45 Reading

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• 4/5 Reading
• Teacher Academy

Sessions 9-10 Implementing EffectiveLiteracy
InstructionWord Study, Phonics, and Vocabulary
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(No Transcript)
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Activity

• The concatenation of events surrounding his
  accomplishments resulted in the eponymous title,
  but he eschewed laudatory commentary, choosing,
  instead, modesty, the homiletic heart of his
  culture and society.

Irene C. Fountas Gay Su Pinnell, 2006, p.
524 Teaching for Comprehending and
FluencyThinking, Talking, and Writing about
Reading, K-8
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Goals of Session

• Understand what effective, explicit vocabulary
  instruction looks like
• Understand what effective, explicit, phonics
  instruction looks like in the intermediate grades
• Understand why word solving is important in the
  intermediate grades

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Vocabulary

• Ones vocabulary level is highly predictive of
  ones level of reading comprehension.

Irene C. Fountas Gay Su Pinnell, 2006, p.
527 Teaching for Comprehending and
FluencyThinking, Talking, and Writing about
Reading, K-8
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Vocabulary
Receptive Vocabulary
Expressive Language
Words we understand when we hear or read them.
Words we use to communicate as a speaker or
writer.
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Consider

• Learners move from not knowing a word, to being
  somewhat acquainted with it, to attaining a
  deeper, richer knowledge that allows them to use
  new words in may modalities of expression.

Camille Blachowicz Peter Fisher, 2001, p.
3 Teaching Vocabulary in All Classrooms
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Shades of Knowing

• Understands and can use the word in context or in
  isolation knows multiple meanings, connotations,
  and figurative uses when appropriate.
• Understands and can use the word in some contexts
  and knows one or two definitions of it.
• Knows one definition of the word and can use it
  in some contexts, but has difficulty applying it
  with precision and accuracy.
• Knows the word in one context only and is unable
  to use it flexibly.

Irene C. Fountas Gay Su Pinnell, 2006, p.
527 Teaching for Comprehending and
FluencyThinking, Talking, and Writing about
Reading, K-8
9
Shades of Knowing

• Has some familiarity with the word, like knowing
  whether it has positive or negative connotations.
• Has a hypothesis as to the meaning of the word
  based on the context.
• Remembers hearing the word before
• Does not know the word and has not heard it.

Irene C. Fountas Gay Su Pinnell, 2006, p.
527 Teaching for Comprehending and
FluencyThinking, Talking, and Writing about
Reading, K-8
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Tier of Words

• First-tier words Mostly learned without
  instruction.
• summer, family, hungry
• Second-tier words These words appear frequently
  in the vocabularies of mature language users.
  They are not connected to a particular domain but
  are pervasive.
• fascinate, unfortunate, mentioned
• Third-tier words Specialized words often
  related to a specific content area.
• photosynthesis, ecosystem, ectoplasm

Isabel L. Beck, Margaret G. McKeown, Linda
Kucan, 2002 Bring Words to Life Robust
Vocabulary Instruction
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You try it!

• Johnny Harrington was a kind master who treated
  his servants fairly. He was also a successful
  wool merchant and his business required that he
  travel often. In his absence, his servants would
  tend to the fields and cattle and maintain the
  upkeep of his mansion. They performed their
  duties happily, for they felt fortunate to have
  such a benevolent and trusting master.

Isabel L. Beck, Margaret G. McKeown, Linda
Kucan, 2002, p. 16 Bring Words to Life Robust
Vocabulary Instruction
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Book Club

• Review pp. 529-537, What to Teach in Vocabulary
  Instruction.
• Think about
• In what ways do you currently incorporate these
  category of words in your vocabulary
  instruction?
• What category(ies) of words do you feel you need
  to incorporate more?

Irene C. Fountas Gay Su Pinnell, 2006 Teaching
for Comprehending and FluencyThinking, Talking,
and Writing about Reading, K-8
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What the research says about vocabulary
instruction

• Students should be active in developing their
  understanding of words and ways to learn them.
• Students should personalize word learning.
• Students should be immersed in words.
• Students should build on multiple sources of
  information to learn words through repeated
  exposures.

