English Language Arts Module 2: Balanced Literacy

English Language Arts Module 2: Balanced Literacy
English Language Arts & Reading

ELA Module 2: Generalist EC-6 Educator Standards
Standard I. Oral Language: Teachers of young students understand the importance of oral language, know the developmental processes of oral language, and provide a variety of instructional opportunities for young students to develop listening and speaking skills. Standard II. Phonological and Phonemic Awareness: Teachers of young students understand the components of phonological and phonemic awareness and utilize a variety of approaches to help young students develop this awareness and its relationship to written language. Standard III. Alphabetic Principle: Teachers of young students understand the importance of the alphabetic principle to reading English, know the elements of the alphabetic principle, and provide instruction that helps students understand that printed words consist of graphic representations that relate to the sounds of spoken language in conventional and intentional ways. English Language Arts & Reading

ELA Module 2: Generalist EC-6 Educator Standards
Standard V. Word Analysis and Decoding: Teachers of young students understand the importance of word analysis and decoding to reading and provide many opportunities for students to improve word analysis and decoding abilities. Standard VI. Reading Fluency: Teachers of young students understand the importance of fluency to reading comprehension and provide many opportunities for students to improve reading fluency. Standard VII. Reading Comprehension: Teachers of young students understand the importance of reading for understanding, know the components of comprehension, and teach young students strategies for improving comprehension. Standard X. Assessment and Instruction of Developing Literacy: Teachers understand the basic principles of assessment and use a variety of literacy assessment practices to plan and implement literacy instruction for young students. English Language Arts & Reading

ELA Module 2: Grades 4-8 Educator Standards
Standard I. Oral Language: Teachers of students in grades 4-8 understand the importance of oral language, know the developmental processes of oral language, and provide a variety of instructional opportunities for young students to develop listening and speaking skills. Standard III. Word Analysis Skills and Reading Fluency: Teachers understand the importance of word analysis skills (including decoding, blending, structural analysis, sight word vocabulary) and reading fluency and provide many opportunities for students to practice and improve their word analysis skills and reading fluency. Standard IV. Reading Comprehension: Teachers understand the importance of reading for understanding, know the components of comprehension, and teach students strategies for improving their comprehension. Standard VIII. Assessment of Developing Literacy: Teachers understand the basic principals of assessment and use a variety of literacy assessment practices to plan and implement instruction. English Language Arts & Reading

ELA Module 2: Grades 8-12 Educator Standards
Standard I. English language arts teachers in grades 8-12 know how to design and implement instruction that is appropriate for each student, that reflects knowledge of the Texas Essential Knowledge and Skills (TEKS), that integrates all components of the English language arts (i.e., reading, writing, listening/speaking, viewing/representing), and that is based on continuous assessment. Standard II. English language arts teachers in grades 8-12 understand the processes of reading and teach students to apply these processes. Standard VIII. English language arts teachers in grades understand oral communication and provide students with opportunities to develop listening and speaking skills. English Language Arts & Reading

Components of Balanced Literacy
Oral Language Phonemic and Phonological Awareness Alphabetic Principle (*Region 4 includes this one, many publications only refer to the other 5 components) Word Study/Literacy Development Reading Fluency Comprehension English Language Arts & Reading

Oral Language English Language Arts & Reading

Listening Comprehension
Listening and speaking go hand in hand. Good listening skills will produce good speakers.

Listening Students develop important reading comprehension strategies through listening comprehension. Students develop good oral language skills through activities to promote listening comprehension.

Listening Comprehension Development
Instructional Strategies for Listening Development Reading aloud books, both narrative and expository. Combining listening comprehension activities with expressive oral language activities.

Differences in Quantity of Words Heard
In a typical hour, the average child will probably hear 616 words Welfare 1,251 words Working Class 2,153 words Professional

Quantity and Quality Differences
Quantity of words heard in a typical hour Quality of words heard in a typical hour 5 affirmations 11 prohibitions 12 affirmations 7 prohibitions 32 affirmations 5 prohibitions Welfare Working Professional 616 words 1,251 words 2,153 words Hart,B. & Risley, T. (1995) Meaningful Differences in the Everyday Experience of Young America Children. Baltimore: Paul H .Brookes.

