Monday, 22 August 2016
Literacy Learning-Vocab Instruction
Literacy Learning -Vocab Instruction
5 Pillars
- Phonological awareness
- Alphabetic principle/word knowledge
- Vocabulary
- Comprehension
- Fluency
Phonological Awareness
D x C = R
Decoding x Comprehension = Reading Success
Fluency
Vocabulary Development
- Life-long learning that begins early
- Influences thinking and understanding
- Strong vocabulary early, deepened and broadened throughout schooling
There are three tiers of Vocabulary Instruction
Tier two words need to be taught explicitly
- Explicit instruction at greater intensity and duration
- Repeated readings over multiple days
- Planned opportunities for student responses
- Multiple encounters with a word over contexts
- Every day definition not dictionary
Knowledge of Language
Phoneme
Morpheme
Framework for robust teaching of vocabulary using a story book
- Read the text for enjoyment and for its storyline -celebrate the message
- Select 3-10 tier two words for teaching
- Over a series of lessons explicitly teach the selected words
-Child-friendly definition: Children say the word
-Show the word in context of the story
-Describe the word out of the story context
-Choose ways for children to interact with the word
i) give reasons, examples or ask questions for the work
ii) engage the children in making choices about the word
iii) using all the words, relating words in the same context, children create examples
Practice and reinforcement over time is critical.
Howick Literacy Cluster-2016
Howick Literacy Cluster - June 8 2016
Howick Literacy Cluster - June 8 2016
Christine Braid - The Vocabulary Pillar: The importance of explicit teaching
Kerry Hempenstall - Read About it: Scientific Evidence For Effective Teaching of Reading
There are five essential and interdependent components
of effective, evidence-based reading instruction — the
five ‘keys’ to reading:
• Phonemic awareness: Knowledge of, and capacity to
manipulate, the smallest distinct sounds (phonemes)
in spoken words.
• Phonics: Learning and using the relationships
between sounds and letter-symbols to sound out
(decode) written words.
• Fluency: The ability to read accurately, quickly and
expressively. Fluent readers are able to focus on
reading for meaning.
• Vocabulary: The words children need to know in order
to comprehend and communicate. Oral vocabulary is
the words children recognise or use in listening and
speaking. Reading vocabulary is the words children
recognise or use in reading and writing.
• Comprehension: Extracting and constructing
meaning from written text using knowledge of
words, concepts, facts, and ideas.
Decoding x Comprehension = Reading
Vocabulary predicts later reading development
The most obvious application of vocabulary in reading is to enable reading comprehension. It is clear that knowledge of word meanings is essential if a reader is to comprehend what has been decoded in a text. This knowledge extends beyond simple definition of words to it acting as a cue to information about the word, and to make sense of any communication in which the word is immersed. It is likely that vocabulary exerts a direct effect on reading because early vocabulary level is a better predictor of later reading comprehension than is early listening comprehension level.172 In fact, it is the most powerful pre-school predictor of early reading comprehension.173 Beyond its significance for reading comprehension, word knowledge has an impact on thinking, speaking, and writing throughout life,174 and perhaps, even on cognitive development.175
HOW TO TEACH
reading pp 21 22
Morphology
our language has morphemes (prefixes and suffixes) -s -ed -ing -er, un- re- pre-
helps children to understand words
Interactive Read Aloud
systematic approach where the teacher:
models high level thinking
asks thoughtful questions for analytic talk
prompts children to recall story
reads same book repeatedly
insert short definitions/actions for some vocab - choose some to explicitly teach after the reading
explicit teaching of vocab after reading
read other books on similar topic/theme
day 1 - tell me about this book
day 2 - retell - plot, characters, theme
day 3 - connections
What is explicit instruction?
Some teaching methods are more effective than others Education has always been ready to adopt new ideas, but without large-scale evaluation and scientific data analysis it was not easy to detect whether any innovations enhanced or inhibited student progress. As recently as 2009, there have been criticisms that programs are not routinely evaluated by some education authorities.309 Perhaps that failing represents a remnant of the belief that education is incapable of influencing a student’s progress in school and beyond.310 The Coleman Report and other studies deflated many in the educational community when they reported that what occurred in schools had little impact on student achievement.311 It was argued that the effects on educational outcomes of genetic inheritance, early childhood experiences, and subsequent family environment vastly outweigh school effects. That being the case, there would be little point in stressing a particular curriculum or teaching model over any other since the effects would be negligible compared to other variables outside a school’s control. Fortunately, this perspective has been challenged312 and it is now clear that teaching can be a powerful influence on student attainment, and further that there are attainment differences associated with different teaching approaches.
