content area literacy schuylkill valley school district
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Content Area Literacy Schuylkill Valley School District. Activating Background Knowledge Vocabulary Development. Pam Wolff Asst. Program Administrator [email protected] 610-987-8299. Please Do Now... Anticipation/Reaction Guide - PowerPoint PPT PresentationTRANSCRIPT
Content Area LiteracySchuylkill Valley School
DistrictActivating Background Knowledge
Vocabulary Development
Pam WolffAsst. Program [email protected]
Anticipation/Reaction GuideTrue or False: What do you already know about reading informational/expository text?
Please read each statement. Write True or False in the Before column. We will share shortly.
Thank you!
Please Do Now..
How do we support student’s comprehension of content area literacy?
Why is important to activate schema (prior knowledge) before reading?
How do readers continue to build and revise schema before, during and after reading and why is this important?
How does vocabulary support the development of schema?
Essential Questions
Deepen and extend content literacy knowledge
Extend knowledge of strategies to help students activate, build and revise schema – before, during and after reading
Extend knowledge of vocabulary strategies
Collectively plan the October 10th turn around agenda
Goals for Today’s Learning
True or False: What do you already know about reading informational/expository text?
Anticipation Guide Research: Skilled readers anticipate (predict) what the
text is about before reading. Skilled readers think about what they already
know and what they want to learn before reading.
Skilled readers make a personal connection before reading – become an active participant.
Kylene Beers, 2003
Anticipation/Reaction Guide
Findings in Reading Teaching of formal reading instruction tends
to end after elementary school. 80% of elementary text is fiction. 80% of secondary text is nonfiction. Students must be trained in the literacy of
each subject field. About 70% of adolescents need some type
of remediation.
Findings in Reading - Are you reminded of any students? 50% of students read fewer than four
minutes a day. 30% read two minutes or fewer per day. 10% do not spend any time reading. 83% of faculty say that the lack of
analytical reading skills contributes to students’ lack of success in a course.
Findings in Reading
The current and future job market requires workers who are highly literate, which means they can read with comprehension, assess and interpret information, and utilize it appropriately.
The Principal’s Partnership
Findings in Reading
“Based on 2005 ACT-tested high school graduates, it appears that only about half of our nation’s ACT-tested high school students are ready for college-level reading.”
ACT College Readiness Executive Summary
A high powered strategy: Facilitates comprehension
before/during/after reading Develops vocabulary Accesses and Assesses prior knowledge Utilizes inquiry and reflection Promotes collaborative learning
Word Splash
Each group member write ____ words on the post-its (one word per post-it)
Use a marker Arrange words according to relationships No right or wrong answers – these are
predictions Transfer to chart paper Whole group discussion – Prepare to give
rationale for predictions (select a reporter)
Word Splash Directions
Word Splash Terms Metacognition Schema Essential Questions Quick Write Vocabulary Scaffolding Formative Assessment Prior Knowledge Learning Activities Teaching Objectives
Reading Strategies Student Engagement Expository Text Active Learning Graphic Organizers Exit Ticket Comprehension Fluency Making Connections
How could you adapt and use this strategy with your students?
Reflection
Quick Write Think about a time when you were learning
how to do something new. Think about the process, strategies, your feelings, etc.
Turn and Talk
What’s Interesting
What’s Important
1. 1.
2. 2.
3. 3.
“Scaffolding” by Doug Buehl
Gradual Release of Responsibility
Gradual Release of Responsibility
% A
ssum
ed B
y T
each
er
% Assumed By Student
Teacher Modeling
Guided Practice
Independent Practice
Application of Strategy
(Adapted from Fieldings & Pearson, 1994 as cited in Harvey & Goudvis, 2000)
Why is it important to think about Gradual Release of Responsibility?
How could you adapt and use this strategy with your students?
Reflection - Content and Process
Why is important to activate schema (prior knowledge) before reading?
How do readers continue to build and revise schema before, during and after reading and why is this important?
Schema
What do you know about schema?
Give One, Get One
Read and Respond
3-2-13 Key Points – What resonates with
you?2 Questions1 Quote to summarize the text
22
Frayer Model
Schema
Before Reading Vocabulary Word Sort Connect TwoDuring Reading “The Golden Line” After Reading Alphaboxes (Vocabulary) The Final Countdown
“Twitter? It’s What you Make It”
Access prior knowledge Interact with portions of the text prior to
reading Practice sequencing, find cause and effect
relationships, draw comparisons, make inferences, and predict
Identify vocabulary that may be a problem Construct meaning BEFORE they begin
reading
How do you activate and build schema?
How do we teach comprehension?
Teaching vs. Assessing
“Research indicates that little comprehension instruction takes
place in classrooms beyond asking literal questions about
texts.” ~M. Pressley
(2002)
A study by Dolores Durkin found that for every 4,500 minutes of Language Arts instruction only 20 minutes is spent teaching comprehension strategies.
This means that 40 seconds of every 90 minutes of reading instruction is spent teaching comprehension!
Why is it important to think about Activating, Building and Revising Schema?
How could you adapt and use these strategies with your students?
Reflection - Content and Process
Vocabulary Instruction
Children need to encounter words frequently in a variety of contexts in order to internalize them.
– at least 12 times
McKeown, Beck, Omanson & Pople
How much reading is enough?
