Pedagogy Final

Guidelines for Effective Strategy Instruction

1. Determine the need for strategy instruction on the basis of student performance- should be the primary determining factor in using explicit modeling 2. Introduce all the major strategies early in the school year- allows you to present the strategies you want students to learn and then have them focus on using the strategies while reading throughout the year. More time should be spent on using the strategy than on modeling and practicing the strategy in isolation 3. Model and practice the strategy in the meaningful context of a reading experience- student should work with a text where the strategy is useful, use that text as the basis for having the strategy modeled by the teacher, and use additional texts for practicing the strategy. Don't use fill-in-the-blank, mark, circle, or underline types of exercises, they isolate the strategy 4. Model each strategy at the point where it is most useful- make the strategy modeling authentic by doing it when students are most likely going to use it 5. Make modeling and practicing interactive and collaborative activities- this is typically when students learn best 6. Gradually transfer modeling from yourself to the students- this is the scaffolding of instruction. Once you have modeled a strategy often enough for students to begin using it comfortably, have students model it for one another and then use it independently. 7. Help students immediate success with each strategy- have students explain how the strategy helped them, and point out successes you have seen 8. Encourage the use of a strategy across the curriculum- once students have started to use a strategy, model its use in curricular areas such as science, mathematics, and social studies. As students use the strategies in these areas, have them reflect on and discuss how the strategies helped them understand more of what they read. 9. Guide students to become strategic readers- model and encourage the use of all strategies together once students have become familiar with each

Parts of a follow up minilesson

1. Independent practice- students use the strategy in authentic reading and writing situations that are similar to those in which the strategy was developed and taught 2. Application- students use a strategy in a totally new reading experience; this step supports the ability to transfer strategy use. Creates conditions that encourage and promote the transfer of the strategy to other areas and to different kinds of narrative or text. 3. Reflection- Students recall and talk about their use of strategies. Also a part of assessment; students and teachers discuss what has been learned, how the learning has helped, where it can be used, and what to concentrate on next. Encourage students to talk about ways to improve and other situations where they might use the strategy. Helps students make the strategy their own and also helps them see how they have succeeded. Consists of opportunities to practice, apply, and think about how the strategy has been useful to the student. Afford a flexible plan for helping students learn to use strategies to construct meaning.

The four parts of a minilesson

1. Introduction- tell students what they are going to learn and relate it to reading or writing and their prior knowledge. You may point out relationships or draw information from students through an interactive discussion. Should take just a few minutes. 2. Teacher modeling- Show students how to use and think about the strategy by "thinking aloud" with them. Incorporate three elements: 1. concept 2. listening 3. reading 3. Student modeling and guided practice- students use the strategy under the teacher's guidance, usually with the same text with which the strategy was originally modeled. They read sections silently while the teacher calls on individuals to share their thinking aloud. The purpose of this is to ensure that students are able to use the strategy before releasing them to practice it independently. 4. Summarizing and reflecting- prompt students to summarize what they have learned, and have them reflect on how and where they might use the strategy. Prompts may include: How did we make inferences in this story? What did we use besides story information? Where do you think you will use this strategy? Students need to verbalize what they have learned and where and how they might use it.

Student strategies that are the most important for students to learn to be successful comprehenders of text:

1. inferencing, including prediction 2. monitoring and clarifying 3. identifying important information (story line in narrative texts and main ideas in expository texts) 4. generating and answering questions 5. summarizing and synthesizing

Six critical elements for beginning reading

1. oral language 2. phonological awareness 3. concepts of print 4. letter-sound associations (phonics/structure) 5. analogy 6. a way to think about words

Three other strategies that have some value but mainly merits to their teaching:

1. visualizing 2. making connections 3. evaluating

Monitoring/Clarifying

A developmental process; while reading, knowing when meaning is lost and having a plan to overcome the problem. Important part of students; metacognitive development and is a developmental process that improves with age. Expert constructors of meaning are able to recognize and eventually anticipate problems in reading and correct them as they occur. This "fix-up" process often involves these processes: rereading, reading ahead, raising new questions, changing predictions or making new ones, or seeking help from an outside source. This strategy is appropriate to use with both narrative and expository texts

