Transcript Reading: The Key to Academic Success

Reading: The Key to
Academic Success
Reading to Learn
Neptune, New Jersey
The Keys to Academic Achievement
Presenter: Amy Benjamin
Today’s Presentation:
1. Why now? Why me?
2. Three Core Strategies:
1. Vocabulary Instruction
2. Reader orientation and use of
graphic organizers appropriate
for the text type
3. Treating reading as a process:
Before
During
After
You may access today’s visuals at www.amybenjamin.com (Recent Presentations)
“Although U.S. students in grade 4 score
among the (highest, lowest) in the world,
those in grade 8 score much (higher, lower). By
grade 10, U.S. students score among the
(highest, lowest) in the world.”
From Time to Act, a study commissioned by the Carnegie
Foundation, 2009.
Is it this?
“Although U.S. students in grade 4 score
among the highest in the world,
those in grade 8 score much higher. By
grade 10, U.S. students score among the
highest in the world.”
From Time to Act, a study commissioned by the Carnegie
Foundation, 2009.
No, it’s this:
“Although U.S. students in grade 4 score
among the highest in the world,
those in grade 8 score much lower. By
grade 10, U.S. students score among the
lowest in the world.”
What’s your theory?
From Time to Act, a study commissioned by the Carnegie
Foundation, 2009.
Elementary
School
Middle
High
School
School
•volume: detail, description,
•vocabulary: technical and general academic terms
•sentence length
•reference to diagrams
•different kinds of punctuation
•objective (does not address the reader as “you”)
•less familiar imagery
Vocabulary: the key factor
that determines reading
comprehension.
Vocabulary provides labels for concepts.
The labels allow us to access the concepts.
You need to understand
95% of the words to
comprehend the text.
If Madison Avenue taught vocabulary….
Think about a television commercial:
How does it get you to remember the product name?
What can Madison Avenue teach us about
vocabulary instruction?
Repetition
Links:
Emotional links:
Sensory links:
Humor
Visual
Surprise and playfulness
Auditory
Fear
Rhythmic
Admiration
Aspiration
Call attention to a need
Context: Story: characters, setting, plot, theme
Simplicity of message
Revisiting: series, newness
Wordplay: puns, alliteration, rhyme, slogans
What we mean by
“academic
vocabulary.”
Tier II Words
Tier I Words:
Everyday Language:
Ask
Dead
Name
Find out; figure out
Answer
Rain
Use
Sharp
Get
Take apart and put
together
balance
Tier III Words
Language of academics,
business, government
“Vocab List” words
Domain-specific
terminology;
“Glossary” words
On-the-job words
Interrogate
Deceased
Designate; designation;
identify, identification
Ascertain; determine
Precipitate, precipitation
Utilize; employ
Acute
Acquire
Analyze; synthesize
equilibrium
Photosynthesis
Cytoplasm
Metamorphosis
Asymmetrical
Bathysphere
Rhetoric
Deoxyribonucleic acid
Artifact
Habeas corpus
Diaspora
Polysyndeton
Adjective
x
chr___
___ic
Code-switching
www.amybenjamin.com
Prefix/root/suffix
ph
__y__
___sis
The Academic Word List (AWL):
Background: The Academic Word List consists of 570 word families that are not in the most
frequent 2,000 words of English but which occur frequently over a very wide range of academic texts.
These 570 word families are grouped into ten subsets that reflect word frequency.
A word like analyze falls into Subset 1, which contains the most frequent words, while the word
adjacent falls into Subset 10 which includes the least frequent (among this list of high incidence words).
The AWL is not restricted to a specific field of study. That means that the words are useful for learners
studying in disciplines as varied as literature, science, health, business, and law.
This high-utility academic word list does not contain technical words likely to appear in one,
specific field of study such as amortization, petroglyph, onomatopoeia, or cartilage.
Two-thirds of all academic English derive from Latin or Greek.
