiar Recognizing high-frequency and familiar wordswords

ProsodyProsody

Making reading sound natural like spoken Making reading sound natural like spoken languagelanguage

Using appropriate intonationUsing appropriate intonation

Using appropriate expressionUsing appropriate expression

Pausing appropriately at phrase Pausing appropriately at phrase boundariesboundaries

What’s wrong with round robin?What’s wrong with round robin?

Embarrassing to poor readersEmbarrassing to poor readers

Teaches very littleTeaches very little

Rarely engages studentsRarely engages students

Typically only focuses on oral reading Typically only focuses on oral reading performance, not understandingperformance, not understanding

Little connection to real lifeLittle connection to real life

Reduces time that could be spent on more Reduces time that could be spent on more valuable reading practicevaluable reading practice

Fluency InstructionFluency Instruction

How can you provide fluency How can you provide fluency instruction?instruction?

Model Fluent ReadingModel Fluent Reading

Frequent teacher read-aloudsFrequent teacher read-alouds

Listening to books on tapeListening to books on tape

Books read by fluent peersBooks read by fluent peers

““Words mean more than what is set Words mean more than what is set down on paper. It takes the human down on paper. It takes the human

voice to infuse them with the voice to infuse them with the shades of deeper meaning.”shades of deeper meaning.”

-Maya Angelou, -Maya Angelou, I Know Why the I Know Why the Caged Bird SingsCaged Bird Sings

Why Read-Aloud?Why Read-Aloud?

Students:Students:

See reading as emotionally powerfulSee reading as emotionally powerful

Are motivated to read moreAre motivated to read more

Witness fluent readingWitness fluent reading

Are exposed to multiple genresAre exposed to multiple genres

Explore sophisticated words and text structuresExplore sophisticated words and text structures

Observe teacher’s use of comprehension Observe teacher’s use of comprehension strategies through think aloudstrategies through think aloud

When To Read AloudWhen To Read Aloud

When hearing the text will help students process When hearing the text will help students process or enjoy it in a more effective way or enjoy it in a more effective way When introducing new or difficult textsWhen introducing new or difficult textsWhen reading poetry or playsWhen reading poetry or playsWhen you want to expose students to text When you want to expose students to text without copying and distributingwithout copying and distributingWhen you want to focus students’ attentionWhen you want to focus students’ attentionAs an opener or wrap-upAs an opener or wrap-up

Types of Materials to Read AloudTypes of Materials to Read Aloud

DirectionsDirectionsClass books (novel you read from each Class books (novel you read from each day)day)Literature (to help students grasp Literature (to help students grasp relationships and hear the sound of relationships and hear the sound of language)language)Observations (from a scientific report Observations (from a scientific report used to begin a discussion)used to begin a discussion)Random items you think are fun, Random items you think are fun, powerful, or useful to sharepowerful, or useful to share

Choosing A Read AloudChoosing A Read Aloud

Does this book meet the needs of the students Does this book meet the needs of the students at this time?at this time?

Can I read this book in such a way that students Can I read this book in such a way that students will not be bored by it? (ie. Pace, Voice, and will not be bored by it? (ie. Pace, Voice, and Inflection)Inflection)

Do I enjoy this book?Do I enjoy this book?

Does this book match my instructional goals? Does this book match my instructional goals? (Not necessarily tied to the curriculum)(Not necessarily tied to the curriculum)

Fluency InstructionFluency Instruction

Choral ReadingChoral Reading

Paired Reading Paired Reading

Echo ReadingEcho Reading

Recorded ReadingsRecorded Readings

Repeated ReadingsRepeated Readings

Reader’s TheaterReader’s Theater

Phrase BoundariesPhrase Boundaries

Text DifficultyText Difficulty

Independent Level: 95-100% accuracyIndependent Level: 95-100% accuracy

Can read text independently without Can read text independently without assistanceassistance

Instructional Level: 90-94% accuracyInstructional Level: 90-94% accuracy

Can read text with instructional assistanceCan read text with instructional assistance