Purpose of a making words routine

A hands-on manipulative activity for practicing the use of letter-sound associations and word patterns to decode and spell words. Students at any level can use this routine. It can be whole-class or small-group activity

Think-Aloud

A kind of explicit modeling in which the teacher shares his or her own thinking processes when performing a task

Routines

A pattern of instruction or classroom activity that is used over and over again. Fourteen routines are particularly effective for beginning literacy instruction

Reading Comprehension

A process in which individuals construct meaning by interacting with the text. This involves the individual's prior knowledge, the text, and the reading situation or context.

Evaluating

A reading strategy using critical thinking to make judgements about what one has read about one's own reading ability. May include: Identifying what is important in a text, such as the story elements in a narrative or main idea in an expository text. Making judgements about whether an author has used appropriate justification in an expository text to support an opinion or point of view. Recognizing propaganda techniques an how they affect an author's validity or argument. Deciding whether an author has done an effective job of developing a story line in a short story. Thinking about whether the characters in a story have used good judgement in making the decisions they have made. Self-evaluating one's own reading as well as thinking about whether one liked a particular story or agreed with a certain point of view, and the self-motivation involved in such judgement. The strategy that helps readers become more critical readers and make use of critical thinking.

Making Connections

A strategy where the reader connected what is read to his or her own experiences, to other texts, and to the world knowledge he or she has

Letter-Sound Associations

A strong, consistent body of research has accumulated showing that beginning readers get their best start by being explicitly taught letter-sound associations. Instruction must include phonics and structural analysis

Grapheme

A written or printed symbol representing a phoneme; for example, cat has three phonemes, /c/, /a/, /t/. Can be made up of more than one letter. For example, the word goat has three phonemes, but four letters-- /g/, /o/, /t/. The letters oa stand for the long o phoneme. Letter or letters that represent phonemes (26 letters, but many more graphemes)

ELP- Stage 4: The Intermediate Language Proficiency Stage

A year after the speech emergence stage, students' vocabulary acquisition has reached approximately 6,000 words. They begin to make more complex statements, state their opinions, ask for clarification, share thoughts and engage in more speech activity.

Reciprocal Teaching

An interactive process in which the teacher and students alternate modeling the use of strategies. An excellent way to develop the use of strategies in upper elementary and middle school students. Model the use of four strategies after reading a meaningful chunk of text- predict, question, clarify, and summarize. Takes the place of the traditional discussion that follows reading. Begins with intense teacher modeling, which helps students see how a competent reader deals with text by using different strategies, depending on the demands of the text. Also helps students see how a competent reader recognizes when text is challenging and knows which strategies to use in each situation. The goal is for students to activate strategy use as they read independently. Effective in helping all students increase their comprehension ability. Most effective in helping below level readers accelerate their reading in a short amount of time.

Description/procedures of an explicit phonics routine

Awareness Segmentation Association Reading Spelling You should also follow a sequence for teaching phonics

How to be prepared to deal with phonics issues

Be knowledgeable- make sure that you know what phonics is and understand the role it plays in learning to read and spell Know the research- good research can guide decisions about phonics and other areas. Look for patterns in such research rather than depend on one isolated study to provide an answer

Sentence Segmentation

Being able to tell that the following is not a four-word sentence; This is my mother.

