Title: Explicit Connections:
1Explicit Connections
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
3Correlations 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
4With 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/.
6Answers
- 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/.
8Research 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.
9Share out
10Focus 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?
11Share Out
12Our 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.
13EALR 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
14EALR 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.
152.1 Demonstrate evidence of reading comprehension
162.1 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.
172.2 Understand and apply knowledge of text
components to comprehend text.
182.2 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.
192.3 Expand comprehension by analyzing,
interpreting, and synthesizing information and
ideas in literary and informational text.
202.3 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.
212.4 Think critically and analyze authors use of
language, style, purpose, and perspective in
literary and informational text.
222.4 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).
24Share out
25Scaffolding 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.
26Planned 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
28In 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.
29Questioning
- 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.
30Vocabulary
- 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.
31Comprehension 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.
32Link 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.
33Explicit Planning for Comprehension
(Without slowing down your pace!)
34Theme
- 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.
35Text 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.
36Vocabulary
- 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?
37Vocabulary Support
- Bring in realia
- Concept board
- Define quickly in context
- Teach vocabulary using a vocabulary routine
38Vocabulary 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.
39Comprehension 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.
42Before 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
43Before Reading
- Predict
- Connect
- Question
- Recognize text structure
44During 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
45During Reading
- Ask questions
- Generate questions
- Use graphic organizer
- Visualize
- Monitor
- Predict
46After Reading
- Increase fluency and comprehension using repeated
readings - Summarize
- Connect
- Verify
- Directly teach comprehension skills
- Question
- Answer written questions
47RW 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.
48Oral/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?
49Look-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 __
50Short 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.
51Your 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.
52Share 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?
53Inside/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?
54Thank 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