Frustration Level: Below 90% accuracyFrustration Level: Below 90% accuracy

Has great difficulty reading text, even with Has great difficulty reading text, even with assistanceassistance

Determining Text DifficultyDetermining Text Difficulty

To determine a student’s reading level for To determine a student’s reading level for a specific text, calculate:a specific text, calculate:

Correct number of words read Correct number of words read ÷÷

Total number of words read =Total number of words read =

Percent accuracyPercent accuracy

Example: 48 ÷ 50 = .96 (96%) Independent Example: 48 ÷ 50 = .96 (96%) Independent levellevel

Fluency AssessmentFluency Assessment

One minute timed readingOne minute timed reading

Total words read Total words read

- errors =- errors =

Words Correct Per Minute (WCPM)Words Correct Per Minute (WCPM)

Fluency Assessment: Putting It All Fluency Assessment: Putting It All TogetherTogether

Start timer when student says first wordStart timer when student says first word

Give student word if they can’t decode after 3 Give student word if they can’t decode after 3 seconds and count as errorseconds and count as error

Slash words read incorrectlySlash words read incorrectly– Skipped wordsSkipped words– Mispronounced wordsMispronounced words– Word substitutions, including incorrect forms of wordWord substitutions, including incorrect forms of word– Words in wrong orderWords in wrong order– Struggling that lasts 3 seconds or moreStruggling that lasts 3 seconds or more

Fluency Assessment: Putting It All Fluency Assessment: Putting It All TogetherTogether

Do not count as an error:Do not count as an error:– Added wordsAdded words– Varying pronunciation due to accent, dialect, Varying pronunciation due to accent, dialect,

or speech impedimentor speech impediment– Repetitions of a correctly read wordRepetitions of a correctly read word– Self-correction of a mistakeSelf-correction of a mistake

Mark text at one minuteMark text at one minuteWCPM=Total words-errors (slashes)/min.WCPM=Total words-errors (slashes)/min.Accuracy=Word Correct/Total wordsAccuracy=Word Correct/Total words

Independent Reading PracticeIndependent Reading Practice

Why Independent ReadingWhy Independent Reading

Improves Reading AchievementImproves Reading Achievement

Improves Student Confidence (Successful Improves Student Confidence (Successful practice)practice)

Improves Student Motivation to Read Improves Student Motivation to Read Content TextsContent Texts

Motivation is the Key!Motivation is the Key!

Student ChoiceStudent Choice– Gives students ownership of the outcomeGives students ownership of the outcome

Clear goalsClear goals– What they are supposed to learn…What they are supposed to learn…

Academically safe environmentAcademically safe environment– Reading materials at the students’ Reading materials at the students’

independent reading level.independent reading level.

Reading LevelsReading Levels

Independent: EasyIndependent: Easy– Word Identification=99% accuracyWord Identification=99% accuracy– Comprehension=95%Comprehension=95%

Instructional: LearningInstructional: Learning– Word Identification=90% accuracyWord Identification=90% accuracy– Comprehension=75% accuracyComprehension=75% accuracy

Frustration: HardFrustration: Hard– Word Identification=<90% accuracyWord Identification=<90% accuracy– Comprehension=<50% accuracyComprehension=<50% accuracy

Effective Reading ResponsesEffective Reading Responses

Reading LogsReading Logs

One Sentence SummariesOne Sentence Summaries

Graphic OrganizersGraphic Organizers

Student Generated Question/AnswerStudent Generated Question/Answer

Classroom Library DisplayClassroom Library Display

Books on Display Books on Display Print BooksPrint Books Audio booksAudio books

Print-rich EnvironmentPrint-rich Environment– Word websWord webs– Examples of figures of speechExamples of figures of speech– Student work examplesStudent work examples– Classroom libraryClassroom library– MagazinesMagazines– PeriodicalsPeriodicals

Various Kinds of Literature and non-fiction textsVarious Kinds of Literature and non-fiction texts

Teacher Modeling the Love of ReadingTeacher Modeling the Love of Reading

Alternative AssessmentsAlternative AssessmentsStudent produced cartoonsStudent produced cartoons

Student book talksStudent book talks

PostersPosters

PlaysPlays

Character ReflectionsCharacter Reflections

JournalsJournals

PortfoliosPortfolios

Books in the ClassroomBooks in the ClassroomHave appropriately leveled books and Have appropriately leveled books and materials in the classroom.materials in the classroom.

