CUI 4500 Instruction

October 20, 2012: CUI 4500 Instruction

Semantics and vocabulary instruction; Syntax and grammar instruction; review of reading instructional approaches; Basal Reading programs and Readers Workshop Skilled ComprehenderPrinted Word recognitionLanguage Comprehensionx2 domainsRemember that according to the Simple View of Reading, reading comprehension is the product of two domains, decoding and language (listening) comprehension. (Gough & Tunmer, 1986, Hoover and Gough, 1990). R=DxC

2Topics Within the Study of Comprehensionwordsphrasessentences and inter-sentence connectionsparagraph and discourse structureReadingComprehensionmetacognitive strategiesintegration with knowledge of self and the world3Note that the next section addresses the importance of work at the sentence level.This section is lengthy. While all activities are important, you may choose to highlight only a couple and make a note to have teachers revisit this section of the module at a later date.Vocabulary Scarboroughs Rope ModelReading is a multifaceted skill, gradually acquired over years of instruction and practice.

5Language structures referred to in the rope model include phrases, sentences, and inter-sentence connecting devices.

Warm-Up: Off the Top of Your HeadAbout how many words are listed in The Oxford English Dictionary, the most complete lexicon of the English language?About how many words does an average college-educated adult recognize the meanings of while reading?About how many word meanings does an average second-grader know?About how many new word meanings does a typical intermediate student learn to recognize every year?About how many new words do you think you learn every year?

(answers on the following slide)

Warm-Up: Off the Top of Your HeadWords listed in The Oxford English Dictionary? About 290,500Words recognized by the average college-educated adult? 50,00080,000Word meanings an average second-grader knows? 5,0006,000Word meanings a typical intermediate student learns to recognize every year? Between 2,000 and 3,000New words you learn every year? It depends on how much you read!Answers are listed below and appear one by one on this slide. Answers are also found in the LETRS Module 4 participants manual Answer Key, page 97. About 290,50050,00080,0005,0006,000Between 2,000 and 3,000more than a teacher can directly teach!It depends on how much you read, but adults continue to add words to their vocabularies as they age.

Defining VocabularyWhat vocabulary is:Knowledge of and memory for word meanings.

What vocabulary is not:Words that students can name or read in print.

Distinguish between a students vocabulary knowledge and his or her decoding abilities; they are not one and the same.Just because a student can decode a word does not necessarily mean that he or she can understand that words meaning. At times, teachers confuse this concept. Vocabulary and Verbal IntelligenceVocabulary is the best single measure of verbal intelligence on the Stanford-Binet or Wechsler IQ tests.

Teaching vocabulary improves both verbal IQ and reading comprehension.(Stahl & Nagy, 2006)

Review with participants the importance of vocabulary in its relationship to overall verbal intelligence and language comprehension. When you improve a students vocabulary knowledge, you literally increase his or her verbal intelligence!

Stahl, S. A., & Nagy, W. E. (2006). Teaching word meanings. Mahwah, NJ: Lawrence Erlbaum.

What Does It Mean to Know a Word?Words have:phonological form (sounds, syllables)morphological form (meaningful parts)spelling patterns (orthographic form)meanings and meaning networkssyntactic roleslinguistic history (etymological features)Explain to participants that while past practices in the teaching of vocabulary focused on words and their definitions, research now tells us that instruction should include a variety of ways to look at words. Ask the following questions orally:For phonological form, say: What is the difference between the words anecdote and antidote? (Similar in phonology/sounds, but very different in meaning.)For morphological form, say: How does knowing the meaning of persuade assist in knowing the meaning of the word dissuade? (Same root to the word, so knowing one definition may help students infer the meaning of the second word.)For spelling patterns, say: How do you spell passed? (Most participants will answer p-a-s-t.) Use the word in a sentence for the other spelling option.For meanings and meaning networks, say: Define the word green. (Most participants will use the color in their definition.) Now define green within the context of playing golf.For syntactic roles, say: What role in a sentence does the word avoid take? (verb) What role does a word like avid take? (adjective)For linguistic forms, say: What is the origin of the word metamorphoses? (Greek; the plural form of the word.)Words Broaden Our ThinkingThe more vocabulary we know and use, the more precise we can be in our thinking and communication!

Enjoyment of art is magnified when we reflect on a works theme, composition, perspective, palette, texture, style, medium, and technique.

Review the idea that the more words we have in our lexicons, the more refined our thinking can be.What Do Children Need to Learn? and this is based on 365 days of the year! Double these rates if your students are learning vocabulary only when in school.Grade 1Grade 2Grade 3Grade 4+800+ per year800+ per year2,0003,000 per year2,0003,000 per year2 new words per day2 new words per day68 new words per day68 new words per dayReview these numbers with participants. Make the point that there are so many words students must learn to keep up and support their comprehension with that this appears to be a daunting task!Vocabulary must be taught directly, through classroom instruction, but students need to learn words indirectly, too, through exposure to print. Readingand read-aloudssupport this need.Students must learn new vocabulary in a number of contexts indirectly, not just through direct classroom instruction. There are ways to encourage and support this happening (including parental supports), and teachers should be aware of the importance of encouraging everyone in a childs life to support vocabulary knowledge.

How the Gap in Word Knowledge Grows 1,0002,0003,0004,0005,0006,000 0 End of pre-K End of KEnd of grade 1End of grade 2Lowest 25 percent of studentsAverage students(after Biemiller, 1999, 2005)This gap remains wide!Note that students who begin in pre-K with low vocabulary knowledge continue to experience gaps in their knowledge; they typically do not catch up. Biemiller, A. (1999). Language and reading success. In J. Chall (Ed.), From reading research to practice: A series for teachers. Cambridge, MA: Brookline Books.Biemiller, A. (2005). Size and sequence in vocabulary development: Implications for choosing words for primary grade instruction. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 223242). Mahwah, NJ: Lawrence Erlbaum.

Causes of the Vocabulary Gap?Low socioeconomic status or environments with little language support.

The Matthew Effectlack of exposure to grade-level print materials.

The two factors noted, especially low socioeconomic status, are important to consider when we address the needs of students who come to school already behind in oral language exposure.Take care not to allow teachers to blame parents for students low vocabulary knowledge. The idea is to make teachers aware of the potential for low vocabulary knowledge in young children. Teachers can help in two ways by:educating parents about the importance of exposure to rich language experiences, and providing quality vocabulary instruction to at-risk students from the very early grades. Meaningful DifferencesWords children heard (in millions)by age 4:1020304050Low SESMiddle SESHigh SES(Hart & Risley, 1995)Meaningful DifferencesBy age 3, spoken vocabularies of children from professional families were larger than the vocabulary used by the parents in poor families.

By age 3, vocabulary was strongly related to reading comprehension scores in third grade.

