EFFECTIVE LITERACY for GRADES 2-­‐4 Linking Literacy Processes, Development, and Assessment Self-­‐Extending Literacy Behaviors: ImplicaJons for InstrucJon in Fluency, Word Study, and Vocabulary Effec&ve Literacy, Day 8 Genre Study Reflec&on •  Share with your table group how you have taught genres to your students •  How did you integrate reading and wri&ng into the study? •  What is something that went well? •  What is something you might want to revise for next year? Day Eight Outcomes Par&cipants can and do: •  Iden&fy evidence of self-­‐extending level learner behaviors in the reading/orthographic/wri&ng systems through analysis of student work, assessment, and the literacy developmental con&nuum •  Explain change over &me in student learning behaviors and shiNs occurring in teacher role and students expecta&ons •  U&lize forma&ve assessments, the literacy development con&nuum, and Common Core State Standards to plan instruc&on in the areas of fluency, word study, and vocabulary Four Part Mental Processing
System Marilyn Marilyn Jager Adams, Beginning To Read, 1991
Jager Adams, Beginning to Read, 1991 Context Processor
Meaning
Processor
Orthographic
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Phonological
Processor
Print
Speech
Match The Sentences to the Correct Processor/s 1.  Decode and pronounce the unfamiliar printed word chimera 2.  Determine whether the spoken word does and rose end with the same speech sound. 3.  Orally give a synonym for the word anthology. 4.  Read a passage to determine which meaning of the word affirmaJve is intended. 5.  Underline all the words on a page in which the le]er c is followed by e, i, or y. 6.  Repeat the spoken phrase “Riki-­‐&k tembo no serembo.” The goal is to achieve consistent progress by knowing where to take students next. The con&nuum can be used as a bridge between assessment data and the specific teaching that students need. It can also serve as a guide for evalua&ng student progress over &me… but it is important to remember that learners may not necessarily meet every expecta&on at all points in &me. Students need &me, material, and explicit teaching. The Con&nuum of Literacy Learning, Grades 3-­‐8 Fountas &Pinnell GRW, pp. 7-­‐8 Using the Reading & Wri&ng Con&nuums •  Charts on pp. 7-­‐8 Guiding Readers and Writers •  Student work samples -­‐Iden&fy where your students are on the con&nuum. -­‐Are they above, at, or below grade level? -­‐What is the evidence of strengths, concerns? -­‐What are possible implica&ons for instruc&on? How does instruc&on in: •  Fluency •  Word Study •  Vocabulary strengthen the literacy processing system? It exposes students to new words, sounds, spellings, meanings, and language that will increase their processors’ database. To build a founda6on for college and career readiness, students must have ample opportuni6es to take part in a variety of rich, structured conversa6ons—as part of a whole class, in small groups, and with a partner. Being produc6ve members of these conversa6ons requires that students contribute accurate, relevant informa6on; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a mul6tude of ideas in various domains. Familiar Reading (Oral reading fluency) correlates highly with other measures of reading proficiency, including teacher judgment, growth across grades, …and performance on formal and informal measures of reading, including measures of reading comprehension. Espin & Foegen 1998 GRW, p. 348-­‐349 “Observation is your most powerful tool…”
“…always be thinking about the range of
strategies that you want them to acquire
and use effectively while reading.”
GR&W pp. 348-349
Research …while fluency in and of itself is not sufficient to ensure high levels of reading achievement, fluency is absolutely necessary for that achievement because it depends upon and typically reflects comprehension. Pikulski & Chard. 2005 Why is the link between fluent readers and comprehension so high? • 
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Fluent readers don’t need to focus on decoding They focus a]en&on on ideas in text They focus on background knowledge Students read words in context quicker than in a word list They group words for meaning (phrases) Words are stressed in a meaningful way Rising and falling tones reflect punctua&on and phrasing Speed varies for meaning (read slower if text is more difficult) When fluency is disrupted, so is meaning Reading Standards: Founda&onal Skills, Standard 4: Fluency RF.4 Read with sufficient accuracy and fluency to support comprehension RF.4.a RF.4.b RF.4.c CCSS: p. 17, Reading Standards: Founda&onal Skills: Fluency How Does CCSS Take Fluency Deeper? • 
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Why Text Complexity Ma]ers: CCR need higher complexity than what is now in schools Students should be responsible for reading independently Qualita&ve dimensions measure levels of meaning, structure, language, and background knowledge Quan&ta&ve dimensions measure word and sentence length, word frequency Reader and task dimensions consider mo&va&on and reading purpose CCSS Appendix A “Several variables influence a student’s fluent reading of a given text: •  a student’s reading comprehension the propor&on of words a student recognizes instantaneously a student’s decoding speed and accuracy a student’s metacogni&ve abili&es the extent of a student’s vocabulary knowledge or the size of a student’s vocabulary •  whether or not the student is reading in a meaningful context. • 
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These factors will either impede or improve a student’s fluent reading of a specific text.” Torgesen and Hudson 2006 Teaching Reading Sourcebook, p. 323 GRW, p. 8 Fluent vs Nonfluent Readers Review GR&W chart p. 8: Self-Extending Readers
Look at behaviors necessary for fluent reading.
