Reading Strategies

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Reading Strategies

• Explain the reading process

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Strategies and Strategic Reading

• Strategic reading defined (p. 188)
• Strategy examples for your read-aloud (p. 189)
• Strategies defined (Strategy Toolbox article,
  Harp Brewer p. 190)
• What, how, why
• High quality strategy instruction (p. 190)
• When to teach strategies
• Before, during, and after reading

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Before Reading Strategies
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During Reading Strategies
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After Reading Strategies
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Good Strategy Instruction

• Explicit definition
• Demonstrations
• Coaching
• Using the language (example-language of the
  miscue analysis and specific strategies)
• Before, during, and after example-Strategic
  Collaborative Reading (p. 202)

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What do you think about this lesson?

• Watch this video segment and tell us what you
  think about the teachers use of before, during,
  and after reading strategies.

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Expanding Childrens Knowledge of Words

• How do children learn vocabulary words?
• What is the relationship between vocabulary
  knowledge and reading?
• How do teachers teach vocabulary?
• What are the components of word study?

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The Vignettes About Mrs. Dillon and Ms. Alverado

• What did you think?

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Children learn vocabulary by beingimmersed in
words

• Reading to children and reading with children is
  the best way to expand vocabulary.

• Children learn incidentally and directly from
  reading and reading instruction.

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Learning Unfamiliar Words-Four Stages of
Vocabulary Learning

• Stage One I never saw this word before
• Stage Two Ive heard that word, but I dont
  know what it means
• Stage Three When I see it in context, I know it
  has something to do with
• Stage Four I know the word well

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I have seen or heard this word or I can
pronounce it, but I dont know the meaning.
I dont know this word.
I know one meaning of this word and can use it in
a sentence.
I know more than one meaning or several ways to
use this word.
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Learning Unfamiliar Words

• Sight words- Children recognize the word orally
  and use it orally but do not recognize it in
  print
• New words- Children know a concept related to the
  word but are unfamiliar with the word orally and
  in writing
• New concept- Children have little or no
  background knowledge about the word and do not
  recognize the word in print
• New meaning- Children know the word, but they are
  unfamiliar with the way the word is used and its
  meaning in this situation

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We want them to

• Use the word in a sentence and use variations of
  this word with accuracy
• But
• Word learning is incremental
• Word learning requires understanding multiple
  meanings
• Word learning is multidimensional the meaning of
  one word is related to the meanings of other
  words
• What it means to know a word depends on the kind
  of word one is talking about

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How do children learn new words?
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Learning New Words

• Through reading (the greatest impact)
• Through family hobbies, trips, and activities
• Television (greatest impact-educational shows and
  limited TV time)
• Through lessons teachers teach

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Incidental Word Learning
Listening to the teacher read aloud
Reading books independently
Participating in talk activities
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Incidental Word Learning
Listening to the teacher read aloud
is the most valuable way to increase incidental
word learning
they make connections to writing
they learning language unique to stories
they hear complex sentence structure
they hear more mature linguistic expressions
they learn new concepts and content
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Context Cues

• Help in word meaning
• Help us learn words we do not know
• Words, phrases, and sentences around the unknown
  word may tell us something about it
• Really helpful cues are close to the unknown
  word, usually in the same sentence
• Children need explicit instruction in how to
  recognize and use context cues
• Context cues include syntax (recognition of
  nouns, verbs, adjectives, adverbs, inflectional
  endings), definitions, synonyms, and examples.

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Incidental Word Learning
Reading books independently
the amount of time spent reading independently
is the best predictor of vocabulary growth after
2nd grade
provide these opportunities through reading
workshop and through literature circles
provide books at their level
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Incidental Word Learning
participate in grand conversations
have instructional conversations about
informational books
encourage children to pronounce and use new
vocabulary words
Participating in talk activities
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Children with larger vocabularies are
more capable readers and develop more word
knowledge through reading.
Word knowledge and achievement are closely
related.
Capable readers become better readers
because they read more, and the books they read
are more challenging and have sophisticated
vocabulary words.
This is an example of the Matthew Effect which
means the rich get richer and the poor get
poorer.
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Explicit Teaching of Words

• Highlight important vocabulary words related to
  literature, themes, and units

• Teach minilessons about compound words, synonyms,
  antonyms, multiple meanings of words, and other
  word study skills

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Frayer Method to Teach New Concepts

• Define the concept, giving its special attributes
• Distinguish between the concept and others that
  are similar but different
• Give examples of the concept and explain what
  makes them good examples
• Provide non-examples of the concept
• Present examples and non-examples of the concept
  and ask children to distinguish between them
• Ask students to find examples and non-examples of
  the concept and explain why they are examples and
  non-examples. Provide feedback on their examples
  and explanations.

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Keyword Method

• Students create vivid, rich mental pictures to
  help them remember word meanings
• Examine the word to be learned
• Look for a word within the word (or group of
  letters) that will serve as the keyword
• Form a mental image that incorporates the meaning
  of the keyword and the meaning of the target word

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Effective Instruction

• Connections to background knowledge using concept
  clusters vs. instruction in isolation
• Repetition 8-10 times for automaticity
• Higher-level word knowledge vs. memorization
• Strategy learning for learning new words
  independently
• Meaningful use in activities where children are
  actively involved in word study and use of words
  in projects related to literature
• Apply all of these to minilesson instruction

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Guidelines for Teaching Vocabulary

• Choose words to study
• Highlight words on Word Walls
• Develop full word knowledge (multiple meanings,
  endings, figurative meanings)
• Teach minilessons
• Plan word-study activities (word posters, word
  maps, dramatize words, word sorts, word chains,
  and semantic features)
• Read aloud to children every day
• Promote wide reading (15 minutes in grades 1-3,
  30 minutes in grades 4-8)

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Guidelines for Teaching Vocabulary

• See page 223 for other components to include in
  an effective vocabulary curriculum

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Vocabulary

• Article discussion
• What are the main points the authors are making?
• What do you understand about vocabulary
  instruction from these articles?