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Video - Vocabulary Instruction (Segment 5: Vocabulary Instruction -
Video - Vocabulary Instruction (Segment 5: Vocabulary Instruction -
Teach or activate necessary background knowledge
Teach or activate necessary background knowledge
Teach or activate necessary background knowledge
Teach or activate necessary background knowledge
Reading Comprehension in the Elementary Grades Before Passage Reading Practices

: Archer Anita. , . , Reading Comprehension in the Elementary Grades Before Passage Reading Practices.ppt zip- 293 .

Reading Comprehension in the Elementary Grades Before Passage Reading Practices

Reading Comprehension in the Elementary Grades Before Passage Reading Practices.ppt
1Reading Comprehension in the 28To lessen or alleviate, as pain or
Elementary Grades Before Passage Reading pressure Student-Friendly Explanation
Practices. 1. (Beck, McKeown, & Kucan, 2003) Uses
2Anita L. Archer, Ph.D. Educational known words. Is easy to understand. When
Consultant archerteach@aol.com something that was difficult is over or
503-295-7749. 2. never happened at all, you feel relieved.
3Before Reading Practices. Teach the 28.
pronunciation of difficult to read words. 29Teach the meaning of critical, unknown
Teach the meaning of critical, unknown vocabulary words. Preparation -
vocabulary words. Teach or activate any Student-friendly explanation. Dictionary
necessary background knowledge. Preview Definition Attention - a. the act or state
the story or article. 3. of attending through applying the mind to
44. an object of sense or thought b. a
5BIG IDEA: If students can read the condition of readiness for such attention
words in a passage accurately and involving a selective narrowing of
fluently, their reading comprehension will consciousness and receptivity Explanation
be enhanced. Teach the pronunciation of from Dictionary for English Language
difficult to read words. 5. Learners (Elementary Learners Dictionary
6Teach the pronunciation of difficult published by Oxford) Attention - looking
to read words. Why. Word recognition and or listening carefully and with interest.
decoding skills are necessary, though not 29.
sufficient for reading comprehension. 30Teach the meaning of critical, unknown
Systematic and explicit decoding vocabulary words. Preparation - Selection
instruction improves students word of Vocabulary. Dictionary Definition.
recognition, spelling, and reading Student-Friendly Explanations. disgusting
comprehension. (National Reading Panel, - to cause to feel disgust; be sickening,
2000) Fluent reading in the primary grades repulsive, or very distasteful to. fragile
is related to reading comprehension. - easily broken, damaged, or destroyed.
Variance in reading comprehension gratitude - a feeling of thankful
explained by oral reading fluency: lst appreciation for favors or benefits
(61%), 2nd (61%), 3rd (50%) (Torgeson, received. loitering - to linger in an
2007). 6. aimless way; spend time idly. 30.
7Video - Decoding Instruction (Segment 31Video - Vocabulary Instruction
4: Primary Decoding Instruction). (Segment 5: Vocabulary Instruction - 2nd).
Carefully and systematically teach and 31.
review decoding skills introduced in the 32Teach the meaning of critical, unknown
core reading program. As you watch this vocabulary words. Video Example. What
short video, note any good instructional other good practices did you observe? 32.
practices. 7. 33Teach the meaning of critical, unknown
8Teach the pronunciation of difficult vocabulary words. Instructional Routine.
to read words. How. Teach the (Note: Teach words AFTER you have read a
pronunciation of words before a passage is story to your students and BEFORE students
read when: indicated by the program. read a selection.) Step 1. Introduce the
preparing students to read difficult text. word. Write the word on the board or
(See Example 1) introducing reading overhead. Read the word and have the
material outside of the core reading students repeat the word. If the word is
program (e.g., science, social studies, difficult to pronounce or unfamiliar have
magazine articles). (See Example 2) the students repeat the word a number of
Preteach the difficult to read words to times. Introduce the word with me. This
the lowest performing students in small word is relieved. What word?. 33.
group or tutorial setting. (See Example 3) 34Teach the meaning of critical, unknown
Focus first on accuracy then fluency, vocabulary words. Instructional Routine
rereading the list until automaticity is (continued). Step 2. Present a
established. Blend this teaching with student-friendly explanation. Tell
vocabulary instruction. 8. students the explanation. OR Have them
9Teach the pronunciation of difficult read the explanation with you. Present the
to read words. Selection of words for definition with me. When something that
decoding instruction. Selection of words is difficult is over or never happened at
Use the list of difficult to read words all, you feel relieved. So if something
provided in your program. If list of words that is difficult is over, you would feel
is not provided or inadequate for your _______________.. 34.
