This document discusses strategies for teaching vocabulary. It emphasizes that not all vocabulary terms require the same type of instruction, and that strategically selecting a small number of important words from the text is most effective. It recommends determining the tier level of words and matching instruction to word type. Suggested instructional strategies include using illustrations, repeated exposure to words in different contexts, and student-friendly definitions. The goal is to help students understand and apply new vocabulary in meaningful ways beyond just memorizing definitions.
Literate Environment Analysis by Sarah WydlerSwydler
The document discusses creating a literate environment for students in pre-K through 3rd grade. It outlines the Framework for Literacy Instruction, which includes the learners, texts, and instructional practices, as well as the interactive, critical, and response perspectives. The author describes how she uses assessments to understand students, selects appropriately leveled texts, teaches strategic reading through modeling, and incorporates critical and personal response perspectives into lessons. She concludes that considering all components of the Framework helps create an effective literacy environment.
The document discusses strategies for using read-alouds to build vocabulary and comprehension in primary students. It emphasizes using high-quality children's literature and engaging students in discussions to teach Tier 2 words in context. Planning is important, with goals set before, during, and after reading. Fiction and nonfiction require different focuses - fiction on individual words, nonfiction on related word clusters and text structure. Multiple exposures and review are also recommended.
The document discusses intensive and extensive reading approaches to language learning. Intensive reading involves closer analysis of texts under a teacher's guidance to develop language skills, while extensive reading allows students to read large quantities independently for pleasure and general understanding. It emphasizes that the purpose of reading determines the appropriate strategy, and teaches students to vary their reading speed and level of attention based on whether they need a detailed understanding or general comprehension of a text. The goal is to help students become efficient readers who can flexibly apply different reading techniques suited to different goals.
This document discusses the language-based approach to teaching reading. It explains that this approach helps students focus on how language is used in literary texts. Students engage with texts through language activities rather than just studying facts. The document also provides examples of lesson plans using this approach, including pre-reading discussion, reading aloud, and a post-reading activity where students make scrapbooks about heroes from the text. The rationale is that these activities promote language use among students through discussions, presentations, and describing characters.
Literate Environment Analysis by Sarah WydlerSwydler
The document discusses creating a literate environment for students in pre-K through 3rd grade. It outlines the Framework for Literacy Instruction, which includes the learners, texts, and instructional practices, as well as the interactive, critical, and response perspectives. The author describes how she uses assessments to understand students, selects appropriately leveled texts, teaches strategic reading through modeling, and incorporates critical and personal response perspectives into lessons. She concludes that considering all components of the Framework helps create an effective literacy environment.
The document discusses strategies for using read-alouds to build vocabulary and comprehension in primary students. It emphasizes using high-quality children's literature and engaging students in discussions to teach Tier 2 words in context. Planning is important, with goals set before, during, and after reading. Fiction and nonfiction require different focuses - fiction on individual words, nonfiction on related word clusters and text structure. Multiple exposures and review are also recommended.
The document discusses intensive and extensive reading approaches to language learning. Intensive reading involves closer analysis of texts under a teacher's guidance to develop language skills, while extensive reading allows students to read large quantities independently for pleasure and general understanding. It emphasizes that the purpose of reading determines the appropriate strategy, and teaches students to vary their reading speed and level of attention based on whether they need a detailed understanding or general comprehension of a text. The goal is to help students become efficient readers who can flexibly apply different reading techniques suited to different goals.
This document discusses the language-based approach to teaching reading. It explains that this approach helps students focus on how language is used in literary texts. Students engage with texts through language activities rather than just studying facts. The document also provides examples of lesson plans using this approach, including pre-reading discussion, reading aloud, and a post-reading activity where students make scrapbooks about heroes from the text. The rationale is that these activities promote language use among students through discussions, presentations, and describing characters.
This document summarizes Stephnie Hopkins' analysis of literacy instruction for early readers. It discusses the importance of getting to know students, assessing their abilities, and selecting engaging texts at appropriate levels. It also outlines the three perspectives of literacy instruction - interactive, critical, and response. The interactive perspective involves teaching strategies for comprehension and metacognition. The critical perspective focuses on critical thinking skills. The response perspective allows students to personally connect with texts. Formal and informal assessments help teachers support each student's literacy development.
This document provides an overview of literacy frameworks and instructional strategies for supporting emergent and beginning literacy learners. It discusses the five pillars of literacy, developmental stages of word knowledge and reading, and cognitive elements of reading comprehension. Key instructional practices are shared reading, guided reading, and word study. Assessments of early literacy skills are recommended to identify students' needs and guide text and lesson planning. The document emphasizes selecting appropriate texts and instruction matched to each student's developmental level.