Explicit instruction
The term explicit instruction involves the teacher directly instructing the students in the content or skill to be learned, employing clear and unambiguous language. Teacher modelling, teacher guidance, and then students producing the relevant outcomes/answers with specific and immediate feedback, is followed by scheduled opportunities for practice. Student/teacher interaction is high, and their responses are many. Students are made aware of the objectives, and what is required of them.308 Explicit instruction is also systematic: there is a carefully planned sequence for instruction, not simply a spur of the moment approach. The plan is constructed in a logical sequence that proceeds in a hierarchy from simple to complex objectives. There is a planned and observable outcome of the instructional sequence, and the sequence commences from the point at which the students are already competent. The sequence is usually dissected into manageable chunks that are presented without ambiguity.
Hattie (2009)
Effective, evidence based reading instruction vs Constructivist/discovery approaches
Phonics 0.6 Whole language 0.06
Vocabulary programs 0.67 Exposure to reading 0.36
Comprehension programs 0.58 Student control over learning 0.04
Mastery learning 0.58 Mentoring 0.15
Worked examples 0.57 Inquiry-based teaching 0.31
Spaced practice 0.71 Problem-based learning 0.15
Feedback 0.73
Questioning 0.46
Direct instruction 0.59
1. Begin a lesson with a short review of previous learning.
2. Present new material in small steps with student practice after each step.
3. Ask a large number of questions and check the responses of all students.
4. Provide models.
5. Guide student practice.
6. Check for student understanding.
7. Obtain a high success rate.
8. Provide scaffolds for difficult tasks.
9. Require and monitor independent practice.
10. Engage students in weekly and monthly review.
CLUSTER NEEDS
-specifically on the cusps, examples of each
School Progressions
best fit
Types of Tests
Resources that others find useful
Example:
My Cat Maisie (Pamela Allen) - put on powerpoint, talk about cover illustration
Read through 1 - with expression
briefly explain STRAY
prediction - do we think the cat will stay?
Whole Class Teaching the vocab pillar, small group teaching for the others
tier 2 words - stray scruffy lapped snuggled squeezed leapt blurted exclaimed murmured
choose 1-2 words
Christine Braid - The Vocabulary Pillar: The importance of explicit teaching
Kerry Hempenstall - Read About it: Scientific Evidence For Effective Teaching of Reading
There are five essential and interdependent components
of effective, evidence-based reading instruction — the
five ‘keys’ to reading:
• Phonemic awareness: Knowledge of, and capacity to
manipulate, the smallest distinct sounds (phonemes)
in spoken words.
• Phonics: Learning and using the relationships
between sounds and letter-symbols to sound out
(decode) written words.
• Fluency: The ability to read accurately, quickly and
expressively. Fluent readers are able to focus on
reading for meaning.
• Vocabulary: The words children need to know in order
to comprehend and communicate. Oral vocabulary is
the words children recognise or use in listening and
speaking. Reading vocabulary is the words children
recognise or use in reading and writing.
• Comprehension: Extracting and constructing
meaning from written text using knowledge of
words, concepts, facts, and ideas.
Decoding x Comprehension = Reading
Vocabulary predicts later reading development
The most obvious application of vocabulary in reading is to enable reading comprehension. It is clear that knowledge of word meanings is essential if a reader is to comprehend what has been decoded in a text. This knowledge extends beyond simple definition of words to it acting as a cue to information about the word, and to make sense of any communication in which the word is immersed. It is likely that vocabulary exerts a direct effect on reading because early vocabulary level is a better predictor of later reading comprehension than is early listening comprehension level.172 In fact, it is the most powerful pre-school predictor of early reading comprehension.173 Beyond its significance for reading comprehension, word knowledge has an impact on thinking, speaking, and writing throughout life,174 and perhaps, even on cognitive development.175
HOW TO TEACH
- Explicit Instruction at greater intensity and duration
- repeated readings over multiple days
- planned opportunities for student responses
- multiple encounters with a word over contexts
- every day definition not dictionary
reading pp 21 22
Morphology
our language has morphemes (prefixes and suffixes) -s -ed -ing -er, un- re- pre-
helps children to understand words
Interactive Read Aloud
systematic approach where the teacher:
models high level thinking
asks thoughtful questions for analytic talk
prompts children to recall story
reads same book repeatedly
insert short definitions/actions for some vocab - choose some to explicitly teach after the reading
explicit teaching of vocab after reading
read other books on similar topic/theme
day 1 - tell me about this book
day 2 - retell - plot, characters, theme
day 3 - connections
What is explicit instruction?
