Copyright, 1996 © Dale Carnegie & Associates, Inc.

Instructional ProceduresInstructional ProceduresCh. 8 Ch. 8

Reading Basals

Language ExperienceWhole Language

Computers

Reading achievement in Reading achievement in the #1 goal of School the #1 goal of School Reform...Reform...Effective reading teachers use all options to meet the needs of their

students:

Basal readers: includes teaching word identification, meanings, comprehension, study skills, and literature.

Literature based: Integrates reading skills with literature selections.

presentation.

Whole-languageWhole-language

• Concentration on Developing both Concentration on Developing both reading and writing in a natural way.reading and writing in a natural way.

• Individualized reading-Students learn Individualized reading-Students learn best when they select their own best when they select their own materials and receive specific skill materials and receive specific skill instruction based on their own need.instruction based on their own need.

Language experienceLanguage experience

• Students learn best through reading Students learn best through reading materials based on their own materials based on their own language and experiences. Students language and experiences. Students read what they have written.read what they have written.

• Computer-Students respond best to Computer-Students respond best to step-by-step sequential presentation step-by-step sequential presentation of information.of information.

Basal readers;Basal readers;

• Have driven reading instruction and are Have driven reading instruction and are widely used.widely used.

• Each book is increasingly difficult.Each book is increasingly difficult.

• Stories are organized around themes and Stories are organized around themes and involve all the “strands” of language arts.involve all the “strands” of language arts.

• Practice material provides support with word Practice material provides support with word id, meanings, phonics, comprehension id, meanings, phonics, comprehension strategies.strategies.

Teacher’s Guides Teacher’s Guides provides:provides:

• Pre-reading, during reading, and post Pre-reading, during reading, and post reading development.reading development.

• Each story has a three step process: Each story has a three step process: reading and responding, literature-based reading and responding, literature-based instruction, and integrated curriculum.instruction, and integrated curriculum.

• The story is most important. Directed The story is most important. Directed reading helps the student interact with reading helps the student interact with the text successfully. the text successfully.

Teacher’s guide for Basal Teacher’s guide for Basal Readers includes: Readers includes:

• Detailed lesson plans with strategies and Detailed lesson plans with strategies and skills for reading, writing, listening, and skills for reading, writing, listening, and speaking. Includes assessment speaking. Includes assessment procedures.procedures.

• List of supplemental books from the List of supplemental books from the library for use in content areas.library for use in content areas.

• Supplements (extras) for problems areas.Supplements (extras) for problems areas.

Teacher’s edition.Teacher’s edition.

• Pictures of characters, wkbk pages, Pictures of characters, wkbk pages, etc.etc.

• films, filmstrip, videos , and CD-films, filmstrip, videos , and CD-ROMsROMs

• Teacher’s edition of workbooks.Teacher’s edition of workbooks.

• Record keeping guide or checklist.Record keeping guide or checklist.

Student’s Basals Student’s Basals

• Reading book with literature selections in Reading book with literature selections in graduated difficulty.graduated difficulty.

• Workbook for each level.Workbook for each level.

• Libraries with paperback selections.Libraries with paperback selections.

• Posters, big books.Posters, big books.

• Software programsSoftware programs

• Games, and activities.Games, and activities.

Advantages:Advantages:

• Anthology of different genres of Anthology of different genres of literature.literature.

• Sequential order of reading difficulty.Sequential order of reading difficulty.

• Teacher guidesTeacher guides

• Balance of time in all language areas.Balance of time in all language areas.

• Review is providedReview is provided

Advantages (cont.)Advantages (cont.)

• Controlled vocabulary to keep Controlled vocabulary to keep frustration levels low.frustration levels low.

• Prepared materials save teacher Prepared materials save teacher time.time.

• Formal and informal assessments Formal and informal assessments are provided.are provided.

Newer Basals Newer Basals

• Isolated instruction of word Isolated instruction of word identification and comprehension identification and comprehension skills has been discouraged.skills has been discouraged.

• Serious attempt of integration all Serious attempt of integration all language arts.language arts.

• Fine literature should be used to Fine literature should be used to teach reading. teach reading.

Modern BasalsModern Basals

• Have responded to reading research Have responded to reading research with:with:

– quality literature including multicultural quality literature including multicultural stories.stories.

– Authentic literature and prior knowledge Authentic literature and prior knowledge story preparation.story preparation.

– Link of reading and writing.Link of reading and writing.

– Lessons are interactive with emphasis on Lessons are interactive with emphasis on decoding skills and comprehension decoding skills and comprehension strategies.strategies.

Modern basal readers:Modern basal readers:

• Cooperative and partner grouping is Cooperative and partner grouping is encouraged.encouraged.

