EDUC 5325 Escalante King Palmer

1

• The Beginning
• (almost)

2
Theres a bear in a plain brown wrapper doing
flip-flops...
3
Examples of CB Slang from Smokey and the Bandit
(1977)

• That's Mr. Evel Knievel. He snuck in my back
  door, son, when I wasn't lookin'. You better
  flip-flop back here and gimme' a hand.
• Theres a bear in a plain brown wrapper doing
  flip-flops on 78, taking pictures and passing out
  green stamps.
• I just passed another Kojak with a Kodak, this
  place is crawling with bears.

4
Insert Lesson Here

• This is a test of a frontloading for lessons
  strategy. If this had been an actual lesson then
  more activities could be placed here.
• Perhaps a book about their construction.
• Maybe a story about people who happen to use them
  in a story.
• It could even have been a series of comparisons
  between CB radios users of the 1970s and chat
  room users of the 1990s.

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Frontloading, Constructing, and Extending Meaning

• Robert Escalante
• Elizabeth King
• Kyle Palmer

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Objectives

• Textual Evidence - Look at the research on these
  three literacy topics.
• Techniques - Identify some strategies for each of
  the three topics.
• Applications - Implement instruction within daily
  or weekly lessons using these strategies.

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Frontloading

• Frontloading is an assessment Frontloading
  activities can be used before reading to assess
  student conceptual, procedural or genre knowledge
  that may be necessary for success on subsequent
  reading tasks. Instructional activities and texts
  can then be monitored or revised to respond to
  student needs. -- Jeffrey Wilhelm

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Frontloading Connection

• Connect to prior knowledge. Similarities.
• Create background knowledge. History.
• Who, when, where, or category, etc.
• Why am I reading this?

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Frontloading Structural Awareness

• What type of format?
• Textbook.
• Instruction manual.
• Narrative story.
• How do I read this?
• Headings and subheadings.
• Graphics.
• Equations or formulae.
• Can I predict whats coming?

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Frontloading Strategy Awareness

• Why am I reading this?
• Main Ideas.
• Details.
• Formal assessment.
• How do I own it?
• Graphic organizers
• Predictions.
• Brainstorms.
• KWLS.
• What unique demands does this material make for
  comprehension?
• New vocabulary.

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Proficient Reader Prereading Habits

• Approach reading tasks confidently.
• Activate their background knowledge.
• Connect background knowledge to new learning.
• Know their purpose for reading.
• Make predictions and choose appropriate
  strategies.
• Set relevant, attainable goals.

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Research has demonstrated that proficient
readers display these key characteristics

• Strategic in monitoring the interactive processes
  that assist comprehension.
• Set goals that shape reading processes.
• Monitor their emerging understanding of a text.
• Coordinate a variety of comprehension strategies.
• Mental engagement.
• Motivated to read and to learn.
• Socially active around reading tasks.

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Proficient Readers Notice

• Main ideas or topics of the reading.
• Major themes or plots in the reading.
• Text structure and writing techniques.
• Significant details to support ideas.
• Writing style and methods of communication.
• Tone of voice and audience.
• Attitude, perspective, and bias.

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Students who Frontload

• Are more likely to search for main ideas. They
  spend less time pointlessly searching the text
  for data.
• Expect connections with what they read and what
  they already know.
• Make predictions about reading material, and then
  read to verify or reject their predictions.

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Seven Strategies for Reading Comprehension

• Activate Prior Knowledge - Strategic readers use
  what is known about the topic of a text and the
  way a text is organized to check their
  comprehension and make mental connections between
  new information and existing knowledge.
• Monitor Comprehension - Reading rate and
  strategies are adjusted when a reader needs to
  understand different kinds of text.
• Repair Comprehension - When meaning has been
  lost, fix- up strategies (such as re-reading and
  skipping ahead) are used by strategic readers to
  move back on track.
• Determine Important Ideas - Making predictions
  and identifying the most important ideas of the
  text come before, during, and after reading.
• Synthesize - Throughout reading, strategic
  readers mentally summarize information.
• Draw Inferences - Strategic readers combine prior
  knowledge with textual information to make
  inferences about the text. Gaps in understanding
  are filled in through prediction, inferences, and
  new ideas.
• Ask Questions - Questions are developed and
  answered by strategic readers throughout the
  reading of the text to activate prior knowledge,
  check comprehension, classify ideas, and focus
  attention.

