D. Ray Reutzel, Ph.D. - Emma Eccles Jones Center

Transcription

D. Ray Reutzel, Ph.D.
Emma
Emma Eccles Jones Endowed Chair Professor of Early Eccles Jones Endowed Chair Professor of Early
Childhood Literacy
Utah State University
Logan UT 84322‐
Logan, UT 84322
84322‐6705
Reading Words
Decoding is a 50/50 deal in the g
/
early stages of reading acquisition! i iti !
50% sight word recognition
50% sight word recognition
50% using phonics to decode gp
words.
107 words make up over 50% of the words you read!
930 words make up 65% of the words you read!
5,000 words make up 80% of the words you read?
5,000 words make up 80% of the words you read?
13% of words occur only once in one million words
Zeno, S. M., Ivens, S. H., Millard, R.T., & Duvvuri, R. (1995). The educator’s word guide. New York: Touchstone Applied Science Associates, Inc.
Hiebert, E. H. (2004). Texts for Fluency and Vocabulary: Selecting Instructional Texts that Support Reading Fluency
Which sight words should I teach in Kindergarten?
Which sight words should I teach in beyond Kindergarten?
Zeno List
the
not
people
most
know
of
have
them
its
little
and
this
other
made
such
to
but
more
over
even
a
by
will
see
much
in
were
into
first
our
is
one
your
new
must
that
all
which
very
it
she
h
d
do
my
was
when
then
also
for
an
many
down
you
their
these
make
he
there
no
now
on
her
time
way
as
can
been
each
are
we
who
called
they
what
like
did
with
about
could
just
be
up
has
after
his
said
him
water
at
out
how
through
or
if
than
get
from
some
two
because
had
would
may
back
I
so
only
where
Practices Recommended in the Report as “Research
Research--Validated”
Validated
Ph i
Phonics
• Systematic phonics instruction is a way of teaching reading
that stresses the acquisition of letter-sound correspondences
and
d their
h i use to read
d and
d spell
ll words.
d
• Systematic phonics instruction provides a .44 effect size
difference than no phonics or unsystematic phonics
i
instruction.
i
• There are five types of phonics instructional approaches:
synthetic, analytic, embedded, analogy, & spelling.
• No one type of phonics instructional approach was found to
be significantly superior to the other comparisons.
Validated
Phonics
• Phonics instruction is effective when it is taught
systematically to children one-to-one, in small groups, or as a
whole class.
• Phonics instruction provided early was significantly more
effective than taught after first grade.
• Phonics instruction p
provided in kindergarten
g
should be
designed appropriately and build upon foundational
knowledge of letters names, sounds, and phonemic
awareness.
• Phonics instruction
instr ction is particularly
partic larl powerful
po erf l in helping young
o ng
children who are at-risk for future reading failure but is less
effective in remediating reading failure.
Validated
Ph i
Phonics
• Phonics instruction was helpful to children of all socioeconomic classes (Low = .66 sd; Average = .44 sd).
• The most rigorously designed studies found that phonics
instruction was a significant factor in promoting early reading
growth.
• Phonics instruction should not focus on teaching letter-sound
relationships but rather on putting these letter-sound
relationships to work in reading and writing.
• Phonics instruction is a means to an end and does not
constitute a comprehensive reading instructional program.
Consortium on Reading Reading
Excellence (CORE) Phonics
(CORE) Phonics Survey
Consortium on Reading Excellence (CORE) Phonics Survey – Obtainable (CORE) Phonics Survey Obtainable
at this web address: http://www.hershey.k12.pa.us/56039310111408/lib/56039310
111408/_files/CORE_Phonics_Survey_2008.pdf
Dr. Lori Brandt ‐
Explanation. Today we will be learning how to blend the sounds of letters to say words. Blending the sounds of letters to say words is a very important part of learning how to read unfamiliar words. Blending words to read is one the important things you will learn in kindergarten and first grade to help you learn about many other things in school and in life.
Modeling. I will model for you how to blend the sounds of letters in words. Here is a word, fan. I want to blend the sounds of the letters to say the word. To blend the letter sounds in this word I begin with the first letter in the word – f (point to the letter). I think to myself, this is the letter f and I know that the sound that this letter makes is /f/. So, I say /f/. I look at the second letter in the word – a (point to the letter). letter in the word a (point to the letter) I need to learn a hint about three I need to learn a hint about three
letter words with a vowel letter in the middle, the hint is this ‐ the middle vowel letter in a three letter word makes its sound. So, I think to myself, this is the letter a it makes the /a/ sound. So, I say /a/. Then I say the first sound in the word, /f/ and then the second sound in the word, /a/. Next I look at h
d /f/ d h
h
d
d
h
d / /
l k
the third letter in the word – n (point to the letter). I think to myself, this is the letter n and I know that the sound that this letter makes is /n/. Then I say the first sound in the word, /f/ and then the second sound in the word, /a/,
the first sound in the word, /f/ and then the second sound in the word, /a/, and the third sound in the word, /n/. Then I say the three sounds in order again a little faster like this, /f/ /a/ /n/. I say them again even faster…. I listen as I say them faster and begin to blend the sounds together to hear a word…. th
the word I hear when I say the sounds in order fast is /fan/.
dIh
h I
th
d i
d f t i /f /
Explanation. Today we will be learning how to blend the sounds of letters to say words. Blending the sounds of letters to say words is a very important part of learning how to read unfamiliar words. Blending words to read is one the important things you will learn in kindergarten and first grade to help you learn about many other things in school and in life.
