Gordon Pershey '05 Literacy For All1 IMPLEMENTING RESEARCH- BASED LANGUAGE & LITERACY INSTRUCTION &...

Gordon Pershey '05 Literacy For All 1

IMPLEMENTING RESEARCH-BASED LANGUAGE & LITERACY INSTRUCTION & INTERVENTION: FOCUS ON VOCABULARY & COMPREHENSION

Monica Gordon Pershey, Ed.D., CCC-SLPAssociate ProfessorCleveland State [email protected], [email protected]


Introduction

Strategies for enhancing students’ abilities andremediating deficits in vocabulary and comprehensionwill be addressed. Course participants will learn how toprepare students for mandated achievement testing inthese areas.


Learner Outcomes

1. Learners will describe how vocabulary and reading and listening comprehension are taught and assessed as curricular areas.

2. Learners will identify strategies for improving vocabulary and reading and listeningcomprehension.


Curriculum, Instruction, and Assessment in Vocabulary

Key issues:

A STRONG VOCABULARY

INSTRUCTION BASED ON INTEGRATION, REPETITION,AND MEANINGFUL USE

FORMATS FOR VOCABULARY STUDY: CONTEXTUALUSAGE AND ANALYSIS (CONCEPT DEVELOPMENT) ANDSTRUCTURAL ANALYSIS (WORD STUDY)

TRANSFER APPLICATIONS FOR VOCABULARY STUDY

WHAT IS KNOWN ABOUT VOCABULARY DEVELOPMENT


Curriculum, Instruction, and Assessment in Vocabulary

IMPACT OF VOCABULARY ON MANDATEDACHIEVEMENT TESTING

IMPLEMENTING EFFECTIVE VOCABULARY INSTRUCTION: FACT AND FALLACY

STRATEGIES FOR TEACHING VOCABULARY BEFORE,DURING, AND AFTER READING

ONGOING VOCABULARY ASSESSMENT


Instruction Based on Integration, Repetition, and Meaningful Use

VOCABULARY INSTRUCTION:

IS THERE ANYTHING NEW UNDER THE SUN?

NAGY, 1988

I NTEGRATI ON

REPETI TI ON

MEANI NGFUL USE


A Strong Vocabulary


Formats for Vocabulary Study

Contextual Usage andAnalysis – Pertains toMeaning and ConceptDevelopment

Structural Analysis of Words in the EnglishLanguage – Study WordOrigins and Orthography


Transfer Applications For Vocabulary Instruction

Comprehension when listening and viewing, e.g., lecture note taking, read alouds, entertainments

Reading comprehension during content area studying,eclectic reading

Better speaking & writing: Academic, vocational,interpersonal


What We Know About Vocabulary Development

We have different levels of word knowledgeand usage: Words we know and use readily

Words we know but don’t often use

Words we know in context and can define plainly

Words we know in context but can’t define

Words we read but can’t pronounce

Words we say but can’t read: true for young kids


What We Know About Vocabulary Development

Vocabulary is the #1 predictor of reading comprehension – Therefore, a text with too manyunfamiliar words is incomprehensible – Unknown wordsrelate to topics, content, or concepts that challenge A reader need not know every word in a text to realizegist – Up to 15% of words can be missed, dependingon text clarity and reader’s purpose for reading

The average 5th grader who reads 25 minutes a daywill meet 20,000 new words per year - If s/he retainsjust 5%, s/he will learn 1,000 new words per year;Most kids learn 3,000 words per year with readingbeing the largest source of input; The best way toincrease vocabulary is by reading widely


Impact of Vocabulary on MandatedAchievement Testing

265 African American fourth and sixth graders from a district in academic emergency according to the OhioProficiency Test (OPT)

16 standardized subtests of oral, written, andreading vocabulary yielded corresponding findings: Word knowledge and word usage are stable andinterrelated constructs in oral language and literacy

4th graders: Vocabulary can predict between 18% and35% of the variance in OPT reading scores and 19% ofthe variance in OPT writing (p < .0001)

6th graders: Vocabulary can predict between 18-25% of the variance in OPT reading scores (p < .0001)


Impact of Vocabulary on MandatedAchievement Testing

VOCABULARY TASKS THAT CORRELATE WITHOPT SCORES (p < .0001)

