Cloze Measure. Cloze Measure What is Measured? Comprehension We are only able to infer what others...

Cloze MeasureCloze Measure

Cloze MeasureCloze Measure What is Measured? What is Measured?

Comprehension We are only able to infer what others

comprehend All measures of comprehension are indirect Students read passages Sensitive to change Measure achievement over time Word level and passage understanding

Cloze MeasureCloze Measure Characteristics Characteristics

Passages from the curriculum of instruction

(Representative Passages) No time limit of the measure. Stop when most

students have completed the passage

Passage has missing words. (usually every 7th word.

Students write in word that fits in each blank. Tool capable of having multiple forms.

Creating a Cloze MeasureCreating a Cloze Measure

Select representative passage from the curriculum of instruction.

Keep title and first sentence intact (untouched).

Remove every 7th word. Leave a blank space for writing.

Create a key for possible correct responses (see scoring)

Administration: Cloze Administration: Cloze MeasureMeasure

Standard CLOZE Directions You are going to read this story silently. This story has some words missing. There are blank spaces

where words are missing. When you read the story, figure out what word should go in

the blank space. Write the word you think belongs in the story in the blank

space. Do your best reading and try your to fill in every blank space. There is no time limit on this measure.

Scoring: Cloze MeasureScoring: Cloze Measure Responses are scored according to the number of

exact or semantically correct word matches.

There is a one to one correspondence between word and blank space. Two or more words may NOT go in one blank space.

Reported score is the number of correct words over the number possible. This score may be expressed as a percent correct.

Recommendation, use the key indicating acceptable words that fit each blank in the passage. (see next slide)

Administration: Cloze Administration: Cloze MeasureMeasure

Standard CLOZE Directions You are going to read this story silently. This story has some words missing. There are blank spaces

where words are missing. When you read the story, figure out what word should go in

the blank space. Write the word you think belongs in the story in the blank

space. Do your best reading and try your to fill in every blank

space. There is no time limit on this measure.

Cloze in Trinidad & TobagoCloze in Trinidad & Tobago

Sample included 100 boys and 100 girls Standard 1 and Standard 2 Randomly sampled classrooms Group administration

(may be individually administered) Measures obtained on parallel forms three

periods during the 2001-02 school year

-5

0

5

10

15

20

25

30

35

First Cloze Total Score Second Cloze Total Correct Third Cloze Total Score

Standard 1Cloze Measure Across Assessment Periods

p. 66

-5

0

5

10

15

20

25

30

35

40

45

First Cloze Total Score Second Cloze Total Correct Third Cloze Total Score

Standard 2Cloze Measure Across Assessment Periods p. 67

Standard 1 Standard 2

-5

0

5

10

15

20

25

30

First Cloze Total Score

Standard 1 and 2 Cloze Assessment

First Assessment Periodp. 68

Close results in Close results in Trinidad & TobagoTrinidad & Tobago

Table 4.1

Descriptive Statistics for CLOZE Score Across Grade Level and School Year

Beginning of Year Middle of Year End of Year

N Mean SD N Mean SD N Mean SD

Standard 1 96 5.75 5.47 96 6.58 5.47 90 16.07 9.77

Standard 2 99 12.97 8.14 95 12.64 6.28 85 17.26 11.17

p. 66

Percentile Standard 1 Standard 2

5 0 1

10 0 1

25 1 5

50 4 14

75 9 20

90 14 23

95 17 23

Graphic DisplayGraphic Display

Tells us Tells us WhenWhen to make a change to make a change

Error Analysis

•What skills need to be taught?

Case Study- Cloze

Analysis of the data:

Describe the data points for this student in relation to the AIMLINE

Describe the types of errors this student is making in the close materials.

Decision: Collect more data Intervention Increase the goal for this student

Intervention description:

Case Study 1 JamieCase Study 1 Jamie

Refer to key in your packet

Vocabulary InstructionVocabulary Instruction. . .vocabulary instruction often fails to . . .vocabulary instruction often fails to

produce measurable gains in reading produce measurable gains in reading comprehension because it does not comprehension because it does not include sufficient depth of word include sufficient depth of word knowledge.knowledge.

Lack of depth of instructionLack of depth of instruction (Nagy, 1988)(Nagy, 1988)

ThereforeTherefore: integrate good : integrate good teaching strategies with teaching strategies with vocabulary instruction to help vocabulary instruction to help teach word meanings that will teach word meanings that will become a part of reader’s become a part of reader’s oral, written and reading oral, written and reading languagelanguage..

Obstacles to Vocabulary Obstacles to Vocabulary DevelopmentDevelopment

Appreciate the size of the task:Appreciate the size of the task: On average, students add On average, students add 2,000-3,0002,000-3,000 words words

to their reading vocabularies each year.to their reading vocabularies each year.