• Assessment is ongoing (formal and Assessment is ongoing (formal and informal).informal).

• Partnership between home and Partnership between home and schoolschool

Economy of teacher timeEconomy of teacher time

• No teacher would have the time to No teacher would have the time to prepare lessons in the detail prepare lessons in the detail established in the basal readers.established in the basal readers.

• Detail is tedious, but experienced Detail is tedious, but experienced teachers know to look for the ‘meat’teachers know to look for the ‘meat’

• Teacher must be knowledgeable and Teacher must be knowledgeable and flexible.flexible.

Work booksWork books

• Value has been debated.Value has been debated.

• Deal with a wide variety of skillsDeal with a wide variety of skills

• Wkbk. Exercised are brief which Wkbk. Exercised are brief which makes them good for students with makes them good for students with short attention spans. short attention spans.

Workbooks should:Workbooks should:

• Match the lesson that was taught.Match the lesson that was taught.

• Provide review of skills.Provide review of skills.

• Relevant tasks with extra practice.Relevant tasks with extra practice.

• Vocabulary and concept age Vocabulary and concept age appropriate.appropriate.

• Page layout: attractive and useful Page layout: attractive and useful

Workbooks should:Workbooks should:

• Content should offer enough practice to Content should offer enough practice to ensure learning.ensure learning.

• Some should be fun.Some should be fun.

• Consistent responses with pattern from Consistent responses with pattern from page to page.page to page.

• Teacher should tell students why these Teacher should tell students why these exercises are important.exercises are important.

Directed reading activity Directed reading activity DRADRA

• Readiness- key words and prior Readiness- key words and prior knowledge.knowledge.

• Silent reading with a purpose.Silent reading with a purpose.

• Comprehension development.Comprehension development.

• Purposeful oral reading.Purposeful oral reading.

• Word id, vocabulary, comprehension and Word id, vocabulary, comprehension and study skills should be developed. study skills should be developed.

Pre reading activities:Pre reading activities:

• Building on background knowledgeBuilding on background knowledge

• Develop interest in the storyDevelop interest in the story

• Predict what will happen.Predict what will happen.

• Set purpose for reading.Set purpose for reading.

Post Reading discussionPost Reading discussion

• Answer purpose setting questions.Answer purpose setting questions.

• Discuss outcomesDiscuss outcomes

• Summarize the storySummarize the story

• Ask questions on different cognitive levels.Ask questions on different cognitive levels.

• Reflect on classmates ideas.Reflect on classmates ideas.

• Reread orally with a purpose.Reread orally with a purpose.

Follow-up activitiesFollow-up activities

• Direct instruction of specific Direct instruction of specific comprehension skills.comprehension skills.

• Practice new vocabularyPractice new vocabulary

• Combine reading and writing.Combine reading and writing.

• Complete creative literature activities.Complete creative literature activities.

• Use strategies in content area reading.Use strategies in content area reading.

A Critical view A Critical view

• Boring content, cultural bias, no literary Boring content, cultural bias, no literary merit, repetitive language.merit, repetitive language.

• 3 reading groups based on SES. Same 3 reading groups based on SES. Same groups all year long.groups all year long.

• Restrict top readers to the basal.Restrict top readers to the basal.

• Don’t let student pick their own reading Don’t let student pick their own reading materials. materials.

Durkin study:Durkin study:

• Few teachers introduced new vocabulary.Few teachers introduced new vocabulary.

• No one developed background No one developed background knowledge.knowledge.

• Rarely did the teachers present Rarely did the teachers present discussion questions before they read the discussion questions before they read the story. Teachers did not give them story. Teachers did not give them direction for reading silently.direction for reading silently.

Silent reading of the Silent reading of the story:story:

• Uncommon in 1st grade. In 3rd and 5th, Uncommon in 1st grade. In 3rd and 5th, teachers didn’t ask follow up questions.teachers didn’t ask follow up questions.

• Teachers spent too much time oral Teachers spent too much time oral reading.reading.

• All teachers used the practice section, All teachers used the practice section, but not the enrichment section. but not the enrichment section.

Individual differences:Individual differences:

• Teachers didn’t use recommendations for Teachers didn’t use recommendations for different strategies.different strategies.

• Teachers didn’t have time.Teachers didn’t have time.

• Manual recommendations aren’t important.Manual recommendations aren’t important.

• Give more time for new vocabulary, Give more time for new vocabulary, background information, and fewer background information, and fewer assignments is a good choice. assignments is a good choice.

Learning to use the basal Learning to use the basal

• Takes time for 1st year teachers.Takes time for 1st year teachers.

