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Creating Strategic Readers: Teaching Techniques for the Intermediate Grades: Viewing Gu ide and Lesson Materials (Intermediate Grades, Parts

1 & 2) by Valerie E llery. 2008 Valerie E llery. Published by the Interna tional Reading Association.

Strategies in the video and t his viewing guide are based on the bookCreating Strategic Readers: Techniques for Developing Competency in

Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension by Valerie Ellery. 2005 International R eading Association.

Copies of the book and video can be ordered by phone at 800-336-7323 or 302-731-1600 and online at www.reading.org.

Copyright information must be reta ined on all pages when du plicating.

CREATINGSTRATEGICREADERSTeaching Techniques

for the Intermediate Grades

Viewing Guide and Lesson Materials

Intermediate Grades, Parts 1 & 2

V a l e r i e E l l e r y

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Creating Strategic Readers: Teaching Techniques for the Intermediate Grades: Viewing Guide and Lesson Materials (Intermediate Grades, Parts




Copies of the book and video can be ordered by phone a t 800-336-7323 or 302-731-1600 and online a t www.reading.org.

Copyright information must be ret ained on all pages when duplicating.

Contents

Introduction 1

Video Introduction With Valerie 3

Part 1: Comprehensive Literacy Classroom 4

Part 1: Relationship Among Phonological Awareness, PhonemicAwareness, and Phonics 8

Part 1: Phonemic Awareness and Phonics Strategies,Techniques, and Teacher Talk 9

Part 2: Fluency, Vocabulary, and Comprehension Strategies,Techniques, and Teacher Talk 13

Reproducible ToolsGraph i ng Pho nemes 23

Semant ic Featur e Analys is 24

Puzzl e Pieces 25

Ref lec t ion Connec t ion 26

Contex t Compl ex C lues 2 7

M ain I dea Whee l 2 8

Somebody/Wanted/But /So 29

References 30

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Viewers of the videos will be able to do the following:

1. Identify essential elements of a comprehensive literacy classroom.

2. Define and distinguish characteristics of the specific component area (phonemic

awareness, phonics, fluency, vocabulary, and comprehension).

3. Examine several of the strategies within each component area.

4. Observe and analyze teaching techniques in an application setting.

5. Identify teacher talk that promotes strategic thinking.

To benefit from the use of the viewing guide, follow these steps:

1. Glance at the guiding questions and prompts before viewing a particular segment

of the video.

2. If you are working in a group, discuss the guiding questions and prompts together

before viewing the video. Try assigning questions and prompts to pairs or to small

groups of three or four people.3. View the segment of the video keeping in mind the guiding questions and prompts

in light of your own students and their needs.

4. Go back to the guiding questions and prompts after viewing the video to discuss

them with your group or to answer them for yourself. Then have the pairs or small

groups share their responses with the entire group.

5. Apply what you have learned to your own classroom.

2







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Video Introduction With Valerie

1Reflect on your role as an artist bringing to life your student masterpieces. What

does this mean to you?

2Explain what stroke your brushes means in Valeries challenge to you.

3How simi lar are your practices of demonstrating, interacting, and guiding to those ofskil lful educators?

4Reflect on your greatest challenge in teaching reading.

5List the two focused components for Part 1 and the three focused components forPart 2.

3







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Part 1: Comprehensive LiteracyClassroomCurriculum,

Assessment, and Instruction

1Name the three essentials that are the infrastructure for a comprehensive literacyclassroom (CSR, page 5).

2Complete the following chart using the vocabulary terms strategies, readers, and

techniques.

4







C = Curriculum

3Describe how knowing your strategies is related to knowing your curriculum.

C = Curriculum: Know the______________________________________________.

What the students need to know and be able to do.

A = Assessment: Know my ______________________________________________.

What the students know and still need to know.

I = Instruction: Know the ______________________________________________.

What I need to teach to ensure that learning happens.

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4 List the five components of reading identified by the National Reading Panels report(National Institute of Child Health and Human Development [NICHD], 2000; CSR,page 5).

A = Assessment

5 Explain the term metacognitive thinkingand identify the key question that will helpstudents think differently.

6Examine the type of teacher talk you are currently using to promote higher orderthinking.

7 Create a plan to incorporate high-level questioning and prompting with your lessons.

8 How might a teacher become a collector of artifacts?

9 Compare and contrast these assessment categories: screening, diagnostic, andprogress monitoring.

5







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10 List assessments you are currently using and determine which assessment category(screening, diagnostic, progress monitoring) best describes each assessment youare using.

