New teacher content literacy march 2014

493 views

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
493
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
6
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Brewer – 5th grade
  • Adults – set up; see WriteWell for more examples
  • Once ideas are shared, have participants find a partner, Give one idea (partner writes it down on the “GET ONE” side, if it is not on their sheet); both share one ideaRotate to a new partner and repeat(visit with at least 3 different partners)
  • Time permitting – provide each table with books to practice leveling
  • I will use different groupings throughout the day in order to meet the students’ needs.
  • Anita Archer’s version
  • To/With Activity – participants read the passage and identify words they believe are Tier 2 words. Discuss with partner and identify at least 1-2 words they consider to be Tier 2. Explore the vocabulary in the passage. How many vocabulary words are there in the selection? How many of these words can be seen as useful “tools” which students will confront frequently as they read at this grade level?Which words are worth investing in?
  • Options include: Following the format – teaching 3-5 words each day or do all activities each day with one word
  • Pronounce the word – terrible -- kids repeat the word with you several timesExplain the meaning: Terrible means something unpleasant or very bad. For example, a bad storm that destroys many trees and homes is terrible. A rotten fish smells terrible. When we have a lot of snow and cold weather during the winter, some people say that the winter was terrible. Students fill in the statement using the term: When something smells bad, we might say that it smells ____ (terrible). When we watch a very bad movie, we might say that the movie was ______ (terrible). When our parents make us eat broccoli, some of us might say that it tastes _______ (terrible). When a storm is very strong and destroys trees and homes, we say that the storm was ______ (terrible). Students act out the term: Make a face that shows me what you would look like if we smelled something terrible, like rotten food. Kids make a face. Show me how you would look if you hurt your arm and it felt terrible. Ask a question using the word and have students share their responses: What is an example of something that is terrible? Turn and tell a partner or share out loud.
  • Select one term for the concept wheel – disasterBrainstorm what kids know about the word and its meaning (cart on paper)Write the word in the first quadrant – disasterThink of three more key ideas about the word to add to the graphic organizer
  • Kids write one thing they learned today.Additional Resources: http://www.weatherwizkids.com/
  • Share sample from Wooly Mammoth article – used the key terms from the list
  • Break into groups – relocate as neededReadPrepare commercial
  • New teacher content literacy march 2014

    1. 1. Reading Strategies Reading Process Importance of Explicit Instruction and Engagement Research Welcome
    2. 2.  Based on your answer, think where you would place your colored sticker in the correct column on the class consensogram. I rarely teach students explicit strategies to help them comprehend content area text. I sometimes teach students explicit strategies to help them comprehend content area text. I often teach students explicit strategies to help them comprehend content area text. I regularly teach students explicit strategies to help them comprehend content area text.
    3. 3. Statistics The number of adults that are classified as functionally illiterate increases by about 2.25 million each year. One child in four grows up not knowing how to read. 44 million adults in the U.S. can't read well enough to read a simple story to a child. 21 million Americans can't read at all, 45 million are marginally illiterate, and one-fifth of high school graduates can't read their diplomas.
    4. 4. 43 % of those whose literacy skills are lowest live in poverty. Two-thirds of students who cannot read proficiently by the end of the 4th grade will end up in jail or on welfare. 90% of welfare recipients are high school dropouts. 16 to 19 year old girls at the poverty level and below, with below average skills, are 6 times more likely to have out-of- wedlock children than their reading counterparts. When the State of Arizona projects how many prison beds it will need, it factors in the number of kids who read well in fourth grade. 70% of America's prison inmates are illiterate and 85% of all juvenile offenders have reading problems.
    5. 5.  Professor Pearson finds that in many classrooms, students spend little time actually reading texts. Much of their instructional time is spent on workbook-type assignments. The skill/time ratio is typically the highest for children of the lowest reading ability (Allington, 1983). Furthermore, the research indicates that teachers are spending inadequate amounts of time on direct comprehension instruction. A study completed (Durkin) concluded that teachers used either workbooks or textbook questions to determine a student's understanding of content, but rarely taught students "how to comprehend."
    6. 6.  Both NRP and Duke and Pearson (2002) agree that explicit teaching, including an explanation of what and how the strategy should be used, teacher modeling and thinking aloud about the strategy, guided practice with the strategy and support for students applying the strategy independently are the steps needed to effectively teach any comprehension strategy.  Comprehension is what it’s all about!  Reading comprehension – and how to teach it – is probably the area of literacy about which we have the most knowledge and the most consensus.  It is also probably the area that gets the least attention in the classroom.
