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Read, Write, and Learn!

Read, Write, and Learn!. Kim Larson Response to Intervention July 31, 2007. Reading is learning – connecting information to the knowledge that one already has, creating new knowledge and understandings. Vocabulary Development. Why Teach Vocabulary?.

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Read, Write, and Learn!

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  1. Read, Write, and Learn! • Kim Larson • Response to Intervention • July 31, 2007

  2. Reading is learning – connecting information to the knowledge that one already has, creating new knowledge and understandings.

  3. Vocabulary Development

  4. Why Teach Vocabulary? “Vocabulary is strongly associated with reading comprehension and is an integral component of reading instructional programs.” Baumann et al, 2005

  5. How Many WordsDo Students Know? • Entering school: 2,500 to 26,000 • Leaving college: 19,000 to 200,000 • What is agreed upon: students add approximately 2,000 to 3,500 distinct words yearly to their reading vocabularies Hiebert, 2005

  6. “A vocabulary instructional program should be multifaceted, or have multiple components.” Baumann et al, 2005

  7. Graves’ Four-Pronged Vocabulary Program • Provide Frequent, Varied, and Extensive Language Experiences • Teach Individual Words • Teach Word Learning Strategies • Foster Word Consciousness Graves, 2005

  8. Selecting Words to Teach Three sources can be useful: • Word lists • Selections students are reading, writing, or listening to • Students themselves Graves, 2005

  9. Word Lists • 25 Common Spanish-English Cognates • 1,000 Most Frequent Words in Text (Grades 3-9) • Word Zones List http://textproject.org/resources

  10. TeachingWord Learning Strategies More than 60% of the new words that readers encounter can be broken down into meaningful parts. Nagy et al, 1989

  11. TeachingWord Learning Strategies • About 230,000 words, 170,000 inflections, and another 100,000 proper names are to be found in printed school English (reading materials for students in grades 3-9. • This volume reduces to 88,533 word families. Nagy and Herman, 1987

  12. Prefixesand Suffixes That Account for Approximately 75% of Affixed Words White, Sowell, & Yanagihara, 1989

  13. FosteringWord Consciousness • Be a positive model – demonstrate how word play can be interesting and enjoyable and how word learning can be fun. • Have fun with words. • Promote student use ofvocabulary learned at school innon-school contexts. Graves, 2005

  14. Fluency

  15. Why Teach Fluency? “For the reader, fluency requires good decoding skills, the strategies to orchestrate these in reading real text, and comprehension to monitor what is being read to make sure it sounds like language.” Beers, 2003

  16. Why Teach Fluency? “For the teacher, listening to students read and charting their development in fluency is also a way to measure the effect of instruction and to provide input for further instructional planning.” Beers, 2003

  17. How Do YouTeach Fluency? • Modeling • AssistedReading • Guidance or Feedbackfrom a Partner • Appropriate Feedback Shanahan, Hasbrouck, 2005 Students benefit from:

  18. How Do YouTeach Fluency? Informational text is excellent for fluency practice as the important words related to the content that students are learning are repeated over and over.

  19. Samuel’s Model for Fluency Instruction • Student selects passage at correct level (not too easy, not too hard) – from 50 to 500 words • Make a chart for recording word-recognition errors and speed • Student reads selection; teacher or volunteer records speed and number of errors • Student practices reading selection on own • Testing-reading cycle is repeated until student can read on own with some degree of fluency - when goal is reached, a new selection is selected and process is repeated Jay Samuels, 1994

  20. Motivation and Engagement

  21. Key Components toSupporting Students as Readers: Motivation • Establish purpose • Reason for reading • Active, student-centered instruction Give students a reason to read!