Modeling. I will model for you how to blend the parts of words to say big words. Here is a word, confirm. I want to blend the parts of the word to say a big word. To blend the parts of this word I look for the vowels (Model underlining the vowels in the word). Once I have found the vowels in the word, break the word into parts around the vowels. Never divide double vowels e g oi ai oa ee or consonant digraphs e g ph ch wh th sh We
vowels, e.g. oi, ai, oa, ee or consonant digraphs, e.g. ph, ch, wh, th, sh. We can divide between double consonants that are not consonant digraphs. In the word confirm there are two vowels In
the word confirm there are two vowels – o and i. So, if I divide this word o and i. So, if I divide this word
around the vowels o and i and between two consonants that are not a consonant digraph, I could divide the word confirm as con/firn. To say this big word, I say the sound for each letter in the first word part, c/o/n. Next I bl d th th
blend the three sounds to say the word part –
d t
th
d
t con. Next I say each letter N tI
h l tt
sound in the second word part – f/ir/m. Then I blend the three sounds to say the word part, firm. Last, I say the two word parts con and firm. When I p
g
y
,
blend these two word parts together I say the word, confirm. Explanation. Today we will be learning how to segment words into sounds to spell words. Segmenting the sounds in spoken words to write words is a very important part of learning how to spell unfamiliar words. Segmenting spoken words to spell is one the important things you will learn in kindergarten and first grade to help you be able to write about many other things you will learn in school and in life.
Modeling. I will model for you how to segment the sounds in spoken words to spell words. Listen to the word as I say it ‐ sit. (Say the word, sit). I want to segment the sounds in this word to spell the word. To segment the sounds in this word, I stretch the word out or say it very slowly like this – sssssssss‐
iiiiiiii‐t. Next, I count how many sounds I hear and make a blank on my paper for each sound I hear in the word – sit. (Write three blanks on the board _ _ for each sound I hear in the word sit (Write three blanks on the board
_). I stretch the word to hear the first sound – ssssss and I think to myself, this is the sound that goes with the letter s. So, I write an s in the first blank s_ _. Next, I listen to the second sound in the word – sit. I stretch the word again – ssssss‐iiiii. I stretch the word to hear the second sound –
h h
d h
h
d
d iiiii and I d
think to myself, this is the sound that goes with the letter i. So, I write an i in the second blank s i _. Finally, I listen to the third sound in the word – sit. I stretch the word again – ssssss
stretch the word again ssssss‐iiiii‐t.
iiiii t. I stretch the word to hear the third I stretch the word to hear the third
sound – /t/ and I think to myself, this is the sound that goes with the letter t. So, I write a t in the third blank s i t. This is how I segment sounds in words to write words I don’t know how to spell Explanation. Today we will be learning how to segment words into sounds to spell words. Segmenting words to write big words is a very important part of learning how to write. Writing and spelling are important things you will learn in school to help you write about the things that you will learn in school and life.
Modeling I will model for you how to segment a word to spell big words Here is
Modeling. I will model for you how to segment a word to spell big words. Here is a word, macaroni. I want to segment the word to spell this big word. To segment the parts of this word, I stretch the word into prounouceable units or syllables – mac a ro ni. I hear four syllables or pronunciation units. The first syllable or pronunciation unit I hear is mac. I stretch this syllable out slowly, mmmmaaaa/k/. I hear three sounds so I write three blanks for the first syllable. Next I listen for the first sound, mmm. I think about this sounds and write the letter that I know represents this sound – m. Next, I listen for the second sound letter that I know represents this sound m Next I listen for the second sound
in the syllable – mac. I hear the second sound – aaaaa. I write the second sound’s letter – a. I listen to the third sound in the syllable – mac. I hear write the letter – k. In the second syllable I hear the sound of /uh/ and write the letter a. In the third syllable I hear two sounds –
I th thi d ll bl I h
t
d rrrrrooooo. I write down two more I it d
t
blanks and write the letter I hear with the first sound in this syllable – r. Then I listen for the second sound and write the letter for the sound I hear – o. Finally, I y
nnnnniiiii. I write two blanks after stretch the last syllable of the word –
stretching the sounds in this syllable. The first sound is nnnn, so I write the letter n. The final sound is /e/ so I write the letter e. Now I have the spelling of makarone. I look at this spelling to see if it looks like the word as I have seen it. If not I check it using a dictionary or spell check (Model this process of checking
not, I check it using a dictionary or spell check. (Model this process of checking in a dictionary or spell check). Accuracy, Rate, Expression &
Comprehension
Practices Recommended in the Report as “Research‐Validated”
Report as Research‐Validated

Focused on analysis on:
1) Guided oral repeated reading; 2) Independent reading 2)
Independent reading
(encouraging more reading on their own).
Practices Recommended in the Report as “Research‐Validated”

77 guided, oral repeated reading studies were analyzed. 
Results show that guided, oral, g
repeated reading is effective in promoting reading fluency.

The Effect Size was = .41 of a standard deviation or approximately 14 percentile
deviation or approximately 14 percentile points difference).

Only 14 studies located on SSR, DEAR, or independent reading, mostly of poor quality, AND short duration. Only 3 lit AND h t d ti
O l 3
found differences and these differences weren’t large enough to be considered educationally significant.
Accuracy and Automaticity
and Automaticity
Readers decode words accurately.
Readers decode words effortlessly.
R di S
Reading Speed
d or Rate R t
Readers read with an age or grade level appropriate rate.
Reading speed is adjusted for purpose and text difficulty.
E
Expression
i and Prosody
dP
d
Readers read with smoothness, phrasing, and inflection.
Comprehension
R d
Readers comprehend important ideas.
h di
t t id
Eff
Effective fluency lessons include practice and ti fl
l
i l d
ti
d
explicit instruction on the elements of fluency.
Fluency practice is effectively accomplished using a variety of effective practices such as using
a variety of effective practices such as
readers’ theater, oral repeated readings, buddy or paired reading, assisted reading, closed caption TV, choral reading, etc.
Worthy, J., & Broaddus, K. (2002). The Reading Teacher, 55(4), 334‐343. Worthy, J., & Prater, K. (2002). The Reading Teacher, 56(3) 294‐297
56(3), 294
297.
Explanations xplanations – explicit
xplanations –
explicit teaching of the terms and teaching of the terms and
components of fluency.
Modeling –
odeling g – teacher demonstrations of fluency y
and disfluency
and disfluency characteristics. Scaffolding ME
ME, YOU and ME, YOU
YOU and ME YOU
Easier texts to more difficult
Charts, visuals, diagrams to convict you of teaching fluency terms, concepts, and fluency fix‐‐up strategies
fix
Effective fluency lessons include practice and explicit instruction on the elements of fluency
explicit instruction on the elements of fluency.