The average student learns from 6-8 new The average student learns from 6-8 new words words each dayeach day..

Result: Vocabulary GapResult: Vocabulary Gap

Vocabulary InstructionVocabulary Instruction

Teach the meanings of words in a passage Teach the meanings of words in a passage prior to initial reading of that passage. prior to initial reading of that passage.

Preteaching meaning prior to reading Preteaching meaning prior to reading reduces the cognitive load during reading.reduces the cognitive load during reading.

(Brett, Rothlein, & Hurley, 1996; Carney, Anderson, Blackburn, 1984; Wixon, 1986)(Brett, Rothlein, & Hurley, 1996; Carney, Anderson, Blackburn, 1984; Wixon, 1986)

Effective Vocabulary InstructionEffective Vocabulary Instruction

Expose students to high quality Expose students to high quality oral language.oral language.Read aloudsRead alouds StorytellingStorytelling

Audio booksAudio books Modeling LanguageModeling Language

Pretend PlayPretend Play Source BooksSource Books

Effective Vocabulary Effective Vocabulary InstructionInstruction

Promote word consciousnessPromote word consciousness Word consciousness is the knowledge of and Word consciousness is the knowledge of and

interest in words. interest in words.

Play with languagePlay with language••Word gamesWord games •Puns • Limericks •Puns • Limericks

•Anagrams•Anagrams

• “• “Word Wizard”Word Wizard” • Puzzles• Puzzles •Jokes/Riddles•Jokes/Riddles

Provide modeling and instruction in Provide modeling and instruction in independent word-learning strategiesindependent word-learning strategies

Monkey’s Paw VocabularyMonkey’s Paw VocabularyMonkey Paw VocabularyMonkey Paw VocabularyAmiablyAmiably good naturedly; agreeably good naturedly; agreeablyAntimacassarAntimacassar a protective covering for the backs of chairs and sofas a protective covering for the backs of chairs and sofasApatheticallyApathetically indifferently; listlessly indifferently; listlesslyApathyApathy lack of interest in things, indifference lack of interest in things, indifferenceAssuranceAssurance a statement that inspires confidence a statement that inspires confidenceAvaricious Avaricious someone fond of accumulating wealth someone fond of accumulating wealthBetokened Betokened gave a sigh or sign of things to come gave a sigh or sign of things to comeBibulousBibulous having to do with social drinking having to do with social drinkingCredulityCredulity believing something too quickly; to be gullible believing something too quickly; to be gullibleDisclaimDisclaim denying any connection with denying any connection withDoughtyDoughty courageous; brave courageous; braveEreEre before beforeFakirFakir a Moslem religious beggar a Moslem religious beggarFrivolous Frivolous not worthy of serious attention; insignificance not worthy of serious attention; insignificanceFusilladeFusillade a quick discharge of many firearms a quick discharge of many firearmsHospitableHospitable welcoming guests with warmth and generosity; friendly welcoming guests with warmth and generosity; friendlyLiabilityLiability an obligation or debt an obligation or debtMaligned Maligned spoke evil of spoke evil ofMechanicallyMechanically automatically; like a machine automatically; like a machinePresumptuousPresumptuous excessively confident; arrogant excessively confident; arrogantProsaicProsaic matter of fact; straight forward matter of fact; straight forwardPulsatingPulsating throbbing; expanding and contracting rhythmically throbbing; expanding and contracting rhythmically ReverberatedReverberated echoed over and over echoed over and over RubicundRubicund a healthy rosiness a healthy rosinessSinisterSinister suggesting an evil force or motive; threatening disaster or evil suggesting an evil force or motive; threatening disaster or evilSolemnlySolemnly seriously; gravely seriously; gravelyTalismanTalisman an object marked with magical signs, believed to give its holder supernatural powers/protection an object marked with magical signs, believed to give its holder supernatural powers/protectionTrifleTrifle something of little value something of little valueUnwholesomeUnwholesome offensive; causing injury to physical, mental, or moral health offensive; causing injury to physical, mental, or moral healthVisageVisage the facial expression of a person the facial expression of a person

Tier I – includes words functional for life long learning.

Tier II – includes high frequency words for mature language users.

Tier III – includes words whose frequency of use is normally quite low and limited to specific domains.