Camille Blackowicz Peter Fisher,
2000 Vocabulary Instruction
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Explicit Instruction

• Teacher Models and Explains
• Teacher provides Guided Practice
• Students practice what the teacher modeled and
  the teacher provides prompts and feedback
• Teacher provides Supported Application
• Students apply the skill as the teacher scaffolds
  instruction
• Independent Practice
• Reflection

adapted from Bonnie B. Armbruster, Fran Lehr,
Jean Osborn, 2003 Put Reading First The Research
Building Blocks for Teaching Children to Read
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Systematic Instruction

• Systematic instruction is the logical,
  research-based sequence of educational activities
  that follow a developmental continuum which
  optimally leads to students accomplishment of
  the learning outcomes and goals.

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Vocabulary Explicit Instruction

• Instructional routine
• Introduce the word
• Present a student-friendly definition
• Clarify the word with examples
• Check the students understanding

Isabel L. Beck, Margaret G. McKeown, Linda
Kucan, 2002 Bring Words to Life Robust
Vocabulary Instruction
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Vocabulary Activity - Word List

• Which words would you teach directly from a story
  of historical fiction about explorers?
• Cortés Cibola
• Jerez Shower of arrows
• Expedition Arrogant
• Conquests Narváez
• Persuaded Unbearable
• Hardships Sierra Madre

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Vocabulary Instructional Routine - Example

• Step 1
• Introduce the word
• This word is expedition
• Write the word on the board or overhead
• Say the word with me expedition
• Say the word one more time expedition
• Many students may need to practice pronouncing
  the word several times in order to secure it in
  memory

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Vocabulary Instructional Routine - Example

• Step 2
• Present a student-friendly definition
• An expedition is a journey or voyage with a group
  of people, usually for a special purpose
• Lets read this explanation together
• Everyone repeats above explanation
• Explanation within the context of the story
• In this story, Spanish explorers set out on an
  expedition to discover gold in Florida.

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Vocabulary Instructional Routine - Example

• Step 3
• Clarify the word with examples
• Verbal examples
• An organized trip, mission, quest to learn or
  discover something
• Concrete examples
• Military expeditions, geographic explorations
  such as Lewis and Clark expedition, scientific
  expedition such as space exploration
• Visual representations

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Vocabulary Instructional Routine - Example

• Step 4
• Check students understanding
• Would a safari be an expedition? Why?
• Would a vacation be an expedition? Why?
• Which expedition might have a more important
  purpose, an expedition to Mars or an expedition
  to the grocery store? Why?

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Vocabulary Instructional Routine - Example

• Step 5
• Expanding student understanding
• Have you ever gone on an expedition?
• Describe it.
• Clap if you think these words are similar to
  expedition quest, mission, walking,
  exploration, delay, amble
• Complete the idea Why might a trip to Alaska be
  considered an expedition?

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VocabularyActive Engagement Example
Florida Center for Reading Research (FCRR),
2007 Fourth and Fifth Grade Student Center
Activities Vocabulary and Comprehension
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VocabularyGraphic Organizer Example
EssentialCharacteristics
NonessentialCharacteristics
Topic
Examples
Nonexamples
Literacy Essentials and Reading Network (LEaRN)
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VocabularyGraphic Organizer Example
Literacy Essentials and Reading Network (LEaRN)
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Word Sorts

• Word sorts allow students to build on their prior
  knowledge to develop a more complete
  understanding of words.

Open Sort
Closed Sort
Literacy Essentials and Reading Network (LEaRN)
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Semantic Feature Analysis
Literacy Essentials and Reading Network (LEaRN)
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Linear Arrays
Literacy Essentials and Reading Network (LEaRN)
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Semantic Map
Literacy Essentials and Reading Network (LEaRN)
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Venn Diagram
Literacy Essentials and Reading Network (LEaRN)
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Column Notes

• As you watch the video
• List 3 ways this strategy would benefit your
  students.
• What are some other ways you can use column notes
  for vocabulary instruction?