Explanation:
Lesson Plan
Lesson Plan
What:
What:
Today boys and girls, we are going to be learning about how to read expressively. Important parts of reading expressively are pausing, stopping, and expressively. Important parts of reading expressively are pausing, stopping, and raising or lowering our pitch as we read. Pitch is how high or low the sounds ii
l
i
it h
d Pit h i h
hi h l
th
d
are that we make with our voices (demonstrate high and low pitch). Marks on the page called punctuation marks (point to) help us to know when we need to pause, stop, raise or lower our pitch.
Why:
Why:
We need to read expressively so that we can show that we understand what we are reading. Punctuation tells us what we need to know about how to express the words, phrases, and sentences with the right pauses, stops, and pitch.
pitch
When/Where:
When/Where:
Whenever we read, we should pay attention to the punctuation so that we know where to pause, stop, and raise or lower our pitch.
p
p
p
Modeling:
Example
To begin, I am going to read this page with good expression paying To begin, I am going to read this page with good expression paying attention to what the punctuation tells me to do, such as pause, stop and attention to what the punctuation tells me to do, such as pause, tt ti t h t th
t ti t ll
t d
h
stop and or t
d or raise or lower my pitch. Please look at the page on the overhead. Notice that I have colored each punctuation mark with a different color to help you see them more clearly. Follow what I read with your eyes. Listen very carefully to see if I stop, pause, or change my pitch where I should.
see if I stop, pause, or change my pitch where I should
if I t
h
it h h
I h ld.
Non‐‐example Non
Now I am going to read this page with poor expression paying no or Now I am going to read this page with poor expression paying no or littl tt ti t h t th
little attention to what the punctuation tells me to do. I won’t pause, stop or t ti t ll
t d I
’t
t
raise or lower my pitch. Please look at the page on the overhead. Notice that I have colored each punctuation mark with a different color to help you see them more clearly. Follow what I read with your eyes. Listen very carefully to see where I should have changed my reading to stop, pause, or raise or lower h
I h ld h
h
d
di t t
i
l
my pitch.
Scaffolding
Whole Group (Me & You))
Whole Group (Me & You
Now that I have shown you how and how not to read this page, y
p g ,
let’s practice it together! We will begin reading this page all together. (Point) Watch my pen so that we can all stay together.
Now we will read this again using echo reading. How many of Now we will read this again using echo reading. How many of you have ever heard an echo? Show me if you know what an echo you have ever heard an echo
h
h d
h ?? Show me if you know what an echo Sh
if
k
h
h
is by putting your hands on your head like this. So if I say, is by putting your hands on your head like this. So if I say, HELLO..the echo will say HELLO. I I will read and you will echo me… HELLO..the echo will say HELLO. will read and you will echo me… Let’ss begin…
Let
s begin
begin…
Small Group/ Partners/Teams (Me & You)
Now turn to your neighbor. y
g
Partner 1 will read and the other Partner 1 will read and the other will echo. After Partner 1 reads, Partner 2 reads. will echo
. After Partner 1 reads, Partner 2 reads. Individual (You
(You))
Next, take your fluency phone and read this page phone and read p
this page p g
again to yourself listening carefully to see where of IF carefully to see where of IF you are stopping, pausing, and raising or lowering your and d raising or lowering your ii
l
i
pitch. Select an appropriately challenging, engaging, pp p
y
g g, g g g,
and short reading selection.
Start with:
• Choral reading – echoic, unison, antiphonal, and mumble reading
Select an appropriately pp p
y
challenging, engaging, and short reading selection.
Select an appropriately pp p
y
challenging, engaging, and short reading selection.
Select an appropriately challenging, pp p
y
g g,
brief, and engaging piece of reading.
• Paired Reading – Buddy, Peer, T t
Tutor Assisted Reading ‐ NIM, Read along tapes CDs etc
tapes, CDs, etc.
Select an appropriately challenging, brief, and engaging piece of reading
i
i
f
di .
Individual Recorded Reading
Individual
Recorded Reading
Cassette tapes/Audio Computer Files
Select an appropriately challenging and engaging piece of reading
piece of reading.
Reader’s Theater R di R di
Radio Reading
Recitation
Set fluency goals that will help your students fl
l h
ll h l
d
become more fluent readers
Recommended weekly rate improvement = 1.5 to 3 wcpm increases
p
Recommended improvement in expression = 1 p
p
full point on MFS each year
41
Multidimensional Fluency Scale*
M ltidi
i
l Fl
S l *
A.
Expression and Volume
1. 2.
3.
4
4.
Reads with little expression or enthusiasm in voice. Reads words as if py g
y g
simply to get them out. Little sense of trying to make text sound like natural language. Tends to read in a quiet voice.
Some expression. Begins to use voice to make text sound like natural language in some areas of the text, but not others. Focus remains largely on saying the words Still reads in a voice that is quiet.
largely on saying the words.
Still reads in a voice that is quiet
Sounds like natural language throughout the better part of the passage. Occasionally slips into expressionless reading. Voice volume is generally appropriate throughout the text. R d ih
Reads with good expression and enthusiasm throughout the d
i
d
h i
h
h
h
text. Sounds like natural language. Reader is able to vary expression and volume to match his/her interpretation of the passage.
* Rasinski, T.V. (2003). The Fluent Reader. NY: Scholastic, Inc.
Analyzing Expression Cont.
B. Phrasing
1. Monotonic with little sense of phrase boundaries, frequent word by word reading
frequent word‐by‐word reading.
2. Frequent two and three word phrases giving the impression of choppy reading; improper stress and i
intonation that fails to mark ends of sentences and i
h f il
k d f
d
clauses.
3. Mixture of run‐ons, mid‐sentence pauses for breath, and possibly some choppiness; reasonable stress/intonation.
4. Generally well‐phrased,
4. Generally well
phrased, mostly in clause and mostly in clause and
sentence units, with adequate attention to expression.
Analyzing Expression (continued)
C. Smoothness
1. Frequent extended pauses, hesitations, false starts, sound‐outs, repetitions, and/or multiple attempts.
2 Several “rough
2. Several rough spots
spots” in text where extended in text where extended
pauses, hesitations, etc., are more frequent and disruptive.