By age 3, the amount of talking in the home had a strong relationship to later vocabulary, spoken language abilities, and IQ.(Hart & Risley, 1995)These findings underscore the importance of educating parents of young children about these findings.Much can be done before children enter school to assist in later vocabulary development, which leads to stronger reading comprehension abilities. (However, care should be taken not to give the impression that simply improving vocabulary will ensure strong comprehension. Multiple factors impact comprehension, many of which will be addressed within LETRS Modules 6 and 11.)Optional: Go to the Web site: www.childrenofthecode.org/interviews/risley.htm. View portions of this video as you discuss the Hart and Risley Meaningful Differences study. Note: You will need computer speakers and an Internet connection for a showing of this video, but if you can, this is worth it!

Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes.

Marzano Meta-Analysis of Vocabulary Instruction 5083No vocabulary instruction Direct vocabulary instruction on words related to content(effect size = .97)9080706050403020100Marzano, Robert J. (2004) Building background knowledge for academic achievement: Research on what works in School.Meta Analysis shows programs that do not directly teach vocabulary instruction, but children perform at the 50%ile on reading comprehension measures. Programs that do direct instruction of vocabulary have students performing at the 83%ile (well above average)The most important factor is the effect size of .97Small effect sizes= .2-.4Moderate effect sizes .5-.7Major effect sizes are .8 or greater 17Three Ways Children Build Word KnowledgeIncidental encounters with words, most likely through reading and/or in a rich-language environmentDirect, planned, explicit teaching of selected wordsFostering of word consciousness that enables students to learn words on their own

We are going to focus on Direct, planned, explicit teaching of selected words using three strong strategies in depthWe will end with one strategies that you team has already agreed upon for Fostering Word Consciousness, School Wide Vocabulary learning. 18Vocabulary Incidental learning Implicit and Incidental Word-Learning ProcessesListening to the language of others.

Being read to by a family member or adult.

Reading independently.

Listed are three ways in which a students environment can support the incidental learning of vocabulary. You will explore the specifics of each of these three ideas in the following slides.Example of Low Verbal ParentMother #1:(child seated in a grocery cart)Sit still.

(child reaches toward an avocado)Keep your hands to yourself.(Special thanks to Phyllis Hunter, reading consultant from Texas, for her dramatization of these styles at a Reading First meeting.)

This slide, and the following two slides, illustrate the typical language used within low, middle, and high socioeconomic families with their children. Read this script aloud to participants, using a disciplinary tone. This is the typical exchange overheard within a low socioeconomic familys conversations. Ask participants what they think a child will learn from this vocabulary exchange. (No vocabulary development.)Example of Average Verbal ParentMother #2:(child seated in a grocery cart) What should we have for dinner? See anything good, honey? We havent had carrots for a while.

(child reaches toward an avocado)Put that back, now.

Read this script aloud to participants, using a conversational tone. This is a typical exchange overheard within a middle socioeconomic familys conversations. Ask participants what they think a child will learn from this vocabulary exchange. (A bit more vocabulary and reasoning skills included here.)Example of High Verbal ParentMother #3: (child seated in a grocery cart)Oh, what do we see here? Organic avocado? Do you know what organic means, sweetie? Its when the farmer says she doesnt put any pesticides on the plants. Whats a pesticide? Its something that kills pests. Pests are insects that eat up the green leaves on the top of the plant. The plant needs the green leaves for all that green chlorophyll that goes into that yummy green mushy stuff we make guacamole with. Guacamole? Thats a Spanish word!Child says, Mommy, you talk too much!

Read this script aloud to participants, using a nurturing, conversational tone. This is a typical exchange overheard within a high socioeconomic familys conversations.Ask participants what they think a child will learn from this vocabulary exchange and how it differs from the previous two scenarios. (Very high vocabulary exposure, strong reasoning skills, includes background knowledge on a number of topics.)Make note that these verbal exchanges do not necessarily follow along strict socioeconomic guidelines; there may be exceptions. For example, high socioeconomic families might have children with caregivers most of the time. Also, take care not to insult the family systems of children in high poverty schools. The goal of this socioeconomic topic is to make teachers aware that children of poverty likely begin school already at a disadvantage in their vocabulary exposure at the oral language level. This negatively impacts their reading comprehension as they begin to decode words that they do not understand.Modeling the Use of Ten-Dollar Words Pair up with a partner.

Rephrase the provided statements and questions with more interesting language.

Be ready to share your results while we view the following slide.1

Direct participants to complete Exercise 2.3 in pairs. They can find the exercise in their LETRS Module 4 participants manual, page 21. Circulate the room to support comments and ensure that participants are on-task.Once most of the exercise is completed, advance to the next slide.

Modeling the Use of Ten-Dollar WordsClass, please line up!Rico is out sick today.Shelly and Gail did a really nice job on their partner work today.Sean, remember to raise your hand.Class, get ready for your spelling test.What was your favorite part of the story we just read?OK, who broke this pencil?

Ask for volunteers to read their responses to each item. This slide is animated so that the sentences appear one by one.Have fun with responses! Answers will vary.

Listening to the Language of Others:Teaching TipsIntroduce new words as you discuss a shared experience.

Elaborate on what the child has said.

Confirm and clarify the childs attempts to use new words.

Deliberately use unusual words in conversation.Share these teaching tips, for parents and teachers alike, to meet the goal of increasing the oral language that a child hears in his or her environment.These tips are included within the participants manual on page 20. Provide time for participants to highlight or underline these ideas in their manuals.Read-Alouds Until approximately grade 7 or 8, students understand more complex text when it is read aloud to them.*

High school students also benefit from read-alouds; we need more research to prove it!

Students who have not learned to decode grade-level text should be read to at their listening comprehension level.

(*Biemiller, 1999)Review these research findings, which support the use of read-alouds with young and older children alike.

* Biemiller, A. (1999). Language and reading success. In J. Chall (Ed.), From reading research to practice: A series for teachers. Cambridge, MA: Brookline Books.Web Sources for Read-AloudsThe Childrens Laureatewww.greatbookstoreadaloud.co.uk

Read-Aloud Handbook (Jim Trelease)www.trelease-on-reading.com

Read Aloud America (Recommended Book List)http://www.readaloudamerica.org/booklist.htmp. 24Review these resources, found in the LETRS Module 4 participants manual, page 24. If you have a copy of Jim Treleases Read-Aloud Handbook, you might choose to share it as an example.