CORRELATION TO OPT READING

READ WORD, FIND SYNONYM 4TH .433

6TH .394

WRITE WORD IN SENTENCE 4TH .538

6TH .426

LISTENING: MATCH WORD TO PICTURE 6TH .398

ORAL SYNONYMS 4TH .591

6TH .458

ORAL DEFINITIONS 4TH .424

6TH .502

ORAL SUPER-ORDINATE 4TH .543

CORRELATION TO OPT WRITING

READ WORD, FIND SYNONYM 4TH .436

ORAL ANTONYMS 4TH .450


Implementing Effective Vocabulary Instruction: Fact and Fallacy

FALLACY: ALL VOCABULARY INSTRUCTION WILLINCREASE READING COMPREHENSION

FALLACY: THE BEST WAY OF TEACHING VOCABULARYIS THE DEFINITIONAL APPROACH – WHY NOT:

A definition may not fit a context A definition seldom tells how a word is actually usedA definition may not help form interconnections across words drawn from a text or unit of study A definition may not increase comprehension of word meaning and thus allow correct use of a word; it may be a weak instructional device



EXAMPLE: GIVEN THESE DEFINITIONS, PUT THEKEY WORD INTO A SENTENCE

epiphenomenon: a phenomenon that occurs with and seems to result from another

kern: to form or set (as a crop of fruit) squinch: a support (as an arch, lintel, or

corbeling) carried across the corner of a room under a superimposed mass

stirp: the sum of the determinants of whatever nature in a fertilized egg



FALLACY: CONTEXT CUES ARE HELPFUL WHEN TEXT

CONTENT IS FAMILIAR BUT OF LITTLE USE WITH

UNKNOWN CONTENT

EXAMPLE: Although Mary was very thin, her sister was obese.

Is “obese”:

a. normal

b. fat

c. gracious

d. unconcerned

e. jealous

CONTEXT MAY NOT GIVE ENOUGH INFORMATION OR

MAY ALLOW FOR TOO MANY CHOICES TO BE POSSIBLE.

CONTEXT MUST GUIDE INFERENCE



REAL TEXTS AND NATURAL CONTEXTS ARE NOT

ALWAYS GOING TO TEACH THE DENOTATIVE

MEANING AND CONNOTATIVE USAGE OF A WORDEXAMPLE:

Denotative meaning is given:

cater: to act with special consideration

Connotative meaning is lost when a student

writes this sentence:

“The mayor catered when the corporate executives visited the city.”



FACT: EFFECTIVE VOCABULARY INSTRUCTION

PROVIDES MULTIPLE CONTEXTS FOR LEARNING

WORDS (BEFORE READING, DURING READING, AFTER

READING) (REPETITION, DEPTH)

FACT: DEFINITIONS NEED TO BE PAIRED WITH

ILLUSTRATIONS OF HOW WORDS ARE ACTUALLY USED

(MEANINGFUL USE, DEPTH)

FACT: SUPPLEMENTAL INSTRUCTION ON COMMON

INFERENCE PATTERNS IS HELPFUL SO THAT

CONTEXTUAL REASONING IS ENHANCED (CONTRAST,

CLASS, EXAMPLE, GENERALIZATION)



FACT: EFFECTIVE VOCABULARY INSTRUCTIONTEACHES THAT WORDS ARE LABELS FORCONCEPTS; WHEN POSSIBLE, CONCEPTS ARELIVED THROUGH BY DIRECT EXPERIENCE,SIMULATION OR DRAMATIZATION,DEMONSTRATION, MULTI-SENSORY EXPERIENCES(MEANINGFUL USE, DEPTH)

FACT: EFFECTIVE VOCABULARY INSTRUCTIONFEATURES WORDS THAT READERS ARE LIKELY TOENCOUNTER OFTEN (REPETITION, INTEGRATION)

FACT: EFFECTIVE VOCABULARY INSTRUCTION ISBOTH CONVERGENT AND DIVERGENT



FACT: EFFECTIVE VOCABULARY INSTRUCTIONTEACHES USEFUL WORDS (MEANINGFUL USE)

FACT: EFFECTIVE VOCABULARY INSTRUCTIONTEACHES KEY WORDS FOR A TEXT OR UNIT OFSTUDY (INTEGRATION, DEPTH, BREADTH)