Have a variety of reading material Have a variety of reading material available.available.

Have teacher book talks to introduce Have teacher book talks to introduce books the students might enjoy.books the students might enjoy.

Have reading materials that address life Have reading materials that address life situations of students.situations of students.

How To Make Independent How To Make Independent Reading Work in the Classroom Reading Work in the Classroom

Teacher Monitoring (Clipboard cruising)Teacher Monitoring (Clipboard cruising)– Asking questionsAsking questions– Student read-aloudsStudent read-alouds– Book talksBook talks

Two-point rubricTwo-point rubricClassroom expectationsClassroom expectations10-20% of class grade (recommended)10-20% of class grade (recommended)Provide lots of classroom booksProvide lots of classroom booksIncentive program for teachers and studentsIncentive program for teachers and students

Monitoring Independent ReadingMonitoring Independent Reading

Independent Reading Rubric 

1 Point--In your seat with your independent reading book when the tardy bell rings

+1 Point--Reading for the FULL ten minutes (9 minutes, 59 seconds=NO POINT!)

 =

2 Points + Reading Success

Date Date Date Date DateStudent Lexile Time Task Comment Time Task Comment Time Task Comment Time Task Comment Time Task Comment

0

Conferencing with StudentsConferencing with Students

How is the reading going?How is the reading going?

What do you like/dislike about this book?What do you like/dislike about this book?

What makes this a good choice for you?What makes this a good choice for you?

Are there parts that confuse you?Are there parts that confuse you?

Have students read a section of text they Have students read a section of text they liked and one that is new.liked and one that is new.

Vocabulary/Word StudyVocabulary/Word Study

Think about the vocabulary Think about the vocabulary instruction that takes place in your instruction that takes place in your classroom. What instructional strategies classroom. What instructional strategies and activities do you use?and activities do you use?

Goals of Vocabulary InstructionGoals of Vocabulary Instruction

To build interest in wordsTo build interest in words

To connect words found in texts to students’ life To connect words found in texts to students’ life experiencesexperiences

To clarify and extend word meanings across To clarify and extend word meanings across multiple curriculum areasmultiple curriculum areas

To develop strategies for learning new wordsTo develop strategies for learning new words

To give students many opportunities to use and To give students many opportunities to use and receive feedback on correct and incorrect word receive feedback on correct and incorrect word use use

What We Know from ResearchWhat We Know from Research

The scientific research on vocabulary The scientific research on vocabulary instruction reveals that most vocabulary is instruction reveals that most vocabulary is learned indirectly and that some learned indirectly and that some vocabulary must be taught directly.vocabulary must be taught directly.

(National Reading Panel, 2001)(National Reading Panel, 2001)

Indirect Vocabulary LearningIndirect Vocabulary Learning

Students learn vocabulary indirectly when Students learn vocabulary indirectly when they hear and see words used in many they hear and see words used in many different contexts – for example, through different contexts – for example, through conversations with adults, through being conversations with adults, through being read to, and through reading extensively read to, and through reading extensively on their own.on their own.

Direct Vocabulary LearningDirect Vocabulary Learning

Students learn vocabulary directly when Students learn vocabulary directly when they are explicitly taught both individual they are explicitly taught both individual words and word-learning strategies. words and word-learning strategies. Direct vocabulary instruction aids reading Direct vocabulary instruction aids reading comprehension.comprehension.

Four Stages of Word KnowledgeFour Stages of Word Knowledge

Stage 1: No Knowledge-never saw it before Stage 1: No Knowledge-never saw it before (example: Radeon)(example: Radeon)

Stage 2: Vague familiarity-heard it but doesn’t Stage 2: Vague familiarity-heard it but doesn’t know what it means (example: cache)know what it means (example: cache)

Stage 3: Contextualized knowledge-Recognizes Stage 3: Contextualized knowledge-Recognizes it in context as having something to do it in context as having something to do with_____. (example: microprocessor)with_____. (example: microprocessor)

Stage 4: Rich and flexible-knows it well Stage 4: Rich and flexible-knows it well (example:keyboard)(example:keyboard)

Vocabulary InstructionVocabulary Instruction

How do you select words for How do you select words for vocabulary instruction?vocabulary instruction?

