Reading Program Lac session for school p
- 1. Reading Innovations/ Remediation/Enrichment across Comprehension Levels (independent, instructional, frustration)
- 2. How do you define reading?
- 3. What assumptions do you have as teachers who teach reading?
- 4. •All students can learn to read •Students don’t learn at the same rate •Students don’t learn in the same way •Students mother tongue can both promote positive and/ negative transfer in learning a second language
- 5. What are your initial actions in planning reading instruction?
- 6. •Diagnose students’ reading level •Learn about each student’s background •Know individual student’s interest
- 7. “When students don’t learn the way we teach, let’s teach them the way they learn” – Ignacio “Nacho” Estrada
- 8. Strategies in Teaching Reading
- 9. The Use of Frayer Model Target: vocabulary • a graphic organizer with four sections use for vocabulary building • involves definition of target vocabulary and application of knowledge by generating examples and non-examples, using in a sentence, providing translation (ESL), citing connections, giving characteristics, and/or drawing a picture to illustrate the meaning of the word.
- 10. When to use: •develop understanding of key concepts and vocabulary •draw on prior knowledge to make connections among concepts •compare attributes and examples •think critically to find relationships between concepts and to develop deeper understanding of word meanings •make visual connections and personal associations
- 11. How to Use 1. Select key vocabulary 2. Provide graphic organizer 3. Model the process 4. Divide the class into student pairs 5. Let students share their ideas 6. Create study helps
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- 18. Question of Teachers How do I begin to focus on English language arts and reading instruction when I have so many subjects to teach?
- 19. Partner Reading Target: reading fluency •It involves peer mediated instruction wherein higher level reader provides assistance to a partner with lower reading level.
- 20. Delivery •Three times a week for at least 20 minutes per session •Train peer tutors in giving feedback •Establish a routine •Plan seating arrangement and placement of reading materials •Categorize reading selections where students can choose reading materials
- 21. Teacher Preparation •Determine students reading levels •List students from highest to lowest based from their reading abilities •Divide the list in half •Place the first student on the first list with the first student on the second list •Continue until all students have been partnered
- 22. Example of Partner Reading Pairs High Performing Readers (HP) Low Performing Readers (LP) Pairs 1st HP 1st LP A 2nd HP 2nd LP B 3rd HP 3rd LP C 4th HP 4th LP D
- 23. •The reader from the first list (HP) will be called Partner 1 while that from the second list (LP) will be called Partner 2. •Prepare correction cards •Partner 1 always begins the reading, while Partner 2 follows along
- 24. Directions for Implementation: 1.Partner 1 (HP), reads the first paragraph. Partner 2 (LP) follows along. 2.Partner 2 (LP) reads the same paragraph. 3.After both partners read one paragraph, Partner 2 (LP) retells sequentially what happened in that paragraph. 4.Partner 1 (HP) should praise Partner 2 when s/he retells sequentially what happened in that paragraph. 5.The pairs will repeat steps 1-4 until the passage is complete.
- 25. 6. Partners should refer to the correction card when mistake is made. 6.1. If a student reads a word incorrectly, skips a word, or does not say a word within 4 seconds, his/her partner says, “Check it!” 6.2. Then his/her partner will point to the word and say, “Yes, that word is_____. What word?” The student repeats the word. Then the partner says, “Please reread the sentence.” 6.3. Alternatively, if the student does not know the word, the partner says, “That word is _____. What word?” The student says the word. Then the partner says, “Please reread the sentence.” 6.4. The student is always asked to repeat the word and reread the sentence.
- 26. 7. Partner 1 and Partner 2 can also make flashcards of all words that Partner 2 does not know. If after reading there are a few extra minutes available, Partner 1 can take five of the cards and review them with Partner 2.
- 27. Boom! Strategy Target: Reading fluency and vocabulary •It is an engaging and playful strategy which is fun and fast-paced game. The object of the game is for the student to read as many sight words on the cards/sticks as s/he can.
- 28. Delivery •Implementation should be three times a week for at least 20 minutes per session. •Conducted by dividing the class into small groups of students while the teacher act as a facilitator who first show the students how to play the game and provides corrective feedback as needed. The groupings should be based on the reading levels of the students.
- 29. • A routine which includes the following should be developed: • identifying sight words list • writing sight words on wooden sticks or printing them on cards • choosing storage containers for the sticks or cards • establishing a routine for students to adopt so that they know the step by step requirements for engaging in Boom! • planning the seating arrangement and where the materials will be located.
- 30. •The teacher may also periodically replace some of the Boom! sticks or cards with rewards •For independent readers the game may also be connected to writing.
- 31. Teacher Preparation •Write high frequency (sight) words on wooden craft sticks or print them on cards (one word per stick/card) •On some sticks/cards write the word “BOOM!” •Tie each group of sticks/cards and place them in a container.
