b-18 it’sallaboutthetext–application(gr.k–5)...
TRANSCRIPT
Rutherford County Schools Summer Conference 2017July 25, 2017 - July 26, 2017
B-18 It’s All About the Text–APPLICATION (Gr. K–5)
Kathy Daugherty
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It’s All About that Text’Bout that text
APPLICATION!
RCS Summer Conference 2017
• An overview of the components in the Simple View of Reading and Scarborough's Rope
• APPLICATION-the critical component
• Text based learning/Learning to read WHILE reading
• Read About it, Think About it, Talk About it, Write About it
• Literacy skills taught with an emphasis in meaning making (‘look fors’)
• Access to complex text—Interactive Read Aloud
• Using K-2 ELA standards, participants will create text based task(s), from a variety of quality text sets, ensuring the task has focus, rigor and coherence.
AGENDA
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Success Criteria
• Understand the relevancy of SVR when planning for reading instruction in the classroom.
• APPLY SVR components via text
• Use text based literacy learning to promote ‘Read About it’, ‘Think About it’, ‘Talk About it’, ‘Write About it’
• Plan literacy lessons with ‘the end in mind’—comprehension
• Use interactive read alouds to access complex text
• Create text based tasks with focus, coherence and rigor
Simple View of Reading2 Domains
5 instructional components
Decoding(word recognition)
Language Comprehension
Reading Comprehension
Phonics(print
concepts/letter name
knowledge)
Phonological & Phonemic Awareness
Fluency
Vocabulary
Text Comprehension
X =
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Scarborough’s Reading Rope
Prepared vs Ready Classroom
Knowledge
AllIntegrateintoReading
Skills
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Application is Key!When students learn to read, they should also be making
meaning from text. One should never allow items taught in isolation; all instruction should be applied to a text.
If we never provide opportunities to ride a bike, we should never ask them to show
us they can.
Text Use in a Literacy Classrooms
ReadAboutIt
ThinkAboutIt
TalkAboutIt
WriteAboutIt
Read About It: read alouds, shared reads, guided reading, cold reads, partner reads, (time in text), etc.
Think About It: think aloud, text dependent questioning, etc.
Talk About It: partner discussion, interactive read aloud, accountable talk, etc.
Write About It: interactive writing, modeled writing, shared writing. explanations, synthesizing summaries, arguments, etc. (meaning making focus)
Learningoutcomesshouldbetextbased
Throughrichtext!!
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Phonological Awareness
1. Blending parts of compound words(play + ground = playground)2. Blending initial sound to rest of word in longer words(/m/ + arshmallow = marshmallow)3. Blending initial sound to rimes in shorter words(/m/ + at = mat)4. Blending 3 phonemes/sounds in context(“I like to /r/ + /u/ + /n/” =“I like to run.”)5. Blending 3 phonemes (out of context)(/b/ + /a/ + /t/ = bat)
Phonological Awareness StrategiesHow it relates to reading/writing
• *Blending phonemes into words. Say /s/ /a/ /t/—“sat”--decoding*Segmenting words into phonemes--encoding*Deleting a phoneme from a word.Say “sat” without the /s/.*Adding a phoneme to a word.Add /m/ to the beginning of “at.”*Manipulating phonemes in words.Say “bat.” Now change the /b/ to /k/.
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Phonics--Word Work To Access Text
Phonics strategiesHow it relates to reading/writing
*Teach high frequency words – these are words that are often confused. e.g. were/where; was/saw; from/for.*Teach patterns using onsets and rimes, also known as “word families.” e.g. -ack; -ice; -ock, etc.*Teach chunking longer words into more manageable chunks.*Teach prefixes, suffixes, and root words.*All phonics instruction should be applied to text--meaning making!!
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PHONICS: Application-Reading Text
Consider 4 squares when viewing
Chalk TalkThink About it—Without talking think about what you saw on the videosWrite About it—Write About your thoughts on the paper at your tableTalk About it—-Discuss what is written and discuss any clarifications if needed
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PHONICS:Application to WritingBuilding
Knowledge & Synthesizing
New Info
Fluency: How it relates to reading
Bridge to Comprehension Use of “mileage text”
Frog and Toad are Friends
To move students towards fluency and building comprehension
Reading requires significant time in text practicing these meaning making skills. Fluency is the by product of time in text!
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Visible LearningFor students moving from one year to the
next, the average effect size
across all students is 0.40.”
Effect size for repeated reading programs = 0.67*Students engage in repeated reading of short passages to build fluency and deepen understanding*Students annotate text to mark their thinking*Teacher guides discussion and analysis through questioning*Students engage in extended discussion and analysis with teacher
—Fisher, Frye, & Hattie, Visible Learning for Literacy, 2016
Application: Building fluency with rereads
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Application: Building Fluency with Writing
Visible Learning
Effect size for vocabulary programs = 0.67
*Vocabulary knowledge is a strong predictor of reading comprehension*Vocabulary instruction…must be taught for depth and transfer.