Rhyming Words

Being able to tell that two words rhyme (hot-not; mat-fat)

Four categories of the concepts of print

Books- convey meaning, left-right, top-down, top-bottom orientation on page, concept about a book such as the cover, title, author, illustrator, beginning, and ending. Print tells story, not pictures Sentences- recognize, know it represents a spoken message, and be able to tell the beginning and ending by recognizing the capital letters and the end punctuation. Need understanding of other forms of punctuation such as quotation marks. Words- how each word is composed of letters and that these letters appear in a certain order Letters- letter order, capital and lowercase

ELP- Stage 2: The Early Production Stage

Can last an additional six months as students develop close to 1,000 words they are able to understand and use. One-and two-word phrases characterize the responses students give to demonstrate comprehension to simple who/what/where questions

Oral Language

Children begin to develop oral language the day they are born. Sounds (phonology), learn how words are formed and related to each other (morphology), learn how language conveys meaning (semantics), develop a stockpile of word meanings and pronunciations (vocabulary or lexicon), learn how individuals use language to achieve certain goals (pragmatics)

ELP- Stage 1: The Silent/Receptive or Preproduction Stage

Children often do not speak by can respond using a variety of strategies such as pointing to an object, picture, or person; performing an act, such as standing up or closing a door; gesturing or nodding; or responding with a yes or no. Students develop approximately 500 words that they can understand but may not feel comfortable using. Can last from ten hours to six months. Teachers should not force students to speak until they are ready to do so

Purpose of a decodable text reading routine

Decodable texts provide beginning readers immediate opportunities to practice and apply in text what they are learning about decoding words and high-frequency words. They give children a chance to experience the pleasure of being able to read

Purpose of a read aloud routine

Designed to help children develop vocabulary, oral language, and comprehension strategies. A critical part of helping children develop literacy. Uses wonderful, rich, narrative and expository literature. Can be used with students at all grade levels

Explicit Modeling

Directly showing and talking about what is to be learned. This is when teachers usually share the cognitive processes, or thinking, that they go through. Dangers: The activities are nothing more than the modeling of an isolated skill, which is not effective in helping students construct meaning. Must be done within the context of a specific text

Where modeling takes place

During daily activities: Mostly implicit, although some can be explicit. Read-aloud times; shared reading experiences periods for independent, self-initiated reading and writing; and cooperative reading. Process writing: both implicit and explicit modeling. The processes of writing, shared writing, and writing conferences. Literacy lessons-introducing, reading, responding, and extending. During the first two parts, there are opportunities for explicit modeling of prior knowledge, vocabulary, and particular strategies that students need to construct meaning. Implicit modeling occurs in all three parts. Minilessons- include explicit modeling of strategies for both reading and writing. May also take place during your reading or writing worshop

When to use a read aloud routine

During the reading: application of skills and strategies block of the comprehensive balanced literacy program

Visualizing

Forming mental pictures while reading to connect the questions and knowledge in one's head with what one is reading. Sometimes called mental imaging. Enhances construction of meaning.

Language Development Activities

Good language modeling provided by teachers reading aloud to students and discussing what was read. Language lessons that model use of language. Experiences such as field trips (both virtual and real), class visitors, movies, videos, DVDs, YouTube, and CD-ROM stories that expand students' background and knowledge followed by good discussions. Opportunities for children to use language in a variety of ways. This may occur in various centers in the kindergarten and first-grade classroom.

Segmenting and blending onset and rime

Hearing the word brook and identifying the onset /br/ and the rime /ook/ is segmenting; hearing the onset /c/ and the rime /ard/ and being able to say the word card is blending

Segmenting and Blending Syllables

Hearing the word happy and producing the two syllables /hap/-/e/ is segmenting and hearing /run/-/ning/ and producing the word running is blending

Segmenting and blending phonemes

Hearing the word hot and producing the three phonemes /h/-/o/-/t/ is segmenting; hearing the phonemes /p/-/a/-/t/ and saying the word pat is blending

Purpose of a phonemic awareness routine

Help children develop the awareness of sounds in words and the ability to blend sounds to make words. Since phonemic awareness involves several related components, there are different routines involving each component

Purpose of a word wall routine

Helps children see patterns in letter-sound associations. Helps students remember the sounds and words they are learning and use them ready to spell. For high-frequency words, it helps children learn the word by alphabetizing it by the initial letter.

