HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS

1. HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS August 11-13, 9:00 to 11:00 Andy Johnson, Ph.D. Minnesota State University, Mankato andrew.johnson@mnsu.edu

2. Day 1

3. Very General Schedule Day 1: brain-based learning, reading and the brain, eyes and vowels, struggling readers, 10 instructional elements Day 2: phonics, word identification, fluency, Day 3: comprehension (narrative and expository text), vocabulary, literature (voluntary reading), RTI

4. Resources for Teachers www.OPDT-Johnson.com

5. St. Peter Discussion

6. St. Peter Teachers

7. Strategies you will learn today: 1. semantic impression 2. cloze 3. sentence mix-up 4. scaffolded writing 5. facilitated writing 6. language experience activities 7. scaffolded oral reading (ScORe) 8. traveling mini-lesson

8. ACTIVITY Strategy #1 - Semantic Impression • Pre-reading and/or pre-lesson • Show key words, phrases • Students predict lesson/chapter content • Use words/phrases to create sentences

9. brain • eye movement • learning • reading • semantic • syntactic • phonological • vowels • essential instructional elements • reading instruction • transaction • struggling readers Groups of 3

10. ACTIVITY Circle Group • Where are you at today? What are you thinking about? • Share at least 2 goals that you have for this workshop • One person write them down so that I can collect them.

11. Transition

12. BRAIN-BASED LEARNING By Eric Jensen 1. Attending to social and emotional states enhances learning 2. Slow down - more pauses

13. 3. Brevity - cut the length of focused attention time

14. 4. Social interaction 5. Repetition 6. Error correction and messing about

15. II. DEFINING READING Question: How would you define reading? I need a volunteer from our studio audience.

16. Mea no muciusomittamlobortis, ex eamcopiosaevivendumdisputando. An estametinciderint, ne tale etiamadolescensvel, idqueposteaneglegenturvixeu. Eiusnemore ad vel, his verituseleifend no. How would you define reading now?

17. Reading is creating meaning with print. • Brain uses 3 cuing systems to identify words as we read: a. semantic b. syntactical c. phonological

18. 3. Transaction, 2-way flow of information

19. Need a volunteer from the studio audience.

20. On the next slide, look at the chart and say the color (not the word) as quickly as you can. Need somebody to time our volunteer with his/her cell phone stopwatch.

21. Look at the chart and say the color (not the word) as quickly as you can.

22. 1st – Semantic – meaning, context The monkey ate a b _ _ _ _ _.

23. 2nd - Syntax - word order, grammar

24. A MardsanGiberter for Farfie Using Syntax to Create meaning Glis was very fraper. She had denarpenFarfie’smardsan. She didn’t talp a giberter for him. So she conlanted to plimp a mardsan binky for him. She had just aparved the binky when he jibbled in the gorger. “Clorstymardson!” she boffed. “That’s a crouistishmardsanbink,” boffedFarfie, “but my mardsan is on Stansan. Agsan is Kelsan.” “In that ruspen,” boffedGlis, “I won’t whank you your giberter until Stansan.”

25. Comprehension Questions 1. Why was Glisfraper? 2. What did Glisplimp? 3. Who jibbled in the gorer when Glissparved the binky? 4. What did Farfiebof about the mardsan binky? 5. Why didn’t GliswhankFarfie his giberter?

26. 1. Why was Glisfraper? RE: Because she had denarpenFarfie’smardsan. 2. What did Glisplimp? RE: A mardsan binky. 3. Who jibbled in the gorer when Glissparved the binky? RE: Farfie. 4. What did Farfiebof about the mardsan binky? RE: “That’s a crouistishmardsan binky.” 5. Why didn’t GliswhankFarfie his giberter? RE: Because his mardsan was on Stansan.

27. 3rd – Phonological – putting letters to sounds The least efficient cuing system!

28. Strategy #2 - Cloze 1. Sentence with a word missing

29. Phonogram ClozeAY

30. Wh_ _did you say? Whatdid you say? May I pl_ _ _ _ go outside? May I pleasego outside?

31. Let’s go fi_ _ _ _ _ _in the bay. Let’s go fishing in the bay. I will st_ _home today. I will stay home today.

32. Go l_ _down. Go laydown. What d_ _ is it today? What day is it today?

33. Concept ClozeHay

34. What are two things that you know about Hay? • __________________________________________________________________________ • __________________________________________________________________________

35. Horses e_ _hay. Horses eat_hay. C_ _ _ eat hay. Cows eat hay.

36. Farmers gr_ _hay for their cows. Farmers growhay for their cows. They use a tr_ _ _ _ _to cut the hay. They use a tractor to cut the hay.

37. The h_ _is put in bales. The hayis put in bales. The bales are li_ _ _ _by a tractor. The bales are liftedby a tractor.

38. The hay is carried by a tr_ _ _ _ _. The hay is carried by a tractor.

39. It is stored for w_ _ _ _ _. It is stored for winter.

40. What is one interesting or important idea you learned about Hay? • __________________________________________________________________________

43. Strategy #3 - Sentence Mix-up • Sentences. Words out of order. • Students create meaning, put sentences in order.

44. Level #1: Student can see the sentence.

45. I got a puppy for my birthday. birthday. I puppy got my a for

46. Level #2: Student is shown the target sentence initially.

47. I got a puppy for my birthday.

48. birthday. I puppy got my a for

49. Level #3: Student is shown only the mixed-up sentence.

50. birthday. I puppy got my a for