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Explicit Connections:

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Write questions before reading a story aloud to students. ... Mix it up, i.e., boys read/girls read, students wearing purple, etc. ... – PowerPoint PPT presentation

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Title: Explicit Connections:


1
Explicit Connections
  • Read Well 1 to 2nd Grade

Erin Chaplin Reading First Regional Coordinator
2
Session Goals
  • Participants will be able to
  • Identify the five essential components of reading
    within Read Well lessons
  • Identify how Read Well 1 connects to EALR 2
  • Increase the explicitness of essential
    comprehension strategies and skills within Read
    Well through intentional planning

3
Correlations between the decoding and
comprehension components of reading
1st grade .89 5th grade .70 2nd
grade .83 6th grade .69 3rd grade .77 7th
grade .69 4th grade .73 8th grade .63
--Connecticut Longitudinal Study Yale University
4
With a partner read the following activities
identify which component of reading is being
addressed phonemic awareness (PA), phonics
(Ph), fluency (F), vocabulary (V), comprehension
(C).
  • ___ The teacher asks students to identify the
    main characters and setting in a story.
  • ___ Students reread words with a common phonic
    pattern so that they dont have to sound them out
  • ___ The teacher tells students that ck and -k
    stand for /k/ at the end of a word students sort
    a list of 20 words to determine when to apply the
    ck rule.

5
  • ___ Students partner read taking turns one
    partner is the reader, the other partner listens
    and provides corrective feedback.
  • ___ Before reading the teacher has students
    preview the book to predict the content as well
    generate questions about what they may learn.
  • ___ The teacher points to the written word
    experiment and asks how many syllables are in the
    word.
  • ___ The teacher says /s//a//m/ and asks the
    students to blend the sounds and say the word.
  • ___ The teacher leads students in filling out an
    attribute chart for the word metamorphosis.
  • ___ Students move three cubes into boxes as they
    say the single sounds of the word /m//ou//s/.

6
Answers
  • C The teacher asks students to identify the main
    characters and setting in a story.
  • Ph Students reread words with a common phonic
    pattern so that they dont have to sound them out
  • Ph The teacher tells students that ck and -k
    stand for /k/ at the end of a word students sort
    a list of 20 words to determine when to apply the
    ck rule.

7
  • F Students partner read taking turns one
    partner is the reader, the other partner listens
    and provides corrective feedback.
  • C Before reading the teacher has students
    preview the book to predict the content as well
    generate questions about what they may learn.
  • Ph The teacher points to the written word
    experiment and asks how many syllables are in the
    word.
  • PA The teacher says /s//a//m/ and asks the
    students to blend the sounds and say the word.
  • V The teacher leads students in filling out an
    attribute chart for the word metamorphosis.
  • PA Students move three cubes into boxes as they
    say the single sounds of the word /m//ou//s/.

8
Research into Practice
  • Each core reading program addresses the five
    components of reading.
  • The amount of instruction in each component area
    varies with grade level.
  • With a partner identify the components of reading
    that are addressed within a Read Well Unit.

9
Share out
10
Focus of Five Components
  • With a partner identify the five components
    within two more Read Well Unit lessons.
  • After identifying the five components discuss the
    following
  • What is the same within the three units?
  • What is different and how?
  • When does the shift in focus of the five
    components occur?

11
Share Out
12
Our CurriculumGrade Level Expectations
  • In first grade, student apply concepts of print,
    phonological and phonemic awareness, oral
    language skills, and phonics. They continue to
    expand their reading vocabulary and demonstrate
    comprehension by participating in a variety of
    responses. Students choose and read a variety of
    books for pleasure.

13
EALR 2
  • Purpose of looking deeper at the1st Grade Level
    Expectations
  • To increase your level of familiarity with the
    GLEs and the Evidences of Learning
  • To gain greater understanding how of how the
    GLEs align with Read Well 1

14
EALR 2 The student understands the meaning of
what is read.
  • Each EALR is made up of components which align to
    the end of the year grade level goal.
  • Each component is further defined by specific
    Grade Level Expectations.

15
2.1 Demonstrate evidence of reading comprehension
16
2.1 Demonstrate evidence of reading comprehension
  • 2.1.1 Understand how to use questioning when
    reading.
  • 2.1.2 Understand how to create mental imagery.
  • 2.1.3 Understand and identify important or main
    ideas and important details in text.
  • 2.1.4 Understand how to use prior knowledge.
  • 2.1.5 Understand how to infer/predict meaning.

17
2.2 Understand and apply knowledge of text
components to comprehend text.
18
2.2 Understand and apply knowledge of text
components to comprehend text.
  • 2.2.1 Understand story sequence.
  • 2.2.2 Understand and apply features of printed
    text and electronic sources to locate and
    understand information.
  • 2.2.3 Understand story elements.
  • 2.2.4 Understand simple organizational structures
    of text.