    7. 7. Engagement Motivation ComprehensionPerformance
    8. 8. “Effective classroom teachers are the only absolutely essential element of an effective school.”  Allington & Cunningham, 1997
    9. 9. 1. During the discussion, teammates place their chip in the center each time they talk. They cannot talk again until all team members have placed a chip in the middle. 2. All teammates pick up their chip and begin again.  Round 1: How do you engage your students?  Round 2: How do you define rigor?  Round 3: What does engaging instruction look like?
    10. 10. For Words Comprehension Mosaic of Thought Vocabulary
    11. 11. What Works: Ample Time for Reading Provide time for sustained reading (the “Zone”) Allow Students choice in selecting the reading material Match students and text to ensure success Encourage multiple readings of text (with different purposes) Explicit Instruction Teach strategies successful readers use to comprehend Model and demonstrate strategy use Provide time for guided practice Use authentic text to practice strategies Peer and Collaborative Learning Teach students to explain things to each other Establish goals for success Teach students how to collaborate Use peer teaching to reinforce instruction Time to Talk About Reading Encourage students to express their own thoughts Use whole class, small group, and pair discussions Embed strategy instruction in the discussions Ask literal, critical, and evaluative questions
    12. 12. Strategy: Questioning › Ask Questions Throughout the Reading Process - Blooms
    13. 13. https://www.teachingchannel.org/videos/ analyzing-text-brainstorming
    14. 14. m.socrative.com Join room 980994 Type response to question(s): How will you be able to use the Bloom’s flip chart with your students? How will you use the flip chart to differentiate instruction?
    15. 15. Conversation about the texts students read Literate conversations mimic the conversations real readers in the real world have about real books they really want to talk about! Conduct discussions with readers as conversations – not interrogations. Model types of connections readers make (T-S, T-T, T-W). Arrange for students to have literate conversations in small groups.
    16. 16.  http://www.youtube.com/watch?v=YDP 75I1b5Do
    17. 17. Lesson Plan Template Mini Lesson Examples
    18. 18. What • Inclusion activity • Opener (for day, class period, etc.) Why • Builds community • Gets everyone’s voice in the room • Sets the norm for respectful listening How • On the Give One, Get One sheet, write down answers to the question below. Be prepared to share your ideas. What makes informational text difficult for students to comprehend and for teachers to explicitly teach?
    19. 19. 24 Why Explicitly Teach Informational Text Strategies? Once students leave high school, 90% of their reading will be informational reading. Only 10% will be reading for pleasure.
    20. 20. There are five text structures found in expository text. Compare / Contrast Problem / Solution Descriptive Sequence Cause / Effect These strategies need to be explicitly taught to students in order for them to learn the strategies needed to extract the most important information from the text.
    21. 21. 27 Schools purchase a single reading source for students – the textbook. Textbooks are often two or more years above the average reading level of the students (Chall & Conard, 1991; Budiansky, 2001).
    22. 22. Independent Level 96%- 100% Accuracy with good comprehension and fluency “Just Right” Instructional Level 90-95% Accuracy Students can read with teacher support and instruction Frustration Level < 90% Accuracy “Too Hard”
    23. 23. Fountas and Pinnell’s leveling list Level It iPad app ($4.00) Procedure to Level Books Text Complexity by Scholastic
    24. 24. Small Groups Guided Reading Ability grouping Literacy centers Whole Group Read-alouds Modeled reading and writing Mini-lessons Shared reading/writing Independent Independent reading and writing activities Teacher-Student Reading/Writing workshop Reading/Writing conferences
    25. 25. “Most educators believe that vocabulary instruction is critical in any classroom. The issue is not whether we should have vocabulary instruction, but how to make that vocabulary instruction have meaning beyond assigned word lists.” Inside Words: Tools for Teaching Academic Vocabulary Grades 4-12, Janet Allen, 2007. 33
    26. 26. Language – Vocabulary Acquisition and Use L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. L5. Demonstrate understanding of word relationships and nuances in word meanings. L6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
    27. 27. The following vocabulary instruction is not supported by research : copy definitions draw a line from the word to the definition (matching) write sentences using the words look-up the definitions in a dictionary memorize definitions use context clues for unknown words when there is little contextual support
    28. 28. Vocabulary instruction should focus on critical words Different types of words require different types of instruction Active engagement improves learning Effective vocabulary instruction does not rely on definitions alone Teaching word parts enhances understanding Repeated exposure is essential
    29. 29. Not all terms are of equal importance Identify the most critically important terms for a given subject area