Understandably, knowledge of the most high-incidence adademic words in English can significantly
boost a student’s comprehension level of school-based reading material. Students who are taught
these high-utility academic words and routinely placed in contexts requiring their usage are likely
to be able to master academic material with more confidence and efficiency, wasting less time and
energy in guessing words or consulting dictionaries than those who are only equipped with the most
basic 2000-3000 words that characterize ordinary conversation.
Source: Coxhead, Averil. (2000). A new academic word list. TESOL Quarterly, 34, 213-238.
Academic Word List:
Subset 1
analyze approach area assess assume authority available benefit concept consist
context constitute contract data define derive distribute economy environment
establish estimate evident factor finance formula function income indicate individual
interpret involve issue labor legal legislate major method percent period principle
proceed process policy require research respond role section sector significant
similar source specific structure theory vary
Academic Word List: Subset 2
achieve acquire administrate affect appropriate
aspect assist category chapter commission community
complex compute conclude conduct consequent construct
consume credit culture design distinct equate element
evaluate feature final focus impact injure institute invest item
journal maintain normal obtain participate perceive positive
potential previous primary purchase range region regulate
regulate relevant reside resource restrict secure seek select
site strategy survey tradition transfer
Academic Word
List: Subset 3
alternative circumstance comment compensate component consent considerable
constant constrain contribute convene coordinate core corporate correspond
criteria deduce demonstrate document dominate emphasis ensure exclude
fund framework illustrate immigrate imply initial instance interact justify layer
link locate maximize minor negate outcome philosophy physical proportion
publish react register rely remove scheme sequence shift specify
sufficient technical technique technology valid volume
Academic Word List: Subset 4
access adequacy annual apparent approximate attitude
attribute civil code commit communicate concentrate
confer contrast cycle debate despite dimension domestic
emerge error ethnic grant hence hypothesis implement
implicate impose integrate internal investigate
mechanism occupy output overall parallel
parameter phase predict prior principal professional project
promote regime resolve retain series statistic status stress
subsequent sum summary undertake
Academic Word
List: Subset 5
academy adjust alter amend aware capacity challenge clause compound
conflict consult contact decline discrete draft enable energy enforce entity
equivalent evolve expand expose external facilitate fundamental generate
generation image liberal license logic margin mental medical modify
monitor network notion objective orient perspective precise
prime psychology pursue ratio reject revenue stable style
substitute sustain symbol target transit trend version welfare whereas
Academic Word List: Subset 6
abstract acknowledge accuracy aggregate allocate assign
attach bond brief capable cite cooperate discriminate
display diverse domain edit enhance estate exceed
explicit federal flexible furthermore gender ignorance
interval lecture migrate minimum ministry motive neutral
nevertheless overseas precede presume rational recover
reveal scope subsidy trace transform transport underlie utilize
Academic Word
List: Subset 7
adapt adult advocate aid channel chemical classic
comprehensive comprise confirm contrary convert
decade definite deny differentiate dispose dynamic equip
eliminate empirical extract file finite foundation grade
guarantee hierarchy identical ideology infer innovate insert
intervene isolate media mode paradigm phenomenon priority
prohibit publication release reverse simulate sole
submit successor thesis topic transmit ultimate unique
Academic Word List: Subset 8
abandon accompany accumulate ambiguous appendix appreciate
arbitrary automate bias chart clarify commodity complement
conform contemporary contradict crucial currency denote
detect deviate displace eventual exhibit exploit
fluctuate guideline highlight implicit induce inevitable infrastructure
inspect intense manipulate minimize nuclear offset paragraph
practitioner predominant prospect radical random reinforce
restore revise schedule tense terminate theme thereby uniform
vehicle via virtual visual widespread
Academic Word
List: Subset 9
accommodate analogy anticipate assure attain behalf cease
coherent coincide commence compatible concurrent confine
controversy converse device devote diminish distort duration
erode ethic format inherent insight integral intermediate
manual mature mediate medium military minimal mutual norm
overlap passive portion preliminary protocol qualitative refine
restrain revolution rigid scenario sphere subordinate
supplement suspend temporary trigger unify violate vision
Academic Word List: Subset 10
adjacent albeit assemble collapse colleague compile conceive
convince depress encounter forthcoming incline integrity intrinsic
invoke levy likewise nonetheless notwithstanding ongoing
panel persist pose reluctance so-called straightforward undergo
whereas whereby
Prior Knowledge:
How well do I know
these words?
