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Steps to Literacy Building: Strategies Techniques

Learning Outcomes. Identify and apply the

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Steps to Literacy Building: Strategies Techniques

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    1. Steps to Literacy Building: Strategies & Techniques Susan Rampp Niette, M.C.D., CCC A.G. Bell June, 2010 susanrampp@aol.com

    2. Learning Outcomes Identify and apply the “6 Steps Process” to build literacy skills Name strategies and techniques to build phonemic awareness, spelling, vocabulary, and grammar skills Integrate and apply graphic organizers, study guides, and test writing tips for academic text comprehension Susan Rampp Niette, June 2010

    3. Reading and the Brain A proficient reader appears to scan the print effortlessly, …making connections between new ideas in the text and existing knowledge, and interpreting according to his or her purposes.” Louisa C. Moats, Ed.D. Carol Tolman, Ph.D. “Proficient Reading Depends on Many Skills” Susan Rampp Niette, June 2010

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    6. “…the child must come to know that the letters he sees on the page represent...the sound he hears when the same word is spoken….The process of acquiring this knowledge is orderly and follows a logical sequence.” Sally Shaywitz, M.D. “Overcoming Dyslexia” Susan Rampp Niette, June 2010

    7. “The A-Z of Teaching Beginning Reading” (Shaywitz, S., 2003) Listening, Playing, & Imagining Practice Spelling Sight Words Writing Self-Confidence Susan Rampp Niette, June 2010

    8. Literacy Instruction for PK - 3 Phonemic Awareness Phonics Vocabulary Fluency Comprehension Susan Rampp Niette, June 2010

    9. Literacy Instruction for 4th – 12th Comprehension Instruction Vocabulary Instruction Embedded Instructional Principles in Context Motivation & Self-Directed Learning Text-based Collaborative Learning Strategic Building Diverse Text & Intensive Writing Technology Component Ongoing Formative Assessment Susan Rampp Niette, June 2010

    10. Oral Language Skills Must Be Taught 1st and Simultaneously Practicing everyday English skills Conversation about daily lessons Increasing oral fluency Strengthening use of everyday words Talk about text and academic vocabulary Learning key characteristics of how English works and reflecting on language Susan Rampp Niette, June 2010

    11. Research Based Criteria Comprehension includes “higher-level” thinking - The message underlying the language used - Communicative intent - Applying background knowledge Susan Rampp Niette, June 2010

    12. Instructional Discourse “the language of school” - Classroom management language: rules and ongoing regulation - Instructional language: teacher-talk and textbook language - Peer interaction language: pair/share, group projects, class discussions Susan Rampp Niette, June 2010

    13. Research Shows What Students Need to Become Proficient Readers Phonemic Awareness Phonics Fluency Vocabulary Comprehension Speaking and Writing (NRP 2000 & NCLB 2001) Taught by Methods that Promote: Susan Rampp Niette, June 2010

    14. Literacy Building A “6 Step Process” Phonemic Awareness and Phonics Word Recognition and Spelling Vocabulary and Morphology Grammar and Grammar Usage Listening and Reading Comprehension Speaking and Writing Susan Rampp Niette, June 2010

    15. Step 1: Phonemic Awareness & Phonics Teaching sound awareness and manipulation Teaching sound-spelling correspondences Teaching syllable types Teaching how to recognize words in print Practicing fluency with sounds & symbols Chunking and blending sounds together to build syllables then words Susan Rampp Niette, June 2010

    16. Phonemic Awareness Drill Practice the correct production of the consonant digraph sounds. Say and anchor the target phoneme. Practice the individual sounds within a word. Recognize isolated sounds in words. Practice blending sounds to make words. Practice manipulating sounds within words. Susan Rampp Niette, June 2010

    17. Listening for Sounds in Words Targeting Vowel Location Susan Rampp Niette, June 2010

    18. Sound-Symbol Position Word Pockets _______________________________________ Susan Rampp Niette, June 2010

    19. Sound-Symbol Position Word Pockets _______________________________________ Susan Rampp Niette, June 2010

    20. Susan Rampp Niette, June 2010 Participants need a copy of this and colored tiles/paper to pull down w/ word I provide. Participants need a copy of this and colored tiles/paper to pull down w/ word I provide.

