English Language Arts & Reading 1 English Language Arts Module 2: Balanced Literacy

English LanguageArts & Reading 1

English Language ArtsModule 2:

Balanced Literacy


ELA Module 2: Generalist EC-6 Educator Standards

Standard I. Oral Language: Teachers of young students understand the importance of oral language, know the developmental processes of oral language, and provide a variety of instructional opportunities for young students to develop listening and speaking skills.

Standard II. Phonological and Phonemic Awareness: Teachers of young students understand the components of phonological and phonemic awareness and utilize a variety of approaches to help young students develop this awareness and its relationship to written language.

Standard III. Alphabetic Principle: Teachers of young students understand the importance of the alphabetic principle to reading English, know the elements of the alphabetic principle, and provide instruction that helps students understand that printed words consist of graphic representations that relate to the sounds of spoken language in conventional and intentional ways.


ELA Module 2: Generalist EC-6 Educator Standards

Standard V. Word Analysis and Decoding: Teachers of young students understand the importance of word analysis and decoding to reading and provide many opportunities for students to improve word analysis and decoding abilities.

Standard VI. Reading Fluency: Teachers of young students understand the importance of fluency to reading comprehension and provide many opportunities for students to improve reading fluency.

Standard VII. Reading Comprehension: Teachers of young students understand the importance of reading for understanding, know the components of comprehension, and teach young students strategies for improving comprehension.

Standard X. Assessment and Instruction of Developing Literacy: Teachers understand the basic principles of assessment and use a variety of literacy assessment practices to plan and implement literacy instruction for young students.


ELA Module 2: Grades 4-8 Educator Standards

Standard I. Oral Language: Teachers of students in grades 4-8 understand the importance of oral language, know the developmental processes of oral language, and provide a variety of instructional opportunities for young students to develop listening and speaking skills.Standard III. Word Analysis Skills and Reading Fluency: Teachers understand the importance of word analysis skills (including decoding, blending, structural analysis, sight word vocabulary) and reading fluency and provide many opportunities for students to practice and improve their word analysis skills and reading fluency.Standard IV. Reading Comprehension: Teachers understand the importance of reading for understanding, know the components of comprehension, and teach students strategies for improving their comprehension. Standard VIII. Assessment of Developing Literacy: Teachers understand the basic principals of assessment and use a variety of literacy assessment practices to plan and implement instruction.


ELA Module 2: Grades 8-12 Educator Standards

Standard I. English language arts teachers in grades 8-12 know how to design and implement instruction that is appropriate for each student, that reflects knowledge of the Texas Essential Knowledge and Skills (TEKS), that integrates all components of the English language arts (i.e., reading, writing, listening/speaking, viewing/representing), and that is based on continuous assessment.

Standard II. English language arts teachers in grades 8-12 understand the processes of reading and teach students to apply these processes.

Standard VIII. English language arts teachers in grades 8-12 understand oral communication and provide students with opportunities to develop listening and speaking skills.


Components of Balanced Literacy

Oral Language

Phonemic and Phonological Awareness

Alphabetic Principle (*Region 4 includes this one, many publications only refer to the other 5 components)

Word Study/Literacy Development

Reading Fluency

Comprehension


Oral Language

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Listening Comprehension

Listening and speaking go hand in hand.

Good listening skills will produce good speakers.

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Listening

Students develop important reading comprehension strategies through listening comprehension.

Students develop good oral language skills through activities to promote listening comprehension.

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Listening Comprehension Development

Instructional Strategies for Listening Development

Reading aloud books, both narrative and expository.

Combining listening comprehension activities with expressive oral language activities.

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Differences in Quantity of Words Heard

In a typical hour, the average child will probably hear

616 words Welfare

1,251 words Working Class

2,153 words Professional

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Quantity and Quality Differences

Quantity of words heard in a typical hour

Hart,B. & Risley, T. (1995) Meaningful Differences in the Everyday Experience of Young America Children. Baltimore: Paul H .Brookes.