Trelease, J. (2007). The read-aloud handbook, 6th ed. NY: Penguin Group. Vocabulary Direct instruction Direct Instruction Systematic Instruction - Systematic instruction is a method of teaching where the same set of procedures is used over and over on a continuous basis to teach the same information or a specific skill.Research has shown that when teaching students with disabilities, precise and repeated instruction of the same material/skill leads to quicker mastery of the material/skill. Direct Instruction Systems for teaching vocabulary will help a child to own the vocabularyThe systems should have multiple exposures to critical vocabulary Number of Repetitions (with corrective feedback) needed for students to internalize a concept or operation at MASTERY LEVEL8-12 for Gifted Students 25-35 for Average Students 1400 or more for naive students - Englemann, Siegfried Direct Instruction Pronounce the word, write it, and read it. Examine spelling.Tell students what the new word means, using a student friendly definition.Say more about the word, and use it several times in examples of use.Ask students questions about the words meaning.Elicit word use by students.Ebbers, S., & Carroll,L. (2009) Daily oral vocabulary exerciseProvide description, explanation or example Ask students to restate in own wordsAsk students to construct a pictureEngage students in activities that helps them add to their knowledge Ask students of discuss with one anther Involve students in games that allow them to play with the terms Marrzano, Robert J & Pickering Debra J. (2005) Building Academic Vocabulary Direct InstructionPronounce the word, write it, and read it. Examine spelling.Tell students what the new word means, using a student friendly definition.Say more about the word, and use it several times in examples of use.Ask students questions about the words meaning.Elicit word use by students.

Direction Instruction Moats, L . (200) The Mighty Word: Buidling Vocabulary and Oral Langauge Direct Instruction Say the wordStudents Echo the Word Listen for mispronunciation Correct mispronunciation Give a definition and use in a sentence

Introduction Direction Instruction Syllables Count Line Spell Manipulative Spelling Identify Syllable Types

Direct Instruction Redefine with Visuals

Direct Instruction PalindromesOnomatopoeiaPortmanteauIdiomsSilly Rhymes CartoonsKey Word MethodMnemonics

Have Fun with the WordDirect Instruction Word Origin

Direction Instruction Context www.dictionary.com will often provide quotes using the word.

Google search with the word in with the word Cartoon might generate a comic using the word.

Generate highly visual or imaginative contextual examples

Present the words in up to 6 different contextual ways -definition-appositive definition-Synonym Antonym-Example -General

Type DescriptionSignal Words or PunctuationDefinitionThe author provides a direct definition Is, are , means , refers toAppositive DefinitionA word or phrase that defines or explains the unfamiliar or Commas SynonymUse of another words or phrase that is similar also, as, identical, like, likewise, resembling, same similarly, tooAntonymUse of another word or phrase that means the opposite but, however, in contrast, instead of, on the other hand, though, unlike Example Use of examples of the unknown wordfor example, for instance, like, such as GeneralUse of non specific clues and usually with many sentences Direct Instruction 41

I ran in a marathon, a 26 mile, race, in 3 hours.Today we are going to read about canines such as wolves and foxes. Exercise equipment like treadmills and weights are too expensive. I got my jump rope for $2.00.I went for a trek . My sister calls it a hike. I play for the offence not the defense.In tennis love means zero points.

Direct Instruction Using the chart in your packet with a partner determine what kind of context clue is the author using with these sentences.

Trek- synonymCanines- example Love- definitionMarathon- appositive definitionOffence- antonymExpensive- General

42Direct Instruction Student Verbalizes

Harry would never divulge something told to him in secret.Synonym: DiscloseAntonym: HideOrigin: Latin dvulgre- to spread -to make known-reveal-tellDivulge

DefinitionPicture ContextSynonyms , Antonyms, Word Origin Direction Instruction 4 Square

442Direct Instruction Spelling Mark the syllable division with an astrick Mark the syllable types (o, c, r, e, l, vt) above the syllableUnderline diagraph, trigraphs, quadragraphs Mark the 2,3,4, 5, 6th sound a particular phonogram/grapheme makes with a number above the phonogramMark the job the silent e word makes with a double underline and a number for the jobPut a box around anything strange 45i n f o r m a t i o n ***croc2Direct Instruction c o n t i n u e **cce2Direct Instruction Have the group do some practice markings on words in a small group. 47SLIMSY Say, echo, listen, correct, define and put in sentence SLIMSYClosed Syllable Open Syllable SLIMSY means flimsy; frail

The new words is SLIMSYEveryone say SLIMSY48SLIMSY Portmanteau SLIM+Flimsy =Slimsy OriginSlimsy is an Americanism that came into common use in the 1830s and early 1840s.The new words is SLIMSYEveryone say SLIMSY49SLIMSY "Nice girl . . ." he mused, "but sort of thin and slimsy and delicate, not robust and hearty like the kind of girl you ought to have on a farm." -- Bess Streeter Aldrich, A White Flying BirdThe coat was a slimsy bit of dark silk, with a glister in it; and the hat was the thinnest straw, the brim curling a little in the wind. -- Max Brand, Storm on the Range

The new words is SLIMSYEveryone say SLIMSY50

The slimsy, very frail, gentleman crept along the road with is crooked cane. Once upon a time a slimsy princess was so slim and frail, the king thought she might blow away in the wind. That is a very slimsy pencil. I like my big fat one.The girl is slimsy. My mom says she is frail. The cat is defiantly not slimsy, she is very fat.Slimsy means thin and frail.

Slimsy Using the chart in your packet with a partner determine what kind of context clue is the author using with these sentences.

Trek- synonymCanines- example Love- definitionMarathon- appositive definitionOffence- antonymExpensive- General

51SLIMSY with your shoulder partner, create a highly visual sentence using the word slimsyThe new words is SLIMSYEveryone say SLIMSY52The slimsy little girl fell down after being slightly pushed by her friend. Synonym: Frail, thinAntonym: fat, chunkyOrigin: Portmanteau; Americanism of 1800s

-Slim and frail; flimsy SlimsyDefinitionPicture ContextSynonyms , Antonyms, Word Origin Slimsy

53filiopietistic Say, echo, listen, correct, define and put in sentence fileClosed Syllable Open Syllable FILIOPIETISTIC reverence of forebears or tradition, especially if carried to excess iopitisticOpen Syllable Open Syllable SchwaClosed Syllable Closed Syllable

The new words is SLIMSYEveryone say SLIMSY54filiopietistic OriginLatin Roots Filio means brotherlyPiet means piety -istic noun related to a verb- becomes an adjective filiopietistic

The new words is SLIMSYEveryone say SLIMSY55filiopietistic The popular historical narratives of the many immigrant groups may indeed be filiopietistic in the exaggerated and often shrilly made claims for their important contributions to the making of the country of their choice. -- Orm verland, immigrant Minds, American Identities In a filiopietistic age it would be difficult to find a more filiopietistic man toward his own father, the founders, and the past generally than Edward Everett. -- Paul A. Varg, Edward Evertt: The Intellectual in the Turmoil of PoliticsThe new words is SLIMSYEveryone say SLIMSY56filiopietistic with your shoulder partner, create a highly visual sentence using the word filiopietisticThe new words is SLIMSYEveryone say SLIMSY57The filiopietistic Civil War reenactment actors fought with gusto.Synonym: NoneAntonym: NoneOrigin: Latin combination of filio (brotherly), piet (piety) and istic- adjective

-reverence of forebears or tradition, especially if carried to excessfiliopietisticDefinitionPicture ContextSynonyms , Antonyms, Word Origin filiopietistic

58f i l i o p i e t i s t i c ***cooc3filiopietistic***ocVocabulary Word consciousness Some Fun With New WordsDo you know the meanings of the next three words?