• If the steps aren’t followed, sequence of If the steps aren’t followed, sequence of skills is lost.skills is lost.

• Self designed material may use Self designed material may use capricious approaches.capricious approaches.

• Transfer of reading skills to recreational Transfer of reading skills to recreational reading is not automatic. reading is not automatic.

Literature based Literature based instruction:instruction:

• Library books and book fairs with SSR.Library books and book fairs with SSR.

• Magazines with time to read them.Magazines with time to read them.

• Write plays, semester project: Middle Write plays, semester project: Middle Ages or recycling.Ages or recycling.

• Career study with guest speakers who Career study with guest speakers who promote reading.promote reading.

Beyond the basal readers Beyond the basal readers forfor

• StorytellingStorytelling

• menusmenus

• musicmusic

• gamesgames

• projectsprojects

• playsplays

• Language experienceLanguage experience

• recipesrecipes

• cereal boxescereal boxes

• read along cassettesread along cassettes

• comic bookscomic books

• computerscomputers

• puppet shows.puppet shows.

Language Experience Language Experience Approach:Approach:

• Using student experiences for Using student experiences for writing charts and stories.writing charts and stories.

• Based on the relationship of child’s Based on the relationship of child’s language and experiences to language and experiences to produce meaning related text.produce meaning related text.

• Includes all areas of language.Includes all areas of language.

Features of LEA:Features of LEA:

• Shared experienceShared experience

• Shared talk about the experienceShared talk about the experience

• Decisions made by the group about Decisions made by the group about the writing.the writing.

• Shared reading of the story or chart.Shared reading of the story or chart.

• Follow-up activities.Follow-up activities.

Individual Experience Individual Experience Stories:Stories:

• Follow up to field trips.Follow up to field trips.

• Direct and indirect discourse: Different Direct and indirect discourse: Different ink for different writers.ink for different writers.

• Photo of each child with discourse Photo of each child with discourse balloon attached. Later rewrite using balloon attached. Later rewrite using quotations marks.quotations marks.

• Write summary of science experiments. Write summary of science experiments.

Disadvantages of LEADisadvantages of LEA

• Can’t control difficulty of vocabulary.Can’t control difficulty of vocabulary.

• Not enough repetitions to learn sight Not enough repetitions to learn sight words.words.

• Too much of teacher’s time to prepare.Too much of teacher’s time to prepare.

• Individual needs are overlooked.Individual needs are overlooked.

• Used with other methods it is an Used with other methods it is an advantage.advantage.

Technology in Literacy Technology in Literacy Instruction.Instruction.• CAI- Computer assisted instruction canCAI- Computer assisted instruction can

– show different material in different learning show different material in different learning modes: auditory, visual, kinesthetic, tactile.modes: auditory, visual, kinesthetic, tactile.

– permit the learner to respond by writing or permit the learner to respond by writing or speaking.speaking.

– Give supplementary instruction to difficult Give supplementary instruction to difficult ideas.ideas.

– Provide immediate feedback. Provide immediate feedback.

– Instant record keepingInstant record keeping

Software programsSoftware programs

• Drill and practice: Drill and practice:

• tutorial dialoguestutorial dialogues

• simulations,simulations,

• learning games learning games

• creative creative

CMI Computer managed CMI Computer managed instruction:instruction:

• Diagnostic reading testsDiagnostic reading tests– score the testscore the test

– record resultsrecord results

– prescribe appropriate instructionprescribe appropriate instruction

– The teacher must interact with the The teacher must interact with the program to make it successful.program to make it successful.

• ..

BenefitsBenefits

• State the benefits to your audience State the benefits to your audience for taking this action:for taking this action:– Benefit #1Benefit #1

– Benefit #2Benefit #2

– Benefit #3Benefit #3 TIP State the benefits in terms

that relate to youraudience’s interests, needs,

and preferences.

Benefits ReviewBenefits Review

• Make the actions and benefits credible by Make the actions and benefits credible by using reliable, verifiable evidence. using reliable, verifiable evidence. Evidence may take the form of statistics, Evidence may take the form of statistics, demonstrations, testimonials, incidents, or demonstrations, testimonials, incidents, or exhibits.exhibits.

• Benefit #1Benefit #1– EvidenceEvidence

• Benefit #2Benefit #2– EvidenceEvidence

• Benefit #3Benefit #3– EvidenceEvidence

CloseClose

• Restate the specific action you Restate the specific action you recommend and the key benefits. recommend and the key benefits. State the benefits last.State the benefits last.

TIP Remember, your sense of

conviction and your involvementwith the content of the

presentation are criticalto its success.