Importance of Adult-Child Conversations
Talking to adults is children’s best source of exposure to new vocabulary and ideas. Starting Out Right, 1999. As a teacher, they are listening to every word you say! MODEL, MODEL, MODEL.

Why is Home Literacy an Important Factor?
Home literacy is a determining variable in the acquisition of school literacy. Snow, 1983

Why is Home Literacy an Important Factor?
Early readers typically come from homes in which storybook reading is a frequent event. Clark, 1984; Durkin, 1974/1975

Oral Language Development
Optimal Oral Language Development Scaffolding to Promote Development Click to climb the scaffold Provide feedback Child’s Current Oral Language Development Promote questions and conversation Request clarification Recast and expand ideas Use questions and prompts Model extended language

Oral Language Development
Instructional Strategies to develop Oral Language Circle time experiences Read-aloud sessions Center time Small group or one-to-one instruction

Circle Time Experiences
Sharing time Show and tell News of the day Content-area discussions to build vocabulary Finger-plays Songs, chants, poems, nursery rhymes

Read-Aloud Sessions Improve vocabulary Build word knowledge
Strengthen extended discourse Provide opportunities to explore the sounds, rhythms, and patterns of spoken language

Things to Remember Before Reading Aloud
Read-Aloud Sessions Things to Remember Before Reading Aloud Choose books for read-alouds on a variety of topics. Use appropriate before-reading strategies. Build background knowledge. Pre-teach new words and concepts.

Things to Remember During Reading Aloud
Read-Aloud Sessions Things to Remember During Reading Aloud Spend time on traditional tales and nursery rhymes. Be animated. Pause for discussion. Don’t always show the illustrations; allow the children to develop visualization skills.

Things to Remember After Reading Aloud
Read-Aloud Sessions Things to Remember After Reading Aloud Use appropriate after-reading strategies. Discuss both simple (explicit) and complicated (implicit) questions. Repeat – read favorite books. Engage in story retelling.

Ask Questions After Reading
Questions & Responses Ask Questions After Reading Simple Explicit Who? What? When? Where? Responses Recall facts, events, and names Focus on information in the text Rephrase text that has just been read Complex Implicit How? Why? What if? Responses Move away from what can be seen on the page Analyze and elaborate information Focus on thinking about what has been read and prior knowledge (making inferences) Make connections

Repeated Readings Repeated story readings give children the opportunities to deal with text on a variety of levels. Morrow, 1988

Repeated Readings After subsequent readings of the same text, children’s comments and questions increase. Martinez & Rose, 1985 They discuss more aspects of the text and in greater depth. Snow, 1983; Snow & Goldfield, 1983

Steps to Successful Story Retells
Children retell independently. Children retell with teacher support. Teacher models story retell with props. Teacher reads story aloud.

Ten Ways to Retell a Story
Oral response Puppets Dramatization Pretend-read to a stuffed animal Roll-paper movie Flannel-board Tell it to an adult Tell it on a tape Draw and tell Pretend-read with a friend

Modes of Assessment for Oral Language
Observe children Monitor daily activities Keep anecdotal records Collect samples of work Use checklists Conduct progress monitoring assessments

Assessment Requires using formal and informal assessments to
Determine what children know; Determine what could be understood by the child with more practice and experience; Plan and guide instruction for each child; Provide information for teacher reflection about instructional practices; and Provide information for modification of curriculum, instructional activities, and classroom routines as needed.

Summary Oral Language is the first step in Reading.
Connection between Listening and Speaking Children must learn how to listen and to speak in order to be able to read. VARIATIONS do occur.