Teaching for Comprehension and Fluency p.
62-64 section ‘Fluent and Dysfluent Readers’ and
Chart on p. 63 ‘Observable Behaviors of Fluent
and Nonfluent Readers’
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Le]er Word Phrase Text “Fluency at the text level can be achieved only when readers are working in a smooth and orchestrated way that helps them remember and ac&vely think about the organiza&on of informa&on in the text.” TFC&F p. 68 Fluency at the Text Level of Processing •  An&cipate what will logically come next. •  Use previous informa&on, syntax, vocabulary, and writer’s tone to provide momentum while reading. •  Understand and use the structure, or organiza&on, of the text to process it effec&vely. •  Use personal background knowledge to support momentum. Teaching for Comprehension and Fluency p 66 Why Silent Reading? … silent reading encourages students to read extensively on their own, both in and out of the classroom, with minimal guidance and feedback. Osborn and Lehr 2003 The Fluent Reader (2nd Edi&on) pp. 175-­‐179 The Case for Silent Reading Fluency TFR, pp. 175-­‐179 Fluency Assessments “Because reading is so cri&cal to success in and out of school and because many students struggle with fluent reading, fluency should be assessed oNen. Effec&ve fluency assessments provide informa&on that will guide instruc&on and improve student outcomes” (Hosp, Hosp, and Howell 2007). TFR, p. 199 Mul&dimensional Fluency Scale • 
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The Fluent Reader (2nd Ed.) p. 199 Fill out MFS while listening to student reading Pay a]en&on to adult conversa&on Discuss the fluency issues of this student Data can be recorded on MFS Score Sheet Assignment Use the Mul&dimensional Fluency Scale to assess your students on prosodic reading. Bring the form and several accuracy checks for 5 students that need scaffolding to reach the self-­‐extending stage. Data Analysis •  Highlight missed words from accuracy checks and wriJng samples. •  IdenJfy the pa]erns, le]ers from missed words. •  Are they at the le]er naming stage, within word pa]ern stage, or higher? •  Are high frequency words missed? •  Do the wriJng samples and accuracy checks show similar trends? Assessments Once beginning readers are able to use the decoding process to read unfamiliar words in print, they should begin developing automa&c word recogni&on skill. Thus, in addi&on to measuring students’ ability to decode words and nonsense words, it is important to measure students’ level of decoding automa&city. Teaching Reading Sourcebook, pp. 193-­‐194 Decoding vs. Encoding •  Tradi&onal spelling instruc&on: spell words •  Phonics/word study: decoding and encoding •  Decoding assessments: Phonics Screener Inventory, Quick Phonics Assessment •  Encoding assessments: DSA •  Instruc&on should occur somewhere between the decoding and encoding level of students CCSS Reading Standards: FoundaJonal Skills (K-­‐5) Phonics and Word RecogniJon RF.3. Know and apply grade-­‐level phonics and word analysis skills in decoding words. RF.3.a, b, c, d, e, f CCSS pp. 16-­‐27 Why is Syllable Instruc&on Important? “The iden&fica&on of syllables and how they join together becomes very important to students in about third grade, when they must independently decode words of greater length. If they are not taught to perceive the larger chunks of wri]en words and to associate vowel pronuncia&on with syllable structure, they will be quite stymied by longer words encountered in reading. If they are aware of syllable units and where to divide them, however, they can read words such as detec&ve, insula&on, and accomplishment with no trouble.” Speech to Print, page 100-­‐01. GRW, p. 8 Students Need a Strategy for Decoding MulJsyllabic Words •  Students who read single-­‐syllable words oNen have difficulty with mul&syllabic words (Just and Carpenter 1987). •  “Skilled readers’ ability to recognize a long word depends on whether they can chunk it into syllables in the course of perceiving it.” (Adams 1990) •  Less skilled readers need to be taught this. (Beck, 2006) Syllable Juncture Word Study “Although students have been reading, and even wri&ng, words of more than one syllable for some &me, it is during this stage that they systema&cally study the generaliza&ons that govern how syllables are joined and how affixes affect the spelling, meaning, and use of base words.” Words Their Way p. 241 Six Syllable Pa]erns Syllable Pa]erns Word DescripJon Closed Syllable VC, CVC nest tablet • Ends in at least one consonant • The vowel is short Open Syllable CV my hobo • Ends in one vowel • The vowel is long Vowel Consonant e VCe, CVCe Ice remote • Ends in 1 vowel, 1 consonant, and final e • The final e is silent • The vowel is long Six Syllable Types, cont. Syllable Pa]erns Word DescripJon Vowel r Vr star market • Has an r ager the vowel • The vowel makes an unexpected sound Vowel Team fourteen repeat • Has 2 adjacent vowels • Each vowel team must be learned individually Final Stable apple vacaJon • Has final consonant le combinaJon or • Has non-­‐phoneJc reliable unit (-­‐
