Embed Size (px)
Citation preview
Anna M. SwensonBraille Literacy Consultant
1
Beyond the Braille Code = = =Teaching Vocabulary and Comprehension Strategiesto Students who are Blind or Visually Impaired
Because of Winn-Dixieby Kate DiCamillo
Interest Level: 4-6 Reading Level: 4.1
Cast of Characters
Winn-Dixie Opal The Preacher (Father) Otis (Pet Store) Miss Franny Block
(Library) Amanda Wilkinson Gloria Dump Sweetie Pie (age 5) Dunlap & Stevie Dewberry
(Twins)
4
Results of the ABC Braille Study “Students who were introduced to more contractions
earlier in instruction performed better on reading measures, such as vocabulary, decoding, and comprehension.” Emerson, R.W., Holbrook, M.C., & D'Andrea, F.M. (2009). Acquisition of literacy skills by young children who are blind: Results from the ABC Braille Study. Journal of Visual Impairment & Blindness, 103, 610-624.
By the end of the study, only half the students were reading on grade level. Comprehension & vocabulary were major areas of deficit.
Conclusion: The issue is not contractions, but rather the need for high quality instruction in the full range of reading processes.
Whose job is it to teach reading?
Can we separate the braille code from the teaching of reading for young children who are learning braille?
WE ARE ALL TEACHERS OF READING
Today’s Focus
Vocabulary & comprehension Case study of a braille reader Middle elementary (grades 2-5) Strategies that work in conjunction
with general education instruction.
Resources and References(See electronic handout.)
Beck, L., McKeown, M., and Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York: The Guilford Press.
Fountas, C. and Pinnell, G.S. (2006). Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K-8. Portsmouth, NH: Heinemann.
The Reading Teacher: Journal of the International Reading Association
Key Principles in Effective Reading Instruction (Fountas & Pinnell, 2006)
Read-alouds Continuous text High quality reading materials Variety of texts Large quantity of reading material Choice
APH Early Braille Trade BooksSunshine Kits 1 and 2 tech.aph.org/ebt
Sets of early reading books from The Wright Group (Sunshine Series)
Labels for contracted and uncontracted braille
On-line book info: reading level, summary, contractions, punctuation marks, instructional activities
On-line data collection for individual students.
9
Sources of Free High Quality Braille Books
Seedlings “Book Angel Program” www.seedlings.org
National Braille Press “Read Books! Program” www.nbp.org
**Braille Institute (Los Angeles) “Special Collection” 1-800-272-4553 www.brailleinstitute.org
What About Context?
Winn Dixie … came over to where me and the preacher were sitting and cocked his head, like he was saying, “What in the world are you two doing out of bed …?”
“I became aware of a very peculiar smell, a very strong smell.”
Three Tiers of Words(Beck, McKeown, & Kucan, 2002)
TIER 1: Basic words (e.g., come, mouse, happy, sun)
TIER 3: Content area words (e.g., sarcophagus, meteorite, inflation)
TIER 2: High frequency words understood by mature readers and found in a variety of reading material. (e.g., gullible, cunning, hideous, chaotic)
Choosing Tier 2 Words for Study(Beck, McKeown, & Kucan, 2002)
Considerations: Importance & utility Conceptual understanding Instructional potential
Because of Winn-DixieKate DiCamillo
That night, there was a real bad thunder storm. But what woke me up wasn't the thunder and lightning. It was Winn-Dixie, whining and butting his head against my bedroom door. … He just kept beating his head against the door and whining and whimpering … he was shaking and trembling so hard that it scared me. … But the preacher was still confused. He just stood there, and Winn-Dixie came barreling right toward him like he was a bowling ball and the preacher was the only pin left standing … The preacher lay on the ground rubbing his nose. Finally, he sat up. He said, "Opal, I believe Winn-Dixie has a pathological fear of thunderstorms."
Introducing Tier 2 Words
How about dictionary definitions? Student-friendly explanations
Typical use Everyday language
Examples
Disrupt (dictionary): break up; split Disrupt: to make it difficult for something to continue
easily or peacefully
Capable (dictionary): having power and ability; efficient; competent
Capable 1: able to do one or more things well Capable 2: describes someone who is able to do
one or more things well
“Bumping into Spicy Tasty Words that Catch Your Tongue” (Bauman, J., Ware, D., Edwards, E. , 2007)
Motivation: Recognize the power of emotional connections with words
Promote curiosity about words in & out of school, in books & in conversations – “Word Detective”
Increase our use of interesting words when we talk and write with our students
Jen’s Words: “Five by Friday”
Word detective BrailleNote file: “New and Interesting
Words”. Brief daily discussions Definitions in her own words
Personal words on spelling list
“New & Interesting Words”
Clench: grab on something hard Compassionate: nice and kind to
people Essential: really important Flabbergasted: really surprised Hideous: gross and ugly Muzzle: a dog nose
Word Web Template
Source (where I heard or read the word): Definition in my own words: Sentence: Synonyms: Antonyms: Other forms of the word:
Activities / Assessments
1. Word associations What word goes with being allowed to stay up
late once in awhile? Why?