Phonemic & Phonological Awareness

Phonemic & Phonological Awareness
PHONICS the SOUNDS that LETTERS make; used to sound out / DECODE what words say

Phonological Awareness
“The term refers to a general appreciation of the sounds of speech as distinct from their meaning. When that insight includes an understanding that words can be divided into a sequence of phonemes, this finer-grained sensitivity is termed phonemic awareness.” Snow, Burns, & Griffin, 1998, p. 51

Phonemic Awareness The ability to HEAR the separate sequence of sounds in spoken words (involves auditory processing only).

The most common barrier to learning word reading skills…
Phonemic Awareness The most common barrier to learning word reading skills… The inability to process language phonologically. Liberman, Shankweiler, & Liberman, 1989

Phonemic Awareness How do you teach it?
Teach by blending and segmentation at the phoneme or sound break. These are 2 critical skills that must be taught. This is an auditory task.

Phonemes Phonemes – smallest unit of sound in spoken language.
The ability to hear and manipulate phonemes plays a crucial role in the acquisition of beginning reading skills. The sound units (phonemes) are not inherently obvious and must be directly taught. Although there are 26 letters in the English language, there are approximately 40 phonemes, or sound units, in the English language.

Phonemic Awareness Critical Skills Isolate the sound
Example: The first sound in map is /mmmm/. Blending – put together Example: /mmm/ – / aaaa/ – /pppp/ is map. Segmenting – pull apart Example: The sounds in map are /mmm/ – /aaa/ – /pppp/

Phonemic Awareness Phonemic awareness is an auditory skill
Once children can understand the sound, then teachers can introduce the letters and manipulate them to form sounds and words.

Phonemic Awareness Other ways to teach phonemic awareness
Identify whether pairs of similar words are the same or different Identify whether words rhyme Identify whether words begin or end with the same sound

Building Phonemic Awareness
Rhyme – usually the first experience with language cat hat mat fat Alliteration – attention on initial phonemes seven silly songs Syllables – segmenting words by sounds Education Ed/u/ca/tion Counting syllables – clap or tap

Building Phonemic Awareness
Onset – Initial consonant or consonant cluster of a one-syllable word. top /t/op shell /sh/ell Rime – The vowel and consonant following the onset. top t/op/ shell sh/ell/

Word Families it add, s, m, h, f en add d, k, b, m, t
Activity – Make Word Families it m s

Phonemic Skills Typical Development Pattern Claps words in sentences.
Distinguishes between which words sound the same and which are different. Identifies rhyming words. Produces a rhyming word. Can produce onset plus rhymes. Orally blends phonemes. Claps words in sentences. Claps syllables in words. Can identify initial, end then middle sound. Blends phonemes in 1 syllable word. Segments phonemes in 1 syllable word. Remember that all patterns have exceptions and variations may occur.

Assessing Phonemic Awareness
Assessment is used to drive and develop instruction. Assess to find their ‘readiness level’.

Phonemic Awareness Formal Assessments
Test of Phonological Awareness (TOPA) Torgeson, & Bryant (1993) Lindamood Auditory Conceptualization Test Lindamood, H., & Lindamood, P. C. (1979) Yopp-Singer Test of Phoneme Segmentation (K-1) Rosner-Simon Auditory Analysis Test (Grade 2+) Texas Primary Reading Inventory (TPRI) (K-2) Tejas Lee (Spanish Version)

Phonics Formal Assessments
Woodcock Reading Mastery Test or Woodcock-Johnson Psychoeducational Battery-Revised Diagnostic Assessments of Reading (DAR) Roswell & Chall (1992) Brigance Diagnostic Inventory of Essential Skills Brigance, (1980) Others…

Summary 2nd stage in reading Phonological and Phonemic Awareness
Use Informal / Formal Assessments to develop a plan.

Alphabetic Principle English Language Arts & Reading

Alphabetic Principle The ability to recognize that letters represent sounds and that words are read in a L to R order. Development Letter Recognition Letter-Sound Correspondence Sounding Out Words Words into Sentences

Teaching Alphabetic Principle
1st step – Letter Recognition Knowing the names of the letters of the alphabet. Knowing the sounds of the letters of the recognized letters of the alphabet. Knowing that the same letter can be presented in upper or lower case form.

