Developing Oral Language Skills

1. Developing Oral Language Skills Reading First MA Department of Education November 15, 2006 Materials: Each participant will have a copy of the powerpoint, lesson planning template, reflection sheet, instructional tips, and the story “Teammates”. Please have the participants fill out the reflection sheet now. Each SCHOOL will be given a resource packet. Many of the handouts can be found on fcrr.org ---vocabulary center activities. They should also look at the GRADE resource library for additional resources. The activities and handouts in resource packet are in the order in which they appear in the powerpoint presentation. Also, each school should have a copy of the Appendix A literature (sent as an attachment) for read alouds. Encourage them to use this resource to purchase reading material for teachers so that they can read aloud daily to children. This alone will help build background in syntax, text structures, vocabulary, and complex concepts.Materials: Each participant will have a copy of the powerpoint, lesson planning template, reflection sheet, instructional tips, and the story “Teammates”. Please have the participants fill out the reflection sheet now. Each SCHOOL will be given a resource packet. Many of the handouts can be found on fcrr.org ---vocabulary center activities. They should also look at the GRADE resource library for additional resources. The activities and handouts in resource packet are in the order in which they appear in the powerpoint presentation. Also, each school should have a copy of the Appendix A literature (sent as an attachment) for read alouds. Encourage them to use this resource to purchase reading material for teachers so that they can read aloud daily to children. This alone will help build background in syntax, text structures, vocabulary, and complex concepts.

2. Massachusetts Department of Education 2 Objectives How language abilities and background knowledge are related to oral and reading comprehension How to activate prior knowledge and build background knowledge How to use the themes and complex concepts in the core program to strengthen classroom discourse How to facilitate discussion in your classroom Learn vocabulary maintenance activities

3. Massachusetts Department of Education 3 Discussion (Standard 1) Discussion promotes self-discipline and reflects respect for others Students will be able to: Follow rules for formal and informal discussion in large and small groups by: Listening actively Staying on topic Considering the ideas of others Avoiding sarcasm and personal remarks Taking turns Gaining the floor in appropriate ways Encourage participants to develop discussion rules with students by including these 6 points with others.Encourage participants to develop discussion rules with students by including these 6 points with others.

4. Massachusetts Department of Education 4 Questioning, Listening, Contributing (Standard 2) Group discussion may lead to greater complexity of thought as students expand on the ideas of others, refine initial ideas, pose hypotheses, and work toward solutions. Group work helps students gain a deeper understanding of themselves as they reflect upon and express their own thinking Students will be able to: Pose questions Listen to others Contribute their own information or ideas in discussions and interviews in order to acquire new knowledge

5. Massachusetts Department of Education 5 Oral Presentation (Standard 3) Oral presentations demonstrate appropriate consideration of audience, purpose, and the information to be conveyed Students will be able to: Maintain focus on topic Use eye contact, adequate volume, clear pronunciation Use language to persuade, explain, or seek information Use recognizable organization Keep the audience’s attention, interest and respect

6. Massachusetts Department of Education 6 Vocabulary and Concept Development (Standard 4) Students will understand and acquire new vocabulary…to read, write, and speak with flexibility and control Students will be able to: Sort and identify words into various classification and conceptual categories Identify common antonyms and synonyms Identify the meaning of common idioms and figurative language Recognize and use words with multiple meanings The key point is “SPEAK” – students may understand the word when they read it and may try to use it in their writing, but the ability and confidence to use the word while speaking is a much more difficult process. When speaking, you have little time to think of the word so if it is in your vocabulary and the use of the word is automatic, it will be evident in speaking. The key point is “SPEAK” – students may understand the word when they read it and may try to use it in their writing, but the ability and confidence to use the word while speaking is a much more difficult process. When speaking, you have little time to think of the word so if it is in your vocabulary and the use of the word is automatic, it will be evident in speaking.

7. Massachusetts Department of Education 7 Theme (Standard 11) Theme identification clarifies the student’s interpretation of the text. Students will be able to: Relate themes in works of fiction and nonfiction to personal experiences Identify themes as lessons in folktales, fables, and Greek myths for children Identify, analyze, and apply knowledge of theme in a literary work and provide evidence from the text to support their understanding Theme can be found in most of what you read. When a reader has not identified the theme, he has “lost sight of the forest for the trees”(Graesser et al., 2002) – attending to details but not identifying how those details come together as a coherent whole.Theme can be found in most of what you read. When a reader has not identified the theme, he has “lost sight of the forest for the trees”(Graesser et al., 2002) – attending to details but not identifying how those details come together as a coherent whole.

8. Massachusetts Department of Education 8 Activity 1: Materials: 4 pieces of chart paper, markers for each table Each of these squares should be copied individually on one piece of chart paper (for example, one piece of chart paper will read, “Why do we need oral language skills?). Distribute these to each table. Each group at each table should brainstorm their ideas on the paper. After 3-5 minutes, have the groups respond to the next question. Continue this until all groups have responded to each of the four prompts. Debrief responses with the entire group.Activity 1: Materials: 4 pieces of chart paper, markers for each table Each of these squares should be copied individually on one piece of chart paper (for example, one piece of chart paper will read, “Why do we need oral language skills?). Distribute these to each table. Each group at each table should brainstorm their ideas on the paper. After 3-5 minutes, have the groups respond to the next question. Continue this until all groups have responded to each of the four prompts. Debrief responses with the entire group.

9. Massachusetts Department of Education 9 Objectives How language abilities and background knowledge are related to oral and reading comprehension How to activate prior knowledge and build background knowledge How to use the themes and complex concepts in the core program to strengthen classroom discourse How to facilitate discussion in your classroom Learn vocabulary maintenance activities

