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Welcome Back from Lunch!

Welcome Back from Lunch!. A couple of videos to get us going… Left Brain, Right Brain Dancer Selective Attention Test (ball tossing) (this video is better than the one I showed at the presentation!). Quick Story. The interview. Sesame Street story

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Welcome Back from Lunch!

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  1. Welcome Back from Lunch! • A couple of videos to get us going… • Left Brain, Right Brain Dancer • Selective Attention Test (ball tossing) (this video is better than the one I showed at the presentation!)

  2. Quick Story • The interview

  3. Sesame Street story From The Tipping Point by Malcolm Gladwell

  4. http://www.nickjr.com/kids-videos/blues-clues-kids-videos.htmlhttp://www.nickjr.com/kids-videos/blues-clues-kids-videos.html

  5. How Vocabulary Ties Into Background Knowledge and Comprehension Children’s vocabulary knowledge closely reflects their breadth of real-life and vicarious experiences.

  6. Improving Adolescent Literacy Effective Classroom and Intervention Practices

  7. Tier 1 into Tier 2 Demo • Comprehension Strategy: Creating a mental image (visualizing) • Core Text: Dragonwings • Guided Reading Text: Always have a purpose for reading. Always.

  8. Building Comprehension…Before Reading • Build background • Highlight vocabulary • Use graphic organizers • Predict through vocabulary

  9. During Reading • Think Aloud • Check for understanding • Develop/question vocabulary • Encourage responses • Relate to self, text and world

  10. After Reading • Writing: response, extension, report, journal entry • Discussion • Comprehension discussion • Extension activities beyond writing and speaking • Literature Circles (student-led, independent) • Read related book • Genre • Theme • Moral • Character or author, etc. What is the real comprehension problem? http://www.readingrockets.org/article/278

  11. Lesson Planning • Standard/Comprehension Strategy • Model in Tier 1 carry to Tier 2 • Students must write in some form everyday • Tasks are timed for focus/accountability

  12. Research Choices • http://reading.ecb.org/teacher/makingconnections/index.html • Activating Prior Knowledge Strategies • Comprehension questioning strategies • Visualization techniques • http://www.readwritethink.org/professional-development/strategy-guides/question-author-30761.html

  13. Resources: Beck, Isabel, McKeowon, M, & Kucan, L, (2002). Bringing Words to Life: Robust Vocabulary Instructiion, Guilford. Bos, C.S., & Vaughn, S. (2002). Teaching Students with Learning and Behavior Problems. Boston: Allyn and Bacon. Balajthy, E., & Lipa-Wade, S. (2003). Struggling Readers: Assessment and Instruction in Grades K-6. New York: Guilford Press. Catts, H.W., & Kamhi, A.G.. (1999). Language and Reading Disabilities. Boston: Allyn and Bacon. Cooper, J.D. (2000). Literacy: Helping Children Construct Meaning. Boston: Houghton Mifflin. Cunningham, P., & Allington, R.L. (2003). Classrooms that Work: They can all read and write. New York: Harper Collins.

  14. Resources: Freeman, Yvonne & Freeman, D. (1994). Between Worlds: Access to Second Language Acquisition. Portsmouth, NH: Heinemann. Lehr, Fran, Osborn , J. & Herbert, E. (2003)A Focus on Vocabulary, Pacific Resources for Education and Learning Peregoy, S., & Boyle, O. (2001). Reading, Writing and Learning in ESL: A Resource Book for K-12 Teachers. New York: Longman. Rupley, William H , John Logan, & William Nichols (2003) Vocabulary Instruction in a Balanced Reading Program, EBSCO. Put Reading First: The Research Building Blocks for Teaching Children to Read (2001). The Partnership for Reading: National Institute for Literacy; National Institute for Child Health and Human Development; and the U.S. Department of Education.

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