This document summarizes key concepts in reading instruction and literacy. It outlines 5 stages of reading development, approaches to reading like bottom-up and top-down, principles of effective reading instruction including strategy instruction, grouping students, and building positive attitudes. It emphasizes the importance of balanced instruction, consistent structure, appropriate texts, word study, independent reading, writing, small group sizes, and coordinating intervention with classroom instruction.
This document summarizes a staff development session on implementing school-wide literacy at North View Junior High. It defines school-wide literacy as all staff intentionally working to improve students' literacy skills to boost content learning. It identifies three literacy techniques for teachers to focus on: metacognition, content area vocabulary instruction, and writing to learn. Each technique is defined and examples are given of how teachers can incorporate them into their classrooms to enhance student learning.
This document describes how to create a literate classroom environment that encourages reading and writing. Key aspects include providing a classroom library and individual reading spots, conducting daily reading and writing workshops, and conferencing with students. Assessments are used to understand students' reading abilities and interests in order to differentiate instruction. A variety of texts, including print, digital and websites, are selected based on students' levels and interests. The interactive perspective is discussed as a framework that teaches strategic reading, writing and comprehension skills through approaches like shared reading and guided reading. An example is provided of how this perspective was used in small group literacy instruction.
Here are some sentence frames students can use for quick summary assessments of their reading comprehension:
Q: What are some of the key details that support the main idea?
A: Some key details that support the main idea are ________________, ________________, and ________________.
Q: How does this detail relate to/support the main idea?
A: This detail about ______________ relates to/supports the main idea by ________________.
Q: What conclusion can you draw from this information?
A: Based on this information, I can conclude that ________________.
Having students practice summarizing in their own words using sentence frames provides structure while also assessing their comprehension. It's a low-stakes way
This document discusses creating a literate environment for students through various methods. It recommends getting to know students' cognitive and non-cognitive abilities through assessments, selecting engaging texts, and incorporating interactive, critical, and response literacy instruction. Specific strategies are outlined, such as using reading assessments, guided reading lessons with questioning, and activities promoting critical thinking like character analysis and questioning the author. The goal is for students to develop reading, writing, and independent learning skills through a supportive literacy environment.
The document provides details about a literacy lesson plan that incorporates the interactive, critical, and response perspectives. The lesson plan utilizes assessments to understand students and select an appropriate text about feelings and self-esteem. During the lesson, students activate prior knowledge, make predictions, discuss the story, and write about themselves positively. The analysis explains how the critical and response perspectives allow students to think deeply and respond to text. Research supports using quality text to evoke discussion and responses.
A literate environment is a community of learners comprised of teachers and students who work together to strengthen literacy skills. To create this environment, teachers must focus on learners, texts, and instructional practices. Teachers get to know students through assessments and use this information to select engaging texts and lessons tailored to students' needs, interests, and abilities. This includes applying instructional perspectives such as interactive, critical, and response to foster individual growth.
The document discusses components of evidence-based reading instruction including phonological awareness training, phonics instruction, fluency instruction, vocabulary instruction, and comprehension instruction. It describes key instructional strategies and approaches for teaching reading to students at different grade levels, including those with reading disabilities. The document also reviews core developmental reading approaches, remedial reading programs, instructional methods, and guidelines for designing effective reading programs.
1. The document discusses various approaches to developing reading skills in a second language, including language-based, skill/strategy-based, and schema-based approaches.
2. It examines characteristics of fluent and less fluent second language readers, focusing on vocabulary size, awareness of text structure, use of reading strategies, and automaticity of language processing.
3. Recent research emphasizes the importance of building learners' vocabulary and automatic language processing abilities to facilitate successful reading in a second language.
Valerie Robinson created a literate environment in her K-3 classroom by applying research-based practices. She got to know her literacy learners through assessments like the ERAS and DIBELS. Robinson selected age-appropriate texts in different genres aligned with standards. Her literacy instruction incorporated the interactive, critical, and response perspectives. For the interactive perspective, Robinson modeled strategic thinking and comprehension. The critical perspective encouraged analytical thinking about authors' purposes. Through journaling and role-playing, Robinson supported the response perspective of personal engagement with texts. Robinson gained insight into effectively developing literacy through considering learners, texts, and instructional practices outlined in the Framework for Literacy Instruction.
This document describes a literacy lesson plan that incorporates interactive, critical, and response perspectives. The lesson focuses on bugs and insects. Students are assessed using cognitive and non-cognitive measures. During the lesson, students wear "thinking hats" to activate prior knowledge, identify unknown words and facts learned. The teacher reads books on butterflies and guides discussion. Small group work further explores perspectives using leveled texts and making words with letter cards. The goal is for students to think critically and responsively about texts.