    21. Listening for Sounds in Words Sound-Spelling Correspondence Write the letters for the sounds in each word said. Circle the words with the /ch/ sound at the end. Draw a box around the words with the /ch/ sound at the beginning. Susan Rampp Niette, June 2010

    22. Consonants and Vowels Closed Voice or Voiceless Where Made How Made Open Mouth Shape Tongue Height Position of Jaw Susan Rampp Niette, June 2010

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    25. Syllable Awareness Susan Rampp Niette, June 2010

    26. Syllable Awareness Drills Say “cupcake” Say “cupcake” Say the “syllables in cupcake” “cup” “cake” “cupcake” Susan Rampp Niette, June 2010

    27. See & Say Say & Write Teacher holds up a letter , prefix, or suffix card Teacher says sound, prefix, or suffix Students repeat the sound, prefix, or suffix Teacher holds up a letter, prefix, or suffix card Teacher says sound, prefix, or suffix Students write the symbols that represent what was said Susan Rampp Niette, June 2010 Need to bring letter cards and morpheme for meaning cards to use for this – POCKET CHARTNeed to bring letter cards and morpheme for meaning cards to use for this – POCKET CHART

    28. Fluency Builders Sound Fluency Letter Name Fluency Word Fluency Phrase Fluency Sentence Fluency Passage Fluency Handwriting Fluency Susan Rampp Niette, June 2010

    29. Letter-Sound Fluency a c d a m s d t f m s c t m t a a s Susan Rampp Niette, June 2010

    30. Phrase Fluency a cat on a mat a fat cat in a cab a cat sat at bat cat sat Sam in a cab fat cat sat cat on a mat a fat cat sat Sam at bat Susan Rampp Niette, June 2010

    31. Handwriting Fluency Increases letter recall Helps with eye-hand coordination Assists with sequencing of letters Increases recall for note-taking Susan Rampp Niette, June 2010

    32. Step 2: Word Recognition and Spelling Read and Spell Words Automaticity in Recognizing Words Word Attack Word Accuracy Building Words Spelling Rules Rules of Syllabication Susan Rampp Niette, June 2010

    33. Fluency The ability to read a text accurately and quickly is the bridge between word recognition and comprehension. Susan Rampp Niette, June 2010

    34. How to become a good reader? Alphabetic principle Word-level automaticity Fluency with irregular words (non- phonetic or high-frequency) Developing spelling generalizations Learning word recognition and spelling reciprocally Susan Rampp Niette, June 2010

    35. Spelling/Word Recognition Activities Word Building Word Banking Change, Name, and Identify Sort It Syllable Division Adding Endings Contraction Building Double It Rule Drop Final “e” Memorizing Susan Rampp Niette, June 2010 Left column = decoding Right column = encoding Seek & Find – looking w/in text for particular list of words Change, name & identify : same as “Chain It” Adding endings: endings added to words Left column = decoding Right column = encoding Seek & Find – looking w/in text for particular list of words Change, name & identify : same as “Chain It” Adding endings: endings added to words

    36. Word Building Susan Rampp Niette, June 2010

    37. Banking Learned Words Bank Alphabetically Bank by Prefix or Suffix Susan Rampp Niette, June 2010

    38. Sort It Susan Rampp Niette, June 2010

    39. Change, Name, Identify B M E Susan Rampp Niette, June 2010

    40. Double It – 1*1*1 Rule Susan Rampp Niette, June 2010

    41. 7 Syllable Types Susan Rampp Niette, June 2010

    42. Identify It: Syllable Types Susan Rampp Niette, June 2010 Have each participant a copy of this chart w/o the pieces filled in so they can complete. Have each participant a copy of this chart w/o the pieces filled in so they can complete.

