Embedding Reading Strategies into Instruction for Early Learners SPDG/SSIP Regional Meeting November 16-18, 2016 Jacqueline J. Edmond-Long, President Edmond Educational Enterprises, LLC Questions we will answer: How does the brain work as it relates to reading? What strategies can I use to further connect the circuitry in the reading brain? How and where do I embed these strategies into my instruction so that it positively impacts student outcomes? What are my tangible next steps with this new knowledge? PDB 1 Background of the Reading Brain • The Simple View of Reading • Normal Reader’s Processing Speed • Scarborough Rope Metaphor • Four Processing Systems The Human Brain was not made for Reading! Brain was developed for oral language Brain is flexible and able to change at any age Language centers of the brain are used to accommodate reading and writing Only 10% of all oral languages have developed a written code Reading and writing have to be explicitly taught in order to rewire the language centers for use Scientists are unable to make these changes to the brain. Teachers are able to do the work PDB 2 Page 1 The Simple View of Reading Decoding x Language = Reading Comprehension Comprehension (D) (LC) (RC) …..language comprehension relies on the ability to correctly process word and phrase meanings, sentence grammar, and discourse or text structure. Gough and Tunmer, 1986 Normal Reader’s Processing Speed Times indicated in milliseconds The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities University of Haifa, Mt. Carmel, Haifa Israel PDB 3 Page 1 The Scarborough Rope Metaphor LANGUAGE COMPREHENSION Background Knowledge Vocabulary Knowledge SKILLED READING Language Structures Fluent execution and coordination of word Verbal Reasoning recognition and text Literacy Knowledge comprehension WORD RECOGNITION Phonological Awareness Decoding (and Spelling) Sight Word Recognition “Reading is a multifaceted skill, gradually acquired over years of instruction and practice.” Scarborough, 2001 Four Processing Systems Phonological Processor Orthographic Processor Meaning Processor Context Processor PDB 4 Page 2 LETRS® Module 1, 2nd Edition, Louisa Moats, Ed.D. http://cdn2.hubspot.net/hubfs/208815/2014-15_SchoolYear/LETRS/169261_Letrs2E_M1_29-38.pdf Page 2 file:///C:/Users/Administrator/Downloads/4%20Part%20Processing%20for%20Word%20Recognition%20(2).pdf PDB 5 Pages 3 - 4 Four Processors Jigsaw Activity: Count off 1-4 at your table. Read through your respective section. (5 minutes) 1) Phonological Processor 2) Orthographic Processor 3) Meaning Processor 4) Context Processor In Round Robin fashion, and using the diagrams on p. 2, explain your section to the group. (3 minute intervals) Debrief whole group Page 5 Four Processors Partner Activity: Which processing system(s) is/are primarily at work? 1. Read each sentence. 2. Determine which processor(s) is/are primarily at work. 3. Write the corresponding letter on the line. PDB 6 Page 5 Embedding Strategies into Instruction PDB 7 Activities to Strengthen the Phonological Processor Rapid Naming is your ability to do these tasks quickly and fluently Page 6 Activities to Strengthen the Phonological Processor Phonemic Awareness Activities Syllable Awareness Activities Nursery Rhymes and Fingerplays Alliteration PDB 8 Page 6 Activities to Strengthen the Phonological Processor Phonemic Awareness Activities Syllable Awareness Activities Nursery Rhymes and Fingerplays Alliteration SHARE TWO THINGS THAT YOU’VE LEARNED WITH A “NEW TO YOU” PARTNER! Page 6 Activities to Strengthen the Orthographic Processor Speech to print/print to speech Sight Words – Say-Spell-Say – Say-Trace-Write Sight Word Flash Cards Fluency Charts – Letter names – Letter sounds – Phonologically predictable words – Sight Words PDB 9 Decoding – Fluency Rapid Letter Naming Assessments (RAN/RAS) Wolf & Denckla, 2004 Pro-Ed Rapid Automatized Naming/Rapid Alternating Stimuli Page 6 Activities to Strengthen the Orthographic Processor Speech to print/print to speech Sight Words – Say-Spell-Say SHARE TWO THINGS THAT YOU’VE – Say-Trace-Write LEARNED WITH Sight Word Flash Cards AN ELBOW Fluency Charts PARTNER! – Letter names – Letter sounds – Phonologically predictable words – Sight Words PDB 10 Activities to Strengthen the Meaning Processor Multiple Meaning Map Breaking Down Definitions Vocabulary Note Cards Using Context Clues Pages 7 - 8 PDB 11 Page 9 Breaking Down Definitions STEP 1: Using paper folded into thirds, write the word in the left column. STEP 2: Begin breaking down the definition by finding the category. Write the category next to a dash in the middle column. STEP 3: Add the rest of the information in the definition next to the bullets in the middle column using words and phrases. STEP 4: Add an example or illustration in the far right column. REMEMBER this must be continually modeled. Page 9 Breaking Down Definitions vocabulary /voʊˈkæbjəˌleri/ (noun) – all of the words known and used by a person She has learned a lot of new vocabulary. plead /’pli:d/ (verb) - to ask for something in a serious and emotional way – He begged and pleaded, but she would not change her mind. PDB 12 Page 9 Vocabulary Note Cards tornado PDB 13 Page 4 Using Context Clues 1. Underline the word “lexicon”. 