This document provides an overview of lessons and instructional strategies for emergent and beginning literacy learners. It discusses assessing learners' cognitive and noncognitive skills, selecting appropriate texts, and designing lessons to develop oral language, reading, and writing abilities. Specific strategies are outlined, such as shared reading, questioning techniques, modeling revision, and using fiction and nonfiction texts to build comprehension. Reflections on lessons indicate they successfully supported strategic processing and metacognition while challenging students at their ability levels.
This presentation discusses literacy instruction for early readers. It introduces assessments to understand readers' cognitive and noncognitive skills. Two literacy lessons are described that use interactive and critical perspectives: an interactive science lesson compares narrative and informational texts on bugs, while a critical fairy tale lesson has students retell stories from different perspectives. The presentation models selecting appropriate leveled texts and using strategies like think-alouds, guided reading, and graphic organizers to support literacy development.
This document outlines reading strategies for teaching literature. It discusses research findings that show reading strategies improve comprehension. Some key strategies discussed are pre-reading activities like activating prior knowledge and discussing vocabulary. During reading, strategies include directed reading-thinking activities, graphic organizers, and literature circles. Post-reading strategies extend understanding through activities like PMI charts, herringbone charts, and RAFT assignments. The overall document provides a framework and specific strategies for implementing effective reading instruction.
This document provides information on teaching reading through five components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It discusses techniques for each component, including phonemic awareness activities, teaching the alphabetic principle through letter sounds and blending, measuring fluency, direct vocabulary instruction, and seven comprehension strategies. The document also summarizes six core developmental reading approaches and several other instructional methods.
High school students' use of reading strategies was examined. A survey was administered to assess how frequently students use cognitive, metacognitive, and support reading strategies. The survey also investigated which strategies students prefer. It was hypothesized that strategies perceived as more helpful would be used and liked more. Results will determine if reading strategies can enhance comprehension and ability. The study aims to explore strategy use and preferences to understand how to improve reading education.
This document provides an agenda and materials for a professional development session on reading instruction strategies including guided reading, word study using Words Their Way, progress monitoring through running records, and homework discussion. The session covers lesson planning, analyzing student data to group words by spelling stage, developing word study lessons, administering and analyzing running records to monitor student progress, and using records to inform instruction. Attendees will practice these skills and have an opportunity to ask questions.
Reading involves two basic processes: decoding and comprehension. Decoding involves translating printed words into oral language by understanding phoneme-grapheme relationships. Comprehension enables understanding words in isolation and context. Reading assessment evaluates both word recognition and reading comprehension using various strategies like phonics analysis, structural analysis, and evaluating critical reading. Developmental approaches to reading instruction emphasize sequential daily lessons using methods like basal, phonics, and individualized reading. Informal assessments include probes, miscue analysis, cloze procedures, checklists, and student journals.
This document summarizes Stephnie Hopkins' analysis of literacy instruction for early readers. It discusses the importance of getting to know students, assessing their abilities, and selecting engaging texts at appropriate levels. It also outlines the three perspectives of literacy instruction - interactive, critical, and response. The interactive perspective involves teaching strategies for comprehension and metacognition. The critical perspective focuses on critical thinking skills. The response perspective allows students to personally connect with texts. Formal and informal assessments help teachers support each student's literacy development.
This document provides an overview of literacy frameworks and instructional strategies for supporting emergent and beginning literacy learners. It discusses the five pillars of literacy, developmental stages of word knowledge and reading, and cognitive elements of reading comprehension. Key instructional practices are shared reading, guided reading, and word study. Assessments of early literacy skills are recommended to identify students' needs and guide text and lesson planning. The document emphasizes selecting appropriate texts and instruction matched to each student's developmental level.
This document summarizes key concepts in reading instruction and literacy. It outlines 5 stages of reading development, approaches to reading like bottom-up and top-down, principles of effective reading instruction including strategy instruction, grouping students, and building positive attitudes. It emphasizes the importance of balanced instruction, consistent structure, appropriate texts, word study, independent reading, writing, small group sizes, and coordinating intervention with classroom instruction.
This document summarizes a staff development session on implementing school-wide literacy at North View Junior High. It defines school-wide literacy as all staff intentionally working to improve students' literacy skills to boost content learning. It identifies three literacy techniques for teachers to focus on: metacognition, content area vocabulary instruction, and writing to learn. Each technique is defined and examples are given of how teachers can incorporate them into their classrooms to enhance student learning.
