the secret code of reading
TRANSCRIPT
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THE SECRET CODE OF READING
Thomas Baker,
Colegio del Verbo Divino,
Santiago de Chile
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OBJECTIVES
1. FIVE COMPONENTS OF READING2. INTERNATIONAL TEST RESULTS3. SIX INSTRUCTION TECHNIQUES4. PRACTICAL APPLICATION
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Activity: RPSSRead – Pair – Share - Square
♦ First, read the paragraph on the following slide to yourself.
♦ Next, discuss the paragraph with a partner. ♦ Then, make a list of the five most important
words/terms from the paragraph.♦ Finally, share your lists with another pair.
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“Some people there are, who, being grown;
forget the horrible task of learning to read.
It is perhaps the greatest single effort
that the human undertakes,
and he must do it
as a child.” John Steinbeck,Nobel Prize Winner for
Literature, 1962
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Univ. of Oregonhttp://reading.uoregon.edu/
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Univ. of Oregonhttp://reading.uoregon.edu/
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FLUENCY
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DYSFLUENCY
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Remember:
Fluent Readers….Read smoothly and easily.Group words into phrases.Read punctuation marks.Read like they are talking.
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Univ. of Oregonhttp://reading.uoregon.edu/
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Tier 1 Tier 2 Tier 3Description Basic words that
most children know before entering school.
Words that appear frequently in texts and for which students already have conceptual understanding, ie.
Uncommon words that are typically associated with a specific domain.
Examples clock, baby, happy, dog,taxi, radio
sinister, fortunate, permit, conductknowledge, adapt
isotope, peninsula, bucolic, cranium
(Beck, McKeown, Kucan, 2002)
Selection Criteriafor Instructional Vocabulary
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The Vocabulary Secret“To speak and write English in normal
situations you need at least 2000 words.” McCarthy and O’Dell (1999, pg4)
Words Text1000 72%
2000 79.7%3000 84.0%
4000 86.8%
5000 88.7%
6000 89.9%
15,851 97.8%
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VOCABULARY RESEARCHVOCABULARY RESEARCH“We do not learn a word from one meeting. Research tells us that it
takes between 5-16 meetings (or more) to ‘learn’ an average word.”
( Nation, Paul 1990: 41)
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Univ. of Oregonhttp://reading.uoregon.edu/
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Role of ICT – Leverage, if used well…
"Give me a lever, a fulcrum, and a place to stand, and I will move the world."
Archimedes of Syracuse (287-212 BC), quoted by Pappus of Alexandria, Synagoge, c. 340 AD
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Comprehension Strategies
Activate Prior Knowledge
Monitor & Repair Comprehension
Predicting QuestioningFinding Main
IdeasDrawing
InferencesVisualizing Summarizing
Synthesizing Evaluating(Allington, 2001; Dowhower, 1999; Pressley, 2002, Duffy, 2003)
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Univ. of Oregonhttp://reading.uoregon.edu/
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Report from the National Report from the National Research CouncilResearch Council
19981998
In 1995, the U.S. In 1995, the U.S. Department of Education Department of Education and the National Institutes and the National Institutes
of Health of Health
National Academy of National Academy of SciencesSciences
http://books.nap.edu/execsumm_pdf/6023.pdfhttp://books.nap.edu/execsumm_pdf/6023.pdf
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In 1999, New Zealand Ministry
of Education
Report of the Report of the Literacy TaskforceLiteracy Taskforcehttp://http://wwwwww..mineduminedu..govtgovt..nznz/web//web/
downloadabledownloadable/dl3853_v1//dl3853_v1/reportreport..pdfpdf
By 2005
“All 9 year old children will be able
to read…”
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In 1997, United In 1997, United States CongressStates Congress
National Institute of Child National Institute of Child Health and Human Health and Human
Development & U.S. Development & U.S. Department of EducationDepartment of Education
Report of the National Report of the National Reading Panel, Reading Panel, 20002000
http://www.nichd.nih.gov/publications/nrp/upload/report_pdf.pdf
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In 2003, Scottish Executive
Education Department
Dr. Rhona Johnston, Dr. Rhona Johnston, (University of Hull) & (University of Hull) &
Dr. Joyce Watson, Dr. Joyce Watson, University of St. AndrewsUniversity of St. Andrews
Clackmannanshire (5 Year Follow Up)
http://www.scotland.gov.uk/Resource/Doc/36496/0023582.pdf#search=%22insight%207%20accelerated%20reading%20and%20spelling%20with%20synthetic%20phonics%20watson%20johnston%22
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In 2005, Scottish Executive
Education Department
Dr. Rhona Johnston, Dr. Rhona Johnston, (University of Hull) & (University of Hull) &
Dr. Joyce Watson, Dr. Joyce Watson, University of St. AndrewsUniversity of St. Andrews
Clackmannanshire February 2005
(7 Year Follow Up) http://www.scotland.gov.uk/Resource/Doc/36496/0023582.pdf#search
=%22insight%207%20accelerated%20reading%20and%20spelling%20with%20synthetic%20phonics%20watson%20johnston%22
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In 2005, In 2005, Australian Australian
GovernmentGovernment
Department of Department of Education, Science Education, Science
and Trainingand Training
National Inquiry into the Teaching of
Literacy, December 2005
http://www.dest.gov.au/nitl/documents/report_recommendations.pdf
http://www.dest.gov.au/nitl/documents/report_recommendations.pdf
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In 2005, Irish Department of Education
& Science
Succeeding in Succeeding in Reading?Reading?