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How many of the Seven Strategies for Reading
Comprehension match Frontloading?

• Activate Prior Knowledge
• Monitor Comprehension
• Repair Comprehension
• Determine Important Ideas
• Synthesize
• Draw Inferences
• Ask Questions

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Practical Applications

• How would YOU apply this in your classroom?

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Anticipation Guide

• An Anticipation/Reaction Guide utilizes a twin
  strategy to increase reading comprehension
  stimulate prior knowledge and experiences before
  reading and then reinforce key concepts after
  reading.

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Anticipation Guide

• The guide presents students with a series of
  leading questions to be answered in writing
  before reading.
• Students then share their answers in a class
  discussion designed specifically to "activate, or
  better "reactivate," prior knowledge. This review
  of prior knowledge helps students "connect" with
  the topic.
• Students read the text passage and then evaluate
  their written answers (prior knowledge). Students
  should note when their answers agree or disagree
  with the text's content.
• Finally, students engage in a summarizing
  discussion, expressing how the reading selection
  reinforced or challenged their prior knowledge.

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Anticipation Guide

• Outline main ideas in a reading selection. List
  five or six ideas using clear statements. (NO
  generalizations or abstractions!)
• Rewrite the statements as questions prompting
  students to make predictions based on their prior
  knowledge.
• Students write responses for each question. The
  responses should include textual evidence. The
  responses should be explanatory.

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Anticipation Guide

• Students openly discuss their predictions before
  reading. Note any recurring themes. Note any
  opposing viewpoints.
• Students read the selected passage. Students make
  comments on their written answer sheet, noting
  agreements and disagreements between predictions
  and the author's message.
• Discuss the comments as a class. Graph themes of
  agreement and disagreement. Focus on students
  ideas and attitudes that change.

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Constructing

• meaning does not reside ready-made in
  their text or in the reader but happens or
  comes into being during the transaction between
  reader and text L. M. Rosenblatt

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Strategies to Use During Reading

• Think-aloud.
• Predict, Locate, Add, and Note (PLAN). pre-,
  during, and post-
• Selective reading guides.
• Structured note taking.
• Expository Specialties.
• The uRGE multi-sensory method of active
  expository reading.
• Ghost lecture.

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Think Aloud in the Classroom

• Read out loud and tell the students what you are
  thinking. Model your thought processes as a
  reader.
• It helps to alter your tone, one voice as a
  reader and one voice as a thinker.
• Peer practice with partners using short passages
  of text (pairs or small groups).

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Think Aloud in the Classroom

• Try not to make invisible connections.
• Model, model, model.
• Peer teaching and small group.
• Practice, practice, practice.

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PLAN - Predict/Locate/Add/Note

• Predict - content of reading material based on
  prior knowledge.
• Locate - familiar and new ideas and vocabulary.
• Add - new ideas to students prior knowledge.
• Note - how new concepts can be used everyday.

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Steps to Predict-Locate-Add-Note (PLAN)

• Choose a passage with a well-defined central
  concept.
• Students scan the passage and make predictions
  about its content from titles, headings, key
  words, etc.
• Provide students with a graphical organizer and
  ask them to create a "map" of their predictions.
• The top of the map should contain a prediction of
  the overall content of the document.
• Each "arm" of the map should contain predictions
  about specific content items and "evidence"
  supporting these predictions (key words or
  phrases from the selection).

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Steps to Predict-Locate-Add-Note (PLAN)
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Steps to Predict-Locate-Add-Note (PLAN)

• Have students place an identification mark (an
  asterisk or question mark) by any unfamiliar or
  unknown information listed in their predictions.
  At this point, the "map" should clearly
  distinguish between known and unknown
  information.
• Next, have students carefully read the selection
  and evaluate their predictions. Students should
  "adjust" their "map" to better reflect their
  close reading of the document. Special care
  should be taken to add new information learned
  while reading.
• Finally, challenge the students to describe
  specific applications for this newly gathered
  information in "real world" tasks.