This document describes how to create a literate classroom environment that encourages reading and writing. Key aspects include providing a classroom library and individual reading spots, conducting daily reading and writing workshops, and conferencing with students. Assessments are used to understand students' reading abilities and interests in order to differentiate instruction. A variety of texts, including print, digital and websites, are selected based on students' levels and interests. The interactive perspective is discussed as a framework that teaches strategic reading, writing and comprehension skills through approaches like shared reading and guided reading. An example is provided of how this perspective was used in small group literacy instruction.
Here are some sentence frames students can use for quick summary assessments of their reading comprehension:
Q: What are some of the key details that support the main idea?
A: Some key details that support the main idea are ________________, ________________, and ________________.
Q: How does this detail relate to/support the main idea?
A: This detail about ______________ relates to/supports the main idea by ________________.
Q: What conclusion can you draw from this information?
A: Based on this information, I can conclude that ________________.
Having students practice summarizing in their own words using sentence frames provides structure while also assessing their comprehension. It's a low-stakes way
This document discusses creating a literate environment for students through various methods. It recommends getting to know students' cognitive and non-cognitive abilities through assessments, selecting engaging texts, and incorporating interactive, critical, and response literacy instruction. Specific strategies are outlined, such as using reading assessments, guided reading lessons with questioning, and activities promoting critical thinking like character analysis and questioning the author. The goal is for students to develop reading, writing, and independent learning skills through a supportive literacy environment.
The document provides details about a literacy lesson plan that incorporates the interactive, critical, and response perspectives. The lesson plan utilizes assessments to understand students and select an appropriate text about feelings and self-esteem. During the lesson, students activate prior knowledge, make predictions, discuss the story, and write about themselves positively. The analysis explains how the critical and response perspectives allow students to think deeply and respond to text. Research supports using quality text to evoke discussion and responses.
A literate environment is a community of learners comprised of teachers and students who work together to strengthen literacy skills. To create this environment, teachers must focus on learners, texts, and instructional practices. Teachers get to know students through assessments and use this information to select engaging texts and lessons tailored to students' needs, interests, and abilities. This includes applying instructional perspectives such as interactive, critical, and response to foster individual growth.
The document discusses components of evidence-based reading instruction including phonological awareness training, phonics instruction, fluency instruction, vocabulary instruction, and comprehension instruction. It describes key instructional strategies and approaches for teaching reading to students at different grade levels, including those with reading disabilities. The document also reviews core developmental reading approaches, remedial reading programs, instructional methods, and guidelines for designing effective reading programs.
1. The document discusses various approaches to developing reading skills in a second language, including language-based, skill/strategy-based, and schema-based approaches.
2. It examines characteristics of fluent and less fluent second language readers, focusing on vocabulary size, awareness of text structure, use of reading strategies, and automaticity of language processing.
3. Recent research emphasizes the importance of building learners' vocabulary and automatic language processing abilities to facilitate successful reading in a second language.
Valerie Robinson created a literate environment in her K-3 classroom by applying research-based practices. She got to know her literacy learners through assessments like the ERAS and DIBELS. Robinson selected age-appropriate texts in different genres aligned with standards. Her literacy instruction incorporated the interactive, critical, and response perspectives. For the interactive perspective, Robinson modeled strategic thinking and comprehension. The critical perspective encouraged analytical thinking about authors' purposes. Through journaling and role-playing, Robinson supported the response perspective of personal engagement with texts. Robinson gained insight into effectively developing literacy through considering learners, texts, and instructional practices outlined in the Framework for Literacy Instruction.
This document describes a literacy lesson plan that incorporates interactive, critical, and response perspectives. The lesson focuses on bugs and insects. Students are assessed using cognitive and non-cognitive measures. During the lesson, students wear "thinking hats" to activate prior knowledge, identify unknown words and facts learned. The teacher reads books on butterflies and guides discussion. Small group work further explores perspectives using leveled texts and making words with letter cards. The goal is for students to think critically and responsively about texts.
This document provides an overview of lessons and instructional strategies for emergent and beginning literacy learners. It discusses assessing learners' cognitive and noncognitive skills, selecting appropriate texts, and designing lessons to develop oral language, reading, and writing abilities. Specific strategies are outlined, such as shared reading, questioning techniques, modeling revision, and using fiction and nonfiction texts to build comprehension. Reflections on lessons indicate they successfully supported strategic processing and metacognition while challenging students at their ability levels.
This presentation discusses literacy instruction for early readers. It introduces assessments to understand readers' cognitive and noncognitive skills. Two literacy lessons are described that use interactive and critical perspectives: an interactive science lesson compares narrative and informational texts on bugs, while a critical fairy tale lesson has students retell stories from different perspectives. The presentation models selecting appropriate leveled texts and using strategies like think-alouds, guided reading, and graphic organizers to support literacy development.
