Good Morning Please come in.

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Good Morning!Please come in.

• Dont forget
• To get coffee
• To turn off your cell phone

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Welcome to the NM RF October Mini-Institute

• Brought to you by the Western Regional Reading
  First Technical Assistance Center and
• New Mexico Reading First

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Todays Agenda

• Materials
• AM Schedule
• PM Schedule

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Special Thanks

• Dr. Anita Archer
• Dr. Joe Torgeson

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Important References

• Dr. Joe Torgeson, http//www.fcrr.org/
• Pacific Resources for Education and Learning,
  www.prel.org, A Focus on Comprehension, A
  Focus on Vocabulary

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Teacher Leaders

• Teachers who choose the path of teacher
  leadership . . . become owners and investors in
  their schools, rather than mere tenants, (Barth,
  1999).

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Vocabulary and Comprehension
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Vocabulary What We Know From Research
The most effective methods of teaching
vocabulary, so that it influences reading
comprehension, involve a balance of definitional
information, experience and repeated exposures to
words in multiple contexts.
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Remember the gap.

• A gap of 2,000 words between the average student
  and the students in the bottom quartile in the
  2nd grade!
• Repetition and multiple exposures to vocabulary
  items are important and essential.

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Levels of Word Knowledge (Stahl, 2003)

• I have never seen it before.
• Ive heard of it but I dont know what it means.
• I recognize it in contextit has something to do
  with
• I know it.

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Comprehension What We Know from Research
Multiple-strategy teaching is effective when the
procedures are used flexibly and appropriately by
the reader or the teacher in naturalistic
contexts, (National Reading Panel, 2000).
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Remember the gap

• 37 of 4th graders who took the National
  Assessment of Educational Progress (NAEP)
  performed in the below basic category and 59
  cored in the below proficient category
  (Biancarosa Snow, 2004).
• Many students in grades in 4 - 12 are struggling
  readers, approximately 3,000 students drop out of
  high school each day, (Biancarosa Snow, 2005).

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Proficient Readers . . .

• Proficient readers monitor their comprehension
  more actively and effectively than less
  proficient readers.
• Proficient readers are more likely to use a
  variety of active cognitive strategies to enhance
  their comprehension and repair it when it breaks
  down.
• Effective long-term instruction will most likely
  involve teaching students to flexibly use
  multiple strategies to improve their
  comprehension of text.

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Proficient Readers . . .

• Use comprehension strategies
• To relate ideas in a text to what they already
  know
• to keep track of how well they are understanding
  what they read
• and when understanding breaks down to identify
  what is causing the problem and how to overcome
  it, (PREL, 2004).

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Effective Strategy Instruction

• Effective instruction requires many opportunities
  for students to discuss and interpret text using
  the application of strategies as a way of
  structuring the discussion.
• The focus of strategy instruction should always
  be on constructing the meaning of the text.

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Effective Instruction . . .

• Effective strategy instruction always involves
  explicit description and modeling of strategies
  by the teacher.
• Effective strategy instruction always involves
  discussions of text in which the teacher
  scaffolds student strategy use.

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What does effective strategy instruction look
like?

• Card 15 - Procedure for Strategy Instruction
• Direct Definition
• Model
• Guided Practice
• Feedback
• Application

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Remember the procedure? It already includes all
the necessary components of effective strategy
instruction. Lets quickly review them . . .
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Steps 1 2
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Step 3
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Steps 4 5
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Reflection

• If a visitor came to your classroom last fall
  (before the summer institute) and this fall
  (after the summer institute) what differences
  would they notice?

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Active Participation
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In other words. . .

• Model I do Model
• Prompt We do Lead
• Check You do Test

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Active Participation

• Think
• Have students think and record responses.
• As students are writing, move around the
  classroom and recordtheir ideas and their names
  on an overhead transparency.
• Pair
• Have students share their ideas with their
  partners. Have them record their partners best
  ideas.
• As students are sharing, continue to record ideas
  on the overhead.
• Share
• Use the transparency for sharing with the class.
  

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Active Participation - Passage Reading

• Choral Reading
• Read selection with your students.
• Read at a moderate rate
• Tell your students, Keep your voice with
  mine.(Students may silently read material
  before choral reading.)
• Cloze Reading
• Read selection.
• Pause on meaningful words.
• Have students read the deleted words.(Excellent
  practice when you need to read something quickly.)

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Active Participation Partners

• Assign Partners
• Pair lower performing students with middle
  performing students.
• Give the partners a number.
• Sit partners next to each other.
• Utilize triads when appropriate.

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Reflection - Write it! Read it!

