Weave the Critical Literacy Strands and Build Student Confidence to Read! Part 2

Transcription

1 Weave the Critical Literacy Strands and Build Student Confidence to Read! Part 2 Jenny W. Hamilton jenny.hamilton@voyagersopris.com VSLWebinars@voyagersopris.com

2 Reading Model Language Comprehension Background Knowledge Vocabulary Knowledge increasingly strategic Language Structures Verbal Reasoning Literacy Knowledge Word Recognition Phonemic Awareness Skilled Reading Decoding & Spelling Sight Recognition increasingly automatic (Scarborough) 2

3 Academic Vocabulary Focus Concept Introduction Active Engagement Peer Interaction 3

4 Oral Language Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 4

5 Phonemic Awareness Drills Phoneme Grapheme Mapping Syllable Patterns 5

6 Teaching Phonemic Awareness Phoneme Mapping with Elkonin Boxes TITLE TEXT Use a template and manipulative tiles to mark number and/or location of specific sounds.

7 Phoneme/Syllable Awareness Drills Production /Replication Isolation Segmentation Blending Rhyming Deletion Substitution Reversal Syllable Segmentation Syllable Deletion 7

8 Phonemic/Syllable Awareness Have students count sounds/syllables in dictated words Have them identify the vowel sounds within each word/syllable Provide ample opportunities for practice Use nonsense words for novelty and pure application Teach students to use diacritical marks 8

9 The Anatomy of a Syllable ra t ng V C 9

10 Identify It: Syllable Types Closed Syllable R-control Syllable Open Syllable Final Silent e Syllable Vowel Digraph Syllable Final Consonant + le Syllable Diphthong Syllable cop-per cop per de-tails de tails pre-amble am pre ble win-terize oy-ster win ter ize ster oy 10

11 Syllable Division Teach predictable patterns for dividing syllables vccv, vcv, vcccv, c+le, vv, Provide ample opportunities for practice Use nonsense words for novelty and pure application Teach students to use diacritical marks 11

12 Weaving the Skills Oral Language Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 12

13 Word Fluency Builders Spelling Rules Spelling Accountability 13

14 Teaching Fluency TITLE TEXT Decoding is not all of reading, but it serves as the foundation for gaining proficiency in reading. Before moving on to structural analysis or contextual analysis, students must first be able to recognize words accurately and automatically. Chard, D.J., Vaughn, S., and Tyler, B.J. (2002)

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16 spell 1 1 -ing spelling stop ing stopping sort 1 1 -ing sorting hope ing hoping wave ed waved crack ed cracked 16

17 Spelling Matters Dictate words from fluency builders Dictate phrases Dictate sentences Use wipe-off board to reinforce proper spelling and add novelty to practice. 17

18 Weaving the Skills Oral Language Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 18

19 Deep Word Knowledge Degrees of Meaning Defining Words Multiple Meaning Maps Contextual Word Meaning Idioms 19

20 Knowing a word Figurative language Similes, metaphors, symbols Idioms Steps 3 & 5 Literal meanings Define Multiple meanings Word Relationships Step 3 Word Read Spell Step 2 20

21 TITLE TEXT

22 Degrees of Meaning Word Bank jog trot walk sprint run 22

23 Multiple Meaning Map Mean, contrary old person, usually a man We were careful not to cut through the old bat s yard because he would get so mad! Rapid movement back and forth bat A mammal that flies at night I watched the bat fly from his cave at dusk A piece of sports equipment Many of the girls batted their eyelashes as the cute boy walked by To swing at something He batted in vain at the curve ball and struck out. A metal bat makes a distinctive sound when it hits a baseball. 23

24 Define It Book A cat pet meows A cat is a pet that meows. bat piece of sports equipment tapered, cylindrical used to hit a ball A bat is a piece of sports equipment that is a tapered, cylindrical stick. It is used to hit a ball. Book C 24

25 Idioms Teachers provide definitions Students apply and confirm understanding Appropriate activity for independent practice 25

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27 Weaving the Skills Oral Language Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 27

28 Sentence Diagrams Masterpiece Sentences Punctuation Matters 28

29 Find bat or batted in each sentence. Note their placement on each diagram. 29

30 Unlocking Syntax During the show, a talented newcomer with his saxophone in hand, stepped nervously onto the stage. Who is doing it? newcomer What did he do? How did he step? Where did he step? When did he step? What kind of newcomer? stepped nervously onto the stage during the show talented Which newcomer? with his saxophone in hand 30

31 Masterpiece Sentence Work Strips Subject How many? Predicate What? What kind? When? Which (with/that ) Where? How? 31

32 TRG p Consider the meaning of this sentence: A woman without her man is nothing. A woman, without her man, is nothing. A woman : without her, man is nothing. 32

33 Weaving the Skills Oral Language Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 33

34 Fluency Phrase Sentence Passage Writing Instruction Answering Questions Responding to Text Reading Strategies Before During After 34

35 Using the Decodable Text 35

36 Breaking Sentences into Phrases Based on the use of anticipatory questions Shows students understand how the words are connected Sentence level practice sets up use with connected text Three tired old men walked slowly up the hill in the increasing darkness of the stormy night. 36

37 Using the Decodable Text 37

38 Using the Decodable Text 38

39 Using the Decodable Text 39

40 Before Reading Introduce vocabulary words Orient students to text features Activate prior knowledge Make predictions about the text 40

41 During Reading Employ engagement strategies Check for comprehension Reinforce vocabulary words 41

42 Engagement strategies Turn and talk Cloze choral reading Written responses 42

43 After Reading Confirm or negate predictions Discuss the big ideas Answer questions organized along a continuum of knowledge Write in response to text 43

44 Dr. Paul Sereno led the dig in Niger, Africa. Eighteen scientists and the Touareg tribe helped Dr. Sereno with the dig. The dig team made jackets to protect the fossils. They used a tripod, pulleys, rope, and chain to load the bones onto trucks. 44

45 Summarize Brainstorm What can you remember from the text? Organize Where do the ideas belong? Condense What s really important? Retell What do you need to say? 45

46 Elements of Effective Instruction Model, model, model! Be content with a sliver Topic sentence Key Details Concluding sentence Oral language provides the foundation 46

47 Effective teachers don t stop at describing a strategy. They model how the strategy works and tell students why they should use particular strategies in particular situations. Biancarosa,

48 Weaving the Skills Oral Language Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 48

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50 Curriculum Components Student Text Interactive Text Teachers Edition Volumes 1 & 2 Picture Cards Online Resources

51 Teacher Center Student Center 51