2nd step – Letter-Sound Correspondence Is explicit and systematic. Presents initial instruction of the common sounds associated with individual letters. Progresses to blending sounds together to read words.

Teaching Letter-Sound Correspondences
Guidelines Teaching Letter-Sound Correspondences Teach more frequently-used letters and sounds. Establish a logical order of introductions (the order will vary according to curriculum adoptions and reading theorists). Begin with a productive sequence that permits student to make and read words as quickly as possible. Logical order of introduction.

Teaching Letter-Sound Correspondences
Guidelines Teaching Letter-Sound Correspondences Begin with continuous sounds. mmmm, ssss Add stop (clipped) sounds. d, p, t Introduce a few letter-sound correspondences at a time. By teaching 11 letter-sound correspondences, students can read over 100 words. Provide plenty of practice.

3rd Step – Sounding Out Words Students say each sound in a word and sustain that sound as they progress to the next. Students put those sounds together to make a whole word. This must be taught explicitly. Students sound out the letter-sound correspondences (silently) and then say the whole word.

Sounding out practice – direct instruction Start with short VC (vowel-consonant) and CVC (consonant-vowel-consonant) which have 2 or 3-letters in the words. Also, in which the letters represent their most common sounds in longer words (4 or 5-phoneme words). KISS - Keep It Sweet and Simple.

Sounding Out Words Introduce words that do not contain consonant blends (e.g., / st /, / tr /, / pl /) until students are proficient with consonant – vowel – consonant words. Begin with continuous sounds in early exercises to facilitate blending. Stop sounds may be used in final positions of words. Try to introduce words in context, or words that students are familiar with.

4th Step – Words to Sentences Use words from developed word lists before integrating into passages. Connect words to text. Introduce texts that are decodable. Allow opportunities to practice text to develop accuracy and fluency. Use sight words in text along with sounding out strategies.

Successful Readers Rely primarily on letter-sound correspondences in words rather than context or pictures to identity familiar and unfamiliar words. Have reliable strategies to decode words. During the alphabetic phase, students must have plenty of practice phonologically decoding the same words to become familiar with spelling patterns, so these words become automatic.

Remember Pronunciations of certain letter sounds in English and Spanish may vary from speaker to speaker depending upon the speaker’s region or country of origin. Small mirrors can be used to help students who are having difficulty pronouncing sounds. The combination of instruction in phonological awareness and letter-sounds appears to be the most favorable for successful early reading. Haskell, Foorman, & Swank, 1992

Summary Alphabetic Principle is the understanding that all letters in the English language represent sounds and that words are read in a L to R order. The Alphabetic Principle is crucial to the development of later reading success and is part of the development of reading.

Word Study / Literacy Development

Understandings about Reading Words
Students should come to understand Some letters can represent more than one sound Different letters can represent the same sound Sounds can be represented by a single letter or combination of letters

Instructional Word Study Strategies
How do you teach word analysis? Identify and blend together all of the letter-sound correspondences in words Recognize high frequency and irregular words Use common spelling patterns

Use structural clues such as compound words, base words, and inflections Use knowledge of word order and context to support pronunciation and confirm word meaning **District curriculum will help discern common patterns and order of word introduction.

Decoding Word Sorting Irregular Words Word Walls Letter Combinations Spelling Patterns Syllable Patterns

Word Study Strategies Decoding
Decoding is the process of converting printed words into their spoken forms by using knowledge of letter-sound correspondences and word structures. The goal of decoding instruction is to provide students with word study strategies for reading words.

Word Study Strategies Decoding Select words that
Consist of previously taught letters Progress from short VC and CVC words to longer words Are frequently used in texts Represent familiar vocabulary

Blend individual sounds without stopping between them Follow sounding out of a word with its “fast” pronunciation Move from orally sounding out words to silently “sounding out” words

Students begin decoding regular words when they 1. Know the sounds that letters make Phonemic Awareness 2. Know a few letter-sound correspondences Alphabetic Principle Students say the sounds for all the letters from left to right and blend the sounds together to pronounce and read regular words.

