welcome without peeking, take a cube from the bag on the front table. take your cube to the table...

Welcome

Without peeking, take a cube from the bag on the front table.

Take your cube to the table that has that same color cube.

We will be using scissors today….

Goals• Finish examining aspects of an effective

vocabulary program

• Introduce the components of effective reading comprehension instruction

• Look at some experiences in prediction as a reading comprehension strategy

• Look at Guided Reading assessment

Vocabulary Strategies and Techniques

• Associating• Contextualizing• Categorizing• Visual Imaging• Analyzing• Word Awareness• Wide Reading• Referencing

Contextualizing: Multiple Meanings

cut

Susan had to cut some vocabulary content from the last class because there was not enough time.

dress touch trip burn

play sign watch placemove

Categorizing

Categorizing: Semantic Feature Analysis

mouse

hamster

chipmunk

squirrel

pet pest long tail

mouse + + +

hamster + - -

chipmunk - - +

squirrel - -/+ +

Demo Repub Former Gov

Former VP

2 full terms

Still living

Reagan - + + - + -

Bush (sr.)

- + - + - +

Clinton + - + - + +

Bush (jr.) - + + - - +

Analyzing

• Three main parts: prefixes, suffixes, roots

• Common rootsnew words

Structural analysis

• Dismantling and reassembling

• unenviable enviable

envyenviableunenviable

• lawlessness

lawless

law

lawless

lawlessness

• Brainstorm List for the Baseword “Play”– player – playful – playpen – ballplayer – playing field

• Discuss in pairs: How does each words relate to play?

Prefixes "no" or "not"

anti

in

mis

un

TIME post

pre

NUMBERS bi

multi

tri

Suffixes Able to be

able

ible

Relating to al

ance

ence

One who er

ite

or

Full of ful

y

Base wordsmovethinkrunworkhopelookjumpchangeablemigrateseeclosedestroybasehappypriceimaginehome

1. Choose a base word.

2. Brainstorm a list of words that use the base word.

3. Discuss: how does each word relate to the base word?

4. Create two words and one invented word using the base and common affixes.

5. Be ready to share one word.

Word Awareness

• Vocabulary charts

• Accountability in student writing

• Application in everyday conversations

Wide Reading

• Read aloud

• Author study

• Book talks

• Genre study

• Vocabulary clubs

Referencing

• Glossaries

• Dictionaries

• Thesaurus

English Language Learners Research (Fitzgerald, 1995; McLaughlin et al., 2000; Garcia 1991;Jiménez,

2001; Fitzgerald, 1995) informs us of other instructional strategies that help ELLs improve their vocabularies :

• Direct instruction in vocabulary to deepen word knowledge of high-frequency grade-appropriate words.

• Instruction in strategies to infer meaning from text and recognize root words.

• Activities outside the classroom to extend and deepen students' understanding of word meanings.

• The use of writing as an avenue for meaningful use of language.

• Extensive opportunities to practice the language, through speaking and writing as they interact with peers and adults.

Which vocabulary words?“Is understanding the word important to understanding the selection?”

“Are students able to use context/structural analysis to discover the word’s meaning?”

“Can working with this word be useful in furthering students’ contextual, structural analysis or dictionary skills?”

“How useful is this word outside of this selection?”

Comprehension Strategies

• Why teach them?

• Which ones should we teach?

• How should we teach them?

• Which texts should we use?

• are active.

• have clear goals in mind for their reading.

• typically look over the text before they read.

• frequently make predictions about what is to come.

• read selectively.

• construct, revise and question the meanings they make as they read

• determine the meaning of unfamiliar words and concepts.

Research informs us that effective readers…

• draw from, compare, and integrate their prior knowledge.

• think about the authors of the text.

• monitor their understanding of the text.

• evaluate the text’s quality and value, and react to the text in a range of ways.

• read different kinds of texts differently.

• find that comprehension is consuming, continuous, and complex, but is satisfying and productive.

Pressley, M. & Afflerbach, P. (1995). Verbal protocols of reading: the nature of constructively responsive reading. Hillsdale, NJ: Lawrence Erlbaum Associates. Block, C. & Pressley, M. (2002) Comprehension instruction: research-based best practices. New York: Guildford Press.

Gradual Release of Responsibility

The Process

• Show them what you want them to do

• Provided guided practice

• Move toward independent practice

• Allow for reflection

Sharing Books and Ideas for Teaching Prediction

Prediction ChartWhat I predict will happen What actually happened

p. 1

p. 6

p. 11

p. 19

p. 21

What is this passage really about?

I think… Why I think that…

Word Sorts

steaming

tamales Christmas cheerfully

diamond ring

winked a silvery light

ready to confess

leftover tear white with steam

another batch

full stomach dried masa disappeared

Word Sorts

1. Display words.

2. Model sorting; have students sort.

3. Make predictions:Type of text?

Major themes?

Questions you want answered.

4. Read selection.

5. Reflect, resort, retell.

6. What words would you add?

Word Sorts• What do you like about Word Sorts?

• How might they benefit ELLs?

• How could you use Word Sorts in the classroom?

Table of Contents Predictions

Before Reading

Content predictions Word Predictions

After Reading reflections

What do I think I will learn

Name specific words you think will appear

Key words and Ideas

p. 5

p. 9

p. 15

p. 21

Table of Contents Predictions

Reflect and Discuss:Table of Contents Predictions

• What are students learning by doing this activity?

• What else are they learning?

• How might you use this with students?

For next time…•Harvey and Goudvis, Chapters 6-8•Language Arts Assignment 7

Code the text in a way that makes best sense to you. As you do, pay attention to...

When you predict and confirm What you read carefully/quickly and what you skip/reread When you construct, revise and question meaning How you deal with unfamiliar words/concepts Use prior knowledge When and how you consider the author Emotional and intellectual reactions

Be ready to talk about and turn in your text, as well as discuss the instructional implications of this task. No other written work is needed.

Bibliography

• Fish is Fish by Leo Lionni

• Too Many Tamales by Gary Soto