Transcript Buddy reading

Welcome to Session 2
LITR 645: Academic Literacy
After collecting your folder and handouts for today,
please do the following:
1.Please display your CAP #1 poster
2. Begin working on Quiz #1
We will begin class after you complete the Quiz
January 19, 2013
Fluency & Vocabulary. R. Cooter (2013)
Content Analysis:
Best in Show?
Fluency & Vocabulary. R. Cooter (2013)
Pillars of Effective Academic Literacy Instruction
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Fluency & Vocabulary. R. Cooter (2013)
A Quick Review:
What does scientific research
say about fluency?
Time on task improves performance
when using “oral repeated readings!”
Fluency & Vocabulary. R. Cooter (2013)
Reading Fluency Skills
ACCURACY- Involves translating
letters-to-sounds-to-words effortlessly and
accurately or AUTOMATICITY.
EXPRESSION- refers to the reader’s ability to use
proper intonation or expression (i.e., PROSODY or
QUALITY. Probably the most important indicator of
comprehension.
Appropriate reading or SPEED according to the
reader’s purpose or the type of passage.
GOAL – Repeated Readings of the same text to improve the above skills.
Fluency & Vocabulary. R. Cooter (2013)
… ALL CHORAL READING STRATEGIES CAN
BE DONE WHOLE GROUP, OR WITH
STUDENTS READING IN PAIRS
Fluency & Vocabulary. R. Cooter (2013)
Teacher Resources
http://www.readwritethink.org
“Energize and inform your teaching with
publications, training, and networking.”
Fluency & Vocabulary. R. Cooter (2013)
Let’s Look at Some
Small Group Fluency Activities
Fluency & Vocabulary. R. Cooter (2013)
Neurological Impress Method & Scooping
Fluency & Vocabulary. R. Cooter (2013)
Demonstrations:
Neurological Impress Method
& Scooping
Memphis Striving Readers Research Project
(Fall 2009)
Human Brain Development
10
NIM Modeling Exercise
(from USA Today, 10/9/09)
The Spitzer Space Telescope has discovered
the biggest but never-before-seen ring around
the planet Saturn, NASA's Jet Propulsion
Laboratory announced late Tuesday.
The thin array of ice and dust particles lies at
the far reaches of Saturn’s system
and its orbit is tilted 27 degrees from the
planet's main ring plane, the laboratory said.
Fluency & Vocabulary. R. Cooter (2013)
NIM as a Whole Class Activity
(Practice text from Associated Press 10.9.09)
President Barack Obama wins Nobel Peace Prize
President Barack Obama won the 2009 Nobel Peace Prize
on Friday in a stunning decision designed to encourage his
initiatives to reduce nuclear arms, ease tensions with the
Muslim world and stress diplomacy and cooperation rather
than unilateralism…
"He got the prize because he has been able to change the
International climate," the Nobel Committee chairman said.
"Some people say, and I understand it, isn't it premature?
Too early? Well, I'd say then that it could be too late to respond
three years from now. It is now that we have the opportunity to
respond - all of us."
Fluency & Vocabulary. R. Cooter (2013)
NIM is a GREAT example of
Gradual Release of
Responsibility
Fluency & Vocabulary. R. Cooter (2013)
Scooping!
Fluency & Vocabulary. R. Cooter (2013)
Readers Theatre
Readers theatre encourages readers to re-read text to
achieve better comprehension and reading fluency.
• Students are assigned the roles of actors who speak
lines, or as a narrator who shares necessary
background information.
