DO IT TOMORROW: LITERACY INTERVENTIONS YOU

CAN ROCK ON MONDAY

Dr. Jeri KraverProfessor of English

Director of English Education

ON TODAY’S MENU

• READING ASSESSMENTS & SPECIFIC CONCEPT TOOLS

• ZERO-IN SKILLS…Word Analysis, High Frequency Word Recognition, Fluency, Comprehension

• INTERVENTION STRATEGIES &TOOLS Word Knowledge and Word Analysis, High Frequency Words. Decoding Poly/Multisyllabic Words, Cue Systems, Fluency Text & Comprehension

• THREE KEY “MOMENTS” OF INSTRUCTION

READING ASSESSMENTS: PROVIDE A PICTURE OF STUDENTS’

 Previewing Ability

Connecting and Using Prior KnowledgePhonics Knowledge and Word Analysis

Use of Cue SystemsAttention to PunctuationSight Word Knowledge

FluencyComprehension

SPECIFIC CONCEPT TOOLS  

• Print concepts• Letter and sound knowledge• Phonological awareness• Word analysis• High-frequency word recognition• Use of comprehension strategies• Responses to literature• Content and vocabulary knowledge

NOT OUR FOCUS TODAY

PRINT CONCEPT ASSESSMENTSLETTER & SOUND ASSESSMENTS

PHONOLOGICAL AWARENESS ASSESSMENTS

LET’S ZERO-IN ON THESE SKILLS…

• Word Analysis• High Frequency Word Recognition• Fluency• Use of Comprehension Strategies

SKILL: WORD ANALYSIS

The ability to identify and analyze sound units (e.g., syllables, phonemes, rimes, onsets) -- that is, to decode multisyllabic words.

ASSESSING WORD ANALYSIS SKILLS

Watch and document how students “decode” unfamiliar words while they read aloud and looking for patterns of error (e.g., in miscued words are errors at the beginning, middle, or end)

SPELLING INVENTORY is a quick assessment that gives a sense of a student’s control over word features

HOW WORD ANALYSIS EVOLVES

EARLY READERS who struggle to DECODE tend to use only the first letter or the first and last letter of a word

DEVELOPING READERS should begin to use more letters as they decode. However, sometimes they look to “sound out” each letter separately (e.g., “g-a-r-d-e-n”) or they will blend sounds incorrectly

 

As they PROGRESS, students use the concept of WORD PARTS to decode: g-ar-den

SKILLED READERS recognize that breaking polysyllabic words into meaningful parts is the way to decode

SKILL: HIGH FREQUENCY WORD RECOGNITION

FAMILIARITY WITH HIGH FREQUENCY WORDS creates efficient readers: the more students recognize words, the more they can focus on COMPREHENSION of the text’s meaning

WORD RECOGNITION helps with AUTOMATICITY because when students recognize words they don’t need to turn to word analysis strategies as they read

 

WORD RECOGNITION ASSESSMENT

Fry’s High Frequency Word Inventory identifies words students do and do not know and their automaticity recognizing the words as they read

A less formal method tracks “miscues” made while reading orally. Analysis looks to see whether sight words are causing problems.

SIGHT WORDS are words that appear frequently but can 't easily be sounded out

SKILL: FLUENCY

FLUENT readers read effortlessly, use appropriate PACING and PROSODY (phrasing, smoothness, expression, tone), and read with accuracy. They have a store of recognized words and strategies for decoding and/or defining unfamiliar words

SKILL: FLUENCY

FLUENCY consists of:

• ACCURACY: the ability to recognize or decode words correctly

• RATE: the speed or ability to read words automatically, which frees cognitive resources for comprehension rather than WORD ANALYSIS

• PROSODY: refers to reading behaviors, including pitch (intonation, inflection), stress patterns, phrasing (chunking groups of phrases into meaningful units), etc.