(From Word Power, Readers Digest, Nov. 2003, pp. 4344.)1. jonesing (v)a. grooving to musicb. hankering for somethingc. using street slangd. being obsequious

The following three new words have recently been assimilated into the English language. Ask participants to choose the correct definition for the word jonesing. (Some participants may not know what the word obsequious [in the letter d. choice] means: excessively willing to serve or obey.)Some Fun With New Words1. jonesing (v)a. grooving to musicb. hankering for somethingc. using street slangd. being obsequiousAsk how many participants chose the correct answer.Advance to the next slide for the second word.2. tank (v)a. fill up with gasb. fail spectacularlyc. go scuba divingd. frequent a pubSome Fun With New WordsAsk participants which definition they think best fits the meaning of the word tank as a verb.2. tank (v)a. fill up with gasb. fail spectacularlyc. go scuba-divingd. frequent a pubSome Fun With New WordsAsk how many participants chose the correct definition.Advance to the next slide for the third word.3. shooz (n)a. idiom for flip-flops b. concernsc. motorcycle bootsd. rare gemstonesSome Fun With New WordsAsk participants which definition they think best fits the meaning of the word shooz as a noun.

3. shooz (n)a. idiom for flip-flopsb. concernsc. motorcycle bootsd. rare gemstonesSome Fun With New WordsAsk how many participants chose the correct definition.2007 Word of the YearLocavore

A person who seeks out locally produced food.

(chosen by The Oxford American Dictionary)The American Dialect Society and The Oxford American Dictionary choose words to add into the English language. The following three slides are examples of new words that won the word of the year category.

2006 Word of the YearPlutoTo pluto is to demote or devalue someone or something, much like what happened to the former planet.

(according to the American Dialect Society)This is the 2006 word of the year, according to the American Dialect Society.TruthinessThe quality of stating concepts one wishes or believes to be true, rather than the facts.

Truthy, not facty.

2005 Word of the Year(according to the American Dialect Society)This is the 2005 word of the year, according to the American Dialect Society.Topics Within the Study of Comprehensionwordsphrasessentences and inter-sentence connectionsparagraph and discourse structureReadingComprehensionmetacognitive strategiesintegration with knowledge of self and the world70Note that the next section addresses the importance of work at the sentence level.This section is lengthy. While all activities are important, you may choose to highlight only a couple and make a note to have teachers revisit this section of the module at a later date.Sentence Comprehension Syntax:

The system of language that specifies how words, phrases, and clauses can be sequenced. The grammatical role of words in sentences.

Syntax must be understood in order to comprehend the surface code and its correspondence with the underlying text base.71Note that syntax, or how words work together to form idea units (propositions), is an important layer of language to teach. Meanings in the surface code and the text base, shown in the following slide, are constructed when students understand how the words and phrases connect together.

Syntax ComprehensionGoal:Mental ModelLong Term Memory

Text Base (meaning behind words)Surface Code(words, sentences)Working Memory

72Remind participants that students must decipher the surface code (mainly, phrases and sentences) to get to the meanings in the text base.Revisit this visual representation of the distinction among comprehension processes at the surface, text, and mental model levels.Sentence density Sentence Densityproposition = an idea unit

Sentences that are dense, or that have many propositions, can be difficult for students to comprehend.

Consider the sentence on the following slide.74Help participants understand that while lengthy sentences tend to be more complex than shorter sentences, it is the idea units included within a sentence that impact students comprehension. Working memory can be overloaded when it must rapidly connect words in the surface code to many underlying idea units in the text base.Consider This SentenceThen one of the officers rode up and gave the word for the men to mount, and in a second every man was in his saddle, and every horse stood expecting the touch of the rein, or the pressure of his riders heels, all animated, all eager; but still we had been trained so well that, except by the champing of our bits, and the restive tossing of our heads from time to time, it could not be said that we stirred.(From Sewell, A. [1955]. Black Beauty. Racine, WI: Western Printing, p.192)

75Ask:How many propositions, or idea units, are embedded within this single sentence? There are many! This makes it particularly difficult for students (and some adults) to understand.

Sewell, A. (1955). Black beauty. Racine, WI: Western Printing.

Parts of speech Quick Quiz on Parts of SpeechExampleHow it expresses meaningQuestion it answersnounperson, place, thingwhat or whopronounsubstitutes for a nounwhat or whoverbaction wordis doing whatadjectivedescribing wordwhat kind, how manyadverbhow an action is donein what wayprepositionrelationship of a substantive word to a verb, adjective, or nounhow, when, whereconjunctionjoins dependent and independent clauseswhy, wherefore

77Allow participants a few minutes to complete examples of each part of speech listed in the chart.Advance to the following slide to check suggested answers. Quick Quiz on Parts of SpeechExampleHow it expresses meaningQuestion it answersnounpreacher, valley, tableperson, place, thingwhat or whopronounhe, she, it, theirsubstitutes for a nounwhat or whoverbthink, be, doaction wordis doing whatadjectiveorange, minisculedescribing wordwhat kind, how manyadverbheedlesslyhow an action is donein what wayprepositionwith, from, to, beforerelationship of a substantive word to a verb, adjective, or nounhow, when, whereconjunctionand, because, althoughjoins dependent and independent clauseswhy, wherefore78Compare examples participants chose. This slide shows examples from the Answer key on page 115 of the participants manual.Discuss any areas of confusion. Phrases and clauses Whats the Difference?PhrasesAny group of words that are part of a sentence and work together.

noun phrase the old ladyverb phrase spoke softlyprepositional phrase to her care-giverClausesDependent: A group of words that contains a subject and a predicate but does not express a complete thought.

Independent: A group of words that contains a subject and a predicate that does express a complete thought.80Review the differences between phrases and clauses. These are important to know in order to identify difficult sentence constructions.Note that phrases do not contain a subject and a predicate; clauses do.

Phrases and ClausesPhrasesDependent ClausesIndependent Clausesin the atmospherethrough the hazethe red cargalloped quicklybetween the two slices of breadon the peninsulainside the fire stationafter the children left the roomunless the boat docks on timewhenever the two meetif we get there in timewhile she was preoccupiedMost teenagers have a curfew.Slowly the balloon descended.Jim studied for hours.It was challenging to meet the deadline.81Explain to participants that these are the pieces we can break a longer sentence into in order to understand it, and to compose it in writing.Sentence types Simple Sentence one single, independent clause with a subject and predicate.

