Tools for Teaching Literacy: Finding Meaning in Words and Text
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Tools for Teaching Literacy: Finding Meaning in Words and Text
Tools for Teaching Literacy: Finding Meaning in Words and Text Colorado Reading First, 2004 Intermediate I CCRA -- Summer 2004 Content Standards Refine strategies that focus on creating word ownership. Model use of comprehension strategies (predicting and important ideas) before, during and after reading. Colorado Reading First, 2004– Intermediate I CCRA 2 Building Word Ownership: Finding Meaning in Words Colorado Reading First, 2004 Intermediate I CCRA -- Summer 2004 Z G A We live in a sea of words. E M Steven A. Stahl, 1999 C S K Colorado Reading First, 2004– Intermediate I CCRA 4 Research Points Just teaching definitions did not significantly affect children’s reading comprehension. Stahl and Fairbanks , 1986 Colorado Reading First, 2004– Intermediate I CCRA 5 Word Classification Unknown: Haven’t seen or heard this word or you’ve seen or heard it but can’t define it. Known: You can define this word. Owned: You can define this word and you can relate it to other words and terms. Colorado Reading First, 2004– Intermediate I CCRA 6 You Try It! Is a Definition Enough? Word: redress Definition: to set right, remedy, repair Your sentence: Colorado Reading First, 2004– Intermediate I CCRA 7 Is a Definition Enough? Child’s Sentence: The redress for getting well when you’re sick is to stay in bed. Stahl, 1999 Colorado Reading First, 2004– Intermediate I CCRA 8 Is a Definition Enough? Enhanced Definition and Example: Redress means to make up for something that injured or hurt someone or something. For example, the knights sought redress from the king for injuries suffered in the battle. Colorado Reading First, 2004– Intermediate I CCRA 9 Is a Definition Enough? Word: erode Your definition: Dictionary definition: to eat away Your sentence: Child’s sentence: My family erodes often. Stahl, 1999 Colorado Reading First, 2004– Intermediate I CCRA 10 Polysemous: One word, many meanings Nearly every word in English is in some way polysemous (has multiple meanings). Word meanings adapt to different contexts. Students need exposure to words in variety of contexts. Colorado Reading First, 2004– Intermediate I CCRA 11 Think about… rock He threw a rock. My friend is my rock. She is solid as a rock. We are going to rock this house. I like to listen to rock and roll. Colorado Reading First, 2004– Intermediate I CCRA 12 Think about… hot It’s hot today. The soup is too hot to eat. This salsa is too hot to eat. You look hot in that outfit. He was hot when found out he had lost his keys. Colorado Reading First, 2004– Intermediate I CCRA 13 Ways to Get Kids and Words Together Creating multiple opportunities for encounters with words. Colorado Reading First, 2004– Intermediate I CCRA 14 Research Point Twelve encounters with a word reliably improved comprehension, but four encounters did not. McKeown, Beck, Omanson, and Pople, 1985 Colorado Reading First, 2004– Intermediate I CCRA 15 Word Classification Unknown: Haven’t seen or heard this word or you’ve seen or heard it but can’t define it. Known: You can define this word. Owned: You can define this word and you can relate it to other words and terms. Colorado Reading First, 2004– Intermediate I CCRA 16 Word of the Day Teacher selects one word from previous vocabulary instruction that has multiple meanings. Students are asked to bring pictures or items that show a meaning of the word. On “the day,” students share what they have brought and describe the meanings. Pictures or items are displayed around a poster of the word and the various definitions. The teacher and the students discuss the various ways the word has been represented. Colorado Reading First, 2004– Intermediate I CCRA 17 You Try It! Word of the Day Word of the Day: Run Each table gets a large piece of paper and markers. Brainstorm as many meanings for the word run as possible (5 minutes). You may write sentences or draw pictures to illustrate the word run. Papers will be posted, compared, and discussed. Colorado Reading First, 2004– Intermediate I CCRA 18 You Try It! Word of the Day Word of the Day: Run Run: To move your body quickly (run to school) Run: Score (a run in baseball) Run: A tear (a run in a stocking) Run: A drip (the paint will run) Run: Many people taking an item (run on the bank) Run: Election (run for office) Run: A string of occurrences (run of luck) Colorado Reading First, 2004– Intermediate I CCRA 19 Similar Concept – Many Words: Said Whispered Exclaimed Declared Admitted Screamed Hollered Sighed