• Students rehearse and perform a kind of play for
peers
• They read from scripts that have
been derived from your textbook
Fluency & Vocabulary. R. Cooter (2013)
Readers Theatre Tools
• Steps
• Rubric for Peers and Teachers
Fluency & Vocabulary. R. Cooter (2013)
ACTIVITY: Readers Theatre
Fluency & Vocabulary. R. Cooter (2013)
Three Options for
Readers’ Theatre
• Theatre readings (small group)
• Buddy reading of “theatre scripts”
(a.k.a., Dyads)
• Radio Reading
Let’s take a look at each of these options
(see handout)
Fluency & Vocabulary. R. Cooter (2013)
Buddy Reading
Buddy reading (also know as paired
reading, peer reading, partner reading,
and dyads) is a repeated reading strategy
that has two students reading together a
passage you assign them over and over
for a set number of times.
Fluency & Vocabulary. R. Cooter (2013)
Buddy reading helps students build
reading speed with texts in your core
subject area, increases their
comprehension of what they read,
and helps increase vocabulary
knowledge.
Fluency & Vocabulary. R. Cooter (2013)
Poems (or Raps) for two voices
…is buddy reading using poems or Raps
especially written by students (the BEST) or
others about key information in your core
subject area.
The idea is for students working in pairs to write
and practice reading poems or Raps in the
antiphonal pattern-- the first student reads the
first part, the second reads the next part of
the poem/rap, and they keep alternating in
this way.
Memphis Striving Readers Research Project
(Fall 2009)
21
Teaching Tips - Raps
• A good way to introduce poems or raps for
two voices is to practice reading with the
teacher acting as the first voice, and the class
acting as the second voice (reading in
unison).
• As we see, this can be presented as “raps”
instead of poems. Have students create and
perform their own raps to the class about
important information from your unit. Have a
copy of the Rap for other students to follow along
since this gives them more vocabulary exposures.
Memphis Striving Readers Research Project
(Fall 2009)
22
Tips: Repeated Reading Records
Have students monitor their own reading
speed each week of the passage you used for
the one-minute of academic reading check
point test.
You can use an oral reading record form like
the one we are sharing today for students to
track their own progress.
You may be surprised at how motivated your
students will be to “track” their results!
Fluency & Vocabulary. R. Cooter (2013)
Fluency Strategies in the
Classroom
Which strategies would you use…
BEFORE students tackle a new unit of study?
DURING the course of study?
AFTER they have read the materials in your unit
of study?
Fluency & Vocabulary. R. Cooter (2013)
•
•
•
•
•
•
•
•
•
Unison
Echo
Antiphonal
Readers Theatre
Radio Reading
Neurological Impress Method
MIN plus Scooping
Buddy/Paired Reading
Poems for Two Voices
Fluency & Vocabulary. R. Cooter (2013)
BEFORE-, DURING-, AFTER
(BDA) SUGGESTIONS
Fluency & Vocabulary. R. Cooter (2013)
Q: How do we know if we are using choral reading
correctly (fidelity of implementation)?
Expertise
& Ability
to Coach
Others
A: Use “Implementation Continuums”
Refined and
Expanded
Capacity
Practice with Peer
Coaching
Deeper Learning with
Limited Capacity
First
Exposure
No
Knowledge
Robert B. Cooter, Jr., Bellarmine Univ.
Spring 2013
27
TIP: Give ‘em five!
A minimum of 5 minutes of choral reading
each day using the textbook or other
materials will yield great improvements in
reading fluency and comprehension over
time.
NEXT– Posters & Vocabulary Development
CAP #1:
Gallery Walk
& Evaluation
Fluency & Vocabulary. R. Cooter (2013)
Vocabulary & Concept
Development: Part I
Either that wallpaper goes, or I do! – Oscar Wilde’s final words
We are all pencils in the hand of God. – Mother Theresa
From: The Tao of Willie
If you throw trash along the highways or foul our rivers,
I’m sorry to say you are not my friend.
If you mistreat those who are smaller or weaker than you,
you are not my friend.
If you think that people whose skin is a different color from
Vocabulary. R. Cooter (2013)
yours are beneath you, thenFluency
you &are
particularly not my friend. – Willie Nelson
National Reading Panel’s
“Big Five”
Phonemic Awareness
Phonics
Vocabulary
Reading Comprehension
Reading Fluency
The limits of my language are the limits of my
mind. All I know is what I have words for.
