Transcript Vocabulary

Effective Literacy Instruction
Grades 4 & 5
Presented by:
Kathryn Catherman [email protected]
Stephanie Lemmer
[email protected]
Special Acknowledgements
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Dr. Anita Archer
Dr. Kevin Feldman
Teacher Reading Academy
MiBLSi
Bring Words to Life Isabel Beck
Center on Instruction www.ctl.uoregon.edu
Agenda
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RTI
Data
Overview of Big Ideas
Before Reading
Response to Intervention
A.K.A. RtI
Response to Interventions “is a practice of
providing high quality instruction and
interventions matched to student need,
monitoring progress frequently to make decisions
about changes in instruction…”
NASDE 2006
Response to Intervention is…..
• Differentiation
• A method of using carefully documented
teaching to determine how much and under
what conditions a child learns
• Part of an evaluation to determine if a child is
eligible as a student with a learning disability
• A general ed initiative
Why RtI ?
• Brings together Regular, Title One, and Special
Education
• Documents effective educational practices
• Aligns identification procedures with effective
instruction
Features of RtI
• High-quality, researched based instruction in
general education classroom
• Universal screening assessment for all
students
• Frequent progress monitoring
• Measures of instructional fidelity
• Problem-solving teams
RtI in your classroom is…
• The same end goals or outcomes for all students
• We may need to modify our teaching :
 Provide smaller group instruction
 Reteach concepts
I do one
 Increase active engagement
We do one
 Provide increased feedback
You do one
RtI in your classroom is NOT
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•
•
•
•
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Preferential seating
Shortened assignments
Suspension
Retention
Waiting for the psychologist to test a student
Waiting for the student to fall far enough
behind to be considered a failure
Schoolwide Support of a Successful RtI
Model
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Universal Screening
Progress Monitoring
Core Reading Program
Collaboration/Teaming
Meeting Time
Ongoing Staff Development
Schoolwide Reading Support:
Prevention/Intervention
Intervention: Programs and materials designed to
provide intensive support for students who are performing
below grade level.
Supplemental: Programs and materials designed to
support the core program by addressing specific skill areas
related to the “big ideas” in reading.
Core program: A core program (materials and
instruction) is designed to provide instruction on the
essential areas of reading for the majority of students
within the school. The core program should enable 80%
or more of students to attain schoolwide reading goals.
Response to Intervention
A key premise in RtI is the need to ensure that
the first tier of reading instruction is
adequate, if not exemplary. (Justice, 2006)
Schoolwide Reading Support:
Prevention/Intervention
Tier 3
Tier 2
This is where RtI and
differentiated instruction starts!
Tier I
Tier 1
Classroom Instruction
Tier 1
• All students are provided grade level
instruction using a core reading program.
• Instruction is provided in whole group and
differentiated small groups.
• Differentiation is based on data gather
through screening and progress monitoring
assessments.
Tier 2
• Students who do not achieve benchmarks are
provided additional evidence based
interventions each day beyond the core
program.
• Students are re-screened every 2-4 weeks to
determine whether interventions are resulting
in sufficient/accelerated progress toward the
goal. (progress monitoring)
Tier 3
• A small percentage of students require more
intense intervention each day beyond the
interventions in Tier 2 because they have not
shown progress.
• Progress monitoring should occur every 1-2
weeks.
Alterable Variables Chart
Alterable Components
Opportunities to Learn (Time/
Concentration of Instruction)
Program Efficacy
Specific Adjustments
Increase
attendance
Provide
instruction daily
Increase
opportunities to
respond
Vary schedule of
easy/hard
tasks/skills
Add another
instructional period
(double dose)
Preteach
components of
core program
Use extensions
of the core
program
Supplement core
with appropriate
materials
Replace current
core program
Implement specially
designed program
Model lesson
delivery
Monitor
implementation
frequently
Provide coaching Provide
and ongoing
additional staff
support
development
Check group
placement
Reduce group
size
Increase teacher- Provide individual Change instructor
led instruction
instruction
Clarify
instructional
priorities
Establish
concurrent
reading periods
Provide
Establish
Meet frequently to
complementary
communication
examine progress
reading
across instructors
instruction across
periods
Program Implementation
Grouping for Instruction
Coordination of Instruction
Vary program/
lesson schedule
An RtI School…
• Uses a tiered approach for addressing student
needs.
