The Big Orange Splot!
Read The Big Orange Splot! develop the idea individuality and create a house of dreams by folding paper, decorating it and writing about your own dreams for the world, and your future.
Friday, November 2, 2007
Reading Instruction
Reading Instruction addresses two areas:
1. Fluency
Vocabulary Development
Word ID Strategies
2. Comprehension
Examples of context embeded sentences for building vocabulary in an instructional reading lesson:
1. Fluency
Vocabulary Development
Word ID Strategies
2. Comprehension
Examples of context embeded sentences for building vocabulary in an instructional reading lesson:
- Killing is a hateful act. (concept, ending/suffix, base, ate)
- Jenny's looked in wonderment at all the candy. (base word, concept, ent)
- The rainstorm had surprised Alisa. She didn't have an umbrella, so it left her drenched. (degree, concept, ench, ed, base word)
- It was all Joe could think about, he was obsessed! (degree, concept, base word, ending, ess)
Instructional Text
Content Vocabulary: is often imperative to the content learning, or similar word with different
VISUALLY display the words to help build schema.
Students can read the text, so pronounce the bold print words, visually display it, and talk about the meaning.
TRY to pick 8 to 10 words for a vocabulary list, building vocabulary should take about 15 minutes.
VISUALLY display the words to help build schema.
Students can read the text, so pronounce the bold print words, visually display it, and talk about the meaning.
TRY to pick 8 to 10 words for a vocabulary list, building vocabulary should take about 15 minutes.
Questioning: Supporting Student Discussions
Ideas for supporting discussions, avoiding leading questions, qualifiers, and promoting higher level thinking...
Start with a knowledge base setting question:
Ask students to Retell the story (leads into summary)
gist of the:
Beginning of the story (characters, problem and setting?)
Middle (problem and attempts to solve it)
End (outcome/solution to the problem)
Purpose setting question:
links the discussion back to the purpose for reading
can be lots of leading question but not writing down
Open Ended:
not a yes or no question
not leading or assuming one answer
not using qualifiers (good, bad, frustrated, ect)
Connect with Learning Targets
Link to Children:
What did Frog and Toad learn from this experience?
What can we learn from this experience?
Scaffolding students discussion:
"That is a explicit question, you can find the answer in the text. Think to yourself now where in the story can you find the answer, beginning, middle, end? (teaching how to find the fact quickly)."
"That is an inferential question you need to use your logic and text evidence to answer the question"
Working towards students creating the discussion themselves.
Wait time:
Praise
Reflect, If you didn't do the conversation, what did you see as far as student learning?
Start with a knowledge base setting question:
Ask students to Retell the story (leads into summary)
gist of the:
Beginning of the story (characters, problem and setting?)
Middle (problem and attempts to solve it)
End (outcome/solution to the problem)
Purpose setting question:
links the discussion back to the purpose for reading
can be lots of leading question but not writing down
Open Ended:
not a yes or no question
not leading or assuming one answer
not using qualifiers (good, bad, frustrated, ect)
Connect with Learning Targets
Link to Children:
What did Frog and Toad learn from this experience?
What can we learn from this experience?
Scaffolding students discussion:
"That is a explicit question, you can find the answer in the text. Think to yourself now where in the story can you find the answer, beginning, middle, end? (teaching how to find the fact quickly)."
"That is an inferential question you need to use your logic and text evidence to answer the question"
Working towards students creating the discussion themselves.
Wait time:
- One: After the question
- Two: After the response
- Three: Teachers model wait time, to show thinking
Praise
- Too much and general praise should be avoided
- Try giving praise for the whole group at the end and targeting things that need work.
Reflect, If you didn't do the conversation, what did you see as far as student learning?
Self Knowledge: (Marzano)
Teachers have no control over these things, so students must decide to control their:
Attention toward learning
Attention toward learning
- put aside your distractions
- are you excited?
- are you willing to let me help you?
Content Area Vocabulary Development
1. don't display in a sentence and don't have them use the word in the say blank strategy
BECAUSE: they don't have the word in their oral vocabulary load
2. develop the meaning with the students, pronounce it, have them take a picture with their brain
3. visually display the word
BECAUSE: they don't have the word in their oral vocabulary load
2. develop the meaning with the students, pronounce it, have them take a picture with their brain
3. visually display the word
Building Vocabulary in the Classroom
Indirect Reading Instruction
1. Word Identification Strategy (Reading EALR 1.1, 1.2)
grapho-phonic
structural cues
context cues
2. Actual Vocabulary Development (Reading EALR 1.3)
Reinforce the above inside of vocab development
- Teacher Read Aloud
- Recreational Reading
- Teacher Modeling
- Writing
- Instruction across the curriculum
1. Word Identification Strategy (Reading EALR 1.1, 1.2)
grapho-phonic
structural cues
context cues
2. Actual Vocabulary Development (Reading EALR 1.3)
Reinforce the above inside of vocab development
Ways to Indirectly Teach Vocabulary
High School Graduate will have 27,000 words, you can teach 500-600 words SO teach words indirectly by:
1. read aloud:choose books that are a little more complex then the students can handle so that you are exposing them to new vocabulary (instructional level)
2. discussion
3. recreational reading (independent level)
4. writing
5. vocabulary across the curriculum
1. read aloud:choose books that are a little more complex then the students can handle so that you are exposing them to new vocabulary (instructional level)
2. discussion
3. recreational reading (independent level)
4. writing
5. vocabulary across the curriculum
Instructional Reading: Word ID Strategies for Vocabulary Development
Students need different ways to decode a word, not just the prompt to "sound it out". Many words can not be correctly decoded using grapho-phonic clues (i.e.--psychology). The following is a more complete set of skills to help students decode words that are in their oral vocabulary load. Note: The "Say Blank" strategy will not work with words that are not in the students' oral vocabulary load-meaning words.