    43. Pattern Divide VCCV VCV v/cv VCCCV vc/ccv vcc/cv VV v/v C + le -cle VC / CV V / CV VC / CCV VCC/CV V / V - cle Susan Rampp Niette, June 2010

    44. Divide It ! Circle all prefixes and suffixes Underline the 1st vowel and mark it with a “v” Underline the 2nd vowel and mark it with a “v” Look at letters between vowels and mark the consonants with a “c” Identify the syllable pattern and divide Place diacritical markings over the vowels Susan Rampp Niette, June 2010 Overhead for this!Overhead for this!

    45. You Try It! Divide these words into syllables following the patterns in Divide It! Remember to add diacritical marks began overlapping tornado predict poem hello unsuccessful remember Susan Rampp Niette, June 2010

    46. Vocabulary …serves as the bridge between the word-level processes of phonics and the cognitive processes of comprehension.” (Hiebert & Kamil, 2005) Susan Rampp Niette, June 2010

    47. Step 3: Vocabulary and Morphology Definition Building Word Relationships Multiple Meanings Morphemes Prefixes and Suffixes Contextual Application Figurative Meanings Academic Word Relevance to Topic Susan Rampp Niette, June 2010

    48. Susan Rampp Niette, June 2010

    49. Definition Building Susan Rampp Niette, June 2010

    50. Multiple Meaning Map Susan Rampp Niette, June 2010

    51. Word Bank base : bottom bottom : top eggs : dozen ribbon : thin end : finish Susan Rampp Niette, June 2010

    52. Susan Rampp Niette, June 2010

    53. Inflectional Morphemes Number – Possession – Time/Tense cat 1 morpheme cat cat + s 2 morphemes cats cat + ’s 2 morphemes cat’s cat + s’ 3 morphemes cats ’ Susan Rampp Niette, June 2010

    54. Derivational Morphemes Changes function (grammatical form/part of speech) human + - ize = humanize (noun) (verb) fame + - ous = famous (noun) (adjective) create + - or = creator (verb) (noun) Susan Rampp Niette, June 2010

    55. Quickest and Most Effective Way to Increase Vocabulary STUDY Greek, Latin, and Anglo-Saxon roots and affixes. Knowing roots of words allows students to understand vocabulary introduced across the curriculum. Alice Ansara (1966) Susan Rampp Niette, June 2010

    56. Latin Roots, Prefixes, and Suffixes Provide clues to the meanings of hundreds of thousands of words mit = root in transmission, emit, and permit Susan Rampp Niette, June 2010

    57. Place the prefix and root in the appropriate column: (realize pre = before fix = fastened) Susan Rampp Niette, June 2010

    58. Place the suffix and root in the appropriate column: (realize suffix = fastened after) Susan Rampp Niette, June 2010

    59. Words found in scientific and technological vocabulary dermato + logy = dermatology (skin) (science) (the science of skin) Susan Rampp Niette, June 2010

    60. Contextual Application Look for meaning The computer a link to the world. computer = link to the world (abstract meaning) Susan Rampp Niette, June 2010

    61. Figurative Language “raining cats and dogs” Literal Meaning Idiomatic Meaning Susan Rampp Niette, June 2010

    62. Academic Vocabulary How critically important for understanding are the terms of the subject’s content? Susan Rampp Niette, June 2010

    63. 3 Tiers of Words (Beck & McKeown, 1985) Susan Rampp Niette, June 2010 Tier 1 words – consist of basic words (clock, baby, happy) rarely require instruction in school Tier 3 words – frequency of use is low, limited to specific domains (isotope, lathe, peninsula) best learned when needed in content area. Tier 2: high frequency for mature language users (coincidence, absurd, indusctrious) instruction w/ these words is productive for a person’s language ability. Tier 1 words – consist of basic words (clock, baby, happy) rarely require instruction in school Tier 3 words – frequency of use is low, limited to specific domains (isotope, lathe, peninsula) best learned when needed in content area. Tier 2: high frequency for mature language users (coincidence, absurd, indusctrious) instruction w/ these words is productive for a person’s language ability.