- 32. Directions for Implementation: The teacher should provide these directions for students: 1. Students sit in a circle. 2. One student shuffles the sticks/cards. 3. Students take turns picking a stick/card and reading the word fluently. 4. If the student reads the word correctly s/he keeps the stick/card.
- 33. 5. If the student reads the word incorrectly s/he returns the stick/card in the stack/deck and the stack of sticks/ deck of cards is shuffled. 6. When a student chooses a Boom! stick/card s/he must say, “Boom!” and put all of his/her word sticks/cards back into the stack/deck. 7. After all the sight words are read or after the given time the player with the most sticks/cards wins.
- 34. Incremental Rehearsal Target: Reading fluency and vocabulary •It is a drill ratio procedure of combining unknown (10 words the student cannot read) and known (9 words the student mastered) words and word meanings (Petersen-Brown & Burns, 2011). This strategy may be used with sight or vocabulary words, simple math facts, letter names and sounds, and meanings of suffixes/prefixes.
- 35. Delivery •Three times a week for at least 20 minutes per session •Individualized, 1 teacher : 1 student ratio. A teacher provides feedback as the student progresses through the stack of words and/concepts. •Ensure the student knows the steps in engaging in incremental rehearsal. •Determine list of words and/concepts to include.
- 36. Teacher Preparation •Choose known and unknown words and/concepts to include •Write/print the nine known words and ten unknown words on the flash cards
- 37. Directions for Implementation: 1. Take nine cards from the “known” stack and one from the “unknown” stack. 2. Present the first known item and have the student read the card aloud. 3. Present the unknown card and read the item aloud, then have the student repeat the word.
- 38. 4. Tell the student the definition of the unknown word, then have the student repeat the word and its definition. 5. Present the next known card, followed by the unknown. If the student commits an error on any card or hesitates for longer than 2 seconds, the teacher reads the card aloud, then prompts the student to read it. The rotation between a new known card and the unknown card continues until the student answers all cards without error.
- 39. 6. If the first unknown is now known, it now replaces a previous known, which is then removed from the stack. Begin the procedure again at Step 4 using a different unknown. 7. Repeat until all unknown cards become known items.
- 40. •SCP (Burns, Riley-Tillman, & VanDerHeyden, 2012) specifically targets reading accuracy by modeling correct reading of words in the passage. It is advisable to use for students who have adequate phonetic skills but struggles applying those to reading text. Supported Cloze Procedure Target: Reading accuracy (decoding) and comprehension
- 41. Delivery •Implementation should be three times a week for at least 20 minutes per session. •It is individualized 1 teacher to one student ratio. •Ensure the students know the steps in engaging in SCP. •The teacher provides feedback as the student reads a passage
- 42. Teacher Preparation •Identify text to be used -student reading level -background - interest -age -length
- 43. Directions for Implementation: 1. Ask the student to orally read the passage while the teacher follows along. 2. Any word that the student does not read correctly within 5 seconds is verbally provided by the teacher, saying, “That word is ______. What word is that?” a. If the student responds correctly, the teacher says, “Yes, that word is _____.” b. If the student responds incorrectly, the teacher begins the error correction procedure all over again.
- 44. 3. After the student reads the passage, the teacher says, “This time we are going to read the passage together. Start back at the beginning. You will read the first word. I will read the second, and then we will switch back and forth until we read the whole thing. Any questions?” 4. The student then reads the first word, the teacher the second, and so on until the passage is complete. The teacher models fluent reading and avoids sounding robotic/monotonous.
- 45. 5. Any error by the student is corrected using the error procedure described in Step 2. 6. After completing the passage, the pair reads again. This time, the teacher starts the first word, the student reads the second, and so on. This way, every word on the page is modeled by the teacher and read by the student.
- 46. Shrink it! Target: Reading comprehension •It is a peer assisted strategy where students must state the main idea in 10 words or less, encouraging them to display and monitor comprehension while taking turns reading one paragraph at a time.
- 47. Delivery •Implementation should be three times a week for at least 20 minutes per session. •Train peer tutors how to give feedback •Establish a routine for students •Plan seating arrangement and placement of reading materials •Identify appropriate reading selections. The reading selection should reflect the reading level of the lower-reader.
- 48. Teacher Preparation •Are exactly the same as Partner Reading where students are listed according to their reading levels. The list is divided in half and students from the first list are partnered to those in the second list.
- 49. Directions for Implementation: 1. Each student reads a paragraph aloud. 2. After each paragraph, Partner 2 should stop reading. Partner 1 should then ask Partner 2 to summarize the following information a.The main who or what of the paragraph. i. Partner 1 should suggest that the main who or what will always be a person, place thing, or animal. ii. If partner 2 says too many whos or whats, Partner 1 should say, “Remember to choose the most important who or what.”
- 50. b. The most important thing about who or what. i. Partner 1 can provide a hint if needed. ii. If Partner 2 ever gives an incorrect answer, Partner 1 should ask him or her to skim the paragraph again and answer the question.