SKILL: COMPREHENSION

• Comprehension is the capacity of the mind to perceive and understand

• READING COMPREHENSION is the capacity to perceive and understand the meanings communicated by texts. Comprehension requires the reader to be an active constructor of meaning

• Reading research has demonstrated that readers do not simply "perceive" the meaning that is IN a text, expert readers co-construct meaning WITH a text

ESSENTIAL COMPREHENSION STRATEGIES

QUESTIONINGMONITORINGCONNECTING

DRAWING INFERENCESVISUALIZING.EVALUATING

DETERMINING/SUMMARIZING KEY IDEAS

PART II: INTERVENTION STRATEGIES &TOOLS  

1. Word Knowledge and Word Analysis2. High Frequency Words 3. Decoding Poly/Multisyllabic words4. Cue Systems5. Fluency6. Text Comprehension

THREE KEY “MOMENTS” OF INSTRUCTION

“I DO IT” : The teacher MODELS the skill and offers a explicit, clear example

WE DO IT”: The teacher GUIDES students through the activity or skill, monitoring student response, offering corrective feedback immediately

“YOU DO IT”: Students practice the skill INDEPENDENTLY or in small groups

 

(1) WORD KNOWLEDGE & WORD ANALYSIS

 

INTERVENTION: WORD STUDY1. The teacher writes a FOCUS WORD on the board2. With the FOCUS WORD on display, ask students what they

know about it3. Cover the FOCUS WORD & have the student partners each

spell it4. Ask the partners to write as many words as they can with

the same features5. Ask for volunteers to share the words they have listed6. Ask the pairs to create a sentence that uses the FOCUS

WORD and then share these with the class. 7. The next class day students are asked to write the FOCUS

WORDS from memory 8. Place one or more of the FOCUS WORDS on the class

WORD WALL

(2) HIGH FREQUENCY WORDS 

INTERVENTION –A WORD WALL (WHAT IT IS)

A WORD WALL is a display devoted to HIGH-FREQUENCY VOCABULARY. THE WALL promotes vocabulary growth. By choosing WORDS that appear in content-area texts, WORD WALL activities build prior knowledge and reinforce vocabulary that will be encountered in their studies.  

(2) HIGH FREQUENCY WORDS 

INTERVENTION –A WORD WALL (DOING IT)• Select HIGH-FREQUENCY WORDS especially those from

content area texts• Study the words in the context in which students will

encounter them • Use the same display area throughout the semester• Consider posting the words on cards you can move around• Do not overcrowd the WORD WALL, strive for clarity and

simplicity • Add words to the WALL in manageable increments• Make WORD WALL activities a regular part of the classroom

routine • Post Focus Words on the WORD WALL

(3) DECODING MULTISYLLABIC WORDS

INTERVENTION: WHOLE TO PARTS TO A NEW WHOLE

• Select a group of words from texts students are reading (think Pre-Reading and Building Background)

• Write the words on strips of paper and cut the strips into the syllables of the words

• Take the cut-up-words and place them in an envelope -- ALL mixed TOGETHER

• Working in teams, students combine the parts until the have formed a complete set of the polysyllabic words

(3) DECODING MULTISYLLABIC WORDS

BUT THERE IS MORE: NEW WHOLES FROM OLD PARTS

Build on the first activity …

• DEFINE the reassembled words using the component parts (reviewing affixes, roots, etc.)

• Ask students to CREATE SENTENCES with the words they have reassembled

 And, to encourage their playing with language, ask students to CREATE NEW WORDS from the pile of pieces.

(4) INTERVENTIONS USING AND INTEGRATING CUE SYSTEMS

INTERVENTION: SYNTACTIC &SEMANTIC CLUES

• SYNTACTIC CLUES allow readers to predict what a word might be by thinking about what might fit or sound right in a sentence in terms of the part of speech or the order of the words

• SEMANTIC CLUES allow readers to predict what a word might sound right in a sentence based on what makes sense in terms of context or the content

 MY DOG HAS FLEAS

The students sees: Peter stroked the dog’s ear.

However she reads: Peter scratched the dog’s ear.

SYNTACTIC clues suggest a verb SEMANTIC clues suggest an act like

petting

CONCLUSION: The student understands the sentence but has misread the word

 MY DOG HAS FLEAS

But if the student reads:

Peter straw the dog’s ear

Which does not fit SEMANTICALLY or SYNTACTICALLY, then we can tell that she is not using cues and is taking a shot in the dark. She does not understand the sentence.

INTERVENTION: CUE SYSTEM PROMPTS …

1. The teacher creates a copy of a text that students are using in a content area. For every seventh word, all but the ONSET is covered or blank (e.g., b_____).