This document outlines reading strategies for teaching literature. It discusses research findings that show reading strategies improve comprehension. Some key strategies discussed are pre-reading activities like activating prior knowledge and discussing vocabulary. During reading, strategies include directed reading-thinking activities, graphic organizers, and literature circles. Post-reading strategies extend understanding through activities like PMI charts, herringbone charts, and RAFT assignments. The overall document provides a framework and specific strategies for implementing effective reading instruction.
This document provides information on teaching reading through five components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It discusses techniques for each component, including phonemic awareness activities, teaching the alphabetic principle through letter sounds and blending, measuring fluency, direct vocabulary instruction, and seven comprehension strategies. The document also summarizes six core developmental reading approaches and several other instructional methods.
High school students' use of reading strategies was examined. A survey was administered to assess how frequently students use cognitive, metacognitive, and support reading strategies. The survey also investigated which strategies students prefer. It was hypothesized that strategies perceived as more helpful would be used and liked more. Results will determine if reading strategies can enhance comprehension and ability. The study aims to explore strategy use and preferences to understand how to improve reading education.
This document provides an agenda and materials for a professional development session on reading instruction strategies including guided reading, word study using Words Their Way, progress monitoring through running records, and homework discussion. The session covers lesson planning, analyzing student data to group words by spelling stage, developing word study lessons, administering and analyzing running records to monitor student progress, and using records to inform instruction. Attendees will practice these skills and have an opportunity to ask questions.
Reading involves two basic processes: decoding and comprehension. Decoding involves translating printed words into oral language by understanding phoneme-grapheme relationships. Comprehension enables understanding words in isolation and context. Reading assessment evaluates both word recognition and reading comprehension using various strategies like phonics analysis, structural analysis, and evaluating critical reading. Developmental approaches to reading instruction emphasize sequential daily lessons using methods like basal, phonics, and individualized reading. Informal assessments include probes, miscue analysis, cloze procedures, checklists, and student journals.
This document provides an overview of topics to be covered in a secondary reading teaching course, including:
1) Having students reflect on themselves as readers by discussing a reading passage and any difficulties encountered.
2) Covering concepts of miscue analysis and how readers use syntactic, semantic and graphic cues. Examples of student miscues are provided.
3) Discussing different definitions of reading from education experts.
4) Asking students to reflect on their own reading experiences by considering the last book they read, their passion for reading, whether they consider themselves strong readers, and their earliest reading memories.
This document provides an agenda for an in-person workshop on literacy and language teaching. It includes:
1. An introduction where participants will sign in, get name tags, and sit with their assigned groups.
2. The agenda includes discussing miscue analysis, retrospective miscue analysis, and choice book groups meeting to finalize plans.
3. Sections on revisiting miscue analysis, using miscues to gain insight, a reader's comprehension depending on many factors, and the complete miscue analysis process.
4. Instructions and examples for conducting specific components of miscue analysis, including the reading interview, oral reading, retell, recording data, and analyzing patterns.
The document outlines the process for administering an Informal Reading Inventory (IRI) to assess a student's reading ability and comprehension. The IRI is used to determine independent, instructional, and frustration reading levels without time limits or comparisons to norms. It involves administering word lists and passages orally and silently at increasing levels of difficulty until criteria are met. Analysis of results identifies the student's capacity level and areas for improvement to guide individualized reading instruction.
This document provides an agenda and notes for a literacy workshop. The agenda includes book discussion groups, sharing insights from research on national literacy trends, reviewing concepts around cueing systems and miscue analysis, and developing definitions of key terms. Book discussion topics include comprehension, questioning strategies, English language learners, and differentiated instruction. Key points from miscue analysis research are reviewed, such as how effective readers use multiple cueing systems and focus on meaning over individual words. Strategies for reading unfamiliar text are also discussed.
Este resumen cubre los capítulos 1, 2 y 3 del libro Kendall && Kendell. El capítulo 1 describe los diferentes tipos de sistemas de información como los sistemas de procesamiento de transacciones, sistemas de automatización de oficinas, y sistemas de apoyo a la toma de decisiones. También discute el análisis y diseño de sistemas, los roles de los analistas de sistemas e integración de tecnologías emergentes. El capítulo 2 se enfoca en determinar los requerimientos de información de los usuarios
This document provides instructions for administering the Philippine Informal Reading Inventory (Phil-IRI) Oral Test. It includes background information for teachers on using informal reading inventories to assess students' reading abilities. The Phil-IRI Oral Test consists of graded reading passages from Grade 1 to Grade 6 that students read orally while being assessed on word recognition, vocabulary and comprehension. Test administrators receive information to help plan reading instruction. The document outlines the test materials, administration procedures, and forms to record and report results at the school, district, division and national levels.