10. Massachusetts Department of Education 10 PLEASE ASK PARTICIPANTS TO EXPLAIN HOW ORAL LANGUAGE FITS IN…. Both word recognition skills and language comprehension are required to be a skilled reader. You cannot have one without the other! We must build word recognition skills - these skills need to become increasingly automatic to free up memory to comprehend. Once word recognition skills are automatic, then students can attend to meaning. However, in the meantime, we need to be building language comprehension through read-alouds. Language comprehension is necessary once word recognition becomes automatic. If the reader/listener does not have the background knowledge and language skills, even though they can read the print, they cannot derive meaning from the print. Many of our children have limited background knowledge, or may not know what background knowledge is available to access when necessary. Today we are going to learn ways to build background (when background knowledge is limited/lacking) and ways to activate prior knowledge. We will be developing their concept knowledge using concepts found in the core program Lack of vocabulary will hinder comprehension and today we are going to investigate how to deepen their vocabulary knowledge. Exposure to various language structures such as story structures and text structures will help when encountering fiction and nonfiction. Reasoning skills need to be enhanced and can be built through questioning and discussion. Print concepts and genre can be developed through our core programs and through read alouds. PLEASE ASK PARTICIPANTS TO EXPLAIN HOW ORAL LANGUAGE FITS IN…. Both word recognition skills and language comprehension are required to be a skilled reader. You cannot have one without the other! We must build word recognition skills - these skills need to become increasingly automatic to free up memory to comprehend. Once word recognition skills are automatic, then students can attend to meaning. However, in the meantime, we need to be building language comprehension through read-alouds. Language comprehension is necessary once word recognition becomes automatic. If the reader/listener does not have the background knowledge and language skills, even though they can read the print, they cannot derive meaning from the print. Many of our children have limited background knowledge, or may not know what background knowledge is available to access when necessary. Today we are going to learn ways to build background (when background knowledge is limited/lacking) and ways to activate prior knowledge. We will be developing their concept knowledge using concepts found in the core program Lack of vocabulary will hinder comprehension and today we are going to investigate how to deepen their vocabulary knowledge. Exposure to various language structures such as story structures and text structures will help when encountering fiction and nonfiction. Reasoning skills need to be enhanced and can be built through questioning and discussion. Print concepts and genre can be developed through our core programs and through read alouds.

11. Massachusetts Department of Education 11

12. Massachusetts Department of Education 12 Language and Comprehension Vocabulary knowledge correlates strongly with reading and oral comprehension (Biemiller, 2005) Students need to know the meaning of 90-95% of the words in text Language can only grow through interaction with people and texts that introduce new vocabulary, concepts, and language structures (Hirsch, 2003). A large language gap exists between advantaged and disadvantaged students (Hirsch, 2003) 1.Fluent word recognition skills and an average or greater vocabulary required for reading comprehension (Biemiller, 2005). *Grade 1 oral receptive vocabulary is related to reading comprehension in Grade 11(Biemiller, 2005). *By the end of grade 3, most children read more words correctly than they understand in context (Biemiller, 2005). *The correlation between reading comprehension and oral vocabulary in between .70 and .80 (Biemiller, 2005). 2. Read alouds are very important and new vocabulary, concepts, and structures can grow through interaction with complex text. We sent a list of some suggested books from Appendix A to the coaches ( many of these classics are included in the MCAS selections). We strongly suggest reading daily from these selections. 3. Reading tests make the “gap” seem much greater in 4th grade because earlier grades focus on testing early reading skills and do not measure the full extent of vocabulary differences between advantaged and disadvantaged groups (Hirsch, 2003). 1.Fluent word recognition skills and an average or greater vocabulary required for reading comprehension (Biemiller, 2005). *Grade 1 oral receptive vocabulary is related to reading comprehension in Grade 11(Biemiller, 2005). *By the end of grade 3, most children read more words correctly than they understand in context (Biemiller, 2005). *The correlation between reading comprehension and oral vocabulary in between .70 and .80 (Biemiller, 2005). 2. Read alouds are very important and new vocabulary, concepts, and structures can grow through interaction with complex text. We sent a list of some suggested books from Appendix A to the coaches ( many of these classics are included in the MCAS selections). We strongly suggest reading daily from these selections. 3. Reading tests make the “gap” seem much greater in 4th grade because earlier grades focus on testing early reading skills and do not measure the full extent of vocabulary differences between advantaged and disadvantaged groups (Hirsch, 2003).

13. Massachusetts Department of Education 13 Comprehension “Intentional thinking during which meaning is constructed through interactions between text and reader” (Harris and Hodges, 1995). Readers derive meaning by actively relating the ideas represented in print to their own knowledge and experiences and construct mental representations in memory (National Reading Panel, 2000). Read slide – the important point is that ACTIVE and INTENTIONAL thinking is necessary to comprehend. If you do not attend to the what you are reading you cannot comprehend. In addition, you must relate the ideas in the text to YOUR OWN KNOWLEDGE. We derive meaning by relating the ideas in text with our own experiences. Read slide – the important point is that ACTIVE and INTENTIONAL thinking is necessary to comprehend. If you do not attend to the what you are reading you cannot comprehend. In addition, you must relate the ideas in the text to YOUR OWN KNOWLEDGE. We derive meaning by relating the ideas in text with our own experiences.

14. Massachusetts Department of Education 14 Background Knowledge Students need more than vocabulary to understand text: They need a “threshold of knowledge about the topic being discussed” (Hirsch, 2003). Prior knowledge is important to successful comprehension serving as an anchor for the new ideas found in text (Anderson & Pearson, 1984). In an attempt to build meaning from text, readers draw on a number of knowledge sources such as world knowledge and domain knowledge (Alexander, 1992; Black, 1985). Children and adults with prior knowledge about a topic have better comprehension of the text than those with no prior knowledge (Chiesi et al., 1979; Pearson et al., 1979; Spilich et al., 1979; Taylor, 1979). More importantly, less skilled readers can outperform skilled readers when they have more domain knowledge (Kintsch, 1997; Recht & Leslie, 1988; Schneider et al., 1989; Taylor, 1979). This knowledge enables readers to make sense of word combinations and multiple meaning words (Hirsch, 2003).Prior knowledge is important to successful comprehension serving as an anchor for the new ideas found in text (Anderson & Pearson, 1984). In an attempt to build meaning from text, readers draw on a number of knowledge sources such as world knowledge and domain knowledge (Alexander, 1992; Black, 1985). Children and adults with prior knowledge about a topic have better comprehension of the text than those with no prior knowledge (Chiesi et al., 1979; Pearson et al., 1979; Spilich et al., 1979; Taylor, 1979). More importantly, less skilled readers can outperform skilled readers when they have more domain knowledge (Kintsch, 1997; Recht & Leslie, 1988; Schneider et al., 1989; Taylor, 1979). This knowledge enables readers to make sense of word combinations and multiple meaning words (Hirsch, 2003).