2. Elicit student predictions about the covered word using the following prompts: 

Looking at the start of the sentence and the start of the word, what word might make sense? (SEMANTIC CUES)

Would that word sound right? (SYNTACTIC CUES)

3.Uncover or fill in the word and ask students to confirm their prediction

INTERVENTION: CONTROLLED CLOZE

1. Teacher selects an unfamiliar passage and 2. Removes every fifth word (leaving intact the first and

last sentences) 3. Students read the passage and try to supply the

missing words4. Student rereads the passage with the words to

ensure it makes sense.5. The teacher asks the student about his/her choices

What made you choose that word?How did you know it would make sense?What from the text supported that choice?Did you reread /read ahead to help? Did you try any other words?

(5) FLUENCY

Some simple reasons why students struggle with FLUENCY

• FIRST, the texts they are given are too difficult • SECOND, teachers provide selections that are too

short with no opportunity to develop skills needed to read extended passages

• THIRD, teachers too often interrupt students when they misread a word, especially struggling learners

FLUENCY INTERVENTION: REPEATED OR RE-READING

 

TIMEREPEATEDREADINGS

INDEPENDENTREADING

WEEKS 1-3 90% 10%

WEEKS 4-6 50% 50%

WEEKS 7-9 10% 90%

FLUENCY INTERVENTION: REPEATED OR RE-READING

REPEATED READING can be done in a variety of forms: 

• A student rereads aloud a passage the teacher read previously

• Students do a “choral reading” in small groups or as a whole class after the teacher has read aloud

• Students reread the passage with partners• Students reread the passage independently and

silently

The key: Teachers model reading and show how FLUENT readers engage a text

INTERVENTION: FLUENCY DEVELOPMENT LESSON (FDL)

• Teacher reads• Choral reading with the student/s

rereading aloud once or twice• Discussion of the text• Practice re-reading with a Partner (two or

three times)• Reading aloud by individual students for

the teacher or group

WHAT I WOULD ADD TO FDL …

• Teacher and students talk about the CHOICES the teacher made when reading aloud

• In discussion, focus on COMPREHENSION AS WELL AS FLUENCY—ASKING students to summarize, analyze, and connect the text

• AFTER individual students read, return to MISCUES. If the student does not self-correct, analyze and discuss any errors

• In addition to looking at FLUENCY with words, ask about the choices the student made while reading the passage—their PROSODY.

 

FLUENCY INTERVENTION: LANGUAGE TRANSCRIPTION

During transcriptions, a student narrates an experience of an events while scribe (a teacher, an adult, an advanced student) takes dictation. The student then reads and rereads what is written. This strategy develops word knowledge and builds fluency.

LANGUAGE TRANSCRIPTION

• The teacher provides a prompt that encourages a DESCRIPTIVE NARRATIVE

• Before writing, student and scribe talk about the topic

• After the narrator finishes, the scribe shares the written text

• The student reads the passage aloud, then the scribe reads the transcription aloud, indicating where he/she might revise and/or how she/he used punctuation based on what the speaker said

• The scribe creates a final neat copy for the student narrator who reads the passage aloud one more time

(6) COMPREHENSION

• READING COMPREHENSION is the capacity to perceive and understand the meanings communicated by texts.

• COMPREHENSION must be cultivated at all three stages of the READING PROCESS: PRE-READING, DURING READING, and POST-READING.

PRE-READING INTERVENTION:WALK THE TEXT

• A BOOK WALK surveys the text and introduces students to how different content areas present their information (aka Text Structures)

• Students preview the text by looking through it and attending to elements like headings fonts, images, etc.. They students conjecture on the reasons for different text elements

• PRE-READING occurs re-occurs throughout the reading process; thus, repeat the activity or each chapter or unit or section 

• As they “walk the text,” student conjecture about the content and make PREDICTIONS about what they will be learning

DURING READING ACTIVITIESMAKING CONNECTIONS

 

OPEN ENDED QUESTIONS 

• TEXT-TO-YOU. Has anything like _____________ happened to you? Do you know someone like ____________? What would you do if you were ______________?

 

• TEXT-TO-TEXT: What other [books/TV shows/Videos, etc.] can you think of that remind you of _________________ that we see in this book? What other [books/TV shows/Videos, etc.] have you read where _____________________ happens or where there is a character like ____________________?

 

• TEXT-TO-WORLD: Has anyone ever [had an experience, e.g., been to California, ridden on a train] like we see in this book?