http://www.education.ie/servlet/blobservlet/http://www.education.ie/servlet/blobservlet/insp_succeeding_in_reading.pdf insp_succeeding_in_reading.pdf
“Teachers require additional support in
teaching reading comprehension skills…” (pg 28)
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In 2006, British In 2006, British GovernmentGovernment
http://www.standards.dfes.gov.uk/rosereview/report.pdf
Department for Department for Education and Education and Skills (DfES)Skills (DfES)
Independent Review Independent Review of the Teaching of of the Teaching of
Early Reading, Early Reading, March 2006 March 2006
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2002 National Institute of Child
Health and Human Development & U.S.
Department of Education
2006 - Report of the 2006 - Report of the National Literacy Panel for National Literacy Panel for
Language Minority Children Language Minority Children and Youthand Youth
http://www.cal.org/natl-lit-http://www.cal.org/natl-lit-panel/reports/Executive_Summary.pdfpanel/reports/Executive_Summary.pdf
““Instruction…in the Instruction…in the five five components of reading components of reading has has clear benefitsclear benefits for language for language
minority students.” minority students.”
(Executive Summary, pg 3) (Executive Summary, pg 3)
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National Literacy Panel (NLP) Executive Summary, (2002-2006)
♦Oral language proficiency in English is critical...but student performance suggests that it is often overlooked. (pg 4)
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USA Public School EnrollmentPre-K – 12th Grade
Year
1985 2005
TotalEnrollments
39.4 million 48.7 million
Spoke language other than English at home
3.8 million9%
10 million19%
Spoke English with difficulty
1.3 million
3%3 million
5%
National Center for Educational Statistics, 2006, pg. 34 http://nces.ed.gov/pubs2006/2006071.pdf
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www.wested.org/qtel
TX
WAMT ND
FL
ME
AR
SDOR
NV
NMAZ
WY
OK
KS
NE
MN
WI
IN
KY
TN
MI
OH
WV
MO
IA
ID
LA
MSAL GA
SC
UTVA
PA
NY
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The Big Surprise:More adolescent ELLs are native than foreign born
www.wested.org/qtel
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USA: FY 2007 BUDGEThttp://www.ed.gov/about/overview/budget/budget07/summary/edlite-section1.html
♦ $1.0 billion for Reading First ♦ $103 million for Early Reading First ♦ $669 million for English Language
Acquisition to help ensure that limited English proficient (LEP) students learn English...
♦ WHY SO MUCH MONEY?
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Margaret Spellings, Secretary of Education, USA
(October 10, 2006)
♦“90 percent of the fastest growing jobs require post-secondary education”...
♦ http://www.whitehouse.gov/ask/20061010.html (Retrieved February 7, 2007)
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21st Century Jobs
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TURN - & - TALK(3 Minutes)3 things I’ll
try to learn more about
3 things I’ve learned TODAY
3 things I knew
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What Test Scores Tell Us
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Research Indicates...
♦Girls read more than boys. (Barrs & Pidgeon 1994)
♦Girls consistently achieve better results than boys in reading tests. (Barrs & Pidgeon 1994)
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BOYS♦ spend less time reading.♦ have lower motivation.♦ do not value reading.♦ are less confident.♦ have less interest.♦ perceive themselves as
having lower reading skills than girls..