Jon = /shun/) CCSS, Appendix A, p. 21 TTYN •  Individually review the Six Syllable Types •  Get with a partner •  Name the Six Syllable Types •  Give an example of each GeneralizaJons for Word Division: 1.  Every syllable must have a vowel sound. 2.  A prefix or suffix is a separate syllable. 3.  Certain le]er combina&ons at the end of words form a final stable syllable. 4.  Locate vowels. 5.  Vowel teams, digraphs, or diphthongs should not be separated into different syllables. In all other instances, try dividing between the vowels. 6.  When two consonants are found between two vowels, the word is divided between the two consonants. CCSS Appendix A, pp. 21-­‐22 GeneralizaJons, cont. 7.  When one consonant is located between two vowels, the consonant is usually a]ached to the second syllable making the first vowel sound long. 8.  When that doesn’t work, divide aNer the consonant and give the vowel the short sound. Decoding Multisyllabic Words
Closed VC or CVC Open CV Silent e VCe Vowel Team Mul<syllabic Words lawyer basketball hurricane compute naJon R Controlled Final Stable Syllable Decoding Multisyllabic Words Closed VC or CVC Open CV Silent e VCe Vowel Team R-­‐ Controlled Mul<syllable Words hu mor con sent com bine bu gle ail ment boast ful ab surd in vi ta Jon Final Stable Syllable vaniloquence We Want to Teach for Transfer, Giving Our Students Lots of Opportuni&es to Prac&ce: • 
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Familiar Reading Spelling/Word Study Read Aloud Strategy-­‐Based Mini Lesson Small Group Reading Instruc&on Independent Reading Share Time Wri&ng Workshop Interven&on The goal of teaching phonics is to develop students’ ability to read connected text independently. For students, however, the strongest func&onal connec&on between these two skills may run in the reverse direc&on. It is only the nature of reading that can make the content of phonic lessons seem sensible; it is only the prospect of reading that can make them seem worthwhile. And, certainly, we hope that such instruc&on will seem both sensible and worthwhile to students. Marilyn Jager Adams, 2001 Read Aloud/Vocabulary Reflec&ons • Interac&ve Read Aloud • Before/During/ANer • Three &ers of words • Word selec&on • Beck’s instruc&onal sequence Read Aloud/Vocabulary Nonfic&on Focus • 
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Informa&onal text Biography Autobiography Memoir Newspapers, magazines, field guides Internet resources/digital texts Interac&ve Read Aloud: A Bridge to Literature Discussion •  Promotes a community of learners •  Availability of text to all students •  Discussions occur immediately •  U&lizes picture books text, mul&ple layers of •  Addresses &me management (short meaning) GRW, p. 282-­‐284 From Kristo & Bamford, 2004 “By reading informa&on trade books aloud, teachers can expose children to the language and structure of exposi&on at the same &me they engage them in learning content.” General Academic Language or Domain Specific Vocabulary? strategy conifer amphibian describe iden&fy rep&le vertebrate coloniza&on revolu&on interpret classify omnivore Bill of Rights compare/contrast How do students really learn words? •  Incidentally-­‐conversa&ons and experiences •  Embedded-­‐’on the run’ in context •  Extended-­‐rich and varied experiences across variety of texts and contexts It is NOT assigning words, wri&ng defini&ons, and being tested on them. From the Na&onal Reading Panel Report: “reading comprehension is a cogni&ve process that integrates complex skills and cannot be understood without examining the cri&cal role of vocabulary learning and instruc&on and its development…” Dimensions That Vary Instruc&on 1.  Defini&onal vs. contextual approaches 2.  Depth of processing required during instruc&on: Associa&ve – defini&on drills Comprehension – give meaning in context Genera&on – use word 3.  Number of exposures – at least 12 &mes 4.  Distribu&ve Prac&ce – space out reviews Summarizing the Research •  Providing both defini&onal informa&on about words and experience accessing their meaning in mul&ple contexts. •  Providing mul&ple exposures over &me •  Requiring students to ac&vely work with words, use in sentences, redefine, classify, turn and talk, create meaningful graphic organizers, etc. Engaging Nonfic&on Instruc&on • 