Decoding requires knowledge of the structures of the language Phonemic Graphophonemic Syllabic Morphemic

Concepts Revisited Review
Phonemic Awareness – The ability to hear and manipulate the sounds in spoken words, and the understanding that spoken words and syllables are made up of sequences of speech sounds Yopp, 1992 Graphophonemic Awareness – making the connection between letters (graphemes) and sounds Syllable – the break in a word Morphemes – the smallest unit of meaning

Word Study Strategies Word Sorting
Provide opportunities to make, sort, and read words that consist of letter-sound correspondences they have learned in English or Spanish Teachers can model and scaffold learning during lessons to help all students successfully apply newly acquired letter-sound knowledge

Word Study Strategies Word Sorting
During these lessons, students focus on individual phonemes in words and blending sounds together to read words Sorting words during the lesson encourages students to look carefully at the way words look and sound

Word Study Strategies Irregular Words
Consist of some letters that do not represent their most common sounds Can often be partially decoded to determine the correct pronunciation Tend to be high frequency words Sometimes referred to as sight words

Word Study Strategies Irregular Words
Teach the most frequently occurring irregular words Introduce irregular words before students encounter them in stories Limit the number introduced in a single lesson

Word Study Strategies Word Walls
Introduce and group words by different categories on a wall / board / chart Help students learn to read and spell important words

Word Study Strategies Word Walls
Select words from reading programs, high-frequency word lists, etc. Add a limited number of words gradually Display in a highly visible, accessible place

Word Study Strategies Word Walls Categorize words in a variety of ways
Alphabet (ABC order) # of letters in words CV, CVC, etc Incorporate a variety of word wall activities Encourage use of the word wall during independent reading and writing Provide many opportunities for practice

Word Study Strategies Letter Combinations
Letter combinations are groups of consecutive letters that represent a particular sound or sounds in words The most common combinations are usually taught first

Consonant blends – the combined sounds of two or three consonants that can occur in words. Consonant digraph – a combination of consonants that represent one unique sound.

Vowel combinations or pairs – two adjacent vowels in the same syllable representing a single speech sound. P / EA / CE – the / EA / makes one long e sound.

Word Study Strategies Spelling Patterns
Spelling patterns are letter sequences that frequently occur in a certain position in words. Spelling patterns are also known as phonograms. Words that contain the same phonogram form word families. (/ ack / back, jack, lack, knack)

Word Study Strategies Spelling Patterns
Decoding by analogy to known words. Students ask “What words do I know that look the same?” “What words do I know that end (or begin) with the same letters?”

Word Study Strategies Syllable Patterns
A syllable is a word or part of a word that is made with one opening of the mouth Every syllable has one vowel sound

Word Study Strategies Syllable Patterns
Help students make generalizations about words they can already pronounce Provide a strategy for pronouncing and reading unfamiliar words based upon their orthography or the way they are spelled

Syllable Patterns – Six Types
Word Study Strategies Syllable Patterns – Six Types Closed Syllable (CVC) Consonant / Vowel / Consonant Ends in at least one consonant, the vowel is short. Open Syllable (CV) Consonant / Vowel Ends in one vowel, the vowel is long.

Word Study Strategies Syllable Patterns – Six Types Vowel – Consonant - e (VCe or CVCe) Ends in one vowel, one consonant, and a final e. The final e is silent and the vowel is long. Vowel + r Syllable Has an r after the vowel, the vowel makes an unexpected sound.

Word Study Strategies Syllable Patterns – Six Types Vowel Pair Syllable Has two adjacent vowels. Each vowel pair syllable must be learned individually. Final Stable Syllable Has a final consonant - l - e combination or a non-phonetic but reliable unit such as -tion / shun /. The accent usually falls on the preceding syllable.

