Lecture 2 - Get Now PowerPoint

							          Good morning!
Please post any “burning questions” about
        R.I.C.A. in the Parking Lot

We will be breaking up into chapter groups
             after our break.
                        Goals
• Explore components of effective vocabulary instruction

• Experience doing a running record and miscue analysis

• Look at the common components for reading inventory
  assessments

• Experience a carousel to learn about the readings for
  this week
       Five Components of Reading
               National Reading Panel
• Phonemic Awareness
  – Ability to orally compose a sequence of sounds and
    manipulate these sounds to form words
• Phonics
  – Ability to recognize the relation between the written
    language and the spoken language
• Fluency
  – Ability to read orally with speed and accuracy
• Vocabulary
  – Ability to use words orally and in written communication
    by applying word meaning effectively
• Comprehension
  – Ability to apply meaning to what is read
    Language and Vocabulary: A balanced
                approach…

                              learning solely
writing word                   through context
definitions                   and experience
         Vocabulary Instruction
• Why?

• How?

• Which words?
Research estimates that students
learn…
…approximately 3,000 to 4,000 words each year

…accumulating a reading vocabulary of approximately
25,000 words by the end of elementary school

…and approximately 50,000 words by the end of high
school.

      Beck, I.L. and McKeown (2002) Bringing Words to Life, Robust
                                           Vocabulary Instruction
One Vocabulary Instructional Program
            Michael Graves, 2006
The Vocabulary Book: Learning and Instruction
• Providing Rich and Varied Language
  Experiences

• Teaching Individual Words

• Teaching Word Learning Strategies

• Fostering Word Consciousness
  Providing Rich and Varied Language
             Experiences
• Read alouds
• Independent reading
• Writing activities that focus on word choice and
  usage
• Author study
• Book talks/literature discussion groups
• Genre study
        Reading Teacher, 61(2) p. 108-122 Bumping into Spicy, Tasty Words that
  Catch Your Tongue
      Teaching Individual Words
• Students acquire new word meanings through
  explicit vocabulary instruction

• Activities that focus on specific words to learn
  entirely new words as well as enhanced
  meanings of familiar words
                          Associating:
                         Concept Wheel
                                                            1. “What words do
                                                               you think of when
                                                               I say, _____ ?”
brave                      brave
courageous                                                  2. List words.
                                                            3. Read definition.
valiant                                                        Compare.
daring                                                      4. “What three other
                                                               words will help
bold                                                           you remember the
                                                               word _____ ?”


having courage : DAUNTLESS ; 2 : making a fine show : COLORFUL < brave banners
flying in the wind>; 3 : EXCELLENT , SPLENDID <the brave fire I soon had going
      Associating/Visualizing:
   Verbal Visual Word Association


         brave

                 In my life:




my definition:   opposite:
Teaching Word-Learning Strategies
When you come to a word and you don’t know
 what it means….

• Word part clues

• Context clues
 Structural Analysis: Using Word Part
                 Clues
• Three main parts: prefixes, suffixes, roots

• Common rootsnew words
• Dismantling and reassembling

 unenviable
 enviable
 envy
 enviable
 unenviable
• lawlessness
  lawless
  law
  lawless
  lawlessness
• Brainstorm List for the Baseword “Play”
  – player
  – playful
  – playpen
  – ballplayer
  – playing field

• Discuss in pairs: How does each word relate
  to play?
Common Roots                                      Prefixes                 Suffixes
LATIN                                             un- (not)                -s (plurals)
audi (hear)
                      1. Choose a root.           re- (again)              -ed (past tense)
dict (speak)
port (carry)          2. Brainstorm a list of     in-, im-, ir- il (not)   -ing (present
spect (see)              words that use the       dis (not)                tense)
                         base word.                                        -ly
scrip/script                                      en-, em- (cause
tract (pull/draw)     3. Discuss: how does        to)                      (characteristic
vis (see)                each word relate to
                                                  non- (not)               of)
GREEK                    the base word?                                    -er, -or (person)
                                                  under- (too little)
auto (self)           4. Think of two words                                -ion, -tion (act,
bio (life)               and one invented         in-, im- (in or
                                                  into)                    process)
graph (written/          word using the root
                         and common               over- (too much)         -ible, -able (can
drawn)
                         affixes.                                          be done)
hydro (water)                                     mis- (wrong)
meter (measure)       5. Be ready to share
                                                                           -al, -ial (have
                                                  sub- (under)             characteristics
ology (study of)         one word
                                                  pre- (before)            of)
photo (light)
scope (see)                                       inter (between,          -ness (state of)
tele (distant)                                    among)