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Phonics

• At the intermediate and advanced levels, the
  challenges children encounter in reading will
  come more from the conceptual load in whatever
  they are trying to read. The nature of students
  word knowledge allows them to read more fluently,
  exercising and expanding their increasing level
  of cognitive and language sophistication.

Donald R. Bear, Marcia Invernizzi, Shane
Templeton, Francine Johnston, 2004, p.
220 Words Their Way Word Study for Phonics,
Vocabulary, and Spelling Instruction
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Phonics in the Intermediate Grades (4/5)

• The What
• Understand advanced phonics skills
• Decode multi-syllabic words (visible)
• Recognize common spelling patterns (visible)
• Identify larger chunks of words (visible)
• Understand the meaning of root words/word origins
  (invisible)
• Understand how a prefix or suffix impacts the
  base word (invisible)

Wiley Blevins, 2001, p. 9 Teaching Phonics and
Word Study in the Intermediate Grades
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Phonics in the Intermediate Grades

• The Why
• As the text becomes more complex, decoding with
  automaticity may allow for increased
  comprehension.

Wiley Blevins, 2001, p. 9 Teaching Phonics and
Word Study in the Intermediate Grades
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In the Intermediate Grades

• text length increases.
• students encounter more multi-syllabic words.
• complex words require more specific word
  analysis.
• concept and vocabulary demands increase.

Wiley Blevins, 2001, p. 9 Teaching Phonics and
Word Study in the Intermediate Grades
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Characteristics of Strong Phonics Instruction

• Builds on the reciprocal foundation of phonemic
  awareness and phonics and how language works
• Contains instruction in blending and modeling
  skills
• Focuses on reading words and connected text
• Focuses on structural analysis
• Develops automatic word recognition skills
• Students have repeated opportunities to apply
  word solving in reading and writing

Wiley Blevins, 2001, p. 42 Teaching Phonics and
Word Study in the Intermediate Grades
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Phonics instruction is

• Explicit and systematic
• Connected to actual reading
• Not solely focused on rules and sound-spelling
  relationships
• Appropriately paced and provided ample practice
  time

Wiley Blevins, 2001, p. 43 Teaching Phonics and
Word Study in the Intermediate Grades
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Consider

• automaticity of decoding fluency is essential
  for high levels of reading achievement. 
• If a reader has not developed fluency, the
  process of decoding words drains attention, and
  insufficient attention is available for
  constructing the meaning of texts.

John J. Pikulski David J. Chard, 2003 Fluency
Bridge from Decoding to Reading Comprehension
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Sequence of Word Solving(Early)
Donald R. Bear, Marcia Invernizzi, Shane
Templeton, Francine Johnston, 2003, p.
225 Words Their Way Word Study for Phonics,
Vocabulary, and Spelling Instruction
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Sequence of Word Solving(Middle)
Donald R. Bear, Marcia Invernizzi, Shane
Templeton, Francine Johnston, 2003, p.
225 Words Their Way Word Study for Phonics,
Vocabulary, and Spelling Instruction
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Sequence of Word Solving(Late)
Donald R. Bear, Marcia Invernizzi, Shane
Templeton, Francine Johnston, 2003, p.
225 Words Their Way Word Study for Phonics,
Vocabulary, and Spelling Instruction
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Where do they go next

• Spelling-Meaning Connection is expanded
• Word origins
• Greek and Latin word elements are manipulated and
  explored
• Advance suffix study

Donald R. Bear, Marcia Invernizzi, Shane
Templeton, Francine Johnston, 2003, p.
250-263 Words Their Way Word Study for Phonics,
Vocabulary, and Spelling Instruction
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Strategic Actions for Solving Words

• Analyze words quickly while retaining meaning
• Use text meaning, language and visual
  information
• Use structural analysis to solve unfamiliar
  words
• Use meaningful parts and known parts of words

Isabel L. Beck, Margaret G. McKeown, Linda
Kucan, 2002, p. 46 Bring Words to Life Robust
Vocabulary Instruction
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You try it

• Bacteriophobia
• Brontophobia
• Chronophobia
• Dementophobia
• Entomophobia
• Epistemophobia

• Heliophobia
• Kleptophobia
• Metathesiophobia
• Odontophobia
• Pyrophobia
• Sophophobia

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Activities forPhonics Instruction

• Designing a word study program that explicitly
  teaches necessary skills and at the same time
  engages their childrens interest and
  motivation to learn how words work is a vital
  aspect of any literacy program.