Vocabulary InstructionVocabulary Instruction

Choose interesting words with mileageChoose interesting words with mileage

Create student-friendly explanationsCreate student-friendly explanations

Decontextualize the words; provide Decontextualize the words; provide examplesexamples

Create follow up activities that prompt Create follow up activities that prompt students to interact with meaningsstudents to interact with meanings

Create ways to maintain the words over Create ways to maintain the words over timetime

What Words Should I TeachWhat Words Should I Teach

Directly teach those words that are Directly teach those words that are important for understanding a concept or important for understanding a concept or the textthe text

Teach words that students are likely to see Teach words that students are likely to see again and againagain and again

Provide instruction for words that are Provide instruction for words that are particularly difficult for your studentsparticularly difficult for your students

Choosing Words to Teach:Choosing Words to Teach:Three TiersThree Tiers

Tier OneTier One: Most basic words-rarely require : Most basic words-rarely require instructional attention to their meanings in school instructional attention to their meanings in school (clock, baby, happy, walk)(clock, baby, happy, walk)Tier TwoTier Two: High frequency words that are found : High frequency words that are found across a variety of domains-instruction toward across a variety of domains-instruction toward tier two words is most productive (coincidence, tier two words is most productive (coincidence, absurd, industrious, fortunate)absurd, industrious, fortunate)Tier ThreeTier Three: Words whose frequency use is quite : Words whose frequency use is quite low and often limited to specific domains-low and often limited to specific domains-probably best learned when needed in content probably best learned when needed in content area (isotope, lathe, peninsula, refiner)area (isotope, lathe, peninsula, refiner)

Identifying Tier Two WordsIdentifying Tier Two Words

Importance and utilityImportance and utility: Words that are used by : Words that are used by more mature language users and are frequently more mature language users and are frequently found in a variety of textsfound in a variety of textsInstructional potentialInstructional potential: Words that can be used : Words that can be used in a variety of ways so that students can build in a variety of ways so that students can build deep understandings and representations of deep understandings and representations of them and make connections to other words and them and make connections to other words and conceptsconceptsConceptual understandingConceptual understanding: Words that : Words that deepen a student’s understanding of a general deepen a student’s understanding of a general concept by providing precise and specific words concept by providing precise and specific words for describing that conceptfor describing that concept

Name That TierName That Tier

forlornforlorn ceilingceiling

triumphanttriumphant oboeoboe

absurdabsurd hungryhungry

hostilehostile cornercorner

colonialcolonial breakbreak

Name That TierName That Tier

3 - forlorn 3 - forlorn 2 - ceiling2 - ceiling

2 - triumphant2 - triumphant 3 - oboe3 - oboe

2 - absurd2 - absurd 1 - hungry1 - hungry

2 - hostile2 - hostile 1 - corner1 - corner

2 - colonial2 - colonial 1 - break1 - break

Dictionary DefinitionsDictionary Definitions

Looking up dictionary definitions is not an Looking up dictionary definitions is not an effective practiceeffective practice

Student-Friendly Explanations Student-Friendly Explanations

Provide student-friendly explanations that tell Provide student-friendly explanations that tell what a word means in everyday connected what a word means in everyday connected language.language.

Example: unanticipatedExample: unanticipatedDictionary:Dictionary: Friendly:Friendly:

Not anticipated,Not anticipated, If something is If something is unexpectedunexpected unanticipated you unanticipated you

are surprised about are surprised about itit

Questions, Reasons, ExamplesQuestions, Reasons, Examples

If you are walking around a dark room, you need If you are walking around a dark room, you need to do it cautiously. Why? What are some other to do it cautiously. Why? What are some other things that need to be done cautiously?things that need to be done cautiously?