5 affirmations11 prohibitions



616 words

1,251 words

2,153 words

Welfare

Working

Professional

Quality of words heard in a typical hour

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Importance of Adult-Child Conversations

Talking to adults is children’s best source of exposure to new vocabulary and ideas.

Starting Out Right, 1999.

As a teacher, they are listening to every word you say!

MODEL, MODEL, MODEL.

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Why is Home Literacy an Important Factor?

Home literacy is a determining variable in the acquisition of school literacy.

Snow, 1983

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Why is Home Literacy an Important Factor?

Early readers typically come from homes in which storybook reading is a frequent event.

Clark, 1984; Durkin, 1974/1975

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Oral Language Development

Child’s Current Oral Language Development

Model extended language

Use questions and prompts

Recast and expand ideas

Request clarification

Promote questions and conversation

Provide feedback

Optimal Oral Language

Development

Scaffolding to Promote DevelopmentClick to climb the scaffold

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Oral Language Development

Instructional Strategies to develop Oral Language

1. Circle time experiences

2. Read-aloud sessions

3. Center time

4. Small group or one-to-one instruction

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Circle Time Experiences

Sharing time

Show and tell

News of the day

Content-area discussions to build vocabulary

Finger-plays

Songs, chants, poems, nursery rhymes

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Read-Aloud Sessions

Improve vocabulary

Build word knowledge

Strengthen extended discourse

Provide opportunities to explore the sounds, rhythms, and patterns of spoken language

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Read-Aloud Sessions

Choose books for read-alouds on a variety of topics.

Use appropriate before-reading strategies.

Build background knowledge.

Pre-teach new words and concepts.

Things to Remember Before Reading Aloud

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Read-Aloud Sessions

Spend time on traditional tales and nursery rhymes.

Be animated.

Pause for discussion.

Don’t always show the illustrations; allow the children to develop visualization skills.

Things to Remember During Reading Aloud

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Read-Aloud Sessions

Use appropriate after-reading strategies.

Discuss both simple (explicit) and complicated (implicit) questions.

Repeat – read favorite books.

Engage in story retelling.

Things to Remember After Reading Aloud

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Questions & Responses

Simple

Explicit

Who? What? When? Where?

ResponsesRecall facts, events, and namesFocus on information in the textRephrase text that has just been read

Ask Questions After Reading

Complex

Implicit

How? Why? What if?

ResponsesMove away from what can be seen on the pageAnalyze and elaborate informationFocus on thinking about what has been read and prior knowledge (making inferences)Make connections

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Repeated Readings

Repeated story readings give children the opportunities to deal with text on a variety of levels.

Morrow, 1988

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Repeated Readings

After subsequent readings of the same text, children’s comments and questions increase.

Martinez & Rose, 1985

They discuss more aspects of the text and in greater depth.

Snow, 1983; Snow & Goldfield, 1983

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Steps to SuccessfulStory Retells

Teacher reads story aloud.

Teacher models story

retell with props.

Children retell with

teacher support.

Children retell

independently.

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Ten Ways to Retell a Story

Oral response

Puppets

Dramatization

Pretend-read to a stuffed animal

Roll-paper movie

Flannel-board

Tell it to an adult

Tell it on a tape

Draw and tell

Pretend-read with a friend

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Modes of Assessmentfor Oral Language

Observe children

Monitor daily activities

Keep anecdotal records

Collect samples of work

Use checklists

Conduct progress monitoring assessments

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AssessmentRequires using formal and informal assessments to

Determine what children know;

Determine what could be understood by the child with more practice and experience;

Plan and guide instruction for each child;

Provide information for teacher reflection about instructional practices; and

Provide information for modification of curriculum, instructional activities, and classroom routines as needed.

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Summary

Oral Language is the first step in Reading.

Connection between Listening and Speaking

Children must learn how to listen and to speak in order to be able to read.

VARIATIONS do occur.


Phonemic & Phonological Awareness

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Phonemic & Phonological Awareness

PHONICS

the SOUNDS that LETTERS make; used to sound out / DECODE what words say

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Phonological Awareness

“The term refers to a general appreciation of the sounds of speech as distinct from their meaning. When that insight includes an understanding that words can be divided into a sequence of phonemes, this finer-grained sensitivity is termed phonemic awareness.”