    64. Criterion for Tier 2 Words Importance & utility Instructional potential Conceptual understanding “ As long as the word can be explained in known words and can apply to what students might talk or write about, it is an appropriate word to teach.” (Beck & McKeown, 1985) Susan Rampp Niette, June 2010

    65. Defining Words Characterize the word and how it is typically used * What comes to mind as you think of that word? * Look at natural context versus instructional context Explain the meaning in everyday language * Usually longer than dictionary definition Susan Rampp Niette, June 2010

    66. WORD: Picture: Definition: __________________________________________________________________________________________________________________________________________________________________ Susan Rampp Niette, June 2010

    67. Step 4: Grammar and Grammar Usage (Sentence Structure & Mechanics) Tense Time Line Form & Function Diagramming Find It & Identify Sentence Construction - Parts to Whole Mechanics & Punctuation Susan Rampp Niette, June 2010 Essential Phrases: Recurring sequences in academic writing called lexical bundles ? building blocks for academic writing. Examples are: “one of the most”, the end of the”, the fact that the”, “the results of the” They are like essential words in that they need to be recognized as “whole” when reading, and retrieved as “whole” in writing. Helps to read more fluently and to better comprehend when reading. Important to teach the meaning of the phrase and how they are used in written academic text. Also, students must practice using these “essential phrases” in their speaking and writing. Helps to increase their processing necessary for reading and writing. Find and Identify: students locate that particular part of speech w/in text material – like text books, magazines, newspaperEssential Phrases: Recurring sequences in academic writing called lexical bundles ? building blocks for academic writing. Examples are: “one of the most”, the end of the”, the fact that the”, “the results of the” They are like essential words in that they need to be recognized as “whole” when reading, and retrieved as “whole” in writing. Helps to read more fluently and to better comprehend when reading. Important to teach the meaning of the phrase and how they are used in written academic text. Also, students must practice using these “essential phrases” in their speaking and writing. Helps to increase their processing necessary for reading and writing. Find and Identify: students locate that particular part of speech w/in text material – like text books, magazines, newspaper

    68. Things to Consider Study of Syntax & Sentence Structure Form and Function of Words in Context Grammar Study Must Parallel Vocabulary Study Punctuation Affects Comprehension Diagramming Essential Phrases (LANGUAGE! Sopris West) Susan Rampp Niette, June 2010

    69. Key Grammar Pieces Tense Time Line Form & Function Diagramming Find It & Identify Sentence Construction - Parts to Whole Mechanics & Punctuation Susan Rampp Niette, June 2010 Essential Phrases: Recurring sequences in academic writing called lexical bundles ? building blocks for academic writing. Examples are: “one of the most”, the end of the”, the fact that the”, “the results of the” They are like essential words in that they need to be recognized as “whole” when reading, and retrieved as “whole” in writing. Helps to read more fluently and to better comprehend when reading. Important to teach the meaning of the phrase and how they are used in written academic text. Also, students must practice using these “essential phrases” in their speaking and writing. Helps to increase their processing necessary for reading and writing. Find and Identify: students locate that particular part of speech w/in text material – like text books, magazines, newspaperEssential Phrases: Recurring sequences in academic writing called lexical bundles ? building blocks for academic writing. Examples are: “one of the most”, the end of the”, the fact that the”, “the results of the” They are like essential words in that they need to be recognized as “whole” when reading, and retrieved as “whole” in writing. Helps to read more fluently and to better comprehend when reading. Important to teach the meaning of the phrase and how they are used in written academic text. Also, students must practice using these “essential phrases” in their speaking and writing. Helps to increase their processing necessary for reading and writing. Find and Identify: students locate that particular part of speech w/in text material – like text books, magazines, newspaper