What is something you could do to impress your What is something you could do to impress your teacher?teacher?

Which of these might be extraordinary? Why or Which of these might be extraordinary? Why or why not?why not?– A shirt that was comfortable or a shirt that danced A shirt that was comfortable or a shirt that danced

across the room?across the room?

Sentence StemsSentence Stems

The newspaper called Mr. Brown a The newspaper called Mr. Brown a philanthropistphilanthropist because… because…

I told my teacher I wanted to be a I told my teacher I wanted to be a spectatorspectator at the play because… at the play because…

I I scrutinizedscrutinized my mom’s face because… my mom’s face because…

Word LinesWord Lines

How surprised would you be if:How surprised would you be if:

1.1. you saw your friend vault over the moon?you saw your friend vault over the moon?

2.2. your teacher commended you for doing good your teacher commended you for doing good work?work?

3.3. a dog started bantering with you?a dog started bantering with you?

4.4. a coach berated his football team for fumbling?a coach berated his football team for fumbling?

5.5. a rabbit trudged through school?a rabbit trudged through school?

________________________________________________________________________________Least surprisedLeast surprised Most Most

surprisedsurprised

Word LinesWord Lines

How much energy does it take to…How much energy does it take to…

1.1. meander down the hall?meander down the hall?

2.2. vault over a car?vault over a car?

3.3. banter with you best friend for an hour?banter with you best friend for an hour?

4.4. berate someone at the top of your voice?berate someone at the top of your voice?

5.5. stalk a turtle?stalk a turtle?

________________________________________________________________________________Least EnergyLeast Energy Most EnergyMost Energy

Relationships Among WordsRelationships Among Words

If someone were arguing vehemently, why If someone were arguing vehemently, why might it make sense that he was using wild might it make sense that he was using wild gesticulations?gesticulations?

Could an acute sense cause derision? Could an acute sense cause derision? Why?Why?

If someone introduces herself with suavity, If someone introduces herself with suavity, would she likely have the audacity to insult would she likely have the audacity to insult her guest? Why?her guest? Why?

Put Into Students’ Own WorldPut Into Students’ Own World

Why might a new male student introduce Why might a new male student introduce himself with sauvity to all the females?himself with sauvity to all the females?

Why might a student speak to the principal Why might a student speak to the principal with suavity?with suavity?

As Melinda prepared for her final exam, As Melinda prepared for her final exam, she sensed a feeling of acute anxiety? she sensed a feeling of acute anxiety? Why?Why?

Comprehensive Vocabulary Comprehensive Vocabulary InstructionInstruction

Emphasizes the importance of wide reading. Students learn much of Emphasizes the importance of wide reading. Students learn much of their vocabulary from reading.their vocabulary from reading.

Includes instruction on individual words. Instruction can assist students Includes instruction on individual words. Instruction can assist students in learning specific words, improve comprehension of selections from in learning specific words, improve comprehension of selections from which the words are taken, and show students the value of words.which the words are taken, and show students the value of words.

Provides instruction in learning words independently since students Provides instruction in learning words independently since students learn much of their vocabulary on their own.learn much of their vocabulary on their own.

Promotes activities leading to word consciousness. If students are Promotes activities leading to word consciousness. If students are interested in words, value them, and find them intriguing they are likely interested in words, value them, and find them intriguing they are likely to develop full and rich vocabularies.to develop full and rich vocabularies.

(Graves, Juel, & Graves, 2001)(Graves, Juel, & Graves, 2001)

Vocabulary InstructionVocabulary Instruction

DoDoConnect words to prior knowledgeConnect words to prior knowledge

Extend instruction to promote active Extend instruction to promote active engagementengagement

Read aloud to studentsRead aloud to students

Encourage independent wide readingEncourage independent wide reading

Promote word consciousnessPromote word consciousness

Teach word learning strategiesTeach word learning strategies

Provide multiple exposures to wordsProvide multiple exposures to words

Use words in contextUse words in context

Connect words to concept developmentConnect words to concept development

Provide real experiences for learning new Provide real experiences for learning new conceptsconcepts