Snow, Burns, & Griffin, 1998, p. 51

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Phonemic Awareness

The ability to HEAR the separate sequence of sounds in spoken words (involves auditory processing only).

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Phonemic Awareness

The inability to process language phonologically.

Liberman, Shankweiler, & Liberman, 1989

The most common barrier to learning word reading skills…

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Phonemic Awareness

Teach by blending and segmentation at the phoneme or sound break.

These are 2 critical skills that must be taught.

This is an auditory task.

How do you teach it?

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Phonemes

Phonemes – smallest unit of sound in spoken language.

The ability to hear and manipulate phonemes plays a crucial role in the acquisition of beginning reading skills.

The sound units (phonemes) are not inherently obvious and must be directly taught.

Although there are 26 letters in the English language, there are approximately 40 phonemes, or sound units, in the English language.

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Phonemic Awareness

1. Isolate the sound

Example: The first sound in map is /mmmm/.

2. Blending – put together Example: /mmm/ – / aaaa/ – /pppp/ is map.

3. Segmenting – pull apartExample: The sounds in map are /mmm/ – /aaa/ – /pppp/

Critical Skills

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Phonemic Awareness

Phonemic awareness is an auditory skill

Once children can understand the sound, then teachers can introduce the letters and manipulate them to form sounds and words.

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Phonemic Awareness

Other ways to teach phonemic awareness

Identify whether pairs of similar words are the same or different

Identify whether words rhyme

Identify whether words begin or end with the same sound

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Building Phonemic Awareness

Rhyme – usually the first experience with language

cat hat mat fat

Alliteration – attention on initial phonemes

seven silly songs

Syllables – segmenting words by sounds

Education Ed/u/ca/tion

Counting syllables – clap or tap

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Building Phonemic Awareness

Onset – Initial consonant or consonant cluster of a one-syllable word.

top /t/op shell /sh/ell

Rime – The vowel and consonant following the onset.

top t/op/ shell sh/ell/

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Word Families

it add, s, m, h, f

en add d, k, b, m, t

Activity – Make Word Families

itm

s

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Phonemic Skills

6. Claps words in sentences.

7. Claps syllables in words.

8. Can identify initial, end then middle sound.

9. Blends 3 - 4 phonemes in 1 syllable word.

10. Segments 3 - 4 phonemes in 1 syllable word.

Typical Development Pattern

1. Distinguishes between which words sound the same and which are different.

2. Identifies rhyming words.

3. Produces a rhyming word.

4. Can produce onset plus rhymes.

5. Orally blends phonemes.Remember that all patterns have exceptions and variations may

occur.

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Assessing Phonemic Awareness

Assessment is used to drive and develop instruction.

Assess to find their ‘readiness level’.

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Phonemic Awareness

Test of Phonological Awareness (TOPA) Torgeson, & Bryant (1993)

Lindamood Auditory Conceptualization Test Lindamood, H., & Lindamood, P. C. (1979)

Yopp-Singer Test of Phoneme Segmentation (K-1)

Rosner-Simon Auditory Analysis Test (Grade 2+)

Texas Primary Reading Inventory (TPRI) (K-2)

Tejas Lee (Spanish Version)

Formal Assessments

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Phonics

Woodcock Reading Mastery Test or Woodcock-Johnson Psychoeducational Battery-Revised

Diagnostic Assessments of Reading (DAR)

Roswell & Chall (1992)

Brigance Diagnostic Inventory of Essential Skills Brigance, (1980)

Others…

Formal Assessments

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Summary

2nd stage in reading

Phonological and Phonemic Awareness

Use Informal / Formal Assessments to develop a plan.


Alphabetic Principle

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The ability to recognize that letters represent sounds and that words are read in a L to R order.

Development

1. Letter Recognition

2. Letter-Sound Correspondence

3. Sounding Out Words

4. Words into Sentences

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Teaching Alphabetic Principle

1st step – Letter Recognition

Knowing the names of the letters of the alphabet.