2. Read the sentence that contains the word. Find the word(s) that give(s) us a clue to where the meaning of the word is. 3. Draw an arrow to the words that define the word “lexicon”. 4. Double underline the definition. The meaning processor stores the inventory of known words, organizes the mental dictionary or lexicon, and constructs… Activities to Strengthen the Meaning Processor Multiple Meaning Map Breaking Down Definitions Vocabulary Note Cards Using Context Clues SHARE TWO THINGS THAT YOU’VE LEARNED WITH A “NEW TO YOU” PARTNER! PDB 14 Activities to Strengthen the Context Processor Using Think-Alouds to demonstrate Meta- cognitive Strategies “Targeted Reader” – Lexile Matching Reading Techniques Summarizing – “Did I understand what I just read?” Using Context Clues Using Think-Alouds Think-Alouds can be modeled on the following meta-cognitive strategies: Predicting Questioning Visualizing Connecting to text Summarizing Text Structures and Features PDB 15 Text Structures Informational Narrative Beginning Introduction • Characters N • Setting O S E S Middle C E • Problem/Conflict R C Body • Events E R • Plot T E S T S End Conclusion • Solution • Outcomes Text Structures Narrative Informational Character(s) Cause/Effect Setting Compare/Contrast Problem/Conflict Description Events Chronology/Sequence Resolution/Outcomes Problem/Solution Theme PDB 16 Text Features Graphic Aids Print Features Illustrations Represent information in a Expand meaning of Patterns of Organization specific way text Table of Contents Diagrams Maps Photos Index Flow Diagrams Charts/Tables Drawings Glossary Sketches Cross Sections Magnification Preface Comparisons Overlays Appendix Graphs Time lines Organizational Features Help find important information Bold print Bullets Sub headings Colored print Titles Captions Italics Headings Labels/sidebars Pages 10-12 Lexile Matching Everyone reads – What is a Lexile? – Lexile Reader Measure – Lexile Text Measure – “Targeted” Reader Using your own words, rewrite the meaning of a “Targeted” Reader at the bottom of p. 12. Summarize your reading with an elbow partner PDB 17 Page 10 Reading Techniques Choral Cloze Procedure Shadow Reading (ELLs) Guided Group Reading • Echo Reading • Round Robin Reading Choral (Group) Reading • Popcorn Reading Partner Reading Silent Reading (with monitoring) SUMMARIZE FOLLOWING EACH PARAGRAPH TO ENSURE READING COMPREHENSION! Summarizing “Did I understand what I just read?” SUMMARIZE FOLLOWING EACH PARAGRAPH TO ENSURE READING COMPREHENSION! PDB 18 Page 10 Using Context Clues 1. Underline the words “Lexile measure”. 2. Read the sentence that contains the words. Find the word(s) within the sentence that give(s) us a clue to where the meaning of the word is. 3. Draw an arrow to the words that define the words “Lexile measure”. 4. Double underline the definition. Activities to Strengthen the Context Processor Using Think-Alouds to demonstrate Meta- cognitive Strategies “Targeted Reader” – Lexile Matching Reading Techniques Summarizing – “Did I understand what I just read?” Using Context Clues SHARE TWO THINGS THAT YOU’VE LEARNED WITH AN ELBOW PARTNER! PDB 19 REFLECTION 4 Strategies that you will incorporate into your upcoming lessons and where 3 Immediate tangible next steps 2 POMS that resonated with you 1 Tool that you have to help you get started Ticket out the Door Activity: Inside/Outside Circle 4 Strategies that you will incorporate into your upcoming lessons and where 3 Immediate tangible next steps 2 POMS that resonated with you 1 Tool that you have to help you get started PDB 20 Edmond Educational Enterprises, LLC Office/Fax: 610.394.0558 Mobile: 267.258.5610 Email: [email protected] Website: www.EdmondEducational.com “It’s All About The Students” The contents of this topic area were developed under a grant from the US Department of Education, #H323A120009. However, the contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal PDB 21 Government. Project Officer, Jennifer Coffey..