Examples with single subjects and predicates:The girl loved her lizard.Wolves howl at the moon.Dogs are descended from wolves.p. 4083Three sentence types, and their variations, will be reviewed within this and the following six slides.Tell participants to begin teaching with simple sentences, the easiest for students to comprehend. These examples include one simple subject and one simple predicate. The following slide includes simple sentences that are not quite as simple! They include simple sentences with compound subjects and compound predicates.Compound Sentences Examples with compound (more than one) subjects, objects, and predicates:SIMPLE SENTENCESCompound subjectOur hero and his friends trudged on.Compound predicateJerry hung up his coat, strode down the hall, and marched boldly into the room.Compound objectThere he found some ink, a pen, some paper, and directions for filling out the form.Elaborated subjectOur bold, intrepid hero trudged on.Elaborated predicateJerry strode down the hall, into the room, and up to the platform where he began to give his speech.AppositiveStuart, a shy character, spoke quietly.84Review examples of these simple sentences, examining how they are not as easy to comprehend as the previous examples. The big idea? Students who have named and/or manipulated these sentence parts are more likely to process longer sentences efficiently and to compose them well. They are also more likely to understand the function of punctuation in showing meaningful relationships within a sentence. The structure of the sentence should be demystified.Compound Sentence two or more independent clauses linked by a coordinating conjunction.ConjunctionCausationReversal or ContradictionTime SequenceConditionalityandbecause, of, or,in order that, sobut, or, although, however, nevertheless, even though, yet, regardless ofthen, now, next, finally, as soon as, before, since, until, whenever, while, wheneitherorifthenunlesssince85This important chart suggests that there are easier, and more difficult, coordinating conjunctions. These, too, must be directly taught once students have mastered simple sentences.Complex Sentence Structures dependent clause(s) is attached to an independent clause.COMPLEX SENTENCESSubordinate clauseWhen I was home alone, I locked all the doors to the house.Participial phraseKnowing that he was right all along, the candidate stuck to his position.Relative clauseThe residents who welcomed new neighbors were friendly.Infinitive phraseTo feel as if one cannot keep up produces anxiety.Adjectives or participlesExhausted and bleeding, the soldier pleaded for help.86Complex sentences are the most difficult of all.Reading aloud to students in the early years allows them to hear and become informally familiar with these difficult sentence typessentences we use less often in our daily speech.Directly teaching complex sentence structures in both reading and written language helps support a students understanding of the propositions, or idea units, included within such sentences.Types of SentencesEach morning, cows are released into the field. Simple They know its important to rest because tomorrow will be another day. Compound As she rode her bicycle down the street, Mrs. Brown was chased by a terrier. Complex Hippos can close their mouths and hold their breath for about ten minutes. Simple In deep water, they like to sink to the bottom. Simple That way, a hippo can still breathe, see, and hear when most of its head is hidden under the water. Complex

87Sentences and answers are animated to appear individually as you discuss each example.Advance to each sentence and have participants hold up the appropriate label for the sentence type. Advance to show the correct answers, clarifying as needed.Punctuation Punctuation Matters!How do these two sentences differ?

Ive finally decided to cheer up, everybody!Ive finally decided to cheer up everybody!orSlow, children crossing.Slow children crossing.89Read these sets of sentences with prosody, allowing participants to hear the differences in meaning between the two. From Eats, Shoots, and Leaves: Why Commas Really DO Make a Difference! (Truss, 2006)

Look at the difference between this sentence90Have fun with the illustrations to this and the following picture.

Truss, L. (2006). Eats, shoots, and leaves: Why commas really do make a difference! NY: G.P. Putnams Publishing. Used with permission from the publishers.From Eats, Shoots, and Leaves: Why Commas Really DO Make a Difference! (Truss, 2006)

and this sentence!91Compare this illustration to the previous slide, without the comma!A professor wrote these words on the board and directed the students to punctuate:Woman without her man is nothing

92If time allows, share this fun example of how punctuation truly does make a difference for meaning!The men wrote:

Woman, without her man, is nothing.

93Share the way in which men punctuated.The women wrote:

Woman: without her, man is nothing.

94Compare this sentence, where women changed the meaning with punctuation!Topics Within the Study of Comprehensionwordsphrasessentences and inter-sentence connectionsparagraph and discourse structureReadingComprehensionmetacognitive strategiesintegration with knowledge of self and the world95The following section addresses the importance of comprehending how sentences are interconnected.CoherenceText Coherence:The result of cohesion in the text.It is clear, and makes sense as a whole.

Mental Coherence:In the readers mind, are the meanings clear?Local coherence = surface and text levels. Also refers to relations between adjacent sentencesMacro or global coherence = surface, text, and mental model. Also refers to whether the sentences are related to an overall theme. Cain pg. 5296 introduces these concepts.To achieve local coherence, the reader must make gap-filling inferences.To achieve overall, or macro, coherence, the reader must make bridging inferences.

Text CohesionA text is cohesive when the ideas hang together in a meaningful and organized manner. sentencesentencesentencesentence97Text cohesion, or hanging together, is achieved through the use of cohesive devices. The clothesline represents cohesion of the propositions, or idea units, within and between sentences.Once aware that coherence or clarity and oneness of a text is achieved through the use of cohesive devices, teachers should be able to notice these devices and help the students to notice them. In addition, they should become more aware of the inferences that a text is requiring students to make.

Cohesive Devices: Reference, Substitution, Ties, and EllipsisReference is the use of one word to refer to something already mentioned.

Pronouns are in this category.Sue and I met her brother at the show. We were on time.He, however, was late getting there and we missed the first scene.Called anaphors (Cains book) Devices that bind ideas together in a text are like the clothesline!reference 98There are several kinds of cohesive devices that are found throughout connected text. Use these slides to explain the different types of referential relationships in text. Stress that the names of the types of relationships are not as important as the information the references convey. Point out that cohesion in a text results from the authors skillful use of referents. Those texts with unclear or limited referents will be more difficult to comprehend.

Cohesive Devices: Reference, Substitution, Ties, and EllipsisSubstitution is renaming something already mentioned; not a pronoun.The verbal capacity of a reader also determines comprehension.Verbal reasoning can be improved with practiceDevices that bind ideas together in a text are like the clothesline!reference substitution99Review the use of substitution. It allows a reader to connect a previous idea with the synonym that follows.

Cohesive Devices: Reference, Substitution, Ties, and EllipsisLexical Cohesion is a repetition of key ideas.The mother dog meets all of the puppies needs herself. Her body provides warmth, safety, food, and companionship.The mother dog provides everything. She is the sole caretaker for about 8 weeks of the puppies lives. Devices that bind ideas together in a text are like the clothesline!reference substitutionlexical cohesion100Text that is repetitious is helpful for those students who have difficulties keeping the referents organized in their memories.Repetition, especially in dense text, is helpful!

Cohesive Devices: Reference, Substitution, Ties, and EllipsisEllipsis is reference that is implied, not stated.I asked her to be prepared for the trip.She said that she would [be prepared]. Devices that bind ideas together in a text are like the clothesline!reference substitutionlexical cohesionellipsis101The fourth cohesive device noted is listed slightly off the side of the clothesline since it is one that students have to work hard to comprehend. In an ellipsis words are omitted but a referent is implied. Students must assume what is left out through their connections with prior text.Ellipsis is not as easily understood as the previous cohesive devices.