Murmured Colorado Reading First, 2004– Intermediate I CCRA 20 Similar Concept, Many Words: Questions for Readers Why this particular word? What information does the choice of this word provide? Why did the author choose to use this specific word at this time? Colorado Reading First, 2004– Intermediate I CCRA 21 Similar Concept – Many Words: Linear Array An activity to help readers see the degrees of difference in words representing similar concepts. Colorado Reading First, 2004– Intermediate I CCRA 22 Linear Arrays Give students word cards representing something that can be placed in an order. Ask students to arrange themselves in order. Younger students may need more direction such as “high to low,” etc. When student have arranged themselves, have them explain their thinking. Discuss the way they arranged themselves. Colorado Reading First, 2004– Intermediate I CCRA 23 Similar Concept - Many Words Synonyms for Said p s i h W d e er M m r u d e ur d ed d d e e t e t r r i m i e a l l a m ecl l o d c H A D Ex Colorado Reading First, 2004– Intermediate I CCRA 24 You Try It! Linear Array Take a card. Share the word on your card with your group. Arrange yourselves in an order that makes sense and that can be explained to others. Colorado Reading First, 2004– Intermediate I CCRA 25 Yeas and Boos A quick assessment of word knowledge Beck, et. al., 1982 Colorado Reading First, 2004– Intermediate I CCRA 26 Yeas and Boos The general gave redress to the soldier. The horse and the knight redress. The bird erodes the worm. The drip of water erodes the rock. Colorado Reading First, 2004– Intermediate I CCRA 27 Word Wizards Post “Word Wizard” chart. Add interesting words encountered in read alouds or class conversations. Students report when they see or hear the word used in another context. Names are written on the chart by the noted word and the students become “word wizards.” Colorado Reading First, 2004– Intermediate I CCRA 28 Coulds, Woulds, Shoulds (Possible Sentences) Could a teacher be a neighbor? Would a mammal have scales? Could a philanthropist be a miser? Should a virtuoso be a rival? Blachowicz and Fisher, 2002 Colorado Reading First, 2004– Intermediate I CCRA 29 Coulds, Woulds, Shoulds (Possible Sentences for More Proficient Readers) Before reading a text (core or content reading) choose about 6 words students may have difficulty understanding. Choose 4 - 6 words probably known to students. Write the 10-12 words on the board. Provide definitions, if necessary. Students write sentences containing at least two of these words that they think may be found in the story. Colorado Reading First, 2004– Intermediate I CCRA 30 Coulds, Woulds, Shoulds – Cont. (Possible Sentences for More Proficient Readers) Once students have finished contributing sentences and every word has been included in at least one sentence, read the story. Go back and determine which sentences are true or “possible,” based on the reading. The other sentences can be erased or be amended to become true. Colorado Reading First, 2004– Intermediate I CCRA 31 You Try It! Coulds, Woulds and Shoulds Change for the Quarter *join *collect *honors *order *pocket *worth -coin -money -spend -change Colorado Reading First, 2004– Intermediate I CCRA 32 Reflection: Word Ownership Reflect on what you have learned about words. Write about instructional activities you will use to lead your students to word ownership in handout #1. Colorado Reading First, 2004– Intermediate I CCRA 33 Digging Deeper: Finding Meaning in Text Colorado Reading First, 2004 Intermediate I CCRA -- Summer 2004 Research Point Comprehension is the reason for reading. If readers can read the words but do not understand what they are reading, they are not really reading. Put Reading First, 2001 Colorado Reading First, 2004– Intermediate I CCRA 35 Research Point Keeping students engaged in their reading by providing tasks that demand active involvement is one of the primary characteristics of good reading instruction. Paraphrased from National Reading Panel Report , 2000 Colorado Reading First, 2004– Intermediate I CCRA 36 Research Point Evidence shows that the teaching of a variety of reading comprehension strategies leads learners to general improvements in reading comprehension. National Reading Panel, 2000 Colorado Reading First, 2004– Intermediate I CCRA 37 Proficient Readers Use… Predictions Predictions Connections Questions Mental Pictures Background Knowledge Inferences Important ImportantIdeas Ideas Summaries Monitoring Fix-ups Colorado Reading First, 2004– Intermediate I CCRA Meaning Level Word Level (Unknown Word Strategies) 38 Teach Comprehension Strategies