Adapted from Blevins, W, 2001 Teaching phonics and word study in the intermediate grades.
       Contextualizing: Cloze
Sheila Rae started off, skipping. “I am brave,” she
sang. “I am f_____.” She stepped on every crack.
She walked backwards with her eyes closed. She
gr                              b
________ at stray dogs, and ________ her teeth at
                      pr
stray cats. And she ________ that the trees were
________ creatures. She climbed up them and broke
e
their fingers off. Snap, snap, snap. Sheila Rae walked
and walked. She turned corners. She crossed
streets. It suddenly occurred to Sheila Rae that
                   f
nothing looked ________ .
               Contextualizing
• Categories of help
   – Definition (the author explains the meaning of the
     word right in the sentence/selection)
   – Synonym (the author uses a word similar in meaning)
   – Antonym (the author uses a word nearly opposite in
     meaning)
   – Example (The author provides one or more example
     words or ideas)
   – General (the author provides several words or
     statements that give clues to the word’s meaning)
– Definition:
   • When Sara was hiking, she accidentally walked through a patch of
     brambles, prickly vines and shrubs, which resulted in many scratches
– Synonym:
   • Josh walked into the living room and accidentally tripped over the
     ottoman. He then mumbled, “I wish people would not leave the
     footstool right in the middle fo the room. That’s dangerous!”
– Antonym:
   • The supermarket manager complained, “Why do we have such a
     plethora of boxes of cereal on the shelves? In contrast, we have a real
     shortage of pancake and waffle mixes. We’ve got to do a better job
     ordering.”
– Example:
   • There are many members of the canine family. For example, wolves,
     foxes, coyotes and pets such as collies, beagles, and golden retrievers
     are all canines.
– General:
   • It was a sultry day. The day was very hot and humid. If you moved at
     all, you would break out in a sweat. It was one of these days to drink
     water and stay in the shade.
    Fostering Word Consciousness
• Help students to develop an Interest in words, an
  appreciation of word choice, and expand their
  vocabulary

• Activities that focus on word play and figurative
  language (e.g., alliteration, slang, simile, metaphor,
  homophones, hyperbole, idioms, oxymoron,
  personification)

• Keeping vocabulary charts, making students
  accountable in their writing, fostering application in
  everyday conversations
        For more information…
• Read the C.O.R.E. resource
  – Specific Word Learning Strategies (structural
    analysis of words)
  – Word Learning Strategies (context, etc.)
  – Word Consciousness
Assessing Guided Reading
• Substitution

    They did not have books.
•   Omission
           …they dove         the waves
•   Insertion
         …splashing and spraying the water…
•   Correction
            …in the shade of the tall palm tree…
•   Multiple attempt
         How lucky he was to live in a Somali village…
•   Partial word

        Mohamed loved to go swimming in the sea.
               Running Record
                    with
               Miscue Analysis
• The little monkey had it.

• …to see if there was any danger. He heard
  the…

• Every day except Friday…
Mohamed loved to go swimming in the sea. How
lucky he was to live in a Somali village right on the
Indian Ocean! The sandy shore rang with the happy
shouts and cries of the village boys and girls. They
liked to race one another into the surf, splashing and
spraying the water into a white dancing foam before
they dove into the waves. Mohamed and his young
sister, Asha, spent all the time they could in the cool,
clean sea, swimming and playing water games. They
were good swimmers because their mother had
taught them.
• What do you notice about this reader?

• How many errors did she make?

• What types of errors were they?
Mohamed loved to go swimming in the sea. How
lucky he was to live in a Somali village right on the
Indian Ocean! The sandy shore rang with the happy
shouts and cries of the village boys and girls. They
liked to race one another into the surf, splashing and
spraying the water into a white dancing foam before
they dove into the waves. Mohamed and his young
sister, Asha, spent all the time they could in the cool,
clean sea, swimming and playing water games. They
were good swimmers because their mother had
taught them.
E   SC
• What do you notice about this reader?

• How many errors did she make?

• What types of errors were they?
• How are these readers similar and different?

• What do you think is meant by “all miscues
  are not created equally”?