3. Occasional breaks in smoothness caused by difficulties with specific words and/or structures.
4. Generally smooth reading with some breaks, but y
g
,
word and structure difficulties is resolved quickly, usually through self‐correction.
Analyzing Expression (continued)
D. Pace (during sections of minimal disruption)
1. Slow and laborious.
2. Moderately slow.
3. Uneven mixture of fast and slow reading.
4 Consistently conversational
4. Consistently conversational.
Progress Monitoring
Learning Word Meanings and
Meaningful Word Parts
Research-V
Validated
Validated”
lid t d”
d
Vocabulary Instruction
Vocabularyy should be taught
g both directlyy and indirectly.
y
Repetition and multiple exposure are important to
learning new vocabulary.
Learning vocabulary
ocab lar in rich conte
contexts
ts is valuable.
al able
Vocabulary tasks should be restructured when necessary.
Vocabularyy tasks should entail active engagement.
g g
“…knowing a word’s meaning is not an all‐or‐nothing proposition; it is not the case that one either knows or does
that one either knows or does not know a word. Rather, knowledge of a word should be viewed in terms of the extent or degree of knowledge that people can
knowledge that people can possess.” Beck & McKeown, 1991
IIs there a set of vocabulary words elementary th
t f
b l
d l
t
students should have?
Child
Children learn about 1000 (conservative) to l
b t 1000 (
ti ) t
3000 (liberal) words per year (Stahl & Nagy, 2006) Most scholars agree with an estimate of
2006). Most scholars agree with an estimate of 2000 – 3000 words learned per year.
Is there a set of vocabulary words elementary Is
there a set of vocabulary words elementary
students should have?
Beck McKeown & Kucan (2002) do not believe in
Beck, McKeown, & Kucan (2002) do not believe in teaching Tier I words (high frequency). This y
recommendation clearly assumes these words are already known or will be learned incidentally through conversation and social interactions. h
d h ld
h?
What words should I teach?
First, examine the type of text the children will be reading. Is it narrative or informational? Teach d
f
l?
h
Tier II words if the children will be reading narrative literary texts Teach Tier III words if
narrative, literary texts. Teach Tier III words if children will be reading informational, expository texts (point of contact)
texts (point of contact).
Next, examine the text to develop a list of 10 Tier II or Tier III words to be taught during the week 2
II or Tier III words to be taught during the week, 2 per day.
Read the text to determine the nature of the context in which each of the selected Tier II or
context in which each of the selected Tier II or Tier III words appear. Directive Context
Directive Context
Gives clues, hints, synonyms to determine an approximate word meaning in the context.
Non‐Directive Context
Mentions the word without giving any clues to determine word meaning
word meaning.
Mis‐Directive Context
Gives clues that lead readers to false word meaning construction.
If a word appears in a directive context then
If a word appears in a directive context, then teach children how to use context to determine an approximate word meaning.
an approximate word meaning.
If a word appears in a non‐directive or mis‐
directive context, then these are good candidates
directive context, then these are good candidates for your 10 word teaching list.
If you have ELL students in your If
you have ELL students in your
classroom, be sure to determine if there is a Spanish‐English cognate that may help them make the translation. For example ‐
Information (English)
Information (English)
Información (Spanish)
Here is a good source for finding Here is a good source for finding
English Spanish Cognates: Tier One Words‐
Ti
O W d Consists of basic words and rarely require C i t fb i
d
d
l
i
instructional attention in school and highly frequent in life: clock, baby, ball, happy, walk, run, etc.
Tier Two Words High frequency use for mature language users Tier Two Words ‐
High frequency use for mature language users
and found across a variety of knowledge domains: coincidence, absurd, industrious, fortunate, etc.
Tier Three Words Low frequency use and limited to specific Tier Three Words ‐
Low frequency use and limited to specific
knowledge domains: isotope, lathe, peninsula, refinery, etc. Best learned when teaching specific content lessons such as geography, science, etc.
geography, science, etc.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction. NY: Guilford Press.
Three Qualities of an Eff ti V b l
Effective Vocabulary Instructional
Program
Instructional Program
EExplicit Instruction to Support li it I t ti t S
t
ocabu a y ea
g
Vocabulary Learning
Estimates indicate that about 8,000 basic words need no instruction – Tier 1
Estimates indicate that about 7,000 words for Tier 2 or about 700 words per year.
Beck, McKeown, and Kucan (2002) recommend teaching about 400 words per year K‐12.
B k IL M K
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction.
MG &K
L (2002) B i i
d t lif R b t V b l
I t ti
NY G ilf d P
NY: Guilford Press.
Characterize a tier 2 word such as tend – to take care of something.
Explain meaning of tend in everyday life – If you tend something, say a garden, you take care of it by watering, fertilizing, pulling weeds, fi b
i f ili i
lli
d
and keeping the soil loose around the new plants.
plants
Ask a Question: What do you think the word tend
Ask a Question: means?
Have You Ever? Describe a time when you tended something or Have You Ever? someone. Word Associations: Word Associations: After teaching several tier 2 words have students associate these with questions: Which word goes with b b ? ( d)
baby? (tend).
Idea Completions: The Little Red Hen asked if the others would help her take care of her garden. Another word that means to t k
take care of a garden we know is _____.
f
d
k
i
Like a Test: Tend
1. Don’t care about how you look and what you do.
2 To take care of someone or something.
2.
To take care of someone or something
3. To act hard and serious.
Like a Test Continued: ik
i
d
The word tend means ask someone about something.
True or False
Matching definitions with words in a list.
Matching definitions Paired words with a question:
Which would you do if you had a puppy that needed to be taken care of ?
mollycoddle
tend
Word Webbing (Unfocused)
asteroid
* Based on Johnson, D. D. (2001). Vocabulary in the elementary and middle school. Boston, MA: Allyn and Bacon.
Word Webbing
Word Webbing (Focused)
Word Webbing (Focused)
(Focused)
Examples
asteroid
C t t Use
Context
U
Attributes
I’ve Selected My 10 Words, Now What?
Definition
Begin by looking up the word in a dictionary or glossary and get a definition.
Next construct a “student friendly definition” using your own words. If you have trouble doing this,
consider purchasing this
id
h i
hi
dictionary: I’ve Selected My 10 Words, Now What?