students, preview the passage selecting 35Teach the meaning of critical, unknown
the difficult to read words. Divide the vocabulary words. Instructional Routine
difficult to pronounce words into two (continued). Step 3. Illustrate the word
categories for instructional purposes: with examples. Concrete examples. Visual
Tell Words (irregular words, words representations. Verbal examples. Present
containing untaught elements, and foreign the examples with me. When the spelling
words) Strategy Words (words that can be test is over, you feel relieved. When
decoded when minimal assistance is you have finished giving the speech that
provided). 9. you dreaded, you feel relieved.. 35.
10Teach the pronunciation of difficult 36Teach the meaning of critical, unknown
to read words. Teaching the pronunciation vocabulary words. Instructional Routine
of words. Tell Words This word is (continued). Step 4. Check students
_______________________. What word? understanding. Option #1. Ask deep
____________________ Spell and read the processing questions. Check students
word. ______________________________ there understanding with me. When the students
along upon woman. 10. lined up for morning recess, Jason said,
11Teach the pronunciation of difficult I am so relieved that this morning is
to read words. Teaching the pronunciation over. Why might Jason be relieved? When
of words. Strategy Words - Single syllable Maria was told that the soccer game had
words Precorrect the difficult part of the been cancelled, she said, I am relieved.
word. Look at the underlined letters. What Why might Maria be relieved? 36.
sound?__________________________ Sound out 37Teach the meaning of critical, unknown
the word. (Pause) What word? vocabulary words. Instructional Routine
_________________________ rain boat seed. (continued). Step 4. Check students
11. understanding. Option #2. Have students
12Teach the pronunciation of difficult discern between examples and non-examples.
to read words. Teaching the pronunciation Check students understanding with me. If
of words. Strategy Words - Multisyllabic you were nervous singing in front of
Segment the word into decodable parts. others, would you feel relieved when the
Indicate parts with loops under the word. concert was over? Yes Why? If you
Guide students in reading each part of the loved singing to audiences, would you feel
word. (Move your finger under each part of relieved when the concert was over? No
the word.) What part? Why not? It was not difficult for you.
___________________________ What 37.
part?___________________________ What 38Step 4. Check students understanding.
part? ___________________________ What Option #3. Have students generate their
word? _________________________ own examples. Check students
condensation atmosphere evaporation Notes: understanding with me. Tell your partner
If any element is unknown, simply tell a time when you were relieved.. Teach the
students the pronunciation of the element. meaning of critical, unknown vocabulary
12. words. Instructional Routine (continued).
13BIG IDEA: If students understand the 38.
meaning of critical vocabulary in the 39Teach the meaning of critical, unknown
passage, their comprehension will be vocabulary words. Instructional Routine
enhanced. Teach the meaning of critical, (continued). Step 4. Check students
unknown vocabulary words. 13. understanding. Option #4. Provide students
14Teach the meaning of critical, unknown with a sentence starter. Have them say
vocabulary words. Why. Vocabulary is the complete sentence. Check students
related to reading comprehension. Indeed, understanding with me. Sometimes your
one of the most enduring findings in mother is relieved. Tell your partner when
reading research is the extent to which your mother is relieved. Start your
students vocabulary knowledge relates to sentence by saying, My mother is relieved
their reading comprehension. (Osborn when________.. 39.
& Hiebert, 2004) Variance in reading 40Did the teacher: Introduce the word?
explained by vocabulary: lst (20%), 2nd Present a student-friendly explanation?
(31%), 3rd (36%) (Torgeson, 2007). 14. Illustrate the word with examples? Check
15Teach the meaning of critical, unknown students understanding? Teach the meaning
vocabulary words. Why. Childrens of critical, unknown vocabulary words. 40.
vocabulary in the early grades is related 41Teach the meaning of critical, unknown
to reading comprehension in the upper vocabulary words. Review. After teaching
grades. Preschool - Childrens vocabulary the group of vocabulary words, review the
correlated with reading comprehension in words using a word association activity.
upper elementary school. (Dickinson & Words written on board or overhead: enemy,
Tabois, 2001) Kindergarten - Vocabulary disgusting, invited, relieved Tell me the
size was an effective predictor of reading word that I am thinking about. Someone
comprehension in middle elementary years. that hates you might be called an _____.
(Scarborough, 1998) First Grade - Orally If you didnt like a food, you might say
tested vocabulary was a significant it is _______. When a test is over, you
