Transcript Strategies That Support Young Readers` Literacy Development

Strategies That
Support Young Readers’
Literacy Development
Alice F. Snyder, Ed.D.
April 18, 2006
Reflections of the Past
•
Quickwrite—What do you
remember about your literacy
experiences (reading and writing)
during your…
--pre-kindergarten years?
--kindergarten-first grade years?
--second-third grade years?
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“Stages” of Literacy
Development
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Related to how a child’s concepts about written and spoken
language develops over time from his experiences
•
“Stages” used to give us a sense (tendencies) of what readers
have accomplished, where they are now, where they are
headed, and what we can do to plan for their needs at any
given time
•
Generally speaking, each “stage” characterizes the average
child at that point
•
“Stages” aren’t discrete—may move back and forth between
“stages”, reach a plateau, staying awhile, then move ahead
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Emergent (Birth to 5-6 yrs)
Logographic (Ehri, 1991: Juel, 1991)
• Egocentric; sensory contact, rapid language growth based on
need
• May “read” signs, labels when associated with the object, but
not when isolated in print (McDonald’s, Lucky Charms)
• Very young don’t find meaning in printed symbols on their own;
may scribble and make letter-like forms on paper without
intention to communicate a message
• Begin to name & write some letters; become aware that printed
texts convey messages, and they write for purpose of
communicating meaning, but read & write in unconventional way;
associate word(s) with picture clues; use pictures to “read”
• Like rhyme, repetition, alliteration, magic and
personification; like to hear their favorite stories
repeated many times
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Early Reading (K-1, 5-7 yrs)
Alphabetic (Ehri, 1991; Juel, 1991)
• Begin to realize that meaning is mapped onto print in systematic ways
• Early alphabetic- use some letter-sound correspondences
• Later alphabetic- do cipher reading (decoding phoneme by phoneme);
can segment words
• Developed Alphabetic Principle; often spell words the way they are
articulated when spoken such as ‘V’ for the PH in ‘phone’ and or ‘HAN’
for ‘chain’ (manner of articulation or identity of sound); also with
affrication (‘DR’ spelled ‘JR’ and ‘TR’ spelled ‘CHR’); later may write
‘GOWING’ for ‘going’
• Later, recognize 100s of sight words; can monitor own reading and
writing; begin to use strategies (searching, cross-checking, selfcorrection) as they monitor
• Become “glued to print” which hinders comprehension
• Will read familiar texts with phrasing and fluency
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Transitional/Growing Independence (K-2;
5-7 yrs)
Orthographic (Ehri, 1991; Juel, 1991)
• More sophisticated and complex understandings of written language
• See chunks of letters associated with spelling patterns; familiar with
sequence of letters in written words which helps them see letters in
groups or clusters
• Not so “glued to print”; focus on meaning; automaticity fosters
fluency
• Word study important due to reading books with extensive
vocabulary not in their reading or writing vocab repertoires
• Some may be transitional spellers
• Less egocentric; appreciate stories involving lives of
others
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Reading to Learn (gr.3-6; 8-12 yrs.)
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Reading across the curriculum; grasping complex, sophisticated
informational text
•
Often where many “successful” readers in primary grades begin to
experience difficulties with reading—Why?
•
Reader needs good repertoire of word attack and comprehension
skills/strategies because of complex and abstract concepts associated
with each discipline (increased conceptual load) and comprehension
tasks required
•
Can put themselves into the places of characters & can verbalize their
judgments about books and author’s style, characters’ actions, etc.
•
Spelling more conventional; have moved from relying on sound to relying
on visual memory of what a word looks like in print
•
Solves problems in reading independently
• Reads with phrasing and fluency
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Abstract Reading (Gr. 7+; 13+ yrs)
• Between 11 and 14 years of age (formal operations-Piaget)
• Can construct multiple hypotheses, consider multiple
viewpoints, and can mull over logical alternatives
• Make more elaborate evaluations and judgments of reading
• Read and write longer, more complex and abstract texts
• Readers at this stage are more equipped with the reading
skills and higher level thinking necessary to read
aesthetically (reading for pleasure) and efferently (reading
to learn); however, they tend to do the least amount of
reading!
• Conventional spelling stage
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Implications of Stage Theory
for Instruction
• First and foremost, provide developmentally appropriate literacy
instruction and experiences for children (IRA and NAEYC 1998)
• Incorporate instruction in phonics as a STRATEGY for
identifying words rather than an approach to teaching reading in
itself
• Gear instruction to the “stage” in which a child displays the most
characteristics
• Keep reading instruction functional and contextual
• Incorporate a lot of practice and application through reading
authentic children’s “texts”
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Effective StrategyBased Instruction
• Should be functional and contextual; comes
from what children are reading and writing
and what they need
• It involves…
□Teacher modeling
□Scaffolding
□Group practice
□Peer teaching
□Integration
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Strategy Instruction takes place
within the Five Essential Elements
of Reading
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Phonemic awareness
Phonics
Fluency
Vocabulary
Comprehension
National Reading Panel
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Strategy Activities:
Phonemic Awareness
• Reading aloud (shared reading)
• Shared writing; pattern stories
• Onset and rime activities
*Word Play Books—specially designed to
highlight sounds in words, such as Each, Peach,
Pear, Plum (Janet & Allan Ahlberg, 1978)
*I Spy—”I spy something that rhymes with…”
* Rounding Up The Rhymes
• Segmentation activities
*Elkonin boxes
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Activity Demo: Elkonin Boxes
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From a book you have read to
your students, you have chosen
some one syllable word with onset
and rime patterns you would like
to reinforce. You create some
Elkonin Boxes to use.