Don’tDon’tUse arbitrary Use arbitrary word listsword listsRely solely on Rely solely on dictionaries dictionaries Rely Rely tootoo heavily heavily on context to on context to determine determine meaningmeaningUse words out of Use words out of contextcontext

Word StudyWord Study

Word sortsWord sorts

Word study notebookWord study notebook

Alphabet booksAlphabet books

Play with wordsPlay with words

Study etymologies of wordsStudy etymologies of words

Word StudyWord Study

AffixesAffixes are word parts that are “fixed to” either the are word parts that are “fixed to” either the beginnings of words (prefixes) or the ending of words beginnings of words (prefixes) or the ending of words (suffixes). The word disrespectful has two affixes, a (suffixes). The word disrespectful has two affixes, a prefix (dis-) and a suffix (-ful).prefix (dis-) and a suffix (-ful).

Base wordsBase words are words from which many other words are words from which many other words are formed. For example many words can be formed are formed. For example many words can be formed from the base word from the base word migrate: migration, migrant, migrate: migration, migrant, immigration, immigrant, migrating, migratoryimmigration, immigrant, migrating, migratory

Word rootsWord roots are the words from other languages that are are the words from other languages that are the origin of many English words. About 60% of all the origin of many English words. About 60% of all English words have Latin or Greek originsEnglish words have Latin or Greek origins

Prefixes and SuffixesPrefixes and Suffixes

Four prefixes, un, re, in, dis, account for 58% of Four prefixes, un, re, in, dis, account for 58% of all prefixed words. Add 16 more all prefixed words. Add 16 more prefixes-en/em, prefixes-en/em, non, in/im, over, mis, sub, pre, enter, fore, de, non, in/im, over, mis, sub, pre, enter, fore, de, trans, super, semi, anti, mid, undertrans, super, semi, anti, mid, under -- and you -- and you account for 97% of all prefixed words.account for 97% of all prefixed words.For suffixes, For suffixes, s/es, ed, ings/es, ed, ing, account for 65% of all , account for 65% of all suffixed words.suffixed words.Learning to read, spell, and understand these Learning to read, spell, and understand these prefixes and suffixes gives readers a huge prefixes and suffixes gives readers a huge advantage with multi-syllabic wordsadvantage with multi-syllabic words

ComprehensionComprehension

What are the characteristics of What are the characteristics of your proficient readers?your proficient readers?

Characteristics of Proficient Characteristics of Proficient ReadersReaders

Search for connections between what they know Search for connections between what they know and new informationand new informationAsk questions of themselves, the authors, and Ask questions of themselves, the authors, and the texts they readthe texts they readDraw inferences during and after readingDraw inferences during and after readingDistinguish important from less important ideasDistinguish important from less important ideasSynthesize informationSynthesize informationRepair faulty comprehensionRepair faulty comprehensionMonitor their comprehensionMonitor their comprehensionVisualize and create mental imagesVisualize and create mental images

Scaffolding Instruction with Scaffolding Instruction with Comprehension StrategiesComprehension Strategies

Teacher modelingTeacher modeling– Explaining the strategyExplaining the strategy– Demonstrating how to apply the strategy correctlyDemonstrating how to apply the strategy correctly– Thinking aloud to model the mental processesThinking aloud to model the mental processes

Guided practiceGuided practice– Releasing responsibility graduallyReleasing responsibility gradually– Practicing the strategy together Practicing the strategy together – Scaffolding attempts, supporting student thinking, and providing feedbackScaffolding attempts, supporting student thinking, and providing feedback– Sharing thinking processes in pairs, small groups, or whole class settingsSharing thinking processes in pairs, small groups, or whole class settings

Independent practiceIndependent practice– Applying the strategy on their ownApplying the strategy on their own– Receiving feedbackReceiving feedback

Application of strategyApplication of strategy– Applying a clearly understood strategy to a new genre/formatApplying a clearly understood strategy to a new genre/format– Demonstrating the effective use of the strategy in more difficult textDemonstrating the effective use of the strategy in more difficult text