• Maximizes the use of regular and special
education resources for the benefit of all
students.
• Adopts interventions and instructional practices
that are based in scientific research
• Uses assessment for the purpose of instructional
decision making (screening, diagnostic, and
progress monitoring).
Activity
• Look at your class List Fill in the triangle
• How does the RTI process fit in your
classroom?
• How does the RTI process fit into your school?
• What questions do you have?
• This activity should be changed to below
activity Use this activity else where.
The Big Ideas of Reading
• Phonemic Awareness
• Alphabetic Principle
• Fluency
• Vocabulary
• Comprehension
What is a Big Idea?
• A Big idea is:
- Predictive of reading acquisition and later
reading achievement
- Something we can do something about,
something we can teach
- Something that improves outcomes for
children when we teach it
Components Typically Emphasized
at Each Grade Level
Written
Expression
Comprehension
Skills/Strategies
Passage Fluency
Vocabulary
Advanced
Phonics/Decoding
Basic Phonics
Phonological
Awareness
Grade
K
1
2
3
4
5
6+
“Big Ideas” of Reading
Elementary Level vs. Secondary Level
Component
Phonemic Awareness
Word Study
Elementary
Secondary



(Advanced)
Fluency
Vocabulary
Comprehension
Motivation

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

Activity: List Group Label
• Where do you see evidence of the big ideas in
your own instruction?
• How do you teach the big ideas?
• Make a list
IES Practice Guides
Recommendation
Level Of Evidence
Explicit Vocabulary Instruction
Strong
Explicit Comprehension Instruction
Strong
Discussion around Text
Moderate
Motivation and Engagement
Moderate
Intensive and Strategic Tutoring
Strong
Michale L. Kamil, Stanford University
Moving Research Into Classrooms, CTL
Conference, Portland, OR Et.Al
Five Recommendations
• First three are about strategies teachers can
incorporate into instruction.
• The Fourth is about strategies for improving
students’ motivation and engagement
• The fifth refers specifically to adolescent
struggling readers-usually not in class
Practice Guide
Format
Recommendations
Possible Roadblocks
Possible Solutions
http://ctl.uoregon.edu
Phonemic Awareness
What is it?
• PA is the ability to focus on and
manipulate the phonemes in spoken
words.
• Critical skill: Segmentation and blending
Alphabetic Principle/Phonics
What is it?
Based on two parts:
1. Alphabetic Understanding: Letters represent
sounds in words.
2. Phonological Recoding. Letter sounds can be
blended together to make words.
Fluency
What is it?
• Fluent readers can read text with
appropriate rate, accuracy and proper
expression.
• Fluency=automaticity
Vocabulary
What is it?
• A person’s ability to store word meanings
in their lexicon.
• A reader must be able to access words
and their meanings on both a receptive
and expressive level.
Importance of Vocabulary
• Vocabulary Gap
Children enter schools with different levels
of vocabulary
– Meaningful Differences (Hart & Risley, 1995)
Words heard
per hour
Words heard
in a 100-hour
week
Words heard
in a 5,200
hour year
3 years
Poverty
620
62,000
3 million
10 million
Working Class
1,250
125,000
6 million
20 million
Professional
2,150
215,000
11 million
30 million
Comprehension
What is it?
• The essence of reading (Durkin, 93)
• An active process that engages the reader
by requiring them to intentionally think and
interact with the text in order to make
meaning. (NRP)
Work Time
1. Which big idea do you think is critical
at this time of year in first grade ?