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Strategy Activities: Phonics
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Masking
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Hinky Pinks: Large hog: _____ig _____ig
Plane in the rain: _____et_____et
Unhappy boy: _____ad _____ad
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Secret Messages:
Take H from He and put in W. (We)
Take b from bike and put in l.
(like)
Take d from do and put in t.
(to)
Take l from late and put in sk. (skate)
Secret message: We like to skate.
• Sorts (pattern/spelling, sound)
• Making Words
• Word Building
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Activity Demo: Diphthong (Sound)
Sort
• In your reading of a story with your class, you notice many
words containing one type of diphthong. You give groups of
students a set of words, some with diphthongs and some
without, asking them to sort words into two columns according
to whether they have a common sound in them or not. Students
explain why they put words under yes and words under no.
tough
thrown
cow
pillow
through
powerful
compound
grown
amount
now
Yes
low
fountain
thousand
growl
bowed
No
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Activity Demo: Making Words
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Students are given letters, such as: a, d, D, n, s, and t.
The teacher gives them the following directives:
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Use two letters to make at.
Add a letter to make sat.
Take away a letter to make at.
Change a letter to make an.
Add a letter to make Dan.
Change a letter to make tan.
Take away a letter to make an.
Add a letter to make and.
Add a letter to make sand.
Now break up your word and see what word you can make with all
the letters. (stand). Students could also see how many other words
they can make, list them, and sort them.
• Additional letters can be given depending on the knowledge level of
the student(s).
Cunningham, from Gunning, 2004
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Activity Demo: Word Building
•
Use the following letters to create a sequence in which you change
up the beginnings, endings, and middles of words throughout the
sequence. Can you end with the same word you started with in the
sequence?
a, s, n, t, f, i, x, g
sag
sag
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Strategy Activities:
Fluency
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Practice Reading
Choral Reading
Reader’s Theatre
Class Books
Poetry and student-written books are good
sources of texts to help develop fluency
• Syllasearch- helps with chunking words for
decoding
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Activity Demo: Syllasearch
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You have read the book Amos and Boris (William Steig) to your students. You want your students to practice reading it to build
fluency but first you want to help them identify some words with more than one syllable that they will encounter in the story.
Here are some words from the story:
1.Meet the Words
Current
Admiration
Immense
Hurricane
Navigation
Backwashes
Compass
Luminous
Plankton
Breakers
2.Find the Syllables
“This word is current.
Read it with me. Point
to the letters that make
the /cur/ sound in
current. What are the
letters that make the
/cur/ sound in current?
Point to the letters
that make the /rent/
sound in current. What
letters are the letters
that make the /rent/
sound in current?”
Continue with each word.
(Can also play by asking
students to come up and
build specific words from
list.)
3. Collect the Words: Teacher input
Current
admiration
immense
hurricane
navigation
backwashes
compass
luminous
plankton
breakers
hur
i
plank
mense
cur
mir
lum
ton
break rent
ad
wash
nav
in
im
ers
back
pass
com
ri
ga tion
ous tion
a
es
cane
Variation on Collect the Words:
Students go up and find words themselves without directives from teacher.
Beck, 1996
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Strategy Activities:
Vocabulary
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Concept Sorts
Vocabulary Illustrations
droll
Thematic Word Walls
Dramatizing Words
Word Maps
funny
Vocabulary Venn Diagram
Homophone Picture Cards
comical
Concept Circles
humorous
amusing
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Activity Demo: Vocabulary Venn
Diagram
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Some very simple words in our language have more than one
meaning. A vocabulary Venn Diagram is a useful and simple way to
show children these multiple meaning words.
river
bank
money
fire
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Activity Demo: Homophone
Picture Cards
See
Sea
I see things with my
eyes.
The boat was sailing on
the vast sea.
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Activity Demo: Concept Circles
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What do these all have in common?
Name the category or concept?
________________
dog
cat
*What do these have in common?
* Name another word that is similar to the
other three. Name the concept/category
* _______________
turtle
house cottage
parrot
trailer
??
Which word doesn’t belong?
Write the category/concept
the other words represent.
*______________
funny
mean
silly
comical
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Strategy Activities:
Comprehension
• Making predictions (Talking Drawings)
• Making connections (T-S, T-T, T-W) using sticky notes
(This reminds me of…)
• Asking questions (making inferences, responding
personally)
( I wonder why…?) (Why do you think…? What makes you
think so? If I was .....I would…)
• Visualizing, Guided Imagery; making mental pictures using
sensory imaging
• Using graphic organizers and story maps
• Summarizing/retelling
• Response journals
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References
Farris, P.J., Fuhler, C.J. & Walther, M.P. (2004). Teaching
reading: A balanced approach for today’s classrooms.
Boston: McGraw Hill.
Gunning, T.G. (2004). Creating literacy instruction for all
children. (4th ed.). Boston: Allyn and Bacon.
McGee, L.M. & Richgels, D.J. (2000). Literacy’s
beginning: Supporting young readers and writers. (3rd
ed.). Boston: Allyn and Bacon.
Ruddell, M.R. (1997). Teaching content reading and writing.
(2nd ed.). Boston: Allyn and Bacon.
Tompkins, G.E. (2003). Literacy for the 21st century. (3rd
ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
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