Construct Background Knowledge Construct Background Knowledge by…by…

Encouraging conversationsEncouraging conversationsUsing real objects, videos, and other Using real objects, videos, and other booksbooksModeling your connections when reading Modeling your connections when reading aloud “Oh, that reminds me of…”aloud “Oh, that reminds me of…”Using sticky-notes in books to indicate Using sticky-notes in books to indicate connectionsconnectionsMaking personal responses orally or Making personal responses orally or written in reading response journals written in reading response journals

Connecting Begins With…Connecting Begins With…

I remember when…I remember when…

This is like…This is like…

One time I…One time I…

That reminds me of…That reminds me of…

Questions to Ask That Foster Questions to Ask That Foster Making ConnectionsMaking Connections

As you read, did anything remind you of As you read, did anything remind you of your own life?your own life?How does you background knowledge How does you background knowledge help you predict what will happen next?help you predict what will happen next?How did thinking about what you already How did thinking about what you already know help you figure out this word?know help you figure out this word?How does thinking about what you already How does thinking about what you already know help you understand this part of the know help you understand this part of the reading? reading?

Create visuals by…Create visuals by…

Modeling through the use of think aloudsModeling through the use of think alouds

Discussing Discussing – What do you see?What do you see?– How does it make you feel?How does it make you feel?

Acting out what is being readActing out what is being read

Drawing pictures of sensory imagesDrawing pictures of sensory images

Reading aloud together or take turns and Reading aloud together or take turns and discuss the images each creatediscuss the images each create

Questions to Ask to Build Questions to Ask to Build Comprehension Through VisualizationComprehension Through Visualization

What did you see when you read those words?What did you see when you read those words?Can you describe the picture these words Can you describe the picture these words brought to mind?brought to mind?Where is that picture in your head coming from? Where is that picture in your head coming from? What words helped you to make that picture?What words helped you to make that picture?Why do you think your camera shut off? What Why do you think your camera shut off? What will you do to get it back on track?will you do to get it back on track?Have your sensory images changed as you Have your sensory images changed as you read? How do these images help you read? How do these images help you understand what you read?understand what you read?

Questioning begins with…Questioning begins with…

Why?Why?

How come…?How come…?

What does this mean?What does this mean?

I wonder…I wonder…

I’m confused…I’m confused…

Your question made me think of…Your question made me think of…

Questioning continued…Questioning continued…

Do you have a question even before you started Do you have a question even before you started to read this book?to read this book?Do you notice yourself asking questions when Do you notice yourself asking questions when you reading does not make sense?you reading does not make sense?What questions do you have now that you have What questions do you have now that you have reread this passage?reread this passage?How did rereading change your questions?How did rereading change your questions?After reading the passage, which questions are After reading the passage, which questions are still unanswered?still unanswered?Do you have any new questions?Do you have any new questions?

Inferring Inferring

Readers infer when they merge text clues with Readers infer when they merge text clues with prior knowledge, elaborate upon what is read, prior knowledge, elaborate upon what is read, draw conclusions, and go beyond the text on the draw conclusions, and go beyond the text on the page.page.

Inferring involves:Inferring involves:– Making predictions before and during readingMaking predictions before and during reading– Connecting points/evidenceConnecting points/evidence– Figuring out an unknown wordFiguring out an unknown word– Asking questionsAsking questions

PredictingPredicting

A student who predicts before reading has A student who predicts before reading has a stake in what’s to come. They want to a stake in what’s to come. They want to see if their guess is correct. see if their guess is correct.

Encourage inferring by…Encourage inferring by…

Playing word gamesPlaying word gamesPlaying charadesPlaying charadesReading riddle booksReading riddle booksUsing cartoon stripsUsing cartoon stripsStopping to thinkStopping to thinkRereadingRereadingUnderstanding new wordsUnderstanding new wordsMarking clues with sticky notes to figure out the Marking clues with sticky notes to figure out the big picturebig picture

Begin with…Begin with…

I predict…I predict…

I think that…I think that…

My guess is…My guess is…

That is just what I thought…That is just what I thought…

Now, this is a surprise…Now, this is a surprise…

My conclusion is…My conclusion is…

Continue With Questions to Reveal Continue With Questions to Reveal ThinkingThinking

Look at the title. What prediction popped Look at the title. What prediction popped in your head?in your head?

