Day 2: Connections Cognitive Reading Strategies English Language Development Standards Public Writing Making Connections to Math and Science Content

Gradual Release of Responsibility Focus Lessons “I do it” Teacher Responsibility Demonstrates new strategies and skills: model, scaffold, coach Observes Questions Participates Guided Instruction “We do it” Clarifies questions and explains Group and task are carefully matched Applies new learning with guidance Collaborative Learning “You do it together" Plans purposeful learning activities, facilitates group interactions Consolidates understanding through interactions with peers Independent Learning “You do it alone” Creates engaging assignments, assists if needed Extends learning through synthesis and evaluation to create new understandings Student Responsibility Frey & Fisher (2006)

Modes of Reading Provide Different Amounts of Support From Cooper (2009)

Dimensions of Reading 1. Word Identification 2. Comprehension 3. Vocabulary 4. Fluency 5. Ownership

Comprehension: Cognitive Reading Strategies Transparent: Explicitly state and model how a strategy helps construct meaning while reading Transportable: Ultimately, the goal is to help students be aware of and use cognitive strategies across genres and subject areas (Fisher & Frey, 2009)

Cognitive Reading Strategies Monitoring comprehension Developing a purpose for reading Connecting the new to the known or to one’s own life Asking questions and trying to answer them Making a prediction Noticing patterns in text structure Visualizing a text’s meaning Fix-up strategies to repair meaning

Comprehension Instruction: Think-Aloud Select a short piece of text Foresee difficulty Read the text aloud and stop often to share your thinking Point out the words in the text that trigger your thinking

Strategy: Asking Questions While Reading and Trying to Answer Them Think aloud: Demonstrate your knowledge construction process using a short selection of text Whole group lesson: Briefly model jotting down questions while reading; have students practice on a short selection of text, sharing out with a partner or the whole class Small group guided practice: Students jot down questions as they read a short selection, then work in small groups to share and try to answer them Small group/independent application: Students record questions while reading in a math or science journal

Writing Connection: Latitude and Longitude Double Entry Journal Text informationQuestions or connections

Strategy: Noticing Text Structure Features and Patterns Think aloud: Demonstrate how you navigate targeted text features using a short selection of text Whole group lesson: Briefly model how you utilize text structures while reading; have students practice on a short selection of text, sharing out with a partner or the whole class Small group guided practice: Have students discuss what they notice about text features and how these might help with understanding the concepts presented Small group/independent application: Students keep a personal dictionary of vocabulary highlighted in text

Cognitive Reading Strategy Practice Sketch a plan for using a think-aloud to model one of these two strategies with the text you brought today: Asking questions while reading and trying to answer them Noticing text structure features and patterns Practice the think-aloud with a partner

Comprehensive Vocabulary Instruction I. Frequent, extensive, varied language experiences II. Teaching individual words III. Teaching word learning strategies IV. Fostering word consciousness

“The Mathew Effect” “ The rich get richer and the poor get poorer” Stanovich (1986) Children starting school with smaller vocabulary must learn words faster to catch up with others – At 36 months – high SES knows twice as many words (1,100) as children in low SES (480) Struggling readers tend to read less, so the number of words read and learned is significantly lower The more words you know, the easier it is to learn more word meanings (Marzano, 2004) Need to increase text exposure Need to provide explicit instruction

Identifying Vocabulary to Teach Is understanding the word important to understanding the selection in which it appears? Are students able to use context to discover the word’s meaning? Can working with this word be useful in furthering students’ context, structural analysis, or dictionary skills? How useful is this word outside of the reading selection being currently taught?

Word-Learning Tasks Basic oral vocabulary Read known words New words, known concepts New words, new concepts Clarifying/enriching known words

Teaching Idea - Linear Arrays Show related words on a continuum (Cooper, 2009)

Teaching Idea- Semantic Mapping Place words on a map showing relationship (Cooper, 2009)

Teaching Idea- Semantic Feature Analysis Grid Analyze related words (Cooper, 2009) 18 Vehicles Two Wheels Four Wheels More than Four Wheels MotorDiesel Fuel Gasoline Car Bicycle Truck Sailboat

Teaching Idea - Comparing and Contrasting 19 Venn Diagram to compare and contrast concepts (Cooper, 2009) PROTESTREBELLION Vietnam War protests Marches Objects to Policy Organized Citizen Action Letters to the Editor South seceding from Union Challenges authority