Strangers
Acquaintances
Friends
How do words get
learned
and stay learned?
1. Repeated exposure in rich context
2. Multiple opportunities for meaningful use
3. Definitions alone are not enough
What can I do in the
context of what I teach to
improve my students’
academic vocabulary?
1.
Implicit Instruction:
Raise Awareness
A. Work the AWL words into your speech as
much as possible
B. When giving writing tasks, post a word bank
with a handful of relevant AWL words to be
worked in to the students’ writing.
C. Post the subsets (as word walls) on a
school-wide, week-by-week basis.
2. Explicit Instruction
Word Maps
Displays that represent the target word using
as many concepts as possible:
synonyms/near synonyms
antonyms
analysis
examples/non-examples
use
associations
forms
Sample Word Map I
Analysis:
a= not
asexual
asymmetrical
amorphous
morph= form
endomorph
ectomorph
mesomorph
morphology
to morph into
Mighty Morphin Power Rangers
Example:
Non-example:
Synonyms or
near-synonyms
shapeless
formless
half-formed
blob-like
undefined
nebulous
vague
unstructured
Forms: amorphously (adverb)
Unrelated sound-alike:
amor (love)
Use: The ice cream, half melted,
formed an amorphous heap on
the floor. (adjective)
Sample Word Map IISynonyms or
near-synonyms
Analysis: (Greek)
ana= up, against, back
analysis
lys= loosen
Similar words:
catalyst: agent of change
synthesis: a new
combination
Example:
Non-Example:
breakdown
investigation
examination
Antonyms or near-antonyms:
summary
overview
opinion
Forms: analyze; analytical;
analytically
pl.: analyses
Use: An analysis of the data
reveals that although several
key economic indicators show
overall improvement, unemployment
remains high, especially in states that
rely on manufacturing.
Sample Word Map III
Analysis: (Greek)
para= side by side
paraprofessional
paralegal
paragraph
meter= measure
Similar words:
perimeter
circumference
Example:
Non-Example:
Synonyms or
near-synonyms
parameter
limit
boundary
restriction
guideline
scope
frame
Forms: parametric
Use: We cannot discuss matters
that are outside the parameters of
our agenda.
A Plan for School-wide Vocabulary Instruction
EXPLICIT INSTRUCTION
“Focus 40” words from the Academic Word List
selected by grade level teachers: 1 word per week
2-3 words related to or associated with each of
the “Focus 40”; each subject area teacher
decides on related words
Subject-specific words, such as those found in a glossary
Students have more opportunities to read
for a variety of purposes,
including self-selected material.
Open Field
Elevated language used in class by teachers; students given
motive and opportunity to use elevated vocabulary in speech and
Academic Word List
writing.
IMPLICIT INSTRUCTION
Focus Groups:
Consider the “99 Ways” List.
What practices are already in place and
working for you?
10 Minutes: Report out, please
Focus Groups:
Consider:
The 15 Elements of Effective
Adolescent Literacy Programs
Which of these are already in place on
a school-wide basis?
Where might you be ready to go
from here?
10 Minutes: Report out, please
Reader Orientation and
Text Types:
Organizational structures such as :
1.
It describes the features or parts of one thing (Outline)
2.
It lays out a sequence (Story Arc)
3.
It explains a relationship between two things (T-Chart)
What is the significance of
text types?
