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Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
Nela wksp2,pt2-rev3-slideshare
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Early literacy session

Early literacy session

Published in: Education, Technology
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  • Transcript

    • 1. Elementary Literacy NELA Literacy Workshop Steve Amendum © 2012 by Steve Amendum. Please do not reproduce.
    • 2. Afternoon Agenda • • • • • Influence of the “Big 5” Phonemic Awareness/Phonics/Word Rec. Vocabulary Fluency Comprehension © 2012 by Steve Amendum. Please do not reproduce.
    • 3. What are the Big 5? • • • • • Phonemic Awareness Phonics } Wider Word Identification Fluency Vocabulary Text Comprehension © 2012 by Steve Amendum. Please do not reproduce.
    • 4. Myths and Biases • • If you cover the Big 5, you’ve taught a balanced literacy program • • There is a danger.... What about writing? There is one thing that really matters for students, and it really, really matters! • • IRL The myth of grade level material © 2012 by Steve Amendum. Please do not reproduce.
    • 5. Myths and Biases • Reading strategies are not absent of content, (and don’t always work across content areas) • Power of teacher > power of method/curriculum • The principles really are important - especially for students! • Who works with struggling readers? • The pros and cons of technology © 2012 by Steve Amendum. Please do not reproduce.
    • 6. Word Identification A demonstration to show basic word recognition strategies typically developed by readers at the end of first grade reading level © 2012 by Steve Amendum. Please do not reproduce.
    • 7. How did you learn and remember each word? © 2012 by Steve Amendum. Please do not reproduce.
    • 8. Basic Word Recognition Strategies • Automatic recognition (sight words) • Phonics • Context • Structural analysis • Putting it all together: Cross-Checking and Monitoring © 2012 by Steve Amendum. Please do not reproduce.
    • 9. Word Recognition/Phonemic Awareness/Phonics © 2012 by Steve Amendum. Please do not reproduce.
    • 10. Getting Started • Do a quick web search, and/or use your background knowledge to... • Define and contrast phonological awareness, phonemic awareness, and phonics knowledge • Post a group response on your group’s wiki page © 2012 by Steve Amendum. Please do not reproduce.
    • 11. • What is Phonological/ Phonemic Awareness? Definitions: • • • Phonological Awareness: AUDITORY Awareness of parts of language • • • Words as words Chunks in words Individual sounds in words (phonemic awareness) Phonemic awareness - AUDITORY awareness of phonemes in words • Blending, Segmenting - key PA skills NOTE: Definition is about SOUNDS - © 2012 by Steve Amendum. Please do not reproduce.
    • 12. Test your PA • • • • • • mop stop rhyme right though fox © 2012 by Steve Amendum. Please do not reproduce.
    • 13. What Does Research Tell Us About PA? • In general: PA begins in early experiences before school • PA continues to develop as the child begins to read and write • Common pattern - words, then syllables, then onset-rime, then phonemes (beg., end, mid.) • Explicit instruction in more effective than incidental development © 2012 by Steve Amendum. Please do not reproduce.
    • 14. What is Phonics? • • Sound/symbol correspondence How useful are phonics rules? • Clymer, 1963: 33/45 held true for 60% of primary material; only a few held 90% of the time or better; only 18 were useful at intermediate grades • Emans, 1965: only 16 were useful at the intermediate grades © 2012 by Steve Amendum. Please do not reproduce.
    • 15. What Does Research Tell Us About Phonics Instruction? • How to teach phonics - 2 ways and some guidelines • • Analytic vs. synthetic NRP findings • • • • • • • A systematic program is best Neither analytic or synthetic was better than the other No grouping structure was better than the other Most effective at K-1, NOT in upper grades Good for all types of learners, and all SES Most impact on decoding skills, limited comprehension Positive impact on spelling © 2012 by Steve Amendum. Please do not reproduce.
    • 16. What’s Important to Know? • General guidelines • Get kids to know and try other strategies first • • • No drill/kill Don’t have kids memorize rules Be careful with your dialect © 2012 by Steve Amendum. Please do not reproduce.
    • 17. Wider Word Identification • Video clip • As an administrator, what do you like about this clip? • What don’t you like? © 2012 by Steve Amendum. Please do not reproduce.
    • 18. © 2012 by Steve Amendum. Please do not reproduce.
    • 19. What Do We Know About Word Identification? • It is only part of reading • It should be “integrated” © 2012 by Steve Amendum. Please do not reproduce.
    • 20. If you were working with a 2nd grade student, and he came to a word he didn’t know, what would you tell him to do? © 2012 by Steve Amendum. Please do not reproduce.
    • 21. MEANIN G STRUCTU RE DOES IT MAKE SENSE? DOES IT SOUND RIGHT? SYNTACTIC COMPREHENSION SEMANTIC GRAPHO-PHONIC VISUAL DOES IT LOOK RIGHT? © 2012 by Steve Amendum. Please do not reproduce.
    • 22. Integrated Strategies • What to do if you get stuck on a word: I you get st f uck on a w ord: 1. Look at t pi he cture. Thi about the st nk ory Look at the pictures. Think about the story (Meaning/Context) • Go back and reread (Meaning/Context/Structure) 2. G o back,reread • Get your mouth ready. Point and slide. (Visual/Phonics) 3. • Read to the end of the sentence. (Visual/Structure/Meaning) G et ready. Poi and nt slde and bl i end t he sounds. • • • Make a guess. Does it make sense? (Meaning) Does it sound right? (Structure) Do the letters match? (Visual) 4. R ead t t end ofthe o he sent ence. 5. D i i m ake sense? d t D i i sound ri ? d t ght Wiki Reference: Tricky Word Card © 2012 by Steve Amendum. Please do not reproduce.
    • 23. © 2012 by Steve Amendum. Please do not reproduce.