15. Massachusetts Department of Education 15 Frees up working memory to make connections between new and previously learned information, and as a result readers/listeners can: Integrate sentences and paragraph (Hess, Foss, & Carroll, 1995; Zwaan & Radvansky, 1998) Make inferences (Kintsch, 1994) Develop deeper understanding (McNamara et al., 1996). Allow for learning and transfer to novel situations (Kintsch, 1994). Retain learned information: new information lasts longer (Kintsch et al, 1990). Linking information to prior knowledge, readers are able to integrate information across sentences (Hess, Foss, & Carroll, 1995; Zwaan & Radvansky, 1998), understanding the relation between local and global facts to which the text refers (van Dijk & Kintsch, 1983). Differences between high and low knowledge individuals do not occur at the single sentence level, but do occur as the length of the text increases (Chiesi et al., 1979). Greater prior knowledge enables high knowledge readers to provide coherence to the entire text by developing understanding between sentences, paragraphs, and even larger units of text (Voss, Vesonder, & Spilich, 1980). This integration is possible because high knowledge individuals have little need to hold information in working memory while waiting for more information to develop an interpretation (Fincher-Kiefer, Post, Greene, & Voss, 1988). This is because high-knowledge readers, regardless of reading ability, can construct a (situation model), whereas low-knowledge readers must assemble the model from scratch (Zwaan & Radvansky, 1998). Integrating the text information with prior knowledge allows for a deeper understanding of the text and as a result, readers learn from the text and this new knowledge can be used in novel situations (McNamara et al., 1996). Remembering text means that the reader can reproduce the text in some form. However, in learning from text, the reader can use the text information in other ways, not just reproduction (Kintsch, 1994). When learning, readers often restructure and reorganize the incoming information and link it to long-term memory (McNamara et al., 1996). Linking the incoming information to long-term memory leads to a slower decay rate (decay rate means that the information can be retained longer) (Kintsch et al, 1990). Structures at this very global level (including theme) are strongly encoded in the memory representation (Graesser et al., 2002). Linking information to prior knowledge, readers are able to integrate information across sentences (Hess, Foss, & Carroll, 1995; Zwaan & Radvansky, 1998), understanding the relation between local and global facts to which the text refers (van Dijk & Kintsch, 1983). Differences between high and low knowledge individuals do not occur at the single sentence level, but do occur as the length of the text increases (Chiesi et al., 1979). Greater prior knowledge enables high knowledge readers to provide coherence to the entire text by developing understanding between sentences, paragraphs, and even larger units of text (Voss, Vesonder, & Spilich, 1980). This integration is possible because high knowledge individuals have little need to hold information in working memory while waiting for more information to develop an interpretation (Fincher-Kiefer, Post, Greene, & Voss, 1988). This is because high-knowledge readers, regardless of reading ability, can construct a (situation model), whereas low-knowledge readers must assemble the model from scratch (Zwaan & Radvansky, 1998). Integrating the text information with prior knowledge allows for a deeper understanding of the text and as a result, readers learn from the text and this new knowledge can be used in novel situations (McNamara et al., 1996). Remembering text means that the reader can reproduce the text in some form. However, in learning from text, the reader can use the text information in other ways, not just reproduction (Kintsch, 1994). When learning, readers often restructure and reorganize the incoming information and link it to long-term memory (McNamara et al., 1996). Linking the incoming information to long-term memory leads to a slower decay rate (decay rate means that the information can be retained longer) (Kintsch et al, 1990). Structures at this very global level (including theme) are strongly encoded in the memory representation (Graesser et al., 2002).

16. Massachusetts Department of Education 16 Types of Background Knowledge Topic Knowledge – soccer, spiders, cars, Spain (Chiesi et al., 1979; Pearson et al., 1979; Spilich et al., 1979; Taylor, 1979). Conceptual Knowledge – loyalty, sacrifice, friendship, habitat, immigration, countries, transportation, weather (Alexander, 1992; Ehren, 2005) Script Knowledge – going to the movies, weddings, birthday parties, going to a restaurant (Bower, Black, & Turner, 1979) Cultural Knowledge – customs, dress, behaviors (Ehren, 2005) Topic knowledge is evident in the text – explicitly stated. This book is about spiders…. Concept knowledge, particularly complex concepts, are often unstated or just mentioned. Spiders can be the concept when the topic is “black widow” – however, we will be recognizing complex concepts such as friendship, cooperation, habitat, etc. that can interfere with comprehension (when unfamiliar) or can aid comprehension (when familiar). Script knowledge are generic activities that can vary from setting to setting but the “script” is similar. Going to a birthday party can serve as prior knowledge even when the birthday party is in another country. Children understand the idea of birthday parties and use it to aid comprehension. Cultural knowledge can interfere or help comprehension. When the birthday party is very different from country to country, then children need to understand the difference because it can cause a comprehension problem. However, familiarity with a culture can aid comprehension, even when some of the content being read is unfamiliar. (Text structure is another type of background knowledge but we are not covering this during this module.) Topic knowledge is evident in the text – explicitly stated. This book is about spiders…. Concept knowledge, particularly complex concepts, are often unstated or just mentioned. Spiders can be the concept when the topic is “black widow” – however, we will be recognizing complex concepts such as friendship, cooperation, habitat, etc. that can interfere with comprehension (when unfamiliar) or can aid comprehension (when familiar). Script knowledge are generic activities that can vary from setting to setting but the “script” is similar. Going to a birthday party can serve as prior knowledge even when the birthday party is in another country. Children understand the idea of birthday parties and use it to aid comprehension. Cultural knowledge can interfere or help comprehension. When the birthday party is very different from country to country, then children need to understand the difference because it can cause a comprehension problem. However, familiarity with a culture can aid comprehension, even when some of the content being read is unfamiliar. (Text structure is another type of background knowledge but we are not covering this during this module.)