I = Instruction

11Pearson and Gallagher (1983) developed the concept of gradual release ofresponsibil ity. Describe how you gradually release the responsibi lity of learning toyour students.

12 Complete the following framework.

6







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Curriculum, Assessment, and Instruction

13 Place the following terms into the appropriate categories of Curriculum,Assessment, and Instruction (CSR, page 22).

7







A

ssessm

ent

Instructio

n

Standard-BasedCurriculu

m

Terms:

Screening

Diagnostic

Informal and Formal

Authentic

Progress Monitoring(Benchmark Assessment)

Data Driven

Informs InstructionExplicit

Systematic

Differentiated

Print Rich

Flexible Grouping

Gradual Release ofResponsibi li ty (GRR)Model

Shared

Guided

Independent

Phonemic Awareness

Phonics

Fluency

Vocabulary

Comprehension

Effective Reader and Writer

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Part 1: Relationship AmongPhonological Awareness,

Phonemic Awareness, and Phonics

1Complete the following mind map of the nature metaphor paying particular attentionto the connection among the components of phonological awareness, phonemicawareness, and phonics(CSR, page 25).

8







2Distinguish the relationship among phonological awareness, phonemic awareness,and phonics (refer to CSR, pages 2325).

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Part 1: Phonemic Awarenessand Phonics Strategies, Techniques,

and Teacher TalkAlliteration Activation

(CSR, page 33; adapted from Love & Reilly, 1996)

1. Consider the Alliteration Activation technique and how you might incorporate it in

your literacy program.

2. Identify teacher talk for Alliteration Activation.

3. What are some benefits when readers and writers reflect on their ability to isolate andidentify sounds through alliteration?

Think Sounds(CSR, page 34; see also Zgonc, 1999)

1. After viewing this technique, discuss a variety of ways to encourage students to think

strategically about sounds. Identify teacher talk for the Think Sounds technique.

2. How can this technique be used across content areas?

3. What ideas can you add to this technique?

4. How did Valerie effectively lead students to self-reflect on why they were using this

technique?

5. Identify and record the steps necessary to implement this technique.

1.

2.

3.

4.

9







Phonemic

Awareness

Strategy:

Isolating and

Identifying

Phonemes

Phonemic

Awareness

Strategy:

Isolating and

Identifying

Phonemes

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Silly Segmenting(CSR, page 40)

1. As you view this technique, examine the concrete and abstract development using

clay.

2. Identify the multiple intell igences (kinesthetic, interpersonal, verbal) incorporated

during this technique.

3. In the small-group lesson, Valerie challenges students to represent in clay the number of

syllables they hear in a word. Why is this important?

4. Identify teacher talk for the Silly Segmenting technique.

5. Describe how you would transfer this technique to segment words, sounds, and/or

syllables.

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Phonemic

Awareness

Strategy:

Segmenting

Phonemes

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Graphing Phonemes: Number Cubed Style(New; adapted from CSR, page 39, and from Blevins, 1997)

1. What is the premise for using manipulatives for segmenting phonemes?

2. Define the word phoneme.

3. Identify and record the steps necessary to implement this technique.

1.

2.

3.

4.

4. Justify the application of phonics merged into this phonemic awareness lesson through

the use of number cubes and a graphing chart.

5. Create teacher talk for the Graphing Phonemes technique to promote strategic thinking.

(See the reproducible Graphing Phonemes chart provided on page 23 of this guide.)

11







Phonemic

Awareness

Strategy:

Isolating and

Identifying

Phonemes

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Working With Words (WWW)(New; see also Gaskins, Ehri, Cress, OHara, & Donnelly, 1996/1997)

1. Identify and record the steps necessary to implement the WWW technique.

1.

2.

3.

4.

5.

6.

7.

8.

2. Describe the classroom environment and materials necessary to foster engagement with

the lesson and further student learning.

12







Phonics

Strategy:

Spelling

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Part 2: Fluency, Vocabulary,and Comprehension Strategies,

Techniques, and Teacher TalkFluency

Complete the definition for fluency (NICHD, 2000) and reflect on how you incorporate

this component daily into your literacy block (CSR, page 77).

13







Fluency is the ability to read a text _______________, _______________, and with

proper expression to bring _______________ to the text.

Fluency

Strategy:

Phrasing

EyeVoice Span(CSR, page 80; see also Blevins, 2001)

1. Notice the explici t teacher talk that guides the students to think about phrasing. How

might you incorporate this technique into your lessons on fluency?

