Rutherford County Schools Summer Conference 2017July 25, 2017 - July 26, 2017

B-18 It’s All About the Text–APPLICATION (Gr. K–5)

Kathy Daugherty

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It’s All About that Text’Bout that text

APPLICATION!

RCS Summer Conference 2017

• An overview of the components in the Simple View of Reading and Scarborough's Rope

• APPLICATION-the critical component

• Text based learning/Learning to read WHILE reading

• Read About it, Think About it, Talk About it, Write About it

• Literacy skills taught with an emphasis in meaning making (‘look fors’)

• Access to complex text—Interactive Read Aloud

• Using K-2 ELA standards, participants will create text based task(s), from a variety of quality text sets, ensuring the task has focus, rigor and coherence.

AGENDA

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Success Criteria

• Understand the relevancy of SVR when planning for reading instruction in the classroom.

• APPLY SVR components via text

• Use text based literacy learning to promote ‘Read About it’, ‘Think About it’, ‘Talk About it’, ‘Write About it’

• Plan literacy lessons with ‘the end in mind’—comprehension

• Use interactive read alouds to access complex text

• Create text based tasks with focus, coherence and rigor

Simple View of Reading2 Domains

5 instructional components

Decoding(word recognition)

Language Comprehension

Reading Comprehension

Phonics(print

concepts/letter name

knowledge)

Phonological & Phonemic Awareness

Fluency

Vocabulary

Text Comprehension

X =

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Scarborough’s Reading Rope

Prepared vs Ready Classroom

Knowledge

AllIntegrateintoReading

Skills

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Application is Key!When students learn to read, they should also be making

meaning from text. One should never allow items taught in isolation; all instruction should be applied to a text.

If we never provide opportunities to ride a bike, we should never ask them to show

us they can.

Text Use in a Literacy Classrooms

ReadAboutIt

ThinkAboutIt

TalkAboutIt

WriteAboutIt

Read About It: read alouds, shared reads, guided reading, cold reads, partner reads, (time in text), etc.

Think About It: think aloud, text dependent questioning, etc.

Talk About It: partner discussion, interactive read aloud, accountable talk, etc.

Write About It: interactive writing, modeled writing, shared writing. explanations, synthesizing summaries, arguments, etc. (meaning making focus)

Learningoutcomesshouldbetextbased

Throughrichtext!!

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Phonological Awareness

1. Blending parts of compound words(play + ground = playground)2. Blending initial sound to rest of word in longer words(/m/ + arshmallow = marshmallow)3. Blending initial sound to rimes in shorter words(/m/ + at = mat)4. Blending 3 phonemes/sounds in context(“I like to /r/ + /u/ + /n/” =“I like to run.”)5. Blending 3 phonemes (out of context)(/b/ + /a/ + /t/ = bat)

Phonological Awareness StrategiesHow it relates to reading/writing

• *Blending phonemes into words. Say /s/ /a/ /t/—“sat”--decoding*Segmenting words into phonemes--encoding*Deleting a phoneme from a word.Say “sat” without the /s/.*Adding a phoneme to a word.Add /m/ to the beginning of “at.”*Manipulating phonemes in words.Say “bat.” Now change the /b/ to /k/.

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Phonics--Word Work To Access Text

Phonics strategiesHow it relates to reading/writing

*Teach high frequency words – these are words that are often confused. e.g. were/where; was/saw; from/for.*Teach patterns using onsets and rimes, also known as “word families.” e.g. -ack; -ice; -ock, etc.*Teach chunking longer words into more manageable chunks.*Teach prefixes, suffixes, and root words.*All phonics instruction should be applied to text--meaning making!!

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PHONICS: Application-Reading Text

Consider 4 squares when viewing

Chalk TalkThink About it—Without talking think about what you saw on the videosWrite About it—Write About your thoughts on the paper at your tableTalk About it—-Discuss what is written and discuss any clarifications if needed

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PHONICS:Application to WritingBuilding

Knowledge & Synthesizing

New Info

Fluency: How it relates to reading

Bridge to Comprehension Use of “mileage text”

Frog and Toad are Friends

To move students towards fluency and building comprehension

Reading requires significant time in text practicing these meaning making skills. Fluency is the by product of time in text!

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Visible LearningFor students moving from one year to the

next, the average effect size

across all students is 0.40.”

Effect size for repeated reading programs = 0.67*Students engage in repeated reading of short passages to build fluency and deepen understanding*Students annotate text to mark their thinking*Teacher guides discussion and analysis through questioning*Students engage in extended discussion and analysis with teacher

—Fisher, Frye, & Hattie, Visible Learning for Literacy, 2016

Application: Building fluency with rereads

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Application: Building Fluency with Writing

Visible Learning

Effect size for vocabulary programs = 0.67

*Vocabulary knowledge is a strong predictor of reading comprehension*Vocabulary instruction…must be taught for depth and transfer.

