Diagnostic & CorrectiveReading

Create our learning environment

Revisit the definition of reading

Go over chapter◦ Literacy learning theories◦ Reading models◦ ELLs and literacy practices◦ Relevant legislation related to literacy

Today’s GoalsToday’s Goals

Wilfred McDonald Wilfred McDonald PartridgePartridge

Discuss each graphic in terms Discuss each graphic in terms of the probe, What is of the probe, What is Reading?Reading?

/s/

Good Reader BehaviorsGood Reader Behaviors

Peter led Bridget into the waiting room.

◦ Visualizing◦ Recognized words quickly and assigned

meaning ◦ Made inferences/predictions about waiting

rooms- bk◦ Formed questions: age, why, what next?

Peter led Bridget into the waiting room. He realized that she was extremely nervous, so he gently suggested that she sit down.

◦ Everything from previous slide AND◦ Synthesized information◦ Confirmed prediction of doctor’s office (nervous)

or revised◦ Added to visual image◦ Feeling positive about Peter and his gentle ways

Peter led Bridget into the waiting room. He realized that she was extremely nervous, so he gently suggested that she sit down. Bridget ignored him and began to pace frantically. ◦ Using clues to predict/infer

◦ Monitoring comprehension METACOGNITION—aware of questions Why did Bridget ignore Peter? Argument? She is

nervous and nervous people might pace but frantically?

◦ Perhaps you want to figure it out????

Peter led Bridget into the waiting room. He realized that she was extremely nervous, so he gently suggested that she sit down. Bridget ignored him and began to pace frantically. The other patients watched her circumspectly, and several also began pacing.

◦Inference of doctor’s/dentist’s office confirmed—patients

◦Unsure of meaning of circumspectly Dictionary or used context clues to

guess “carefully or suspiciously”.

Peter led Bridget into the waiting room. He realized that she was extremely nervous, so he gently suggested that she sit down. Bridget ignored him and began to pace frantically. The other patients watched her warily, and several also began pacing. As a scream rang out from the inner office, Peter angrily forced Bridget to sit down.

◦ The plot thickened! ◦ Do you still like Peter?◦ Who was screaming and why?◦ You want answers!

Peter led Bridget into the waiting room. He realized that she was extremely nervous, so he gently suggested that she sit down. Bridget ignored him and began to pace frantically. The other patients watched her warily, and several also began pacing. As a scream rang out from the inner office, Peter angrily forced Bridget to sit down. Bridget moved closer to Peter who leaned down and tenderly scratched her ears.◦ Surprised? Did you predict a Vet’s office? A dog?

Led Other patients copied her pacing Powerful clues!

Turn and Talk: What does this tell us about reading??

(Caldwell, 2007)

Reading is a “complex system of deriving meaning from print that requires all of the following:◦ phonemic awareness.◦ phonics.◦ fluency. ◦ vocabulary.◦ comprehension.◦ motivation to read.

Put Reading First, CIERA and NIFL, 2001

Children need (p. 16)◦Access to a wide variety of interesting texts.◦ All students must have texts they can read.◦Writing and reading are reciprocal.◦ Students learn more in small groups and

tutoring settings (rather than whole class).◦ Many students need tutoring from an expert to

accelerate learning.

Constructivist Theory Zone of Proximal Development- Vygotsky Hierarchy of Human Needs- Maslow Critical Literacy Theory

◦ What one is capable independently and with the support of a more proficient learner

◦ Humans have basic needs such as physiological, safety, sense of belonging, esteem, and self-actualization.

◦ The ability to act on what has been read & analyzed.◦ Linking what you know to what is being taught.

ComprehensiveApproach

PhonicsLinguisticSight Word

Shared model which begins with end in mind.

Discuss this quote with an elbow partner!!!

Choose 1 area and discuss the questions with an elbow partner.

◦ Preschool◦ Elementary School◦ Middle School◦ High School◦ Current Habits

Productive

Silent

Intermediate Fluency

Early Production

ELL Stages: Put in orderELL Stages: Put in order

Elementary & Secondary Education Act of 1966

The America Reads Challenge Act 1997

The National Reading Panel Report 1997

No Child Left Behind 2001

Response to Intervention- reauthorization of IDEA (2004)

The Influence of Legislation The Influence of Legislation on Literacy Instructionon Literacy Instruction

Read syllabus

Read chapters 1 & 2

Complete a 3-2-1 on chapter 1◦ 3 Effective Practices for English Learners◦ 2 Possible Approaches in Sheltered Instruction◦ Scores on DeFord instrument (p. 13-14) with a

one sentence reflection based on score.

AssignmentAssignment

Collect 3-2-1.

Goals for Today-◦ Discuss effective teachers◦ Review Syllabus◦ Role of motivation

Write a characteristic/trait of an effective

teachers and/or coaches.

Discuss why Mr. Falker successful with

Patricia?

Did Mr. Falker exhibit any of the characteristics we identified? Add any new characteristics as a result of the read aloud and discussion.

Discuss p. 25- specific to literacy

Time Text Teaching Talk Tasks Testing

Which required assignments combined are worth 50% of your grade?

AIPs This is also your LIVETEXT assignment! pp.4-5. You will need to post one of your AIPs before Thanksgiving after is has been graded. On p. 10- rubric/self-assessment form; pp. 11-15(sample).