- 51. c. The main ideas in 10 words or less. i. Partner 1 asks Partner 2 to state the main idea in 10 words or less. ii. If Partner 2 uses more than 10 words, Partner 1 says, “Shrink it!”
- 52. 3. Partners should refer to the Correction Card as needed when a mistake is made. a. If partner 2 gives an incorrect answer, Partner 1 will say, “Try again!” b. If partner 2 gives another incorrect answer, Partner 1 will say, Here’s a hint” c. If partner 2 still cannot answer correctly, Partner 1 will say, “The answer is _____.” d. Alternatively, if Partner 2 uses more than 10 words for the main idea, Partner 1 says, “Shrink it!”
- 53. Collaborative Strategic Reading (CSR) Target: Reading comprehension • It is a research-based instructional practice in teaching reading comprehension to students to enhance content area learning. CSR consists of four reading comprehension strategies that are applied before, during, and after reading. CSR strategies are: (1) preview the text, (2) click and clunk, (3) get the gist, and (4) wrap up (Abuhasnah, 2015).
- 54. Delivery • Three times a week for at least 20 minutes per session • Makes use of small groups • The teacher introduces the reading selection using a preview strategy, and then the group works together to develop their understanding of the selection through the remaining three strategies. • Each group sits together forming a circle.
- 55. • The routine that should be develop should comprise of the following: o ensuring that students know the steps in engaging in CSR. o placing laminated cue card on specific seats that will be occupied by each group. This can help students to know which place to take and can use cue cards as reference when needed.
- 56. Directions for Implementation: Before reading: 1. Preview the text During this step, students look at headings, key words, pictures, and charts in a short period of time. The teacher asks students some questions to engage them in a classroom discussion about what they learned from the previews. Also, the teacher encourages students to predict what they think they will learn from reading.
- 57. Teacher Preparation • Identify the reading passages that students will use while working in CSR groups. • Rank students according to their reading abilities. Divide the list into five parts, the first part are students who have the highest reading abilities in class they will be given the role of Clunk Experts, the second Leaders, followed by the Gist Expert, Announcer, Encourager, and Reporter. • Plan the mix groupings of students (4-5 per group).
- 58. • Leader: Leads and directs the group during the implementation of CSR with the teacher’s assistance, if needed, and keeps the group’s members on task. S/he decides what to read next and what strategy to apply. • Clunk expert: Uses clunk cards to show the group the fix-up strategies when they try to figure out a clunk. • Gist Expert: Guides the group to identify the most important ideas of the passage they are reading.
- 59. • Encourager: Encourages the group members participate in the group’s discussion and gives the feedback or praise. • Announcer: Calls on the group members to read or share ideas during the activity. • Reporter: Share the group’s ideas, answers, and questions during a whole class discussion.
- 60. During reading: 2. Click and clunk (I get it - I do not get it) • When students read a passage with understanding, they proceed smoothly through the text it is a click. When students find a word, concept, or idea hard to understand, it is a clunk.
- 61. Fix-up strategies • Vocabulary fix-up skills: (a) context clues and (b) word analysis. • Read-Pause-Reflect: To help students monitor their understanding during reading, allow them to decide to pause at any point to recall the main ideas for each part. If a student does not understand the topic, s/he rereads the section.
- 62. •Retell: One student assigned the role of “re-teller” (Gist Expert) and the others assigned the role of “listeners”. The reteller talks about the main idea(s), concepts, and points of the reading while the other student listens, comments, and ask questions. Then, the teacher randomly calls one of the listeners to share information told by the reteller.
- 63. 3. Get the gist • Students learn to identify the most important idea(s) in the text during reading. This strategy teaches students to use their own words to explain the main ideas of every paragraph or two using a few words to check for understanding.
- 64. After reading: 4. Wrapping up •Students identify the most important ideas from the entire section they have read. •They generate questions and answers about the information in the text.
- 66. Follow-up Activities • Verbal and Visual-Word Association: Students write clunks on a Post-it note and adhere it to the page in which the clunks were found. Then, they draw a rectangle divided into four sections for each word. Students complete the boxes by providing the definition and a visual representation of the word, and their personal association to the word. • Cubing: Students compose a descriptive paragraph using a cube. On each side of the cube the following will be written: (a) describe it, (b) compare it, (c) associate it, (d) analyze it, (e) apply it, (f) and argue for or against it.
- 67. • Graphic Organizers: Students organize the information they have learned from reading in charts, diagrams, or maps. For example, one group uses a Venn - diagram to compare and contrast ideas. Another group uses semantic mapping to show the relationship among ideas. • Fishbowl: Each group writes one question or two about the topic they read. Students leave the question(s) on their table for other groups to answer. Under the supervision of the teacher, students will rotate and answer the questions.
- 68. Thank you very much for your kind attention.