When to use a fluency reading routine

In both the Reading: learning skills and strategies block and the reading: application of skills and strategies block of the comprehensive balanced literacy program. Fluency building is during the daily independent reading block when students read a book they choose

When to use a decodable high frequency words routine

In both the reading: learning skills and strategies block and the reading: application of skills and strategies block of the comprehensive balanced literacy program. Used to introduce new high-frequency words before children read a text

Analogy

In decoding, using letter-sound relationships in known words to figure out the probable pronunciation and unfamiliar words. Beginning readers often use analogy to figure out words as they are reading. Students must learn some letter-sound correspondences before using analogy

Identifying Important Information

In narrative texts or stories, they identify or infer the story line or story grammar. In expository texts, they identify or infer the main ideas. Also asks students how the authors craft and support the information they provide and if the authors are effective in their presentation. Constructive meaning can be improved when students learn a strategy for identifying important information in each type of text

Fluency

In reading, the ability to read words of connected text smoothly and without significant word recognition problems. A fluency record is taken by keeping track of words read aloud correctly and those not read correctly

When to use a phonemic awareness routine

In reading: Learning skills and strategies block of the comprehensive balanced literacy program in kindergarten through second grade or beyond if needed. To enhance student success, it is important that you follow a systematic sequence for teaching phonological awareness. All lessons for phonological and phonemic awareness should be short, fun, interesting, and exciting. They are more meaningful if they are connected to books that are being read aloud

When to use an irregular and phonetically unpredictable high frequency words routine

In the reading: learning skills and strategies and the reading: application of skills and strategies block of the comprehensive balanced literacy program

Synthesizing

Integrating new information into existing knowledge as one reads; this leads to new perspective. Combining elements from multiple sources and integrating them into a new whole. When a reader synthesizes, he or she begins with knowledge in his or her head and continually adds new information and recombines the old and the new. The new merges with the known and forms a new pattern until, the end, the reader has constructed a meaning that is greater than what was in his or her head or in the text. Can be applied to a single piece of text of across more than one text.

Purpose of a shared reading routine

Introduced beginners to reading using favorite books, rhymes, and poems. Can be adapted and used with older students. The teacher models reading for students by reading aloud a book or other text and inviting students to join in. Builds on children's natural desire to read and reread favorite books. The repeated reading of texts over days, weeks, or months deepens the children's understanding of them

Summarizing and Synthesizing

Involve some basic processes and can therefore be taught together, even though you may teach separately before students can move from on to the other smoothly. While reading narrative, the reader may begin with visualizing and calling on prior knowledge about the setting or perhaps the problem. With expository text, the synthesis is more likely to be an accrual and integration of factual information, though inference will also contribute to the new perspective

ELP- Stage 3: The Speech Emergence Stage

It takes approximately one more year for students to reach 3,000 words that they are able to use and understand, and begin to use short sentences to communicate. Students begin to use dialogue and ask simple questions.

ELP- Stage 5: The Advanced Language Proficiency Stage

It usually takes from five to seven years for students to gain advanced proficiency in a second language; they can speak English using vocabulary and grammar comparable to a native English speaker of the same age. They are able to engage in grade-level appropriate classroom activities with occasional extra support

Inferencing

Judging, concluding, or reasoning from given information. Students should not only refer explicitly to text as a basis to answer questions but also to refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. When students make predictions before and after reading. Using available information and prior knowledge to construct meaning. When students make predictions prior to reading, they are setting their own purpose for reading. For predictions to be of value to the reader, they must be checked or confirmed after reading

Minilessons

May be taught before or after the literacy lesson or as part of it, depending on the particular strategy and where it needs to be placed. A flexible plan based on the principles of effective literacy instruction using explicit, or direct teaching and effective strategy learning. The parts of the plan flow in an interactive dialogue throughout the entire lesson. The lesson is short and focused, usually lasting from 5 to 10 minutes and rarely longer than 15 minutes.

