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Learning Outcomes. Identify and apply the
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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
4. Susan Rampp Niette, June 2010
5. Susan Rampp Niette, June 2010
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 WordsTargeting 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
23. Susan Rampp Niette, June 2010
24. Susan Rampp Niette, June 2010
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 MorphemesChanges 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 QuestionsBasic & 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 BuildingPart 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