    70. Tense Time Line Susan Rampp Niette, June 2010

    71. Form Function Noun Verb Subject Direct Object Object of the Preposition Indirect Object Predicate Nominative Appositive Adjective Predicate Susan Rampp Niette, June 2010

    72. Diagramming as Graphic Organizer The lion roared. lion roared Susan Rampp Niette, June 2010

    73. Lion ate. Lion ate food. Lion ate food quickly yesterday. Quickly, lion ate food yesterday. Quickly, the large, yellow lion ate the food yesterday. Eagerly, the huge, bronze lion ate his trainer yesterday. Susan Rampp Niette, June 2010

    74. Locating Parts of Speech (Shurley Method) Read sentence Who or What (read rest of sentence)? What is being said about (say subject)? Say verb and ask “how, when, or where”? (identifies any adverbs) Say preposition word and ask “what” or “whom” to find object(identifies object of preposition) Find a noun and ask “what kind, which one, or how many”? (identifies any adjectives) The big dog barked loudly at the bus. Susan Rampp Niette, June 2010

    75. Mechanics & Punctuation Susan Rampp Niette, June 2010

    76. Step 5: Listening & Reading Comprehension Phrase It Scoop It Morph It Blueprint for Reading Signal Words Queries During Reading Referential Clues Susan Rampp Niette, June 2010

    77. Scooping for Meaning & Sentence Morphs the cat the gold lion is fat roared The cat is fat. loudly in the morning The gold lion roared loudly in the morning. Susan Rampp Niette, June 2010 These would be the same phrases practiced in “Phrase Fluency”These would be the same phrases practiced in “Phrase Fluency”

    78. Blueprint for Reading Susan Rampp Niette, June 2010 Use to outline as you read to identify main points, sub topics, material about the topic as use Queries. Use to outline as you read to identify main points, sub topics, material about the topic as use Queries.

    79. Queries Help students to construct meaning as they are reading through the text pieces Facilitates group discussion about the author’s ideas Prompts student-to-student interactions Use during initial reading of text Teacher facilitates discussion through students responses Susan Rampp Niette, June 2010

    80. Queries Initiating Queries What is the author trying to say here? What is the author’s message? What is the author talking about? Follow Up Queries What does the author mean here? Does the author explain this clearly? Susan Rampp Niette, June 2010

    81. Using Signal Words (based on Bloom’s Taxonomy) Who was the first President of the United States? Identify and underline signal word. What is required to answer this type of question? Use text headings or other text features to identify the content of the answer and reread that section of text. Cover the signal word, use remainder of question to form a response. The first President of the United States was ____________________________. Susan Rampp Niette, June 2010

    82. Before Reading Discuss key vocabulary Preview headings, pictures and visuals with a purpose Mirror or Window Text Use a “story chart” or other graphic organizer Identify what to look for and listen for while reading Susan Rampp Niette, June 2010 Discuss Key Vocabulary = say it, define it in own words, locate in test, read sentences before and afer word, discuss meaning Preview: predict by what looking at; is it familiar or not; how? Mirror or Window text: something familiar or totally unknown Story Chart: identify characters, setting, plot development or for other types of text use Blueprint organizer to outline sections, etc. Identify what to look for and listen for while reading: state specific facts, items, vocabulary to look for; for ex. after using a multiple meaning map have students listen in the story to figure out what definition is pertinent to this piece of text.Discuss Key Vocabulary = say it, define it in own words, locate in test, read sentences before and afer word, discuss meaning Preview: predict by what looking at; is it familiar or not; how? Mirror or Window text: something familiar or totally unknown Story Chart: identify characters, setting, plot development or for other types of text use Blueprint organizer to outline sections, etc. Identify what to look for and listen for while reading: state specific facts, items, vocabulary to look for; for ex. after using a multiple meaning map have students listen in the story to figure out what definition is pertinent to this piece of text.