predictor of reading comprehension ten often feel _________. When you are asked
years later. (Cunningham & Stanovich, to a party, you are _____.. 41.
1997) Third Grade - Children with 42Teach the meaning of critical, unknown
restricted vocabulary have declining vocabulary words. Review. After teaching
comprehension scores in the later the group of vocabulary words, review the
elementary years. (Chall, Jacobs, & words using a choice activity. Words
Baldwin, 1990). 15. written on board or overhead: enemy,
16Teach the meaning of critical, unknown disgusting, invited, relieved If you felt
vocabulary words. Why - Vocabulary Gap. relieved after a test, was the test
Children enter school with different probably easy or difficult? If an enemy
levels of vocabulary. (Hart & Risley, gave you the answers before a test, would
1995) Cumulative Vocabulary (Age 4) you believe the answers to be correct or
Children from professional families 1100 incorrect? If the food was disgusting,
words Children from working class families would you ask for more or spit it up? If
700 words Children from welfare families you were invited to a party, would you be
500 words Linguistically poor first asked to come or to stay away? 42.
graders knew 5,000 words; linguistically 43Video - Vocabulary Instruction
rich first graders knew 20,000 words. (Segment 6: Vocabulary Instruction - K).
(Moats, 2001). 16. Did the teacher: Introduce the word?
17Teach the meaning of critical, unknown Present a student-friendly explanation?
vocabulary words. Why - Vocabulary Gap. Illustrate the word with examples? Check
Children who enter school with limited students understanding? Review the words?
vocabulary knowledge grow more discrepant 43.
over time from their peers who have rich 44Teach the meaning of critical, unknown
vocabulary knowledge. (Baker, Simmons, vocabulary words. Video Example. What
& Kameenui, 1997) Gap in word other good practices did you observe? What
knowledge persists though the elementary suggestions would you give the teacher?
years. (White, Graves, & Slater, 1990) 44.
The vocabulary gap between struggling 45Teach the meaning of critical, unknown
readers and proficient readers grows each vocabulary words. Word Walls. Create a
year. (Stanovich, 1986). 17. word wall in your classroom. Post a
18High-quality Classroom Language reminder of the context. Copy of the cover
(Dickinson, Cote, & Smith, 1993) of the read-aloud book Copy of the first
Reading Aloud to Students (Elley, 1989; page in the story The topic in science or
Senechal, 1997) Explicit Vocabulary social studies Post the vocabulary words.
Instruction (Baker, Kameenui, & Incorporate the words into your classroom
Simmons, 1998; Baumann, Kameenui, & language. Encourage students to use the
Ash, 2003; Beck & McKeown, 1991; Beck, words when speaking and writing. 45.
McKeown, & Kucan, 2002; Biemiller, 46Teach the meaning of critical, unknown
2004; Marzano, 2004; Paribakht & vocabulary words. Vocabulary Logs. Have
Wesche, 1997) Word-learning Strategies students maintain a log of vocabulary to
(Buikima & Graves, 1993; Edwards, facilitate study and review. What can be
Font, Baumann, & Boland, 2004; Graves, recorded on a vocabulary log? Word
2004; White, Sowell, & Yanagihara, Student-friendly explanation Any of these
1989) Wide Independent Reading (Anderson options A sentence to illustrate the
& Nagy, 1992; Cunningham & words meaning Examples and non-examples
Stanovich, 1998; Nagy, Anderson, & An illustration In lower grades, create a
Herman, 1987; Sternberg, 1987). Teach the group log on a flip chart. (See Examples
meaning of critical, unknown vocabulary 4, 5, and 6.). 46.
words. How. 18. 47Big Idea: If students have the
19Until schools are prepared to background knowledge required by a
emphasize vocabulary acquisition, passage, their comprehension will be
especially in the primary grades, less enhanced. Teach or activate necessary
advantaged children will continue to be background knowledge. 47.
handicapped even if they master reading 48Background knowledge is related to
written words. (Biemiller & Boote, comprehension. Students from low-income
2006). Teach the meaning of critical, homes may have fewer life experiences and
unknown vocabulary words. How. 19. literacy-promoting activities resulting in
20Teach the meaning of critical, unknown less background knowledge and fewer
vocabulary words. How - Robust, Explicit schemas for supporting comprehension.
Vocabulary Instruction. Attributes of good Teach or activate necessary background
vocabulary instruction Multiple exposures knowledge. Why. 48.
Definitional information and contextual 49Teach or activate necessary background
information Sufficient amount of knowledge. How. Teach the background
instructional time to insure understanding knowledge that is required for passage
of words Active engagement in instruction. comprehension. Strategy #1 Introduce
20. background knowledge as outlined in your
21Teach the meaning of critical, unknown reading program. Actively engage the
vocabulary words. Preparation - Selection students. Strategy #2 Front load passage
of vocabulary. Select a limited number of reading by teaching additional background