Word Study Strategies Compound words – two words that are put together to make a new word carport doorway daycare

Word Study Strategies Inflectional endings English: -s, -es, -ing, -ed
Spanish: -mente, -ito, -s, -es

Word Study Strategies Base words Un / friend / ly
How many more can you think of?

Word Study Strategies Suffixes and prefixes
English: re-, un-, con-, -ness, -ful

Word Study Strategies Syntax and Context Used to
Support word identification. Confirm word meaning. Student asks “Does that sound right here?’ “Does that make sense?”

Summary Word Study and Literacy Development is essential in the developing of Reading. There are many Word Study instructional strategies that can be used to enhance word analysis skills.

Reading Fluency English Language Arts & Reading

What is Fluency? Fluency is a combination of reading speed, accuracy and prosody Automaticity = comprehension

Fluency & Automaticity
is a precursor to effective fluency implies a quick and accurate level of recognition, such as the ability to quickly and accurately associate sounds with letters in order to read words is achieved through many opportunities for practice on a regular basis **it’s like driving a car-you do it automatically.

Why is Fluency Important?
Fluent readers are able to focus their attention on understanding the text and are therefore better able to interpret the text, make connections and analyze materials. NAEP, 1995

Why is Fluency Important?
Non-fluent readers must focus their energies on decoding and accessing the meaning of individual words, thus leaving little attention free for comprehension. Samuels and Laberge, 1974

Fluency and Comprehension
Fluent word recognition is the key to good reading comprehension. Fluency is related to listening and reading comprehension, vocabulary development, and motivation to read.

Assess Fluency Rates and Levels
Informal and Formal assessments can be used to determine a child’s fluency rate so that appropriate instruction can be developed and designed.

Fluency Progress If the goal is to improve fluency -then students MUST chose books and passages at their Independent Level so they can practice. Fluency should be assessed weekly for those readers who are struggling. Monitor Fluency Progress.

Instructional Fluency Strategies
lots of independent reading at their independent reading level – SSR repeated readings taped assisted reading echo reading shared reading choral reading partner reading readers’ theater

Summary The understanding that Fluency is connected with Reading.
Without Fluency there would be little comprehension. Fluency Rate - how many words are read per minute. Fluency Levels - the levels at which a child reads. Independent Level is the level to develop fluency.

Comprehension English Language Arts & Reading

What is Comprehension? Understanding what you have read
Learning from what you read and applying information It is more than just asking questions to assess student understanding

How Do We Instruct for Comprehension?
“Commonly, the instructional procedures for developing comprehension are to simply have students read material and answer questions However, reading and answering is TESTING comprehension not TEACHING comprehension.” Bell, N. (1991) Visualizing and verbalizing for language comprehension and thinking. Paso Robles, CA: Academy of Reading Publications.

Assessment Drives Instruction
Determining what students know and don’t know informs your instruction. Reading Inventories such as the TPRI and the TeJas Lee can be used as a diagnostic tool to help drive your instruction. There is a comprehension section of the TPRI which we will examine later.

Teaching Comprehension Strategies
You must EXPLICITY teach comprehension strategies TEACH What a given comprehension strategy is, why it’s important and when to use it Which comprehension strategies work best in certain instances How to apply different strategies to different types of texts and reading situations Expository and Narrative texts

Comprehension Strategies
Teacher Read Alouds Different Types of Texts Before Reading During Reading After Reading Graphic Organizers Questioning Strategies

Comprehension Strategies
Read Alouds Comprehension strategies can be demonstrated and modeled during teacher read alouds. All students, regardless of age and level of reading, need daily opportunities to hear good narratives and interesting expository books read aloud.