Knowing the sounds of the letters of the recognized letters of the alphabet.

Knowing that the same letter can be presented in upper or lower case form.

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2nd step – Letter-Sound Correspondence

Is explicit and systematic.

Presents initial instruction of the common sounds associated with individual letters.

Progresses to blending sounds together to read words.

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Guidelines

Teach more frequently-used letters and sounds.

Establish a logical order of introductions (the order will vary according to curriculum adoptions and reading theorists).

Begin with a productive sequence that permits student to make and read words as quickly as possible.

Logical order of introduction.

Teaching Letter-Sound Correspondences

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Guidelines

Begin with continuous sounds.

mmmm, ssss

Add stop (clipped) sounds.

d, p, t

Introduce a few letter-sound correspondences at a time.

By teaching 11 letter-sound correspondences, students can read over 100 words.

Provide plenty of practice.

Teaching Letter-Sound Correspondences

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3rd Step – Sounding Out Words

Students say each sound in a word and sustain that sound as they progress to the next.

Students put those sounds together to make a whole word. This must be taught explicitly.

Students sound out the letter-sound correspondences (silently) and then say the whole word.

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Sounding out practice – direct instruction

Start with short VC (vowel-consonant) and CVC (consonant-vowel-consonant) which have 2 or 3-letters in the words. Also, in which the letters represent their most common sounds in longer words (4 or 5-phoneme words).

KISS - Keep It Sweet and Simple.

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Sounding Out Words

Introduce words that do not contain consonant blends (e.g., / st /, / tr /, / pl /) until students are proficient with consonant – vowel – consonant words.

Begin with continuous sounds in early exercises to facilitate blending. Stop sounds may be used in final positions of words.

Try to introduce words in context, or words that students are familiar with.

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4th Step – Words to SentencesUse words from developed word lists before integrating into passages.Connect words to text.Introduce texts that are decodable.Allow opportunities to practice text to develop accuracy and fluency. Use sight words in text along with sounding out strategies.

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Successful Readers

Rely primarily on letter-sound correspondences in words rather than context or pictures to identity familiar and unfamiliar words.

Have reliable strategies to decode words.

During the alphabetic phase, students must have plenty of practice phonologically decoding the same words to become familiar with spelling patterns, so these words become automatic.

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Remember

Pronunciations of certain letter sounds in English and Spanish may vary from speaker to speaker depending upon the speaker’s region or country of origin.

Small mirrors can be used to help students who are having difficulty pronouncing sounds.

The combination of instruction in phonological awareness and letter-sounds appears to be the most favorable for successful early reading.

Haskell, Foorman, & Swank, 1992

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Summary

Alphabetic Principle is the understanding that all letters in the English language represent sounds and that words are read in a L to R order.

The Alphabetic Principle is crucial to the development of later reading success and is part of the development of reading.


Word Study / Literacy Development

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Understandings about Reading Words

Students should come to understand

Some letters can represent more than one sound

Different letters can represent the same sound

Sounds can be represented by a single letter or combination of letters

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Instructional Word Study Strategies

How do you teach word analysis?

Identify and blend together all of the letter-sound correspondences in words

Recognize high frequency and irregular words

Use common spelling patterns

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Use structural clues such as compound words, base words, and inflections

Use knowledge of word order and context to support pronunciation and confirm word meaning

**District curriculum will help discern common patterns and order of word introduction.

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Decoding

Word Sorting

Irregular Words

Word Walls

Letter Combinations

Spelling Patterns

Syllable Patterns

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Word Study Strategies

Decoding is the process of converting printed words into their spoken forms by using knowledge of letter-sound correspondences and word structures.

The goal of decoding instruction is to provide students with word study strategies for reading words.

Decoding

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Select words that

Consist of previously taught letters

Progress from short VC and CVC words to longer words

Are frequently used in texts

Represent familiar vocabulary

Decoding

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Blend individual sounds without stopping between them

Follow sounding out of a word with its “fast” pronunciation

Move from orally sounding out words to silently “sounding out” words

Decoding

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Students begin decoding regular words when they

1. Know the sounds that letters make

Phonemic Awareness

2. Know a few letter-sound correspondences


Students say the sounds for all the letters from left to right and blend the sounds together to pronounce and read regular words.