Before reading reading Before During reading After reading Colorado Reading First, 2004– Intermediate I CCRA 39 Why Use an Anticipation Guide? To bring readers into the text by activating background knowledge and making predictions. To direct students toward important ideas. Colorado Reading First, 2004– Intermediate I CCRA 40 Making and Using an Anticipation Guide n o p q r s Decide on the major concepts you want students to learn. Create about 5 statements that focus on these concepts. Students respond to the statements before reading. Students read the text (or it is read to them). Students return to the statements and mark their answers. Discuss as a group. Colorado Reading First, 2004– Intermediate I CCRA 41 You Try It! Anticipation Guide Pull out handouts #2 and #3. Mark the box before each statement with a T or F, to reflect whether you agree or disagree. In groups of 3 or 4, check with others. Change any answers you want. Read “Rat.” Mark T or F in the box following each statement. Be prepared to tell where the correct answer can be found in the text. Colorado Reading First, 2004– Intermediate I CCRA 42 Creating Your Own Anticipation Guide: Selecting Major Concepts Read the selection. Decide what you think is important for students to know. If unsure, use questions from text when available. Statements that are true in the text can be reworded so that they are false in the anticipation guide. Colorado Reading First, 2004– Intermediate I CCRA 43 Use an Anticipation Guide with… Non-fiction core stories Non-fiction big books Non-fiction readers that go with the anthologies Non-fiction read alouds Social studies or science texts Weekly Readers Time for Kids Colorado Reading First, 2004– Intermediate I CCRA 44 Teach Comprehension Strategies Before reading During During reading reading After reading Colorado Reading First, 2004– Intermediate I CCRA 45 What Is the Directed Reading Thinking Activity (DR-TA)? It is an instructional activity that uses predicting and confirming strategies to help build critical reading and thinking skills. It is an activity used to guide students through any kind of text. The parts are predicting, reading, and proving. Colorado Reading First, 2004– Intermediate I CCRA 46 Using the DR-TA Divide the reading material into sections. Each of the 3 steps is repeated during each section. Predicting Stage: Students predict what they think the selection will be about or what will happen next. Reading Stage: Students check on their predictions. Proving Stage: Students read parts from the text that prove or disprove their predictions. Colorado Reading First, 2004– Intermediate I CCRA 47 You Try It! Directed ReadingThinking Activity Locate handout #4. Using “Fish Story,” your trainer will lead you through the three steps of the DR-TA (predict, read, prove). Colorado Reading First, 2004– Intermediate I CCRA 48 DR-TA Steps Prove Read Predict Colorado Reading First, 2004– Intermediate I CCRA 49 Teach Comprehension Strategies Before reading During reading Afterreading reading After Colorado Reading First, 2004– Intermediate I CCRA 50 Alphaboxes A post reading instructional activity that helps students remember important information from text. Can be used with any type of reading material and at any grade level. Idea by Linda Hoyt, 1999 Colorado Reading First, 2004– Intermediate I CCRA 51 Using Alphaboxes After a reading assignment, students select words or phrases for each letter of the alphabet. Examples: “A is for Annie because she was the main character in the story,” or “F is for flat teeth. Elephants have huge flat teeth.” Colorado Reading First, 2004– Intermediate I CCRA 52 You Try It! Alphaboxes Pull out handouts #5 and #6. Read “Skunk.” In groups of 5, complete letters in the alphaboxes chart. Colorado Reading First, 2004– Intermediate I CCRA 53 Ideas for Working with Alphaboxes Let students choose 10-15 letters they want to use. Younger students can make little booklets to record their answers. They may only write a word for each letter and illustrate it. Colorado Reading First, 2004– Intermediate I CCRA 54 Reflection: Comprehension On Handout #1, reflect on the role of active involvement in comprehension. Write about an instructional activity you will try with your students. Tell why you’ve selected it. Colorado Reading First, 2004– Intermediate I CCRA 55 In Summary… Skilled reading does not involve use of a single potent strategy, but rather coordination of several strategies. Pressley and Woloshyn, 1995 Colorado Reading First, 2004– Intermediate I CCRA 56 Thank You! This concludes the presentation. Colorado Reading First, 2004– Intermediate I CCRA 57