17. Massachusetts Department of Education 17 Theme An important idea or subject that runs through a story – sometimes unstated. The theme of a selection can be the topic, message, lesson, main point, moral (Graesser et al., 2002; Zwaan et al., 2002). It operates at the concept level beyond a particular plot (Williams, 1993; Williams et al., 2002). Theme is the abstraction of the events described (Williams et al., 1994). Theme identification becomes an anchor for idea integration (Singer, 1990). Theme is the main point, message, or moral of text (Graesser et al., 2002). It is an “aboutness in the text” (p. 9, Louwerse & van Peer, 2002) or the idea that holds the story together (Lukens, as cited in Lehr, 1991). Theme is related to the concept of main idea, but theme is more abstract (Williams, 1993) because it operates at the concept level, beyond the specifics of a particular plot (Williams et al., 2002). Theme refers to a state of affairs, “an abstract situation, one that is not bound by time or space” (p. 41, Zwaan, Radvansky, & Whitten, 2002), linking stories and ideas in general terms (Lehr, 1991). In order to understand the theme, the reader “understands the abstraction of the events described” (p. 207, Williams et al., 1994). It is important to recognize the thematic structure of a story because it leads to a more complete understanding (Reiser et al., 1985). The theme serves as a “pointer to relevant world knowledge,” becoming an anchor for idea integration (p. 149, Singer, 1990). When the reader fails to construct a theme, then the reader has failed to build a globally coherent cognitive representation, losing “sight of the forest for the trees” (p. 19, Graesser et al., 2002). The theme, which is relatively content free (Seifert et al., 1986), can be used to help the reader understand and link the abstraction of events and ideas (Lehr, 1991; Williams et al., 1994). Recognizing thematic patterns is a level of processing important to story understanding because the reader recognizes patterns of events, states, and goals. Once the patterns are recognized, the reader provides connections between story elements and connections to related information in memory (Seifert et al., 1986). These patterns can take place in many different contexts, but the thematic relationships remain the same (Seifert et al., 1986). For instance, rebellion can occur when people are dissatisfied with their government, in schools, or in the workplace. Even though these contexts share little in common, the thematic structure of rebellion remains; one group or person stands up to another group or person resulting in the first party either achieving the goal or not achieving the goal. When the theme of rebellion is recognized, the reader is able to make connections because of related experiences with previous rebellion situations. These related experiences are stored in memory. Theme is the main point, message, or moral of text (Graesser et al., 2002). It is an “aboutness in the text” (p. 9, Louwerse & van Peer, 2002) or the idea that holds the story together (Lukens, as cited in Lehr, 1991). Theme is related to the concept of main idea, but theme is more abstract (Williams, 1993) because it operates at the concept level, beyond the specifics of a particular plot (Williams et al., 2002). Theme refers to a state of affairs, “an abstract situation, one that is not bound by time or space” (p. 41, Zwaan, Radvansky, & Whitten, 2002), linking stories and ideas in general terms (Lehr, 1991). In order to understand the theme, the reader “understands the abstraction of the events described” (p. 207, Williams et al., 1994). It is important to recognize the thematic structure of a story because it leads to a more complete understanding (Reiser et al., 1985). The theme serves as a “pointer to relevant world knowledge,” becoming an anchor for idea integration (p. 149, Singer, 1990). When the reader fails to construct a theme, then the reader has failed to build a globally coherent cognitive representation, losing “sight of the forest for the trees” (p. 19, Graesser et al., 2002). The theme, which is relatively content free (Seifert et al., 1986), can be used to help the reader understand and link the abstraction of events and ideas (Lehr, 1991; Williams et al., 1994). Recognizing thematic patterns is a level of processing important to story understanding because the reader recognizes patterns of events, states, and goals. Once the patterns are recognized, the reader provides connections between story elements and connections to related information in memory (Seifert et al., 1986). These patterns can take place in many different contexts, but the thematic relationships remain the same (Seifert et al., 1986). For instance, rebellion can occur when people are dissatisfied with their government, in schools, or in the workplace. Even though these contexts share little in common, the thematic structure of rebellion remains; one group or person stands up to another group or person resulting in the first party either achieving the goal or not achieving the goal. When the theme of rebellion is recognized, the reader is able to make connections because of related experiences with previous rebellion situations. These related experiences are stored in memory.

18. Massachusetts Department of Education 18 The Plan The plan is to strengthen language skills, concept knowledge, and build background knowledge using the core program How do we do this? Use themes from the core to strengthen/build knowledge and vocabulary The goal: Help students understand the connections among the stories Build vocabulary of familiar and unfamiliar concepts Students will use the vocabulary during oral language activities Revisit the new vocabulary throughout the 5 or 6 weeks Then maintain the use of the language

19. Massachusetts Department of Education 19 Objectives How language abilities and background knowledge are related to oral and reading comprehension How to activate prior knowledge and build background knowledge How to use the themes and complex concepts in the core program to strengthen classroom discourse How to facilitate discussion in your classroom Learn vocabulary maintenance activities

20. READ the STORY “TEAMMATES” (Open Court Reading, 2005)

21. Massachusetts Department of Education 21 Selecting Words:YOU TRY IT! Identify explicitly stated topic, complex concepts, theme Look at core program vocabulary selection Exist, extraordinary, apathetic, intimidate, experiment, humiliations Identify additional words/ideas to teach Theme Explicit Topic Complex Concepts beyond the theme See next slide for sample words. Words and themes will differ. They are looking for concepts and topics that come children may have difficulty understanding. BASEBALL needs to be addressed, even though some people believe kids should understand baseball. Segregation, friendship, are important too See next slide for sample words. Words and themes will differ. They are looking for concepts and topics that come children may have difficulty understanding. BASEBALL needs to be addressed, even though some people believe kids should understand baseball. Segregation, friendship, are important too

22. Massachusetts Department of Education 22 Sample Words Topic: Baseball Peer pressure Segregation Racial bias Prejudice Courage Relationships Apathy Tolerance Humiliation Apathy and humiliation are vocabulary words. But other words that are not stated are relationship, tolerance, courage.Apathy and humiliation are vocabulary words. But other words that are not stated are relationship, tolerance, courage.

23. Massachusetts Department of Education 23 Before Reading: Activating Prior/Building Background Knowledge with Oral Language Activities Categories: Topic Gradable Antonyms Discussion: Concept and theme Semantic Map: Topic (word web) Story Impression Word splash Four Square Concept Map We will do 2 out-of –seat activities: Categories and Gradable Antonyms. 20 minutes. So after completing the categories keep everyone up for gradable antonyms. Then we will hand out concept words for discussion. 10 minutes Next as a group we will complete a word web. 10 minutes Then we will show them story impressions and word splash (if you have time). Use GREAT SPIRITS story impression (10-15 minutes). Just show them the 4-square concept map and the samples in their resource packet.We will do 2 out-of –seat activities: Categories and Gradable Antonyms. 20 minutes. So after completing the categories keep everyone up for gradable antonyms. Then we will hand out concept words for discussion. 10 minutes Next as a group we will complete a word web. 10 minutes Then we will show them story impressions and word splash (if you have time). Use GREAT SPIRITS story impression (10-15 minutes). Just show them the 4-square concept map and the samples in their resource packet.

