1. 1 Read, Write, and Learn! Kim Larson Response to Intervention July 31, 2007

2. 2 Reading is learning – connecting information to the knowledge that one already has, creating new knowledge and understandings. Reading is learning – connecting information to the knowledge that one already has, creating new knowledge and understandings.

3. 3 Vocabulary Development

4. 4 Why Teach Vocabulary? “Vocabulary is strongly associated with reading comprehension and is an integral component of reading instructional programs.” Baumann et al, 2005 “Vocabulary is strongly associated with reading comprehension and is an integral component of reading instructional programs.” Baumann et al, 2005

5. 5 How Many Words Do Students Know? Entering school: 2,500 to 26,000 Entering school: 2,500 to 26,000 Leaving college: 19,000 to 200,000 Leaving college: 19,000 to 200,000 What is agreed upon: students add approximately 2,000 to 3,500 distinct words yearly to their reading vocabularies What is agreed upon: students add approximately 2,000 to 3,500 distinct words yearly to their reading vocabularies Hiebert, 2005 Entering school: 2,500 to 26,000 Entering school: 2,500 to 26,000 Leaving college: 19,000 to 200,000 Leaving college: 19,000 to 200,000 What is agreed upon: students add approximately 2,000 to 3,500 distinct words yearly to their reading vocabularies What is agreed upon: students add approximately 2,000 to 3,500 distinct words yearly to their reading vocabularies Hiebert, 2005

6. 6 “A vocabulary instructional program should be multifaceted, or have multiple components.” Baumann et al, 2005 “A vocabulary instructional program should be multifaceted, or have multiple components.” Baumann et al, 2005

7. 7 Graves’ Four-Pronged Vocabulary Program Provide Frequent, Varied, and Extensive Language Experiences Provide Frequent, Varied, and Extensive Language Experiences Teach Individual Words Teach Individual Words Teach Word Learning Strategies Teach Word Learning Strategies Foster Word Consciousness Foster Word Consciousness Graves, 2005 Provide Frequent, Varied, and Extensive Language Experiences Provide Frequent, Varied, and Extensive Language Experiences Teach Individual Words Teach Individual Words Teach Word Learning Strategies Teach Word Learning Strategies Foster Word Consciousness Foster Word Consciousness Graves, 2005

8. 8 Selecting Words to Teach Three sources can be useful: Word lists Word lists Selections students are reading, writing, or listening to Selections students are reading, writing, or listening to Students themselves Students themselves Graves, 2005 Three sources can be useful: Word lists Word lists Selections students are reading, writing, or listening to Selections students are reading, writing, or listening to Students themselves Students themselves Graves, 2005

9. 9 Word Lists – 25 Common Spanish-English Cognates – 1,000 Most Frequent Words in Text (Grades 3-9) – Word Zones List http://textproject.org/resources – 25 Common Spanish-English Cognates – 1,000 Most Frequent Words in Text (Grades 3-9) – Word Zones List http://textproject.org/resources

10. 10 Teaching Word Learning Strategies More than 60% of the new words that readers encounter can be broken down into meaningful parts. Nagy et al, 1989 More than 60% of the new words that readers encounter can be broken down into meaningful parts. Nagy et al, 1989

11. 11 Teaching Word Learning Strategies About 230,000 words, 170,000 inflections, and another 100,000 proper names are to be found in printed school English (reading materials for students in grades 3-9. About 230,000 words, 170,000 inflections, and another 100,000 proper names are to be found in printed school English (reading materials for students in grades 3-9. This volume reduces to 88,533 word families. This volume reduces to 88,533 word families. About 230,000 words, 170,000 inflections, and another 100,000 proper names are to be found in printed school English (reading materials for students in grades 3-9. About 230,000 words, 170,000 inflections, and another 100,000 proper names are to be found in printed school English (reading materials for students in grades 3-9. This volume reduces to 88,533 word families. This volume reduces to 88,533 word families. Nagy and Herman, 1987

12. 12 Prefixesand Suffixes That Account for Approximately 75% of Affixed Words Prefixes and Suffixes That Account for Approximately 75% of Affixed Words White, Sowell, & Yanagihara, 1989

13. 13 Fostering Word Consciousness Be a positive model – demonstrate how word play can be interesting and enjoyable and how word learning can be fun. Be a positive model – demonstrate how word play can be interesting and enjoyable and how word learning can be fun. Have fun with words. Have fun with words. Promote student use of vocabulary learned at school in non-school contexts. Promote student use of vocabulary learned at school in non-school contexts. Graves, 2005 Be a positive model – demonstrate how word play can be interesting and enjoyable and how word learning can be fun. Be a positive model – demonstrate how word play can be interesting and enjoyable and how word learning can be fun. Have fun with words. Have fun with words. Promote student use of vocabulary learned at school in non-school contexts. Promote student use of vocabulary learned at school in non-school contexts. Graves, 2005