2. Discuss when and how you can apply this technique to a small-group setting or

individual conferences.

3. Why is it important to use the appropriate level text with this technique?

4. List the steps to implement EyeVoice Span in your classroom.

1.

2.

3.

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Eye 2 Eye(CSR, page 82)

1. How might you apply the steps presented to your classroom literacy lesson?

2. What do you notice about how Valerie supports the students to expand on and share

their thinking during this lesson? Formulate a teacher talk to support students

understanding.

3. What is the value of the Eye 2 Eye technique?

4. Consider Eye 2 Eye and how you might incorporate it into your li teracy program.

14







Fluency

Strategy:

Phrasing

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Totally Tonality(CSR, page 95)

1. Valerie is guiding these fourth graders to adjust tone of voice appropriately to

correspond with the text. Consider how you might incorporate this interactive

technique in guiding your students to an application level.

2. While viewing this technique, think about a conversation you would have with students

regarding the importance of expression when reading.

3. Notice what Valerie says to the students to get them to think about the reason for this

lesson. Create a question that can be used for teacher talk to help the students share

their level of understanding.

4. List the steps for implementing this technique.

1.

2.

3.

4.

15







Fluency

Strategy:

Expressing

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Interactive Read-Aloud Journal(New)

1. How does Valerie use the Interactive Read-Aloud Journal to engage students?

2. What ideas can you add to have the students use an Interactive Read-Aloud Journal to

highlight the strategy of expressing?

3. Record other read-aloud texts that you can model using expression.

4. Identify teacher talk for the Interactive Read-Aloud Journal technique.

5. List the steps for implementing this technique.

1.

2.

3.

Beam Reading(CSR, page 98)1. While viewing this technique in action, note the students engagement during Buddy

Reading using a flashlight for pacing.

2. Describe the value of Beam Reading.

3. Consider Beam Reading and how it might enhance your literacy program.

16







Fluency

Strategy:

Expressing

Fluency

Strategy:

Pacing

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Vocabulary

Complete the definition for vocabulary instruction and reflect on how you incorporate this

component daily into your li teracy block (CSR, page 106).

17







Vocabulary instruction should encourage students to make _______________, discuss_______________ of new words, and _______________ the new words.

Semantic Feature AnalysisStructural Style(CSR, page 110; see also Baldwin, Ford, & Readence, 1981; Johnson & Pearson, 1984;

Pittelmann, Heimlich, Berglund, & French, 1991)

1. How does the Semantic Feature Analysis technique actively engage the students?

2. Is this lesson an open sort or closed sort? What evidence can you list for your response?

3. Why is it important after the students have selected the categories to have them discuss

and even justify their sorting criteria?

4. What do you notice about how Valerie supports the students to expand on and share

their thinking as they explore words and their structures and meaning in context?

(See the reproducible Semantic Feature Analysis matrix provided on page 24 of this

guide.)

Vocabulary

Strategy:

Word

Associating

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Reflection Connection(CSR, page 109; see also Blachowicz & Fisher, 2000; Vacca & Vacca, 1996)

1. In this small-group lesson, notice how the students connect words that relate to one

another and determine relationships among the words. How might you use this

analogy process with your students?

2. What concrete object does Valerie use with the students to support the students

understanding of this word associating strategy?

3. Why is it important to have the students revisit the text after acquiring another level of

understanding?

(See the reproducible Puzzle Pieces and Reflection Connection sheets provided on pages25 and 26 of this guide.)

Contextual Redefinition(CSR, page 114; see also Readence, Bean, & Baldwin, 1998; Tierney & Readence, 1999)

1. Notice and record what Valerie says to the students to get them to reflect on how they

use background knowledge to examine the meanings of words and to verify the correct

meaning of a word through the context or dictionary. How does this questioning

support student learning?

2. What ideas can you add to this whole-group lesson, and how might you incorporate

Contextual Redefinition into small groups or centers?

18







Vocabulary

Strategy:

Word

Associating

Vocabulary

Strategy:

Contextuali

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Context Complex Clues(CSR, page 115)

1. What about Valeries teacher talk and the process of this technique help to make this

lesson explicit for the students? Record the specific teacher talk.

2. How is the phrase The clue is the glue significant in this lesson?

3. When students struggle with an unknown word, what happens when students look for

clue words within the text to support their understanding of the challenging word?

(See the reproducible Context Complex Clues sheet provided on page 27 of this guide.)