Implicit Modeling

Modeling that is not directly stated. Examples: Reading aloud to students and letting students see you write a letter. Always occurs within the context of the complete process while reading and writing

Student Strategies

Plans that students use as they read to construct meaning

Description/procedures of a decodable text reading routine

Provided after every two or three skills are taught, in order to provide immediate practice and application. There is minimal focus on comprehension

Purpose of an explicit phonics routine

Provides two patterns that can be used repeatedly for explicitly teaching phonic skills as well as structural analysis. Two options are presented: Option A, starting with sounds, and Option B: Starting with known words. You may have some children who learn phonics and structural analysis better one way than the other. Therefore, you need to know both routines

Summarizing

Pulling together the essential elements or main ideas of expository text; also, recapping the story elements of a narrative. Mainly used with expository text but can also be used with narrative texts using the story grammar concept

Three major groups for routines

Routines for decoding Routines for reading Routines for comprehension

Cueing System

Sources of information that help the identification of a word; these include phonics, structural elements of words, meaning, and language clues.

Stages in the progression to english language proficiency

Stage 1: The silent/receptive or preproduction stage Stage 2: The Early Production Stage Stage 3- The Speech Emergence Stage Stage 4: the intermediate language proficiency stage Stage 5: The advanced language proficiency stage

Instructional Strategies

Teaching procedures that teachers use as part of their instruction

English Language Proficiency

The ability of an individual to communicate (speak, write, or understand) using English.

Alphabetic Principle

The assumption that each speech sound has a corresponding graphic representation

Phonemic Awareness

The knowledge that words are composed of sounds or phonemes. Awareness that words are made up of individual sounds (one aspect that makes up phonological awareness)

High-Frequency Words

The most commonly occurring words in the English language

Guided Practice

The part of a minilesson in which students continue to use a strategy with teacher guidance but without modeling

Student Modeling

The part of a minilesson in which students take over the modeling process with the guidance of a teacher

Modeling

The process of showing or demonstrating how to use or do something. The process by which an expert shows students (nonexperts) how to perform a task so that they can build their own understanding of how to complete the task. Can be implicit or explicit, the teacher must balance both.

Decoding

The process of translating written language into verbal speech (oral reading) or inner speech (thinking the words in one's head). Teaching decoding systematically is a significant part of beginning literacy instruction. Translating the code or symbols into the words of spoken language

Phoneme

The smallest unit of sound in speech; for example, the word dog has three phonemes and the word goat has three phonemes. One speech sound--written as a key symbol /p/-- some letters have more than one phoneme (vowels)--English has 44 sounds and may be spelled in more than one way (100+spellings)

Teaching strategies in upper elementary and middle school

The strategies should be taught new with each subject area. You must reteach these strategies as the reading material becomes more complex. As students develop their literacy learning and face increasing textual demands, they must integrate the use of all strategies into a seamless process called "constructing meaning." Teachers must model and guide students into this integration

Description/procedures of a fluency reading routine

The texts used may be any of the texts used in your program after they have been read by the students. These texts should always be easy for children to read

Phonics

The use of ones knowledge of the relationship between the letters and sounds that letters represent to help in determining the pronunciation of a word (grapheme-phoneme relationships). The relationship of spelling and speech sounds is applied to reading. Enables student to break the code of reading words. Means to an end, and should be taught in context and applied immediately. Should be taught in K-2 unless students lack necessary skills.

Rime

The vowel and any following consonants in a syllable. In the word rime /ime/ is the rime. The vowel and the letters that follow it to the end of the syllable

Generating and Answering Questions

Thinking of questions while reading that require integration of new information and then reading to answer those questions. Students should be taught how to generate questions that require them to integrate information (make connections) and think as they read. Readers often benefit from answering questions generated by others, such as the teacher or other students. An integral part of reciprocal teaching.