    83. Teacher Reading Demonstrates: fluency of reading use of inflection for meaning scooping and phrasing for meaning importance of morphemes for meaning through phonemic highlighting accuracy of reading self-monitoring Susan Rampp Niette, June 2010

    84. Blueprint for Reading Susan Rampp Niette, June 2010 Use to outline as you read to identify main points, sub topics, material about the topic as use Queries. Use to outline as you read to identify main points, sub topics, material about the topic as use Queries.

    85. Write Summaries Use Blueprint for Reading Outline Susan Rampp Niette, June 2010

    86. Mapping with Graphic Organizers Susan Rampp Niette, June 2010

    87. Comprehension Questions Basic & Critical Thinking Apply “signal word” strategies to determine answer needed Use clues within text to identify key points for answers Reread designated passages to retrieve answers Retell or summarize what was read Susan Rampp Niette, June 2010

    88. Signal Word Strategy (based on Bloom’s Taxonomy) Who was the first President of the United States? Identify and underline signal word. What is required to answer this type of question? Use text headings or other text features to identify the content of the answer and reread that section of text. Cover the signal word, use remainder of question to form a response. The first President of the United States was ____________________________. Susan Rampp Niette, June 2010

    89. Using Clues Pronoun Referents Indiana Jones is an anthropologist. is a scientist who studies the origin and nature of man. Susan Rampp Niette, June 2010

    90. Step 6: Speech & Writing Oral & Written Language Connecting Grammar & Vocabulary Organization of Ideas & Brainstorming Mechanics, Checklists, & Effective Writing Susan Rampp Niette, June 2010

    91. Sentence Building Part to Whole Strategy Strategy 1: Build Base Sentence Strategy 2: Color the Predicate Strategy 3: Move Predicate Coloring Words Strategy 4: Color the Subject Strategy 5: Color your Words Strategy 6: Finishing Touches (Strips of paper/laminated index cards allows movement of parts to create whole.) Susan Rampp Niette, June 2010 Build base sentence = Subj + pred. who or what? (S) What did they do? (P) Color the predicate = Direct Obj/ Advers Who or what directly recieves action of predicate (DO)? When? Where? How? (ADV) Move Coloring Words – to vary sentence structure w/in the sentence Build base sentence = Subj + pred. who or what? (S) What did they do? (P) Color the predicate = Direct Obj/ Advers Who or what directly recieves action of predicate (DO)? When? Where? How? (ADV) Move Coloring Words – to vary sentence structure w/in the sentence

    92. Lion ate. Lion ate food. Lion ate food quickly yesterday. Quickly, lion ate food yesterday. Quickly, the large, yellow lion ate the food yesterday. Eagerly, the huge, bronze lion ate his trainer yesterday. Susan Rampp Niette, June 2010

    93. Mechanics Search Hunt text for particular punctuation Hunt text for various types of punctuation Discuss how affects meaning, practice reading with that punctuation Write examples using designated punctuation !!!!!!!!! ????? :::: ;;;;; ” ” ” ” ,,,,,,,, Susan Rampp Niette, June 2010

    94. Locating Parts of Speech (Shurley Method) This morning, the big dog barked loudly at the squirrel in the backyard . Susan Rampp Niette, June 2010

    95. Vocabulary Hunt for Sentence Function Search reading passages within text Locate vocabulary word(s) Underline the word(s) within the text Copy word and sentence Identify part of speech for the word Identify the question it answers Discuss meaning based on the word’s function in the sentence Susan Rampp Niette, June 2010

    96. A Lesson in Action “The 6 Step Process”

    97. Questions Susan Rampp Niette, June 2010

    98. Thank you! Susan Rampp Niette 7927 Park Avenue 504-390-1222 (cell) Houma, LA 70360 susanrampp@aol.com Susan Rampp Niette, June 2010

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