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71 Cards in this Set
- Front
- Back
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What do students use to comprehend reading in L1 and L2?
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Readers use their understanding of
-phonics, -syntax, -grammar, -semantics and -background knowledge of the topic to get meaning from text. |
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Elements of Comprehension
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*Language Knowledge
*Background Knowledge of Genre and Subject *Decoding and Vocabulary Knowledge -Marzano – Background knowledge is represented by vocabulary. *Metacognition -“the process of analyzing our own comprehension processes or ‘thinking about thinking’ ” -Strategy to repair understanding-- rereading *Text structure -Helps us make predictions about what to expect |
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Importance of Background Knowledge to Comprehension
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*Provides vocabulary
*Allows the reader to bridge logical gaps the author leaves *Allows chunking (increases room in working memory) *Guides interpretation of ambiguous sentences |
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Reading Response/Literature Circles
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*Why do literature circles?
-Collaboration and sharing -Oral language development -Higher level of participation/sense of community -Scaffolding *How to make them work -Text offers generic questions and a list of projects -BUT we know that ELLs need scaffolding, SO |
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Literature Circles According to Harvey Daniels
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*Elements of Effective Scaffolding
-Predictability -Playfulness -Focus on meaning -Role reversal -Modeling -Nomenclature |
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Literature Circles: Not Just Another 12-Step Program (a)
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*Students choose their own reading materials.
*Small, temporary groups are formed, based on book choice. *Different groups read different books. *Groups meet on a regular, predictable schedule to discuss their reading. *Kids use written or drawn notes to guide reading and discussion. *Discussion topics come from the students. |
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Literature Circles: Not Just Another 12-Step Program (b)
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*Group meetings should be open, natural conversations about books.
*In newly forming groups, students play a rotating assortment of task roles. *The teacher serves as a facilitator, not group member or instructor *Evaluation is by teacher observation and student self-evaluation. *A spirit of playfulness and fun pervades the room. *When books are finished, readers share with their classmates. New groups are formed around new reading choices |
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Response Project Ideas
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*Oral Language
-Readers’ Theater -Storytelling -Songs/Chants/Poems *Art -Mural, mobile, collage -Book Jackets -Dioramas *Theater -Dramatizations/Dress up as character -Puppet Show |
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Independent Reading
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*Free Voluntary Reading
-No assignments attached -SSR (Sustained Silent Reading) -USSR -DEAR Time *Class Library -Culturally appropriate -Variety of genres -Various difficulty levels *Resource -Houston Public Library Teacher Collections |
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Developmental Phases in L2 Reading
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*Stages are not clearly delineated
-Intersection of age, L1 literacy, and L2 proficiency *Beginning L2 Readers -Just starting to pull meaning from short texts -May be struggling with English alphabet and spelling patterns -Have a small sight word vocabulary -Can read predictable texts, but comprehension is still at sentence level |
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What to Do for L2 Beginning Readers
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*Regardless of L1 literacy level, beginning readers need
-Immersion in reading and writing for readily perceived purposes -Practice in sound/symbol correspondence in English and English print conventions -Reading Practice!!!!! |
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Strategies to Support Beginning Readers (a)
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*Language Experience
-Dictated text -Structured follow-up -Extension activities *Quality Literature -Help students make appropriate choices -Leveled books -Book baskets by topic and/or genre -Literature as a common experience -Teacher choices for student reading |
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Strategies to Support Beginning Readers (b)
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*Pattern Books
-Predictable structure -Repeated vocabulary -Built-in practice *Illustrating Stories and Poems -Allows all levels of students to participate -Provides opportunities to respond to literature *Shared Reading with Big Books -Simulates “lap reading” in larger setting -Can be used for explicit instruction in conventions of print, word recognition, etc. *Guided Reading |
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Strategies to Support Beginning Readers (c)
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*Directed Listening-Thinking Activity (DL-TA)
-Models how experienced readers make predictions as they think -Responses can be oral or drawing *Readers’ Theater -Adapting texts for performance -Teacher adapts text for beginners -Some available online *Choral Reading/Repeated Reading *High Frequency Word Practice -Consider practicing in phrases rather than individual words *Story Mapping |
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Intermediate Readers: Characteristics and Strategies
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*Characteristics
-Fairly large sight word vocabulary/some fluency -Can comprehend some texts -Generally can discuss orally in response groups -Can read extended texts but have difficulty with unfamiliar vocabulary -Can still benefit from strategies used with beginners |
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Intermediate Readers: Characteristics and Strategies (b)
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*Cognitive mapping
-More complex than story mapping -Can trace various elements *Directed Reading-Thinking Activity -Same as for beginners, except that students read the text on their own *Literature Response Journals *Develop Readers Theater Scripts *Scripts for Film and Videotape -Storyboards, Claymation *Computer and CD-ROM |
