RRET Reading Resources for the Effective Teacher

1. RRET Reading Resourcesfor the Effective Teacher Click on picture to begin

2. Course Information Instructor Information: Name Email Phone Number Course Description: With the push of No Child Left Behind, teachers will be required to strengthen their reading backgrounds across all subject areas. Reading Resources for the Effective Teacher (RRET) will consist of a number of strategies, resources, and skills that the educator can immediately use in their classroom.

3. Access Website Access Website and successfully navigate • Navigate to site • Read General Information • Go to Main Menu • Begin with Strategy 1 and navigate through the four sections of the strategy • Apply what you have learned by completing the activities that are required under the Assessment Section • Go back to the Main Menu and begin strategy 2 • You should work through one strategy a week • Each week you will print your lesson plan that integrates that strategy and keep it in your portfolio • Prepare a weekly email to the instructor that reflects the successes and weaknesses of your implementation of the specified strategy

4. Inservice Point Requirements • Develop lesson plans that integrate specific reading skills and keep in a portfolio • Implement and apply the reading strategies across the curriculum and reflect on the lessons • Recognize benefits of teaching reading strategies across the curriculum

5. PC Windows 98 256 RAM Sound Card and Speakers Internet Explorer 5.5 and above 1024 x 768 Mac OS X (and above) 256 RAM Sound Card and Speakers Safari or Internet Explorer 5.5 & above 1024 x 768 Hardware and Software Requirements

6. Main Menu End

7. Strategy 1Context Clues Click on picture to begin Main Menu

8. What are context clues? Context clues are hints about the meaning of an unfamiliar word that are presented in the words, phrases, and sentences that surround the word. Context clues include definitions, restatements, examples, or descriptions. Since students learn most word meanings indirectly, or from context, it is important that they learn to use context clues effectively.

9. Why are context clues important? • Saves the reader time, effort and trouble, so that they do not have to consult a dictionary. • It allows readers gain confidence while reading because the reader’s experiences will help them determine the meanings of unfamiliar words. • Most students learn word meanings indirectly, or from context.

10. How do you teach the use of context clues? • When a student comes to an unknown word here are some strategies that you can teach them to discover the meaning on their own so that they do not always have to consult a dictionary.

11. How do you teach the use of context clues? • Decide if you need to know the meaning of the word in order to comprehend the sentence or the paragraph. If the word is unimportant, skip it. If it is important, use the following strategies to figure out the meaning. • The word ISimportant if: • You cannot understand the main idea • The word is in the title or the subtitle • The word is the subject or main verb of a sentence • The word is repeated • You do not feel contented without understanding a word

12. How do you teach the use of context clues? • Often another sentence either before or after the sentence with the new word will define, explain, or describe the meaning for the word. So look at the sentences or words around the unknown word to help you define it. • Imagine that there is a blank line where the unfamiliar word is. Then substitute a word that you know in the space. This word will probably be similar in meaning to the word that you don’t know, as long as the sentence still makes sense. • Use your background knowledge or draw from your own personal experiences if a context clue does not seem to be apparent.

13. How do you teach the use of context clues? • Look for punctuation clues. Sometimes the definition is apparent because of the way the sentence is punctuated. • Using antonyms and synonyms can help you figure out the meaning. Look for words that tell the opposite of what the new word means. • Look for contrasts or comparisons in the area surrounding the word. • Check to see if the author has given you an example of the word.

14. Assessment Now that you have learned a new reading strategy it is time to apply what you have learned. 1. Write a Lesson Plan: Write a lesson plan that integrates the strategy that you have just learned about Print it out and put it into your portfolio, you will turn in your portfolio at the end of the course 2. Implement the Lesson: Try your lesson with your students Be sure to note any success, weaknesses, and changes that you notice or might want to add 3. Email the Instructor: Prepare and email message that includes two paragraphs In the first paragraph discuss how the lesson went and the student response In the second paragraph discuss any changes to the lesson based on your successes and weaknesses from this first trial lesson.

15. Resources • http://vclass.mtsac.edu:920/readroom/context.htm • http://www.nifl.gov/partnershipforreading/publications/reading_first1vocab.html • http://www1.fccj.edu/shughes/context_clues_explanation.htm Main Menu

16. Strategy 2 Author’s Purpose Main Menu Click on picture to begin

17. What is author’s purpose? Author’s purpose is the reason that the author wrote the text or passage. Some writer’s do not directly state their general purpose and the reader must use indirect clues to determine it. The author’s purpose will usually fall into one of the three board categories: to entertain, to inform or to persuade.

18. What is author’s purpose? • Entertain:will tell a story or describe someone or something in an interesting way. • Inform: will explain something to the readers or provide them with the knowledge they did not possess before. • Persuade: tries to change our opinions or positions by appealing to our emotions

19. Why is the author’s purpose important? • It helps students understand the main idea of the passage. • It helps the reader to comprehend as they read. • Students understand why the author wrote the passage.