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Proficient Reader Habits While Reading

• Focus their complete attention on reading.
• Are able to read independently.
• Possess an extensive vocabulary.
• Use appropriate decoding/word attack skills.
• Read fluently.
• Monitor their comprehension.
• Use text structure.
• Adjust rate according to purpose.
• Read to learn anticipate and predict.
• Persevere with unfamiliar passage.
• Organize/integrate new information by searching
  for main idea, inferring, synthesizing, etc.
• Raise relevant questions.
• Create visual and sensory images.
• Use fix-up strategies when they dont understand.
• Strive to understand new terms.
• Use context clues.

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Strategies to Extend Reading Comprehension

• Strategy 1 RAFT reading

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Raft Reading

• Students ask themselves
• RoleWho is writing? What is the perspective?
• AudienceWho is the text being written for?
• FormatWhat form is the text? Is it a letter? Is
  it a speech? Is it an ad?
• TopicWhat is the text about? What is the main
  idea?

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Raft Reading

• Why its good
• Can be used for any subject
• Flexible applications (fiction, nonfiction)
• Combines reading with writing (higher level
  thinking)
• Gets students to be creative

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Raft Reading

• Give students a RAFT format chart.
• Students read text, thinking of RAFT questions.
• Students respond to text in format chart.

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Raft Reading

• Example Role
• Who is writing the piece?
• Whose voice do you hear?
• Is it a real person?
• Is it a character?

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Raft Reading

• Example Audience
• Who is the piece written for?
• Who should be listening?
• Who is the writer trying to talk to?

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Raft Reading

• Example Format
• What is the form of the piece?
• Is it fiction?
• Is it nonfiction?
• Do you recognize the format?

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Raft Reading

• Example Topic
• What is the piece about?
• What is the main idea?

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Raft Reading

• After students become familiar with RAFT, you
  can use it to inspire writing assignments.
• A class/individual can brainstorm answers to
  RAFT questions for their own writing.

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Raft Reading

• Try it!

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Strategies to Extend Reading Comprehension

• Strategy 2 Readers Theater

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Readers Theater

• Oral presentation of drama, prose, poetry by two
  or more students.

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Readers Theater

• Why its good
• Challenges both students speaking/listening
  skills.
• Provides a break from the typical reading
  activities.
• Hopefully increases motivation/love of reading.
• Gets students to be creative.

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Readers Theater

• Readers Theater can be
• Choral reading
• Puppet shows (for elementary school)
• Fully scripted plays
• Improvisational scenes
• Videotaped TV shows

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Strategies to Extend Reading Comprehension

• Strategy 3 Exit tickets

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Exit Tickets

• Assessment technique implemented at the end of
  class to give teacher brief snapshot of student
  comprehension of material.

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Exit Tickets

• Does not have to be used for formal assessment.
• Requires students to summarize a lesson or answer
  questions.

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Exit Tickets

• Why its good
• Gives teacher brief snapshot of student
  comprehension.
• Good time-saver.
• Gives students opportunity to show what they
  know.
• Serves as good lesson conclusion.

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Exit Tickets

• Your turn
• Write down three strategies youve learned in
  this presentation that you think you can use in
  your classroom.

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Proficient Reader Post-reading Habits

• Reflect on what they have read and add new
  information to their knowledge base.
• Summarize major ideas and recall supporting
  details, make inferences, draw conclusions,
  paraphrase.
• Seek additional information from outside sources.
• Feel success is a result of effort.
• Can independently gain information.
• Express opinions about or pleasure in selections
  they have read.
• Choose reading for the sheer joy of it.

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• THE END
• (almost)

53
References

• http//en.wikipedia.org/wiki/CB_slang
• http//www.myread.org/guide_frontloading.htm
• http//ccd.me.edu/mavea/bray-literacy-handout.pdf
• http//www.longman.co.uk/literacyobjectives/adv_ma
  rking.html
• http//www.ridoe.net/standards/reading/RIReadingPo
  licy.pdf
• http//vate.org.au/vate.nsf/7ae1cc82714ced28ca2570
  9c00803256/79312680446aa8a1ca2570f2001cdd43/FILE/
  ResponsetoLiteracyInquiry.doc
• http//www.alliance.brown.edu/pubs/adlit/alr_lrp.p
  df
• http//bms.westport.k12.ct.us/mccormick/rt/RTHOME.
  htm
• http//www.somers.k12.ny.us/intranet/reading/strat
  egic_reading.html
• http//www.justreadnow.com/strategies/plan.htm