The Philippine Informal Reading Inventory (PIRI) is a reading assessment tool developed by the Department of Education to measure reading proficiency among elementary students. It assesses word recognition, comprehension, and reading speed through stories and passages in both English and Filipino. The PIRI evaluates students' reading at literal, interpretive, critical, and applied level questions. It categorizes students as independent, instructional, or frustration readers based on benchmarks for word recognition, comprehension, and reading speed. The PIRI provides forms and procedures for administering the assessment and interpreting student performance.
The document provides statistics showing high rates of illiteracy in the United States, linking illiteracy to poverty, incarceration, and welfare dependence; it then discusses research supporting the use of comprehensive literacy instruction tailored to students' needs, including explicit teaching of reading strategies and ensuring students have ample time to practice reading; finally, it emphasizes that effective teachers are the most important school factor for student achievement.
This document discusses recommendations for improving reading comprehension through interventions. It recommends providing explicit vocabulary instruction, direct comprehension strategy instruction, opportunities for discussion of texts, increasing student motivation, and intensive interventions for struggling readers. Specific strategies are discussed, such as teaching vocabulary words and their meanings, asking and answering different levels of questions about texts, identifying main ideas, and using graphic organizers. Effective comprehension instruction should be explicit and direct, provide guided practice, and help students understand how to independently use strategies to comprehend texts.
This document provides an overview of effective vocabulary instruction strategies for teachers. It discusses the importance of vocabulary and recommends using both direct instruction methods like the six-steps of vocabulary instruction as well as teaching vocabulary in context. The document emphasizes that building vocabulary takes time and should start in early grades. It also dispels common misconceptions and provides research-based best practices for vocabulary instruction, such as using multiple instructional methods, sequencing related texts, and promoting word consciousness.
Assignment Instructional Practices for Emergent Literacy Learners.docxrock73
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
RBL - Teaching Language Skills 'Reading' and 'Listening' - 4th GroupRBLmadev Class 2018
Presented by Khoirunnisa Isnani / 17716251043 & Pradita Amelia Nugraha Ningtyas / 17716251046 for Resource Based Learning class / Graduate Program of English Education Department / Yogyakarta State University 2018
The document summarizes a presentation about vocabulary instruction and the Common Core State Standards. It discusses how the standards address vocabulary and academic vocabulary. It also explores strategies for teaching vocabulary, such as using context clues, the SLAP strategy, and the six-step process from Marzano. Examples are provided for each strategy.
The document discusses developing listening and speaking skills for communication. It argues the main goal of an English course should be developing students' communication abilities rather than just language mastery. Effective communication focuses on ideas over precise language use. The document also outlines debates around developing listening skills, the listening process, types of listening, and implications for the classroom, including designing pre-, during, and post-listening activities.
This document discusses strategies to improve 3rd grade students' vocabulary and comprehension of informational texts. It begins by providing background data on improvements in reading scores at Eden Prairie Schools. It then reviews best practices for vocabulary instruction, including repeated exposure and teaching words in authentic contexts. For informational text comprehension, it recommends explicitly teaching strategies like questioning and connecting ideas. The document proposes that teachers model strategies, provide peer observation opportunities, and study relevant books. It outlines plans for the 3rd grade team to apply vocabulary and comprehension strategies in their classroom.
This document provides a framework for teaching reading comprehension. It discusses recognizing problems students have with comprehension and identifying causes of failure. It also outlines important comprehension strategies like previewing, making connections, questioning, and summarizing. The framework involves pre-teaching vocabulary, activating background knowledge, monitoring understanding, and assessing comprehension before, during, and after reading.
This document provides guidance on teaching listening and reading skills to language learners. It discusses key concepts for both skills, including the nature of listening comprehension, relationships between listening and reading, and implications of schema theory for reading. Recommendations are provided for classroom practices and procedures for both skills, such as using pre, during, and post activities. The document also addresses designing reading courses, providing feedback to learners, and materials for teaching listening comprehension. The overall purpose is to outline fundamental concepts and effective instructional approaches for developing students' listening and reading abilities.
This document provides information and strategies for teaching vocabulary to secondary students. It discusses how vocabulary knowledge is important for reading achievement but can divide students economically and academically if gaps are not addressed. The document recommends explicitly teaching vocabulary through direct instruction, independent reading, and multiple exposures in meaningful contexts. Specific strategies include teaching word parts, providing collaborative learning opportunities, and ensuring students have ownership of words through many encounters. The goal is to help all students develop a robust vocabulary so they can succeed academically.