The heated air above a fire rises in a pillar of smoke and burnt gases, pulling fresh air in from the sides to replace it. Firefighters use this fact when they fight fire with fire.(Anderson, Stone, & Burton, 1978)Marking Cohesive TiesFire Is FearsomeMark with arrows or other symbols the ways in which words and phrases refer to each other in this passage.For example:We will check your work on the following slide.102Here is an example passage with complex cohesive ties.Review the beginnings of this paragraph, which illustrates how to identify referents, circle them, and draw a line and arrow to the portion of the text to which the referent refers.Provide each participant with a copy of the handout, Fire Is Fearsome, which you can find in the LETRS Module 6 Presenters Kit Handout folder.Ask participants to circle referents, drawing a line and arrow to the complementary referent words or phrases, for the completion of this passage. Responses are found on the following slide.

Excerpt from Anderson, D.G., Stone, C. R., & Burton, E.A. (1978). New practice readers, 3rd Edition. Honesdale, PA: Phoenix Learning Resources.

Marking Cohesive Ties

These relationships are confusing! Be on the lookout to help students through the confusion.(Anderson, Stone, & Burton, 1978)103Once the exercise is completed, participants will see that this passage is not as easy to comprehend as they might have first thought.Tell participants that if they were going to help students see the difficulties in reading the text, they could show them a technique where they use arrows to connect the pronoun referents, word substitutions, and the cohesive ties.

Excerpt from Anderson, D.G., Stone, C. R., & Burton, E.A. (1978). New practice readers, 3rd Edition. Honesdale, PA: Phoenix Learning Resources.Inferences

Why Did She Do This?105When information is not forthcoming, readers must read between the lines.Ask participants why this child did what she did.Background knowledge regarding how one might eat the middle of a cream-filled cookie first is helpful!

A Readers Goal: Mental ModelGoal:Mental ModelLong Term Memory

Working Memory

Hmmm this text is not coherent.Guess I will have to fill in the gaps!

Text Base (meaning behind words)

Surface Code(words, sentences)

106Explain to participants that text without clear, cohesive information tends to be more easily misunderstood because the reader has to infer information that is not forthcoming in the text, thereby increasing the chance of errors in comprehension.Emphasize that teachers need to spend time reviewing a text before teaching it, and that one of the factors to consider is whether or not the text is coherent. When a text is not coherent or cohesive, the teacher must ensure that students make the proper inferences, clarifying the meaning of the text as needed and providing the background knowledge necessary for complete comprehension.

Two General Types of InferencesGap-filling inferences:Fill in gaps in the surface text.Also called necessary inferences in Cains book (required to establish links between parts of text and to make sense of the text as a whole) Bridging inferences:Connect the text meanings with your prior knowledge.Also called elaborative inferences in Cains book (an inference that enriches a persons representation of the meaning of a text, but is not strictly necessary to ensure comprehension)Making InferencesHow Inferences Can Go Wrong:Insufficient prior knowledgeIncomplete or inaccurate inferences made.

Erroneous inferencesInaccurate information becomes part of students mental model, further undermining comprehension in the future.

Concrete or fragmented thinkingCant understand the idea structure.108Review the difficulties that can result when students make inaccurate inferences. These errors not only impact the students understanding of the text at hand, but future comprehension as well.Read Between the Lines . . . .No, Honey, I dont want you to spend a lot of money on my birthday present. Just having you for a husband is the only gift I need. In fact, Ill just drive my old, rusty bucket of bolts down to the mall and buy myself a little present. And if the poor old car doesn't break down, Ill be back soon.

(from www.rhlschool.com)

109Enjoy this example of how one might make an incorrect inference given this conversation.Ask participants: What is the wife really saying?Practice With InferencesRead this passage:Most insects lay their eggs and leave them. Treehoppers, however, are better mothers. After laying eggs, the mother treehopper guards them. Lizards, birds, and grasshoppers are likely to go hungry around a treehopper nest, where the mother will stand on her hind legs and spread her wings to look as scary as possible.110Ask participants to read this passage as an example of a text that requires gap-filling inferences. Advance to the following slide to ask if participants can tell you what a treehopper really is, based on this passage.

What is a treehopper?111After reading the treehopper passage to participants ask them this question. They may not have a clear understanding, as many inferences had to be made from this passage.Survey some of their thoughts, advancing to the following slide to check their comprehension.Is This What You Had in Mind?

Treehopper112Is this what they envisioned?Perhaps not, as the text was not cohesive and multiple inferences had to be made. WordsText Base (underlying meanings)Treehoppers, however, are better mothers.Treehoppers are insectsAre better mothers than other insects who leave their eggsTreehoppers are not like most insects113Share with participants this example of how gap-filling inferences had to be made from this short sentence.Less-Skilled Readers . . . Younger or low-ability, low-knowledge readers may only bridge ideas between adjacent sentences while more-skilled readers will make connections between multiple sentences or links with implied organizational structures.Skilled readers make more inferences than poor comprehenders.Less-skilled readers who are poor at inferencing are less likely to:incorporate general knowledgeconnect sentencesanswer questions that tap into knowledge base .

(Oakhill & Yuill, 1996)114Review these facts regarding inferences and good and poor comprehenders.

Oakhill, J. V., & Yuill, N. (1996). Higher order factors in comprehension disability: Processes and remediation. In C. Carnoldi and J. V. Oakhill (Eds.), Reading comprehension difficulties (pp. 6992). Mahwah, NJ: Erlbaum.Discourse StructureScarboroughs Rope Model

Reading is a multifaceted skill, gradually acquired over years of instruction and practice.116Point out the literacy knowledge strand in Scarboroughs rope model.This is the section addressed within Chapter 4.Literacy KnowledgeDiscourse: chunks of language larger than a sentence

Discourse comprehension: creation of an integrated, coherent internal representation of the texts meaning (your mental model)117Define and discuss any confusion regarding these terms with participants.Participants are now moving forward into larger and larger chunks of information!

Organized Thinking Is RecalledGoal:Mental ModelLong Term Memory

Working Memory

Text Base (meaning behind words)

Surface Code(words, sentences)118Point out to participants that knowledge of discourse organization (the structure of narrative and expository text, primarily) helps us process incoming information and remember it. Knowing what to expect of a text helps us organize our thinking. For example, we should know where to look for main idea statements and summaries, what an introduction is for, and where the resolution of a storys problem is likely to be found.Narrative: An Aesops Fable (The Nurse and the Wolf) Be quiet now, said an old nurse with a child sitting on her lap. If you make that noise again, I will throw you to the wolf. Now it chanced that a wolf was passing close under the window as this was said. So he crouched down by the side of the house and waited. I am in good luck today, thought he. It is sure to cry soon, and a daintier morsel I havent had for many a long day. So he waited, and he waited, till at last the child began to cry, and the wolf came forward before the window, and looked up to the nurse, wagging its tail. But all the nurse did was to shut down the window and call for help, and the dogs of the house came rushing out. Ah, said the wolf, as he galloped away.