2.
Share this with your partner.
What does the
Research Tell Us?
Research on Early Literacy:
What Do We Know?
140
Reading Trajectory for Second-Grade Reader
120
100
80
60
40
20
0
2.1
© 2006, Dynamic
Measurement Group
2.2
2.3
2.4
2.5
36
2.6
2.7
2.8
2.9
Middle and Low Trajectories for
Second Graders
140
17 Students on a Middle
Reading Trajectory
120
100
80
60
40
20
0
2.1
2.2
2.3
2.4
2.5
Grade 2
2.6
2.7
2.8
2.9
19 Students on a Low
Reading Trajectory
Reading Trajectories of Low and Middle
Readers
Grade 1
Cohort
Grade 2
Cohort
Grade 3
Cohort
Grade 5
Cohort
Grade 4
Cohort
Middle
10%
Low 10%
1
2
3
4
5
6
40 Words per Minute at the End of First Grade Puts
Children on Trajectory to Reading
140
120
100
80
60
40
20
0
Year
0 0 0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2
Months
0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9
Summary: What Do We Know?
• Reading trajectories are established
early.
• Readers on a low trajectory tend to
stay on that trajectory.
• Students on a low trajectory tend to
fall further and further behind.
UNLESS…
Types of Assessments
• Outcome— summative data
• Screening— identifies students in
need of additional intervention
• Formative/Progress Monitoring—
progress determination and next steps
• Diagnosis—in-depth information and
instructional plan
December 2006
41
One Common Voice – One Plan
Michigan Continuous School Improvement
Stages and Steps
Getting Ready
Collect School Data
Build School Profile
Implement Plan
Monitor Plan
Evaluate Plan
Student
Achievement
Develop Action Plan
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Analyze Data
Set Goals
Set Measurable Objectives
Research Best Practice
Let’s Talk DIBELS
The benefits of using
Curriculum Based Measures
• Growth
• Efficient
• Sensitive
• Subtests
• Reliable
and valid
•Easy
•Assess skills
•Computerized
Scoring
•Inexpensive
Steps for Successful Readers
(Roland Good)
Probability: On-Track
.81 (n=196) Fluency with
Connected Text
(Spring, 3rd)
Probability: On-Track
We need to
have the odds
with us!
.83 (n=246)
Probability: Catch-Up
Fluency with
Connected Text .06 (n=213)
(Spring, 2nd)
Probability: On-Track
.86 (n=138) Fluency with
Probability: Catch-Up
Connected Text .03 (n=114)
(Spring, 1st)
Probability: On-Track
.64 (n=348)
Phonemic
Awareness
(Spring, Kdg)
Alphabetic
Principle
(Winter, 1st)
Probability: Catch-Up
.22 (n=180)
Probability: Catch-Up
.17 (n=183)
Probability of remaining an average reader in fourth grade
when an average reader in first grade is .87
Probability of remaining a poor reader at the end of fourth grade
when a poor reader at the end of first grade is .88 (Juel, 1988)
Vocabulary
Risk Categories Status Categories Instructional
Used Prior to
Used At or After
Level
Benchmark
Benchmark Time
Time
Low Risk
Established
Benchmark
Some Risk
(Prevention
Mode)
At Risk
(Prevention
Mode)
Emerging
(Remediation
Mode)
Deficit
(Remediation
Mode)
Strategic
Intensive
DIBELS REPORTS
Histograms & Class Lists
Using DIBELS to the Fullest
• How to read your reports.
• How to use the reports to move
your instruction forward.
Histograms
What Decisions?
How are students doing at a given grade level? How
many are at Benchmark? How wide is the spread of
skills? How intensive is the need?
Who?
School Improvement Team and Grade level teachers.
How often?