2. Have you ever …? When would someone butt someone else?
3. Applause, Applause! How would you like to be described as
melancholy?
4. Idea completion Jen barreled down the hallway because …
whimper melancholy barrel butt exception
(Beck, McKeown, & Kucan, 2002)
Vocab Recap
Direct Instruction > Context Clues Focus on Tier 2 words Use student-friendly definitions Motivate students to become “word
detectives” Engage students in a variety of
activities that help them think deeply about words
Focus on Meaning
“Reading is the construction of meaning. Comprehending is not a product of reading; it is the process.” (Pinnell & Scharer, 2003)
"The act of comprehending a text occurs before, during, and after reading. “ (Fountas & Pinnell, 2006)
Systems of Strategic Actions to Sustain Processing(Fountas & Pinnell, 2006)
Solving Words (Decoding) Monitoring and Correcting (at both word
and text levels) Maintaining Fluency Summarizing (Literal Comprehension)
26
Basic Comprehension Checklist
Before Reading Read the title Ask about the pictures Predict what the story might be about
During Reading Reread a part if it doesn’t make sense Make a Mind Movie after each paragraph or page Make personal connections
After Reading Reread the book until it is fluent Retell the story in your own words and/or Summarize the most important events/facts Check your predictions. Were you right?
Storyboard: Elements of Fiction
Characters Setting Problem
Events Resolution
28
Systems of Strategic Actions for Expanding Thinking(Fountas & Pinnell, 2006)
Predicting Making Connections Inferring Synthesizing Analyzing Critiquing
Analysis: Character ConnectionsBecause of Winn-Dixie
Story Graph: Because of Winn-Dixie(Barton & Sawyer, 2003)
Why didn’t the author just end with the party? Why did she add the thunderstorm?
How has Opal changed from the beginning of the party to the end? (Inference)
“Talk to Your Book”Reading Strategies Folder
P = Prediction C = Connection I = Inference Wow! DU = Don’t
Understand = Difficult Word
Assessing Comprehension
Anecdotal notes Rubrics Tests / Quizzes Informal Reading Inventories Written responses
IEP Goal: Reading Comprehension
Jen will demonstrate comprehension of fiction passages or texts by responding in one or more of the following ways: retelling, answering questions, summarizing, making connections, predicting, or inferring.
Criterion: receives a rating of “3” or greater on a comprehension rubric for at least two books per quarter.
Documentation: Anecdotal Records; Rubric Chart
Rubric: Levels of Understanding
4: Independent understanding, including higher level thinking (90-100%)
3: Solid understanding, with some support required for higher level thinking (70-90%)
2: Emerging understanding, with support required for both literal and higher level thinking (50-70%)
1: Minimal understanding, even with support (less than 50%)
Anecdotal Notes
Because of Winn-Dixie (Rating: 3) Good recall of events when reading silently Predicted Preacher would remarry like
Jimmy Fargo’s dad (text-to-text connection) With support, understood how title related to
major theme of book.
Informal Reading Inventories Purpose Graded word lists (words in isolation) Graded passages for oral and/or silent reading Data collection
Miscues Reading Rate Comprehension Anecdotal observations
Scoring Guides: Independent, Instructional, Frustration levels
Jen’s IRI Word Lists(Highest level attained before frustration)
Grade September June
2 Primer: 75%(Instructional)
Second: 90%(Independent)
3 Second: 70%(Low Instructional)
Third: 85%(Instructional)
4 Third: 90%(Independent)
Sixth: 90%(Independent)
Jen’s IRI Reading RatesEnd of Grade
PassageLevel
Genre Rate
2 First Fiction 42 wpm
3 Third Fiction 62 wpm
4 Fourth Nonfiction 72 wpm
5 Fifth Nonfiction 80 wpm
Jen’s IRI Comprehension (Highest level attained before frustration)** = Grade level comprehension
Grade PassageLevel
Genre Rating
Beginning 2 Preprimer Fiction Frustration
End 2 **Second Fiction Independent
End 3 **ThirdThird
SecondFirst
FictionNonfictionNonfictionNonfiction
InstructionalFrustrationFrustration
Instructional
End 4 Third**Fourth
NonfictionNonfiction
IndependentInstructional
Beaver = Bird?
Reading Response (unedited)
In the book called Winn-Dixie Opal didn’t have a mother because she drank to much alcohol such as beer and whine. She was really obsessed about drinking. Then she ran away. When Opal’s mother ran away the Preacher Opal’s dad was very melancholy. Opal also was feeling doleful when her mother left. Opal and the Preacher are hoping Opal’s mother will come back. The Preacher told Opal ten things about her mother. She wrote them down on a piece of paper that way she can think of her mother. I predict at the end of Winn-Dixie Opal’s mother will come back.
A Final Word on Comprehension
"I regard meaning as the 'given' in all reading—the source of anticipation, the guide to being on track, and the outcome and reward of the effort.“ (Marie Clay)