Decoding

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Decoding requires knowledge of the structures of the language

Phonemic

Graphophonemic

Syllabic

Morphemic

Decoding

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Concepts Revisited

Phonemic Awareness – The ability to hear and manipulate the sounds in spoken words, and the understanding that spoken words and syllables are made up of sequences of speech sounds

Yopp, 1992

Graphophonemic Awareness – making the connection between letters (graphemes) and sounds

Syllable – the break in a word

Morphemes – the smallest unit of meaning

Review

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Provide opportunities to make, sort, and read words that consist of letter-sound correspondences they have learned in English or Spanish

Teachers can model and scaffold learning during lessons to help all students successfully apply newly acquired letter-sound knowledge

Word Sorting

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During these lessons, students focus on individual phonemes in words and blending sounds together to read words

Sorting words during the lesson encourages students to look carefully at the way words look and sound

Word Sorting

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Consist of some letters that do not represent their most common sounds

Can often be partially decoded to determine the correct pronunciation

Tend to be high frequency words

Sometimes referred to as sight words

Irregular Words

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Teach the most frequently occurring irregular words

Introduce irregular words before students encounter them in stories

Limit the number introduced in a single lesson

Irregular Words

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Introduce and group words by different categories on a wall / board / chart

Help students learn to read and spell important words

Word Walls

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Select words from reading programs, high-frequency word lists, etc.

Add a limited number of words gradually

Display in a highly visible, accessible place

Word Walls

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Categorize words in a variety of ways

Alphabet (ABC order)

# of letters in words

CV, CVC, etc

Incorporate a variety of word wall activities

Encourage use of the word wall during independent reading and writing

Provide many opportunities for practice

Word Walls

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Letter combinations are groups of consecutive letters that represent a particular sound or sounds in words

The most common combinations are usually taught first

Letter Combinations

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Consonant blends – the combined sounds of two or three consonants that can occur in words.

Consonant digraph – a combination of consonants that represent one unique sound.

Letter Combinations

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Vowel combinations or pairs – two adjacent vowels in the same syllable representing a single speech sound.

P / EA / CE – the / EA / makes one long e sound.

Letter Combinations

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Spelling patterns are letter sequences that frequently occur in a certain position in words.

Spelling patterns are also known as phonograms.

Words that contain the same phonogram form word families.

(/ ack / back, jack, lack, knack)

Spelling Patterns

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Decoding by analogy to known words.

Students ask

“What words do I know that look the same?”

“What words do I know that end (or begin) with the same letters?”

Spelling Patterns

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A syllable is a word or part of a word that is made with one opening of the mouth

Every syllable has one vowel sound

Syllable Patterns

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Help students make generalizations about words they can already pronounce

Provide a strategy for pronouncing and reading unfamiliar words based upon their orthography or the way they are spelled

Syllable Patterns

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Closed Syllable (CVC) Consonant / Vowel / Consonant

Ends in at least one consonant,the vowel is short.

Open Syllable (CV) Consonant / Vowel

Ends in one vowel, the vowel is long.

Syllable Patterns – Six Types

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Vowel – Consonant - e (VCe or CVCe) Ends in one vowel, one consonant, and a final e. The final e is silent and the vowel is long.

Vowel + r SyllableHas an r after the vowel, the vowel makes an unexpected sound.


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Vowel Pair SyllableHas two adjacent vowels. Each vowel pair syllable must be learned individually.

Final Stable SyllableHas a final consonant - l - e combination or a non-phonetic but reliable unit such as -tion / shun /. The accent usually falls on the preceding syllable.


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Compound words – two words that are put together to make a new word

carport

doorway

daycare

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Inflectional endings

English: -s, -es, -ing, -ed

Spanish: -mente, -ito, -s, -es

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Base words

Un / friend / ly

How many more can you think of?

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Suffixes and prefixes

English: re-, un-, con-, -ness, -ful

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Syntax and ContextUsed to

Support word identification.Confirm word meaning.