FACT: EFFECTIVE VOCABULARY INSTRUCTIONTEACHES INTERESTING WORDS (PERSONALMEANING, MELODIOUSNESS, UNIQUE ORIGINS,PIQUE CURIOSITY) (MEANINGFUL USE)

FACT: EFFECTIVE VOCABULARY INSTRUCTIONTEACHES VOCABULARY-BUILDING WORDS (INRELATION TO STRUCTURAL ANALYSIS)(INTEGRATION, REPETITION, BREADTH)



FACT: EFFECTIVE VOCABULARY INSTRUCTIONTEACHES WORDS IN RELATION TO OTHER WORDS(IN RELATION TO STRUCTURAL ANALYSIS)(INTEGRATION, REPETITION)

FACT: EFFECTIVE VOCABULARY INSTRUCTIONTEACHES WORDS THAT RELATE TO STUDENTS’BACKGROUND KNOWLEDGE (INTEGRATION,REPETITION)

FACT: EFFECTIVE VOCABULARY INSTRUCTIONTEACHES WORDS SYSTEMATICALLY AND IN DEPTH(IN RELATION TO STRUCTURAL ANALYSIS)(INTEGRATION, REPETITION)


Integration Via Concept Development: Techniques For Interconnecting Ideas With Vocabulary Terms

SEMANTIC MAPS OR WEBS

PROCESS: COLLABORATIVE BRAINSTORM

PURPOSE: RELATES A NEW CONCEPT TO PRIOR KNOWLEDGE

OUTCOME: ORGANIZES ASPECTS OF A CONCEPT –INDUCTIVE (MIND MAP, LIST) OR DEDUCTIVE

CLASS–EXAMPLE RELATIONS; ATTRIBUTE RELATIONS

CARRY OVER: ALLOWS FOR FURTHER STUDY OF THECONCEPT


Semantic Map or Web: Deductive – Attribute Relations


Semantic Map or Web: Deductive or Inductive – Class-Example Relations

Category – Superordinate

Example – Subordinate




Semantic Map or Web: Deductive or Inductive – Concept Hierarchy Map


Semantic Map or Web: Deductive – Venn Diagram

Snow

SleetRain

Concepts that require multiple comparisons to show similarities and differences among characteristics


Semantic Map or Web: Inductive

Prereading: Spot A Theme, Then Web:Listen To A Few Paragraphs of a Story

Spot a ThemeWeb the Theme First

Continue ReadingAdd to the Web

Example: Dog Years

Prereading Web: Properties of a concept are described, then the concept is identified“Have you ever had the feeling something is about to go wrong?” (Premonition)Then web allied concepts and words


Semantic Map or Web: Structural Analysis

CONCEPTS THAT CAN BE JOINED TO SHOWMEANING, ORIGIN, OR STRUCTURALFEATURES

CONCEPTUAL NETWORKS TO SHOW: SYNONYMY ANTONYMYCOMMON ROOTS COMMON AFFIXES COMMON DERIVATIONS

un-

uncover

unzip

unbutton


Semantic Map or Web: Conceptual Analysis

CONCEPT NETWORKS CAN BE MAPPED TO SHOWEXCLUSION, FOR EXAMPLE, ITEMS THAT DO NOTBELONG IN A GROUP

zoo

igloo

teepee

palace

zoo


Semantic Map or Web: Conceptual Analysis Via Semantic Feature Analysis

EXAMPLE: SEMANTIC FEATURE ANALYSIS –

MANY TYPES


Integration Via Concept Development: Techniques For Interconnecting Ideas With Vocabulary TermsWORD SORTS

PROCESS: COLLABORATIVE LEARNING

PURPOSE: DETERMINE THE RELATIONSHIP OFWORDS WITHIN CATEGORIES AND BETWEEN CATEGORIES; SORT BY ELEMENTS OF MEANING OR OF WORD STRUCTURE

OUTCOME: ORGANIZE ASPECTS OF RELATEDCONCEPTS (SUPERORDINATES AND SUBORDINATES)