Achievement Percentile
Minutes of reading per
day
Words per year
90th 40.4 2,357,000
50th 12.9 601,000
10th 1.6 51,000
Anderson, Wilson, & Fielding (1988). Reading Research Quarterly, 23, (3), 285-303
Levels of Word Knowledge
1. No knowledge2. General sense3. Narrow, context-bound knowledge4. Having knowledge of a word, but not being
able to recall it to use it appropriately5. Rich knowledge of a words’ meaning in
isolation, its relationship to other words, (and its extension to metaphorical uses), such as understanding what someone is doing when they are devouring a book
Beck, McKeown, & Kucan, 2002
Word Knowledge Continuum (Beck, et.al)Word Know it/
Use itThink I Know It
Have Heard/See
n It
No Clue
BiddingMajorMinorTattyDevoid
35
The prime object of bidding is to locate an eight-card or better major suit fit. On this deal, each player held a four-card major, neither bid it and both were right! North correctly responded to his partner’s opening bid in his five-card minor, not four-card major. With a hand devoid of any distributional feature and a tatty four-card suit, South bypassed his major in favor of bidding one no trump. When North raised, South’s 14 points and good intermediates justified going on to game.
Excerpt taken from “Bridge” by Omar Sharif and Tannah Hirsch in the
Charleston Gazette on August 2, 2007
Selecting Essential Vocabulary Is this word one most of my students don’t
have a rich meaning for? Is this a word my students need to know and
could use in speaking and writing? Is this word essential to understanding the
selection my students will be reading? Does this word have a word part I want to focus
on? Will it enhance further learning?
Cunningham, 2009
3-Tier Model for Selecting Vocabulary Words
Developed by Isabel Beck
Tier 1
Tier 2
Tier 3
Low-frequency words;Technical words
Words to Teachhigh frequency, high utility
Known, common words
Bringing Words to Life by Isabel Beck, Margaret McKeown, and Linda Kucan
Tier One Rarely require instructional attention Consist of basic words Examples: baby, clock, happy, walk, jump, hop, slide, girl, boy, dog
Tier Three
Made of words whose frequency of use is quite low and often limited to specific domains.
Best learned when a specific need arises Examples: isotope, lathe, peninsula,
refinery
Bringing Words to Life by Isabel Beck, Margaret McKeown, and Linda Kucan
Three Tiers of VocabularyTier Two
*Contain high frequency words that are found across a variety of domains
*Have a powerful impact on verbal functioning
*Must be words students have ways to express the meaning of the word.
*Examples: coincidence, absurd, industrious, merchant
Bringing Words to Life by Isabel Beck, Margaret McKeown, and Linda Kucan
Three Tiers of VocabularySelecting Tier Two Words
*Is it a useful word?*Will the student encounter it again?*Does the word relate to other words or
ideas?*Will it enhance further learning?
Lesson Plan for Tier Two Words Work with a partner.
Read the paragraph and identify 5 Tier Two words. (Reminder: Tier Two words are words that students should have an understanding of their meaning.)
Make a list of your 5 words and define them using vocabulary that a student would use.
Lesson Plan for Tier Two WordsRead the following paragraph.
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. While he was gone, his servants would tend to the fields and maintain the upkeep of his mansion. They performed their duties happily, for they felt fortunate to have such a benevolent and trusting master.
For thousands of years, sinuous strips of bituminous coal have lain beneath the wooded hills and valleys of Somerset County, Pennsylvania. Coal lured immigrants to the area in the 1800’s, and helped forge their reputation for hard work and hard living. For generations, men have earned their livelihoods—and all too often have lost their lives—in the mines’ dark confines.
Reader’s Digest, “Nine Alive! Inside the Amazing Mine Rescue”, November 2002, pg. 164
Comprehensive Vocabulary Framework
Students develop meanings for words through multiple and varied encounters with words
Vocabulary is learned best when based on real, concrete experiences
Pictures and other visuals help solidify word meanings
Essential words should be directly taught Teacher read-aloud and independent reading time
should be scheduled into every day Teach strategies including instruction for word
parts, context, and effective use of dictionary Instruction should include activities to develop
word wonderCunningham, 2009
Specific Word Instruction Teaching specific words before reading helps
both vocabulary learning and reading comprehension
Extended instruction that promotes active engagement with vocabulary improves word learning
Repeated exposure to vocabulary in many contexts aids word learning
National Reading Panel, 2001
Revisit World SplashReviseAny questions?
Reflection
It is more critical for dependent readers to talk about texts during
the reading experience than after it. ~Kylene Beers
THE MONTILLATION OF TRAXOLINE
It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristeriate large amounts of fevon and then bracter it to quasel traxoline. Traxoline may well be one of our must lukized snezlaus in the future because of our zionter lescelidge.
Directions: Answer the following questions in complete sentences. Be sure to use your best handwriting.1. What is a traxoline?2. Where is traxoline montilled?3. How is traxoline quaselled?4. Why is it important to know about traxoline?
Reading is key to all learning and the emphasis, time, and importance you allot to literacy, whatever subject you teach, will pay dividends in terms of student self-esteem.
~Ellen L. Kronowitz, 2008
How would you connect the literacy strategies with the quote above?
How do we support student’s comprehension of content area literacy?
Why is important to activate schema (prior knowledge) before reading?
How do readers continue to build and revise schema before, during and after reading and why is this important?
How does vocabulary support the development of schema?
Essential Questions
Revisit World SplashReviseExit Ticket:
◦What are 2 Key Learning from Today?
◦One question you still have?
Wrap-Up and Reflection
We want our students to make a lifetime commitment to reading and writing. And so we begin by painstakingly caring about
the literacy landscape and then we proceed to do the best teaching
imaginable.
~Shelley Harwayne