When to use a making words routine

This routine best first into the reading: learning skills and strategies block of the comprehensive balanced literacy program

Description/Procedures of a making words routine

This routine may be done with the whole class using a pocket chart and large letter cards, or with small groups using individual trays and letters. Helps children develop their ability to decode words independently

Using different types of texts with strategies

Though all strategies work wit any type of text, some modifications are needed to adjust to the different types

Purpose of an analogy routine

To teach children to look at an unknown word such as reach and think about it in terms of a known word (peach) that will help them figure out the unknown word. Should be used after the children have learned quite a few sight words and have learned to use most letter-sound associations

Purpose of a decodable high-frequency words routine

To teach high-frequency words that are completely decodable as soon as children have learned the decoding elements involved in the word

Phonological Awareness

Understanding the different ways spoken language can be broken and manipulated. Involves the detection and manipulation of sounds at three levels of sound structure: (1) syllables, (2) onsets, (3) phonemes. Awareness of three aspects of spoken language: words, syllables within words, and sounds or phonemes within syllables and words

Purpose of an irregular and phonetically unpredictable high frequency words routine

Use this routine with phonetically irregular and unpredictable words (ones that cannot be decoded, such as the) or with words for which children have not yet learned the necessary decoding skills

When to use an analogy routine

Used in the Reading: learning skills and strategies block of the comprehensive balanced literacy program. It may be used at any stage of literacy development if the students are not effectively using analogy to decode words

When to use a decodable text reading routine

Used in the reading: learning skills and strategies block of the comprehensive balanced literacy program

When to use a word wall routine

Used in the reading: learning skills and strategies block of the comprehensive balanced literacy program. Especially useful at the beginning literacy levels but may also be used at other levels for other purposes such as to display an ongoing connection of words related to a particular topic

Description/procedures of a word wall routine

Used to display words that have the same sound patterns. A picture of a key word helps children remember the sound. Often used for high-frequency word practice--put alphabetically but not by sound patterns--often represented in a different color or a symbol on the card. Make sure to do follow-up activities

When to use explicit phonics routines

Using in the reading: learning skills and strategies block of the comprehensive balanced literacy program. Many teachers use Option B following the reading of text that contains some examples of the sound element to be taught. Others teach Option A, teaching the sounds before reading the text containing examples of the elements

Structural Analysis

Using meaningful parts of words such as prefixes, suffixes, inflectional endings, roots, and bases to identify words. The study of meaningful word parts

When teaching strategies you must address two major questions:

What strategies do all my students need as they become expert constructors of meaning? How are these strategies best taught in the literacy program?

Description/ procedures of an analogy routine

With this routine, children learn how to approach an unknown word by relating it to a word they know. After children have learned to use analogy, teach other lessons focusing on word parts such as suffixes and prefixes. Always help student see how this skill fits into their overall strategy for independently decoding words

Sight Words

Words readers can recognize instantly

Helping students apply strategies to reading more complex texts

You must teach students how to select a strategy or strategies that will best help them construct meaning of a particular text. First, teach all strategies quickly. Then use posters for the various strategies to remind students about them. Before students read a text, discuss with them which strategies they might use as they read that particular text. IF you are guiding or coaching the reading, model and discuss the use of various strategies during reading. After reading, have students reflect on how the strategies helped them construct meaning

It is better to concentrate on ____ strategies and teach them thoroughly rather than teach students so many different strategies that they become confused or overwhelmed

a few

The goal of strategy instruction is to get students to _____ the strategies together as they read increasingly more complex tests

apply

Good comprehenders are also fluent ________

decoders

As children begin to learn to read, two big jobs continually work together:

decoding and comprehension

Students begin reading using ________ skills and slowly transition to the mature reading stage as they start to __________ what they're reading

decoding, comrehend

Concepts of print

features of printed text

The ultimate goal of reading words is _______, which leads to comprehension

fluency

Independent decoders use multiple cueing systems, or clues, to figure out unknown words

phonics structured analysis context or meaning their sense of language (syntax)

The two most important processes students must learn is ___________ of sounds and ________ of sounds

segmentation; blending