24. Massachusetts Department of Education 24 Categories Purpose: Build background knowledge; categorization; pre-teaching vocabulary; teaches main idea and supporting details. Directions: Select story topic (farm, weather, baseball, etc.) Select words from story and other related known words (K and 1 use pictures) Ask students to read their words and group themselves accordingly Have groups discuss why they are grouped that way (Moats, 2005) Categories: See slide and handout for instructions: Use “Teammates” baseball words. After the activity, explain that the BIG IDEA is Baseball and you need to include the names Jackie Robinson and Pee Wee Reese with Manny Ramirez and David Ortiz, Dodgers with Red Sox and Yankees, Shortstop with Pitcher and Catcher, etc –Linking the known with the unknown (words in bold print are stated in the story). Categorization is a basic language process that must be taught – this builds reasoning skills. It is an activity in main idea and supporting details. This is also an opportunity to teach related words and build concept knowledge.Categories: See slide and handout for instructions: Use “Teammates” baseball words. After the activity, explain that the BIG IDEA is Baseball and you need to include the names Jackie Robinson and Pee Wee Reese with Manny Ramirez and David Ortiz, Dodgers with Red Sox and Yankees, Shortstop with Pitcher and Catcher, etc –Linking the known with the unknown (words in bold print are stated in the story). Categorization is a basic language process that must be taught – this builds reasoning skills. It is an activity in main idea and supporting details. This is also an opportunity to teach related words and build concept knowledge.

25. Massachusetts Department of Education 25 Gradable Antonyms Purpose: Build background knowledge; pre-teach/re-teach vocabulary in an interconnected way Directions: Choose a gradable antonym (examples: hot/cold, big/small) Split into groups of 4 or 5 or into two teams Brainstorm related words in the groups (ex: hot, cool, cold, warm) Arrange the words in a continuum (ex: hot, warm, cool, cold) Share and discuss the word lists with the group Note: Pictures may be used for students in K/1. Gradable antonyms: Only used for antonyms that can be graded. Use Segregation to unification (CAUTION: these words are difficult and should be used for teacher training and not student instruction). With students, use HOT, WARM, COLD, ICY and have kids put in order – this teaches the activity. Then use to teach other words and the subtle differences among them. This can also be done with timelines like prehistoric – modern. Gradable antonyms: Only used for antonyms that can be graded. Use Segregation to unification (CAUTION: these words are difficult and should be used for teacher training and not student instruction). With students, use HOT, WARM, COLD, ICY and have kids put in order – this teaches the activity. Then use to teach other words and the subtle differences among them. This can also be done with timelines like prehistoric – modern.

26. Massachusetts Department of Education 26 Discussion Purpose: To develop discussion and oral presentation skills; promote vocabulary development; build background knowledge. Directions: Hand out vocabulary cards to each group. Have the group discuss their word. They will share their word with the other students. After five minutes of small group discussion, each group will “teach” the other students the word. Groups can exchange words. READ SLIDE to do this activity – we will use the words that correspond with TEAMMATES. I would not exchange words because of time.READ SLIDE to do this activity – we will use the words that correspond with TEAMMATES. I would not exchange words because of time.

27. Massachusetts Department of Education 27 Semantic Maps(Stahl & Nagy, 2006) Purpose: To teach word meanings in relation to other words and to develop concepts; builds background; main idea and supporting details Directions: Brainstorming: The teacher and class brainstorm ideas that relate to the topic. The teacher might stop and explain some of the terms that the students come up with in a discussion forum. Mapping: These terms can be drawn into a map. To draw the map, the students, with assistance, would come up with 3 or 4 categories that describe the terms on the board and arrange them in a map. Reading: After the map is complete, the students and teacher read a book or selection about the topic. Completing the Map: After reading, teachers and students as a group discuss what they have learned from the reading. Semantic Map: Use Baseball – have participants brainstorm everything that they know about “baseball” and then Participants categorize the items. You (the teacher) include Jackie Robinson, Pee Wee Reese, shortstop, Dodgers to the list. Picture cards may be used instead of words For younger students the text may be read aloud, for children who can read, they might read in partners. An alternative might be an observation. For example if you were using the word weather, you might go outside to see the current weather, or if you are studying plants this might involve growing a plant. After reading categories may be changed or added by the students during group discussion It is important that semantic maps not be the end in themselves. They should be connected to a book, an observation or some ongoing part of the curriculum. This also teaches main idea and supporting details. Semantic Map: Use Baseball – have participants brainstorm everything that they know about “baseball” and then Participants categorize the items. You (the teacher) include Jackie Robinson, Pee Wee Reese, shortstop, Dodgers to the list. Picture cards may be used instead of words For younger students the text may be read aloud, for children who can read, they might read in partners. An alternative might be an observation. For example if you were using the word weather, you might go outside to see the current weather, or if you are studying plants this might involve growing a plant. After reading categories may be changed or added by the students during group discussion It is important that semantic maps not be the end in themselves. They should be connected to a book, an observation or some ongoing part of the curriculum. This also teaches main idea and supporting details.

28. Massachusetts Department of Education 28 Story Impressions Purpose: Builds background knowledge; vocabulary pre-teaching; story structure Directions: Teacher writes main points and words in a list on an overhead or chart paper Prior to reading and in groups, students develop a story using the words or phrases in exactly the order that they are on the list. Students share stories with the rest of the class. Students compare their stories with the actual story (Stahl & Nagy, 2006). Hand out “The Legend of Blue Bonnet” story impression and if you have time, try the activity – begins with GREAT SPIRIT. This activity can be a lot of fun with adults! Do not use “Teammates” because they know the story and will have too much knowledge. Then tell them the story is about a native American girl who sacrificed her warrior doll so that the great spirits would end the drought and famine. Her deceased mother gave her the doll. Hand out “The Legend of Blue Bonnet” story impression and if you have time, try the activity – begins with GREAT SPIRIT. This activity can be a lot of fun with adults! Do not use “Teammates” because they know the story and will have too much knowledge. Then tell them the story is about a native American girl who sacrificed her warrior doll so that the great spirits would end the drought and famine. Her deceased mother gave her the doll.