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Assessing ELL Reading Progress
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*Use materials students bring to class
*Informal Assessment -Miscue Analysis -Choose a passage slightly more difficult than what the child usually reads in class. Keep a copy to make notes on. -Tape the student reading. -Ask for a retelling of the passage after the student reads it. -Listen to the tape and mark miscues. -Look for patterns in errors. -Informal Reading Inventory -Running Records -Student Self-Assessment |
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Elements of Optimal Content Learning
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*Meaning and Purpose
*Prior Knowledge *Integration of Opportunities to Use Oral and Written Language *Scaffolding for Support *Collaboration *Variety |
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Sheltered Instruction
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*Two Purposes
-Subject matter learning -Target language development -Comprehensible and cognitively demanding *Generic Strategies -Build on prior knowledge -Use concrete materials/direct experiences -Student collaboration -Activities with oral and written language (Chamot & O’Malley, 1986) |
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Interactions with Text
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*Rosenblatt sees two types of interaction with texts -
-Efferent- purpose is to carry away information -Aesthetic- purpose is to be emotionally moved or to experience the text *Teachers can facilitate comprehension by stating explicitly what students are to gain and what they are to do with what they’ve read. |
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Text Structure
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*Awareness of text structure has a profound effect on comprehension and memory.
*Four Expository Text Structures -Attributive/Enumerative - main idea followed by a list of supporting details -Compare/Contrast -Problem/Solution -Cause/Effect |
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Cohesive Ties/Signal Words
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*Signal words/phrases that indicate how ideas in text relate to each other
*Types -Time Order – first, second, next -Additive – in addition, moreover -Cause and effect – due to, because -Conclusive – In summary, in conclusion -Minimization/Negation – nevertheless, however |
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More about Text Structure
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*Headings and Subheadings
*Literary Structure -setting, characters, conflict, sequence of events, denouement (problem resolution) *Metacognition -the act of reflecting on one’s own thinking -includes the ability to monitor one’s own comprehension of the text and knowing |
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Prereading
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*Develop Background Knowledge
-Class discussions, films, field experiences, experiments -Visuals and realia *Clear Purpose for Reading *Preteach Important Vocabulary *Structured Overviews *Preview Guides *Anticipation Guides |
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During Reading
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*Headings and Subheadings
-DR-TA with headings and subheadings as the focus for creating questions *Clustering and Graphic Organizers *Jigsaw *Learning Logs |
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Language Exposure Gap
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*Graves & Slater – (1987)
-1st graders from high SES homes know twice as many words as 1st graders from low SES homes. *Hart and Risley study (1995)- -Average child- (native English speakers) -Low SES family – hears 3 million words per year -High SES family – 11 million words per year |
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To Know a Word
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*Distinction between L,S,R,W
*What does it sound like? How is it pronounced? How is written? What does it mean? Does it change meaning depending on the context? *Depth and breadth of word knowledge – gradual process over time |
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Word Frequency
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How many words in English language?
Depends on what counts as a word. Most conservative estimate - 200,000 First 1,000 highest frequency words account for 84% words we hear in conversation PLUS Next 1,000 highest frequency words account for 90% of words we hear in conversation and 78% of words in texts Note: To comprehend academic texts – need to understand 95% of the words |
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Thinking about Vocabulary- Two Ways
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1.- Three tiers -
-Dolch list – function words – (articles, pronouns, conjunctions, prepositions) – best learned through daily exposure) -First 2,000 – Common, crucial to comprehension, not part of prior knowledge, need to be pretaught -Content area words – low frequency 2. Survival, academic, test vocabulary Warning- Do not confuse vocabulary words with sight words or spelling words. |
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Learning New Words
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*New concept or just a new label ? depends on L1 development, transferability from L1, possible cognates
*2 sources of vocabulary learning -incidental - daily language experiences -explicit instruction - teacher directed |
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Which Words to Teach?
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Use direct instruction ONLY for words that
-are important to text comprehension -occur frequently in the text -can be generalized to other contexts |
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Effective Direct Vocabulary Instruction
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*Instruction does not rely solely on definitions.
*Students must represent their knowledge of words in linguistic & nonlinguistic ways. *Instruction involves the gradual shaping of word meanings through multiple exposures. *Teaching word parts (roots & affixes) enhances students’ understanding of terms. *Students should discuss the terms they are learning. *Focus on terms that have a high probability of enhancing academic success. |
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Marzano’s 6 Steps to Effective Vocabulary Instruction (2005)
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*Teacher provides a description, explanation, or example of the new word or term.