Due Dates 10/4 and 11/15.

Which assignment is due 10/25/11?

Teacher Interview (requirements on p. 6- rubric p. 17, sample pp. 18-19).

Name the alternate choice to the mid- term and final exam.

Service Learning Project (Carillon)- addendum to syllabus)

Due 12/6/2011

What are the participation/course reflection assignments?

This will vary each class (like 3-2-1). These will receive a rating pg. 4 (0-3). If you are absent and it is an in class activity you can not get credit for completion.

Can you earn and “A” if you miss 2 or more classes?

No.

4 Ways to Differentiate

◦Content-preassessments

◦Vary process/activities

◦Vary products

◦Learning styles

….frequently makes the difference between temporary/superficial learning and that which is permanent and internalized.

Adapted from Edmunds & Bauserman, 2006

Importance of MotivationImportance of Motivation

Discuss A or B with an elbow partner:

A. What concepts or skills have you learned that have stayed with you? Why do you remember these concepts and skills?

B. What is something that you have read recently which was difficult? What kept you trying to figure it out?

Requiring a less proficient reader to read aloud in front of peers.

John’s teacher puts an ice cream scoop on John’s ice cream cone when he reads a book. His friend Sarah has 20 scoops and he has 2.

Assign students independent reading based on text level only.

Motivating?? What Could you Motivating?? What Could you do to make the activity do to make the activity motivating?motivating?

1. Students become aware of competence

2. Emphasis on competition

3. Lack of interest in assigned reading

Edmunds & Bauserman, 2006

Why Motivation DeclinesWhy Motivation Declines

Day 3Day 3RED 4519Dr. Kelley

Finish Chapter 2: The Literacy Event- We already discussed the teacher

Student Role of Text Roles of Context and Task

Review Assessment Terms

Today’s GoalToday’s Goal

Stages of Reading Background Knowledge Skills Strategies Metacognition Cueing Systems Learning Styles/Multiple Intelligences

In your small group match the reading stage with to the correct description.

◦ Early Emergent◦ Emergent◦ Beginning Reading and Writing◦ Almost Fluent Reading and Writing◦ Fluent Reading and Writing

Reading Stages SortReading Stages Sort

“an awareness and knowledge of one’s mental processes such that one can monitor, regulate and direct them toward a desired end; self-mediation” (Harris & Hodges, 1995, p. 153).

Role of MetacognitionRole of Metacognition

www.spokaneschools.org/ElementaryLiteracy/Reading/Sec B.pdf

1. Syntax2. Semantic3. Graphophonic4. Pragmatic

Prompting based on cueing systems- HO 3-4.

Handout p. 5- Which is more like you?

Visual – 40% +/-of populationAuditory- 30% +/-Kinesthetic/Tactile- 5% +/-

1. Linguistic: Ability to use and manipulate languages.

2. Logical: Mathematical: Ability to understand causes and effects, to calculate

easily, and to think abstractly.3. Spatial: Ability to represent the spatial world in

one’s mind.4. Kinesthetic: Ability to use one’s body.5. Musical: Ability to hear rhythms and melodies.6. Intrapersonal: Ability to understand oneself.7. Interpersonal: Ability to interact with and understand

others.8. Naturalistic: Ability to discriminate among the parts

of nature.9. Existential: Ability to understand philosophies and

theories.

With Learning Styles partner view pictures and discuss person’s MI strengths and weaknesses.

Why does this matter?

85 % of everything children read should beeasy for them

15 % should be a bit of a challenge making it the Instructional level

0% at the difficult level because it provides noPurpose for learning

Richard Allington, 1996

Independent reading level (Accuracy 100-95%)

Instructional reading level (Accuracy 90-94%)

Frustration reading level (Accuracy 89% - below)

Three Levels of Text Difficulty (p. 32)

How do we determine text How do we determine text difficulty?difficulty?

1. By age (interests) 2. Grade Equivalent (readability by syllables in

words) 3. Lexile- SRI/FAIR 4. Gradient- Reading Recovery/Fountas & Pinnell

Length & number of words Size of font & layout Vocabulary & concepts Language structure Text structure & genre Predictability Illustrative support

pp. 33-37

Look at examples at table as examples

Review Handout-p.6Review Handout-p.6

Discussion

Guided reading (small group of students who are reading at same level)

Shared reading

Tutoring setting

Independent reading Reading along with tapes or CD-ROMs Paired reading Silent reading Discussions Integrating reading and writing Skimming, scanning, or abandoning

1. Open you reading book to any page with text.2. Read the page.3. Hold up a finger for each word you do not know.

◦ How many fingers are you holding up? See the chart below.

4. Now, can you remember what you read? If no, find a new book!!!

0-1 Fingers Easy Book2-3 Fingers Okay Book4-5 Fingers Challenging Book’More than 5 Fingers Too Hard!!!

Ch. 3: Types of Assessment (pp. 43-Ch. 3: Types of Assessment (pp. 43-49)49)

Formal/standardized (like FCAT, NRT, & CRT)◦ Tests with specific tasks given in a controlled

environment so that comparable measurements of students can be made

Informal (The focus of this class!)◦ Assessment through observation or other non-

standardized procedure