Word Sorts(CSR, page 117; see also Henderson, 1985; Henderson, Bear, & Templeton, 1992; Zutell,

1998)

1. Why is it important after the students have selected the categories to have them discuss

and even justify their sorting criteria?

2. How does this categorizing technique actively engage the students?

3. Determine if this lesson is an open sort or closed sort. What evidence can you list for

your response?

4. What structures need to be in place for this lesson to be successful? Describe the

classroom environment for this technique.

19







Vocabulary

Strategy:

Contextuali

Vocabulary

Strategy:

Categorizing

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Comprehension

Complete the definition for comprehension and reflect on how you incorporate this

component daily into your li teracy block (CSR, page 141).

Anticipation/Reaction Guides(CSR, page 147; see also Herber, 1984)

1. Describe how Anticipation/Reaction Guides are used as an active process to use

students schema and confirm or change their thinking after interacting wi th the text.

2. Describe how you could incorporate this technique into your literacy lessons.

3. Create a teacher talk that supports students as they read and confirm predictions about

text.

Question Logs: 3Rs(CSR, page 155)

1. What is the main purpose for having the students record questions, react, and reflectbefore, during, and after reading?

2. How do the students take an active role in gradual release of responsibil ity during this

lesson?

3. Create several teacher talk statements, questions, or prompts that would support your

students to record questions, react to their questions after reading and record more

questions as they arise, and finally reflect on connections or other thoughts that helped

to bring meaning to the text.

20







Comprehen

Strategy:

Activating a

Building

Background

Knowledge

Comprehen

Strategy:

Questioning

Comprehension is the ability to make _______________ of what is being read.

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Main Idea Wheel(CSR, page 170; adapted from Irwin & Baker, 1989)

1. As you view the segment on Main Idea Wheel, examine the process that Valerie uses

to guide the students to identify what is essential in a text.

2. What ideas can you add to this whole-group lesson, and how might you incorporate it

into small groups or centers?

3. After viewing this technique in action, record the steps for implementing it in your

li teracy program.

1.

2.

3.

4. Notice and record what Valerie says to the students to get them to think about what is

essential compared to what is merely interesting in a text.

(See the reproducible Main Idea Wheel provided on page 28 of this guide.)

21







Comprehen

Strategy:

Determining

Importance

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Main Idea Wheel Follow-Up(New)

1. How does using the Main Idea Wheel spokes support the students in creating their

wri tten summary?

2. What ideas can you add to this whole-group lesson, and how might you incorporate

using the Main Idea Wheel Follow-Up technique in small groups or centers?

3. Discuss the importance of having students share their summaries with partners.

(See the reproducible Main Idea Wheel provided on page 28 of this guide.)

Somebody/Wanted/But/So(CSR, page 167; see also Schmidt & Buckley, 1990)

1. Notice how the students work together to create a summary using the responses they

give for each of their selected story elements.

2. Record the prompts Valerie uses to keep the flow of the group summary.

3. How do the students take an active role in gradual release of responsibil ity during thislesson?

4. How can the students use their Somebody/Wanted/But/So graphic organizer as an

objective retell?

(See the reproducible Somebody/Wanted/But/So sheet provided on page 29 of this guide.)

22







Comprehen

Strategy:

Summarizin

Comprehen

Strategy:

Summarizin

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GRAPHING PHONEMES

Name__________________________________________________________

Date____________________________________________________________

Text ____________________________________________________________

23

Creating Strategic Readers: Teaching Techniques for the Intermediate Grades: Viewing Guide and Lesson Materials (Intermediate Grades, Parts 1 & 2) by Valerie

Ellery. 2008 Valerie Ellery. Published by the Interna tional Reading Association.

Strategies in the video and t his viewing guide ar e based on the bookCreating Strategic Readers: Techniques for Developing Competency in Phonemic Awareness,

Phonics, Fluency, Vocabulary, and Comprehension by Valerie Ellery. 2005 Internat ional Reading Association. Copies of the book and video can be order ed by

phone at 800-336-7323 or 302-731-1600 and online at www.reading.org.


1 2 3 4 5 6

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SEMANTIC FEATURE ANALYSIS

Name__________________________________________________________

Date____________________________________________________________

Text ____________________________________________________________

24







Examples

Categories

Vocabulary words

Phrases

Concepts

Ch

aracteristic

s,

Properties

,

Feature

s,Ele

ments

(Check one)

Adapted from Baldwin et al. (1981)

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PUZZLE PIECES

25







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REFLECTION CONNECTION

Examples

Antonym opposite off : on

Synonym same little : smallHomonym sound alike see : sea

Whole to part whole is related to its part car : steering wheel

Partwhole part is related to whole slice : pie

Function object is related to its use radio : listening

26







is to as

is to because

as

because

is to

is to

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CONTEXT COMPLEX CLUES

Example Types of Context Clues

Definition: Defined when it appears. To clutch is to grasp or hold tightly to something.