    30. 30. Strategically select a relatively small number (3-10 per reading selection) of words for explicit instruction. Select words that: are unknown are critical to the meaning will likely be encountered in the future (Archer, 2008)
    31. 31. Tier 3 Less common Content specific algorithm, velocity Tier 2 Sophisticated vocabulary Common in oral language & written texts mobilize, industry, naïve, contemplate Tier 1 Most basic Very common (high frequency words, sight words) Usually do not require explicit instructional attention to meaning car, water, walk, man… (Beck, McKeown, Kucan, 2002)
    32. 32. Johnny Harrington was a kind master who treated his servants fairly. He was also a successful wool merchant, and his business required that he travel often. In his absence, his servants would tend to the fields and cattle and maintain the upkeep of his mansion. They performed their duties happily, for they felt fortunate to have such a benevolent and trusting master. (Kohnke,2001, p. 12)
    33. 33. required tend maintain performed fortunate benevolent
    34. 34. Use illustrations or videos to visualize the word 1. Choose word (tier II) 2. Explain Meaning 3. Repeat word several times Day 1:
    35. 35.  Students fill in the statement using the term: When something smells bad, we might say that it smells ____ (terrible). When we watch a very bad movie, we might say that the movie was ______ (terrible). When our parents make us eat broccoli, some of us might say that it tastes _______ (terrible). When a storm is very strong and destroys trees and homes, we say that the storm was ______ (terrible). Day 2:
    36. 36. Students act out the term: Make a face that shows me what you would look like if we smelled something terrible, like rotten food. Kids make a face. Show me how you would look if you hurt your arm and it felt terrible. Day 2:
    37. 37. Day 2:
    38. 38.  Engage students in a read aloud where students identify the vocabulary words as they are read. Day 3:
    39. 39. terrible Select one term for the concept wheel – terrible Brainstorm what kids know about the word and its meaning. Write the word in the first quadrant. Think of three more key ideas about the word to add to the graphic organizer Day 4:
    40. 40.  Anchor Charts or Posters - Have students created their own anchor charts based on the academic vocabulary learned during the week.  Examples vs. Non-examples  Questioning – Have students answer questions such as “Would you prefer to have terrible day or an ordinary day?” or have students create examples from a question such as “What is something terrible that someone might do?”  Real Life Experiences – Have students experience real life examples of the terms and respond accordingly in writing. For example, if you are studying “more than” and “less than” in math, set up a center with student weight items on a scale and respond, “_______________ weighs more than _________________.” Etc.  Pantomime – Have students show how the vocabulary terms would be acted out such as “How an eagle soars.”  Storytelling – have students tell stories including the vocabulary terms.  Synonyms and Antonyms – Have students find synonyms and antonyms for the academic vocabulary terms they are studying.  Illustration – Have students illustrate the academic vocabulary terms.  Word Search – Have students look through books to find the terms.  Substitution – Have students find places in their own writing or in other literature where they could substitute the new term for one that is already there.  Hands-on Activities – provide opportunities for students to discover new understandings with hands-on activities.  Real World – Have students find real world examples of the terms.  Problem Solving – Provide students with a real world problem involving the academic vocabulary term, and have them work with a partner to solve it.  Transfer/Multiple Meanings – Provide students with opportunities for them to transfer their learning of the new word so they understand what the same term may mean in math, science, social studies, reading or writing.  Commercial – Have students create a commercial or a pamphlet of the term.  Technology – Have students use technology to create a visual representation of the vocabulary terms. Day 4:
    41. 41. Tell what you know about the word… Day 5:
    42. 42.  Use a student notebook for learning terms  Modify notebook format for grade levels
    43. 43.  www.wordle.net  http://www.tagxedo.com/
    44. 44. Before Reading • Pre-teach essential words(Tier 2) During Reading •Repeated exposure to words •Interacting with rich text After Reading •Enhance vocabulary through connections and active involvement with words
    45. 45. Grade 2 Vocabulary Video  https://www.teachingchannel.org/videos/impr oving-student-vocabulary?fd=1 Dr. Anita Archer Podcasts  http://www.scoe.org/pub/htdocs/archer- videos.html My Protopage with more examples  http://www.protopage.com/evans.jennifer#Un titled/Language
    46. 46.  Turn and Talk: What was done well? What can be improved? What will you implement?
    47. 47. •Jigsaw Activity (Guided Highlighted Reading, Vocabulary Book, Word Tree, Word Sort) What •Divides the work; Allows smaller groups to become “experts”Why •Each team reads their assigned activity. •Develop a brief overview of the activities and why use them. Share with large group. How

    ×