• What is the most effective active engagement
  strategy that you use on a regular basis? Why?

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Read Aloud Fast-Mapping
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Read Aloud Card
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Read Aloud The Why

• Enhance language abilities
• Increase vocabulary
• Enhance comprehension abilities

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Read Aloud The Why

• Gives students exposure to rich vocabulary.
• Provide students with a model of effective
  reading strategies.
• Models for students how to think about text in
  their journey towards becoming fluent and
  independent readers.

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Fast Mapping
Direct, brief explanation of meaning can
establish initial fast mapping of meaning.
Substitute critical unknown vocabulary with a
student friendly synonym or brief phrase.
As initially mapped words are encountered in
other contexts, their meaning is extended and
deepened.
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ELL Students and Reading Aloud

• Beneficial to ELL Students
• Aids in development of social and academic
  language.
• Increases vocabulary.
• Teaches students to determine between important
  and unimportant points about the text.

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ELL Students and Reading Aloud

• Especially important instructional strategies for
  ELL students during Read Aloud
• Use of background knowledge will support
  comprehension and vocabulary retention.
• Use of words students are already familiar with
  to define new words (fast-mapping pre-teaching
  critical vocabulary)
• High Risk (HR) These students have not learned
  many of the prerequisite skills assumed by the
  grade level comprehensive reading program.

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Effective Vocabulary Selection and Instruction
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Teach the Meaning of Critical, Unknown Vocabulary
WordsSelect Words for Vocabulary Instruction

• Select a limited number of words for robust,
  explicit vocabulary instruction.
• Three to ten words per story or section in a
  chapter would be appropriate.
• Briefly tell students the meaning of other words
  that are needed for comprehension.

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Teach the Meaning of Critical, Unknown Vocabulary
WordsSelect Words for Vocabulary Instruction

• General Guidelines
• Select words that are unknown.
• Select words that are critical to passage
  understanding.
• Select words that students are likely to
  encounter in the future and are generally useful.
  (Stahl, 1986)
• Focus on Tier Two words (Beck McKeown, 2003)
• Academic Vocabulary

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Teach the Meaning of Critical, Unknown Vocabulary
WordsSelect Words for Vocabulary
Instruction(Beck, 2002)
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Teach the Meaning of Critical, Unknown Vocabulary
WordsSelect Words for Vocabulary Instruction

• Another way to state it
• Goldilocks Words (Stahl Stahl, 2004)
• Not too difficult
• Not too easy
• Just right

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Teach the Meaning of Critical, Unknown Vocabulary
Words

• Robust, Explicit Vocabulary Instruction
• Attributes of good vocabulary instruction
• Multiple exposures
• Definitional information and contextual
  information
• Sufficient amount of instructional time to insure
  understanding of words
• Active engagement in instruction

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Teach the Meaning of Critical, Unknown Vocabulary
WordsInstructional Routine
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Pick a Grade Level Word

• K. SHABBY - when something is worn out from being
  used too much
• 1. CLUTCHING - holding tightly onto something
• 2. RAUCOUS - someone or a group of people that
  are making lots of noise
• 3. CONTRARY - two or more ideas or things that
  are against each other or completely different
• Prep it!
• Teach it!

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Background Knowledge Generating Questions,
Scaffolding
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Teach or Activate Necessary Background Knowledge.

• Why?
• Background knowledge has a profound effect on
  reading comprehension.
• General world knowledge is a strong predictor of
  reading ability. (Kosmoski, Gay and Vockell,
  1990)
• Students from low-income homes may have fewer
  life experiences and literacy-promoting
  activities resulting in less background knowledge
  and fewer schemas for supporting comprehension.

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Teach or Activate Necessary Background Knowledge
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Ask Appropriate Questions During Passage Reading

• Asking teacher-generated questions is one of the
  research-validated comprehension procedures
  outlined by the National Reading Panel.
• (NRP, 2000)
• Why?

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Ask Appropriate Questions During Passage Reading

• Why?
• Helps with recall
• Make connections
• Promotes active reading
• Helps students focus on critical information
• Models questions students should be asking
  themselves

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Ask Appropriate Questions During Passage Reading

• We can
• Generate questions on the text
• or
• Utilize the questions provided in the reading
  program

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Ask Appropriate Questions During Passage Reading

• Guidelines for Formulating Questions
• Divide the material into appropriate segments at
  natural junctures.
• Develop questions that will help students
  construct meaning.
• Focus on critical understandings.