14. 14 FluencyFluency

15. 15 Why Teach Fluency? “For the reader, fluency requires good decoding skills, the strategies to orchestrate these in reading real text, and comprehension to monitor what is being read to make sure it sounds like language.” Beers, 2003 “For the reader, fluency requires good decoding skills, the strategies to orchestrate these in reading real text, and comprehension to monitor what is being read to make sure it sounds like language.” Beers, 2003

16. 16 Why Teach Fluency? “For the teacher, listening to students read and charting their development in fluency is also a way to measure the effect of instruction and to provide input for further instructional planning.” Beers, 2003 “For the teacher, listening to students read and charting their development in fluency is also a way to measure the effect of instruction and to provide input for further instructional planning.” Beers, 2003

17. 17 How Do You Teach Fluency? Modeling Modeling AssistedReading Assisted Reading Guidance or Feedbackfrom a Partner Guidance or Feedback from a Partner Appropriate Feedback Appropriate Feedback Shanahan, Hasbrouck, 2005 Modeling Modeling AssistedReading Assisted Reading Guidance or Feedbackfrom a Partner Guidance or Feedback from a Partner Appropriate Feedback Appropriate Feedback Shanahan, Hasbrouck, 2005 Students benefit from:

18. 18 How Do You Teach Fluency? Informational text is excellent for fluency practice as the important words related to the content that students are learning are repeated over and over.

19. 19 Samuel’s Model for Fluency Instruction 1. Student selects passage at correct level (not too easy, not too hard) – from 50 to 500 words 2. Make a chart for recording word-recognition errors and speed 3. Student reads selection; teacher or volunteer records speed and number of errors 4. Student practices reading selection on own 5. Testing-reading cycle is repeated until student can read on own with some degree of fluency - when goal is reached, a new selection is selected and process is repeated Jay Samuels, 1994 1. Student selects passage at correct level (not too easy, not too hard) – from 50 to 500 words 2. Make a chart for recording word-recognition errors and speed 3. Student reads selection; teacher or volunteer records speed and number of errors 4. Student practices reading selection on own 5. Testing-reading cycle is repeated until student can read on own with some degree of fluency - when goal is reached, a new selection is selected and process is repeated Jay Samuels, 1994

20. 20 MotivationandEngagementMotivationandEngagement

21. 21 Motivation Establish purpose Establish purpose Reason for reading Reason for reading Active, student-centered instruction Active, student-centered instruction Give students a reason to read! Motivation Establish purpose Establish purpose Reason for reading Reason for reading Active, student-centered instruction Active, student-centered instruction Give students a reason to read! Key Components to Supporting Students as Readers:

22. 22 Relevance Relevance Choices Choices Success Success Collaboration Collaboration Thematic Understanding Thematic Understanding Guthrie, 2006 Relevance Relevance Choices Choices Success Success Collaboration Collaboration Thematic Understanding Thematic Understanding Guthrie, 2006 Classroom & Curriculur Practices for Engaged Reading

23. 23 Wide Reading

24. 24 Wide Reading “When instruction is designed to engage students in more reading and in reading more widely than they might otherwise do, when instruction is planned so that students write about their reading, students build their capacity to comprehend.” Underwood and Pearson, 2004 “When instruction is designed to engage students in more reading and in reading more widely than they might otherwise do, when instruction is planned so that students write about their reading, students build their capacity to comprehend.” Underwood and Pearson, 2004

25. 25 Wide Reading Research suggests that if students read 20 minutes per day in school, and 20 minutes per day outside of school, there will be improvement in: vocabulary decoding skills writing skills fluency comprehension skills and there will be an increased motivation and interest in reading. Research suggests that if students read 20 minutes per day in school, and 20 minutes per day outside of school, there will be improvement in: vocabulary decoding skills writing skills fluency comprehension skills and there will be an increased motivation and interest in reading.