Some teaching methods are more effective than others Education has always been ready to adopt new ideas, but without large-scale evaluation and scientific data analysis it was not easy to detect whether any innovations enhanced or inhibited student progress. As recently as 2009, there have been criticisms that programs are not routinely evaluated by some education authorities.309 Perhaps that failing represents a remnant of the belief that education is incapable of influencing a student’s progress in school and beyond.310 The Coleman Report and other studies deflated many in the educational community when they reported that what occurred in schools had little impact on student achievement.311 It was argued that the effects on educational outcomes of genetic inheritance, early childhood experiences, and subsequent family environment vastly outweigh school effects. That being the case, there would be little point in stressing a particular curriculum or teaching model over any other since the effects would be negligible compared to other variables outside a school’s control. Fortunately, this perspective has been challenged312 and it is now clear that teaching can be a powerful influence on student attainment, and further that there are attainment differences associated with different teaching approaches.
Explicit instruction
The term explicit instruction involves the teacher directly instructing the students in the content or skill to be learned, employing clear and unambiguous language. Teacher modelling, teacher guidance, and then students producing the relevant outcomes/answers with specific and immediate feedback, is followed by scheduled opportunities for practice. Student/teacher interaction is high, and their responses are many. Students are made aware of the objectives, and what is required of them.308 Explicit instruction is also systematic: there is a carefully planned sequence for instruction, not simply a spur of the moment approach. The plan is constructed in a logical sequence that proceeds in a hierarchy from simple to complex objectives. There is a planned and observable outcome of the instructional sequence, and the sequence commences from the point at which the students are already competent. The sequence is usually dissected into manageable chunks that are presented without ambiguity.
Hattie (2009)
Effective, evidence based reading instruction vs Constructivist/discovery approaches
Phonics 0.6 Whole language 0.06
Vocabulary programs 0.67 Exposure to reading 0.36
Comprehension programs 0.58 Student control over learning 0.04
Mastery learning 0.58 Mentoring 0.15
Worked examples 0.57 Inquiry-based teaching 0.31
Spaced practice 0.71 Problem-based learning 0.15
Feedback 0.73
Questioning 0.46
Direct instruction 0.59
1. Begin a lesson with a short review of previous learning.
2. Present new material in small steps with student practice after each step.
3. Ask a large number of questions and check the responses of all students.
4. Provide models.
5. Guide student practice.
6. Check for student understanding.
7. Obtain a high success rate.
8. Provide scaffolds for difficult tasks.
9. Require and monitor independent practice.
10. Engage students in weekly and monthly review.
CLUSTER NEEDS
- moderating reading/writing OTJs
-specifically on the cusps, examples of each
- National standards at each of the levels
School Progressions
best fit
Types of Tests
Resources that others find useful
Example:
My Cat Maisie (Pamela Allen) - put on powerpoint, talk about cover illustration
Read through 1 - with expression
briefly explain STRAY
prediction - do we think the cat will stay?
Whole Class Teaching the vocab pillar, small group teaching for the others
tier 2 words - stray scruffy lapped snuggled squeezed leapt blurted exclaimed murmured
choose 1-2 words
- Explicit teaching of words after the story
- child friendly definition (just one)
- children say it
- used in the story context - reread the page
- out of the story context - example of it used outside
- choose some activities to encourage the children to interact with the words - demonstrate squeezing something, act out the word
- questions and reasons example - if the teacher asks you to sit between...
- making choices - tell me which of these is an example of 'squeezing'
use a different word/s the next day after reading it
Day 2 - our focus today is... vocab, do you remember... what happened here?
Day 3 - our focus today is ... punctuation . what are these ""?
Developing Vocab and comprehension
the Snow Lambs
First reading
setting the scene
2nd reading
enrich comprehension and vocab, engage in analytical talk
day 3
guided reconstruciton
after reading discussion
1st
ask a why question that calls for an explanation; followup questions to prompt
model answering by saying i'm thinking...
2nd
whay; what would happen if
3rd
why; what would happen if...
Learning Focussed Relationship
Know your learners -Have fun!
This week, we go back over our routines, set up our systems and swing into first week back action. You are encouraged to focus on building student relationships. Are you up to date with their personal world? Try fun activities for different students, a sports game, a few morning jokes, a new video clip, sharing something personal from your holiday, a new game...bring the fun ...listen to your students......affirm them. This is what teachers at HPS excel, at you got this. Enjoy your learners.
Know your studentsJ
« Do they feel safe?
« Do they feel liked by you?
« Do they feel liked and accepted their peers?
« What are they good at?
« What can they do or what do they know already that you can leverage for new learning? What are their strengths and interests? What hook can you use to tackle new learning?
« What things are ‘fun’ for your students? Do you know what their favourite thing is?
« What do they know about learning? Do they know that we expect them to make mistakes? Mistakes don’t make you dumb, mistakes are a natural part of learning.
Look at your plan this week.
What are you doing to have fun with your kids, to purposefully build relationships, to laugh, to listen, to play.
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