updated :para professional pd reading presentation
TRANSCRIPT
Reading Beyond the Script: Engaging Reading Practices for ParaprofessionalsDR. SUSAN WEGMANNTHE BAPTIST COLLEGE OF [email protected]/SWEGMANN
Agenda for the Day
8:00-noon Fundamentals of Reading #1-412:00–1:00 Lunch1:00-3:00 Fundamentals of Reading #5-6
and Application of LearningDuring presentation, direct questions to
www.sli.do and #0707
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Reading – What is it? What is it not? Why the fuss?
Six areas of Reading plus Writing:1. Oral Language2. Phonological Awareness3. Phonics4. Fluency5. Vocabulary6. Comprehension
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"Literacy is the state of being able to participate fully in a to-and-fro interplay between person and text.”
Start at the very beginning. . .
Louise Rosenblatt’s Transaction Theory (Reader Response theory)
stance efferent aesthetic linguistic experiential reservoirevocation
A very good place to start. . .
Readiness to respond in a certain way. In the transaction theory, or reader response theory, there is a spectrum on which all people assume a stance.
Stance
Efferent
Aesthetic
Spectrum of Stance
When people read efferently, they are reading for the purpose of a later event. (test, questions, discussion, etc.)
Efferent Stance
This stance is characterized by an “in the moment” feel. . . when time escapes you and you are fully enjoying the reading event.
Aesthetic Stance
the accumulation of all our language and experiences to date. (More than just background knowledge.)
Linguistic Experiential Reservoir (LER)
When the reader and the text come together – a sort of synergy; each evocation is unique.
Evocation
I do not like them in a box.I do not like them with a fox.I do not like them in a house.I do not like them with a mouse.I do not like them here or there.I do not like them anywhere.I do not like green eggs and ham.I do not like them, Sam-I-am.
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State of FL EquationK-12 reading instruction will align with Florida’s
Formula for Success, 6+4+ii+iii, which includes six (6) components of reading: oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension; four (4) types of classroom assessments: screening, progress monitoring, diagnosis, and outcome measures; initial instruction (ii) including considerations for background knowledge, motivation, and the provision for print rich, explicit, systematic, scaffolded, and differentiated instruction, and the reading/writing connection; immediate, intensive intervention (iii): including extended time, flexible grouping, accommodations, and more frequent progress monitoring. Data from the results of formative assessments will guide differentiation of instruction in the classroom.
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19A Bit of Background on Reading Research
Preventing Reading Difficulties in Young Children (Snow, Burns, & Griffin. 1998)
National Reading Panel (2000)
Six Essential Components of Reading Instruction
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Some Essential Components of Reading Instruction
oral language
phonological awareness
phonics
fluency
vocabulary
comprehension
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Oral Language
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Oral Language Components: Phonology Vocabulary Grammar Morphology Pragmatics Discourse
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Research shows:1.Oral language development has profound impact on
children’s preparedness for kindergarten (Beck & McKeown, 2007).
2.Oral language development has implications throughout a student’s academic career (Cain & Okahill, 2007).
3.If quality of words is richer, academic performance is better (Hart & Risley, 1995)
4.If ELLs enter school without English spoken in home, their starting points are typically lower (Biemiller, 1998)
5.Low socio-economic status (SES) often means less background knowledge development, which effects oral and written language (NICHD, 2005).
6.Parents’ level of education (especially mother’s) and oral language development is correlated (NICHD, 2005).
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Close Interactive Read Aloud
Collaborative Discussion/ Debate
Intensive Vocabulary Instruction
Strategies to develop Oral Language Abilities
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Role Playing
Rehearsed Oral Performance
Language Frames
Strategies to develop Oral Language Abilities
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Open-ended questions
Jointly constructed academic writing
Explicit connections to Community and Content
Strategies to develop Oral Language Abilities
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Phonemic Awareness
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29Phonemic Awareness (think: auditory)
the ability to hear, identify, and manipulate individual sounds in spoken words
the sensitivity to, or explicit awareness of, sound structure in words.
can be done in the dark
Student with Phonemic Awareness deficits: Unable to hear the difference between sounds such as
short /i/ and /e/. Doesn’t enjoy Dr. Seuss, because they just don’t get it Can’t do rhyming tasks Often mispronounces words by substituting sounds in
words, such as pronouncing “train” as “chrain” Can’t blend isolated sounds to make words. I.e. They
may say /c/ /a/ /t/ = “kit”
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Some research: Students could be reliably identified as at risk
for reading failure, if they did poorly on phonemic awareness tests (Catts, 1991).