Different Types of Texts
Narrative Texts Tell stories Follow a familiar story structure Include short stories, folktales, myths, fables, autobiographies, biographies, fantasies, historical fiction, mysteries, science fiction, plays Expository Texts Informative Present information in different ways Provide a framework for comprehension of content-area textbooks Include informational books, content-area textbooks, newspapers, magazines, brochures, catalogues

Improving Comprehension
Asking questions Having meaningful discussions Using graphic organizers Can help students develop and extend meaning and make connections to personal experiences before, during, and after reading

Instructional Comprehension Strategies
The teacher teaches students how to monitor their understanding and comprehension by implementing Before Reading Strategies During Reading Strategies After Reading Strategies

Before Reading Strategies Prepare and make connections and predictions by activating prior knowledge Use K-W-L chart

K-W-L Charts Used with expository texts What I Know
What I Want to Know What I Learned What are some ways you use K-W-L Charts with your students?

During Reading Monitor understanding and correct any difficulties Use Fix Up Strategies – these are strategies that students can learn to use to monitor their understanding Example – Get the Gist

Get the Gist To identify the main idea / gist of the paragraph. Read 1 paragraph at a time. Determine the main idea by. Naming the who or what? The most important thing that happened to the who or what? Put it together in 10 words or less. Tell a partner. Write it down. Create a summary - Do this for each paragraph. Repeat with next paragraph - 5 paragraphs.

During Reading – Asking Questions Each group is to develop 1 question (broad) to be used as a fix up strategy. Post all the questions. Students are to refer to these questions as they read to monitor their understanding. Sample question – Does this make sense? You have just developed a reading center!

Before Reading Questions What does the title tell me about the story? Do I know anything about this topic already? Are there any pictures? What can the pictures tell me? What is my goal for reading this passage? What do I want to learn?

During Reading Questions Does this sentence make sense? Does this paragraph make sense so far? What have I learned? Do I still have questions? Write down the questions in the margin, or on sticky notes and place beside the area that is confusing, or the area that you may still have questions about.

After Reading Questions Did I learn any new words? Write them down in my dictionary. What was this mainly about? Can I summarize this and get the gist? What was the most important thing that I learned? Did I reach my goal? Is there anything else I want to learn about?

During Reading Other instructional strategies to use during reading Think – pair - share Turn to your neighbor Response cards Pinch cards Partner reading Choral reading Echo Reading

After Reading Provide summary of what was read and make connections. This helps students Identify what was most important. Make inferences. Remember what they read. Put all your “get the gists” together to make a complete summary. Fill in the L of the K-W-L chart.

Graphic Organizers Helps those visual learners connect to information Activates prior knowledge Helps students remember important elements Guides students to think about a passage in an organized manner

Graphic Organizers Some different types of graphic organizers include Webs K-W-L Charts Maps (e.g., brainstorming, story, concept, semantic) Venn diagrams Timelines

Putting It All Together
Did they understand what they read? Use questioning strategies to monitor comprehension understanding during the reading. Students can monitor their understanding by using the QAR question strategies.

Be Critical Thinkers and teach students to ask relevant questions. Introduce QAR – this is a questioning technique that transfers the control of questioning from the teacher to the students.

QAR - Question Answer Response Level 1 questions – the answers are right there in the passage. Level 2 questions – the answers are found in different parts of the text. Level 3 questions – the answer is mostly in the passage and partly in the reader’s mind.

Ask questions before, during, and after reading
Questions & Responses Ask questions before, during, and after reading Simple Explicit Who? What? When? Where? Responses Recall facts, events, and names. Focus on information in the text. Rephrase text that has just been read. Complex Implicit How? Why? What if? Responses Move away from what can be seen on the page. Analyze and elaborate information. Focus on thinking about what has been read and prior knowledge (making inferences). Make connections.

Assessment Drives Instruction
Did they understand what they read? If not, go back and determine what they need to work on Explicit / Implicit Questions Fluency Word Recognition Alphabetic Principle

Summary Comprehension is the goal in reading.
Comprehension is NOT just answering questions. Effective comprehension instruction helps students understand what they read to become strategic, metacognitive readers.

Conclusion English Language Arts & Reading

Balanced Literacy Components
Oral Development Phonological Awareness Alphabetic Principle Word Study/Literature Development Fluency Comprehension

English Language Arts Module 2: Balanced Literacy

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