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This resource outlines effective strategies for improving comprehension and vocabulary knowledge in children and adolescents. Key techniques include visualizing, activating prior knowledge, and utilizing graphic organizers. It emphasizes the importance of a purpose for reading and consistent writing practices to reinforce learning. The document also references crucial readings and instructional methods from noted educators, ensuring a comprehensive approach to literacy development. By integrating these strategies into Tier 1 and Tier 2 instruction, educators can foster a deeper understanding of texts and enhance students' overall literacy skills.
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Welcome Back from Lunch! • A couple of videos to get us going… • Left Brain, Right Brain Dancer • Selective Attention Test (ball tossing) (this video is better than the one I showed at the presentation!)
Quick Story • The interview
Sesame Street story From The Tipping Point by Malcolm Gladwell
http://www.nickjr.com/kids-videos/blues-clues-kids-videos.htmlhttp://www.nickjr.com/kids-videos/blues-clues-kids-videos.html
How Vocabulary Ties Into Background Knowledge and Comprehension Children’s vocabulary knowledge closely reflects their breadth of real-life and vicarious experiences.
Improving Adolescent Literacy Effective Classroom and Intervention Practices
Tier 1 into Tier 2 Demo • Comprehension Strategy: Creating a mental image (visualizing) • Core Text: Dragonwings • Guided Reading Text: Always have a purpose for reading. Always.
Building Comprehension…Before Reading • Build background • Highlight vocabulary • Use graphic organizers • Predict through vocabulary
During Reading • Think Aloud • Check for understanding • Develop/question vocabulary • Encourage responses • Relate to self, text and world
After Reading • Writing: response, extension, report, journal entry • Discussion • Comprehension discussion • Extension activities beyond writing and speaking • Literature Circles (student-led, independent) • Read related book • Genre • Theme • Moral • Character or author, etc. What is the real comprehension problem? http://www.readingrockets.org/article/278
Lesson Planning • Standard/Comprehension Strategy • Model in Tier 1 carry to Tier 2 • Students must write in some form everyday • Tasks are timed for focus/accountability
Research Choices • http://reading.ecb.org/teacher/makingconnections/index.html • Activating Prior Knowledge Strategies • Comprehension questioning strategies • Visualization techniques • http://www.readwritethink.org/professional-development/strategy-guides/question-author-30761.html
Resources: Beck, Isabel, McKeowon, M, & Kucan, L, (2002). Bringing Words to Life: Robust Vocabulary Instructiion, Guilford. Bos, C.S., & Vaughn, S. (2002). Teaching Students with Learning and Behavior Problems. Boston: Allyn and Bacon. Balajthy, E., & Lipa-Wade, S. (2003). Struggling Readers: Assessment and Instruction in Grades K-6. New York: Guilford Press. Catts, H.W., & Kamhi, A.G.. (1999). Language and Reading Disabilities. Boston: Allyn and Bacon. Cooper, J.D. (2000). Literacy: Helping Children Construct Meaning. Boston: Houghton Mifflin. Cunningham, P., & Allington, R.L. (2003). Classrooms that Work: They can all read and write. New York: Harper Collins.
Resources: Freeman, Yvonne & Freeman, D. (1994). Between Worlds: Access to Second Language Acquisition. Portsmouth, NH: Heinemann. Lehr, Fran, Osborn , J. & Herbert, E. (2003)A Focus on Vocabulary, Pacific Resources for Education and Learning Peregoy, S., & Boyle, O. (2001). Reading, Writing and Learning in ESL: A Resource Book for K-12 Teachers. New York: Longman. Rupley, William H , John Logan, & William Nichols (2003) Vocabulary Instruction in a Balanced Reading Program, EBSCO. Put Reading First: The Research Building Blocks for Teaching Children to Read (2001). The Partnership for Reading: National Institute for Literacy; National Institute for Child Health and Human Development; and the U.S. Department of Education.