26. 26 Reading Volume: Reciprocal Effects The Results: Strong Reading Skill Increased Reading Volume Increased Motivation to Read More Rewarding Reading Experiences Increased Reading Comprehension Increased Vocabulary Increased Decoding Skills Increased Fluency Increased Reading Volume

27. 27 Reading Volume: Reciprocal Effects By Contrast: Poor Reading Skill Limited Reading Volume Limited Motivation to Read Unrewarding Reading Experiences Marginal Gains in Reading Comprehension Marginal Gains in Vocabulary Marginal Gains in Decoding Skills Marginal Gains in Fluency Limited Reading Volume

28. 28 Reading Volume: Variance by Ability Average number of words read by good and struggling readers during five reading group sessions in 1 st, 3 rd, and 5 th grades

29. 29 Words Read Per Year Estimated Differences for In-School Reading Volume for Middle Grades

30. 30 Strategy Instruction

31. 31 “When students are able to select appropriate skills to apply independently according to the task before them, strategic reading takes place.” Daggett, 2003 “When students are able to select appropriate skills to apply independently according to the task before them, strategic reading takes place.” Daggett, 2003 Effective Readers

32. 32 Comprehension Instruction Preparing for Reading Activities Preparing for Reading Activities Developing Vocabulary Activities Developing Vocabulary Activities Understanding and Using Text Structure Knowledge Activities Understanding and Using Text Structure Knowledge Activities Questioning Activities Questioning Activities Information Processing Activities Information Processing Activities Summarizing Activities Summarizing Activities Notetaking Activities Notetaking Activities Voluntary or Recreational Reading Activities Voluntary or Recreational Reading Activities Flood, Lapp, and Fisher, 2003 Preparing for Reading Activities Preparing for Reading Activities Developing Vocabulary Activities Developing Vocabulary Activities Understanding and Using Text Structure Knowledge Activities Understanding and Using Text Structure Knowledge Activities Questioning Activities Questioning Activities Information Processing Activities Information Processing Activities Summarizing Activities Summarizing Activities Notetaking Activities Notetaking Activities Voluntary or Recreational Reading Activities Voluntary or Recreational Reading Activities Flood, Lapp, and Fisher, 2003

33. 33 WritingWriting

34. 34 Why Write? * Improves reading skills * Improves reading skills *Helps students formulate thoughts and ideas *Allows students to use the words they are learning *Allows students the opportunity to demonstrate comprehension through re-writing

35. 35 Beginning of Year: Building Confidence The reluctant writer… “I don’t have anything to write about!” “I don’t have anything to write about!” “I don’t know how to write!”

36. 36 Beginning of Year: Building Confidence Choosing Topics ModelPracticeExplore Talk/Listen about Writing

37. 37 Supplies for an Effective Writing Environment Writing supplies Writing supplies - different types of writing tools - different types of paper Word lists: teacher made, student made, purchased (dictionaries) Word lists: teacher made, student made, purchased (dictionaries) Books, magazines, newspapers, etc. Books, magazines, newspapers, etc. Markers, colored pencils, crayons for illustrations, tape, staplers… Markers, colored pencils, crayons for illustrations, tape, staplers… Computers Computers Other … Other …

38. 38 Components of a Writing Program Daily Journal Writing Daily Journal Writing Writers Workshop, Writing Groups, Publishing Writers Workshop, Writing Groups, Publishing Writing in Response to Reading Writing in Response to Reading Daily Sharing Daily Sharing Teacher/Student Led Mini-Lessons Teacher/Student Led Mini-Lessons Portfolio Collections Portfolio Collections

39. 39 Home/School Connection  Students take home selected pieces of writing on regular basis– include student pre-planning / parent response sheet for student support and documentation  Invite parents to participate in classroom writing activities  After-School Writing Club that includes parents

40. 40 Fisher, Brozo, Frey, and Ivey. 2007. 50 Content Area Strategies for Adolescent Literacy. Pearson-Merrill Prentice Hall: Upper Saddle River, New Jersey. Graves, Michael. 2006. The Vocabulary Book: Learning & Instruction. Teachers College Press: New York. International Reading Association - http://www.reading.org National Council of Teachers of English - http://www.ncte.org National Writing Project - http://www.writingproject.org Resources

41. 41 Nebraska Department of Education Continuous Improvement Toolkit - http://www.nde.state.ne.us/CIPToolkit Nebraska Department of Education Reading/Writing Website - http://www.nde.state.ne.us/read Nebraska Writing Project - http://www.unl.edu/newp TextProject - Freddy Hiebert’s website word lists and research articles related to reading instruction http://textproject.org Stillman, Peter. 1998. Families Writing. Calendar Island Publishers: Portland, Maine. Resources

42. 42 Kim Larson Reading/Writing Director NE Dept. of Education kim.larson@nde.ne.gov