CARRY OVER: ALLOWS FOR FURTHER STUDY OF CONCEPTS


Word Sorts

Two Main Types of Word Card Sorts

Closed Sorts: Superordinate categories are given –Place words in category

Felines

Cats Leopards Tigers

Canines

Collies Wolves Beagles


Word Sorts

Two Main Types of Word Card Sorts

Open Sorts: Superordinate categories are not given –Group words and then determine a category heading

Cats Leopards Tigers

Collies Wolves Beagles


Word Sorts

BEFORE READING – ALLOWS FOR SCHEMAACTIVATION, PREDICTION

DURING READING – ALLOWS FOR IN-DEPTHSTUDY OF TERMS

AFTER READING - ALLOWS FOR CONCEPTDEVELOPMENT, WORD STUDY, DISCUSSION



LINEAR ARRAYS (SEMANTIC GRADIENTS) Arrange ideas by degree Students are given all items to arrange, or given some (first two or three; first and last) and asked to generate others

HOTTESTscorching sunnybalmycool nippyrawfreezingfrigidCOLDEST



T-Chart – Shows what a concept is and is not

FREEDOM IS IS NOT



CHOOSING TEXT VOCABULARY TO EMPHASIZE

KEY OR IMPORTANT WORDS WHAT IS THE BEST WORD TO USE AMONGCHOICES? JUSTIFY YOUR CHOICE

EXAMPLE: “CASE HILL IS A BOY WHO IS ___”(LONESOME AGGRESSIVE CONTENT)

WORDS THAT GUIDE A READER THROUGH A TEXT WHAT WORDS ILLUSTRATE THE KEY EVENTS IN A STORY?

EXAMPLE: CONNECT TWO


Connect Two

Your Preparation

Read the Story

Pick out 6-12 Vocabulary Words that Sequence the Story Events

Words the Story Hinges Upon


Connect Two


Connect Two

Your SessionSchema Activation Discussion

Preview Words or Not?

Read the Text

Words Are Reviewed One by One

Key Points Are Revisited

Look Back in Text to the Place Where Each WordOccurred

Write a Sentence that Summarizes the Passage in which the Word Appeared


Connect Two


Connect Two

Underlying Language SkillsVocabularyComprehension of Story Main Ideas and DetailsStory SequenceSentence ConstructionText Look-Back Beginning, Middle, EndWord Study

More Difficult: Students Select All or Some Words;Words on Cards Students Sequence onto Spokes

Easier: Sentence Strips


Studying Word Structure:Structural Activities

EXAMPLES: STRUCTURES TO BE STUDIED (AS RELATING TO CONCEPTS UNDER STUDY)

LATIN AND GREEK ROOTS“ROOT OF THE WEEK” “AFFIX OF THE WEEK”OR, SORT WORDS USED IN UNITS BY THEIRORIGINS, ROOTS, AFFIXES, ESP.TECHNICAL TERMS, ASSIMILATEDPREFIXES

“accompany” “occur” “offer”



SUFFIXATION THAT CHANGES PARTS OFSPEECH

“fear” = verb; “fearful” = adj

3 COLUMNS: MAKE AS MANY WORDS AS YOUCAN

PREFIX ROOTS SUFFIXESin- junc -(t)(s)ionim- voc -ivepre- cept -orcon- tract -ive



SEMANTIC SHIFT (WORDS WHOSE MEANINGS HAVE CHANGED)

“villain” = farm labor“guest” = enemy, stranger“slim” = crafty, crooked“gay” = happy



THREE KINDS OF HOMONYMS HOMOPHONES (SOUND SAME, SPELLED

DIFFERENTLY) “bear, bare”

NON-HOMOPHONIC HOMOGRAPHS (HETERONYMS) “preSENT, PRESent” (SHIFTIES)

HOMOPHONIC HOMOGRAPHS (MULTIPLE MEANING WORDS) “root” “brand” “trip”



COMMON WORD PAIRS “spic & span” “vim & vigor”

WORDS PARTS THAT SIGNIFY NUMERATION “milli, dec, mega, kilo, myria”

CREATE A PLAUSIBLE WORD FROM WORD PARTS “astrocraft” “telewaves”

ONOMATOPOEIA (ECHOES)“bang” “cuckoo” “sizzle” “hiss”



WORDS THAT HAVE ENTERED THE LANGUAGE BY USING OLD WORDS IN NEW WAYS:

CHANGING PARTS OF SPEECHa “network” [n] became “to network” [v]

NEW COMPOUNDS “splashdown,” “hovercraft,” “wingspan”

COINAGES (TO NAME A PRODUCT – Create yourown products, like Luminous Lollipops) “nylon,”“aspirin,” “kleenex,” “zipper,” “band-aid,”“vaseline”



ACRONYMS (“TIP NAMES”) SAID AS A WORD: “UNICEF” “NASA” “SCUBA”“LASER” SAID AS LETTERS: “COD” “MC”

AUTANTONYMS (WORDS THAT MEANOPPOSITES)“cleave” = separate, unite “trim” = take off, add on“dress” = take off, add on



PORTMANTEAU WORDS “twirl” = twist + whirl“brunch” = breakfast + lunch

CLIPPING (SHORTENING WORDS) “omnibus”: “bus”“telephone”: “phone”

EUPHEMISMS



WORDS FROM OTHER LANGUAGESCHINESE - “tea” PERSIAN - “shawl”GERMAN - “kindergarten”POLYNESIAN - “tattoo”


Curriculum, Instruction, and Assessment in Comprehension

Comprehension is Functionally Dependent Upon……..

Memory

Incoming Information is Stored in Working Memory

Relevant Background Knowledge is Retrieved fromLong Term Memory

Implied in Remembering is Verbal Organization

Organization is Dependent upon Verbal Reasoning


Curriculum, Instruction, and Assessment in Comprehension

Material That Is Decoded or Heard Cannot Be TooQuickly Forgotten

Forgetting Disrupts Organization

Memory is Functionally Dependent Upon ……..


Memory

Cognitive-linguisticcapabilities that impactupon comprehension:

Material that is decoded orheard cannot be quicklyforgotten

Information must be storedand relevant backgroundknowledge must beactivated; memory is bothstorage and activation

Intervention strategies to enhance this area of cognitive- linguistic skill:

Activate concentration Lesson uses a few key words Redundancy Collect words Visual or multisensory experiencesDecodable or leveled texts free up cognitive resources for comprehending and rememberingEliminate extraneous demands and distractions


Word Collection Strategies

Notebooks, Card Files, Rolodexes, Postings on Walls or Charts

Their Word Their Ideas Word MeaningMy Ideas

Note Take Note Make Vocabulary


Word Clues Definition

Word My Meaning Definition

Word Trouble Spot Definition

Word Collection Strategies

Notebooks, Card Files, Rolodexes, Postings on Walls or Charts


Memory

INTEGRATION of words with the main ideas of the story and relationships among ideas

REPETITION of key words and concepts

MEANINGFUL USE in discussion and activities and assignments

CONTEXTUAL USAGE AND ANALYSIS of how words are used in text

MEANING AND CONCEPT DEVELOPMENT – connecting the new to the known


MemoryHow Memory Influences Comprehension:

Retention of Semantic Information

Word Finding Strategies: Use External Tools

Fund of Information

Vocabulary Depth – Deeper Knowledge is MemorizedMore Assuredly

Fluent Flow of Input – Access Text InformationAutomatically, Process Information Easily, StoreInformation Relevantly


Memory

Memory and Reading Fluency

Phrasing of Phrases, Sentences, Larger Units of Text

Anticipation of What Might Come Next in Text

Self-Correction of Miscues

Reread Text to Gain Speed, Accuracy, Expression

Automatic, Comprehending Reading

Text Pattern Repetition is Integral


Memory

Orthographic Representations of Whole Words and Letter Patterns

Ready Access to Word Attack Strategies

Searching for Base Words and Affixes

Choosing Among Known Patterns: “O-U-R”is ‘Hour, Or, Are, Er” Etc.

Identical Patterns Can Be Pronounced a Variety of Ways

F-L-O-W in Flower F-L-O-W in Flowed


Memory

Prosodic Features Intonation Guided by Punctuation

Syllable Stress in Words

Word Stress in Sentences and Sentence Prasing

Phrasing for Flow Across Multi-Sentence Text Passages

Oral Reading Sounds Like Spoken Language

Do Not Read Word by Word

Anticipation of What’s Next Applies to Prosody

Chunk and Phrase Text (The Chunking Machine)


Hook, P.E., & Jones, S. D.(2002, Winter). The importance of automaticity and fluency for efficient comprehension. International Dyslexia Association: Perspectives.