The document summarizes a presentation on school-wide literacy at North View Junior High. It defines school-wide literacy as using reading and writing to help students master content in all subject areas. It identifies three focus areas for enhancing school-wide literacy: metacognition, content area vocabulary instruction, and write to learn. Metacognition involves teaching students to reflect on their own thinking. Content area vocabulary instruction emphasizes explicitly teaching discipline-specific terms. Write to learn uses writing as a tool for exploring and developing ideas.
The document summarizes a literacy workshop that covered the key components of reading instruction including phonemic awareness, phonics, fluency, vocabulary, and comprehension. It discussed challenges some students face learning to read and strategies to help struggling readers, such as direct instruction in skills they have not acquired. It also covered the writing process and elements of an effective literacy block in the classroom.
This document discusses literacy instruction for early readers. It emphasizes the importance of understanding students' interests, cognitive needs, and literacy development in order to plan effective lessons. A balanced approach to literacy incorporating narrative, informational, print and digital texts is recommended. The document also outlines the interactive, critical, and response perspectives for literacy learning and provides examples of lessons incorporating strategies from each perspective.
External factors that affect the child’s reading comprehension: TeacherKevin Cedrick Castro
How does teachers affect student's learning and performance in reading comprehension? Learn more on the impact brought by teachers in the student's reading comprehension.
The document discusses strategies for effective reading instruction and intervention. It identifies qualities of effective reading teachers, including having a passion for reading, respecting students, and creating an inclusive classroom. It also outlines what effective teachers know, such as child development and reading processes, and what they do, like plan lessons and use a variety of instructional approaches. Specific comprehension strategies are presented, such as activating prior knowledge and using graphic organizers during and after reading. The document emphasizes that reading is a complex process and teachers must use different strategies to help students make meaning from text.
Liberty UniversityEDUC 632 Language Acquisiton and Instruction.docxsmile790243
Liberty University
EDUC 632 Language Acquisiton and Instruction
Vocabulary Chart
1. Aesthetic Listening
2. Antonym
3. Basic Interpersonal Communication Skills
4. Bound Morpheme
5. Cognitive Academic Language Proficiency
6. Close Reading
7. Conventions
8. Constructivism
9. Critical Listening
10. Dialogue Journal
11. Discriminative Listening
12. Double-entry journal
13. D’nealian
14. Efferent Listening
15. Emergent Literacy
16. English Language Learners
17. Environmental Print
18. Etymology
19. Free Morpheme
20. Grand Conversation
21. Homonym
22. Idiom
23. Language Experience Approach
24. Learning Log
25. Listening
26. Literacy
27. Literature Circles
28. Phonemic Awareness
29. Phonetics
30. Phonics
31. Phonology
32. Phonological Awareness
33. Pragmatics
34. Reading Log
35. Response to Intervention
36. Semantics
37. Simulated Journals
38. Synonym
39. Syntax
40. Talking
41. Thematic Unit
42. Visual Literacy
43. Viewing
44. Visually Representing
45. Voice
46. Word Choice
47. Word Wall
48. Writing Traits
49. Zaner-Bloser
50. Zone of Proximal Development
Vocabulary Assignment
Pamela Campbell
February 3, 2017
EDUC 632 Liberty University
There is more to language and word understanding than just being able to read a word. Knowledge of words is a multi-faceted approach that takes many years to develop. Vocabulary should be included as part of the classroom instruction each and every day. There are unlimited strategies and techniques to teach children Vocabulary. Students come to preschool and Kindergarten classrooms with varying degrees of both basic interpersonal communication skills and cognitive academic language proficiency. The language and vocabulary that the child has learned up to this point has been taught and developed by parents or preschool environments. As a teacher, your role is to expand their language and make their cognitive academic language proficiency strong. Discussed in this paper are 5 different strategies or methods that can be used to teach vocabulary and vocabulary lessons. With definite planning by the teacher with an understanding of the different methods, teaching vocabulary can be more than the standard process of copying definitions from a dictionary and then writing a sentence.
Method #1 Developing a Thematic Unit
In this vocabulary teaching method, planning is the most important part. There are steps that you should take to be sure that you are paying close attention to a student’s emergent literacy. This means that you are acutely aware of the ways that they are learning to read or write. Everyone learns and develops through different means and by different teaching techniques and your thematic unit needs to include all of those appropriate types of instruction to be successful in your class. Much of the planning should fall under a constructivist approach, meaning that your lessons should be student centered. Your les ...
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This document contains a writing conference form used to provide feedback to students on their writing. The form includes sections to discuss the student's writing focus, what they have done so far, and what they want feedback on. It also has criteria to assess the structure, development, and conventions of the writing. The teacher can provide compliments, note strengths, and identify a teaching point to help the student improve an area. They select an instructional approach and model a writing strategy to share with the student. Goals are set for the next steps in the student's writing.
