Red 4519 day 1 dr michelle kelley
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RED 4519 Day 1 Dr. Michelle Kelley. Diagnostic & Corrective Reading. Today’s Goals. Create our learning environment Revisit the definition of reading Go over chapter Literacy learning theories Reading models ELLs and literacy practices Relevant legislation related to literacy.

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RED 4519 Day 1 Dr. Michelle Kelley

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Red 4519 day 1 dr michelle kelley

RED 4519Day 1Dr. Michelle Kelley

Diagnostic & Corrective

Reading


Today s goals

Today’s Goals

  • Create our learning environment

  • Revisit the definition of reading

  • Go over chapter

    • Literacy learning theories

    • Reading models

    • ELLs and literacy practices

    • Relevant legislation related to literacy


Wilfred mcdonald partridge

Wilfred McDonald Partridge


Discuss each graphic in terms of the probe what is reading

Discuss each graphic in terms of the probe, What is Reading?

/s/


Good reader behaviors

Good Reader Behaviors

Peter led Bridget into the waiting room.

  • Visualizing

  • Recognized words quickly and assigned meaning

  • Made inferences/predictions about waiting rooms- bk

  • Formed questions: age, why, what next?


Red 4519 day 1 dr michelle kelley

Peter led Bridget into the waiting room. He realized that she was extremely nervous, so he gently suggested that she sit down.

  • Everything from previous slide AND

  • Synthesized information

  • Confirmed prediction of doctor’s office (nervous) or revised

  • Added to visual image

  • Feeling positive about Peter and his gentle ways


Red 4519 day 1 dr michelle kelley

Peter led Bridget into the waiting room.He realized that she was extremely nervous, so he gently suggested that she sit down. Bridget ignored him and began to pace frantically.

  • Using clues to predict/infer

  • Monitoring comprehension

    • METACOGNITION—aware of questions

    • Why did Bridget ignore Peter? Argument? She is nervous and nervous people might pace but frantically?

  • Perhaps you want to figure it out????


Red 4519 day 1 dr michelle kelley

Peter led Bridget into the waiting room. He realized that she was extremely nervous, so he gently suggested that she sit down. Bridget ignored him and began to pace frantically.

The other patients watched her circumspectly, and several also began pacing.

  • Inference of doctor’s/dentist’s office confirmed—patients

  • Unsure of meaning of circumspectly

    • Dictionary or used context clues to guess “carefully or suspiciously”.


Red 4519 day 1 dr michelle kelley

Peter led Bridget into the waiting room. He realized that she was extremely nervous, so he gently suggested that she sit down. Bridget ignored him and began to pace frantically. The other patients watched her warily, and several also began pacing.As a scream rang out from the inner office, Peter angrily forced Bridget to sit down.

  • The plot thickened!

  • Do you still like Peter?

  • Who was screaming and why?

  • You want answers!


Red 4519 day 1 dr michelle kelley

  • Peter led Bridget into the waiting room. He realized that she was extremely nervous, so he gently suggested that she sit down. Bridget ignored him and began to pace frantically. The other patients watched her warily, and several also began pacing. As a scream rang out from the inner office, Peter angrily forced Bridget to sit down.Bridget moved closer to Peter who leaned down and tenderly scratched her ears.

    • Surprised? Did you predict a Vet’s office? A dog?

      • Led

      • Other patients copied her pacing

      • Powerful clues!

  • Turn and Talk: What does this tell us about reading??

(Caldwell, 2007)


The national reading panel defined reading as follows p 15

The National Reading Panel defined reading as follows: p. 15

  • Reading is a “complex system of deriving meaning from print that requires all of the following:

    • phonemic awareness.

    • phonics.

    • fluency.

    • vocabulary.

    • comprehension.

    • motivation to read.

Put Reading First, CIERA and NIFL, 2001


5 other pillars of reading instruction in addition to the fab 5

5 Other Pillars of Reading Instruction in addition to the Fab 5

  • Children need (p. 16)

    • Access to a wide variety of interesting texts.

    • All students must have texts they can read.

    • Writing and reading are reciprocal.

    • Students learn more in small groups and tutoring settings (rather than whole class).

    • Many students need tutoring from an expert to accelerate learning.


Match theory to definition pp 3 5

MATCH Theory to Definition pp. 3-5

  • Constructivist Theory

  • Zone of Proximal Development- Vygotsky

  • Hierarchy of Human Needs- Maslow

  • Critical Literacy Theory

    • What one is capable independently and with the support of a more proficient learner

    • Humans have basic needs such as physiological, safety, sense of belonging, esteem, and self-actualization.

    • The ability to act on what has been read & analyzed.

    • Linking what you know to what is being taught.


Comparing the two reading model pp 6 8

Comparing the Two Reading Modelpp. 6-8

Phonics

Linguistic

Sight Word

ComprehensiveApproach

Shared model which begins with end in mind.


