I Know Johnny Can’t Read, But What Can I Do?!

Presented by Martha Lamb

NWRESA

October 29, 2010

Today’s Schedule

9:00 – 11:45 • Review of Research & Assessment• Building Fluency• Teaching Comprehension Strategies

11:45 – 1:00 Lunch

1:00 – 3:00• Scaffolding the reading process with before-,

during-, and after-reading activities

Objectives

Each participant will be able to:

• understand the research base that underlies effective reading instruction for adolescents

• utilize research-validated methods for increasing reading fluency

• model reading comprehension strategies through think-alouds

• select and use effective tools to support dependent readers in the language arts classroom

What causes students to get behind in reading?

Kagan Strategy: Round Robin/Everyone Writes

Vision or hearing

difficulties

Inadequate stimulation during

developmental period

Multiple childhood illnesses,

especially middle ear infections

Started school when first eligible and birthday is in

July, August, September, or

October

StrugglingReader

Avoids reading

Absence of reading role models in

home

Lack of print material

and/or Internet connectivity

in home

English is a second language

Inadequate reading

instruction in primary grades

Student falls further behind in reading skills

Is expected or required to read less in class

Factors Contributing To Poor Reading Ability

Possible Outcomes

Drops out of high school Insufficient consumer/adult literacy skills

Post-secondary remedial reading classes Limited access to jobs/career

Social Stigma Reliance upon welfare/social programs

Inadequate stimulation during

developmental period

Multiple childhood illnesses,

especially middle ear infections

Lack of print material

and/or Internet connectivity

in home

National Reading Panel Report

Instruction in:• Phonics

– Greatest benefit to K-6 students– Helps older students call words and spell but

data did not show improved comprehension

• Fluency– Guided repeated oral reading – significant

benefits– Independent silent reading - benefit not yet

quantified but is correlated with increased fluency

National Reading Panel Report

Instruction in Text Comprehension

• Definition: “intentional thinking during which meaning is constructed through interactions between text and reader”

• “is enhanced when readers actively relate the ideas represented in print to their own knowledge and experiences and construct mental representations in memory”

National Reading Panel Report

• “reading comprehension . . . is enhanced when readers actively relate the ideas represented in print to their own knowledge and experiences and construct mental representations in memory”

Table Talk: How do each of the following relate to this definition of comprehension? accessing prior knowledge, predicting, visualizing, summarizing, connecting

National Reading Panel Report: Implications

• Phonics – Research-based programs for K-6 & adolescents with serious reading deficits

• Fluency training – all struggling readers– Guided oral reading– Independent silent reading

• Text Comprehension Instruction - for students at all levels

National Reading Panel Report

• http://www.nichd.nih.gov/publications/nrp/smallbook.cfm

So… where do I start?

• Get to know your students as readers– Survey (handouts page 1)

• Gather diagnostic information– ASU Word Recognition Test (handouts pages 2a – 6)

• Create a culture for literacy in your classroom:– Print-rich environment– Pervasive belief that all students can read and

improve their reading– Share your reading life

Building Fluency • Guided oral reading

– With teacher– With peer partner: repeated, timed one minute reads

• Quickread Fluency Practice: handout pages 7 thru 9 http://www.online-stopwatch.com/full-screen-stopwatch /

• Independent Silent Reading– Self-selected books (may need assistance) handout page 10

– Uninterrupted – Supported by authentic sharing, book talks, reading

record, etc. (see handout pages 11 – 16)

– Should not include an “assignment”

• Read-Alouds & Recorded Books

Text Comprehension Instruction

• Should not be confused with measuring comprehension

• Strategies must be taught directly & explicitly

• Use “gradual release of responsibility”

Activity

• Read the text on handout page 17. • As you read, be aware of the mental

processes you use to make sense of the text.

• Jot notes about what you did (mentally) as you read to increase your comprehension.

Kagan strategies: 1. Pair up to music/Rally partner 2. Team Stand & Share

Skilled vs. Dependent ReadersSkilled Readers: Dependent Readers:Preview the text and set a purpose for reading

Just read. . . are unaware of their

mental processes as they read. . .

do not realize what they can do to

improve their comprehension. . .

are not connected to the reading-

comprehension process

Make predictions and read further to verify their predictions

Ask themselves questions as they read & read to find answers

Realize when they aren’t comprehending & use fix-up strategies: re-read, adjust rate, read further & look for clues

Create mental images as they read (visualize)

Make connections to the text

Determine importance of information in the text

Make inferences

Fix-Up Strategies

• Re-read

• Continue reading & look for clues to meaning

• Adjust reading rate

Teaching Comprehension Strategies

– Model, model, model: (use think-aloud)

• what good readers do • fix-up strategies

– Guided Practice– Collaborative Practice– Push for transfer

Activity• Choose one of the four texts on page 18 of your

handouts. Read it silently, a couple of times, noting what goes on “inside your head.” Jot notes for your think-aloud.