Moral of the story:Enemies promises were made to be broken. 119Review this short, yet illustrative, example of a special kind of narrative texta fable with a very predictable structure.Story GrammarCharactersSettingProblem or initiating eventCharacters response to problemAttempt(s) to solve the problemClimax and resolution

120Explain to participants that stories, or narratives, usually follow a format that defines this genre. Narratives may be fiction or nonfiction; they may be written in the third person or first person.Narratives are organized around a central problem that the main character(s) must solve or resolve and the action of the story moves forward toward that resolution. Make note of the story grammar outlines on page 58 of the LETRS Module 6 participants manual.At the most basic level, students can work with a story structure that conveys the sequence of events. Later, the dynamic of rising action and tension (suspense) can be grasped.Expository Text StructuresInformative, nonfiction text that puts out ideas.

ex = Latin prefix meaning out of

pos = Latin root meaning to put

121Review the meanings of the prefix and root structure of the word expository with participants.Enable students to dig for meaning.Topics Within the Study of Comprehensionwordsphrasessentences and inter-sentence connectionsparagraph and discourse structureReadingComprehensionmetacognitive strategiesintegration with knowledge of self and the worldThe Teachers Role122While all the domains of this figure are crucial to teach directly, Chapter 5 focuses on the last two sections.The teachers job is to get students to actively construct their own mental models and to facilitate that process. The teacher teaches students what to pay attention to when they read.

A Readers Goal: Mental ModelGoal:Mental ModelLong Term Memory

Working Memory

Surface Code(words, sentences)

Text Base (meaning behind words)

123All the strategies used before, during, and after reading serve the purpose of constructing an elaborate and accurate mental model of the meanings in the textand its meanings for the reader.

Metacognitive StrategiesIm not following this; I better reread more closely and find out what that word means .124Students must learn to react when the text is not making sense, instead of passively reading along without getting what the text is about. Teachers can promote self-correction and rereading during guided oral reading. Questions should prompt readers to get the meaning as they are reading.Guiding Inference-Making

So, why did that third pig escape the wolf that time? Would the wolf have fooled you?125The questioning process should be aimed at interpreting the text (making gap-filling inferences) and connecting students with the meaning of text in relation to their own lives (making bridging inferences).Strategies That Work (NRP)Monitoring ones own comprehension

Using graphic and semantic organizers

Generating questions

Using mental imagery

Summarizing

Answering questions126The National Reading Panel (NRP; NICHD, 2000) reviewed over 200 research studies on comprehension instruction. A meta-analysis showed that these strategies could be taught and learned, and were generally effective in improving comprehension in students from the intermediate grades and up.Very little research had been done on comprehension strategies in younger students.Willinghams Analysis of the NRPStrategy instruction can be effective.

Strategies that have not been studied thoroughly may still be of some benefit results are inconclusive.

Brief instruction may be sufficient; amount of practice needed will vary.

Instruction in strategies is most effective for grades 3 or 4 and beyond.

(Willingham, 200607)127Encourage participants to read Willinghams (2006; 200607) critique of comprehension strategy instruction.Review these caveats, as this may be new information to teachers.Make a note that strategy instruction did not appear to have a large effect size with young students in grades K, 1, and 2.The amount of time to teach a strategy is short; the amount of time needed to practice and implement the particular strategy may be brief or prolonged, depending on the student. There is little payoff for prolonged instruction or practice.

Willingham, D.T.(200607, Winter). The usefulness of brief instruction in reading comprehension strategies. American Educator, 30(4), 3945.Willingham, D.T. (2006, Spring). How knowledge helps: It speeds and strengthens reading comprehension, learning, and thinking. American Educator, 30(1), 3037.Queries During ReadingLets take a minute to address how queries can assist in your during reading portion of a lesson.

128Special consideration is given to queries here to help move teachers away from the typical assessment questions to those that help students dig deeply into the text for meaning.QueriesPreviously, questions were asked of students during reading for the purpose of assessing student knowledge.

Now, we want to ask questions in order to guide students as they try to construct meaning from the text.

This is a skill learned through practice!129Tell participants that you will now be focusing on what can be done during guided oral reading to foster deep comprehension.Explain to participants that you will be switching the typical focus when questions are asked during reading from one of assessment to one of instruction. Take a minute to discuss what this really means.During ReadingPose queries at critical junctures in text.Model the thoughts and questions of an inquiring reader by thinking aloud.Teach students to: (a) ask for clarification; (b) summarize; (c) anticipate; and (d) ask questions of the author as they read.Visualize or construct a mental image of settings, events, and concepts.130The strategies that help students engage the meanings of a text deeply include:asking questions at critical juncturesmodeling the thought processes that you use as you make inferences or ask questions helping students ask the questions during group discussionconstructing mental images as they readBuilding understanding is not simply extracting information. It is determining what information means.Since we are modeling the construction of meaning, it happens live as students read a text.These strategies can be used for either narrative or expository text.

Examples of QueriesWhat do you think the author is trying to tell us?How do you know?Why do you think the character said that?What have we learned about this so far?Was that part clear to you?Were you surprised here? Why?What problem is the person trying to solve?131Review this list of query examples. Ask participants how these might differ from questions. Queries attempt to get students to think like the author, thinking about what they are reading and continually checking for understanding. Questions often just check to see if students know a specific piece of information they just read. Review Terms and update your definitionslinguisticcontextbackground knowledgediscoursesituation modelsurface processingexpositorygenreanagramnarrativeidiomfigurative languageschemacoherencecompound sentenceinferencepropositions

Blueprint for Reading Comprehension- I DO

133Give participants time to read the story.Lead and guide participants through the steps in the plan.Refer participants to Chapter 5, page 77, for clarification about what to do.Refer to pages 121123 in the Answer Key in the Appendix of the participants manual for the specific steps to follow in the creation of this lesson plan.

Summary of main idea or understanding that students will take away from the reading

Preparation/Purpose for treading (shared with students (and introduction to content.

Challenges in the text itself (e.g. incoherent parts, complex sentences, idioms.)

Key Vocabulary and background information necessary to pre-teach

Segment the text. Identify points at which you will stop and ask questions.)Formulate queries at critical text junctures that will promote coherent representation of text meanings in students minds.

After-reading activities to:Deepen or clarify text meanings;Extend connections beyond the text;Connect back to the original purpose for the reading; Informally assess students comprehension

Blueprint for Reading Comprehension- I DO

140Give participants time to read the story.Lead and guide participants through the steps in the plan.Refer participants to Chapter 5, page 77, for clarification about what to do.Refer to pages 121123 in the Answer Key in the Appendix of the participants manual for the specific steps to follow in the creation of this lesson plan.