Teachers teach children they do not teach methods or materials allington 2006

“Teachers teach children: they do not teach methods or materials” (Allington, 2006).

Discuss this quote with an elbow partner!!!


Personal reflections of literacy experiences handout

Personal Reflections of Literacy Experiences - Handout

  • Choose 1 area and discuss the questions with an elbow partner.

    • Preschool

    • Elementary School

    • Middle School

    • High School

    • Current Habits


Ell stages put in order

ELL Stages: Put in order

Productive

Silent

Intermediate Fluency

Early Production


The influence of legislation on literacy instruction

The Influence of Legislation on Literacy Instruction

  • Elementary & Secondary Education Act of 1966

  • The America Reads Challenge Act 1997

  • The National Reading Panel Report 1997

  • No Child Left Behind 2001

  • Response to Intervention- reauthorization of IDEA (2004)


Assignment

Assignment

  • Read syllabus

  • Read chapters 1 & 2

  • Complete a 3-2-1 on chapter 1

    • 3 Effective Practices for English Learners

    • 2 Possible Approaches in Sheltered Instruction

    • Scores on DeFord instrument (p. 13-14) with a one sentence reflection based on score.


Red 4519 dr kelley day 2 discuss 3 2 1

RED 4519 Dr. KelleyDay 2: Discuss 3-2-1

Collect 3-2-1.

Goals for Today-

Discuss effective teachers

Review Syllabus

Role of motivation


Effective teachers paired quick write or poll

Effective Teachers: Paired Quick Write or Poll

Write a characteristic/trait of an effective teachers and/or coaches.


Thank you mr falker by patricia polacco

Thank You, Mr. Falkerby Patricia Polacco

  • Discuss why Mr. Falker successful with Patricia?

  • Did Mr. Falker exhibit any of the characteristics we identified? Add any new characteristics as a result of the read aloud and discussion.

  • Discuss p. 25- specific to literacy


Allington s 2002 6 ts in literacy p 24

Allington’s (2002) 6 Ts in Literacy (p. 24)

  • Time

  • Text

  • Teaching

  • Talk

  • Tasks

  • Testing


Numbered heads together

Numbered Heads Together

  • Which required assignments combined are worth 50% of your grade?

  • AIPs This is also your LIVETEXT assignment! pp.4-5. You will need to post one of your AIPs before Thanksgiving after is has been graded. On p. 10- rubric/self-assessment form; pp. 11-15(sample).

  • Due Dates 10/4 and 11/15.


Numbered heads together1

Numbered Heads Together

  • Which assignment is due 10/25/11?

  • Teacher Interview (requirements on p. 6- rubric p. 17, sample pp. 18-19).


Numbered heads together2

Numbered Heads Together

  • Name the alternate choice to the mid- term and final exam.

  • Service Learning Project (Carillon)- addendum to syllabus)

  • Due 12/6/2011


Numbered heads together3

Numbered Heads Together

  • What are the participation/course reflection assignments?

  • This will vary each class (like 3-2-1). These will receive a rating pg. 4 (0-3). If you are absent and it is an in class activity you can not get credit for completion.


Numbered heads together4

Numbered Heads Together

  • Can you earn and “A” if you miss 2 or more classes?

  • No.


What is differentiation p 24 26

What is differentiation? p. 24-26

  • 4 Ways to Differentiate

    • Content-preassessments

    • Vary process/activities

    • Vary products

    • Learning styles


Importance of motivation

Importance of Motivation

  • ….frequently makes the difference between temporary/superficial learning and that which is permanent and internalized.

    • Adapted from Edmunds & Bauserman, 2006


So what motivates you pp 26 28

So, what motivates you?? pp. 26-28

Discuss A or B with an elbow partner:

  • What concepts or skills have you learned that have stayed with you? Why do you remember these concepts and skills?

  • What is something that you have read recently which was difficult? What kept you trying to figure it out?


Motivating what could you do to make the activity motivating

Motivating?? What Could you do to make the activity motivating?

  • Requiring a less proficient reader to read aloud in front of peers.

  • John’s teacher puts an ice cream scoop on John’s ice cream cone when he reads a book. His friend Sarah has 20 scoops and he has 2.

  • Assign students independent reading based on text level only.


Why motivation declines

Why Motivation Declines

  • Students become aware of competence

  • Emphasis on competition

  • Lack of interest in assigned reading

    Edmunds & Bauserman, 2006


Day 3

Day 3

RED 4519

Dr. Kelley


Today s goal

Today’s Goal

Finish Chapter 2: The Literacy Event- We already discussed the teacher

  • Student

  • Role of Text

  • Roles of Context and Task

    Review Assessment Terms


Students pp 28 31

Students (pp. 28-31)

  • Stages of Reading

  • Background Knowledge

  • Skills

  • Strategies

  • Metacognition

  • Cueing Systems

  • Learning Styles/Multiple Intelligences


Reading stages sort

Reading Stages Sort

  • In your small group match the reading stage with to the correct description.