Three times per year
Legend for Interpreting Histograms
= Low Risk or Established
= Some Risk or Emerging
= At Risk or Deficit
Note: Split bars are used when
the cutoff scores between
categories occur in the middle
of a score range. The number
of students is indicated by the
size of the split part.
From DIBELS Data System, University of Oregon, 2000-2005
Class Lists
What Decisions?
What will be the specific instructional
priorities for each student in the class? How
will students be grouped for differentiation?
How intensive? What will the 90 minute block
include?
Who?
Grade Level Team and Individual Classroom
Teacher
How often?
Three times per year
TIER I: CORE CLASS INSTRUCTION
Focus
For all students
Program
Scientific-based reading instruction and curriculum
emphasizing the five critical elements of reading
Grouping
Flexible grouping; all grouping formats used
Time
90 minutes per day or more
Assessment
Benchmark assessment at beginning, middle,
and end of the academic year
Interventionist
General education teacher
Setting
General education classroom
Overview of the Literacy Toolkit
Objective of the Toolkit
• A common literacy curriculum for ALL teachers
to use so that ALL students may participate in
learning at all times.
• To make learning visible so that all students
are reading, writing, saying, and doing what it
is that we want them to learn.
Goals for our Students
1.
2.
3.
4.
Analyze, critique, defend, and explain
Argumentative literacy
Use appropriate academic language
Make a point and support it with evidence
from the text
5. Skillful speaking and writing
Active Participation
•
•
•
•
READ it
WRITE it
SAY it
DO it
• ALL MEANS ALL! EVERY STUDENT! EVERY TIME
Before, During, and After Reading
Strategies
Explicit strategy instruction is at the core of good
comprehension instruction.
• "Before" strategies activate students' prior knowledge
and set a purpose for reading.
• "During" strategies help students make connections,
monitor their understanding, generate questions, and
stay focused.
• "After" strategies provide students an opportunity to
summarize, question, reflect, discuss, and respond to
text.
Adlit.org
Active Participation
•
•
•
•
READ it
WRITE it
SAY it
DO it
• ALL MEANS ALL! EVERY STUDENT! EVERY TIME
Foundations of Literacy: Engagement
1. Structure active learning in the classroom
2. Explicit Academic Language Teaching
3. Scaffold all learning opportunities
1: Structure Active Learning in the Classroom
1
1: Structure Active Learning in the Classroom
2
1. Structure Active learning
in the classroom
Video Segment
Focus… As you watch this video,
http://www.scoe.org/pub/htdocs/rla-media.html
1. Note the active participation procedures that
are directly taught to students.
2. Identify other good instructional practices.
How do I assign Partners?
Skill Level
1st HS (Pair A)
2nd HS (Pair B)
3rd HS (Pair C)
__________________
1st LS (Pair A)
2nd LS (Pair B)
3rd LS (Pair C)
Tips for assembling pairs
• High skilled reader is higher in ability than low
skilled reader
• Skill difference between 2 students shouldn’t
be too great
• Complementary personalities work best!
• Troubleshooting odd numbers
• Forming triads
66
Coding Active Participation
•
•
•
•
•
•
Choral-c
Partner-p
Individual-I
Written-w
Think Pair Share-tps
Think Write Pair Share-twps
• Watch the model!
Work Time
• Select a story from your basal that you will be
teaching
• Look at the questions your basal recommends
asking
• Notate with a stick note or lightly with a pencil
whether you will use c, p, I, w, tps, twps
2. Teach Explicit Academic Language
• Explicit Vocabulary
• Frame language and require its use
3. Scaffold Instruction
• Teacher Models and Explains
• Teacher provides Guided Practice
– Students practice what the teacher modeled and
the teacher provides prompts and feedback
• Teacher provides Supported Application
– Students apply the skill as the teacher scaffolds
instruction
• Independent Practice
Or in other words…
• I do it
• We do it
• Y’all do it
• You do it
Three Key Principles Undergird
Improving Literacy Instruction
• Inclusive: All means All, no voyeurs, every student is actively
responding (saying/writing/doing) to the instruction provided.
