Lessons Learned for Effective Teaching
Bonnie OrrWalden University
August 12, 2015
Developmental Word KnowledgeLaureate Education, 2014
Spelling ReadingEmergentLetter-Name AlphabeticWith-in Word PatternSyllables and AffixesDerivational Relation
EmergentBeginningTransitionalIntermediateAdvanced
Week 1 – Framing Your Literacy Learning
EnvironmentFive Pillars Literacy
FrameworkFramework for
Literacy
• Phonemic Awareness
• Phonics• Vocabulary• Fluency• Comprehensi
on• Writing
Laureate Education, 2014
Walden University, n.d.
•Learners•Texts•Instructional Practices for Reading and Writing
Foundational
Perspective
•Learners•Texts•Instructional Practices for Reading and Writing
InteractivePerspective
•Learners•Texts•Instructional Practices for Reading and Writing
Critical Perspective
Walden University, n.d.
Cognitive Elements of ReadingReading ComprehensionWren, Litke, Jinkins, Paynter, Watts, & Alanis, 2013
Language Comprehension
Background Knowledge
Linguistic KnowledgePhonologySyntaxSemantics
Decoding and the Cognitive Elements that Support it
Cipher KnowledgeLexical KnowledgePhoneme AwarenessKnowledge of the
Alphabetic PrincipleLetter KnowledgeConcepts About Print
Week 2 – Understanding the Emergent Literacy LearnerGetting to Know Your Students
Reading InventoriesInterest SurveysTeacher ObservationsStudent Interviews
Laureate Education, 2014
Emergent Literacy Learner AssessmentsSpeaking and Listening ComprehensionConcepts of PrintPhonemic Awareness
Reutzel & Cooter, 2016
Text Selections for my Emergent Literacy LearnerLearning Objectives:
• Demonstrate Word Awareness by framing words in a text.
• Demonstrates the location of the beginning of a word.
• Read grade-level text with purpose and accuracy.
A My Name is Alice (Bayer, 1992)Counting Letters (Strauss, n.d.)Brown Bear, Brown Bear, What Do You See? (Martin, 1967, 1970).
Narrative Text
Informational Text
Informational Text
Week 3 – Understanding the Beginning Literacy Learner
Emergent Literacy Learner Assessments
• Alphabet Knowledge and Letter Naming• Phonics and Decoding• Reading Fluency
Reutzel & Cooter, 2016
Text Selections for my Beginning Literacy Learner Learning Objectives• Accurately answers who, what,
when, where, why, and how questions.
• Read grade-level text with purpose and accuracy.
• Demonstrates correct usage of a beginning dictionary.
• Recalls who, what, where, when, why and how answers from the text.
• Able to note one similarity and one difference in the text set.
• Able to articulate three new things learned about penguins.
• Able to use context clues to aid in the meaning of an unknown word.
Antarctic Antics (Sierra, 1998).Penguins (Freed, n.d.)Freed, K., (n.d.). The Penguin That Hated the Cold (Brenner, 1973).
Narrative Text
Informational Text
Informational Text
According to Dr. Afflerbach, reading inventories provide detailed information and teachers need to be extremely adept at administering and interpreting(Laureate Education, 2014).
Reading Inventories Part of Instruction
Listen to students read Assess oral reading Note miscues Ask literal and inferential comprehension questions
Published More formal assessment Normed Word list Oral reading passages Comprehension questions
According to Dr. Donald Bear, Assessments should be given to students side-by-side(Laureate Education, 2014).
Assessing Word Knowledge
Observation Documentation
Student Learning Autobiographies Biographies Developed by Parents Word Knowledge Assessments Oral Reading Assessments Writing Samples Comprehension Checks
Interpretation Evaluation and Planning
Laureate Education, 2014
Week 4 – Selecting Texts
Easy Semiotic
Informational
Hard
Linguistic
Narrative
Analyzing and Selecting Text
Laureate Education,2014
Literacy Matrix
Week 5 – Supporting Emergent Literacy Learners
Practices That Promote Early Language and Literacy Development
Read Aloud to ChildrenProvide Fiction and Nonfiction BookExtend Children’s VocabulariesEngage in “Extended Discourse” With ChildrenUse Direct Instruction When Appropriate
Two of the most important predictors of later success in learning to read:The alphabetLearning about sounds of languageLaureate Education, 2014
How to Conduct a Shared Reading Lesson Before Reading
Activate some prior knowledge Discuss title and author Make predictions Set purpose for reading Comprehension
During Reading Point to text Very few interruptions during first reading Second reading, encourage student participation Anticipate predictable parts of the text Generate words that have particular sounds Highlight vocabulary Focus on comprehension
After Reading Focus on word boundaries and the concept of word Generating rhymes Engage students in written responses. Interactive writing Provide opportunities for children to interact with the text on their own.