19
2.3 Expand comprehension by analyzing,
interpreting, and synthesizing information and
ideas in literary and informational text.
20
2.3 Expand comprehension by analyzing,
interpreting, and synthesizing information and
ideas in informational and literary text.
  • 2.3.1 Understand similarities and differences
    within and between informational/expository and
    literary/narrative text.
  • 2.3.2 Understand concept of categories.

21
2.4 Think critically and analyze authors use of
language, style, purpose, and perspective in
literary and informational text.
22
2.4 Think critically and analyze authors use of
language, style, purpose, and perspective in
informational and literary text.
  • 2.4.1 Understand how to give personal or
    text-based responses and make connections to
    text.
  • 2.4.2 Understand purposes of text.

23
  • What would we need to attend to in order for our
    students to be able to be proficient with the
    comprehension skills and strategies by the end of
    first grade?
  • Discuss with your partner(s).

24
Share out
25
Scaffolding to Meet the Goal
  • We need to teach retell of fiction and nonfiction
    textregularly and explicitly.
  • Beginning of the year
  • Modeling through teacher think alouds during read
    aloud and small group instruction
  • Identifying story elements and facts learned
  • Restating questions
  • Students begin to answer individual prompts
    orally
  • Middle of year
  • Students are able to retell when given a general
    prompt
  • End of year students are independently able to
    write a brief retell of what they have read.

26
Planned Read Alouds
  • Start early! Begin read alouds with Unit 1
  • Why? The student text is not strong enough to
    support comprehension work at the beginning of
    first grade.
  • There is a recommended list of read alouds in
    Appendix 4. These will further support the theme
    and connected vocabulary of the Read Well Unit.
    Read Well addresses how to integrate read alouds
    into instruction in Notebook 1, page 46.
  • What should it look like/sound like?
  • The actual read aloud should take about 10
    minutes.
  • Another 10 minutes should be spent developing
    vocabulary and comprehension.
  • Remember that comprehension work goes on before,
    during, and after reading.

27
  • The comprehension strategies can and should go
    deeper than those in the student text as they are
    not expending mental energy on decoding.
  • Write questions before reading a story aloud to
    students. Write these on a sticky note place on
    the corresponding page.
  • Examples of read aloud comprehension work
  • You can begin modeling the response to reading
    by writing a question on chart paper remind
    students to be thinking about the question as you
    read. With students you can model the
    metacognitive process involved when responding to
    a question. WASL question stems are a great
    resource.
  • Graphic organizer K-W-L, Venn diagram, story
    map, T-chart

28
In order to make explicit connections we need to
  • Read the teachers edition, the story, and the
    Comprehension Skill Work before teaching the
    lesson.
  • New skills and teaching tips are identified
    throughout the Read Well teachers edition a
    star denotes a change in procedure.
  • Pre-reading the lesson also allows you to
    identify critical vocabulary and comprehension
    strategies and skills needed for explicit
    instruction.
  • If you prefer reading the story from the student
    book rather than the teachers edition, write the
    questions directly in the book. This is
    especially important for the Oral Story Retell,
    as this is not included in the story book.

29
Questioning
  • When asking questions allow students think time.
  • Vary how you have students respond to questions
  • A choral response is appropriate for a one word
    response.
  • A partner response is appropriate for both long
    or short answers and keeps all students involved.
    You can randomly choose students to share their
    partners response with using student turn or
    question sticks.

30
Vocabulary
  • Identify in vocabulary words in advance
    highlight these in the teachers edition, or
    student book if you use that to teach from
  • Choose additional Tier 2 vocabulary when
    appropriate
  • Concept boards can be made in advance to further
    support vocabulary
  • Bring in realia is an additional tool to support
    vocabulary acquisition
  • Practice and apply set routines for introducing
    and practicing new vocabulary with students.

31
Comprehension Skill Work
  • Determine the target of the Comprehension Skill
    Work. Teach explicitly to the target.
  • Comprehension skill work should not be handed out
    as an after thought to small group time.
    Consider when and how do you explicitly go over
    the Comprehension Skill Work with students?
  • Determine which question(s) are appropriate for
    look-back citations. Make this notation on the
    Comprehension Skill Work blackline master.
    Look-back citations is a skill which needs
    explicit instruction.
  • Determine the appropriateness of adding an
    additional question, i.e., WASL short answer
    question stem.

32
Link to the 2nd grade Core Reading Program
  • Identify the comprehension language used in your
    schools 2nd grade core program
  • Make sure this language is used in read alouds
    and small group instruction.
  • Teachers may need training on when and how use
    this comprehension language.
  • Identify graphic organizers to support
    comprehension in specific Read Well stories.

33
Explicit Planning for Comprehension
(Without slowing down your pace!)
34
Theme
  • Consider the theme of the RW Unit.
  • Read alouds during whole group time will further
    support background knowledge and comprehension.
  • Explicit connections to the overall theme while
    reading story/selection further support
    comprehension.