29. Massachusetts Department of Education 29 Word Splash Purpose: Build Background Knowledge; Vocabulary Development; Discussion; Story Structure Directions: Select theme-related vocabulary from story Select main points from story “Splash” words on the board Have students identify words they do not know Have other students help clarify words Working in groups, students will develop a story using as many of the words as possible Students share their stories before the read aloud If you have time use “Wolf” words. Ask participants if there are any words that they do not know and then have other participants help to “clarify” the unknown words. Then have each group develop a story using as many of the words as they can. Have a few groups share their stories. I usually ask each member of the group to contribute a sentence using the word. That way everyone is participating and using the words. Kids love this activity and it can be done in less that 15 minutes. In addition, the kids have a better understanding of the story and attend to the story because they have tried to develop their own story. After the read aloud, then the teacher can revisit some of the words using the Beck model.If you have time use “Wolf” words. Ask participants if there are any words that they do not know and then have other participants help to “clarify” the unknown words. Then have each group develop a story using as many of the words as they can. Have a few groups share their stories. I usually ask each member of the group to contribute a sentence using the word. That way everyone is participating and using the words. Kids love this activity and it can be done in less that 15 minutes. In addition, the kids have a better understanding of the story and attend to the story because they have tried to develop their own story. After the read aloud, then the teacher can revisit some of the words using the Beck model.

30. Massachusetts Department of Education 30 Four Square Concept MapStahl & Nagy (2006) and F.C.R.R. Purpose: To produce the meaning of words, build background knowledge and maintain vocabulary knowledge and use after reading. Directions: Provide text, a dictionary, target words and the student worksheet to the students. (example: soothing) Write the target word in the box labeled “Word”. (example: soothing) Give the students the definition of the word. This is not written down because it is meant to begin a conversation. Discuss some examples of what the target word means and list the examples of the concept in the box labeled “What are some examples?” (examples: bath, soft music, lying down, chocolate) Ask the students for some things that are not examples of the target word. List the words in the box that is labeled “What it is not like.” (examples: traffic, rap music, someone yelling) Finally, ask the students to compose and discuss a definition for this concept then write it in the box that is labeled “What is it?” (example: Something that is soothing relaxes you.) Show participants the activities in the resource packet.Show participants the activities in the resource packet.

31. Massachusetts Department of Education 31 Four Square Concept Map

32. Massachusetts Department of Education 32 Objectives How language abilities and background knowledge are related to oral and reading comprehension How to activate prior knowledge and build background knowledge How to use the themes and complex concepts in the core program to strengthen classroom discourse How to facilitate discussion in your classroom Learn vocabulary maintenance activities

33. Massachusetts Department of Education 33 After Reading Revisit words following the Beck model Discussion/Handing Off Theme wall/concept wall/concept-question board A template for the Beck model is included in the resource packet. No need to revisit this.A template for the Beck model is included in the resource packet. No need to revisit this.

34. Massachusetts Department of Education 34 Discussion/Handing-Off Purpose: Develop discussion skills; develop vocabulary and concept understanding. Directions: The teacher will begin with an open-ended theme related question (see slide 36). Students raise their hands to participate in the discussion. The teacher participates, but does not dominate the discussion. You can use a ball, stuffed animal, koosh ball, etc. to identify the speaker and the others can “hand-off” to continue the discussion. The teacher continues to pose questions to facilitate the discussion. Have one person at each table ask an open-ended question to begin discussion. Use the question stems from TEAMMATES. Each person is encouraged to add to the discussion. You can use a stuffed toy or ball to “hand off” so that the person with the item is the only person talking. In the classroom, this should be done whole class and can continue in small group work. Have one person at each table ask an open-ended question to begin discussion. Use the question stems from TEAMMATES. Each person is encouraged to add to the discussion. You can use a stuffed toy or ball to “hand off” so that the person with the item is the only person talking. In the classroom, this should be done whole class and can continue in small group work.

35. Massachusetts Department of Education 35 Building a Theme Wall or Concept-Question Board Purpose: To promote vocabulary development; build background knowledge; maintain learned vocabulary. Directions: Find the unit theme – usually a big concept(s) Find the theme of the story – how is it related to the unit theme? Find additional Tier 2 vocabulary – related to themes – may not be stated Teach meanings before, during, after reading Expand understanding/maintain vocabulary Theme wall – place words on a permanent wall space Other texts (read aloud or in centers) Multiple opportunities for students to use UNIT THEME: Friendship – put this on the wall. Story themes (Additional words): Story 1: Kindness (loneliness, prejudge, acceptance, appreciation, compassion) Story 2: Communicate (respect, bullying, considerate, separation, immigration, loneliness) Story 3: Thoughtfulness (sharing, pleasure, selfishness, competitiveness, cooperation, negotiation, pride) Story 4: Affection (relationships, separation, generosity, sacrifice, loyalty) Story 5: Peer Pressure (segregation, courage, relationships, humiliation, tolerance, apathy) Story 6: Sacrifice (loyalty, honor, respect, determination, responsibility, reliability, faith, trust) UNIT THEME: Friendship – put this on the wall. Story themes (Additional words): Story 1: Kindness (loneliness, prejudge, acceptance, appreciation, compassion) Story 2: Communicate (respect, bullying, considerate, separation, immigration, loneliness) Story 3: Thoughtfulness (sharing, pleasure, selfishness, competitiveness, cooperation, negotiation, pride) Story 4: Affection (relationships, separation, generosity, sacrifice, loyalty) Story 5: Peer Pressure (segregation, courage, relationships, humiliation, tolerance, apathy) Story 6: Sacrifice (loyalty, honor, respect, determination, responsibility, reliability, faith, trust)

36. Massachusetts Department of Education 36 Setting for Discussion Students should be facing one another Everyone should make group discussion rules See ELA Standards 1 and 2 for Rules Teacher should sit WITH students as part of the group Teacher opens the discussion with starter comments about selection using new and previously learned concept or theme language (next slide) Teacher gives signal to participate in discussion

37. Massachusetts Department of Education 37 Using the Words: Question Stems For Discussion Why is the story about peer pressure? How did the character show acceptance? Scaffold at first – How did Pee Wee show Jackie acceptance? How did Jackie respond? What would you do? How did Jackie change from the beginning to the end of the story? What was Jackie like at the beginning of the story? How did he change?