Context
Next find the page where the word is found the story or text to read the context.
List the context clues found in the text.
Ask the students to use the word in a oral sentence.
Write the word in sentence.
Active Context
Active Context Word Learning
Active Context Word Learning
Word Learning
Albasa
Albasa will usually be found at grocery stores and resturants. People like to eat albasa on their hamburgers, although albasa are tasty with a variety of dishes.
y
y
Since albasa are a vegetable, they are also nutritious. One disadvantage of albasa is the strong odor which has been known to produce crying symptoms among those who slice them.
Gipe, J.P. (1980). Use of a relevant context helps kids learn new word meanings. The Reading Teacher, 33,(5), 398‐402.
Albasa
Albasa will usually be found at grocery stores and resturants. DRR1
People like to eat albasa on their hamburgers, although albasa DRR2
are tasty with a variety of dishes.
Since albasa are a vegetable, they are also nutritious. One disadvantage of albasa is the strong odor
One disadvantage of albasa is the strong odor which has been known to produce crying symptoms among DRR3
those who slice them.
Gi
Gipe, J.P. (1980). Use of a relevant context helps kids learn new word meanings. The Reading Teacher, 33,(5),
J P (1980) U
f
l
h l kid l
d
i
Th R di T h 33 (5) 398‐402.
398 402
DRR4
Slide 76
DRR1
Both have foods...
DRR2
Ah, I think these might be condiments you put on a hamburger and in other dishes.
DRR3
Ah, vegetables that stink... Hum, maybe cooked cabbage, brocolli, peppers, onions, garlic?
DRR4
Hum, onions make people cry when they slice them! Albasa must mean onions.
D Ray Reutzel, 12/24/2008
Examples
Use pictures or video clips.
List examples of the word.
Use a thesaurus to find synonyms, antonyms, and Tier I words.
I’ S l t d M 10 W d N
Wh t?
Characteristics/Attributes
Use pictures or video clips.
List characteristics or attributes of the word.
l
d l
Frayer & & Klausmeir
Klausmeir
Model
H h
Hochspannungstrohmabnehmer
h b h
Example: lightning rod, Ben Franklins
Example:
lightning rod Ben Franklins’ kite and key
kite and key
Non‐example: wooden post, plastic pole
Relevant attributes: metal, touches an exposed electrical wire found on top of a streetcar or light rail train
wire, found on top of a streetcar or light rail train
Irrelevant attributes: slender, lets off sparks
Superordinate term: electrical conductor
Coordinate term: electrical plug
Frayer, F. D. & Klausmeir, H.J. (1969). A shema for testing the level of concept mastery. University of Wisconsin.
Hochspannungstrohmabnehmer
Category/Part of Speech
Category/Part
of Speech
Determine part of speech.
D t
Determine category of word meaning.
i
t
f
d
i
’
l
d
d
h ?
Definitions
Use Word in Context
Dictionary Look Up
Student Friendly
Find and Read it in the Book/Story
Vocabulary Word
Context Clue from Reading
Write the Word in a Sentence
Examples
Category/Class/
Part of Speech
Conceptual Understanding
Characteristics
Program
Activities to Support Incidental A
ti iti t S
t I id t l
ocabu a y ea
g
Vocabulary Learning
Three Qualities of an Effective Vocabulary Instructional
Program
• Read Aloud from Books
Books are almost twice as rich in rare words (Tier 2) as is adult conversation (Stahl & Nagy, 2006).
• Read
Read aloud to children from text that is aloud to children from text that is
above their independent level at the cutting edge of their listening vocabulary
edge of their listening vocabulary.
• Read aloud a variety of text types and genres.
genres
Read Aloud: The Weighty Word Book
B k
Three Qualities of an Effective Vocabulary Instructional
Program
Incidental Vocabulary Learning Wide Reading
Oral
Silent
Program
Activities to Support Word A
ti iti t S
tW d
a e ess & o d ea
g
Awareness & Word Learning Strategies
Locating Words for Study: Di
ti
i
Dictionaries
Acronyms/Abbreviations
A h i
Aphorisms
Catchphrases
Clichés
Confusibles
Cultural Literacy
Eponyms & Toponyms
Etymology
Euphemisms
First Names & Surnames
Rhyming Words
Electronic/CD ROM
Foreign Words
G
Grammatical Terms
ti l T
Idioms
Linguistic Terms
Literacy Terms
Literacy Terms
Place Names
Proverbs
Quotations
Slang
Word Games
Invented Spellings
Thesaurus
Seven Categories of Word Play
Onomastics (proper names, nicknames, place names, pseudonyms, eponyms, toponyms, & aptronyms)
t
& t
)
Expressions (idioms, slang, proverbs, slogans,etc.)
Figures of Speech (alliteration, onomatopoeia, tongue twisters, similies, metaphors euphemisms hyperbole meiosis dysphemisms double
metaphors, euphemisms, hyperbole, meiosis, dysphemisms, double speak, irony, puns, personification, oxymoron's, etc.
Word Associations (synonyms, antonyms, hypernyms, hyponyms, y ,
g p ,
p
,
)
meronyms, homographs, homophones, etc.)
Word formation (prefix, suffix, compounds, abbreviations, sniglets,etc.)
Word Shapes and Spellings (anagrams, aptanagrams, antigrams, p g
p
p p g
)
lipograms, palindromes, semordnilaps, pangrams, rebuses, etc.)
Word Games (charades, scattergories, scrabble, boggle, deceptive definitions, twenty questions, hangman, etc.
Onomastics
Proper names: Joseph, Rachael, George, etc. ‐
http://www.behindthename.com/
Nicknames: Bob, Slim, Egghead, Stormin’ Norman, Wilt the Stilt, Windy City, Big Sky Country
Place names: Levan UT; Lyman WY; Jackpot NV; Dublin TX
Place names: Levan, UT; Lyman, WY; Jackpot, NV; Dublin, TX
Pseudonyms: Dr. Seuss, Mark Twain
Eponyms: Frisbee, pasteurize, Caesar Salad, Leotards, Braille, Bose Teddy Bear
Bose, Teddy Bear
Toponyms: french fries, hamburger, cheddar, frankfurter, cologne, Berliner A
Aptronyms: John Razor, Barber; Gary Player, Golf
J h R
B b G
Pl
G lf
Expressions
Idioms: Chew the fat, stick to your ribs, slow on the uptake
Slang: tree hugger coach potato pea brain airhead hang
Slang: tree hugger, coach potato, pea brain, airhead, hang loose, pain in the neck, make waves
Proverbs: A penny saved is a penny earned. A bird in the hand i
is worth two in the bush.
th t i th b h
Catchphrases: Lipstick on a pig. Yes, we can! Bailout. Going green.