35
Text Genre
  • The organization and structure of text varies
    based on genre.
  • When explicit connections are made students begin
    to anticipate the organization and structure
    which further supports them in comprehension.

36
Vocabulary
  • Read the teachers edition prior to teaching.
  • Which vocabulary does RW indicate you should
    define for students?
  • Which vocabulary is crucial to the story yet it
    is likely your students will not know the
    meaning? Are these words that students will most
    likely encounter in text or in conversation?
    Will they have the opportunity to incorporate
    them into their communicationoral or in writing?

37
Vocabulary Support
  • Bring in realia
  • Concept board
  • Define quickly in context
  • Teach vocabulary using a vocabulary routine

38
Vocabulary Routine
  • Example
  • Read the story
  • Contextualize the word within the story
  • Have the students say the word.
  • Provide a child-friendly definition of the word.
  • Give examples in a different context.
  • Engage children in interacting with words.
  • Have students repeat word again.
  • Review and use new words.

39
Comprehension Strategies
  • The National Reading Panel identified the
    following comprehension strategies as most
    promising and effective for helping students
    improve their comprehension. These are most
    effective when used as a part of a
    multiple-strategy method.
  • Comprehension monitoring
  • Cooperative learning
  • Use of graphic and semantic organizers
  • Question answering
  • Question generation
  • Story structure
  • Summarization

40
  • Each core reading program uses a
    multiple-strategy approach in teaching
    comprehension.
  • It is important for 1st grade teachers to know
    the terminology and meaning behind each of the
    comprehension strategies introduced in the 2nd
    grade curriculum.

41
  • Each comprehension strategy is used at various
    times throughout the text reading.
  • Before reading
  • During reading
  • After reading
  • Use the terminology that is used in the 2nd grade
    curriculum to begin to build a bridge between the
    two programs.

42
Before Reading
  • Teach the meaning of unknown, critical vocabulary
    terms
  • Determine how you will support vocabulary prior
    to teaching the lesson
  • Teach or activate any background knowledge
  • Preview the story or article

43
Before Reading
  • Predict
  • Connect
  • Question
  • Recognize text structure

44
During Reading
  • Make use of effective passage reading procedures
  • 1st read
  • Choral reading
  • Subsequent readings
  • Partner reading
  • Mix it up, i.e., boys read/girls read, students
    wearing purple, etc.
  • Random individual turns, all other students
    whisper read

45
During Reading
  • Ask questions
  • Generate questions
  • Use graphic organizer
  • Visualize
  • Monitor
  • Predict

46
After Reading
  • Increase fluency and comprehension using repeated
    readings
  • Summarize
  • Connect
  • Verify
  • Directly teach comprehension skills
  • Question
  • Answer written questions

47
RW Comprehension Skill Work
  • Read the Comprehension Skill Work prior to
    reading the story/selection.
  • What key points need to be emphasized during and
    after reading to support student comprehension?
  • How do you make the Comprehension Skill Work
    explicit? HINT This is an excellent
    instructional opportunity.

48
Oral/Written Retell
  • Before reading the story/selection, determine if
    there is an oral or written retell that will
    follow the selection.
  • How will you support this before, during, and
    after reading?

49
Look-Back Citations
  • Begin modeling look-back citations during read
    alouds. Pose a question and refer back to text
    to confirm the answer.
  • Determine which Comprehension Skill Work
    question(s) would be appropriate for look-back
    citations. On your copy master indicate page
    __ beside the question(s) you expect students to
    use text to confirm their answer. As text
    becomes more complex students should be able to
    answer page __ paragraph __

50
Short Answer/WASL Question Stems
  • You can begin modeling how to answer short answer
    questions using a read aloud
  • i.e., how to restate the question
  • Confirm answer
  • Begin with capital letter, end with a period
  • Determine whether the Comprehension Skill Work
    questions support higher order thinking skills.
    If a more meaty question is appropriate, WASL
    question stems are an excellent resource.

51
Your Turn
  • With a partner use the planning matrix to plan
    for explicit comprehension support in a Read Well
    lesson.
  • Choose a Read Well lesson that is followed by
    Comprehension Skill Work or Oral/Written Retell.

52
Share Out
  • With a person sitting next to you (that you did
    not plan with) discuss
  • How did you decide which vocabulary words to
    explicitly teach? How will you support this
    instruction?
  • Which comprehension strategies did you focus on?
    How did you decide?
  • How did you make Comprehension Skill Work more
    explicit?

53
Inside/Outside Circle
  • What was most difficult about choosing and/or
    supporting vocabulary?
  • What steps do you need to take to ensure that you
    will be able to put this explicit comprehension
    planning into action?
  • What would you add or change to this planning
    matrix that would make it more helpful to you?

54
Thank you!
  • If you would like an electronic version of the
    Read Well 1 Comprehension planning matrix you can
    email me at
  • chaplin.erin_at_ysd.wednet.edu
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