Memory

Curricular Tasks for Reading Fluency

Identical Pronunciation Patterns Can Be Spelled in aVariety of Ways (All of the ways to make long a)

Poetry Reading and Writing

Dramatic Interpretation of Text

Staged Readings or Class Plays

Language Experience Stories

Scribe Children’s Dictated Stories


Domain KnowledgeCognitive-linguisticcapabilities that impactupon comprehension: At school, learners must learnconcepts that are decontextualized from daily life

Domain knowledge helpslearners recognize and summarize main ideas, locatecontext clues, self-monitor forcomprehension breakdowns, organize and integrate new information, seek additionalinformation from outsidesources

Intervention strategies toenhance this area of cognitive-linguistic skill:Thematic Units – where reasoning is contextualized

Relate academic concepts to daily life

Repetition and redundancy

Activate domain knowledge with videos, photos, websites, multisensory, “lived-through” experiences, engaging picture books before reading textbooks


Domain Knowledge

Word Sorts

Before Reading Builds Questioning, Activates Prior Knowledge

After Reading Reinforces Concepts and Ideas

Closed - Category Headings Provided

Open - No Category Headings


Domain Knowledge

Anticipation Guides Provoke a Position Prior to Reading

Answer Yes or No – Do You Agree or Disagree? Why?

Human Beings Have a Right to Kill Animals

Children Must Never Disobey Adults

A Pet is a Person’s Possession

(Shiloh, Phyllis Reynolds Naylor)


Explaining

Cognitive-linguisticcapabilities that impactupon comprehension: Difficulty displaying one’sreasoning in a verbally organized way bogs down one’s own comprehension and makes it hard for an evaluator to gauge a learner’s comprehension

Intervention strategies toenhance this area ofcognitive-linguistic skill:

Explanations can be scaffolded by Frames Causal Events Frame WHEN ___ HAPPENED,THE CHARACTER FELT ___. THIS WAS BECAUSE ___.

List or Enumeration Frame

Analogy or Example Frame

Procedure or Process Frame


Explaining

It is easier to explain ideas, concepts, or events that cohere to one’s world view – it is easier to explain what we view subjectively than what we must view objectively

Sequence or Temporal FramesTimelines Problem-Solution FramePlot Patterns:

Most Fiction hasthree plot elements: 1 SOMEBODY

WANTED_________ 2 BUT ____________ 3 SO _____________

Comparison FramesFrame Using Definitions


Explaining

In Order to Explain…..

Underlying Skills in Comprehension and Production ofNarrative

Action Words Mental State Words

Causality Temporal Concepts

Antecedents and Consequences Story Sequence

Story Main Ideas and Details Text Vocabulary

Beginning, Middle, End Text Look-Back

Sentence Construction


Explaining

MATCHING WORDS TO STORY GRAMMAR

LOOK AT THE FOLLOWING WORDS. TELLWHICH WORDS THE AUTHOR USED TO DESCRIBETHE STORY ELEMENTS

WORRIED UNSAFE IN THE COUNTRY EARNED MONEY

CHARACTERS: WORRIEDSETTING: IN THE COUNTRYPROBLEM: UNSAFESOLUTION: EARNED MONEY


Explaining

EXTENDED RESPONSE

EXAMPLE: THINK SHEET

WRITING THAT IS DERIVED FROM KNOWLEDGE OF AKEY TERM/CONCEPT


Explaining

“Frequent Contact” game

List 3 persons or characters

Marty Shiloh Mother

Decide who is most likely to come into contact with these items.

money fence broom

(List should be as long as is wieldy for learners.)


BoundariesCognitive-linguisticcapabilities that impactupon comprehension:

What something is or is not

Constraints upon a concept

What to include and exclude within a concept

Static properties vs variable properties

Anomalous features

Intervention strategies toenhance this area ofcognitive-linguistic skill:T charts Visuals that show separation of properties

Venn diagrams Concept webs

Allow concepts to makesense and not become nonsensical just to show a comparison (e.g., a mammal is not an amphibian because_____, not a mammal is not a pizza because_____)


Resonance

Cognitive-linguisticcapabilities that impactupon comprehension: It is easier to comprehend concepts are important and of utilityResonance means that ideas “ring true” to the learnerWhen an idea resonates, we feel we are better for having become acquainted with this idea or for having learnedsomething

Intervention strategies toenhance this area ofcognitive-linguistic skill:Learners need dynamic activity – lived-through experiences such as dramatization, song, artprojectsExtend text meaning by relating text concepts and events to personal meaning –Has this happened to you?What does this mean to you? Have you ever felt this way?