Slogans and Jingles: Two all beef patties…. Plop, plop, fizz, fizz…; Where’s the beef?, Tastes good like a cigarette should; y
q
Can you hear me now? Please don’t squeeze the Charmin!
Figures of Speech
Alliteration: Alice Adams always ate apples in the afternoons
Onomatopoeia: boom, pow, bang, swat, zap
T
Tongue Twisters; Susie sells seashells by the seashore, lemon liniment
T it
S i
ll
h ll b th
h
l
li i
t
Similes: as old as the hills, mind like a steel trap
Metaphors: The people were sheep grazing the pasture of the dinner buffet.
buffet
Hyperbole: You are always a hundred years late! I ate tons of food!
Meiosis: The only difference between a B.S. and a Ph.D. is the “s” is piled higher and deeper (makes something less than it is!)
higher and deeper. (makes something less than it is!)
Euphemisms: passed away, sanitation engineer
Dysphemisms: George isn’t scotch; he’s just plain cheap!
Doublespeak: floatation devices vs life jackets; vertically challenged vs
Doublespeak: floatation devices vs. life jackets; vertically challenged vs. short, recession vs. period of accelerated negative growth, fired vs. non‐
renewed, stock market fall vs. technical correction
Figures of Speech –– Cont.
Figures of Speech Oxymoron's: giant shrimp, living dead, icy hot, bankrupt millionaire, global village, black light, Microsoft works!
Irony: I’ll bet you are thrilled you came with me to this play….
Personification: My den has a soft spot in its heart for books.
Puns: Poetry is bad, but it could be verse!
y
Others to research: allegory, anachronism, bathos, echoism, litotes, synecdoche, trope, and zeugma.
Word Associations
Synonyms: big, large; important, significant
A t
Antonyms: little, huge; nice, nasty
littl h
i
t
Hypernyms: fruit, tool, animal, tree
Hyponyms: grape hammer cat
Hyponyms: grape, hammer, cat Meronyms: trunk, roots, branch
Homographs: present minute
Homographs: present, minute
Homophones (same as Homonym): pear, pair; meet, meat
Word Formation
Prefixes: re, pre, under, over, mini, bi, tri
Suffixes: ment, tion, sion, s, er, est, ed, able
Compounds: catfish, daylight, rainwater, frogman
Abbreviations, P.O., Mr., IL, Attn., Prof., doc
Acronyms: Radar, ATM, GOP, GPA, ESL
Blends: infomercial, majensus, caplet
Sniglets: rice roach, tile comet, accordinated, wonderacide
Word Shapes and Spellings
Anagrams: dear, read; add, dad; much, chum, rail, lair, rate, tear
Apt anagrams: ocean, canoe; point, on tip
Anti‐grams: teach, cheat; funeral, real fun
Lipograms: LTSNW –
p g
Love the Snow, SF49RF –
,
San Francisco 49er Fan
Palindromes: madam, toot, nun; eve, civic, deed, Was it a rat I saw?
Semordnilaps: plug, gulp; desserts, stressed, loop‐pool
Pangrams: The five boxing wizards jump quickly. 26
Rebuses: 2
Rebuses: 2 or not 2 or not 2
Word Games
Charades
Pictionary
Boggle
Taboo
b
Apples to Apples
Scattegories
i
Balderdas
Password
d
Word Wizards
Copy the cover of a book for a vocabulary word wall (black and white copy will do) . And put the cover and the words from the book at the top of the word wall.
Put children’s names down the left hand side of the word wall.
When children use one of the words on the wall in their conversation or in their written word they get a star, check, or some other mark.
The student with the most marks at the end of the designated time period is given the honor becoming the WORD WIZARD.
Word Wizards
Inventions
Technology Electricity
Appliances
Jamie
Jackson
Cambry
Bentley
√√√
√√√√√
√√√√√√√
√√√
Word Wall Collections
Word Category Collections
Foreign Words
Abbreviations
Latin and Greek Affixes
Lawyer Words
D
Doctor Words
W d
Sports Words
C ki W d
Cooking Words
Word of the Old West
American Indian Words
American Indian Words
Vocabulary
Assessment
Informal Vocabulary Assessment
WORDS Know it
Know something Have seen g
Do not know
well
about it, can relate it to a situation
the word
or heard it
tyranny
surreptitious
p
grapnel
purport
sensitive
dubious
Assessing Vocabulary
Screening – PPVT, EVT
Diagnostic – PPVT, EVT
Progress Monitoring – Core reading program‐based gp g
assessment
Outcome Measuring – ITBS: Vocabulary
Constructing Meaning from
Text; Integrating Meaning into
World Knowledge
St t i
Strategies
What are comprehension strategies?
What are comprehension strategies?
Set of routines or procedures that help
Set of routines or procedures that help
readers become active processors readers become active processors to
to
achieve the goal of comprehension.
achieve the goal of comprehension.
Strategies Where did they come from?
R
Research from: Research h from: f
Durkin (1978
Durkin (1978‐‐89) study on lack of instruction on how to
instruction on instruction on how to
how to comprehend.
comprehend
Meta‐‐cognition Meta
cognition research.
research.
Good reader/poor
Good reader/poor reader studies.
Good reader/poor reader studies.
reader studies
Strategies
What is the goal of strategy instruction?
Goal is to make comprehension an ACTIVE process.
process
Reading is an active g
active process!
process!
p
Reading is an Reading is a strategic Reading is a strategic process
process!!
Strategies
What does the National Reading What
What does the National Reading Panel
does the National Reading Panel
say??
say
Several
Several kinds of comprehension strategies have
Several kinds of comprehension strategies kinds of comprehension strategies have
been shown to improve reading comprehension:
been shown to improve reading comprehension:
Text/Story structure (problem/solution).