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2. Key elements of cooperative learning are positive interdependence, individual accountability, equal participation, and simultaneous interaction.
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Evans smart goal essential standard templateJennifer Evans
By June 2015, 100% of students will contribute relevant information 2-4 times in discussions, attaining an average score of 3 on a rubric, as measured by a discussion rubric. To achieve this goal, the action plan will include formative assessments to check student progress and a timeline to accomplish steps such as focusing instruction on key skills, having students participate in discussions, and using a rubric to measure discussion participation.
The document outlines a 5-step process for unpacking and planning instruction around essential standards:
1) Identify key words in standards like verbs and nouns.
2) Map out what students will do, with what knowledge, and in what context based on the standard.
3) Analyze the level of thinking required by the standard.
4) Determine learning targets and exemplars to communicate expectations.
5) Establish guiding questions and plan assessments to check for understanding.
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This document outlines steps for unpacking essential standards and creating learning targets:
1. Identify key words in standards like verbs and nouns.
2. Map out what students will do, with what knowledge, and in what context based on Bloom's Taxonomy levels.
3. Create learning targets specifying expectations for student performance, context, complexity, and exemplars.
4. Establish guiding questions for instruction.
5. Determine assessments and timelines to check student understanding.
The example standard is about engaging in discussions, and the learning target has students citing evidence using "According to..."
The document outlines steps for analyzing essential standards and developing learning targets:
Step 1 is to identify key words in standards like verbs and nouns. Step 2 is to map out what students will do, the knowledge/concepts, and context. Step 3 analyzes the level of thinking. Step 4 determines big ideas and exemplars. Step 5 establishes guiding questions. Assessment methods and timelines are also outlined.
An example for RI 3.2 is provided, breaking down determining the main idea, recounting details, and explaining how they support the main idea. Learning targets, vocabulary, and an assessment plan are defined. The SMART goal section provides a template for setting goals based on data, desired outcomes, and action
The document provides a five-step process for unpacking essential standards and establishing learning targets:
1) Identify key words in standards, 2) Map out what students will do, know, and understand, 3) Analyze the level of thinking, 4) Determine big ideas and context for performance, and 5) Establish guiding questions and assessments. It then applies these steps to unpack standard RI 2.1 on asking and answering questions about informational texts. Specific learning targets are defined for this standard around formulating and answering who, what, where, when, why and how questions as well as monitoring comprehension. A SMART goal and action plan are outlined to improve students' ability to ask and answer these questions in
This document outlines steps for unpacking essential standards and creating learning targets. It includes:
1) Identifying key words in standards like verbs and nouns.
2) Mapping out what students will do, with what knowledge, and in what context based on levels of thinking.
3) Creating learning targets and guiding questions for instruction.
4) Establishing assessments and timelines to determine if students have learned the targets.
As an example, it analyzes a reading standard on identifying main topics and retelling key details, and provides learning targets and assessments for teaching that standard.
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Reading strategies flip book teacher's meetingJennifer Evans
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This document contains a rubric for assessing students on the strategies of reciprocal teaching: predicting, questioning, clarifying, and summarizing. It provides descriptors for scores of 4, 3, 2, and 1 for each strategy. For a score of 4, the student consistently demonstrates strong use of the strategy, such as using evidence to adjust predictions. A score of 3 indicates the student sometimes demonstrates the strategy well. A score of 2 means the student rarely uses the strategy well. A score of 1 means the student does not use the strategy. The rubric is intended to guide student-teacher conferences on reciprocal teaching goals and performance.
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This document appears to be a reading conference form used to assess a student's reading abilities. It contains sections to evaluate why the student chose a book, their opinion of the book, comprehension and retelling skills, reading aloud accuracy and strategies, vocabulary and prediction, and goals for the student's reading development. The teacher uses a scale of 1-4 to rate the student in each area, and notes strengths, focus areas, and instructional plans.
3. 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.
4. 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.
5. 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.
6. 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."
7. 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.
10. 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?
15. 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
19. 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?
20. 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.
23. 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?
24. 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.
25.
26. 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.
27. 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).
28. 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”
31. 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
32.
33. “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
34. 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.
35. 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
36. 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
37. Not all terms are
of equal
importance
Identify the
most critically
important terms
for a given
subject area
38. 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)
39. 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)
40.
41. 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)
45. Use illustrations
or videos to
visualize the
word
1. Choose word (tier II)
2. Explain Meaning
3. Repeat word several times
Day 1:
46. 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:
47. 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:
49. Engage students in a read aloud
where students identify the
vocabulary words as they are read.
Day 3:
50. 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:
51. 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:
57. 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
58. Turn and Talk:
What was
done well?
What can be
improved?
What will you
implement?
59. •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
Editor's Notes
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