♦ Labercane & Shapiro, 1986; Baker and Wigfield, 1999; Gambell & Hunter, 2000; Millard, 1997; Solsken, 1993; Wigfield, Eccles, Yoon, Harold, Arbreton, Freedman-Doan, & Blumenfeld, 1997
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www.pirls.org
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PIRLS 2001♦Progress in International
Reading Literacy Study ♦ 4th grade girls performed better than boys in
all 35 countries where the assessment was administered.
♦ (10 year-olds tested)♦ Average score: 20 points higher.♦ http://timss.bc.edu/pirls2001i/pdf/P1_IR_ExecSum.pdf♦ http://isc.bc.edu/pirls2001i/pdf/P1_IR_Ch01.pdf
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PIRLS 2006 REPORT:DECEMBER 2007
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Programme for
International
Student
Assessment2000
2003
2006
2009
2012
2015
www.pisa.oecd.org
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PISA♦ “Females have significantly higher
performance (than males) in reading in all countries”... (15 year-olds tested)
♦ 34 out of 34 countries: PISA 2000.♦ 39 out of 39 countries: PISA 2003.
♦ Average score: 34 points higher.♦ Finland - Average score: 51 points higher.
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Correlation between Spending and Results
Source: UNESCO
Average Performance(Reading, mathematical, and scientific literacy)
Cumulative expenditure per child from beginning of primary education to age 15 in U.S. dollars
600
550
500
450
400
350
300
0 10,000 20,000 30,000 40,000 50,000 60,000 70,000 80,000
POL
MEX
IDNBRA
CHLARG
GRC
HUN
CZE
KOR
IRL
ESPDEU
PRT
GBR
BEL
FIN JPNCAN
AUS
NORFRA
SWE
ITA
DNK
CHE
USA
AUT
PER
http://portal.unesco.org/education/en/file_download.php/5d8f55178d66b02a76cbde3ff2697448figure3.29.pdf
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♦ Read-Alouds♦ Shared Reading♦ Guided Reading♦ Repeated Reading♦ Drama / Reader’s Theatre♦ *Book Club / Literature Circle♦ Silent Sustained Reading (SSR)♦ Independent / Extensive Reading
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“The more you read,
the better you get at it ;
the better you get at it ,
the more you l ike it ; and
the more you l ike it ,
the more you do it .”
Jim Trelease, (2001) The Read-Aloud Handbook
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PRACTICAL APPLICATION: THE LITERATURE CIRCLE
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1. Students choose their own reading materials.
2. Small, temporary groups are formed based on the reading materials the students have chosen.
3. Different groups read different text.
4. Groups meet on a regular, predictable schedule.
5. Students use written or drawn notes to guide their reading.
6. Discussion topics come from the students.
7. Group meetings aim to be open, natural conversations.
8. The teacher servers as a facilitator, not a group member.
9. Evaluation is by teacher observation and student self-evaluation.
10. A spirit of playfulness and fun pervades the room.
11. New groups form around new reading choices.
Basic Principles
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INTRODUCING A LITERATURE CIRCLE
♦Teach students social skills and thinking skills before the literature circles begin.
♦Start with a group of good students to serve as a model for others to follow. (and / or)
♦Show a video of a literature circle. www.teachers.tv (Reading Aloud with Michael Rosen) (and / or)
♦Roleplay a literature circle with other teachers.
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STUDENT ROLES♦ Use role cards to define students’ roles.
♦ 1. Discussion Director♦ 2. Smart Summarizer♦ 3. Word Wizard♦ 4. Curious Connector♦ 5. Passage Person♦ 6. Culture Collector
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LITERATURE CIRCLE JIGSAW
11 22 33 44 11 22 33 44 11 22 33 44 11 22 33 44
BASE GROUP
11 22 33 44 11 22 33 44 11 22 33 44 11 22 33 44
BASE GROUP
11 11 11 11 22 22 22 22 33 33 33 33 44 44 44 44
EXPERT GROUP10 Minutes
10 Minutes
5 Minutes
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Taught by methods Taught by methods that are…that are…
engaging & motivatingengaging & motivating
SUMMARYThe Five Keys to Reading
http://www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf
Phonemic AwarenessPhonemic Awareness
PhonicsPhonics
FluencyFluency
VocabularyVocabulary
Comprehension strategiesComprehension strategies
Identifying words Identifying words accurately and accurately and fluently.fluently.
Constructing Constructing meaning meaning once words once words are identified.are identified.
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CONCLUSION♦When teachers know and teach the five
components of reading, explicitly and systematically, we help students learn .....
♦“THE SECRET THE SECRET CCOODDEE of READING of READING”♦This is not easy, but...
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