—Fisher, Frye, & Hattie, Visible Learning for Literacy, 2016
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Vocabulary: How it relates to reading
*According to Biemiller(2005), “teaching vocabulary will not guarantee success in
reading. However, lacking either adequate word identification skills or
adequate vocabulary will ensure failure.”
Vocabulary: Application-Reading & Writing
Expectation is to use/expand vocab in writing Explicitlyteachmorphemes—significantlyshapesthedevelopmentofthereaderaswellasthewriter
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Vocabulary: ApplicationHow does the teacher extend student language/vocabulary? Does she consider
application?
http://www.lipscomb.edu/ayers/video/play/34
Text ComprehensionText Based Learning—MEANING MAKING
Don’t limit your students. Just
because student can’t read text
doesn’t mean s/he can’t think through
the text
Mileage Text Thinking Text
“Mileage” TextTo move students
towards fluency and building
comprehension
*practice fluency*apply
foundational skills*build
foundational comprehension
“Thinking” TextTo provide students an opportunity to stretch
their thinking
*read aloud*teacher models
*purposeful discussions
centered around
meaning of text
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Building Text Comprehension
Text Sets-build knowledge about their world
*A text set is a set of texts around a similar topic, theme, or idea.Text sets share a common vocabulary, which helps bolster student’s vocabulary knowledge through repeated readings about a similar ideas, which…builds knowledge. --Louisana Dept of Ed
*Reading a number of texts within a topic grows knowledge and vocabulary far faster than any other approach.
--Student Achievement Partners
Text Comprehension
How do Text Sets differ from Leveled Readers?
Text Sets• Build knowledge• Stretch reading levels• Varied entry levels—stretch
reading levels—complexity• Promotes task
(reading/writing reciprocity)• Promotes comprehension
Leveled Text• instructional level—promote
reading gains• determine next instructional
steps• speak the same language w/in
school—more data/teacher clarity • Promote fluency/comprehension
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Interactive Read Aloud
“In the early grades, children must be exposed to complex texts in order to build strong foundations for high-level
reading and writing. Because children’s independent reading skills are still developing, interactive read alouds create
opportunities for children to engage with appropriately-complex texts.”
--Early Literacy InitiativeTN Dept of Education
What is a repeated interactive read aloud?
Repeated interactive read alouds, a systematic method of reading aloud, allow teachers to scaffold children's
understanding of the book being read, model strategies for making inferences and explanations, and teach vocabulary and concepts. A storybook is read multiple times in slightly different ways in order to increase the amount and quality of children's
analytical talk as they answer carefully crafted questions. These techniques have shown to be effective in increasing
children's engagement, understanding, and appreciation of literature.
- McGee and Schickedanz, 2007
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Interactive Read Aloud-Complex text
Interactive Read-Alouds-–promote access to complex text
• Read alouds build…-oral language-vocabulary-listening comprehension-content knowledge-concepts about print-alphabet knowledge-phonological awareness
Texts read aloud should be more complex than what students can read independently. It is recommended, read alouds be 1-2 grade levels above students’ current grade.
• Complex text because…Imagery, vocab, complex
sentence structure, figurative lang, abstract concepts
What it is, what it is not
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Scaffolding Readings and Tasks
Exemplar Task Using Text SetStudents use the illustrations along with textual details in
Wendy Pfeffer’s From Seed to Pumpkin to discuss and write about the key idea of how a pumpkin grows.Students will
illustrate, label and describe how a pumpkin grows.
RI.1.7Use the
illustrations and details in a
text to describe its key ideas.
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Students use illustrations and write about their favorite season. They will illustrate, label and describe the things
they do during their favorite season.
Non Exemplar Task
Exemplar Tasks
RI.1.2 Identify the main topic and retell key details of the text.
Draw a picture of one of the rainforest babies from the read.
Write two facts you learned about that animal and share
with a partner.
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (illustrations, descriptions, procedures).
How are these two books about rainforest animals the same and different? Compare using the
illustrations and descriptions of one animal from the texts.
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Create a Task
At your table, create a task using one of the following textsets.
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in
a text.
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
Responding to text with writing
After students have discussed ideas they have encountered in print, especially
when those ideas are complicated and come delivered via complex syntax and
less common vocabulary. After they have had the opportunity to hear text read
aloud multiple times, re-read it silently, and ask questions of the text. They need to be able to write their new knowledge
through well-crafted questions.
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Resources for Text Based Learning
Achieve the core.org1. Search box: ‘text sets’2. ‘Building knowledge‘
3. File’ then ‘view file’
Resource for Interactive Read AloudsAchieve the core.org
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Resources
Louisiana believes.com
Resource
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Success Criteria