LA Test 2

Main Focus: 6 C's of Motivation in Reading, The Five Writing Stages, Podcast 1 and 2

6 C’s of Motivation in Reading

6 C’s of Motivation in Reading

1. Choice

2. Challenge

3. Control

4. Collaboration

5. Constructing Meaning

6. Consequences

Choice

allowing students to select their books

Challenge

students enjoy more difficult/harder reading

Control

sharing the ___________of texts and tasks in the classroom with the teacher is associated with greater reading engagement

Collaboration

discussing, interacting, and working with others to construct meaning of texts

Constructing Meaning

 requires the conscious selection, control, and use of various cognitive comprehension strategies while engaged in reading text

Consequences

the nature of the outcomes expected within a specified amount of time

5 Important Writing Stages

1. Scribbling and Drawing Stage

2. Pre-Phonemic Stage

3. Early Phonemic Stage

4. Letter-Naming Stage

5. Transitional Stage

Scribbling and Drawing Stage

• Circles, curved lines, letter-like forms

• Can look like adult cursive writing

• Linear: moving left to right

• Children tell the meaning of the scribbles when asked

• Recursive writing (the tendency to reuse and repeat certain scribblings and drawings)

Scribbling and Drawing

Prephoneimic

Early Phonics

Letter-Naming

Transitional

Pre-Phonemic Stage

• Real letters are used including capital letters

• Letters are placeholders for meaning, not as representations of phonemic values

• Looks like a bunch of random letters in multiple rows

Early Phonemic Stage

• Letters - usually capitalized consonants - to represent words

• Children now know letters represent sound values

• Children write words represented by one or two constant letters - usually the beginning or ending sound of the word

• House = H S

Letter Naming Stage

• Use of more than one or two consonants with at least one vowel to represent the spellings of words

• Vowels start appearing in writing

• Writing left to right

• Not yet reading independently

• Rainbow = Ranbo

Transitional Stage

• Sometimes missing the final silent e

• Familiar phonic elements are substituted for less familiar phonic elements

• Double consonants are typically neglected

• Top-to-bottom arrangement

• Spellings may be unconventional but look like English

• Possessives, punctuation, and standard letter - or - note writing format

• Use conventional spelling, grammar, and mechanics

OCSUS Test

The score provide insight into how well student’s select, apply, and regulate their use of comprehension strategies

Summer Reading Programs

Partnership with Churches

Libraries

Reading Rockets

The Writing Process

• Prewriting

• Drafting

• Revising and Editing

• Publishing

Research on Writing Instruction

1. Provide time everyday for students to write

2. Teach students to use the writing process for a variety of purposes

3. Teach students spelling, handwriting, and keyboarding

4. Create an engaged community of writers

Five Phases of the Writing Workshop

teacher sharing time

mini-lesson

state of the class

workshop activities

student sharing time

Drawing Before Writing

• Intended to represent an author’s ideas

• Allows children to use a concrete means for expressing their thoughts

• Improves children’s non-narrative writing game

Learning is Noisy, Death is Silent

• Provide opportunities for students to work with their peers when writing

• Provide choices with written products they will develop

• Inclusionary writing tasks

• Varied writing products

Booktalks

• Short introductory talk about a favorite book

• Explain book, read a part of it to leave students wondering what comes next

Genius Hour

• Students are assisted in identifying topics of interest, and then helped to learn how to research those topics

• They produce a book demonstrating their learning

• They get to share their learning with an audience

Open-House Brochure

• Class decides

• Create a brochure based on learning experiences from the semester to highlight

• Students lead parents through the brochure

Friday Letters

Students write letters to home about what they’ve learned throughout the week and upcoming events

Traveling Tales Backpack

• Taken home for two nights

• Involves parents and children in collaborative writing projects

• Filled with writing media and guidelines

• Student presents to class in author’s chair

What Do Teachers Need to Know and Do to Get Off to a Good Start in the Primary Grade Years?

Evidence-Based Instruction

Differentiation of Instruction

Classroom Management

Evidence-Based Instruction

teacher allocates sufficient time daily for reading instruction and practice

Differentiation of Instruction

teachers seek to determine each student's Zone of Proximal Development (ZPD) by using appropriate assessments

Classroom Management

teachers structure the classroom literacy environment and literacy learning activities so that students clearly understand expectations, behaviors, and outcomes and they work toward independence, cooperation, and task completion

Planning the First Day of School in the K-3 Classroom

• Establish highly effective classroom management

• Prepare parents and students for success: making initial contact

• First day: First Impressions

• Establish a daily opening routine

Establish Small-Group Classroom Management Routines

• “Go slow to go fast”

• Time spent developing routines early in the school year lays the groundwork for accelerated literacy learning for the rest of the school year

Week 1 of Establishing Small-Group Classroom Management Routines

ignore small-group and independent literacy learning areas and material

Week 2 of Establishing Small-Group Classroom Management Routines

• eventually, students will work in small groups and independently

• Need to learn procedures and routines

• Explain the purpose of each learning area

Week 3 of Establishing Small-Group Classroom Management Routines

 fully explain and model procedures and routines

Minimizing Transition Times and Maximizing Reading and Writing Practice and Instruction

• Teaching students about efficient movement between activities and into and out of various classroom literacy spaces

• Minimizing transition times

• Maximizing literacy practice and instructional time

• Use timers and stopwatches

• First use a consistent signal, second use repetitive oral directions, lastly signal device once again

Podcast 1

• “Corinne Adams watches her son's lessons during Zoom school and discovers a dismaying truth: He can't read. Little Charlie isn't the only one. Sixty-five percent of fourth graders in the United States are not proficient readers. Kids need to learn specific skills to become good readers, and in many schools, those skills are not being taught.”