• Equity: Every student receives the scaffolding (temporary
instructional support) to perform at least semi competently
during instruction. (e.g. rehearse with a partner, sentence starter,
model answer, feedback, graphic organizers, etc.)
• Academic: Every student is learning to appropriately use
academic language (beyond vernacular chat) and engage in
higher order thinking (e.g. analyze, explain, evaluate) daily
across content areas.
• We need to structure each lesson with these
three keys in mind…
Example
• Strategy: Yes/no/why
• Topic: Immigration
Our country proclaims that we are the “land of the
free.” This is only true for some of us.
Yes, I agree with this opinion because_________
No, I do not agree with this opinion
because__________.
Non Example
• Non Example: Teacher asks a question one
student answers
Why do you think our country proclaims that we
are the “land of the free” if it this is only true for
some of us?
Before Reading Topics
Instructional Category
Topics
A. Ensuring Content Comprehension
Previewing
Activating Prior Knowledge
Understanding Relationships
B. Using Vocabulary
Developing Knowledge of Words
C. Reading Text Fluently
D. Decoding Difficult Words
Learning High Utility Words
Before Reading
• I Observe/I Wonder
• Previewing Text Structure
• List Group Label
I Observe/I Wonder
Figure, Object,
Graph, Chart
I Observe
I Wonder
Previewing Expository Text
Structure
•
•
•
•
•
Read the Title of the Chapter
What do you think this chapter will be about
Read the headings and subheadings
What do you predict you will learn about
Read the Conclusion
Slice of background knowledge
Cesar Chavez
Background knowledge
• Farming in America
• Many crops have to be
harvested by hand
• Too time consuming
• Farmers hired migrants
• Treated migrant workers
poorly
• Conflicts between migrants
and farm owners
• Nobody in the community
knew what was happening
Work time
• Choose a piece of text from your BASAL that
you will be teaching.
• If the text is nonfiction use one of the before
reading strategies from the toolkit to
introduce it to students.
• If the text is narrative decide how you can give
students a slice of background knowledge
before reading.
Vocabulary
Instructional Category
Topics
Strategy
A. Ensuring Content
Comprehension
Previewing
Activating Prior Knowledge
Understanding
Relationships
I Observe/I Wonder
Text Structure
List-Group-Label
B. Using Vocabulary
Developing Knowledge of
Words
Explicit vocabulary
instruction, Extending
Vocabulary, Critical
Attributes, Quick Words,
Yes, No, Why
C. Reading Text Fluently
D. Decoding Difficult Words Learning High-Utility Words
Vocabulary
• Many new words in intermediate and
secondary materials.
– From fifth grade on, average students
encounter approximately 10,000 words a
year that they have never previously
encountered in print.
(Nagy & Andersen, 1984)
• The longer words are often content words
that carry the meaning of the passage.
7
Explicit Vocabulary InstructionSelection of Vocabulary
• Select a limited number of words for robust,
explicit vocabulary instruction
• Three to ten words per section in a chapter
would be appropriate.
• Briefly tell students the meaning of other
words that are needed for comprehension
Explicit Vocabulary InstructionSelection of Vocabulary
• Select words that are unknown.
• Select words that are more difficult to obtain.
• Select words that are critical to understanding
the passage.
• Select words that students are likely to
encounter in the future and are generally
useful. (stahl, 1986)
– Focus on tier Two Words
– Academic Vocabulary
Selecting Tier 2 Words
Tier 2 words are:
• Frequently encountered;
• Crucial to understanding the main idea of text;
• Not a part of students’ prior knowledge (not Tier 1
words); and
• Unlikely to be learned independently through the
use of context or structural analysis.
REMINDER: Tier 2 words should be taught before students read, and
discussed and used frequently afterward.