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Vocabulary instruc&onal sequence Concept Text structure Text features Context clues Scaling of a]ributes Morphology/word study QAR Graphic organizers NonficJon Read Aloud What Is a Bird? By Graham Meadows and Claire Vial Vocabulary Instruc&onal Sequence • 
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Contextualize the word Say the word together Give student friendly defini&on Use word in other contexts Engage students in thinking about word Say the word together Plan for repeated exposures to word Concept: What Concept Will I Teach From This Book? Contents How Birds Evolved.................................4 Types of Birds………………………….………….8 Their Bones……………………………............12 Their Feathers…………………………...........14 Their Beaks and Nostrils…………………….16 Their Eyes and Ears…………………………...18 Their Feet and Claws………………………….20 Glossary…………………………………………….24 Text Structure Pa]erns • 
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Descrip&ve Problem/solu&on Cause/effect Sequence Compare/contrast Text features • 
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Contents Glossary Index Headings Photographs, Close Ups Cap&ons Font (size, color, bold) Charts, Diagrams, Labels, Timelines Text boxes, Insets, Sidebars Author creden&als Context Clues • 
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Defini&on Apposi&ve defini&on Synonym Antonym Example Inference Scaling of A]ributes How Birds Move hop hover run fly walk crouch climb swim Morphology/Word Study vertebrates invertebrates kingdom ex&nct Passerine hemisphere non-­‐passerine unlike flightless endangered tropical ornithologist lightweight warmth protec&on zoologist replacement prey wetlands backward QAR/Ques&on-­‐Answer Rela&onships • 
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Right there – found explicitly in text Think and search – found throughout text Author and me -­‐ inferences On my own – personal response Thick and Thin Ques&ons GRW, pp. 456-­‐457 Quick Write/Quick Draw •  Quick Write •  Quick Draw •  New Words I Learned Graphic Organizers • 
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Biographical Web Summary and Comparison Chart Ideas-­‐Details Chart Informa&on Web vocabulary foldable Sequence of Important Events Cycle of Events Comparison/Contrast Charts Cause-­‐And Effect Chart An&cipa&on Guides GRW, pp. 450-­‐453 Sample Vocabulary Graphic Organizers •  Frayer Model Frayer Model
Definition in your own words
Examples
•  Vocabulary Foldable Facts/characteristics
Word
Nonexamples
Nonfic&on Poetry “When you immerse your students in rich, lively poetry, you introduce them to intense, concise, skillfully craNed language. They learn how authors convey a maximum amount of thought and feeling in the fewest, carefully chosen words. To appreciate poetry is to appreciate the art of language.” GRW, p. 410 Something Told The Wild Geese by Rachel Field Something told the wild geese It was &me to go, Though the fields lay golden Something whispered, “snow.” Leaves were green and s&rring, Berries, luster-­‐glossed, But beneath warm feathers… AmeliaCramped in the cockpit Likeabirdinabox theicecakedwings shebringsjuice toothbrush&comb couragethewill tofly15hours Without Stop throughdarkdanger the Atlan&c sky Common Core State Standards •  Reading Standards for Informa&onal Text K-­‐5, pp. 13-­‐14 •  Language Standards 4-­‐6, pp. 27-­‐29, Vocabulary Acquisi6on and Use CCSS pp. 13, 14, 27, and 29 Making the Reading-­‐Wri&ng Connec&on Wri&ng Workshop Inves&ga&ons GRW, p. 58 Choose High Quality Texts by Reputable Authors • 
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Seymour Simon Gail Gibbons Russell Freedman Kathleen Krull Jim Arnosky Online Vocabulary Instruc&on Resources www.wordcentral.com www.vocabulary.com www.readwritethink.org h]p://wvde.state.wv.us/strategybank/
VocabularyGraphicOrganizers.html •  h]p://adlit.org •  h]p://vocablog-­‐plc.blogspot.com/p/
vocabulary-­‐brief.html • 
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Reflec&on •  What changes have I observed in my students that demonstrate their progress either towards, or evidence of, self-­‐extending learner behaviors in fluency, word study, and vocabulary? •  How has my instruc&on impacted my students’ progress?