• Model a think-aloud for your table group.

• Give feedback to your table partners on their think-aloud: Did each person. . .

– Model more than one comprehension strategy?– Name the strategies he/she was modeling before and

during the reading?– Ask the group to listen for the ways he/she would use

the strategy to make sense of the text?– Make his/her invisible processes visible?

Lunch

• Please be back & ready to work at 1:00.

Before-Reading Activities: Purpose

– Activate prior knowledge– Access schema– Predict– Set purpose– Motivate

During-Reading Activities: Purpose

– Scaffold the reading process– Focus attention on most important

information– Monitor comprehension – Apply “fix-up” strategies

After-Reading Strategies: Purpose

– Connect new learning to existing knowledge

– Process information– Summarize, synthesize, apply

Activities to Support Reading

• Tea Party: b/a

• Probable Passage: b/a

• Anticipation-Reaction Guide: b/a

• Re-Reading: d/a

• Reading Quads: d

Tea Party

• Mix & mingle with people in your class, comparing the words or phrases on your cards.

• Notice ways that your word or phrase is related to the others.

• Start thinking about what the text may be about.

• Return to your group and write a statement predicting the content of the text; i.e., “We think the text will be about _________________”

• Contribute to class list of predictions• Read the text; check predictions

Tea Party Words & Phrases(he) did not read the newspapers

trouble was brewing

men . . . had found a yellow metal

the dogs they wanted were heavy dogs

(he) lived in a big house

an endless and orderly array of outhouses

(he) ruled

He plunged into the swimming tank

he escorted Mollie and Alice

he was the king

He was not so large

he had lived the life of a sated aristocrat

Hunting . . . had kept down the fat and hardened his muscles

the love of water had been a tonic

the fountain in the stable yard

the roaring library fire

he carried the Judge’s grandsons on his back

How accurate were your predictions?

Look back at the text and find words or phrases that would have made it easier to predict the content.

Comprehension Activity: Probable Passage

Arrange word cards into the following groups:

Characters

Setting

Problem

Outcomes

Unknown Words

Write a “gist statement” stating what you think the selection will most likely be about.

List questions you have or things you hope to discover by reading the passage.

Read the passage & discuss accuracy of predictions.

Comprehension Activity: Anticipation-Reaction Guide

• Read each of the statements on the anticipation-reaction guide, and on the left side, write “A” or “D” to indicate whether you agree or disagree. (handouts page 21)

• Participate in discussion.

• Read the text. http://www.aasd.k12.wi.us/staff/wiesebrad/reading/Short%20Stories/Thank%20You.pdf

• Revisit the anticipation-reaction guide, and reconsider whether you agree or disagree with each of the statements. Mark “A” or “D” in the right (after) column.

• Find passages in the text that support your position on each of the statements.

Comprehension Activity: Re-Reading

You are going to read and re-read an article, The Nixon Presidency, in order to increase your comprehension of the text. After each reading, rate your comprehension on a scale of 1 – 10.

(handouts pages 23 – 24)

Directions:

• Read The Nixon Presidency the first time to get the gist of the article. Write down any questions or responses you have after this first reading.

• Read the article a second time, and as you read, take note of things that made Nixon popular or unpopular.

• Read the article once more, this time looking for Nixon’s most significant accomplishments.

-Table Talk-

During-Reading Support

Reading Quads

Paired-Partner Reading

Objectives

Each participant will be able to:

• understand the research base that underlies effective reading instruction for adolescents

• utilize research-validated methods for increasing reading fluency

• model reading comprehension strategies through think-alouds

• select and use effective tools to support dependent readers in the language arts classroom

Thank You!

• E-mail Martha: marthalamb@gmail.com OR martha_lamb@catawbaschools.net

• Phone: 828-455-2812

• Visit my website: http://tinyurl.com/yexm5mz

ASU Word Recognition Test

• Can be used to find student’s instructional reading level

• Performance on flash test is highly correlated with reading comprehension

http://services.rcoe.appstate.edu/wri/index.aspx