(Beck, McKeown, & Kucan, 2002)
Fifth-Grade Text
Alexander Graham Bell is known as the
inventor of the telephone. His assistant was
named Thomas A. Watson. Together, Bell and
Watson discovered how sound, including
speech, could be transmitted through wires,
and Bell received a patent for such a device. In
1876, the telephone was officially invented
and the first telephone company was founded
on July 9, 1877.
Which Words are Tier 2 Words?
The road that led to Treegap had been trod
out long before by a herd of cows who were,
to say the least, relaxed. It wandered along in
curves and easy angles, swayed off and up in a
pleasant tangent to the top of a small hill,
ambled down again between fringes of beehung clover, and then cut sidewise across the
meadow.
(Babbitt, 1975)
Explicit Instruction of Words
Selection of Words
• Also, teach idioms (a phrase or expression in
which the entire meaning is different from the
usual meaning of the individual words.)
“The car rolling down the hill caught my eye.”
“Soon we were in stitches.”
“The painting cost me an arm and a leg.”
“The Teacher was under the weather.”
Things to Consider
• Compound words
Crisscross, Overcrowding, Homesickness,
Alongside, Sundown, Landowners,
Farmworkers, Outsiders, Vineyard, Grapevine
• Multiple meaning words
Ranch, Battered, Capitol,
• Word families
Embarrass/embarrassment, Organize/organizer
The bold faced words
•
•
•
•
•
Overcome
Association
Capitol
Drought
Dedicate
•
•
•
•
•
Publicity
Violence
Conflicts
Horizon
Brilliant
Which words should I teach?
Ranch
Wilt
Daze
Possessions
Fleeing
Vanished
Migrants
Crisscrossing
Battered
Seeped
Overcrowding
Filthy
Consistently
Bitter
Homesickness
Alongside
Fierce
Torment
Wheeze
Sundown
Embarrassed
Landowners
Disturbed
Suspicious
Provided
Complained
Farmworker
Outsider
Reluctantly
Organized
Organizer
Wondering
Embarrassment Inspire
Pity
Despite
Knack
Compassionate
Demanding
Justice
Abandoned
Vineyard
Unveiled
Prevent
Unbearable
Exhilarated
Association
Prank
Work Time
• Continue working from the story you selected.
• Look at the bold-faced words and select which
ones you will teach explicitly, give a little
explanation for or not teach at all
• Read the story and identify additional words
that you will teach explicitly or give a little
explanation for
Instructional Guidelines- Explain
BEFORE define
• Otherwise known as a student friendly definition
• Dictionary definition
-relieved- (1) To free wholly or partly from pain,
stress, pressure. (2) To lessen or alleviate, as pain
or pressure
• Student-Friendly Explanation (Beck, McKeown, &Kucan, 2003)
-Uses known words.
-Is easy to Understand
• When something that was difficult is over or
never happened at all you feel relieved.
Instructional Guidelines-Prepare
Student Friendly Explanations
Attention
• Dictionary-Attention
• the act or state of attending through applying the mind
to an object of sense or thought
• a condition of readiness for such attention involving a
selective narrowing of consciousness and receptivity
• English Language Learners’ Dictionary
• Attention-looking or listening carefully and with interest
Practice Activity-Write StudentFriendly Explanations
Dictionary Definition
Reluctantly1. unwilling; disinclined: a reluctant
candidate.
2. struggling in opposition.
Dedicate- to devote wholly and earnestly,
as to some person or purpose: He
dedicated his life to fighting corruption.
Exhilarated1. to enliven; invigorate; stimulate: The
cold weather exhilarated the walkers.
2. to make cheerful or merry.
Despite- in spite of not withstanding
Student-Friendly Explanations
Instructional Routine for Vocabulary
Step 1. Introduce the word.
1. Write the word on the board.
com pass ion ate
2. Give students the correct pronunciation. Then
Repeat it together chorally.