    • Early Emergent

    • Emergent

    • Beginning Reading and Writing

    • Almost Fluent Reading and Writing

    • Fluent Reading and Writing


Role of metacognition

Role of Metacognition

  • “an awareness and knowledge of one’s mental processes such that one can monitor, regulate and direct them toward a desired end; self-mediation” (Harris & Hodges, 1995, p. 153).


The fish swam to the bottom of the

The fish swam to the bottom of the___________.


The fish swam to the bottom of the cr

The fish swam to the bottom of the cr__________.


If you thought you d see an automatic in a 911 when pigs fly duck

IF YOU THOUGHT YOU’D SEE AN AUTOMATIC IN A 911, WHEN PIGS FLY DUCK.


The four cueing systems

The Four Cueing Systems

www.spokaneschools.org/ElementaryLiteracy/Reading/Sec B.pdf

1. Syntax

2. Semantic

3. Graphophonic

4. Pragmatic

Prompting based on cueing systems- HO 3-4.


Learning styles inventory

Learning Styles Inventory

  • Handout p. 5- Which is more like you?

    Visual – 40% +/-of population

    Auditory- 30% +/-

    Kinesthetic/Tactile- 5% +/-


Howard gardner s multiple intelligences p 31

Howard Gardner’s Multiple Intelligences (p.31)

1. Linguistic: Ability to use and manipulate languages.

2. Logical: Mathematical: Ability to understand causes and effects, to calculate easily, and to think abstractly.

3. Spatial: Ability to represent the spatial world in one’s mind.

4. Kinesthetic: Ability to use one’s body.

5. Musical: Ability to hear rhythms and melodies.

6. Intrapersonal: Ability to understand oneself.

7. Interpersonal: Ability to interact with and understand others.

8. Naturalistic: Ability to discriminate among the parts of nature.

9. Existential: Ability to understand philosophies and theories.


Multiple intelligences

Multiple Intelligences

With Learning Styles partner view pictures and discuss person’s MI strengths and weaknesses.


Red 4519 day 1 dr michelle kelley

If children could work on literacy tasks most of the time at a level of success, we would have solved the biggest problem in learning to read and write.Don Holdaway

Why does this matter?


Students need instruction and materials at their independent and instructional levels

“Students need instruction and materials at their independent and instructional levels.”

85 % of everything children read should be

easy for them

15 % should be a bit of a challenge making it the

Instructional level

0% at the difficult level because it provides no

Purpose for learning

Richard Allington, 1996


So how do we determine text difficulty

So, how do we determine text difficulty?

Three Levels of Text Difficulty (p. 32)

  • Independent reading level (Accuracy 100-95%)

  • Instructional reading level (Accuracy 90-94%)

  • Frustration reading level (Accuracy 89% - below)


How do we determine text difficulty

How do we determine text difficulty?


How are books leveled

How are Books Leveled?

  • 1. By age (interests)

  • 2. Grade Equivalent (readability by syllables in words)

  • 3. Lexile- SRI/FAIR

  • 4. Gradient- Reading Recovery/Fountas & Pinnell

    • Length & number of words

    • Size of font & layout

    • Vocabulary & concepts

    • Language structure

    • Text structure & genre

    • Predictability

    • Illustrative support

pp. 33-37


Review handout p 6

Review Handout-p.6

  • Look at examples at table as examples


Context p 38 or classroom environment

Context (p. 38) or Classroom Environment

  • Discussion

  • Guided reading (small group of students who are reading at same level)

  • Shared reading

  • Tutoring setting


Task pp 38 39

Task (pp. 38-39)

  • Independent reading

  • Reading along with tapes or CD-ROMs

  • Paired reading

  • Silent reading

  • Discussions

  • Integrating reading and writing

  • Skimming, scanning, or abandoning


5 finger and a palm strategy

5 Finger and a Palm Strategy

1. Open you reading book to any page with text.

2. Read the page.

3. Hold up a finger for each word you do not know.

  • How many fingers are you holding up? See the chart below.

    4. Now, can you remember what you read? If no, find a new book!!!

    0-1 FingersEasy Book

    2-3 FingersOkay Book

    4-5 FingersChallenging Book’

    More than 5 FingersToo Hard!!!


Ch 3 types of assessment pp 43 49

Ch. 3: Types of Assessment (pp. 43-49)

  • Formal/standardized (like FCAT, NRT, & CRT)

    • Tests with specific tasks given in a controlled environment so that comparable measurements of students can be made

  • Informal (The focus of this class!)

    • Assessment through observation or other non-standardized procedure


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