20. How do you teach author’s purpose? Teach the students the three reasons that an author will write a passage. Entertain: The author will tell a story that will make you laugh or amuse you. Inform: The author will try to teach you something. Persuade: The author will try to convince their readers to believe something. After they are familiar with the three categories show the students how to apply the concepts to different texts that have different purposes for being written.

21. How do you teach author’s purpose? The teacher will read different passages with a variety of author’s purposes. After reading a different example, the teacher will model how to decide the author’s purpose by using questioning techniques like: • Did the author try to make me laugh? Entertain • Did the author want to tell me a story? Entertain • Did the author try to amuse me? Entertain • Did the author give me facts? Inform • Did the author try to teach me something? Inform • Did the author try to convince me? Persuade • Did the author want to change my opinion? Persuade

22. Assessment Now that you have learned a new reading strategy it is time to apply what you have learned. 1. Write a Lesson Plan: Write a lesson plan that integrates the strategy that you have just learned about Print it out and put it into your portfolio, you will turn in your portfolio at the end of the course 2. Implement the Lesson: Try your lesson with your students Be sure to note any success, weaknesses, and changes that you notice or might want to add 3. Email the Instructor: Prepare and email message that includes two paragraphs In the first paragraph discuss how the lesson went and the student response In the second paragraph discuss any changes to the lesson based on your successes and weaknesses from this first trial lesson.

23. Resources • http://www.oswego.org/testprep/ela4/j/authorpurposep.cfm Main Menu

24. Strategy 3 Main Idea & Supporting Details Click on picture to begin Main Menu

25. What is the main idea? The main idea of a passage or reading is the essential thought or message. It refers to the point or thought being expressed. The main idea of a text is the author's message about the topic. It is often expressed directly or it can be implied.

26. What are supporting details? Supporting details help you understand the main idea. They tell you more about the main idea and make the main idea stronger. Why are the main idea and supporting details important? • They help students retain important information. • They increase comprehension. • It improves the reader’s ability to construct meaning.

27. How do you teach the main idea and supporting details? 1. When teaching how to find the main idea, you must also be able to identify the supporting details. 2. The supporting details are an essential part of discovering the main idea. 3. Discuss with the students that there are three important levels to information in a text: Most important – Main idea Less important – Supporting details Least important – Everything else

28. How do you teach the main idea and supporting details? • Teach students to find the main idea whether it is explicit or implicit. Have students ask the question “Who are what is this paragraph or text about? • Explicit - when the main idea is directly stated. Main ideas are clearly stated somewhere in the text. They are usually located at the beginning of a paragraph or text. Main ideas can also be found the concluding sentences as well. Implicit – when the main idea is not obvious or clearly stated. It is more difficult to identify a main idea when it is inferred or implied. It can be implied through other words in the paragraph. Several sentences in a text can imply the main idea by establishing facts about the topic before actually stating the topic.

29. How do you teach the main idea and supporting details? • Teach students to identify the supporting details. • As you read, try to locate the most important facts that directly explain the main idea. • The supporting details may give examples or further explain the facts and ideas of the text. • Here are some types of supporting details: • Illustrations • Facts and Statistics • Reasons • Descriptive details • Methods or steps • Comparisons and contrasts

30. Assessment Now that you have learned a new reading strategy it is time to apply what you have learned. 1. Write a Lesson Plan: Write a lesson plan that integrates the strategy that you have just learned about Print it out and put it into your portfolio, you will turn in your portfolio at the end of the course 2. Implement the Lesson: Try your lesson with your students Be sure to note any success, weaknesses, and changes that you notice or might want to add 3. Email the Instructor: Prepare and email message that includes two paragraphs In the first paragraph discuss how the lesson went and the student response In the second paragraph discuss any changes to the lesson based on your successes and weaknesses from this first trial lesson.

31. Resources • http://users.dhp.com/~laflemm/reso/mainIdea.htm • http://www.ccis.edu/departments/cae/studyskills/mainidea.html • http://www.oswego.org/testprep/ela4/h/supportingdetailsl.cfm • http://www.lec.edu/learning/Locating%20Main%20Ideas%20and%20%20Supporting%20Details.htm • http://www.daltonstate.edu/esl/12 Main Menu

32. Strategy 4 Making Predictions Click on picture to begin Main Menu

33. What are predictions? Prediction is the progression of using one’s prior knowledge along with the text’s words, context, and purpose for reading, in order to calculate what is going to happen in the story or chapter. The reader reads further to confirm or change predictions and finally, evaluates the predictions.

34. Why are predictions important? • They are vital to reading comprehension. • It helps students to become excited about reading. • It helps readers to see the connection between prior knowledge and new information from the text.

35. How do you teach making predictions? • During Reading Strategies: During reading, the reader must confirm, revise, or make new predictions. • If the predication was correct, the students must give details from the text to support their prediction. • If the prediction was incorrect, the student must revise their prediction and make a new one.

