} Read and comprehend complex literary and informational texts independently and proficiently.

Transcription

1 Jeanne R. Paratore, Ed.D. Boston University Two Silber Way Boston, MA Access videos at: 1 Read and comprehend complex literary and informational texts independently and proficiently. 2

2 Reading complex text supports: Acquisition of sophisticated (and gradeappropriate) vocabulary, concepts, and linguistic structures, and Development of critical thinking abilities. Vocabulary, concepts, linguistic structures, and general knowledge acquired through reading complex text anchors further reading and learning. 3 Knowledge demands Vocabulary Concepts Linguistic demands Word type/length Sentence type/length Text structure and cohesion Text/Task/Reader interactions Motivation Background knowledge & experience Task familiarity, explicitness, purposefulness 4

3 When some students have access to complex text and others do not, the reading gap (that often causes teachers to assign less complex text to low-performing students) contributes to a knowledge gap (e.g., Stanovich, 2000; Neuman, 2006). 5 read substantially fewer in-context words, are asked fewer critical thinking questions, have fewer opportunities for discussion, have fewer opportunities to write. (Allington, 1983; Hiebert, 1983) 6

4 7 Text difficulty resides in the linguistic characteristics of the text, the characteristics of the reader, and the actions of the teacher. 8

5 Selecting easier texts is one way. Bringing difficult texts within the range of easier texts by mediating factors that cause difficulty is another way. (e.g., Ehri, Dreyer, & Flugman,2007). 9 10

6 Easy to read texts support the development of word reading accuracy and fluency. Complex texts support the acquisition and use of sophisticated Vocabulary Concepts Linguistic structures Rhetorical structures General Knowledge 11 Complex Text Time each day when children read and reread (with teacher mediation) grade- appropriate text and engage in discussion and response. Just Right Text Time each day when children read and reread text that is matched to their word reading abilities Self- selected Text Time each day when children read anything of their own choosing 12

7 Complex Text (All students) Community Reading (Large & Small Groups) minutes With the Teacher Independent Reading Leveled Texts (All students) Just Right Reading (Small Groups) Three minute groups With the Teacher Learning Center On Your Own Reading/Writing More Leveled Texts (3-5 substantially struggling readers) Intensive Intervention 3-5 Struggling Readers minutes Learning Centers 13 Preteaching key vocabulary and concepts To introduce words that are essential to understanding Read Alouds & Choral Readings To familiarize children with writer s style and with specific vocabulary Assisted Reading To fill in unknown words as necessary Partner Reading To provide collaborative practice Purposeful Rereadings To support accuracy, fluency, and comprehension Guided Readings To focus students on particular ideas or events Graphic Organizers To focus attention on specific purpose and information in text 14

8 Story Introduction (Whole Class) Preview text, develop vocabulary & concepts, make predictions Reading the Selection (Needs-Based Groups) No Help (with peers) 1. Read Silently. 2. Reread with a partner. 3. Collaborative reading response. 4. Individual reading response. With Help (with teacher) 1. Read aloud. 2. Reread chorally or reread with a partner. 3. Group reading response. 4. Individual reading response. Responding to the Selection (Whole Class or Small Groups) e.g., Literature Circles, Book Talks, Group Discussions 15 16

9 Establish knowledge goals Build relevant background knowledge Create a socially-relevant purpose through collaboration Allow student choice (texts, tasks, contexts) (Guthrie, J., & Humenick, N. M., 2004) 17 Explicit Demonstration & modeling Guided practice Independent practice Strategic What to do How to do it Why to do it (Pearson & Gallagher, 1983; Afflerbach & Pearson) 18

10 Vocabulary and concept development is related to active encounters: Focusing on novel words Asking and answering cognitivelychallenging questions Prompting children to elaborate and clarify Engaging in conversations that help children go beyond the text Making connections between the text and events, objects, or ideas in their own lives 20

11 21 Evidence-based Base assigned tasks on credible research that completing them will contribute to children s development as capable readers and writers. Accessible Require use of skills and strategies that have been taught and that students are capable of applying independently. Sustained Practice Engage students in literacy and language tasks that require extended reading and writing. Coherent Assign tasks that connect to other literacy or content area studies of the day or week. 22

12 Decisions about TEXTS Difficulty Curricular Coherence Decisions about CONTEXTS Teacher Mediation Group size Group type Decisions about TASKS Curricular coherence Focus (coherence) Explicitness Purposefulness Collaboration 23 A Few References Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. Reading Teacher, 61(5), Allington, R. L. (1983). The reading instruction provided readers of differing reading ability. Elementary School Journal, 83, Beck, I., & McKeown, M. (2007). Increasing young low-income children's oral vocabulary repertoires through rich and focused instruction. Elementary School Journal, 107, Biemiller, A., & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98(1), Ehri, L. C., Dreyer, L. G., & Flugman, B. (2007). Reading rescue: An effective tutoring intervention model for languageminority students who are struggling readers in first grade. American Educational Research Journal, 44(2), Guthrie, J. T., & Humenick, N. M. (2004). Motivating students to read: Evidence for classroom practices that increase reading motivation. In P. McCardle, & V. Chhabra (Eds.), The voice of evidence in reading research (pp ). Baltimore, MD: Paul H. Brookes. Hiebert, E. H. (1983). An examination of ability grouping for reading instruction. Reading Research Quarterly, 18, McCormack, R. L., & Paratore, J. R. (2011). Grouping routines and instructional practices that mediate difficult text. In J. R. Paratore, & R. L. McCormack (Eds.), After early intervention, then what: Teaching struggling readers in grades 3 and beyond (2nd ed., pp ). Newark, DE: International Reading Association. Neuman, S. B. (2006). The knowledge gap. In D. K. Dickinson, & S. B. Neuman (Eds.), Handbook of early literacy (pp ). New York: Guilford. Paratore, J. R. (2000). Grouping for instruction in literacy: What we ve learned about what s working and what s not. The California Reader, 33, Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8, Scott, J. (2004). Scaffolding vocabulary learning: Ideas for equity in urban settings. In D. Lapp, C. C. Block, E. J. Cooper, J. Flood, N. Roser & J. V. Tinajero (Eds.), Teaching all the children: Strategies for developing literacy in an urban setting (pp ). NY: Guilford Press. Stanovich, K. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York: Guilford Press. Weizman, Z. O., & Snow, C. E. (2001). Lexical input as related to children's vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37(2),