• Which reader is of greater concern to you?
  Why?
    Assessing Reading Development
Informal Reading Inventories (IRI)
• Graded words lists
• Graded passages
  – Running records/miscue analysis
  – Graphophonic/syntactic/semantic errors
  – Comprehension questions/retelling
  – Frustration/instructional/independent levels
• Other components
Graded Words Lists
         Coding a Running Record
Code my reading in the following ways:
RW
                              Graded Passage                                             E   SC
      One day a mother rabbit and her child were taking a nap. A fox ran by.
14
      He looked wild but he was very mild. The fox liked to make soup. He would find
31
      wild things that grew in the woods. He would grind them up and put them into
47
      his soup. “Are you ready for some soup?” asked the fox. “Yes,” said the mother
62
77    rabbit. “Wake up, child. The kind fox has made us some soup.”
92    “Soup, soup, soup,” said the rabbit child “We always have soup. All we ever
109   have is soup! I hate soup!” This made the fox feel very mad. He began to grind
122   his teeth. He said, “I am a kind fox. I am always mild. I don’t ever get mad but
136   you made me mad!” He ran away into the woods. “Oh no! said the mother
148   rabbit. “You made the fox mad. He has always been so kind and mild. Now he
162   will be a wild fox and won’t make us soup ever again. We have always had his
174   soup. What will we have now?” “Stew!” said the rabbit child. “I will make stew.”
186   “You are a child,” said his mother. “How can you make stew?” The rabbit child
201   said, “I can go into the woods and find wild things to grind up and put into the
214   stew.” “No you can’t,” said the mother rabbit. “The fox is wild now. Wild foxes
216   eat rabbits!”
Other components
• Reading interest survey
• CAP
• Phonemic awareness
• Phonics
• Structural analysis
• Vocab
• CLOZE exercises (vocabulary)
• Spelling
    As you come in from break…
• Please find the table with your sign-up for the
  readings.
                   Carousel, Part 1
For sharing your chapter with the class, decide:
• What is fundamental?
• How can you teach it?
• Where does it connect with the standards?
• How will you know if English learners are making progress
  with respect to these “fundamentals”?
Create a group poster that addresses each of these points.
Please be done by 11:20. Lay your poster on the back
                        table.
                    RICA
           Test-taking Strategies

• Multiple choice and open-ended, constructed
  response
• Multiple choice
  – Difficult
  – 70, some experimental
  – Don’t waste too much time
  – Answer every question
  – Stems: long!
  – 2 types: content, scenario
• Essays
  – 2 short (15 minutes), 2 long (25 minutes)
  – Short: 50-100 word answer
  – Long: 150-250 word answer (1 typed page=225-250
    words)
  – Hypothetical situation
  – Get to the point
  – Identify strategy, provide information, explain why it is
    appropriate
  – Write legibly
• Case Study
  – Raw data
  – Identify: strengths, areas of need, interventions
    to address each area of need
• Consider test developers
  – They want you to convey an understanding of
    reading that is “balanced”…
     • direct, explicit teaching;
     • objective met in pleasant, no-nonsense way
  – Includes “teaching of skills”…
     • automatic behavior
  – “and strategies”
     • behavioral choice
• Content areas
  – Not equally addressed
  – Focus on areas 3-7:
     •   Phonemic Awareness
     •   Concepts about Print
     •   Systemic, Explicit Phonics and other Word Identification Strategies
     •   Reading Comprehension
     •   Literary Response and Analysis
     •   Content Area Literacy
     •   Independent Reading
            R.I.C.A Domains
• http://www.rica.nesinc.com/RC_contentspecs
  .asp
          R.I.C.A. Case Study
• http://www.rica.nesinc.com/RC_samplewritte
  n_CRcasestudy.asp
                For next time…
Language Arts:
Teach the Fundamentals of Writing
• Read: Graves: Sign up to read one of the following
  chapters 7, 12, 13, 14; ELD/ELA “Writing Strategies”,
  “Writing Applications” and “Written Language and
  Conventions” standards K-2 and 3-6

• Due: Language Arts Assignment #2
  Paragraph/section from children’s literature text
  (original text or Xeroxed copy) with hard copy of
  mini-lesson on conventions (see Action 12.8)
                For next time…
Language Arts:
Teach the Fundamentals of Writing
• Read: Graves: Sign up to read one of the following
  chapters 7, 12, 13, 14; ELD/ELA “Writing Strategies”,
  “Writing Applications” and “Written Language and
  Conventions” standards K-2 and 3-6

• Due: Language Arts Assignment #2
  Paragraph/section from children’s literature text
  (original text or Xeroxed copy) with hard copy of
  mini-lesson on conventions (see Action 12.8, p. 207)
                   Bibliography
• Bringing Words to Life: Robust Vocabulary Instruction by
  Beck, McKeown and Kucan
• The Vocabulary Book: Learning and Instruction by Michael
  Graves
• Evidence-based Reading Instruction, articles from the
  International Reading Association
• Creating Strategic Readers: Techniques for Developing in
  Phonemic Awareness, Phonics, Fluency, Vocabulary, and
  Comprehension by Valerie Ellery,