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AboveandBeyond“SoundItOut”:UsingPromptstoSupportReaders33rd Annual NRCP ConferenceApril 1‐3, 2016Oak Brook, IllinoisJanet N. Y. Zarchen, SERCwww.ctserc.org
Equity. Excellence. Education.
Today’sObjectives
• Recognize early reading behaviors and the three cueing systems of reading.
• Identify and use prompts that support early reading behaviors and student use of the cueing systems.
• Describe scaffolded instruction through the use of the Gradual Release of Responsibility.
6ResponsibilitiesofParaprofessionals
1. Assisting teachers/providers with building and maintaining effective instructional teams.
2. Assisting teachers/providers with maintaining learner‐centered supportive environments.
3. Supporting teachers/providers with planning and organizing learning experiences.
4. Assisting teachers/providers with engaging students in learning and assisting in instruction.
5. Assisting teachers/providers with assessing learner needs, progress and achievement.
6. Meeting standards of professional or ethical conduct for each of these responsibilities.
CT State Dep
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EarlyReadingConceptsandBehaviors• Orientation and layout of a book• Print contains most of the message• Reading left to right, top to bottom, turn the page• Difference between letter and word, between word and sentence
• One‐to‐one correspondence• Punctuation
Reading CueingSystems
Visual(graphophonics)
sound to symbol connection
size and shape of words/letters
Does it LOOKright?
Structure(syntax)
grammatical patterns
language structure
Does it SOUND right?
Meaning(semantics)
picture
context
background knowledge
Does it make SENSE?
CSDE/Early Reading Success Institute, Explicit, Small Group Reading Instruction Module
Reading CueingSystems
Visual(graphophonics)
sound to symbol connectionsize and shape of words/letters
Does it LOOK right?
CSDE/Early Reading Success Institute, Explicit, Small Group Reading Instruction Module
I see a momma cat.
Reading CueingSystems
Structure(syntax)
grammatical patterns language structure
Does it SOUND right?
CSDE/Early Reading Success Institute, Explicit, Small Group Reading Instruction Module
Is see a black cat.I she a black cat.
Reading CueingSystems
Meaning(semantics)
picturecontext
background knowledgeDoes it make SENSE?CSDE/Early Reading Success Institute, Explicit, Small Group Reading Instruction Module
I sing a black cat.I see a blue cat.
Reading CueingSystems
Visual(graphophonics)
sound to symbol connection
size and shape of words/letters
Does it LOOKright?
Structure(syntax)
grammatical patterns
language structure
Does it SOUND right?
Meaning(semantics)
picture
context
background knowledge
Does it make SENSE?
CSDE/Early Reading Success Institute, Explicit, Small Group Reading Instruction Module
QuestionstoPonder
Does it make SENSE?
Does it LOOK right?
Does it SOUND right?
CSDE/Early Reading Success Institute, Explicit, Small Group Reading Instruction Module
CueingSystemExamples
Meaning/SemanticCuesText: If you go for a walk in spring, you will see flowers.
Student: If you go for a wink in spring, you will see flowers.
Text: Some spring flowers are yellow, some are white, and some are blue.
Student: Some spring flowers are yelling, some are white, and some are blue.
Prompts• Does that make sense?• Look at the picture.• What happened in the story when…?• Would _______ make sense?• Try that again.• What else could you try?
Structure/SyntaxCuesText: Spring days are longer than winter days.
Student: Spring days are long than winter days.
Text: Some spring days are warm and sunny.
Student: Some spring days is warm and sunny.
Prompts• Does that sound right?• Can we say it that way?• Could it be ______ or ______? How do you know?• Would _______ make sense?• Try that again.• What else could you try?
Visual/Graphophonic CuesText: If you go for a walk by a farm in spring, look for baby lambs.
Student: If you go for a walk by a farm in spring, look for baby sheep.
Text: Lambs run and jump, and then they go back to their mothers for a drink.
Student: Lambs run and jump, and then they go back to their mommies for a drink.
Prompts• Does that look right? Do you think it looks like_____?• What can you hear?• Do you know a word that starts with that letter?• What letter do you expect to see? • Could it be ______ or ______? How do you know?• Try that again.• What else could you try?
Text: Her brother got a pair of shoes for his soccer game.Student: Her brother got a paper of shoes for his soccer game.
1. Does it look right? (visual/phonics)
2. Does it sound right? (structure/grammar)Try it again and think what would sound right.
3. Does it make sense? (meaning)You said “paper of shoes.” Does that make
sense?
WhichPrompt?
Text: Mandy and her brother got new shoes.Student: Mandy and her brother got new shoe.
1. Does that look right? (visual/phonics)
2. Does it sound right? (structure/grammar)
3. Does that make sense? (meaning)
WhichPrompt?
Text: Mandy got a new pair of shoes for her birthday.Student: Mandy got a new pair of shoes for her party.
WhichPrompt?