*Students: -restate the explanation in their own words. -create a nonlinguistic representation of the word. -engage in activities that help them add to their knowledge of vocabulary terms. -are asked to discuss the terms with one another. -are involved in games that allow them to play with the terms. |
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Teaching Vocabulary: What Works?
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*Read alouds
*Class discussions, cooperative groups, songs, chants *Access to a variety of fiction and expository books of varied reading levels *Computer assisted instruction *Videos *Direct instruction by the teacher |
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Word Wall Ideas for Beginners
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*High frequency/survival words
*Include pictures with the words *New words from a unit or theme *Words from the same word family *Group the words into categories: alphabetically, by theme, etc. *Students should keep personal dictionaries |
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ACTIVITY: Selective Listening
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*Place all of your word cards with the targeted words on the left side of the desk.
*As I read the story to you, move each word to the right side of the desk as you hear it. |
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Teaching Context Clues
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*Using clues from the context requires more sophisticated interaction with the text.
*The teacher needs to model the process. *Find examples of the different types of context clues in the text. (Is there a definition, explanation, restatement, synonym or antonym close by?) *Ask students to identify the type. |
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Teaching Prefixes
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*Present the prefix in isolation and also attached to four words.
*Define the prefix. *Use the whole words in sentences. *Define the whole words. *Students practice matching different prefixes to their meaning, and root words to prefixes. *Students identify the meanings of new words with familiar prefixes. |
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Vocabulary Building Techniques
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*Student-created Bingo
*Concentration game *Word Sorts – free, closed, timed *Frayer Model - definition, characteristics, examples, non-examples *KIM strategy – key word, information, memory cue *Concept Attainment *I Have-Who Has “I have the word _________. Who has the word that means _____?” |
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English Learners and Process Writing
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*Processes similar for first and second language learners
-Use knowledge of language to create texts for different audiences and purposes -Writing gradually approaches standard English -In early stages, writing supported by drawing *Differences in process -Limitations related to L2 proficiency -Vocabulary, syntax, idiomatic expressions -Lack of experience with written forms of L2 -Lack of familiarity with structures used in written language *Students benefit from literacy experiences in L2 before mastering phonological, semantic and syntactic systems of spoken English. |
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The Writing Process
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*Five step recursive process
Prewriting Drafting Revising Editing Publishing *Students’ communicative goals are central audience purpose *Not all writing merits all five steps! |
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The Writing Process in Action – Prewriting & Drafting
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*Write a list of five inconsequential items that mean a great deal to you.
*Beside each one, jot down where you got it, who gave it to you and why it’s important. *Circle one of your items. *Now write about it. Write as much as you can for 10 minutes. Don’t worry about being perfect; just get your ideas on paper. |
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The Writing Process in Action – Revising
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*In pairs, read your draft to each other. The listener responds with
-a part of the draft you want to know more about -a part of the draft that you had trouble understanding -an appreciation. *Each author makes notes, thanks his/her partner and decides how to use the information to improve his/her first draft. |
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The Writing Process in Action – Editing
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Can be useful to use a rubric to check for writing conventions
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Why writing process works with ELLs
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*Use of personal writing
-Bridges previous experiences and school learning -Helps develop positive relationships -Gives students control over topic *Use of peer tutoring -Supports clarity and correctness in writing -Provides comprehensible input -Strengthens student relationships |
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Peer Response Groups
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*Focus on content.
*Model appropriate responses. -Share sample papers on overhead. -Talk about literature. -Find something positive! *Give students techniques to help one another. -Lead, focus, voice, show not tell, ending -Six + 1 traits -- ideas, organization, voice, word choice, sentence fluency, conventions, and presentation *Provide a structure and clear guidelines. |
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Peer Editing and Publishing
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*Focus on mechanics.