Text/Story structure (problem/solution).
Answering questions ‐
Answering questions ‐ inferences
inferences..
Asking questions..
Asking questions
Graphic Organizers
Graphic Organizers
Summarizing
Strategies
PLUS: PLUS
Monitoring comprehension and repairing comprehension breakdowns:
comprehension breakdowns:
Am I comprehending what I am reading? Does it make sense?
If not, then what do I do?
Reread.
Continue reading.
Talk to someone.
Look
Look up critical words.
up critical words
Strategies
This is true for all readers,
BUT,,
This is especially true for poor readers.
The thought is that good readers may figure out many of these strategies on their own, but that poor readers do not.
Rand Study Group (2002) Definition of Reading Comprehension
di
h i
Reading comprehension is the process of simultaneously extracting and constructing meaning. Comprehension involves three elements:
g
p
1. The The reader
reader who is doing the comprehension
2. The The text text that is to be comprehended
that is to be comprehended
3. The The activity in which comprehension is a The activity
in which comprehension is a
part
‐Sweet Sweet & Snow, 2003, pp. 2
& Snow, 2003, pp. 2‐‐3
National Reading Panel National Reading Panel Report Definition of Report Definition of Reading Comprehension
Reading Comprehension
“C
“Comprehension is a complex process…often h i i
l
ft
viewed as ‘the essence of reading’. Reading comprehension is…intentional thinking during p
g
g
which meaning is constructed through interactions between text and reader. Meaning resides in the intentional problem‐
resides in the intentional, problem
problem‐solving, solving
thinking processes of the reader that occur during and interchange with a text
during and interchange with a text.”
.”
The National Reading Panel Report, 2000, p. 4‐
The National Reading Panel Report, 2000, p. 4‐5
National Reading Panel Report Definition of Reading National Reading Panel Report Definition of Reading Comprehension Continued
Comprehension Continued
“Th content of meaning is influenced by the text “The content of meaning is influenced by the text “The t t f
i i i fl
d b th t t
and by the reader’s prior knowledge and experience that are brought to bear on it. p
g
Reading comprehension is the construction of the meaning of a written text through a reciprocal
reciprocal interchange of ideas between the interchange of ideas between the
reader and the message in a particular text.”
The National Reading Panel Report, 2000, p. 4‐
The National Reading Panel Report, 2000, p. 4
h
i
l
di
l
‐5
Evidence Based Reading Instruction: Reading Evidence Based Reading Instruction: Reading C
Comprehension
h i
Practices Recommended in the Report as “Research‐‐Validated”
“Research
•
•
•
•
•
•
•
Six Cognitive Strategies:
Graphic organizers. (11 studies) Comprehension monitoring. (22
Comprehension monitoring. (22 studies)
Question answering. (17 studies)
Question generation. (27 studies)
g
(
)
Story structure. (17 studies)
Summarization. (18 studies)
Teach Story
Structure
Setting
Problem
Goal
Events
Resolution
Story
y Map
p
Text Organization
Text Organization
and Structures
and Structures
 Narrative N
Narrative Text
i Text
T
Filled In Filled In Story Map Story Map Text Genres : Narrative (Fiction)
(
)
Genres (Two General Categories):
Fantasy
Fairy Tales
Folktales
Tall Tales
Fables
Myths
Epics, , Legends, Ballads
Epics
Legends, Ballads
Modern Fantasy
S i
Science Fiction
Science Fiction
i i
Realism
• Historical Fiction
• Series Books
• Mysteries
Story
y Maps
p
• Story maps gives low
Story maps gives low‐‐achieving achieving readers
readers
an organizational framework for
understanding the understanding the story.
story.
• You You can make predictions only if can make predictions only if you have you have a a story organization in your head.
Story Maps
Students can complete story maps as they read as a Students can complete story maps as they read as a way to monitor their comprehension.
Story maps can be turned into a line of questions to ask students.
ask students.
ask students
Story maps can help students retell a story more completely
Story maps can be turned into summaries.
Explicit Story Structure Lesson Objective:: Children will pay attention to punctuation Objective
Objective: : Children will pay attention to punctuation Children will pay attention to punctuation
to help them read expressively.
Supplies:
Book – The Little Red Hen
Book –
Overhead transparency
Overhead projector
Three colored pens (overhead)
Text
Text Types: Narrative ( ) Information Books (x) Poetry ( )
Types: Narrative ( ) Information Books (x) Poetry ( )
Explicit Story Structure Lesson p
y
Explain:
Explain:
What:
Today boys and girls, we are going to be learning about how stories are structured to y y
g ,
g g
g
help us remember what we read. Stories are structured beginning with the setting and characters, next comes a problem the character(s) encounter, after this the character(s) design a plan to solve the problem, the usually make several attempts to solve the problem, and finally we find out if the character(s) solve the problem or the resolution
the resolution. Why:
We need to know how stories are structured to help us recognize the sequence or order in which important information is presented. Knowing the sequence and the i
important information helps us to remember what we read better. t ti f
ti h l
t
b
h t
d b tt
When/Where:
Whenever we read stories, we should pay attention to the structure of the story and think about whether or not we can tell about all of the parts of a story when we are fi i h d
finished reading.
di
Explicit
Story Structure Lesson
Explicit Story Structure Lesson Modeling:
Modeling:
Example
First I am going to make a story map to help me remember the important parts of story structure. Then I am going to read this story aloud and help you see and hear how I use story structure and the story map to help me look
look for, find, and remember the sequence of the look for, find, and remember the sequence of for find and remember the sequence of the story and the important the story and the important story and the important
information. When I am finished, I will use the story map to help me retell the story in my own words.
the story in my own words.