INTERVENTION: QAR(QUESTION ANSWER RELATIONSHIP)

“IN THE BOOK” QUESTIONS "RIGHT THERE”"THINK AND SEARCH”

“IN MY HEAD” QUESTIONS  “AUTHOR AND ME”“ON MY OWN”

"RIGHT THERE" QUESTIONS.

These questions have answers that come right from the text. They are crafted to present as a question the information from the text

“The solar system is composed of nine planets. Jupiter is the largest of the planets, and Mercury is the planet closest to the sun.” 

• QUESTION: How many planets compose the solar system? ; Which planet is closest to the sun?

 

"THINK AND SEARCH" QUESTIONS

“The Solar System is made up of all the planets that orbit our Sun. In addition to planets, the Solar System also consists of moons, comets, asteroids, minor planets, and dust and gas. Everything in the Solar System orbits or revolves around the Sun. The Sun contains around 98% of all the material in the Solar System. The larger an object is, the more gravity it has. Because the Sun is so large, its powerful gravity attracts all the other objects in the Solar System towards it. At the same time, these objects, which are moving very rapidly, try to fly away from the Sun, outward into the emptiness of outer space. The result of the planets trying to fly away, at the same time that the Sun is trying to pull them inward is that they become trapped half-way in between. Balanced between flying towards the Sun, and escaping into space, they spend eternity orbiting around their parent star.”

"THINK AND SEARCH" QUESTIONS

The answers to questions are in the text, but the words used to create the question and those used for an appropriate answer come from different parts of the text

QUESTION: What, besides planets, do we find in the solar system? Why don’t all the things in the solar system fly all over the place?

“IN MY HEAD” QUESTIONS

“AUTHOR AND ME”

• Students are asked to combine the information provided in the text with their prior knowledge to arrive at an answer.

• QUESTION: Have you ever looked at the sky at night? What do you see? Does it always look the same? Describe what you have seen.

“ON MY OWN QUESTIONS.”  • These questions ask readers to offer an opinion or look to their

experiences in order to answer the question.  • QUESTION: Would you want to be an astronaut who flies into

space? (or, for more advanced students: “Congress wants to stop funding exploration into space, what do you thin about that idea?”)

IMPLEMENTING QAR

• Introducing the concept of QUESTIONS AND ANSWERS and the kind of information sought by each type of question

• Modeling each type of question using short passages to demonstrate the relationships between the four types

• Providing practice by asking students to identify the type of “QAR” you ask, and then

• Asking students what strategy works best for answering each type of question

• Asking students to read a passage are create their own QAR questions.

AFTER READING INTERVENTIONS: SUMMARY

SUMMARY both helps students make sense of what they are reading and gets them at work on writing. Summarizing asks students to make meaning from their reading, to organize both the ideas they have read and their own ideas, to locate main ideas, and to employ their language skills.

BASIC SUMMARY STEPS

 

1. Introduce SUMMARY activities with shorter sections, a single paragraph, for example.

 2. Have students read the paragraph silently one time.

Then, a second time during which they should identify the main idea of the paragraph and locate the details that support the main idea.

 3. Have students put the main ideas in their own words.

Then add the details, also in the students’ own words, to the main idea. They should look to identify two details related to the main idea.

 

DIFFERENTIATING SUMMARY

PARAGRAPH SUMMARY SECTION SUMMARY

MULTI-SECTION SUMMARY

SUPPORTING WRITERS DURING SUMMARY: INCREMENTS

STEP 1: After reading each paragraph, locate the MAIN IDEA

STEP 2: Identify important DETAILS that are necessary to explain or support the main idea of the paragraph

STEP 3: Pick out the less important or repeated ideas from each paragraph and eliminate them

STEP 4: List KEY WORDS from the main idea or from the important details in the order they appear in the passage

 STEP 5: Craft a summary using the MAIN IDEA and the

IMPORTANT DETAILS identified in your own words and incorporating any KEY WORDS when applicable

INDIGESTION?

• READING ASSESSMENTS & SPECIFIC CONCEPT TOOLS

• ZERO-IN SKILLS…Word Analysis, High Frequency Word Recognition, Fluency, Comprehension

• INTERVENTION STRATEGIES &TOOLS Word Knowledge and Word Analysis, High Frequency Words. Decoding Poly/Multisyllabic Words, Cue Systems, Fluency Text & Comprehension

• THREE KEY “MOMENTS” OF INSTRUCTION