54
More References

• Alexander, P.A. The Struggling Adolescent
  Reader A new Perspective on an Enduring
  Problem. Keynote presented at the Adolescent
  Literacy Workshop, sponsored by the National
  Institute of Child Health and Human Development,
  Washington, D.C., January 2002.
• Baumann, J.F. and Duffy, A.M. Engaged Reading for
  Pleasure Learning A Report From the National
  Reading Research Center. Athens National
  Research Center, 1997.
• Baumann, J.R. and Kameenui, E.J. Research on
  Vocabulary Instruction Ode to Voltaire.
  Handbook of Research on Teaching the English
  Language Arts. Edited by, J. Flood, J. Jensen, D.
  Lapp, and J.R. Squire. New York Macmillan, 1991.
  604-632.
• Beers, Kylene. When Kids Cant Read. Portsmouth
  Heinemann, 2003.
• Caverly, D., Mandevelle T., Nicholson, S.
  (November, 1995) "PLAN A study -reading strategy
  forinformational text." Journal of Adolescent
  Adult Literacy, 190-199.
• Duffelmeyer, F.A., Baum, D.D., Merkley, D.J.
  (1987). "Maximizing reader-text confrontation
  with an extended anticipation guide." Journal of
  Reading, 31, 146-150.
• Irvin, J., Buehl, D., and Klemp, R.M. Reading and
  the High School Student Strategies to Enhance
  Literacy. Boston Allyn and Bacon, 2003.

55
Still Some More References

• Lenski, Susan D., Wham, Mary Ann, Johns, Jerry
  L. (1999). Reading and learning strategies for
  middle and high school students. Dubuque, IA
  Kendall/Hunt.
• Manzo, A.V., Manzo, U. C., Estes, T. H. (2001),
  Content area literacy Interactive teaching for
  active learning. New York John Wiley Sons,
  Inc.
• Paris, S., Lipson, M.Y., and Wixson, K.K.
  Becoming a Strategic Reader. Theoretical Models
  and Processes of Reading. Edited by, R.B.
  Ruddell, M.R. Ruddell, and H. Singer. Newark, NJ
  International Reading Association, 1994. 788810.
• Readence, J.E., Bean, T.W., Baldwin, R.S.
  (1998). "Prereading strategies-anticipation
  guides." In Content area literacy An integrated
  approach (6th ed., pp. 159-161). Dubuque, IA
  Kendall/Hunt.
• Rosenblat, L.M. The Traditional Theory of
  Reading and Writing. Theoretical Models and
  Processes of Reading. 4th ed. Edited by, R.B.
  Ruddell, M.R. Ruddell, and H. Singer. Newark, DE
  International Reading Association, 1994.
  1363-1398.
• Schmar-Dobler, E. Reading on the Internet The
  Link Between Literacy and Technology. The
  Journal of Adolescent and Adult Literacy 47
  (2003) 80-85.
• Snow, C., Burns, M.S., and Griffin, P., eds.
  Preventing Reading Difficulties in Young
  Children. Washington, DC National Academy Press,
  1998.

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Cake for Dessert

• Readers Theatre Books
• Learning with Readers Theatre Building
  Connections, by Neill Dixon, Anne Davies, and
  Colleen Politano, Peguis, Winnipeg, Canada, 1996.
• Readers Theatre Story Dramatization in the
  Classroom, by Shirlee Sloyer, National Council of
  Teachers of English, Urbana, Illinois, 1982.
  Elementary.
• Readers Theatre Handbook A Dramatic Approach to
  Literature, by Leslie Irene Coger and Melvin R.
  White, Scott, Foresman, Glenview, Illinois, 1982.
  College.
• Stories on Stage Scripts for Reader's Theater,
  by Aaron Shepard, H.W. Wilson, New York, 1993.
• Presenting Reader's Theater Plays and Poems to
  Read Aloud, by Caroline Feller Bauer, H.W.
  Wilson, New York, 1987. Primary grades.
• Multicultural Folktales for the Feltboard and
  Readers' Theater, by Judy Sierra, Oryx, 1996.
  Grades 3-8 for reader's theater.