Donald R. Bear, Marcia Invernizzi, Shane
Templeton, Francine Johnston, 2004, p. 4 Words
Their Way Word Study for Phonics, Vocabulary, and
Spelling Instruction
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Fourth and Fifth Grade Student Center Activities
Florida Center for Reading Research (FCRR),
2007 Fourth and Fifth Grade Student Center
Activities Advanced Phonics And Fluency
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Fourth and Fifth Grade Student Center Activities
Florida Center for Reading Research (FCRR),
2007 Fourth and Fifth Grade Student Center
Activities Advanced Phonics And Fluency
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Structural Analysis

• A useful word study strategy involves using
  structural analysis to help students analyze or
  break words down into parts to help them decode
  and spell unfamiliar words.
• Instruction in root words, common prefixes,
  frequently used suffixes, and inflectional
  endings that can be pronounced differently (e.g.,
  -ed in played, talked, planted) is beneficial to
  struggling readers who are often overwhelmed by
  longer words.

Literacy Essentials and Reading Network (LEaRN)
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Decoding Multisyllabic Words

• As you watch, think about
• In what ways did the teacher actively involve
  students in the lesson?
• What working system(s) are evident in this
  lesson?

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Word Analysis Chart
Literacy Essentials and Reading Network (LEaRN)
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Book Club

• Read the following FLaRE Professional Papers
• Working with English Language Learners
• Teaching Non-Traditional Learners
• Vocabulary
• Phonics
• How would you use the information presented in
  these papers to support non-traditional learners
  and English Language Learners in word solving?

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Bring it back home

• What new understandings about word solving did
  you gain from this session?
• How do phonics and vocabulary instruction support
  one another in the intermediate grades?

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Questions and Discussion
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References

• Bear, D. R., Invernizzi, M., Templeton, S.,
  Johnston, F. (2004). Words their way Word study
  for phonics, vocabulary, and spelling
  instruction. New Jersey Prentice Hall.
• Beck, I. L., McKeown, M. G., Kucan, L. (2002).
  Bring words to life Robust vocabulary
  instruction. New York Guilford Press.
• Blachowicz, D. Fisher, P. (2000). Vocabulary
  instruction. In M. Kamil, P. Mosenthal, P.D.
  Pearson, R. Barr (Eds.) Handbook of Reading
  Research, Volume III. Mahwah, NJ Lawrence
  Erlbaum.
• Blackowicz, C. Fisher, P. (2001). Teaching
  vocabulary in all classrooms. Upper Saddle
  River,. NJ Prentice Hall.
• Blevins, W. (2001). Teaching phonics and word
  study in the intermediate grades. New York
  Scholastic.

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References

• Armbruster, B. B., Lehr, F., Osborn, J. (2003).
  Put reading first The research building blocks
  for teaching children to read (2nd ed.). Jessup,
  MD National Institute for Literacy.
• Florida Center for Reading Research (FCRR).
  (2007). Fourth and fifth grade student center
  activities Advanced phonics and fluency.
  Tallahassee, FL Author.
• Florida Center for Reading Research (FCRR).
  (2007). Fourth and fifth grade student center
  activities Vocabulary and comprehension.
  Tallahassee, FL Author.
• Fountas, I. C., Pinnell, G. S. (2006). Teaching
  for comprehending and fluency Thinking, talking
  and writing about reading K-8. Portsmouth
  Heinemann.
• Literacy Essentials in Reading Network (LEaRN) -
  http//www.justreadflorida.com/learn
• Pikulski, J., Chard, D. J. (2003). Fluency
  Bridge from decoding to reading comprehension.
  Retrieved May 12, 2008, from http//www.eduplace.c
  om/state/author/pik_chard_fluency.pdf