After reading this far, have you confirmed After reading this far, have you confirmed your prediction? What did it sound like in your prediction? What did it sound like in your head when you found the answer?your head when you found the answer?

This is a difficult word. What word would This is a difficult word. What word would make sense here? How did you infer its make sense here? How did you infer its meaning from its place in the sentence?meaning from its place in the sentence?

Determining Essential IdeasDetermining Essential Ideas

Before readingBefore reading– Decide the purpose for readingDecide the purpose for reading– Consciously search for factsConsciously search for facts– Read with specific questions in mindRead with specific questions in mind– Understand the layoutUnderstand the layout

Determining Essential Ideas by…Determining Essential Ideas by…(Synthesizing)(Synthesizing)

During reading, stop intermittently to consider During reading, stop intermittently to consider what is important to rememberwhat is important to rememberDistinguish between facts that are interesting Distinguish between facts that are interesting and those that are important and those that are important Look for signal words in the textLook for signal words in the textSelectively highlight important facts and take Selectively highlight important facts and take marginal notes as to why it is importantmarginal notes as to why it is importantUse graphic organizers to support thinking and Use graphic organizers to support thinking and record main facts and detailsrecord main facts and detailsCode text for new learning , important details, Code text for new learning , important details, and main ideas (SEE INSERT STRATEGY)and main ideas (SEE INSERT STRATEGY)

Repairing UnderstandingRepairing Understanding

RereadingRereading

Reading aheadReading ahead

Raising new questionsRaising new questions

Drawing inferencesDrawing inferences

Making predictionsMaking predictions

Figure out unknown Figure out unknown wordswords

Stop to thinkStop to think

Connect to background Connect to background knowledgeknowledge

Create a mental pictureCreate a mental picture

Look at sentence Look at sentence structurestructure

Look at supporting Look at supporting picturespictures

Identify the purpose for Identify the purpose for readingreading

Readers use fix-up strategies to clear up confusion.

SignalsSignals ReactionsReactions

““The voice in my head changes.”The voice in my head changes.” I am bored and confusion may I am bored and confusion may have set inhave set in

““The camera in my head shuts The camera in my head shuts off.”off.”

My understanding has been My understanding has been interruptedinterrupted

““My mind wanders and I am My mind wanders and I am thinking about other things.”thinking about other things.”

I need to go back and I need to go back and reconnectreconnect

““I cannot remember what I just I cannot remember what I just read.”read.”

I need to go back, concentrate I need to go back, concentrate and focus more on and focus more on understanding understanding

““I am not asking or answering I am not asking or answering questions as I go.”questions as I go.”

I need more background I need more background knowledge for connectionsknowledge for connections

““I encounter characters and I encounter characters and have no idea when they have no idea when they were introduced.”were introduced.”

I have not kept track of I have not kept track of what has been happeningwhat has been happening

Comprehension InstructionComprehension Instruction

DoDoExplicitly teach comprehension strategies at Explicitly teach comprehension strategies at ALL grade levels (listening level for non-ALL grade levels (listening level for non-readers)readers)Help students use strategies that work for Help students use strategies that work for them before, during, and after readingthem before, during, and after readingScaffold questions from lower to higher level Scaffold questions from lower to higher level to promote higher order thinking skillsto promote higher order thinking skillsPromote wide reading for a variety of Promote wide reading for a variety of purposespurposesIncorporate a variety of routines that Incorporate a variety of routines that systematically improve comprehensionsystematically improve comprehensionUse different types of text at appropriate Use different types of text at appropriate reading levelreading levelModel higher level thinkingModel higher level thinking

Don’tDon’tForget that non-Forget that non-readers need to readers need to have explicit have explicit instruction on instruction on comprehension comprehension strategiesstrategies

Forget the Forget the importance of importance of activating prior activating prior knowledge and knowledge and teaching teaching vocabularyvocabulary