Explicit Story Structure Lesson Scaffolding: ( ME, YOU & ME, YOU)
Scaffolding: ( ME, YOU & ME, YOU)
Whole Group (Me & You):
Now that I have shown you how to use story structure and a story map to y
y
y
p
remember what I read, let’s try it together! We will begin reading this page all together. (Point) You start reading and I will stop you when I hear something in the story that fits in the story map. Next, I will start reading y
y
p
y
and you tell me when you hear the next part of the story structure we should put into our story map. We will keep reading the story taking turns until we are finished. When we are finished, I will begin retelling the story in my own words and I will stop and ask one of you to use the story map to py
p
y
help you remember what parts comes next and use your own words to retell that part of the story. We will take turns until we are finished retelling the whole story. So, let’s begin. All of you start reading the story aloud together. Explicit Story Structure Lesson Scaffolding: ( ME, YOU & ME, YOU)
Scaffolding
: ( ME, YOU & ME, YOU)
Small Group/ Partners/Teams (Me & You)
Next, I want you to work in teams of two or with a partner. One person will start reading. Using the story map, the other person will read along silently and stop the person reading when they hear or read the first part of the y
y
,
p
p
story. I will show you how to do this.. Will, Marcia come up and help me. You will take turns just like Marcia and I showed you until you finish the story.
Individual (You)
Finally
Finally, you will each get a story map for reading the story today. As you you will each get a story map for reading the story today As you
read, I want you to stop and fill in the important information from the story into the story map. When you are finished reading, I want you to quietly get with a partner and retell the story to each other using your own story map and your own words
map and your own words.
Text Organization and Structures
Text Organization and Structures
Expository
Structures:
 Description
 List
 Problem/Solution or Question/Answer
 Cause/Effect
 Compare/Contrast
 Sequence/Time Order
Expository Texts
Well‐organized Well‐
organized texts texts increases
increases
comprehension of main ideas comprehension of main ideas and
and
topics when:
topics when:
There is clarity in and clear location
There is clarity in and clear location
of main idea statements.
of main idea statements.
There are cues to the relations between Th
There are cues to the relations t th
l ti
b t
between important ideas
important ideas‐‐
‐‐e.g. first, next, if, then.
e.g. first, next, if, then.
Expository Organization
Introduce expository text as a Introduce expository text as a different
different
kind of text.
kind of text.
• For example, introduce fiction and nonfiction.
• Read a lot of nonfiction materials.
• For For nonfiction, nonfiction, read books with read books with different different structures like question/answer, t t
lik
ti /
problem/solution, compare/contrast..
problem/solution, compare/contrast
Use graphic organizers
• Use graphic organizers.
Expository Text
Expository Text Organization and Structures
Description
Provides facts, Provides facts, characteristics, and h
i i
d
attributes about a single topic, event, object, or concept. This is a very h
common organization found in textbooks.
Croaks
Slimy
Frogs
Tadpole
dpo e
Eggs
gg
Expository
Expository Text Organization Text Organization
and Structures
List
Provides facts, characteristics, and attributes about a category or collection of related topics, events, objects, or concepts. This is a very common organization in trade and text books.
R ptil
Reptiles
Snakes
Lizards
Expository Text
Expository Text Organization and Organization and Structures
Problem/Solution
or – Question/Answer
Q
i /
Describes a problem or asks a question
question and then provides a and then provides a
solution or answer. Very common in younger children’s information books
information books.
?
What is sand?
How is sand made?
Many tiny pieces
of rock.
Wind, rain, and
waves break rock
into tiny pieces.
The rocks
become sand.
Expository Text Expository
Expository Text Text
Organization and
Organization and
Structures
C
Cause/Effect
/Eff t
Describes why or how something happens by talking about how some facts or event b th
f t
t
lead to other facts or events. This organization is found in information
information books at all levels books at all levels
but usually in from grades 3 on.
Heat and Evaporation
Clouds
Rain
Floods
Expository Text
Expository
Expository Text
Organization and
Structures
Compare/Contrast
Describes how events, objects, concepts, people, etc., are alike or different. Most common in information books in intermediate grades.
Dogs and Cats
Bark
4 legs
Meow
Expository Text Organization
Expository Text Organization
and Structures
and Structures
Sequence/Time Order
/
Describes a series of events that take place in a time
that take place in a time order or sequence. Most 1950 1960
common in information books in intermediate
books in intermediate grades.
grades
1970
1980
Text Genres: Expository (Nonfiction)
Genres (Two General Categories):
Biographical
• Autobiography
• Biography
• Diary
• Journal
• Logs
Informational
• Dictionary
• Encyclopedia
E
l
di
• Essay
• Guides
• Books
• Manuals
• Scripts
• Textbooks
Raphael, T.E., &
Au, K. H. (2005).
QAR: Enhancing
Q
g
comprehension and
test taking across
grade and content
areas.
The Reading Teacher, 59(3), 206
206--221.
Raphael, T.E., & Au,
K H
K.
H. (2005)
(2005).
QAR: Enhancing
comprehension
p
and
test taking across
grade and content
areas.
The Reading Teacher, 59(3), 206206-221.
Not all students are good at, or like Not
Not all students are good at, or like to,
all students are good at, or like to,
or should, use each and or should, use each and every
every
strategy..
strategy
Some students don’t need to use the strategy
Some students don’t need to use the strategy‐‐
‐‐
it is already an automatic process.
it is already an automatic process.
Some students will not benefit in their reading from the strategy.
Some students prefer one strategy to another.
There are a lot of ways to do There
There are a lot of ways to do it poorly.
are a lot of ways to do it poorly.
it poorly
The worst way to do it is through an inflexible The worst way to do it is through an inflexible approach..
approach
Many strategies are very difficult to teach..
Many strategies are very difficult to teach
It may be better not to teach them rather y
than to teach them wrong.
Controversy in the Field
y
Reasons:
Some don’t like the explicitness
Some don’t like the explicitness of the instruction.
Teacher books portray comprehension strategy instruction incorrectly and incompletely.
Some think that all comprehension instruction should only be strategy instruction.
Conclusion
Research
Research is very clear that when taught well, is very clear that when taught well
comprehension strategies improve students’ reading comprehension. This is especially true
reading comprehension. This is especially true for low‐‐achieving readers
for low
achieving readers..
It behooves us all to teach teachers how to teach strategies well.
If you would like a copy of this power point:
i t
D. Ray Reutzel, Ph.D.
D
Ray Reutzel Ph D
Emma Eccles Jones Endowed Chair Professor
www.cehs.usu.edu/ecc
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