  • Basically, the curriculum of teaching was having the teachers teach reading by sounding out the first letter of a word and looking at the pictures. The students would have to guess what the word was. 

Podcast 2

• “Sixty years ago, Marie Clay developed a way to teach reading she said would help kids who were falling behind. They'd catch up and never need help again. Today, her program remains popular and her theory about how people read is at the root of a lot of reading instruction in schools. But Marie Clay was wrong.”

Basically, she did not believe in phonics. The idea is that beginning readers do NOT have to sound out words. Saying and focusing on the beginning letter and looking at pictures are just two examples to go with this idea. Marie Clay was the “starter” of this idea. This idea started back in the 1960s. She believed she was doing right and had a heart to help struggling readers, but her method was not correct. Phonies were not being taught and children were not grasping that each letter in a word is a sound that flows together. It is a scary thought that this theory is still being used in schools today.

Preparing Daily Lesson Plans for Explicit Early Literacy Instruction

• The quality of outcomes in learning is directly related to the quality of the teacher’s planning and delivery of instruction

• Careful planning

Designing a Yearlong Curriculum Plan

• Literacy curriculum = reading and writing skills and strategies taught at a specific grade level

• Know: your state’s core curriculum standards, the school district’s curriculum guide, and the school district’s core reading program scope and sequence chart

• A writing skill is not accomplished in a single lesson, but multiple lessons over the year

• Review previously taught lessons

Interactive Read-Alouds

• Benefits of reading aloud to smaller groups of young students and one-on-one with individuals

• Some students have lags and need additional help in small or individual group times

Selecting a Book for a Shared Book Experience

• BIG books

• High quality

• These books should be those that students can read with at least 85 percent accuracy

Five-Block Reading/Writing Essentials Instruction Model

• Writing = 30 minutes

• Fluency = 30 minutes

• Comprehension = 30 minutes

• Word Work = 30 minutes

• Small-Group Differentiated Reading Instruction/Practice = 60 minutes

The First Six Weeks of Writing Instruction Week 1

• Introduce writing mini-lessons

• Make in class writing assignments

• Introduce the writing center and available resources

The First Six Weeks of Writing Instruction Week 2 and 3

• Students begin making entries in the writing notebook

• Explain student writing folders

• Letter writing, formate and write to a friend or family member

The First Six Weeks of Writing Instruction Week 4 through 6

• Mini lesson on revising and editing

• Discussing numerous writing models of each stage and provide examples

• Progress conferences daily with 2-3 students

• Small and whole class writing sessions

• Introduce writing backpacks

• Train volunteers to help struggling students

Comprehension involves

the reader, the text, the purpose for reading, and the sociocultural context

Schema Theory

explains how information we have stored in our minds helps us gain new knowledge

Construction-Integration Theory

explain the thinking processes by which readers successfully understand a text

over _________ words learned the first five years, ___________ words per year after

10,000

2,000-3,600

Types of Vocabulary

Listening

speaking

reading

writing

Tier 1 Words

basic words that occur frequently in our language (clock, dog, farm)

Tier 2 Words

fairly high frequency in adult language and are found across a variety of knowledge domains (spectacular, coincidence, politician)

Tier 3 Words

low frequency words usually found in specific knowledge domains (isotope, stethoscope, fulcrum)

Recommended that teachers plan instruction for about ______ elaborated speaking vocabulary words per year to help students stay on track academically

400

Levels of Word Knowledge

Unknown, acquainted, established

offer students increased exposure to rarer vocabulary than that typically found in narrative texts

Informational texts

Students acquire much of their new vocabulary from

listening, conversations, independent reading, and even from the media

Reading comprehension and writing composition are dependent on

word knowledge

Children need to learn to read more _________ texts and to do so earlier

challenging

Effective vocabulary instruction has these two components

• a high-quality classroom learning environment

• significant amounts of time in teacher-managed, meaning-focused, small-group instruction

Children learn the meanings of most words indirectly through everyday experiences with oral and written language

1. The more conversations children have, the more words they learn

2. Being read to

3. Free reading

4. Daily independent reading practices sessions of 10-20 minutes are so critical

5. Buddy reading

Developing word consciousness boosts vocabulary learning

Word-conscious students enjoy words and are zealous about learning them

Flood vocabulary gaps to accelerate word learning

1. Research-supported activities

• 10 words per week discipline

• High frequency vocabulary

• Core vocabulary = key words

• High abstract words = if, as, the

• High frequency words = serve as the glue that bind written thoughts together

• High concrete words = easy to picture in the mind’s eye (water, fish, walrus, birds)

• Tier 3 words = academic knowledge domain vocabulary