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Enhancing Core Reading Instruction (ECRI)Day 5 Teacher Training

Vocabulary and Comprehensionwith

Student Motivation and Engagement

W1Y3 January/February 2012

Preparation of this document was supported in part by Project ECRI, 84.324A-1-ED-GRANTS-030308-007. This material does not necessarily represent the policy of the U.S. Department of Education, nor is the material

necessarily endorsed by the Federal Government.

© 2012 by The Center on Teaching and Learning: Enhancing Core Reading Instruction (Project ECRI)

After Reading Activity for Narrative Text:(another way to review the story elements)

Split students into cooperative work groups and give each group one of the elements to discuss and to write on one of the clown bubbles. Each group will present their element to the whole class.

Assign Student Jobs within each Group:

1. Writer (1 student)2. Group Presenter (1 student)3. Get book/text and check for answer/spelling (1-2 students)4. Check group response using a scoring rubric (1-2 students)


Name_______________________________

The characters are ___________________________________

__________________________________________________

The story takes place _________________________________

__________________________________________________

First, _____________________________________________

__________________________________________________

__________________________________________________

Next, _____________________________________________

__________________________________________________

__________________________________________________

At the end, _________________________________________

__________________________________________________

__________________________________________________© 2012 by The Center on Teaching and Learning: Enhancing Core Reading Instruction (Project ECRI)

Writing ActivitiesMonitor and Provide Feedback

Be very clear on what the expectations are! • “I will be coming around looking for 4 point responses.”• “I see a lot of you have not used capital letters when you are writing someone’s name. Make sure

you fix that!”• “Check the story to make sure you are spelling names and words correctly!”

• Walk around and provide feedback to students.• Carry a highlighter pen.• When a student has a 4 point response, put a quick highlighter dot next to their response and

publicly celebrate. “Wow! James has a 4 point response. He has correct capitals, spelling, punctuation and a perfect retell. Nice job, James!”

• When a student needs to make corrections, highlight one or two areas for them to fix.• Provide any support the student needs to be successful.• Make sure to go back and check once they have made corrections, and celebrate their corrected

work!


Three Step Processfor Planning Group Discussion during Narrative and Information

Passage Reading and Responses

1. Plan Before, During and After Reading Routines:a. Select Before, During and After Reading routines you will use for the selection.b. Plan the order of the Before, During and After Reading routines you will use and where in the

text you will stop.

2. Plan for 100% Student Engagement during reading responses (for each routine activity selected)a. Choral Response Opportunities when the response is short and the same.b. Precision Partner Responses using sentence starters when the response is long and different.c. Other Responses (e.g., response cards, stand up/sit down, thumbs up/thumbs down, white

boards).d. Written Responses (e.g., summaries, POWER lesson, answering questions, etc.)

3. Plan for Targeted Feedback during Precision Partner Responses and Written Responses. Who are the students that need…

a. more language support?b. opportunities to feel successful (rephrasing and repeating)?c. practice expanding beyond literal meaning?d. to elaborate or build on their initial responses?

Lesson Planning Form for Narrative and Information Passage Reading and ResponsesTitle: __________________________________________________________

Page # Prompt/QuestionRespons

e format

Sentence/Response Starter Targeted Feedback

Befo

re

Read

ing

Dur

ing

Read

ing

Afte

r Re

adin

g


Lesson Planning Form for Narrative and Information Passage Reading and ResponsesTitle: __________________________________________________________

Page # Prompt/Question Response format Sentence/Response Starter Targeted

Feedback

Befo

re

Read

ing

Dur

ing

Read

ing

Afte

r Re

adin

g


Lesson Planning Form for Narrative and Information Passage Reading and ResponsesTitle: A Prairie Dog Home

Page # Prompt/Question Response format Sentence/Response Starter Targeted

FeedbackBe

fore

Re

adin

g 74-75 What does the title tell me about the text?

Partner (Yellow) The title tells me… Donna

Story Vocabulary Word: Caring Partner (Blue)

A ______ is caring because ____________________. Josh

KWL Chart: What do I think I know about prairie dogs?

Partner(Yellow) I think I know that… Elisa

Dur

ing

Read

ing

74-75 What are the details? Partner (Blue) One detail I learned is… Doug

76-77 What are the details? Partner (Yellow) One detail I learned is… Donna

77 REVIEW the details… Choral

78-79 What are the details? Partner (Blue) One detail I learned is… Elisa

78-79 What are the details? Choral

79 What is the main idea?Teacher

then Choral

The main idea is…

Afte

r Re

adin

g

What were the details? Choral

What was the main idea? ChoralKWL Chart: What do I still want to know?

Partner(Yellow) I still want to know… Diane

Write details and main idea. Writing

KWL ChartWhat do I think

I know?What am I learning? What did I

learn?What do I still want to know?


Main Idea:

Detail

Detail

Detail

Detail

Detail

Detail

Name:__________________________________________

Title: _____________________________________

The main idea is ___________________________________

_______________________________________________.

One detail I learned is ______________________________

_______________________________________________.


_______________________________________________.


_______________________________________________.


_______________________________________________.


_______________________________________________.© 2012 by The Center on Teaching and Learning: Enhancing Core Reading Instruction (Project ECRI)

POWER WriteP = Prepare (Topic, Think, Read/Research)O = Organize

1. List2. Cross out3. Connect4. Number (Tell)

W = WriteE = Edit (Understand, Rubric, Proofread)R = Rewrite


Information Text Strategy: Identifying the Main Idea

Use these sample passages to explicitly teach the Main Idea strategy:1. Albert Einstein enjoyed many activities.