Laureate Education, 2014
Week 6 – Supporting Beginning Literacy LearnersGuided Reading
Before Reading Reread familiar text Review high-frequency vocabulary Conduct a running record using familiar text Introduce a new book
Provide a summary and set a purpose for reading Do a picture walk Introduce 1 to 3 essential vocabulary words (words the students can not figure out from the picture
and would not recognize During Reading
Children read the text softly to themselves at their own pace Informally assess children’s reading, assisting only if necessary
After Reading Identify process-oriented teaching points Engage children in guided writing (cut-up sentence) Conduct a developmental word study activity (word work, spelling, word study)
Laureate Education, 2014
Word StudyDr. Bear notes that word study activities should be used to support the interactive perspective. When we sort with students, we are looking for them to do it correctly and fluently. Teachers can reinforce students use of sight words by using engaging games.
Laureate Education, 2014
Writing InstructionRog notes that teachers need to plan writing instruction
“appropriate to each student’s needs” (2007, p. 1). The developmental stage of each student needs to be taken into consideration. “Good teachers know that effective writing instruction starts at the student’s developmental level and scaffolds the student to higher levels of development” (Rog, 2007, p. 13).
The Six Traits of Effective Writing is a useful tool to teach students the skills they need to become successful writers (Rog, 2007).
The Six Traits of Effective Writing• Ideas and Content• Organization• Voice• Word Choice• Sentence Fluency• Conventions
Rog, 2007
ReferencesBayer, J., (1992). A my name is alice. New York, NY: Penguin Group.Brenner, B., ( 1973). The penguin that hated the cold. New York, NY: Random House.Freed, K., (n.d.). Penguins. Retrieved from https://www.readinga-z.com/books/leveled-books/book/?id=1304&f=members/levels/s/raz_ls35_penguins_clr.pdfLaureate Education (Producer). (2014c). The beginning reader [Video file]. Baltimore, MD: author. Laureate Education (Producer). (2014h). Developing language and literacy [Video file]. Baltimore, MD: author. Laureate Education (Producer). (2014i). Developmental word knowledge [Video file]. Baltimore, MD: author. Laureate Education (Producer). (2014l). Interactive Perspective: Guided Reading [Video file]. Baltimore, MD: author.Laureate Education (Producer). (2014r). Interactive Perspective: Shared reading [Video file]. Baltimore, MD: author. Laureate Education (Producer). (2014t). Interactive Perspective: Word study [Video file]. Baltimore, MD: author.Laureate Education (Producer). (2014q). Reading inventories [Video file]. Baltimore, MD: author.Martin, B.J., (1967, 1970). Brown bear, brown bear, what do you see?. New York, NY: Henry Holt and Company LLC.Reutzel, D. R., & Cooter, R. B. (2016). Strategies for reading assessment and instruction: Helping every child succeed (5th ed.). Boston, MA: Pearson.Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
Sierra, J., (1998). Antarctic antics. New York, NY: Gulliver Books.Strauss, E., (n.d.). Counting letters. Retrieved from https://www.readinga-z.com/books/leveled-books/book/?id=1059&f=members/levels/aa/raz_laa25_countletters_clr.pdfWalden University. (n.d.). Framework for Literacy Instruction. Retrieved from https://class.waldenu.edu/bbcswebdav/institution/USW1/201560_04/MS_EDUC/READ_6706/artifacts/READ_6706_Framework_for_Literacy_Instruction.pdfWalden University. (n.d.). Literacy Framework. Retrieved from https://class.waldenu.edu/webapps/blackboard/content/listContent.jsp?course_id=_9735313_1&content_id=_27326495_1Wren, S., Litke, B., Jinkins, D., Paynter, S., Watts, J. & Alanis, I. (2013). Cognitive elements of reading. In Cognitive Foundations of Learning to Read: A Framework.Retrieved from http://www.sedl.org/reading/framework/elements.html (Initial page only)