words for robust, explicit vocabulary knowledge needed to better understand the
instruction. Three to ten words per story passage. Strategy #3 Prior to passage
or section in a chapter would be reading, select and read aloud a book that
appropriate. Briefly tell students the provides necessary background knowledge.
meaning of other words that are needed for 49.
comprehension. 21. 50Teach or activate necessary background
22Teach the meaning of critical, unknown knowledge. How. Strategy #3 Example Prior
vocabulary words. Preparation - Selection to passage reading, select and read aloud
of vocabulary. Select words that are a book that provides necessary background
unknown. Select words that are critical to knowledge. Passage: Me and Uncle Romie
passage understanding. Select words that Background Knowledge Needed: Life in a big
students are likely to encounter in the city (New York City). 50.
future and are generally useful. (Stahl, 51Teach or activate necessary background
1986) Focus on Tier Two words (Beck & knowledge. How. Activate background
McKeown, 2003) Academic Vocabulary. 22. knowledge using a research-validated
23Teach the meaning of critical, unknown strategy. Strategy #1 Ask students
vocabulary words. Preparation -Selection questions and engage them in a discussion
of vocabulary. Tier One - Basic words to activate their background knowledge.
chair, bed, happy, house Tier Two - Words Strategy #2 Activate prior knowledge using
in general use, but not common KWL strategy. To increase student success,
concentrate, absurd, fortunate, relieved, front load before having students
dignity, convenient Tier Three - Rare respond to KWL chart. If this is done,
words limited to a specific domain tundra, students will know something and will
igneous rocks, weathering (Beck & have a basis for formulating questions
McKeown, 1985). 23. about they want to find out. Strategy #3
24Teach the meaning of critical, unknown Brainstorm the topics/questions that might
vocabulary words. Preparation - Selection be covered. This will strengthen or
of vocabulary. Goldilocks Words Not too activate schema. 51.
difficult Not too easy Just right (Stahl 52Teach or activate necessary background
& Stahl, 2004). 24. knowledge. How (Olson & Gee, 1991). K
25Teach the meaning of critical, unknown What I know. W What want to find out. L
vocabulary words. Select 4 words for What I learned. 52.
robust explicit instruction. Second 53Big Idea: If students preview a
Graders (Read Aloud). First Graders (Read passage, their comprehension will be
Aloud). Enemy Pie by Derek Munson. Honk! enhanced. Preview the story or article.
By Pamela Duncan Edwards. perfect. swan. 53.
trampoline. ballet. enemy. perfect. 54Preview the story or article. Why. As
recipe. crazy. disgusting. figures. students preview a selection, they:
earthworms. graceful. ingredients. discover what content will be covered or
practiced. horrible. love. nervous. what the story will be about. learn what
amazing. invited. furious. relieved. information will be emphasized. see how
collector. boomerang. opera house. 25. the information is organized. activate
26Teach the meaning of critical, unknown background knowledge that will assist in
vocabulary words. Select 3 words for comprehension. become more interested in
robust explicit instruction. announced. the passage. 54.
members. neighborhood. arrived. rebuild. 55Preview the story or article. How.
lemonade. glum. squawked. clubhouse. Narrative Passages. - Read the title.
Reading Level: 2nd Passage: Lemonade for Predict the content of the story. -
Sale Series: Harcourt Trophies. Reading Preview the illustrations/pictures.
Level: 2nd Passage: Lemonade for Sale Predict the the content of the passage.
Series: Harcourt Trophies. Reading Level: Expository/informational/factual passages
2nd Passage: Lemonade for Sale Series: - Read the title. Predict the content of
Harcourt Trophies. 26. the passage. - Read the introduction. Ask,
27Teach the meaning of critical, unknown What will we learn in in this passage. -
vocabulary words. Preparation - Selection Read the headings and subheadings. Predict
of words. Also, teach idioms (A phrase or the passages content from the headings
expression in which the entire meaning is and subheadings. - Read the summary . 55.
different from the usual meaning of the 56Preview the story or article.
individual words.) The car rolling down Strategy. Warm-Up Before you read a
the hill caught my eye. Soon we were in chapter or a section of a chapter in your
stitches. The painting cost me an arm science, social studies, or health book,
and a leg. The teacher was under the Warm-up. Get an idea of the chapters
weather.. 27. content by previewing these parts.
28Teach the meaning of critical, unknown BEGINNING Title Introduction MIDDLE
vocabulary words. Preparation - Headings Subheadings END Summary Questions
Student-friendly explanations. Dictionary Curriculum Associates, Skills for School
Definition relieved - (1) To free wholly Success. 56.
or partly from pain, stress, pressure. (2)
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Reading Comprehension in the Elementary Grades Before Passage Reading Practices