Deficits in phonemic awareness skills correlated directly to deficits in reading ability (Ackerman & Dykman, 1993; Pulakanaho et al., 2008)
Phonemic awareness skills can be taught (Byrne & Fielding-Barnsley, 1991).
Training is successful with older children and those with a disability (Scott, 1995).
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32Phonemic Awareness SkillsLess Complex
Word ComparisonRhymingSentence SegmentationSyllable Segmentation/BlendingOnset-rime blending/SegmentationBlending/Segmenting Individual PhonemesPhoneme Deletion and Manipulation
Sentence level Word level Syllable
levelOnset/Rime
Phoneme level
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Onset and rime
Direct Instruction
Isolated Sound Recognition
Strategies to use for Phonemic Awareness
Word, syllable, phoneme counting
Sound Synthesis
Sound to word matching
Strategies to use for Phonemic Awareness
Sound positions
Sound segmentations
Letter-sound associations
Strategies to use for Phonemic Awareness
Word to word matching
Sound deletions
Strategies to use for Phonemic Awareness
39Elkonin Boxes:Hearing Sounds Activity
Phonics
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41“Phonics instruction teaches children the relationships between the letters of written language and the individual sounds (phonemes) of spoken language.”
The goal [of systematic phonics instruction] is to enable learners to acquire sufficient knowledge and use of the alphabetic code so that they can make normal progress in learning to read and comprehend written language” (National Reading Panel, 2005).
Phonics teaching is a means to and end. . . Not the end itself!
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44Phonics SkillsLetter-Sound Correspondence
Irregular Word Reading Reading in Texts
Regular Word Reading
Advanced Word Analysis Skills
Adapted from Reading and Language arts (2002)
Adolescents with Phonics deficits: Less likely to encounter success with reading,
and therefore school assignments. More likely to drop out of school. More likely to experience a negative attitude
toward reading. Deficits can be explicitly taught. Academic language in content areas should be
explicitly taught. Focus on one or two strategies at a time.
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Word Families
Onset and meaning
New vocabulary- Elementary adolescents High School
Strategies to use for Phonics Development 46
Elongating sounds
Pattern knowledge
Variations in letter-sound relations
Strategies to use for Phonics Development 47
Teacher Talk
One-to-one matching
Strategies to use for Phonics Development
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49Elkonin Boxes:Words Activity
Fluency
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The ability to process (surface) and comprehend (deeper level) text with speed, accuracy, and expression.
52Take a Deep Breath
.nworb emoceb seye eht, detisoped sitnemgip elbaredisnoc fI .roloc evitinifed sti semussa siri eht ,ecafrus roiretna eht no raeppa ot snigeb tnemgip eht sA .roloc yarg-etals ro hsiulb a fo tceffe eht gnivig yllausu, eussit tneculsnart eht hguorht swohs reyal tnemgip roiretsop ehT .siri eht of ecafrus roiretna eht no tnemgip on ro elttil si ereht htrib tA.
53Fluency Skills
Automatic recognition of wordsSpeedAccuracyExpression
Repeated Reading with a purpose
Guided Oral Reading
Teacher modeling of a Read Aloud – Interactive read Aloud
55Strategies to Build Fluency
Shared reading – 4th grade 8th
grade
Taped reading
Strategies to Build Fluency 56
Reader’s Theatre- elementary high school
Vocabulary
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58Oral and Reading Vocabulary
Learning, as a language-based activity, is fundamentally and profoundly dependent on vocabulary knowledge.
(Baker, Simmons, & Kame’enui, 1998)
Effective vocabulary instruction:
Provides explicit, direct instruction of vocabulary words for a specific text.
Recognizes that repetition and multiple exposures to vocabulary items are important.