Student asks“Does that sound right here?’“Does that make sense?”

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Summary

Word Study and Literacy Development is essential in the developing of Reading.

There are many Word Study instructional strategies that can be used to enhance word analysis skills.


Reading Fluency

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What is Fluency?

Fluency is a combination of reading speed, accuracy and prosody

Automaticity = comprehension

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Fluency & Automaticity

Automaticity

is a precursor to effective fluency

implies a quick and accurate level of recognition, such as the ability to quickly and accurately associate sounds with letters in order to read words

is achieved through many opportunities for practice on a regular basis

**it’s like driving a car-you do it automatically.

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Why is Fluency Important?

Fluent readers are able to focus their attention on understanding the text and are therefore better able to interpret the text, make connections and analyze materials.

NAEP, 1995

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Why is Fluency Important?

Non-fluent readers must focus their energies on decoding and accessing the meaning of individual words, thus leaving little attention free for comprehension.

Samuels and Laberge, 1974

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Fluency and Comprehension

Fluent word recognition is the key to good reading comprehension.

Fluency is related to listening and reading comprehension, vocabulary development, and motivation to read.

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Assess Fluency Ratesand Levels

Informal and Formal assessments can be used to determine a child’s fluency rate so that appropriate instruction can be developed and designed.

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Fluency Progress

If the goal is to improve fluency -then students MUST chose books and passages at their Independent Level so they can practice.

Fluency should be assessed weekly for those readers who are struggling.

Monitor Fluency Progress.

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Instructional Fluency Strategies

1. lots of independent reading at their independent reading level – SSR

2. repeated readings3. taped assisted reading4. echo reading5. shared reading6. choral reading7. partner reading8. readers’ theater

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Summary

The understanding that Fluency is connected with Reading.

Without Fluency there would be little comprehension.

Fluency Rate - how many words are read per minute.

Fluency Levels - the levels at which a child reads.

Independent Level is the level to develop fluency.


Comprehension

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What is Comprehension?

Understanding what you have read

Learning from what you read and applying information

It is more than just asking questions to assess student understanding

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How Do We Instruct for Comprehension?

“Commonly, the instructional procedures for developing comprehension are to simply have students read material and answer questions . . . . However, reading and answering is TESTING comprehension not TEACHING comprehension.”

Bell, N. (1991) Visualizing and verbalizing for language comprehension and thinking. Paso Robles, CA: Academy of Reading Publications.

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Assessment Drives Instruction

Determining what students know and don’t know informs your instruction.

Reading Inventories such as the TPRI and the TeJas Lee can be used as a diagnostic tool to help drive your instruction.

There is a comprehension section of the TPRI which we will examine later.

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Teaching Comprehension Strategies

You must EXPLICITY teach comprehension strategiesTEACH

What a given comprehension strategy is, why it’s important and when to use it Which comprehension strategies work best in certain instancesHow to apply different strategies to different types of texts and reading situations

Expository and Narrative texts

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Comprehension Strategies

1. Teacher Read Alouds

2. Different Types of Texts

3. Before Reading

4. During Reading

5. After Reading

6. Graphic Organizers

7. Questioning Strategies

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Comprehension Strategies

Read Alouds

Comprehension strategies can be demonstrated and modeled during teacher read alouds.

All students, regardless of age and level of reading, need daily opportunities to hear good narratives and interesting expository books read aloud.

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Different Types of TextsNarrative Texts

Tell stories

Follow a familiar story structure

Include short stories, folktales, myths, fables, autobiographies, biographies, fantasies, historical fiction, mysteries, science fiction, plays

Expository Texts

Informative

Present information in different ways

Provide a framework for comprehension of content-area textbooks

Include informational books, content-area textbooks, newspapers, magazines, brochures, catalogues

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Improving Comprehension

Asking questions

Having meaningful discussions

Using graphic organizers

Can help students develop and extend meaning and make connections to personal experiences before, during, and after reading

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Instructional Comprehension Strategies

The teacher teaches students how to monitor their understanding and comprehension by implementing

Before Reading Strategies

During Reading Strategies

After Reading Strategies

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Before Reading Strategies

Prepare and make connections and predictions by activating prior knowledge

Use K-W-L chart

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K-W-L Charts

Used with expository texts

What I Know What I Want to Know What I Learned

What are some ways you use K-W-L Charts with your students?

