literacy in k-3 classrooms shasta county office of education kelly rizzi [email protected]
TRANSCRIPT
Agenda
Self Reflection of Classroom Instruction- Which strategies did you try?
Bruce Perry & Trauma Informed Practices
Research findings-vocabulary
Vocabulary Chapter Jigsaw
Instructional Videos
Instructional Activities Jigsaw
Partner Talk Take a few minutes to share with a table
partner:
1. Did you implement any new strategies to support Fluency after our last session?
2. How did it go?
3. Is there anything you would change? Add?
Pediatrician:Nadine Burke- Harris
TED TALKS-http://www.ted.com/talks/nadine_burke_harris_how_childhood_trauma_affects_health_across_a_lifetime
“Children who have experienced developmental trauma and/or neglect are
likely to be highly sensitized to stress. They will move into the alarm, fear or terror state
more quickly than their more resilient classmates who have intact support
systems that can handle the same stress. Sensitized kids are not often in the learning zone. This is why they start behind and stay
behind.”
~Bruce Perry
Core elements of positive developmental, educational and
therapeutic experiences Relational (safe)
Relevant (developmentally-matched)
Repetitive (patterned)
Rewarding (pleasurable)
Rhythmic (resonant with neural patterns)
Respectful (child, family, culture)
All rights reserved © 2007-2015 Bruce D. Perry
Understanding core principles of neuroscience, including neuroplasticity and
neurodevelopment, can help us better understand ourselves and others.
Neurosequential Model
The brain mediates our thoughts, feelings, actions and connections to others
and the world.
Security is the key to an optimal learning environment.
When a child feels safe she will seek out novelty – in motor, emotional,
social and cognitive domains. And she will feel more capable of tolerating any distress associated with this novelty. The activation of the stress-mediating neural systems will be perceived as
excitement and not threat.
All rights reserved © 2007-2015 Bruce D. Perry
All rights reserved © 2007-2015 Bruce D. Perry
Trauma, Fear and Learning
Traumatized children have a set of problems in the classroom. These include difficulties with attending, processing, storing and acting on
their experiences in an age-appropriate fashion.
All rights reserved © 2007-2015 Bruce D. Perry
Turn and Talk Share any new thinking with someone sitting
near you.
The Importance of Oral Vocabulary
Benefits in understanding text by applying letter-sound correspondences to printed material come about only if the target word is in the learner’s oral vocabulary. When the word is not in the learner’s oral vocabulary, it will not be understood when it occurs in print. Vocabulary occupies an important middle ground in learning to read. Oral vocabulary is a key to learning to make the transition from oral to written forms.
~Marzano
Correlations between Socioeconomic Status, Talk,
Vocabulary Size and IQ Score
Professional Families
Working-Class Families
Welfare Families
Parent utterances per hour
487 301 176
Child’s Recorded Vocabulary Size
1,116 749 525
IQ Score at Age 3
117 107 79
“There is empirical support that students who begin school behind typical peers in important areas such as vocabulary and language development can master basic reading skills as quickly and as well as typical peers under optimal instructional
conditions.” (Carnin, Sibert, & Kameenui)
“Trying to expand children’s vocabularies by teaching them words one
by one, ten by ten, or even hundred by hundred would appear to be an exercise in
futility.”(Nagy and Anderson )
Words to Explicitly Teach
1. High Utility- appears in multiple content areas
2. Tied to Assessment- be central to comprehending the reading & be used in their writing, speaking, reading and assessment.
3. Critical for Comprehension- foundational in understanding the content
4. Multiple Meaning Words- transfer to different genres and content areas
“The brain seeks meaningful patterns and resists
meaninglessness. Though the brain retains isolated or
disparate bits of information, it is much more efficient at
retaining information that is chunked.”
The Differentiated Classroom, Tomlinson, 1999)
(
Book JigsawVocabulary (pg.74)
• 1. Pgs. 74-75,” What Is Vocabulary Instruction?”
• 2. Pgs. 76-77, Start w/ “Why Should I Promote Vocabulary Acquisition Implicitly and Explicitly?” & End w/”How Can I Teach Vocabulary Skills and Strategies?”
• 3. Pgs. 77-79, Start w/ “What Instructional Factors Contribute to Vocabulary learning?” & End w/”How do I Determine Which Words Need to Be Taught Directly?”
• 4. Pgs. 79-81, Start w/ “What Practices Can I Use to Teach Vocabulary Directly?”& End w/ “Progress Monitoring.”
• Read your section and take notes• Share the main ideas with your table group
Vocabulary Videos
1. Conversation Builds Vocabulary-
http://www.readingrockets.org/reading-topics/vocabulary
2. Anita Archer Vocabulary Lesson-
http://www.youtube.com/watch?v=fr7yRYegjb8
Instructional Activities Jigsaw Grade Level Teams
(3 each, pgs. 81-94)
1. (P. 81-83)-Using Examples and Non-examples-Using Synonyms or Definitions
2. (P. 84-87)-Creating Word Maps-Four Square Vocabulary Maps
3. (P.88-89)-Personal Vocabulary Books-Vocabulary Posters
4. (P.90-94)-Add-a-Part: Prefixes and Suffixes-Figures of Speech
Prefixes & Suffixes The Twenty Most Frequent Prefixes
Prefixes # of words with the un- 782
re- 401in-,im, ir-,il- (not) 313dis- 216en-, em- 132non- 126in-, im- (in or into) 105over (too much) 98mis- 83sub- 80
Twenty Prefixes continued…
Prefixes # of words with the prefix pre- 79 inter- 77 fore- 76 de- 71 trans- 47 super- 43 semi- 39 anti- 33 mid- 33 under- 25
TOTAL 2,959
Modified from White, Sowell, and Yanagihara (1989).Taken from Baumann & Kame’enui, Vocabulary Instruction: Research to Practice. The Guildford Press, New York: 2004.
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