Employs words that are useful to the learner in many contexts.
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Effective vocabulary instruction:
Restructures tasks as necessary.
Activates engagement beyond definitions.
Uses technology when appropriate.
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Effective vocabulary instruction:
Wide volume provides incidental learning.
Uses a variety of strategies.
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62Strategies to enhance VocabularyWord Walls
Read alouds
List-group-label elementaryList-group-label high school
63Strategies to enhance VocabularyDefinition Mapping
Frayer Model
Semantic Map
Vocabulary: Definition MappingWhat is it? Definition What is it like?
What are some examples?
The Word
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Vocabulary: Definition Mapping
rodent
What is it? Definition What is it like?
What are some examples?
The Word
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Vocabulary: Definition Mapping
mammal
rodent
What is it? Definition What is it like?
What are some examples?
The Word
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Vocabulary: Definition Mapping
mammal
rodent
2 sharp front teeth
Gnaws on hard objects
Smooth, short fur
What is it? Definition What is it like?
What are some examples?
The Word
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Vocabulary: Definition Mapping
mammal
rodent
2 sharp front teeth
Gnaws on hard objects
Smooth, short fur
mouse rat squirrel
What is it? Definition What is it like?
What are some examples?
The Word
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Vocabulary: Frayer Model
Word
Definition
Examples Non-examples
Characteristics
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Vocabulary: Frayer Model
WordPolygon
DefinitionA mathematical shapethat is a closed plane
Figure bounded by 3 orMore line segments.
ExamplesHexagonSquare
TrapezoidRhombus
Non-examplesCircleCube
SphereCylinder
Cone
CharacteristicsClosed
Plane FigureMore than 2 straight sides
2-dimensionalMade of line segments
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Volcano
Gene
ral
Term
s
Composition
Acti
on
CharacteristicsResult
MountainMt. St. HelenSeattleWashington
Jolt Roaring Force Blast Bulge Impact Eruption Overwhelmed
DamageDestruction
Huge HoleEarthquakePowerfulViolentSuddenChokingTremendous
Poisonous
Gases
Heat
Rock
AshSteam
Vocabulary:SEMANTIC MAP
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Comprehension
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75Comprehension
The process of constructing meaning from written texts, based on a complex coordination of a number of interrelated sources of information.
76Comprehension SkillsSentence Structure and Meaning Students practice identifying important text elements and
arranging words to make sentences. Story Structure Students practice identifying the sequence of events
(beginning, middle, end) and story grammar (setting, characters, problem, solution, important events).
Monitoring for Meaning Students practice organizing information to gain meaning. Main Idea/Summarizing Students practice stating the main ideas in their own words. Students practice summarizing large sections of text.
77Comprehension Skills
Primary Grade Skills (K-3) Literal comprehension Sequencing Summarization
Intermediate Grade Skills (4-12)• Connecting ideas within the
reading• Comprehending complicated
sentences• Critically reading passages
78Comprehension Occurs
Prereading
During reading
Postreading
79Strategies to Build Comprehension:Prereading Activities
Preview the text 2nd Example
Make predictions- Text Graffiti
Complete a KWL KWHL chart
Connect to prior knowledge
80Strategies to Build Comprehension:During Reading Activities
Stop periodically and summarize what you have read.
Focus on the main idea and supporting details in each paragraph.
Visualize
81Strategies to Build Comprehension:After Reading Activities
Delete trivial information; Delete redundant information
Use single category labels to replace a list of smaller items/actions.
Summarize paragraphs
Questioning and Oral Feedback – self monitoring
Resources
ABCTeach: http://www.abcteach.com/ Literacy Essentials and Reading Network: (videos) http
://www2.nefec.org/learn/ FAIR Search Tool: (Strategies by grade level and topic) http://
www.fcrr.org/FAIR_Search_Tool/FAIR_Search_Tool.aspx Doing What Works Library: http://dwwlibrary.wested.org/library
Reading Beyond the Script: Engaging Reading Practices for ParaprofessionalsDR. SUSAN WEGMANNTHE BAPTIST COLLEGE OF [email protected]/SWEGMANN