Teaching Idea: Four-Square ActivityFour-Square

Teaching Word Learning Strategies Using context clues Using word parts Using the dictionary

Four Context Types to Consider Sandra had won the dance contest, and the audience’s cheers brought her to the stage for an encore. “Every step she takes is so perfect and graceful,” Ginny said grudgingly as she watched Sandra dance. 1. Misdirective: directs student to incorrect meaning

Four Context Types to Consider Don heard the door open and wondered who had arrived. He couldn’t make out the voices. Then he recognized the lumbering footsteps on the stairs and knew it was Aunt Grace. 2. Nondirective: no assistance directing toward any particular meaning

Four Context Types to Consider Joe and Stan arrived at the party at 7 o’clock. By 9:30, the evening seemed to drag for Stan. But Joe really seemed to be having a good time at the party. “I wish I could be as gregarious as he is,” thought Stan. 3. General: enough information to place word in general category

Four Context Types to Consider When the cat pounced on the dog, he leapt up, yelping, and knocked down a shelf of books. The animals ran past Wendy, tripping her. She cried out and fell to the floor. As the noise and confusion mounted, Mother hollered upstairs, “What’s all that commotion?” 4. Directive: likely to lead student to a specific, correct meaning

Deciding Which Words To Teach Three tiers of words 1. Most basic words 2. High frequency words for mature language users 3. Low frequency words from specific domains Points to consider Importance and utility Instructional potential Conceptual understanding (Beck, McKeown, & Kucan, 2002) Connect to the 5 Cs of Vocabulary Instruction

Application to Content Thinking about the math or science lesson you’ve been working with: Identify key vocabulary What kind of context is provided for these words? Misdirective, nondirective, general, directive What word-learning tasks might apply for these words? Basic oral vocabulary Read known words New words, known concepts New words, new concepts Clarifying/enriching known words

Fostering Word Consciousness Create a word-rich classroom environment Emphasize word choice in writing Point out and model using new and interesting words Develop systems for emphasizing vocabulary over time

Language Objectives Focused on promoting language development Receptive and productive language skills State English Language Development (ELD) standards are a starting point May emphasize: Vocabulary Language functions Language skills Grammar or language structures Lesson tasks Language learning strategies

Latitude and Longitude Content Objective: Students will be able to use lines of latitude and longitude to find places on a map or globe Language Objective: Students will be able to define and provide real-life examples of the terms latitude, longitude, parallel, and meridian Relevant ELDs: Writing (Intermediate): Maintain log or journal using simple sentences to collect and explore and ideas Writing Writing (Intermediate): Writes to learn (e.g., double-entry journal in math and science) using simple sentences Reading (Advanced Beginning): Use new vocabulary in simple sentences to explain and describe concepts from literary and informational texts. Reading 1.3.1

Application to Content Thinking about the math or science lesson you’ve been working with: What the content objective? What is an applicable language objective? What is a supporting ELD?

Public Writing Successive drafts Crafted, copyedited, correct Ready to be assessed Substantial Planned Authoritative Conventions Audience

Shorter Public Writing Projects People research Faction RAFT Brochure Newspaper front page Web page

Latitude and Longitude Content Objective: Students will be able to use lines of latitude and longitude to find places on a map or globe Language Objective: Students will be able to define and provide real- life examples of the terms latitude, longitude, parallel, and meridian Relevant ELDs: Writing (Intermediate): Maintain log or journal using simple sentences to collect and explore and ideas Writing (Intermediate): Writes to learn (e.g., double-entry journal in math and science) using simple sentences Quick Write: Brainstorm Going Deeper: Double Entry Journal Public Writing: Brochure Feedback: 2-Point, 3-Point Rubrics, Checklist Modes of Reading: Read Aloud, Cooperative Reading Reading Strategy: Asking Questions as you Read Key Vocabulary: latitude, longitude, parallel, meridian

Math and Science: Putting it Together With your materials, sketch a plan including: Content objective and language objective Related ELDs Writing: Quick write strategy or strategies Going deeper writing to learn strategy Public writing project Feedback on writing Reading: Modes of reading: Read aloud, shared reading, guided reading, cooperative reading, independent reading Cognitive reading strategy: asking questions, making connections, summarizing, noticing patterns in text structure, making a prediction Key vocabulary Be prepared to share out as a concluding activity