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Ask Appropriate Questions During Passage Reading
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Ask Appropriate Questions During Passage Reading

• We can
• Generate questions on the text
• or
• Utilize the questions provided in the reading
  program

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Ask Appropriate Questions During Passage Reading

• Types of Questions Found Most Often in K-3
  Comprehensive Reading Programs
• Fact and Opinion
• Cause and Effect
• Compare and Contrast
• Main Idea and Details
• Draw Conclusions
• Make Inferences
• Summarize

What happens when you get to an inferential
question that the students cant answer?
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Scaffolding

• Building a support system for comprehension

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Ask Appropriate Questions During Passage Reading

• Scaffolding

Temporary devices and procedures used by teachers
to support students as they learn strategies.
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Scaffolded Learning

• Teacher modeling
• Guided Practice
• Independent Practice
• Application
• C. Eisenhart from the work of Pearson Gallagher
  (1983), Fielding Pearson (1994).

Student Mastery
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Making Tough Questions More Clear

• We can apply the same concept to answering
  questions.

Target Question Student answers questions with
support.
Target Question Student doesnt know.
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Case Scenario Chinatown

• K-1- Read the story aloud to the students
• or
• 2-3 - Read the story chorally
• Lets take a look at our story

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Chinatown
3) Everyday Grandma and I walk past the Dai-Dai
Restaurant. Roasted Chicken is my favorite but
Grandma likes duck best. 4) We always stop and
say hello to Mr. Wong the street cobbler. If our
shoes need fixing, Mr. Wong can do the job. Just
like new and at a good price, too, says Mr.
Wong.
1) Chinatown really wakes up when the delivery
trucks arrive. Men with handcarts move quickly
over the sidewalks and into the stores. 2) Every
morning Grandma and I go for a walk through
Chinatown. We hold hands before we cross the
street. Watch out for cars, Grandma, I tell
her.
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Building Up - Case Scenarios

• 1) An inferential question in the T.E.
• What can you tell about the relationship between
  the boy and his grandmother?
• 2) Students are not sure.

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Teacher Thinking Cap

• Look at the answer suggested in the T.E. and
  think of what answer you want from the students.
• He enjoys being with her and learning from her.
  (Teachers edition)
• The boy and grandmother love each other, they
  like spending time with each other. (Another
  acceptable answer)

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Teacher Thinking Cap

• Ask yourself What other questions can I ask to
  lead them to the correct answer?
• What are they doing in the story?
• How are they doing it?
• What do the pictures show us?
• What clues are given in the text?

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Case Scenario 1

• Teacher asks Look at the picture. What are the
  boy and grandmother doing?
• Students answer They are holding hands and
  walking.
• Teacher Thats right they are spending time
  with each other walking around the neighborhood.
• Ask the target question, So how do you think the
  boy and grandmother feel about each other?

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Making it more concrete

• If students still do not get it, ask a more
  concrete question.
• T When people hold hands does that mean that
  they like each other, yes or no?
• S Yes!
• T So how do you think the boy and his
  grandmother feel about each other?
• S They like each other.

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The Waterfall Case Scenario 2

• It was the middle of July when we drove way up
  into the mountains and backpacked up a creek.
• The banks were lined with poison oak so we wadded
  through the cold water - hip deep for my parents,
  chest deep for us - our backpacks balanced on our
  heads. . . . Then we waded against the little
  rapids deep into the canyon.

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The Waterfall Case Scenario 2

• I was the first one to the waterfall. Lets go
  up, I said.
• My brother grinned. If you go, I will, he said.
  
• I scouted a way, alongside the falls, and then we
  climbed like mountain goats. Mom hollered, Be
  careful! as if we wouldnt, and we inched out
  way up and up - the tips of our toes gripping
  thin ledges, our fingers finding cracks.

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Lets do one together

• The question is, How do the parents feel while
  the boys are climbing?
• Anxious the mother says, Be careful!
  (Teachers Edition)
• Nervous, excited, worried, concerned (other
  acceptable answers)
• Ask yourself what does the story tell us about
  how the parents feel.

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Case Scenario 2

• T How do you think the parents felt?
• S Happy! Tired!
• Your turn
• Independently write 2 questions to lead students
  to the answer
• The parents felt nervous, worried, scared,
  concerned about her sons.

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Case Scenario 2 Your Questions

• Independent

• Together

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Scaffolding Final thoughts

• Remember
• Go back to the text. What does the text
  specifically say that helps the students answer
  the question?
• Point students to the explicit text-based clues
  that help them answer the inferential question.
• Lead students to what we know from the story.

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What were your biggest challenges in trying to
implement these instructional strategies?
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Give one example of the positive impact the
instructional strategies had on student learning?