  22. Classroom & Curriculur Practices for Engaged Reading • Relevance • Choices • Success • Collaboration • Thematic Understanding Guthrie, 2006

  23. Wide Reading

  24. Wide Reading “When instruction is designed to engage students in more reading and in reading more widely than they might otherwise do, when instruction is planned so that students write about their reading, students build their capacity to comprehend.” Underwood and Pearson, 2004

  25. Wide Reading Research suggests that if students read 20 minutes per day in school, and 20 minutes per day outside of school, there will be improvement in: vocabulary decoding skills writing skills fluency comprehension skills and there will be an increased motivation and interest in reading.

  26. Reading Volume: Reciprocal Effects The Results: Strong ReadingSkill Increased Reading Volume Increased Reading Volume Increased Motivation to Read Increased DecodingSkills More Rewarding Reading Experiences Increased Fluency Increased ReadingComprehension Increased Vocabulary

  27. Reading Volume: Reciprocal Effects By Contrast: Limited Reading Volume Poor ReadingSkill Limited Reading Volume Limited Motivationto Read Marginal Gains in Decoding Skills Unrewarding Reading Experiences Marginal Gains in Fluency Marginal Gains inReading Comprehension Marginal Gains in Vocabulary

  28. Reading Volume:Variance by Ability Average number of words read by good and struggling readers during five reading group sessions in 1st, 3rd, and 5th grades

  29. Estimated Differences for In-SchoolReading Volume for Middle Grades Words Read Per Year

  30. Strategy Instruction

  31. Effective Readers “When students are able to select appropriate skills to apply independently according to the task before them, strategic reading takes place.” Daggett, 2003

  32. Comprehension Instruction • Preparing for Reading Activities • Developing Vocabulary Activities • Understanding and Using Text Structure Knowledge Activities • Questioning Activities • Information Processing Activities • Summarizing Activities • Notetaking Activities • Voluntary or Recreational Reading Activities Flood, Lapp, and Fisher, 2003

  33. Writing

  34. Why Write? • *Improves reading skills • *Helps students formulate thoughts and ideas • *Allows students to use the words they are learning • *Allows students the opportunity to demonstrate comprehension through re-writing

  35. Beginning of Year:Building Confidence The reluctant writer… “I don’t have anything to write about!” “I don’t know how to write!”

  36. Beginning of Year:Building Confidence Choosing Topics Model Practice Explore Talk/Listen about Writing

  37. Supplies for an Effective Writing Environment • Writing supplies • - different types of writing tools - different types of paper • Word lists: teacher made, student made, purchased (dictionaries) • Books, magazines, newspapers, etc. • Markers, colored pencils, crayons for illustrations, tape, staplers… • Computers • Other …

  38. Components of a Writing Program • Daily Journal Writing • Writers Workshop, Writing Groups, Publishing • Writing in Response to Reading • Daily Sharing • Teacher/Student Led Mini-Lessons • Portfolio Collections

  39. Home/School Connection • Students take home selected pieces of writing on regular basis– include student pre-planning / parent response sheet for student support and documentation • Invite parents to participate in classroom writing activities • After-SchoolWriting Club that includes parents

  40. Resources Fisher, Brozo, Frey, and Ivey. 2007. 50 Content Area Strategies for Adolescent Literacy. Pearson-Merrill Prentice Hall: Upper Saddle River, New Jersey. Graves, Michael. 2006. The Vocabulary Book: Learning & Instruction. Teachers College Press: New York. International Reading Association - http://www.reading.org National Council of Teachers of English - http://www.ncte.org National Writing Project - http://www.writingproject.org

  41. Resources Nebraska Department of Education Continuous Improvement Toolkit - http://www.nde.state.ne.us/CIPToolkit Nebraska Department of Education Reading/Writing Website -http://www.nde.state.ne.us/read Nebraska Writing Project - http://www.unl.edu/newp TextProject - Freddy Hiebert’s website word lists and research articles related to reading instruction http://textproject.org Stillman, Peter. 1998. Families Writing. Calendar Island Publishers: Portland, Maine.

  42. Kim Larson • Reading/Writing Director • NE Dept. of Education • kim.larson@nde.ne.gov

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