A reader who is aware of the text type is better able to:
1. Mentally organize the information (be oriented)
2. Predict and anticipate
3. Recall the key information
4. Establish an accurate relationship between
key ideas and supportive details
Outline:
Descriptive information about a
single topic
All About Ants
I. Habitat
A.
B.
II. Life cycle
A.
B.
III. Food sources
A.
B.
Controlling Question:
What is it? What are its
parts or branches?
How does it work?
Relationship: TChart
Comparison/Contrast:
Subject A
Causes
Problem
Comparison/Contrast:
Subject B
Effects
Proposed solution
Summary:
I.
A.
B.
Outline
II.
Story Arc
A.
B.
T-Chart
A
B
3 C’s
Before:
Connection 4:
Overview.
THIEVVES:
Title
Headings
Introductory paragraph
Every first sentence of every paragraph
Visuals and Vocabulary
End-of-chapter questions
Summary
Reader Orientation and
Text Types:
Organizational structures such as :
1.
It describes the features or parts of one thing (Outline)
2.
It lays out a sequence (Story Arc)
3.
It explains a relationship between two things (T-Chart)
3 C’s
The Reading Process:
During: Concentrate!
Adjust the environment: eliminate all sensory
distractions
Visualize: Look for imagery in the text
Visualize the organizational structure
Monitor comprehension: Be prepared to reread and/or
seek outside help
Be an active reader: Anticipate, react, predict, question
connect
3 C’s
The Reading Process:
After:
Complete!
Write, talk, or draw
Cooperative Learning Protocol
for Improving Reading Comprehension
4-Step Process
1. Let’s summarize:
2. Let’s ask:
3. Let’s clarify:
4. Let’s predict:
Let’s summarize:
The ABOUT, AND technique:
1.
It’s about…….. (one or two words)
2.
It’s about birds
and….
3.
who, what, when, where, why, or how….
It’s about birds and how they fly.
Cooperative Learning Protocol
for Improving Reading Comprehension
2. Let’s ask:
Questioning the Text
3 Kinds of questions:
1. “Right there”: The answer is stated directly
I. Yes/No
II. Who/what/when/where/why/how
2. “Put it together”: The answer is implied
in the text
3. “Beyond the Text”: The answer is not given; the text
evokes the question
Where do I need help?
Understanding the
vocabulary
Making connections:
Text-to-text
Text-to-self
Text-to-world
Summarizing
Remembering what
I read
Concentrating
Taking notes
Answering the questions
Visualizing
K-W-L Chart
Four Gears of Reading:
Skim it:
Glance over it;
(30 secs
per page); get
the gist; be able to
state what it is about
in a complete sentence
Scan it:
Look it over with
an eagle’s eye, scanning
for specific information,
such as information that
has key words to answer
questions
Read it:
Now that you’ve let the
text wash over you, read
it thoroughly: every word,
every sentence, every
graphic.
Study it:
Go back, as necessary,
getting a more useful and
permanent understanding.
This may involve working
with a partner, taking
notes, creating graphic
organizers, and other
meaning-making activities.
www.amybenjamin.com
Focus Groups:
Consider the “99 Ways” List.
What practices are already in place and
working for you?
10 Minutes: Report out, please
Time
Interdisciplinary connections strengthen
learning
Simultaneous use of instructional time:
Teach skills that allow students to
process information independently
Can my students read the
textbook independently?
Preparation:
Read one page, timing yourself.
Compose 5 basic comprehension questions
Assess the vocabulary: How many words on the page
will be problematical for the students? Are there
sufficient context clues for readers to determine
meaning of unfamiliar words?
Can my students read the
textbook independently?
Formative Assessment: :
Ask students to read the targeted page in class
and time themselves. Note the students who took
significantly more time.
Ask students to answer the 5 basic comprehension
questions. Note the students who have more than 2 wrong.
Ask students to identify the words that they don’t
understand after reading the passage. Note the students
who identify more than five words.
Can my students read the
textbook independently?
How to help:
Intensify the “Before” reading strategies that connect
reader to text.
Provide pictures