    • 24. A quick break... © 2012 by Steve Amendum. Please do not reproduce.
    • 25. Why is Vocabulary Important?
    • 26. Getting Started • • Why is vocabulary important? • Then, in your group discuss your ideas around vocabulary related to your internship placement and teaching experiences. Brainstorm and list responses on your group wiki page. © 2012 by Steve Amendum. Please do not reproduce.
    • 27. What Research Tells Us • Vocabulary and Comprehension are related • One of the strongest and clearest lines of reading research shows a STRONG correlation between vocab knowledge and comprehension • Direction?
    • 28. What Research Tells Us • Owning words • • • Makes you an “insider” Ownership • Students “talk like a scientist” Works the same in reading... • BICS vs CALP
    • 29. How do we acquire vocabulary word meanings? • • • • • Wide reading! Connecting new info to known Learning from contexts Using vocabulary learning strategies From instruction
    • 30. Contextual Redefinition • • • • • Hippophagy Looby Celerity Nonplus With a partner, see if you can come up with a definition for these words
    • 31. Vocabulary Clip • Video clip • As an administrator, what do you like about this clip? • What don’t you like? © 2012 by Steve Amendum. Please do not reproduce.
    • 32. Why is Fluency Important?
    • 33. Fluency is currently discussed a lot in elementary school. What are your experiences with fluency in your schools/internships? How about with mClass Reading3D?
    • 34. Relationship b/t Fluency and Comprehension • • No single answer • In general, more fluency = better comprehension (only in primary grades) • Easier, more familiar material can be read faster Differences depend on age, development, difficulty of material
    • 35. Typical Reading Rates Grade Level Oral Silent First 45-85 50-90 Second 80-120 95-145 Third 95-135 120-170 Fourth 110-150 135-185 Fifth 125-155 150-200 Sixth 135-160 160-210 • (Derived from Hasbrouck & Tindal, 2006; Bloodgood & Kucan, 2005)
    • 36. Issues with Fluency • • How fluency is assessed is important and controversial • • • Rate Prosody Accuracy When is the “critical period” for fluency?
    • 37. Reading for Fluency • • Designed to increase fluency and reading rate • The process can include a total of four readings of a familiar instructional level, or independent level text Adaptation of Repeated Reading (Samuels, 1979) • Wiki resource: Reading for Fluency
    • 38. Reading for Fluency Procedures level 1. The student reads aloud an instructional text for one minute 2. The teacher records the number of words read accurately 3. The student and teacher plot this number on the graph 4. The student immediately rereads the text for one additional minute to improve his/her score 5. The process is repeated in the following session
    • 39. Phrasing Practice • Take a sentence out of a book the child just read. Write on a sentence strip and cut into each separate word. • Arrange words into phrases, beginning with 2word phrases and then making the phrases longer as the student improves.
    • 40. Phrasing Practice •Sentence: I went to the mall with my mom. •2-word phrasing: •I went •to the •mall with •my mom.
    • 41. Phrasing Practice •3 word phrasing: •I went to •the mall •with my mom.
    • 42. Remember... •Familiar Re-reads •Use books with dialogue and repeated lines •Reader’s Theater •Move them down to easier text levels! •There is such a thing as too fast.
    • 43. A quick break... © 2012 by Steve Amendum. Please do not reproduce.
    • 44. What is Comprehension? • John went to Vescio’s, his favorite Italian restaurant. He ordered lasagna. When the waiter brought it, John was so enraged that he left without leaving a tip. He even forgot his umbrella.
    • 45. Comprehension and Response • So comprehension isn’t just “getting the author’s meaning” • It’s hard to define
    • 46. Beginning Definitions... • • • • • • Comprehension is: Meaning CONSTRUCTING • • • What you already know What an author supplies Interaction (between and among) Thinking and manipulating thoughts Reasoning Interpreting and evaluating Response is: bringing your own personal meanings to bear on what you read
    • 47. Factors Related to Poor Comprehension • Students who struggle with comprehension often seem not to... • develop a clear focus or purpose for reading - especially before they start reading • • • • • • • form a good hypothesis about the text’s meaning before they read make mental images about what they are reading monitor their comprehension to see that everything makes sense use their prior knowledge of similar information summarize as they read relate their reading to the immediate situation relate their reading to previous experiences (handout)
    • 48. Children Learn By: • • • • • Relating new information to old Making lessons personally meaningful, or real Being actively involved in the learning process Using concrete manipulatives Using strategies to solve problems and organize information
    • 49. Research-Based Comprehension Strategies • Good readers: • Search for connections between what they know and new textual information • • • • • • • Ask questions of themselves Draw inferences during and after reading Distinguish important from less important information Synthesize information within and across texts Repair faulty comprehension Monitor the adequacy of their understanding Visualize and create images
    • 50. RW Structure • • • Minilesson • Eye-to-eye, knee-to-knee (EEKK!) Time to practice • Optional small group lessons (flexible grouping) • Individual conferences Sharing
    • 51. Comprehension Strategy Lessons Engage Students... • • • Before reading • • • Activate prior knowledge Teach specific vocabulary Engage students in the purpose for reading During reading • Use a format to support readers and that makes guided reading/book clubs multilevel After reading • Follow-up the purpose for reading
    • 52. Wrap-Up • Take-aways • Big ideas • Questions

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