36. How do you teach making predictions? • Pre-reading Strategies: Before reading proficient readers make predictions. • Look at the author and title. • Look at the subtitles or objectives. • Look at the questions at the end of the text. • Read the first paragraph and summarize in your head. • Skim the entire text or chapter. • Look at pictures or graphs in the text. • Read the last paragraph and summarize it in your head

37. How do you teach making predictions? • After Reading Strategies: After reading, the reader needs to review and evaluate predictions made during and after reading. • Students need to review their original predictions and any revised predictions. • Students must evaluate these predictions and decide how to improve their predictions in the future.

38. Assessment Now that you have learned a new reading strategy it is time to apply what you have learned. 1. Write a Lesson Plan: Write a lesson plan that integrates the strategy that you have just learned about Print it out and put it into your portfolio, you will turn in your portfolio at the end of the course 2. Implement the Lesson: Try your lesson with your students Be sure to note any success, weaknesses, and changes that you notice or might want to add 3. Email the Instructor: Prepare and email message that includes two paragraphs In the first paragraph discuss how the lesson went and the student response In the second paragraph discuss any changes to the lesson based on your successes and weaknesses from this first trial lesson.

39. Resources • http://www.handheldeducation.com/readingscene/abc/reciprocal.html • http://www.nwrel.org/learns/tutor/spr2004/part5.html • http://www.proteacher.net/dcforum/gems/8.html Main Menu

40. Strategy 5 Phonemic Awareness Click on picture to begin Main Menu

41. What is Phonemic Awareness? It is the ability to hear and manipulate the sounds in spoken words, and the understanding that spoken words and syllables are made up of sequences of speech sounds.

42. Why is Phonemic Awareness important? • It forces readers to see the connection between letters and sounds. Each letter represents a sound. • It allows readers the ability to attack new words. They understand how to sound them out and read them. • It helps readers to see that the letters in words are systematically represented by sounds, which is called the alphabetic principle.

43. How do you teach Phonemic Awareness? • There are five critical features to incorporate when teaching phonemic awareness: • It is an essential piece of teaching reading but is not the whole reading program. It should be taught for about 10-15 minutes of the reading block a day. • Focus on teaching only one or two types of phonemic awareness at a time. The two most critical types to teach are segmenting and blending. • It is best taught in small groups. • Phonemic awareness has to be taught “explicitly.” Teachers must model exactly what they expect the student to do. • Manipulatives may be added to the concept once the students become familiar with the skill.

44. How do you teach Phonemic Awareness? The three most critical skills to be taught are: 1. Sound Isolation: The first sound in fun is /ffff/ Show children how to do the task before asking them to do it by themselves. Use consistent and concise wording. To correct mistakes, say the correct answer and have students repeat it. 2. Blending: /ffff/ - /uuuu/ - /nnnn/ is fun Teach examples with continuous sounds first because the sounds can be prolonged and held. Use pictures and short words to introduce skill. 3. Segmenting: The sounds in fun are /ffff/ - /uuuu/ - /nnnn/ Use similar examples that were used with blending. Blending and segmenting are similar except that in one you hear the sounds and the other you produce the sounds.

45. Assessment Now that you have learned a new reading strategy it is time to apply what you have learned. 1. Write a Lesson Plan: Write a lesson plan that integrates the strategy that you have just learned about Print it out and put it into your portfolio, you will turn in your portfolio at the end of the course 2. Implement the Lesson: Try your lesson with your students Be sure to note any success, weaknesses, and changes that you notice or might want to add 3. Email the Instructor: Prepare and email message that includes two paragraphs In the first paragraph discuss how the lesson went and the student response In the second paragraph discuss any changes to the lesson based on your successes and weaknesses from this first trial lesson.

46. Resources • http://reading.uoregon.edu/pa/index.php • http://teams.lacoe.edu/documentation/classrooms/patti/k-1/teacher/assessment/levels.html • http://ldonline.org/ld_indepth/teaching_techniques/cld_hownow.html • http://www.sdcoe.k12.ca.us/score/Phonics_Link/lessons/segmentation.html • http://reading.uoregon.edu/pa/pa_teach.php • http://www.auburn.edu/~murraba/phon.html • http://members.tripod.com/ESL4Kids/phonics.html • http://www.proteacher.com/070171.shtml • http://www.kidsource.com/kidsource/content2/phoemic.p.k12.4.html Main Menu

47. Strategy 6 Making Inferences Click on picture to begin Main Menu

48. What is inferencing? Inferencing is a conclusion reached through reasoning. Inference is used to reach conclusions when information is implied but not stated as a certainty. You make inferences about story elements based in details in a story. You can make inferences from your own experiences (text to self). You can make inferences by using clues from other stories (text to text) You can make inferences by using clues from world events (text to world).

49. Why is making inferences important? • It is a higher level thinking skill. • Some describe inferencing as the heart of the reading process. • It improves the reader’s ability to construct meaning.

50. How do you teach inferencing? • When inferencing, you have to apply many other reading skills. • To teach inferencing, compare being a reader to being a detective. • Have students employ techniques similar to those of a detective. • Make a poster to hang in the classroom that list the similar techniques and how the reader uses them.