welcome without peeking, take a cube from the bag on the front table. take your cube to the table...
TRANSCRIPT
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Welcome
Without peeking, take a cube from the bag on the front table.
Take your cube to the table that has that same color cube.
We will be using scissors today….
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Goals• Finish examining aspects of an effective
vocabulary program
• Introduce the components of effective reading comprehension instruction
• Look at some experiences in prediction as a reading comprehension strategy
• Look at Guided Reading assessment
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Vocabulary Strategies and Techniques
• Associating• Contextualizing• Categorizing• Visual Imaging• Analyzing• Word Awareness• Wide Reading• Referencing
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Contextualizing: Multiple Meanings
cut
Susan had to cut some vocabulary content from the last class because there was not enough time.
dress touch trip burn
play sign watch placemove
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Categorizing
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Categorizing: Semantic Feature Analysis
mouse
hamster
chipmunk
squirrel
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pet pest long tail
mouse + + +
hamster + - -
chipmunk - - +
squirrel - -/+ +
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Demo Repub Former Gov
Former VP
2 full terms
Still living
Reagan - + + - + -
Bush (sr.)
- + - + - +
Clinton + - + - + +
Bush (jr.) - + + - - +
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Analyzing
• Three main parts: prefixes, suffixes, roots
• Common rootsnew words
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Structural analysis
• Dismantling and reassembling
• unenviable enviable
envyenviableunenviable
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• lawlessness
lawless
law
lawless
lawlessness
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• Brainstorm List for the Baseword “Play”– player – playful – playpen – ballplayer – playing field
• Discuss in pairs: How does each words relate to play?
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Prefixes "no" or "not"
anti
in
mis
un
TIME post
pre
NUMBERS bi
multi
tri
Suffixes Able to be
able
ible
Relating to al
ance
ence
One who er
ite
or
Full of ful
y
Base wordsmovethinkrunworkhopelookjumpchangeablemigrateseeclosedestroybasehappypriceimaginehome
1. Choose a base word.
2. Brainstorm a list of words that use the base word.
3. Discuss: how does each word relate to the base word?
4. Create two words and one invented word using the base and common affixes.
5. Be ready to share one word.
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Word Awareness
• Vocabulary charts
• Accountability in student writing
• Application in everyday conversations
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Wide Reading
• Read aloud
• Author study
• Book talks
• Genre study
• Vocabulary clubs
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Referencing
• Glossaries
• Dictionaries
• Thesaurus
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English Language Learners Research (Fitzgerald, 1995; McLaughlin et al., 2000; Garcia 1991;Jiménez,
2001; Fitzgerald, 1995) informs us of other instructional strategies that help ELLs improve their vocabularies :
• Direct instruction in vocabulary to deepen word knowledge of high-frequency grade-appropriate words.
• Instruction in strategies to infer meaning from text and recognize root words.
• Activities outside the classroom to extend and deepen students' understanding of word meanings.
• The use of writing as an avenue for meaningful use of language.
• Extensive opportunities to practice the language, through speaking and writing as they interact with peers and adults.
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Which vocabulary words?“Is understanding the word important to understanding the selection?”
“Are students able to use context/structural analysis to discover the word’s meaning?”
“Can working with this word be useful in furthering students’ contextual, structural analysis or dictionary skills?”
“How useful is this word outside of this selection?”
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Comprehension Strategies
• Why teach them?
• Which ones should we teach?
• How should we teach them?
• Which texts should we use?
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• are active.
• have clear goals in mind for their reading.
• typically look over the text before they read.
• frequently make predictions about what is to come.
• read selectively.
• construct, revise and question the meanings they make as they read
• determine the meaning of unfamiliar words and concepts.
Research informs us that effective readers…
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• draw from, compare, and integrate their prior knowledge.
• think about the authors of the text.
• monitor their understanding of the text.
• evaluate the text’s quality and value, and react to the text in a range of ways.
• read different kinds of texts differently.
• find that comprehension is consuming, continuous, and complex, but is satisfying and productive.
Pressley, M. & Afflerbach, P. (1995). Verbal protocols of reading: the nature of constructively responsive reading. Hillsdale, NJ: Lawrence Erlbaum Associates. Block, C. & Pressley, M. (2002) Comprehension instruction: research-based best practices. New York: Guildford Press.
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Gradual Release of Responsibility
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The Process
• Show them what you want them to do
• Provided guided practice
• Move toward independent practice
• Allow for reflection
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Sharing Books and Ideas for Teaching Prediction
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Prediction ChartWhat I predict will happen What actually happened
p. 1
p. 6
p. 11
p. 19
p. 21
What is this passage really about?
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I think… Why I think that…
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Word Sorts
steaming
tamales Christmas cheerfully
diamond ring
winked a silvery light
ready to confess
leftover tear white with steam
another batch
full stomach dried masa disappeared
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Word Sorts
1. Display words.
2. Model sorting; have students sort.
3. Make predictions:Type of text?
Major themes?
Questions you want answered.
4. Read selection.
5. Reflect, resort, retell.
6. What words would you add?
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Word Sorts• What do you like about Word Sorts?
• How might they benefit ELLs?
• How could you use Word Sorts in the classroom?
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Table of Contents Predictions
Before Reading
Content predictions Word Predictions
After Reading reflections
What do I think I will learn
Name specific words you think will appear
Key words and Ideas
p. 5
p. 9
p. 15
p. 21
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Table of Contents Predictions
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Reflect and Discuss:Table of Contents Predictions
• What are students learning by doing this activity?
• What else are they learning?
• How might you use this with students?
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For next time…•Harvey and Goudvis, Chapters 6-8•Language Arts Assignment 7
Code the text in a way that makes best sense to you. As you do, pay attention to...
When you predict and confirm What you read carefully/quickly and what you skip/reread When you construct, revise and question meaning How you deal with unfamiliar words/concepts Use prior knowledge When and how you consider the author Emotional and intellectual reactions
Be ready to talk about and turn in your text, as well as discuss the instructional implications of this task. No other written work is needed.
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Bibliography
• Fish is Fish by Leo Lionni
• Too Many Tamales by Gary Soto