57

• THE END
• (nearly)

58
Icing on the Cake

• Multicultural Literaturehttp//www.mcreview.comh
  ttp//eric.indiana.edu/www/digbib/bibprint.cgi?fil
  enamemulticul.txthttp//www.pampetty.com/multiad
  olescent.htmhttp//www.cynthialeitichsmith.com/ne
  wreadingb.htmhttp//www.ala.org/BookLinks/v09/ara
  b.htmlhttp//www.seemore.mi.org/booklists/fiction
  .htmlMulticulturalhttp//www.mpl.org/file/cultur
  e_bklist_index.htm
• Picture Books for Young Adultshttp//childrensboo
  ks.about.comhttp//scholar.lib.vt.edu/ejournals/A
  LAN/winter94/Jones.html
• Reluctant Male Readershttp//www.guysread.comhtt
  p//www.kpl.org/nowreadthis/boybooks/default.htmh
  ttp//www.seemore.mi.org/booklists/Boys.txthttp/
  /www.bpl.org/WWW/KIDS/booklists/booksolderboys_htm
  lhttp//www.infopeople.org/bpl/teen/boys.htmlhtt
  p//www.bookloversden.com/bseries.htmlhttp//www.
  familyeducation.com/article/0,1120,22-15173,00.htm
  lhttp//www.ala.org/yalsa/booklists/quickpicks/
• Word of the Dayhttp//www.wordcentral.com

59
A La Mode

• Word Originshttp//www.wordorigins.org/home.htmh
  ttp//www.word-detective.comhttp//www.takeourwor
  d.com
• Word Origins with Latin/Greek Elementshttp//www.
  wordfocus.com
• How to Evaluate Websiteshttp//servercc.oakton.ed
  u/wittman/find/eval.htmhttp//www.library.cornel
  l.edu/okuref/research/webeval.htmlhttp//www.siec
  .k12.in.us/west/online/eval.htmhttp//lib.nmsu.e
  du/instruction/evalcrit.html
• Standardized Testing and Standards-Based
  Educationhttp//www.classwell.com/our_service/our
  service.htmlhttp//www.kidsource.com/kidsource/co
  ntent/standardized.testing.htmlhttp//www.nap.edu
  /books/0309062802/html/index.html
• Easier Reading Content Materialshttp//www.chem4k
  ids.comhttp//www.oldnewspublishing.comhttp//ww
  w.learner.org
• Authentic Teaching and Assessment in
  Mathhttp//www2.Hawaii.edu/suremath/home.htmlhtt
  p//www.tc.cornell.edu/Edu/MathSciGateway/http//
  mathforum.org/

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Cake Decorations

• Just Read Florida!
• No Child Left Behind
• Phyllis Hunter's Top 10 Publications for
  Implementing Research-Based Reading Programs
• International Reading Association
• National Institute for Literacy
• Children's Book Council
• IRA Choices Booklists for Young Adults, Children
  and Teachers
• National Science Teachers Association
  Outstanding Science Trade Books For Students K-12
  
• Children's Book Council Meet the Author and
  Illustrator Page
• John Newbery Medal Homepage
• Randolph Caldecott Medal Homepage
• Booklist Editor's Choice
• Children's Storybooks Online
• Carol Hurst's Children's Literature Site

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Sprinkles

• http//www.studyguide.org/teacherlinks.htm
• http//321know.com/
• http//www.eduplace.com/activity/index.html
• http//www.emints.org/ethemes/resources/S00000260.
  shtml
• http//www.emints.org/ethemes/resources/S00000969.
  shtml
• http//www.teachervision.fen.com/
• http//teachers.net/lessons/
• http//www.sasked.gov.sk.ca/docs/mla/read.htmlass
  ess
• http//www.sdcoe.k12.ca.us/score/actbank/trubrics.
  htm
• More Readers Theatre stuff!!!
• http//bms.westport.k12.ct.us/mccormick/rt/rtscrip
  home.htm
• http//www.loiswalker.com/catalog/teach.html
• http//www.aaronshep.com/rt/
• http//www.aspa.asn.au/Projects/english/rtred.htm

62

• THE END
• (no, really)

63
What? You believed that? Bwa-ha-ha-ha-ha!

• http//olc.spsd.sk.ca/DE/PD/instr/strats/raft/
• http//www.greece.k12.ny.us/instruction/ela/6-12/R
  eading/Reading20Strategies/RAFT.htm
• http//www.readingquest.org/strat/raft.html
• http//www.readinga-z.com/