---Wittgenstein
Fluency & Vocabulary. R. Cooter (2013)
Anticipation/Reaction Guide
Statement
Agree
Vocabulary knowledge is the single most important factor
in reading comprehension.
Explanation:
Socioeconomic status can drastically affect vocabulary
development in children.
Explanation:
Students must have multiple exposures to a word and its
meaning to deeply process it.
Explanation:
Vocabulary has to be taught through direct and indirect
means.
Explanation:
Fluency & Vocabulary. R. Cooter (2013)
Disagree
(Nagy and Anderson, 1984)
(Nagy and Anderson, 1984)
Fluency & Vocabulary. R. Cooter (2013)
(Nagy and Anderson, 1984)
Fluency & Vocabulary. R. Cooter (2013)
The Gap continues…..
1,000,000 words
100,000
words
Fluency & Vocabulary. R. Cooter (2013)
Vocabulary: The great
predictor
 Reading and other academic skill development
are very strongly correlated to language at ages
as early as 18 months
 Listening and speaking vocabularies are critical
to school success
 Poor kids have only about 25% of the words in
their heads compared to middle and upper class
kids in kindergarten
(Hart and Risley, 1995; Hoff-Ginsburg, 1991)
Fluency & Vocabulary. R. Cooter (2013)
Effective vocabulary instruction
requires:
Active and positive student participation
(Carr & Wixson, 1986)
Personal engagement with a new word
(Dole, Sloan &Trathen, 1995)
Opportunities for students to discuss new words
Teaching vocabulary before reading
(National Reading Panel 2000)
Learning in rich contexts, incidental learning,
and the use of computer technology
(National Reading Panel 2000)
Providing multiple exposures to a word
(10+ meaningful exposures for new words & concepts)
(National Reading Panel 2000)
Fluency & Vocabulary. R. Cooter (2013)
IMPORTANT!
For students to LEARN and RETAIN
new vocabulary in your classes,
we must CONNECT new words to
ALREADY KNOWN words.
This is a truth talked about in “schema theory.”
Fluency & Vocabulary. R. Cooter (2013)
For new words to be learned, they must find a place
in the proper “file folder” in the brain (schema)…
wings
Feathers
Eagles
Blue Jays
Robins
Attributes
beaks
Types/
Examples
BIRDS
BIRDS
(schema)
ANIMALS
Fluency & Vocabulary. R. Cooter (2013)
schema theory now verified by science
Fluency & Vocabulary. R. Cooter (2013)
What else does research tell us about
vocabulary?
• Vocabulary knowledge accounts for over
80% of the variance in reading
comprehension scores at grade
level.(Stahl, 1999)
• Other studies suggest that by the age of
three, children from advantaged homes
had five times the amount of words as
children from disadvantaged
homes.(Stahl,2004)
Fluency & Vocabulary. R. Cooter (2013)
There Are Four Types of Vocabulary
• Listening vocabulary, the largest, is made up of
words we can hear and understand. All other
vocabularies are subsets of our listening
vocabulary.
• The second largest vocabulary, speaking
vocabulary, is comprised of words we can use
when we speak.
• Next is our reading vocabulary, words we
can identify and understand when we read.
• The smallest is our writing vocabulary,
words we use in writing.
Fluency & Vocabulary. R. Cooter (2013)
Vocabulary Assessment
Text Level Assessment = Content
Analysis
Student-Level Assessments
Screening, Progress-monitoring,
Outcome, and Diagnostic
Fluency & Vocabulary. R. Cooter (2013)
Screening
(BEFORE TEACHING):
Vocabulary Definition
Fluency & Vocabulary. R. Cooter (2013)
Fluency & Vocabulary. R. Cooter (2013)
Screening
(BEFORE TEACHING):
Word Map
Fluency & Vocabulary. R. Cooter (2013)
Fluency & Vocabulary. R. Cooter (2013)
Which words do I teach?