Isabel Beck

AntimacassarAntimacassar

macassarmacassarAntiAnti

Finding ImagesFinding Images

Bring in your own digital photosBring in your own digital photos search the internetsearch the internet

google.comgoogle.com Images tabImages tab Type in search wordType in search word Select, cut and paste into PP documentSelect, cut and paste into PP document

Be aware of copyright. Be aware of copyright. use of images for instruction and not distribution is use of images for instruction and not distribution is

finefine

Back to the Vocabulary LessonBack to the Vocabulary Lesson

Not all word meaning can be taught with Not all word meaning can be taught with imagesimages

Sometimes actions are usefulSometimes actions are useful

solemnlyCategorize -a word about mood or emotions

Demonstrate – act out

Create the language to support the demonstration

Solemnly - seriously; gravely

Vocabulary InstructionVocabulary Instruction

A third option in many to provide A third option in many to provide instruction in vocabulary…instruction in vocabulary…

The graphic organizerThe graphic organizer

Integrated Vocabulary Instruction: An Integrated Vocabulary Instruction: An Illustration of both Contextual and Illustration of both Contextual and

Definitional InformationDefinitional Information

New Definition

Synonym

Antonym

Grammar

Examples &Non-Examples

- CHAOS - The state of disorder

or confusion

unorganized

order

noun

Expanded Use

Chaos in science, in a classroom,in a crowd, in

thinking

Teach Definition: identify word class, Teach Definition: identify word class, describe how word is unique in classdescribe how word is unique in class

New Definition


or confusion

Restate Definition: student paraphrase to Restate Definition: student paraphrase to make definition their ownmake definition their own

New Definition


or confusion

Expanded Use


thinking

Teach Teach Synonyms:Synonyms: provide single word or a provide single word or a phrasephrase

New Definition

Synonym


or confusion

unorganized

Expanded Use


thinking

Antonym:Antonym: may help identify critical features may help identify critical features

New Definition

Synonym

Antonym- CHAOS - The state of disorder

or confusion

unorganized

orderExpanded Use


thinking

New Definition

Synonym

Antonym



or confusion

unorganized

orderExpanded Use


thinking

Examples & Non-Examples: refine Examples & Non-Examples: refine understanding of meaningunderstanding of meaning

Grammar: Model appropriate grammatical Grammar: Model appropriate grammatical name and application of the word.name and application of the word.

Inspiration 7.5.lnk

New Definition

Synonym

Antonym

Grammar



or confusion

unorganized

order

noun

Expanded Use


thinking

Other resourcesOther resources Texts available at MinistryTexts available at Ministry

Direct Instruction ReadingDirect Instruction Reading InterventionsInterventions Etc.Etc.

Documents Documents VocabularyVocabulary ComprehensionComprehension

Web resourcesWeb resources Tier Vocabulary Words InstructionTier Vocabulary Words Instruction

http://www.cast.org/teachingeverystudent/toolkits/tk_modellesson.cfm?tk_id=21&tkl_id=2http://www.cast.org/teachingeverystudent/toolkits/tk_modellesson.cfm?tk_id=21&tkl_id=282&disp=udlapproach82&disp=udlapproach

Learn more about how to tier words, based on the research of Learn more about how to tier words, based on the research of Beck, Beck, McKeownMcKeown, and , and KucanKucan Links to videosLinks to videos

International Reading Association : Video : Reciprocal Teaching International Reading Association : Video : Reciprocal Teaching This 40-minute video from the International Reading Association includes This 40-minute video from the International Reading Association includes

background on the four reciprocal teaching strategies, lessons that show you how background on the four reciprocal teaching strategies, lessons that show you how to use reciprocal teaching in a variety of settings (whole-class sessions, guided to use reciprocal teaching in a variety of settings (whole-class sessions, guided reading groups, and literature circles), in-class footage of strategies in practice, reading groups, and literature circles), in-class footage of strategies in practice, and testimonials from teachers who use reciprocal teaching.and testimonials from teachers who use reciprocal teaching.

Reading Rockets : Text ComprehensionReading Rockets : Text Comprehension From Reading Rockets, a short video of a Seattle elementary school teacher using From Reading Rockets, a short video of a Seattle elementary school teacher using

reciprocal teaching to improve the reading comprehension of her students.reciprocal teaching to improve the reading comprehension of her students.

Case 2 Cloze – Amy Case 2 Cloze – Amy

Review the chart for AmyReview the chart for Amy Amy is a Standard 2 studentAmy is a Standard 2 student Score Amy’s Cloze measuresScore Amy’s Cloze measures GraphGraph AnalyzeAnalyze InterpretInterpret Intervention?Intervention?

Analysis of the data:

Describe the data points for this student in relation to the AIMLINE

Describe the types of errors this student is making in the close materials.

Decision: Collect more data Intervention Increase the goal for this student

Intervention description:

Cloze Measure. Cloze Measure What is Measured? Comprehension We are only able to infer what others...

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