Introduce the word with me
“This word is compassionate. What
word_____?”
Vocabulary Routine Continued
Step 2. Introduce the meaning of word.
Option #1 Present a Student-friendly explanation.
a.)tell students the explanation. Or
b.) have them read the explanation with you.
Present the definition with me.
“a strong feeling of sympathy for someone who
is suffering, and a desire to help them is being
_________.”
Step 2 Continued
Step 2. Introduce meaning of word.
Option #2. Introduce the word using the morphographs in
the word.
a.) Introduce the word in relationship to “Word Relatives.”
• Compassion having sympathy
• Compassionate is the state of being sympathetic
Vocabulary Routine Continued
Step 3. Illustrate the word with examples.
a.) concrete examples
b.) visual examples
c.) verbal examples
(also discuss when the term might be used and who might use the term)
Present the examples with me.
“Helping a homeless person find food is being
compassionate.”
“Providing help to a hurt friend isbeing compassionate.”
Vocabulary Routine Continued
Step 4. Check understanding/deepen understanding
Option #1. Ask Deep processing questions.
Check students understanding with me.
“Explain a time when you had to be compassionate
with others?”
Step 4 Continued
Step 4. Check understanding/deepen understanding
Option #2. Have students discern between examples and
non-examples
Check students understanding with me.
“Is going to a friend’s birthday party an example of
being compassionate?”
“Yes, No, Why?”
“Is finding a home for a lost dog an example of being
compassionate?”
“Yes, No, Why?”
Step 4 Continued
Step 4. Check understanding/deepen understanding
Option #3. Have students generate their own examples.
Check students understanding with me.
“There are many things in the world that require being
compassionate.”
Talk with your partner. See how many things you can
think of that illustrate being compassionate.”
Instructional Routine for Vocabulary
Did the Teacher:
1. Introduce the word?
2. Present a student-friendly explanation?
3. Illustrate the word with examples?
4. Check Students’ Understanding?
Explicit Vocabulary Instruction
Practice Time
Work Time
• Use the explicit vocabulary instruction
template to design a lesson for one of the
words that you selected to teach explicitly.
Extending Vocabulary
• Review, Coach, and Use
• Students should reach independent use of the
word.
• Excellent anchor activity for every subject
READ IT! WRITE IT! SAY IT! DO IT!
Bell Ringer/ Exit Slip
• Yes No Why?
• Image Explain
• Vocabulary Logs
Work Time
• Select one of the extension activities we just
discussed. Use the word for which you
created the lesson and create an extension
activity for that word.
Learning High Utility Words
• Teach the difficult to pronounce words before you ask
the student to do the reading
Instructional Category
Topics
Strategy
A. Ensuring Content
Comprehension
Previewing
Activating Prior Knowledge
Understanding
Relationships
I Observe/I Wonder
Text Structure
List-Group-Label
B. Using Vocabulary
Developing Knowledge of
Words
Explicit vocabulary
instruction, Extending
Vocabulary, Critical
Attributes, Quick Words,
Yes, No, Why
C. Reading Text Fluently
D. Decoding Difficult Words Learning High-Utility Words Teaching Difficult to
Pronounce Words
Teaching Difficult to Pronounce Words
1.
2.
3.
4.
5.
6.
Circle the prefixes
Circle the suffixes
Underline the vowels
Say the parts of the word
Say the whole word
Make it a real word
Compassionate, reluctantly, complained
Or a simplified version
• Say the parts of the word
Suspicious
Embarrassed
• Some words just TELL them
San Joaquin Valley
La Causa
drought
Work time
• Identify which words you will teach the
pronunciation of
• Identify which words you will TELL students.
Assignment for day 2
• Teach at least one word explicitly for the story
you worked from today.
• Use an extension activity to formatively assess
students understanding of the word after you
taught it.
• Reflect on your experience using the reflection
sheet.
• Bring your extension activity to share with the
group for day 2