WORD IDENTIFICATION STRATEGIES: decode and define words
1. grapho-phonic cues
letter sounds
letter chunks (blends, ect.)
patterns (begins with a vowel ends with a consonant)
2. Structural Cues
incredible "cred" is the root it means trust this helps students know words like incredulous
roots
pre fix
suffix
base words
3. Context Cues
Say "blank", or "hmm" in the place of a word you don't know
Think about what makes sense
Look for common patterns/chunks
Blend together and reread to make sure it makes sense
After a very bad day, there was a lot of tension on Mom's face.
"There were some context clues in this sentence that could help you, what do you think those would be?"
"Do you know the root word of tension?
"When do you feel tension?"
Another Example:
"We need to know look at some vocabulary you may encounter in the story"
"Who would like to read this sentence?"
"What kind word is Granddad? "compound word." "Highlight the two parts of the word."
"Now use your pencil to circle two letter patterns in the word" "'and' and 'ad'" "if you know that word then you would know how to read 'sand', 'band'; sad, fad (use in a sentence), lad (which is another word for?"
"Can you give me a synonym, and antonym?"
WORD IDENTIFICATION STRATEGIES: decode and define words
1. grapho-phonic cues
letter sounds
letter chunks (blends, ect.)
patterns (begins with a vowel ends with a consonant)
2. Structural Cues
incredible "cred" is the root it means trust this helps students know words like incredulous
roots
pre fix
suffix
base words
3. Context Cues
Say "blank", or "hmm" in the place of a word you don't know
Think about what makes sense
Look for common patterns/chunks
Blend together and reread to make sure it makes sense
After a very bad day, there was a lot of tension on Mom's face.
"There were some context clues in this sentence that could help you, what do you think those would be?"
"Do you know the root word of tension?
"When do you feel tension?"
Another Example:
"We need to know look at some vocabulary you may encounter in the story"
"Who would like to read this sentence?"
"What kind word is Granddad? "compound word." "Highlight the two parts of the word."
"Now use your pencil to circle two letter patterns in the word" "'and' and 'ad'" "if you know that word then you would know how to read 'sand', 'band'; sad, fad (use in a sentence), lad (which is another word for?"
"Can you give me a synonym, and antonym?"
Increasing Vocabulary Load
Vocabulary Develops in this order:
Teaching vocabulary will address two types of vocabulary development. First, Sight Word Vocabulary. Second, Meaning Word Vocabulary.
SIGHT WORD:
Meaning Words:
Meaning words are words that are not in a students oral vocabulary load. The student needs learn the meaning/s of the word, not just how to decode the word (as with sight words). Where sight words are directly addressed in instructional reading, meaning words are most often addressed in content area instruction.
Content Vocabulary is often inseparable from the Content---this makes the vocabulary base a strong indicator of academic success.
Ways to Increase Vocabulary Load:
High School Graduate will have 27,000 words, you can teach 500-600 words SO teach words indirectly by:
1. read aloud:Choose books that are a little more complex then the students can handle so that you are exposing them to new vocabulary (instructional level)
2. discussion
3. recreational reading (independent level)
4. writing
5. vocabulary across the curriculum
- 1st Oral Vocabulary: Use the appositive for words (hall, corridor,...)
- 2nd Then Speaking
- 3rd Then Writing
Teaching vocabulary will address two types of vocabulary development. First, Sight Word Vocabulary. Second, Meaning Word Vocabulary.
SIGHT WORD:
- Words that are in students oral vocabulary load, but they may not know how to decode the word from a text.
- Goal is automaticity, not meaning. You want students to read and write these words with no pause to decode.
Meaning Words:
Meaning words are words that are not in a students oral vocabulary load. The student needs learn the meaning/s of the word, not just how to decode the word (as with sight words). Where sight words are directly addressed in instructional reading, meaning words are most often addressed in content area instruction.
Content Vocabulary is often inseparable from the Content---this makes the vocabulary base a strong indicator of academic success.
Ways to Increase Vocabulary Load:
High School Graduate will have 27,000 words, you can teach 500-600 words SO teach words indirectly by:
1. read aloud:Choose books that are a little more complex then the students can handle so that you are exposing them to new vocabulary (instructional level)
2. discussion
3. recreational reading (independent level)
4. writing
5. vocabulary across the curriculum
Language: Phonology/Morphology
Phonology
Allophones: aspiration and non aspiration: pit and spit
minimal pairs: pen and ben
Morphology
inflections: verb conjugation, tense changes
derivations: noun-verb-superlative
Allophones: aspiration and non aspiration: pit and spit
minimal pairs: pen and ben
Morphology
inflections: verb conjugation, tense changes
derivations: noun-verb-superlative
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