38. Massachusetts Department of Education 38 During discussion:Make connections Make connections among past stories Make connections with personal experiences Make connections with other content areas Keep the words posted throughout school year and revisit often This is VERY IMPORTANT! When reading every story we need to make connections. For instance, Jackie and Pee Wee developed a relationship. How did their relationship develop? How can you compare their relationship to Gloria and Julian’s relationship (from Story 1)? How was it the same at the beginning and how did the relationships change by the end? Make connections to the kids’ lives and continue making connections with other stories and content areas….ALWAYS! (Example: Someone asked to visit one 3rd grade teacher to see how she teaches these vocabulary words. The coach said that the visitor would need to spend a lot of time in that classroom because it goes on all day, all week, and into the next week and month. She introduces the words and then teaches them all of the time – at every opportunity. That is how we help children develop strong sustaining language skills!) This is VERY IMPORTANT! When reading every story we need to make connections. For instance, Jackie and Pee Wee developed a relationship. How did their relationship develop? How can you compare their relationship to Gloria and Julian’s relationship (from Story 1)? How was it the same at the beginning and how did the relationships change by the end? Make connections to the kids’ lives and continue making connections with other stories and content areas….ALWAYS! (Example: Someone asked to visit one 3rd grade teacher to see how she teaches these vocabulary words. The coach said that the visitor would need to spend a lot of time in that classroom because it goes on all day, all week, and into the next week and month. She introduces the words and then teaches them all of the time – at every opportunity. That is how we help children develop strong sustaining language skills!)

39. Massachusetts Department of Education 39 Support for ELL and Low-Language Learners Using the story “Teammates”: Which topics or concepts need additional instruction? Are there additional words that you need to teach? Are there activities you can do to support understanding? BRAINSTORM additional work for ELL learners. This entire powerpoint is geared to the low-language learner. The next slide discusses how to provide additional support. Get ideas from others and add to their list the ideas from the next slide.BRAINSTORM additional work for ELL learners. This entire powerpoint is geared to the low-language learner. The next slide discusses how to provide additional support. Get ideas from others and add to their list the ideas from the next slide.

40. Massachusetts Department of Education 40 Suggestions for the ELL and Low Language Learner Pre-teach Re-teach Introduce topic with easier materials Pictures Concept Maps Read-alouds with same topic/concept/theme

41. Massachusetts Department of Education 41 Objectives How language abilities and background knowledge are related to oral and reading comprehension How to activate prior knowledge and build background knowledge How to use the themes and complex concepts in the core program to strengthen classroom discourse How to facilitate discussion in your classroom Learn vocabulary maintenance activities

42. Massachusetts Department of Education 42 After Reading and Throughout the Year: Maintenance Activities Four Square concept map Gradable antonyms Multiple meanings Charades Guess that word Finish the story Fly Swatter Handing Off Three (4-square, gradable antonyms, and handing off) of the maintenance activities are also used to build background and after reading. The 3 activities to spend time on are: Multiple meanings (10 minutes), Finish the story (5 minutes), Flyswatter (15 minutes).Three (4-square, gradable antonyms, and handing off) of the maintenance activities are also used to build background and after reading. The 3 activities to spend time on are: Multiple meanings (10 minutes), Finish the story (5 minutes), Flyswatter (15 minutes).

43. Massachusetts Department of Education 43 Multiple Meanings(Stahl & Nagy, 2006) Purpose: to enable the students to adjust the meanings of words to fit a new context. Directions: Display word cards and sentence cards Read the sentence card saying “blank” where there is a space. (example: My uncle works in a ten ____ building.) Find the word that completes the sentence. (example: story) Read the sentence with the word in it. Note: each word will have two sentences. State what the word means (example: story means floor of a building) Continue until all words have two sentences. The variation for this activity is to have participants in groups brainstorm how many ways they can use the word “PITCH” since we are using “TEAMMATES” and discussing “BASEBALL” Then they can compare their answers. Here are some unusual ones: Pitch fork Pitch (tar) Pitch black Sales pitch Pitch and putt Pitch a tent Pitch in The variation for this activity is to have participants in groups brainstorm how many ways they can use the word “PITCH” since we are using “TEAMMATES” and discussing “BASEBALL” Then they can compare their answers. Here are some unusual ones: Pitch fork Pitch (tar) Pitch black Sales pitch Pitch and putt Pitch a tent Pitch in

44. Massachusetts Department of Education 44 CharadesStahl & Nagy (2006) Purpose: To get children engaged in learning word meanings that makes them think about the words in a way that helps them remember a word’s meaning. Directions: Split the students into two – four teams. Give each team a list of vocabulary words Each team member will take turns acting out one of the words on the list. The first team to identify the word will get a point. Read slideRead slide

45. Massachusetts Department of Education 45 Guess that Word Purpose: Forces student to use verbal descriptions while maintaining word use. Directions: Teacher places vocabulary words on small slips of paper. Class is divided into teams. A member draws a slip of paper from bag. Team member describes the word to their team without using the word. Student’s team will try to guess the word. If they can, they get the point. If not, the other team gets a chance (Stahl & Nagy, 2006). Read slideRead slide

46. Massachusetts Department of Education 46 Finish the Story Purpose: To maintain vocabulary use; story structure; oral language. Directions: Distribute one to four vocabulary cards to the students. Read the introduction of a story. Students continue the story with what might happen using one or more of their words in a sentence. (GRADE Resource Library) Follow directions on slide and use the pirate story from GRADE. You can use any story stem and all of the vocabulary words that you have introduced. GREAT WAY to maintain vocabulary use.Follow directions on slide and use the pirate story from GRADE. You can use any story stem and all of the vocabulary words that you have introduced. GREAT WAY to maintain vocabulary use.

47. Massachusetts Department of Education 47 Fly Swatter Purpose: To maintain learned vocabulary. Directions: Put vocabulary words randomly on an overhead transparency. Form two teams and give each team a different colored fly swatter. As you read the student friendly definition, the first two students in line will find and swat the correct word. Continue until all students have had at least one turn. Next slide has the words. In your packet are the meanings of the words. Some of the words have subtle overlaps. You may keep score. You can also have students use the words in a sentence for an extra point once they identify the word.Next slide has the words. In your packet are the meanings of the words. Some of the words have subtle overlaps. You may keep score. You can also have students use the words in a sentence for an extra point once they identify the word.

