Every Teacher is a Every Teacher is a Reading TeacherReading Teacher

Two ways to support Two ways to support struggling readers…struggling readers…

1.1. Effective Instruction of Effective Instruction of Comprehension Comprehension

2.2. Vocabulary StrategiesVocabulary Strategies

Effective Comprehension Effective Comprehension Instruction Instruction

Think Alouds:Think Alouds:1.1. Predict or update personal thinking Predict or update personal thinking

2.2. Note most important information in textNote most important information in text

3.3. ImageryImagery

4.4. QuestionQuestion

5.5. ConnectConnect

6.6. ClarifyClarify

7.7. SummarizeSummarize

PredictionsPredictions

What will happen next?What will happen next? What is the author trying to help me What is the author trying to help me

learn?learn?

ImageryImagery

Can I see the characters, setting and Can I see the characters, setting and action?action?

Can I see images of cause effect or Can I see images of cause effect or sequence?sequence?

Can I see the process being described by Can I see the process being described by the text? (water cycle, War of 1812, the text? (water cycle, War of 1812, perimeter)perimeter)

QuestioningQuestioning

Why does this new fact make sense?Why does this new fact make sense? Why is the author talking about Huck Why is the author talking about Huck

Finn in this chapter on the reconstruction Finn in this chapter on the reconstruction period?period?

Who, What, Where, When, Why and Who, What, Where, When, Why and How?How?

ConnectingConnecting

How is ________ like ___________?How is ________ like ___________?

How is How is the war in Iraq the war in Iraq like like the civil the civil warwar??

How is a How is a rectangle rectangle like like a squarea square??

ClarifyingClarifying

When the information does not make When the information does not make sense, ask for clarification or reread.sense, ask for clarification or reread.

Do I have questions that can be Do I have questions that can be answered if I reread the text?answered if I reread the text?

Read the sentence or paragraphs…Does Read the sentence or paragraphs…Does it make sense? Can I recall what I just it make sense? Can I recall what I just read?read?

SummarizeSummarize

Can I summarize the information that I Can I summarize the information that I just read?just read?

Strategies to enhance Strategies to enhance comprehension comprehension

Teacher models the Think Aloud Teacher models the Think Aloud process. Continue process until students process. Continue process until students become proficient.become proficient.

Note taking while reading.Note taking while reading. Text mapping using graphic organizers. Text mapping using graphic organizers.

(Google graphic organizers)(Google graphic organizers) Partner read, mapping, discussion.Partner read, mapping, discussion.

Comprehension…what it Comprehension…what it is and what it’s not.is and what it’s not.

Comprehension is..Comprehension is.. Becoming proficient in Becoming proficient in

the Think Aloud processthe Think Aloud process Becoming an actively Becoming an actively

engaged reader.engaged reader. Using metacognition by Using metacognition by

asking if I need more asking if I need more information in this area? information in this area? Do I understand what I Do I understand what I have just read? How is have just read? How is my knowledge different my knowledge different now? now?

Comprehension is not…Comprehension is not… Just reading words of Just reading words of

the text.the text. Filling out worksheets!!!Filling out worksheets!!! Students are not Students are not

strategic in strategic in comprehension until they comprehension until they become active readers become active readers on their own.on their own.

When students are taught effective When students are taught effective comprehension strategies they tend to comprehension strategies they tend to

want to read more. want to read more.

Comprehension Comprehension InformationInformation

LARC Literacy Achievement Research LARC Literacy Achievement Research CenterCenter

Zimmerman, S. & Hutches, C. (2003). 7 Zimmerman, S. & Hutches, C. (2003). 7 Keys to Comprehension: How to help Keys to Comprehension: How to help kids read it and get it! New York. Three kids read it and get it! New York. Three Rivers PressRivers Press

Vocabulary InstructionVocabulary Instruction

Effective vocabulary instruction….Effective vocabulary instruction…. Encourages students to read a wide Encourages students to read a wide

variety of high quality material including variety of high quality material including fiction and non-fiction. fiction and non-fiction.

The more students read the The more students read the higher their vocabulary higher their vocabulary

If a fifth grade student reads one hour a If a fifth grade student reads one hour a day five days a week at a moderate rate day five days a week at a moderate rate of 150 wpm they will encounter of 150 wpm they will encounter 2,250,000 words in their reading.2,250,000 words in their reading.

We know that students learn between 5 We know that students learn between 5 and 10 percent of previously unknown and 10 percent of previously unknown words from a single reading. This words from a single reading. This accounts for at least 2,250 new words accounts for at least 2,250 new words students learn from context every year. students learn from context every year.

Powerful influences in Powerful influences in students vocabulary growthstudents vocabulary growth

Reading, reading, reading!!!!!!!Reading, reading, reading!!!!!!! High quality reading materials.High quality reading materials. Wide variety of reading materials. Wide variety of reading materials. Interesting, active vocabulary instruction.Interesting, active vocabulary instruction.

Effective Vocabulary Effective Vocabulary InstructionInstruction

Make learning words fun!Make learning words fun! Explain new vocabulary. Draw attention to Explain new vocabulary. Draw attention to

distinctive features of written language.distinctive features of written language. Encourage students to play with words to Encourage students to play with words to

create interest and a desire to know more create interest and a desire to know more about wordsabout words

Having students look up the word in the Having students look up the word in the dictionary and write the definition is ineffective.dictionary and write the definition is ineffective.

Have students draw pictures or use hand Have students draw pictures or use hand gestures to illustrate a new word.gestures to illustrate a new word.

Effective Vocabulary Effective Vocabulary InstructionInstruction

Teach the synonym or antonym of the word.Teach the synonym or antonym of the word. Provide example sentences (Mom’s kitchen is Provide example sentences (Mom’s kitchen is

in chaos.) (After Hurricane Katrina New in chaos.) (After Hurricane Katrina New Orleans was in chaos.) Orleans was in chaos.)

Discuss the difference between new and Discuss the difference between new and related words. (Debris, trash, garbage, and related words. (Debris, trash, garbage, and waste.)waste.)

Google “vocabulary instruction” to discover Google “vocabulary instruction” to discover new and exciting ways enhance reading.new and exciting ways enhance reading.

Effective Comprehension Effective Comprehension and Vocabulary and Vocabulary Instruction… Instruction…

Are essential for struggling readers.Are essential for struggling readers. Should be intentional and purposeful.Should be intentional and purposeful. Must be taught in such a way so that all Must be taught in such a way so that all

students have the opportunity to achieve students have the opportunity to achieve academic success.academic success.

And rebmemer…And rebmemer…

Aoccdrnig to rseaecrh at Hravard Aoccdrnig to rseaecrh at Hravard Uinervtisy, it deosn't mttaer waht Uinervtisy, it deosn't mttaer waht oredr the ltteers in a wrod are, the oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. and lsat ltteer be in the rghit pclae.

Tihs is bcuseae the huamn mnid deos Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the not raed ervey lteter by istlef, but the wrod as a wlohe.wrod as a wlohe.

Or…Or…

it cuold be bcuseae too it cuold be bcuseae too mcuh parytnig has totlaly mcuh parytnig has totlaly

msesed up yuor mnid.msesed up yuor mnid.