—Fisher, Frye, & Hattie, Visible Learning for Literacy, 2016

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Vocabulary: How it relates to reading

*According to Biemiller(2005), “teaching vocabulary will not guarantee success in

reading. However, lacking either adequate word identification skills or

adequate vocabulary will ensure failure.”

Vocabulary: Application-Reading & Writing

Expectation is to use/expand vocab in writing Explicitlyteachmorphemes—significantlyshapesthedevelopmentofthereaderaswellasthewriter

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Vocabulary: ApplicationHow does the teacher extend student language/vocabulary? Does she consider

application?

http://www.lipscomb.edu/ayers/video/play/34

Text ComprehensionText Based Learning—MEANING MAKING

Don’t limit your students. Just

because student can’t read text

doesn’t mean s/he can’t think through

the text

Mileage Text Thinking Text

“Mileage” TextTo move students

towards fluency and building

comprehension

*practice fluency*apply

foundational skills*build

foundational comprehension

“Thinking” TextTo provide students an opportunity to stretch

their thinking

*read aloud*teacher models

*purposeful discussions

centered around

meaning of text

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Building Text Comprehension

Text Sets-build knowledge about their world

*A text set is a set of texts around a similar topic, theme, or idea.Text sets share a common vocabulary, which helps bolster student’s vocabulary knowledge through repeated readings about a similar ideas, which…builds knowledge. --Louisana Dept of Ed

*Reading a number of texts within a topic grows knowledge and vocabulary far faster than any other approach.

--Student Achievement Partners

Text Comprehension

How do Text Sets differ from Leveled Readers?

Text Sets• Build knowledge• Stretch reading levels• Varied entry levels—stretch

reading levels—complexity• Promotes task

(reading/writing reciprocity)• Promotes comprehension

Leveled Text• instructional level—promote

reading gains• determine next instructional

steps• speak the same language w/in

school—more data/teacher clarity • Promote fluency/comprehension

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Interactive Read Aloud

“In the early grades, children must be exposed to complex texts in order to build strong foundations for high-level

reading and writing. Because children’s independent reading skills are still developing, interactive read alouds create

opportunities for children to engage with appropriately-complex texts.”

--Early Literacy InitiativeTN Dept of Education

What is a repeated interactive read aloud?

Repeated interactive read alouds, a systematic method of reading aloud, allow teachers to scaffold children's

understanding of the book being read, model strategies for making inferences and explanations, and teach vocabulary and concepts. A storybook is read multiple times in slightly different ways in order to increase the amount and quality of children's

analytical talk as they answer carefully crafted questions. These techniques have shown to be effective in increasing

children's engagement, understanding, and appreciation of literature.

- McGee and Schickedanz, 2007

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Interactive Read Aloud-Complex text

Interactive Read-Alouds-–promote access to complex text

• Read alouds build…-oral language-vocabulary-listening comprehension-content knowledge-concepts about print-alphabet knowledge-phonological awareness

Texts read aloud should be more complex than what students can read independently. It is recommended, read alouds be 1-2 grade levels above students’ current grade.

• Complex text because…Imagery, vocab, complex

sentence structure, figurative lang, abstract concepts

What it is, what it is not

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Scaffolding Readings and Tasks

Exemplar Task Using Text SetStudents use the illustrations along with textual details in

Wendy Pfeffer’s From Seed to Pumpkin to discuss and write about the key idea of how a pumpkin grows.Students will

illustrate, label and describe how a pumpkin grows.

RI.1.7Use the

illustrations and details in a

text to describe its key ideas.

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Students use illustrations and write about their favorite season. They will illustrate, label and describe the things

they do during their favorite season.

Non Exemplar Task

Exemplar Tasks

RI.1.2 Identify the main topic and retell key details of the text.

Draw a picture of one of the rainforest babies from the read.

Write two facts you learned about that animal and share

with a partner.

RI.1.9 Identify basic similarities in and differences between two texts on the same topic (illustrations, descriptions, procedures).

How are these two books about rainforest animals the same and different? Compare using the

illustrations and descriptions of one animal from the texts.

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Create a Task

At your table, create a task using one of the following textsets.

RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in

a text.

RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

Responding to text with writing

After students have discussed ideas they have encountered in print, especially

when those ideas are complicated and come delivered via complex syntax and

less common vocabulary. After they have had the opportunity to hear text read

aloud multiple times, re-read it silently, and ask questions of the text. They need to be able to write their new knowledge

through well-crafted questions.

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Resources for Text Based Learning

Achieve the core.org1. Search box: ‘text sets’2. ‘Building knowledge‘

3. File’ then ‘view file’

Resource for Interactive Read AloudsAchieve the core.org

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Resources

Louisiana believes.com

Resource

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Success Criteria