48. Massachusetts Department of Education 48

49. Massachusetts Department of Education 49 For the Next Time From your core reading program choose the theme words you will be teaching for one unit theme. Using the resource packet, develop “before reading, discussion, and maintenance” lessons for each story in the unit theme. On the recording sheet, record the words, the activities and your observations. These observations will be shared at the next Regional Meeting. Lesson planning tool (recording sheet) is in the handout folder. Lesson planning tool (recording sheet) is in the handout folder.

50. Massachusetts Department of Education 50 References Alexander, P.A. (1992). Domain knowledge: Evolving themes and emerging concerns. Educational Psychologist, 27, 33 – 51. Biemiller, A. (2005) Vocabulary issues in measurement and effects across ages:A paper presented at the International Dyslexia Association as part of a symposium on Vocabulary and Reading: Crucial Issues for Measurement and Instruction; Denver, CO. Bower, G.H., Black, J.B. & Turner, T.J. (1979). Scripts in memory for text. Cognitive Psychology, 11, 177-220. Chiesi, H.L., Spilich, G.J. & Voss, J.F. (1979). Acquisition of domain-related information in relation to high and low domain knowledge. Journal of Verbal Learning and Verbal Behavior, 18, 257 – 273. Ehren, B.J. (2005). Looking for evidence-based practice in reading comprehension instruction. Topics in Language Disorders, 25, 310-321. Fincher-Kiefer, R., Post, T.A., Greene, T.R. & Voss, J.F. (1988). On the role of prior knowledge and task demands in the processing of text. Journal of Memory and Language, 27, 416 – 428. Florida Center for Reading Research. http://www.fcrr.org/curriculum/PDF/G2-3/bookTwoVocabPartThree.pdf Graesser, A., Pomeroy, V., & Craig, S. (2002). Psychological and computational research on theme comprehension. In M. Louwerse & W. van Peer (Eds.), Thematics: Interdisciplinary Studies. Coverging Evidence in Language and Communication Research, Vol. 3. Amsterdam, Netherlands: John Benjamins Publishing Co. Harris, T.L. & Hodges, R.E. (Eds.) (1995). The literacy dictionary: The vocabulary of reading and writing. Newark, DE: International Reading Association. Hess, D.J., Foss, D.J., & Carroll, P. (1995). Effects of global and local context on lexical processing during language comprehension. Journal of Experimental Psychology: General, 124, 62 – 82. Hirsch, E.D. (2003). Reading comprehension requires knowledge – of words and the world. American Educator, Spring, 10 – 29.

51. Massachusetts Department of Education 51 References Kintsch, W. (1994). Text comprehension, memory, and learning. American Psychologist, 49, 292 – 303. Kintsch, W. (1997). Comprehension: A paradigm for cognition. United Kingdom: Cambridge University Press. Kintsch, W., Welsch, D., Schmalhofer, F., & Zimny, S. (1990). Sentence memory: A theoretical analysis. Journal of Memory and Language, 29, 133 – 159. McNamara, D.S., Kintsch, E., Songer, N.B., & Kintsch, W. (1996). Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction, 14, 1 – 43. Moats, L.C. (2005). Language essentials for teachers of reading and spelling: module 6. Longmont, CO: Sopris West. National Institute of Child Health and Human Development (NICHD). (2000). Report of the National Reading Panel. Teaching children to read: An evidence based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Washington, DC: US Government Printing Office. Open Court Reading (2005). Teammates. Columbus, OH: SRA/McGraw Hill. Pearson, P.D., Hansen, J. & Gordon, C. (1979). The effect of background knowledge on young children’s comprehension of explicit and implicit information. Journal of Reading Behavior, 11, (3), 201 – 209. Recht, D.R. & Leslie, L. (1988). Effect of prior knowledge on good and poor readers’ memory of text. Journal of Educational Psychology, 80, (1), 16 – 20. Schneider, W., Korkel, J., & Weinert, F.E. (1989). Domain-specific knowledge and memory performance: A comparison of high- and low-aptitude children. Journal of Educational Psychology, 81, 306 – 312. Singer, M. (1990). Psychology of language. Hillsdale, NJ: Lawrence Erlbaum Associates.

52. Massachusetts Department of Education 52 References Spilich, G.J., Vesonder, G.T., Chiesi, H.L., & Voss, J.F. (1979). Text processing of domain-related information for individuals with high and low domain knowledge. Journal of Verbal Learning and Verbal Behavior, 18, 275 – 290. Stahl, S. A. & Nagy, W. E. (2006). Teaching word meanings. Mahwah, NJ: Lawrence Erlbaum Associates. Taylor, B.M. (1979). Good and poor readers’ recall of familiar and unfamiliar text. Journal of Reading Behavior, 11, (4), 373 – 380. van Dijk, T. A. & Kintsch, W. (1983). Strategies of discourse comprehension. Academic Press: New York. Voss, J.F., Vesonder, G.T., & Spilich, G.J. (1980). Text generation and recall by high-knowledge and low-knowledge individuals. Journal of Verbal Learning and Verbal Behavior, 19, 651 – 667. Williams, J.P. (1993). Comprehension of students with and without learning disabilities: Identification of narrative themes and idiosyncratic text representations. Journal of Educational Psychology, 85, 631 – 641. Williams, J.P., Brown, L.G., Silverstein, A.K., & deCani, J.S. (1994). An instructional program in comprehension of narrative themes for adolescents with learning disabilities. Learning Disability Quarterly, 17, 205 – 221. Williams, J.P., Lauer, K.D., Hall, K.M., Lord, K.M., Gugga, S.S., Bak, S.J., Jacobs, P.R., & deCani, J.S. (2002). Teaching elementary school students to identify story themes. Journal of Educational Psychology, 94, 235 – 248. Zwaan, R.A. & Radvansky, G.A. (1998). Situation models in language comprehension and memory. Psychological Bulletin, 123, 162 – 185. Zwaan, R.A., Radvansky, G.A., & Whitten, S.N. (2002). Situation models and themes. In M. Louwerse & W. van Peer (Eds.), Thematics: Interdisciplinary Studies. Converging Evidence in Language and Communication Research, Vol. 3. Amsterdam, Netherlands: John Benjamins Publishing Co.