Compare/Synonym/Appositive: Paired with a word(s) with the same meaning or comparisons,

linked to a familiar word. The lady clutched, held tightly, to her purse.

Contrast/Antonym: Clarified with a word or phrase that means the opposite of the word or

contrast. The lady clutched her purse, not wanting to let go of it.

Classification:Defined by its relationship to known words. The lady clutched her purse; she

wanted to grasp it and hold on tight while she was on the ride.

Directions:

27







Word Word in Context Type of Clue

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MAIN IDEA WHEEL

Name__________________________________________________________

Date____________________________________________________________

Text ____________________________________________________________

28







Adapted from Irwin & Baker (1989)

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SOMEBODY/WANTED/BUT/SO

29







S

B

W

S

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References

Baldwin, R.S., Ford, J.C., & Readence, J.E. (1981). Teaching word connotations: An alternative strategy.

Reading World, 21, 103108.Blachowicz, C., & Fisher, P. (2000). Vocabulary instruction. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson,

& R. Barr (Eds.), Handbook of reading research(Vol. 3, pp. 503523). Mahwah, NJ: Erlbaum.

Blevins, W. (1997). Phonemic awareness activities for early reading success: Easy, playful activities that

help prepare children for phonics instruction. New York: Scholastic.

Blevins, W. (2001). Building fluency: Lessons and strategies for reading success. New York: Scholastic.

Gaskins, I.W., Ehri, L.C., Cress, C., OHara, C., & Donnelly, K. (1996/1997). Procedures for word learn-

ing: Making discoveries about words. The Reading Teacher, 50(4), 312327.

Henderson, E.H. (1985). Teaching spelling. Boston: Houghton Mifflin.

Henderson, E.H., Bear, D.R., & Templeton, S. (Eds.). (1992). Development of orthographic knowledge and

the foundations of l iteracy: A memorial Festschrift for Edmund H. Henderson. Hil lsdale, NJ: Erlbaum.

Herber, H. (1984). Teaching reading in content areas(2nd ed.). Englewood Cliffs, NJ: Prentice Hall.Irwin, J.W., & Baker, I. (1989). Promoting active reading comprehension strategies: A resource book for

teachers. Englewood Cliffs, NJ: Prentice Hall.

Johnson, D.D., & Pearson, P.D. (1984). Teaching reading vocabulary(2nd ed.). New York: Hol t, Rinehart

and Winston.

Love, E., & Reilly, S. (1996). A sound way: Phonics activities for early literacy. York, ME: Stenhouse.

National Institute of Chil d Health and Human Development. (2000). Report of the National Reading

Panel. Teaching chil dren to read: An evidence-based assessment of the scientific research li terature

on reading and its implications for reading instruction(NIH Publication No. 00-4769). Washington,

DC: U.S. Government Printing Office.

Pearson, P.D., & Gallagher, M. (1983). The instruction of reading comprehension. Contemporary

Educational Psychology, 8, 317344.Pittelmann, S.D., Heiml ich, J.E., Berglund, R.L., & French, M.P. (1991). Semantic feature analysis:

Classroom applications. Newark, DE: International Reading Association.

Readence, J.E., Bean, T.W., & Baldwin, R.S. (1998). Content area literacy: An integrated approach(6th

ed.). Dubuque, IA: Kendall/Hunt.

Schmidt, B., & Buckley, M. (1990). Plot relationships chart. In J.M. Bacon, D. Bewell, & M. Vogt (Eds.),

Responses to literature: Grades K8(p. 7). Newark, DE: International Reading Association.

Tierney, R.J., & Readence, J.E. (1999). Reading strategies and practices: A compendium(5th ed.). Boston:

Pearson.

Vacca, R.T., & Vacca, J.L. (1996). Content area reading(5th ed.). Glenview, IL: Scott Foresman.

Zgonc, Y. (2000). Sounds in action: Phonological awareness activi ties and assessment. Peterborough, NH:

Crystal Springs.Zutell, J. (1998). Word sorting: A developmental spell ing approach to word study for delayed readers.

Reading and Writing Quarterly, 14, 219238.





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