Welcome Back from Lunch!

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.html

5
How Vocabulary Ties Into Background Knowledge and
Comprehension

• Childrens 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 ComprehensionBefore 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/i
  ndex.html
• Activating Prior Knowledge Strategies
• Comprehension questioning strategies
• Visualization techniques
• http//www.readwritethink.org/professional-develop
  ment/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.