Resonance

Character journals:bookWrite a diary or letter in the voice of thecharacter (for example, the character is rememberingwhat happened in the story)

Character conversations (dialogues between characters,with each telling what happened in the story)


Resonance

STUDENTS PARTICIPATE IN SELECTING WORDS FORSTUDY

STUDENTS DISCUSS THE NATURE AND CONTENT OFVOCABULARY ASSESSMENTS – WHAT YOU AREASKING THEM TO REMEMBER, HOW, AND WHY

INTEGRATION AND MEANINGFUL USE VIA VARIEDREADING AND WRITING OPPORTUNITIES – LOTS OFFUN WAYS TO USE THE LANGUAGE OF THE TEXT

REPETITION VIA REVISITING TEXT

PEER REVIEWING/EDITING OF STUDENT TEXT

SHARING RESPONSES TO TEXT IN A VARIETY OFFORMATS


Goal Setting


Learner sets him/herself upfor gaining understanding,gaining information,enjoyment, mastery, or thechance to engage insubsequent dynamic activity

Learners stop and reassess what is going on if they are not meeting their goals


Pre-reading journaling: “I want to read this book because _____.”

List of terms commonlyused – in a text, on stateassessments, or in a learning context – goal is to learn these terms


Goal Setting

Intervention strategies to enhance this area of cognitive-linguistic skill:

Pre-reading study guide – points to look for when reading, skim text prior to

reading to alert reader to these points

Setting questions before reading

Predicting what text will be about, then confirming or disconfirming predictions

KWL What do I know about this topic, what do I want to know, and, after reading, what have I learned?


Higher Level Thinking


Inference Deduction/induction PlausibilityEvaluation, judgment Non-literal meanings Indirect messages Non-linear presentations Hypothesizing, problem posing Changing point of view


3 Levels of Questions On the Lines – Factual

questions--Answers can be found in the text

Between the Lines – The answer is not explicitly stated in the text but can be figured out completely from reading the text

Beyond the Lines – Requires judgment or personalization of text


Higher Level ThinkingCognitive-linguistic Intervention strategies tocapabilities that impact enhance this area ofupon comprehension: cognitive-linguistic skill:Apply principles/concepts QAR: QUESTION-ANSWER

RELATIONSHIP 4 kinds of questions

Synthesis/relationships Right There (in the text)between texts Think and Search

(found throughout the text) Between You and the Author (why do you think something

occurred or was told to the reader in a certain way)

Invent/design/develop/ On Your Own (requires create ideas and texts judgment or personalization)Translate/represent ideas CONNECTIONS: Text-to-Self,differently Text-to-World, Text-to-Text


Literate LanguageCompared to oral language, text uses moredifficult words, more elaborate syntax, more figurative language, less redundancy, and noparalanguage

Much of literate language is the vocabulary of text

Certain words, phrases andsentences are seldom used aloud but are use often in text

Teach “how books talk,” which is different from how people talk – at the word and sentence levels Two-column chart: How the book says it, how we say it Skim for text features, headings, chapter titles, captions – discuss what these sections might say Use text conventions, such as dialogue, to anticipate meaning and aid comprehension


Selected Sources

Reutzel, D. R., & Cooter, R.B. (2003). (2nd ed.). Strategies for reading assessment and instruction: Helping every child succeed. Upper Saddle River, NJ: Merrill Prentice Hall.

Sheron Brown, All Sorts of Sorts (3 volumes, amazon.com)

Allen, J. (2000). Yellow brick roads. Portland, ME: Stenhouse.

http://www.literacy.uconn.edu/index.htm

Gordon Pershey '05 Literacy For All1 IMPLEMENTING RESEARCH- BASED LANGUAGE & LITERACY INSTRUCTION &...

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