17
Fluency & Vocabulary. R. Cooter (2013)
Source: region2.dadeschools.net
How many exposures would you
guess is required for students to learn
a new term or concept?
Fluency & Vocabulary. R. Cooter (2013)
Answer:
Fluency & Vocabulary. R. Cooter (2013)
Developing Vocabulary in the
Older Grades
1. Frequent encounters with the words
If 10 words per week were addressed, each word might
have focused attention 8 to 10 times.
2. Richness of instruction
This is extension of word use beyond the classroom by
keeping word logs and providing opportunities to use
the words, exploring facets of word meaning, and
considering relationships among words.
.
Fluency & Vocabulary. R. Cooter (2013)
3. Chose words based on themes.
For example, they used the theme, “how we use our
eyes.”
The target words included: gaze, squint, spectator,
focus, scrutinize, glimpse, inspector and binoculars.
Themes were used to help students by giving them
ready made connections
Fluency & Vocabulary. R. Cooter (2013)
Enriching the Verbal Environment
• Pay attention to words. Start a campaign to
climb the ladder to word wizardry – from
– word watcher to word worker
– word wildcat to word winner
– word master to Word Wizard.
• Earn points, look for your name on the Word
Wizard chart. Have for special events for
Word Wizards!
Fluency & Vocabulary. R. Cooter (2013)
• New Word Jar – toss a token in the jar
each time you hear someone using a
newly learned word. Fill it up and have a
celebration!
• Establish Teacher’s Word of the Week
• “There are four words you can’t use in
my room— like, stuff, thing, whatever.”
• Use and encourage the use of mature
language.
Fluency & Vocabulary. R. Cooter (2013)
Word Banks
Fluency & Vocabulary. R. Cooter (2013)
School-wide oral language
(Another) RULE OF FIVE…
Fluency & Vocabulary. R. Cooter (2013)
So We Must…
Teach Words Directly
Select important words students will
see often.
Connect new words to other known
words that are related.
Provide students with many
exposures to words that must be
learned.
Fluency & Vocabulary. R. Cooter (2013)
Teaching Strategies for Expository Texts –
Only A Beginning
Fluency & Vocabulary. R. Cooter (2013)
Big fat juicy words
• Use poly syllabic words
• Use easy words with hard words, i.e..,
This is a nice color- I think it is an
absolutely lovely choice.
Praise children who use big, fat, juicy words
Fluency & Vocabulary. R. Cooter (2013)
Fluency & Vocabulary. R. Cooter (2013)
Fluency & Vocabulary. R. Cooter (2013)
Show Your Students
How to Sort Words
Fluency & Vocabulary. R. Cooter (2013)
Word Sorts
Students group their words/cards into
different categories with common
features. During an open sort, students
determine ways in which their vocabulary
can be groups. This type of sort engages
students in higher levels of thinking and
processing. During a closed sort,
students know in advance the categories
in which they must place their cards.
Fluency & Vocabulary. R. Cooter (2013)
Open
Sort
Fluency & Vocabulary. R. Cooter (2013)
Closed Animal
Concept Sort
Fluency & Vocabulary. R. Cooter (2013)
Open Animal Concept Sort
Fluency & Vocabulary. R. Cooter (2013)
Anticipation/Reaction Guide
Statement
Agree
Vocabulary knowledge is the single most important factor
in reading comprehension.
Explanation:
Socioeconomic status can drastically affect vocabulary
development in children.
Explanation:
Students must have multiple exposures to a word and its
meaning to deeply process it.
Explanation:
Vocabulary has to be taught through direct and indirect
means.
Explanation:
Fluency & Vocabulary. R. Cooter (2013)
Disagree
CAP #2
Fluency & Vocabulary. R. Cooter (2013)