Albert Einstein enjoyed sailing. He liked to play the violin. He had fun putting together a jigsaw puzzle. He liked riding his bicycle everywhere.

2. Benjamin Banneker built clocksWhen Benjamin Banneker was twenty-one, he took apart a pocket watch to see how it worked. He built a clock entirely out of wood, carving all the gears by hand. He also built the first American-made striking clock.

3. Charity gave her dog a bath.Charity picked up her dog. Charity put the dog in the tub. Charity turned on the water. Charity scrubbed the dog.

4. The girls played in the park.Melissa climbed the bars in the park. Jolene slid down the slide. Aubrie swung back and forth in the swing.

5. The animals did tricks. A dog walked on its back legs. A seal played a horn. The seal wore a dress. A bear rode a bike.

6. Erica made breakfast for herself. Erica cooked two eggs. She poured orange juice into a glass. She put cereal in a bowl. She poured milk into the bowl.

7. Shelly fixed a flat tire on her bike. Shelly took the flat tire off her bike. She put a patch on the hole on the tire. She put the tire back on her bike. She filled the tire with air.

8. Jennifer feeds many different animals. Jennifer threw a fish to a seal. She poured milk in a bowl for a cat. She put hay in the barn for the cows.

9. Corrin did her homework. Corrin got home and took out her school books. She did three pages of math. She studied twenty spelling words. She wrote a report about birds.

10. Nicole got in trouble with her parents.Nicole had to stay in all weekend. She could not watch television or play games. She cried. She got mad.


Systematic Vocabulary Review Activities:Vocabulary Wall: Vocabulary Word Wall that is separated into squares for each alphabet letter:

At the end of each week place the vocabulary word cards on a vocabulary word wall. Have a “vocabulary work” space in the middle. Use these vocabulary words each week for review activities ALL year long.

Vocabulary Word Sorts: Using the “Vocabulary Word Work” section of your Vocabulary Wall, have a different word sort activity every few days:

Examples:• Words I can use in a sentence when I am talking about…(animals, food, school, etc.)• Words that are a noun (person, place or thing).• Words that are a verb (an action word).• Words that could be used to describe the character in the story we are reading this week.• Words that could be used to talk about the story we are reading this week.• Post words and ask students to identify vocabulary words that are synonyms of these words.• When a student correctly uses a vocabulary word (either orally or in their writing, they can put their

name on a post-it flag and stick it on the vocabulary card. Vocabulary Review Games:

Deal or No Deal: (you can have students play as individuals, or with a partner)---Today we are going to play a vocabulary version of Deal or No Deal. I am going to give each of you a vocabulary cards face down on your desk. Pick up your vocabulary card and DO NOT show it to me. If you are not sure what the word means you can whisper to a person next to you for help. Give students a few seconds to understand their word. Then start the game.---Now that you know what your word means, I am going to say a definition to each one of you. If that definition matches you will say “deal”. If it does not match then you will say “no deal”. Let’s start and you will see how it is played. Look at a student and say a definition of a word. Continue playing around the room. You collect any words that match your definitions -- you can play for 5 minutes and see how many words you can collect, and then try and beat that number the next time you play.

Password:---Have students sit with a partner. Partners are sitting knee to knee. One partner has their back to the Vocabulary Word Quilt (where they can’t see the words) and one partner is facing the Vocabulary Word Quilt (where they can see the words). The partner that can see the vocabulary words gives a definition, and the partner with their back to the wall answers with the correct vocabulary word. Once the “guessing” partner has correctly identified 10 words, the students switch places and repeat.


20 Questions:---We are going to play 20 Questions with our vocabulary words today. I am going to pick out one vocabulary word, and you will ask me yes or no questions and will all try to figure out the vocabulary word that I have picked out. You can discuss things as a group. Pick out one vocabulary word (you can write it on a “secret” card that you don’t show the students). Have students put their thumb up on their desk if they have a question. Call on students to ask their “yes/no” questions. If the class guesses the word, choose a new one and continue playing if you have time. You can switch roles and have groups of students select a word (that you do not see), and you ask the 20 questions and the students answer yes or no as you try to guess the word.

Jeopardy:--Today we are going to play a vocabulary version of Jeopardy. I will say a definition. If you think you know which word I am talking about I want you to stand up so I can call on you and see if you are thinking about the correct word.

Go Fish:--Today we are going to play a vocabulary version of Go Fish. You will all be one team and I will be a team. Each of you will get a card, but I will play against all of you. Hand out a vocabulary card to each student. You choose definitions that match 5 of the words.

--- I am going to read one of my definitions and if you have the word that matches you hand it to me, and I get a point. If you don’t you say, “go fish” and your team gets a point. Let’s play so you can see how it will work.

Vocabulary Quizzes:• Give each student a paper that is numbered 1-10.• You provide a vocabulary definition.• The students write the corresponding vocabulary word (they can look at the Vocabulary Quilt for correct

spelling).

Vocabulary Review Games were developed for the following project:

Edwards-Santoro, L., Chard, D., Howard, L., & Baker, S. K. (2008). Making the very most of classroom read alouds to promote comprehension and vocabulary. The Reading Teacher, 61, 396-408.

Fien, H., Santoro, L., Baker, S. K., Park, Y., Chard, D. J., Williams, S., & Haria, P. (2011). Enhancing teacher read alouds with small-group vocabulary instruction for students with low vocabulary in first-grade classrooms. School Psychology Review, 40, 307–318.


Vocabulary Log Name____________________________

Word and Definition Illustrate the word.Write the word: _____________________________.What does the word mean? __________________________________________________________________________________________.

Write the word: _____________________________.What does the word mean? __________________________________________________________________________________________.




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