St. Peter Day 3

1. St. Peter Day 3

3. ACTIVITY Circle Group 1. Where are you at today? What are you thinking about? 2. What brings you joy? 3. So far, what strategies would you like to try?

4. READING LEVELS Independent level.  At this level students can read unassisted.   • Identify 98% or more of the words. • Comprehension scores are 90% or higher. • Independently reading, at this level or BELOW.

5. Instructional level.  At this level students can read with some assistance.   • Identify 90-97% of the words. • Comprehension scores are between 75% and 89%. • This level of reading material should be used for reading instruction.  • Need to provide assistance: story map, vocabulary help, scaffolded oral reading, or a story preview.

6. Frustration level.   • Students cannot be successful even with a lot of the teacher’s help.   • Identify 89% or less of these words. • Comprehension scores are less than 75%. • Avoid any type of reading at this level.   • Challenging students with frustration level material will NOT help them progress faster. • Reading at this level results only in frustrated students who learn that they can’t learn to read and that they don’t like reading.

7. To find reading levels • Find a graded reading passage • Count the number of total words • Student reads orally • Document the words miscued • Determine percentage

9. ACTIVITY Put the words in the correct category.

10. transition

11. Vocabulary Instruction

12. II. VOCABULARY 1. The amount of reading that students do has a positive impact on all areas of reading as well as vocabulary 2. Those who read less will encounter fewer words and will not develop their reading skills as quickly.

13. STRATEGY #1: PROMOTE WIDE READING 1. Your ideas?

14. STRATEGY #2: Purposefully Planned Vocabulary Infusion. PPVI 1. Identify words (general classroom conversation or instruction -unit). 2. Find sophisticated versions of these words or related words. 3. Plan places to purposefully substitute target words each day. 4. Finally, keep a tally of when and where you model target words. 5. Start by introducing 4 to 8 new words each week.

15. STRATEGY #3: ETYMOLOGY MINI-LESSON 1. Mini-lesson (1 to 2 minutes) on the origin of root word encountered in text or conversation 2. www.etymonline.com 3. Find related words. Congregate, congress, congregation. a. Words with ___ in them. 4. Create posters or Graphic Organizers.

16. STRATEGY #4: SYNONYM-ASSOCIATION

17. Scaffold: select three synonyms from the synonym box.

19. STRATEGY #5: CLASSIFYING WORDS • Students are given 2 or more target words for categories • Provided a box of related words (synonyms and/or associations • Students put the right word in the target word category • Younger children use 3x5 cards

23. STRATEGY #6: VOCABULARY RATING 1. Pre-post reading/lesson activity 2. Pre- students rate their level of knowledge 3. Post- students rate their knowledge again 4. Effective small group activity

24. STRATEGY #7: SEMANTIC FEATURES ANALYSIS • Target words are listed in the vertical column on the far left. • Descriptors or semantic features are listed along the horizontal axis at the top. • As the words are encountered in the text, students check the semantic features that apply. • This can also be done as a pre-post reading or lesson activity in pairs or small groups.

25. Invites students to add depth and dimension to their word knowledge • Can be used when teaching concepts. • Pre-during reading or pre-post reading

26. A German Shepherd went to the telegram office, took out a blank form, and wrote: "Woof. Woof. Woof. Woof. Woof. Woof. Woof. Woof.“ • The clerk examined the paper and politely told the dog: "There are only nine words here. You could send another 'Woof' for the same price.“ • "But," the dog replied, "that would make no sense at all."

27. Eventually you want to get students creating these for their journals, posters, or bulletin boards. III. VISUAL DISPLAYS AND GRAPHIC ORGANIZERS

28. STRATEGY #9: RELATED WORD FORMS After an etymology mini-lesson, post related word forms so that students can see the relationship between words.

29. Mini-lessons on prefixes and suffixes.

30. STRATEGY #9: CONCEPTUALLY RELATED WORDS 1. Teaching concepts. 2. Theme or story. 3. Provides context

31. STRATEGY 10: SEMANTIC MAPS AND CONCEPTS MAPS 1. Semantic maps display new words in a way that shows their relationship to other words or ideas 2. A concept map is a top-down diagram showing the relationship between concepts

32. STRATEGY 11: VOCABULARY MAPS • Vocabulary maps, word maps or definition maps. • Salient elements - target word, a definition, properties or descriptors, and some examples. • Adopt and adapt to suit your situation

38. ACTIVITY: The Word Game • Small group game • Each group selects a ‘pitcher’ • Pitcher given a list of words • Each turn, pitcher must get group to say the target word without using the word or a form of the word in 10 seconds. • If group misses, the other group has a chance to steal.

39. Transition Three criminals are sentenced to exile in the desert and can only bring one personal item. "I brought a loaf of bread, so when I get hungry, I'll have something to eat," said the first criminal. "I brought a water skin, so that when I get thirsty, I'll have something to drink," said the second. The third criminal looks proud of himself. "I brought a car door, so when it gets hot, I can roll down the window."

40. Comprehension

41. III. COMPREHENSION • Comprehension involves thinking • Improve comprehension by improving thinking. • Efficient readers approach narrative and expository text differently. cognitive operations used by effective readers

42. STRATEGY 12: STORY GRAMMAR • Story pre-view • Scaffolded- during reading (some or all - as they are encountered

43. STRATEGY 13: CREATIVE PROBLEM SOLVING 1. Introduce story problem before (pre-reading strategies) 2. Generate ideas 3. Find solution to problem they will encounter

44. STRATEGY 14: PREDICT-O-GRAPH 1. Guess based on clues and knowledge 2. Pre-reading, story preview and prediction 3. During-reading, stop, what happens next?

45. STRATEGY 15: VISUALIZE 1. Most basic part of reading narrative text 2. Designated placed, stop 3. Students describe mental images (write, tell, draw)

46. To extend and enhance, have students trade their mental images with another student or pass them around in small group. Students should add one item or thing to the written or drawn description before passing it to the next person.

47. Around The World. • This is a post-reading activity. • Identify an event or specific place in the story. • In small group, the first person says, “In this scene I see …” and inserts something that could logically be found in that scene. • The second person repeats the phrases with the first person’s item and adds another. • The goal is to keep it going as long as possible. • The activity ends when students either cannot remember the previous elements or cannot think of anything else to add to the scene.

48. STRATEGY 16: COMPARISON CHART

49. STRATEGY 17: STORY MAP • A story map is any visual representation of the story plot that lays out the story events so that you can see them in order. • Pre-reading activity. • During- or post-reading activity. • Open-ended activity