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During Reading

Monitor understanding and correct any difficulties

Use Fix Up Strategies – these are strategies that students can learn to use to monitor their understanding

Example – Get the Gist

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Get the GistTo identify the main idea / gist of the paragraph.

Read 1 paragraph at a time.Determine the main idea by.

Naming the who or what?The most important thing that happened to the who or what?Put it together in 10 words or less.

Tell a partner.Write it down.Create a summary - Do this for each paragraph.Repeat with next paragraph - 5 paragraphs.

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During Reading – Asking Questions

Each group is to develop 1 question (broad) to be used as a fix up strategy. Post all the questions. Students are to refer to these questions as they read to monitor their understanding.

Sample question – Does this make sense?

You have just developed a reading center!

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Before Reading Questions

1. What does the title tell me about the story?

2. Do I know anything about this topic already?

3. Are there any pictures? What can the pictures tell me?

4. What is my goal for reading this passage?

What do I want to learn?

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During Reading Questions

1. Does this sentence make sense? Does this paragraph make sense so far?

2. What have I learned?

3. Do I still have questions?

Write down the questions in the margin, or on sticky notes and place beside the area that is confusing, or the area that you may still have questions about.

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After Reading Questions

1. Did I learn any new words?

Write them down in my dictionary.

2. What was this mainly about? Can I summarize this and get the gist?

3. What was the most important thing that I learned?

Did I reach my goal?

4. Is there anything else I want to learn about?

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During ReadingOther instructional strategies to use during reading

Think – pair - share Turn to your neighbor Response cards Pinch cards

Partner reading Choral reading Echo Reading

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After ReadingProvide summary of what was read and make connections. This helps students

Identify what was most important.Make inferences.Remember what they read.

Put all your “get the gists” together to make a complete summary.Fill in the L of the K-W-L chart.

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Graphic Organizers

Helps those visual learners connect to information

Activates prior knowledge

Helps students remember important elements

Guides students to think about a passage in an organized manner

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Graphic Organizers

Some different types of graphic organizers include

1. Webs

2. K-W-L Charts

3. Maps (e.g., brainstorming, story, concept, semantic)

4. Venn diagrams

5. Timelines

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Putting It All Together

Did they understand what they read?

Use questioning strategies to monitor comprehension understanding during the reading.

Students can monitor their understanding by using the QAR question strategies.

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Be Critical Thinkers and teach students to ask relevant questions.

Introduce QAR – this is a questioning technique that transfers the control of questioning from the teacher to the students.

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QAR - Question Answer Response

Level 1 questions – the answers are right there in the passage.

Level 2 questions – the answers are found in different parts of the text.

Level 3 questions – the answer is mostly in the passage and partly in the reader’s mind.

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Questions & Responses

SimpleExplicit

Who? What? When? Where?

ResponsesRecall facts, events, and names.Focus on information in the text.Rephrase text that has just been read.

Ask questions before, during, and after reading

ComplexImplicit

How? Why? What if?Responses

Move away from what can be seen on the page.Analyze and elaborate information.Focus on thinking about what has been read and prior knowledge (making inferences).Make connections.

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Assessment Drives Instruction

Did they understand what they read?

If not, go back and determine what they need to work on

Explicit / Implicit Questions

Fluency

Word Recognition


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Summary

Comprehension is the goal in reading.

Comprehension is NOT just answering questions.

Effective comprehension instruction helps students understand what they read to become strategic, metacognitive readers.


Conclusion

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Balanced Literacy Components

1. Oral Development

2. Phonological Awareness

3. Alphabetic Principle

4. Word Study/Literature Development

5. Fluency

6. Comprehension

Documents

English Language Arts & Reading 1 English Language Arts Module 2: Balanced Literacy