*For ELLs, set clear guidelines on what to look for. -Provide a checklist of the features that students should know. -Update it regularly. *Publishing can take many forms. -Newspapers -Class and individual books -Charts, posters, pamphlets |
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Process Writing and Scaffolding
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*Empowers students by
-Allowing choice in topic -Valuing student voices -Allowing student collaboration *Limits -Insufficient scaffolding -Not necessarily most effective approach (Marzano, Pickering, & Pollock, 2001) |
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So, what do we do for writing development? (Beginners)
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*Develop oral language
*Wordless picture books *Concept books/unique forms *Journals -Personal -Dialogue -Buddy *Freewriting *Life Murals *Lists/descriptions of common objects *Writing Scaffolds -Pattern Books/Poems -Frames |
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So, what do we do for writing development? (Intermediate)
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*Show Not Tell
*Sentence Combining/Shortening/Rewriting *Sentence Modeling (from literature) *Mind Mapping/Graphic Organizers *Questions/Answers/Details *Mini-Lessons *Computer Support |
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Using Portfolios
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*Documenting growth over time
*Allows students to choose which pieces to use to assess their work. *Include student reflections. *Use rubrics to measure student writing against a standard. |
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Working with errors
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Fluency feeds into correctness and into form and they all feed into each other, but to obtain correctness you need scaffolds, modeling, and direct instruction
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Balancing Instruction
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*Scaffolds
-Routine of the writing process -Feedback from peers *Models -Teacher’s written response -Using literature as a model -Editing and revision *Direct Instruction -Programmed materials -Games -Computer Programs |
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Behaviors for Reading Success
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-Develop background knowledge
-Set a purpose for reading -Monitor comprehension -Organize information to remember what was read |
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Postreading Strategies (semantic feature analysis):
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*Semantic Feature Analysis
-Graphic method of listing and analyzing critical attributes of a particular category or concept -Matrix format -Particularly useful for abstract relationships -Related visual strategies -Mapping -Clustering -Structured Overviews |
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Semantic Feature Analysis example:
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Types of governments vs. features of such governments
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Postreading Strategies (rehearsing)
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*Reformulation or re-presentation of information to self or others
*Can be -Repeating orally -Paraphrasing and writing -Using Venn diagrams -Mapping |
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Postreading Strategies (other)
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*Deep Practice (Daniel Coyle – The Talent Code)
*Mnemonic Devices *Writing -Journals and Learning logs (Teacher should respond about once a week) |
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Developing Topics/Project Ideas
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*Allow for as much student choice as possible
(Context-enriched topics/projects) -Embed abstract concepts in real-life contexts -Photo Essays -Written and Oral Collaborative Research – Oral Histories -KWL+ (Organizing the “L” into a coherent format) -Theme Study |
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Instructional Modifications for ELLs (key for final)
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*More sheltering
-More realia -Illustrate some vocabulary words *Collaborative Grouping -Strategic group assignment *Mix whole class/small group activities *Experimentation and interaction with concrete materials *Use written language for a variety of purposes |
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Assessing Student Work
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*Assessments should reflect activities
*Include experiments/oral work demonstrations/drawing *Consider using portfolios -Systematic plan for evaluation -Clear rubrics -Communicate standards to students AND parents -Student choice in samples to include for evaluation |
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Instructional Cycle
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ATRAI
*Assess student’s strengths/weaknesses. *Teach based on needs. *Reassess. *Adjust instruction based on how well student responds and learns. |
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Creating Proficient Readers
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*Students should be nudged to read texts that are increasingly more difficult (e.g. longer, more sophisticated vocabulary, more complex content).
*Learning needs should be addressed through scaffolding, modeling, and direct instruction. |
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Proficient readers:
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*read with a purpose in mind,
*automatically decode, *mentally process word sequences & sentences to construct meaning, *use prior knowledge of text content and genre and *monitor their own understanding as they read |
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Reading Assessment (IRI)
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Informal Reading Inventory (IRI) - commercially available assessment tool.
-Includes sets of passages of gradually increasing difficulty, PK-6. -Following each passage is a set of comprehension questions for students to answer. -Goal is to continue until a passage is reached where student has difficulty. |
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IRI Yields three levels of reading performance-
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1. independent - relatively easy for student, 98% word recognition & 90% comprehension
2. instructional - 95% word recognition, 70% comprehension 3. frustration - 90% word recognition, below 70% comprehension |
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Echo Reading
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*Teacher reads a sentence and student repeats or echoes it.
*Discover level of syntax child possesses or oral language level. |
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Guided Reading
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*Teacher guides small group of students through a reading passage providing scaffolding along the way. Passage must be somewhat challenging.
*Assess comprehension and analyze students’ use of reading strategies. |
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Meaningful Differences (Hart and Risley 1995)
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Many similarities across SES in the ways parents interacted with children
*Number of words heard by age 3 Professional families – about 30 million Working class families – about 20 million Welfare families – 10 million |
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Children from literate homes experience how much informal reading and writing before school?
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Children from literate homes experience around 1,000 hours of informal reading and writing experiences before entering school (Adams, 1990).
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What % of hispanic children are read to every day?
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Only about 33% of Hispanic children are read to every day (National Center for Education Statistics).
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