Summary of main idea or understanding that students will take away from the reading

Preparation/Purpose for treading (shared with students (and introduction to content.

Challenges in the text itself (e.g. incoherent parts, complex sentences, idioms.)

Key Vocabulary and background information necessary to pre-teach

Segment the text. Identify points at which you will stop and ask questions.)Formulate queries at critical text junctures that will promote coherent representation of text meanings in students minds.

After-reading activities to:Deepen or clarify text meanings;Extend connections beyond the text;Connect back to the original purpose for the reading; Informally assess students comprehension

Guided reading What is guided reading?structured, practical way of matching reading instruction to the diverse individual readers in the classroom.[A] teacher works with an individual student or convenes a small group of students to listen to them read and provide specific support that helps them use strategies to decode and comprehend text.

What is guided reading? Write down your definition of guided reading then turn to a partner and share your definition. Reveal the definitions that come from a variety of places. Lets read these definitions and then discuss how our definitions are similar or different. 148Guided vs Basal Reading Focus on skills and strategies for independence in reading leveled textFocus is on skills and strategies to read the selections of the basal text at grade level Variety of responses to readingCertain response to reading Flexible reading groupsEveryone reading same materials at same time unless the basal has differentiation build inIncorporated in all subject areas Reading is separate from other subjects unless the basal is a part of a comprehensive curriculum Group Activity

Read the selections on the handouts and sort into which describes guided reading vs traditional reading. 149Principals of Guided Reading Guided Reading is not choral reading, round robin reading, or popcorn reading.

Principals of Guided Reading Guided Reading is a form of small group instruction where students read a new text at their own pace following a well planned, supportive introduction.

Principals of Guided Reading Guided Reading is a time for students to practice, in a new text, those skills and strategies previously taught in a familiar text, and for the teacher to provide further support and instruction.

Principals of Guided Reading Guided Reading occurs for 10-15 minutes with an individual or in a small group setting. Students at the lowest level meet daily.

Principals of Guided Reading Guided Reading has (a) planned, specific instructional purpose(s) with explicitly identified teaching points.

Principals of Guided Reading Guided Reading instruction is differentiated according to the needs of the group of students and for prompting of individual students.

Principals of Guided Reading Guided Reading instruction uses a variety of texts at an instructional level (90-94% accuracy).

Principals of Guided Reading Guided Reading instruction provides the initial reading experience with a new text. This new text becomes a familiar text for the student to read again independently.

Principals of Guided Reading Guided Reading should have a balanced of the instructional time be used for fiction and nonfiction time.

Types of Guided Reading Guided Reading the Fountas and Pinnell Way Takes place in the context of a small group of students. Children in the group are able to read about the same level of text Goal is for students to read independently and silently Emphasis on increasingly more difficult material. Children are placed in groups and regrouped in a dynamic process. Part of a more comprehensive language arts program that provides balance. Guided Reading the Four-Blocks Way Children are NOT ability grouped. Teacher starts with whole group to present lesson and then connects students to text and provides appropriate support for success through formats (echo, choral, ERT, playschool, book club, partner, shared, etc.) . Grade-level and easier texts are used on a rotating basis. Emphasis is on comprehension skills and strategies, practiced and applied in the context of real reading . Only one part of a balanced approach to reading, 1 of the 4 blocks Guided Reading in Reciprocal Teaching & Collaborative Strategic ReadingSimilar in structure but a lot of emphasis placed on only a few strategies mostly metacogative strategies and turning the students into the teacher Literature Circles More of a book club type of approach where the group is joined based on the information in the text.

159Guided Reading is how we put it all together

Leveled text

Lexile A Lexile measure is defined as "the numeric representation of an individuals reading ability or a texts readability (or difficulty), followed by an L (Lexile)"[The Lexile scale runs from below 0L (Lexile) to above 2000L. Scores 0L and below are reported as BR (Beginning Reader) and scores above 2000L are reported as HL (High Level).

Example of Lexile TitleAuthorLexileThe Cat in the HatDr. Seuss260LClifford the Small Red PuppyNorman Bridwell330LThe Very Hungry CaterpillarEric Carle460LThe Giving TreeShel Silverstein530LCharlotte's WebE. B. White680LTwilight (novel)Stephenie Meyer720LWhere the Wild Things AreMaurice Sendak740LHarry Potter and the Philosopher's StoneJ. K. Rowling880LA Tale of Two CitiesCharles Dickens990LThe HobbitJ. R. R. Tolkien1000LGone with the WindMargaret Mitchell1100LA Brief History of TimeStephen Hawking1290LProblems with Lexile Children are steered away from text they might be interested in for text they are suppose to be able to readThere are flaws in the ratingTwilight is 720 (4th grade)The Liberty Mouse- Picture book is 830 (5th grade level) Determine a Lexile http://www.lexile.com/fab/

Fountas and Pinnell Levels Using general descriptions of important characteristics that define levels of books.

Early Emergent Books Consistent placement of print on each pageIllustrations provide high supportNatural language structureSome high frequency wordsOne/two lines of printPredictable, repetitive sentence pattern with one/two word changes aaABCDBecause of the structures of this type of book we can just into fluency practice immediately. Carefully choose books based on what the child has learned to allow them to practice the skills. 168Later Emergent Books Some punctuation conventionsIllustrations provide high supportRepeated sentence pattern every few pages Print in various positions on the pageVaried sentence patternsMultiple lines of printFamiliar objects and experiences Simple story line DEFGHIJThis type of book allows you to up the ante just a little bit. Once they become very fluent with the previous book, now it is time to change it up a little bit. There is still a pattern but it is varied just a little bit. This type of book becomes a bridge for the next type of book coming up. 169Progressing Levels Varied placement of print on page Natural language structuresVariety of simple sentences and lengthsMultiple lines of printMore punctuation conventionsSome repetitive sentence patternsIllustrations provide moderate to high support Variety of punctuation and fontsLonger stories

KLMNOPQTransitional Levels Conventional storyVaried sentence patternsMore print on pageSome literary languageVariety of literature selectionsIllustrations provide some support More varied punctuation and fonts

FGHIJKLFluent Levels Some challenging vocabularyLiterary terms and languageExtended story lines Variety of simple and complex sentencesLonger literature selections Fewer illustrationsMore print on a page

TUVWXYZMNOPQRSWhat Level? Danny and the Dinosaur

Transitional 173What Level? Cam Jansen

Level L Transitional to Fluent 174What Level? Greedy Cat

Level G Transitional 175What Level? Ms. Wishy Washy

Level E Late Emergent 176What Level? Cat and Mouse

Level B Emergent 177Assignments for Next Class: October 23, 2012Assignments Due: Exit SlipLinguistics Test Part Two Readings for Oct 23, 2012The Next Step in Guided Reading Chapter 2-6