Reading Comprehension in the Elementary Grades Before Passage Reading Practices

The green movement - Management of each such branch in which head there is a chief executive, carries out national board. It became the first African who has headed this organization. The countries in which there are offices Greenpeace. "Green" movement in the world. The main objective to achieve the decision of global environmental problems, including by attraction to them of attention of the public and the authorities.

Reading - 9 . She was a talented child. Agatha Christie`s books are translated into103 langviges. I`m her absolute No 1 fan! Agatha Christie was born in Devon,England,on September 15, 1890. Agatha Christie is the world`s most famous story writer.

The english-speaking countries - Scotland. Australia. USA. The English-speaking countries. Disneyland. Great Britain.

The animals - DOLPHIN. GORILLA. SNAKE. The animals which live in the rainforest and tropics. FOX. The animals which live in a SAVANNA. The animals which live in the desert. HIPPO. ELEPHANT. PARROT. CAMEL. WOMBAT. REINDEER. KOALA. GIRAFFE. BEAR. TIGER. SEAL. PENGUIN. POLAR BEAR. The animals which live in the forest.

the woman - A womans tongue wags like a lambs tail. As great a pity to see a woman cry as a goose go barefoot. - , - ; - . . . Chickens mind- . , , . A good wife makes a good husband.

Lewis Carroll - The writer had. Real name. , . 720 . . in the Liddell family. . . . . Oxford University. . . .

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