1. Does that look right? (visual/phonics)
2. Does it sound right? (structure/grammar)
3. Does that make sense? (meaning)
OtherWaystoSayIt
Text: Glass is a material you can see through.
Student: Glass is a material you can see though.
WhichPrompt?
Crabtree Publishing Company
Text: Glass is made mostly from sand.
Student: Glass is maked mostly from sand.
WhichPrompt?
Text: Sand is crushed into powder.
Student: Sand is crashed into powder.
WhichPrompt?
Text: Molten glass can be squeezed through tiny holes.
Student: M –moln glass can be squeezed through tiny holes.
WhichPrompt?
Text: This goes into a furnace where it gets very hot.
Student: This goes into a f‐f‐f‐…
WhichPrompt?
YouTryIt!• Work with a partner. • Take turns being the student and the “coach.”• Student reads.• Coach chooses an appropriate prompt for the error.
• Use another reading passage and try again!
• Please consider volunteering to share what you tried!
Share!RolePlay!
GradualReleaseofResponsibility
29
Teacher or Paraeducator
Role
I do it,
you watch.
I do it,
you help.
You do it,
I help.
You do it together,
I help.
You do it alone,
I watch.
Student Role I watch. I help. I do it. We do it. I do it alone.
Examples • Think‐Alouds• Modeling• Demonstration
• Demonstrations with student input
• Coaching• Guided practice
• Small group• Prompting
• Partner work• Group work• Prompting• Reinforcing
• Independent work
• Reinforcing
I do. We do. You do.
Sources: Fisher & Frey (2008, Pearson & Gallagher (1983) after Campione (1981), http://www.psia‐nw.org/wp‐content/uploads/Gradual‐Release‐Cowan‐2010.pdf &http://www.myread.org/images/scaffolding/scaffolding.pdf
ScaffoldedQuestioningforLanguageArts
In the Neighborhood
We drove pastour old housetoday.The redwoodfence is warpedand gray.The tree I planted grew so tall it makes our house look plain and small.
When we lived there, it was the best.Now it seems just like the rest. by Janet S. Wong
ScaffoldedQuestioningforLanguageArts
In the Neighborhood
We drove pastour old housetoday.The redwoodfence is warpedand gray.The tree I planted grew so tall it makes our house look plain and small.
When we lived there, it was the best.Now it seems just like the rest. by Janet S. Wong
What can you infer about the house?
ScaffoldedQuestioningforLanguageArts
In the Neighborhood
We drove pastour old housetoday.The redwoodfence is warpedand gray.The tree I planted grew so tall it makes our house look plain and small.
When we lived there, it was the best.Now it seems just like the rest. by Janet S. Wong
I infer that it is old and showing its age/looking tired because the fence is warped and gray, the tree is tall, she says it’s old. What did I infer, how did I know that?
ScaffoldedQuestioningforLanguageArts
In the Neighborhood
We drove pastour old housetoday.The redwoodfence is warpedand gray.The tree I planted grew so tall it makes our house look plain and small.
When we lived there, it was the best.Now it seems just like the rest. by Janet S. Wong
I infer that the house is old and showing its age/looking tired. Is this because the fence is warped and gray and the tree is tall? Or is it because the house looks small?
ScaffoldedQuestioningforLanguageArts
In the Neighborhood
We drove pastour old housetoday.The redwoodfence is warpedand gray.The tree I planted grew so tall it makes our house look plain and small.
When we lived there, it was the best.Now it seems just like the rest. by Janet S. Wong
What is a good inference: the house is old and showing its age/looking tired, the person misses living there, or someone watered the tree.
ScaffoldedQuestioningforLanguageArts
In the Neighborhood
We drove pastour old housetoday.The redwoodfence is warpedand gray.The tree I planted grew so tall it makes our house look plain and small.
When we lived there, it was the best.Now it seems just like the rest. by Janet S. Wong
What details helped you know that the house is old and showing its age/looking tired?
ScaffoldedQuestioningforLanguageArts
In the Neighborhood
We drove pastour old housetoday.The redwoodfence is warpedand gray.The tree I planted grew so tall it makes our house look plain and small.
When we lived there, it was the best.Now it seems just like the rest. by Janet S. Wong
What can you infer about the house based on this poem?
Scaffolded QuestionsMost Support Least Support
I infer that it is old and showing its age/looking tired because the fence is warped and gray, the tree is tall, she says it’s old. What did I infer, how did I know that?
I infer that the house is old and showing its age/looking tired. Is this because the fence is warped and gray and the tree is tall? Or is it because the house looks small?
What is a good inference: the house is old and showing its age/looking tired, the person misses living there, someone watered the tree.
What details helped you know that the house is old and showing its age/looking tired?
What can you infer about the house based on this poem?
What can you infer about the house in this poem?
YouTryIt• What is the main idea or main topic of the text? How do you know?
• What are the most important parts of text? How do you know?
• What is the main character like? Give examples.• What is the setting? How does this add to the story?• How does the main character feel about ___? How do you know?
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