1. STRATEGIC READING THE “TESTED 7” AND ROBUST VOCABULARY Presented by Dr. Christine Evans Delaware Reading Project, University of Delaware

2. The Tested 7 LEARNING-FOCUSED  Inference  Sequencing  Cause and effect  Compare and contrast  Main idea and details  Text elements (literary elements and text features)  Fact and opinion

3. Are based on the information in the text, as well as what is already known from prior experiences. It is “reading between the lines” to understand what has been read. Inferences

4. Making predictions predicting outcomes, upcoming events, and actions Using context to figure out the meaning of unfamiliar words/concepts Interpreting the meaning of language Figurative Idiomatic Metaphoric Visualizing Constructing meaning with a visual image Inferring creates a picture, movie or slideshow in the mind Inferring: Merging background knowledge with clues in the text to come up with an idea that is not explicitly stated by the author. Reasonable inferences need to be tied to the text. Inferring relationships Setting to plot Cause and effect Character’s feelings and motives Inferring the author’s purpose Creating interpretations based on text evidence Using text evidence to determine themes and main ideas Inferring the meaning of text features and visuals Inferring the answer to a question Drawing conclusions based on text evidence Analyzing text structures Compare and contrast Sequencing Adapted from Harvey, S. and Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. Portland, ME: Stenhouse

5. Text Structures Sequencing Cause and effect Compare and contrast Description (can include Main Idea and Details) Problem and solution (addressed in Literary Elements) *Understanding text structures help readers make predictions and access the meaning of the text.

6. Putting details or events in order. The sequence of a passage tells what happened at the beginning, middle and end. Sequencing

7. Sequencing: The Life of a Monarch Butterfly A butterfly makes a lot of changes in its life. First the male and the female mate. Next the female lays eggs. The eggs stick to milkweed leaves for three days. Then the eggs hatch into little caterpillars. For five weeks, the caterpillar eats and grows. After shedding its skin several times, the caterpillar forms a chrysalis. After two weeks, the butterfly hatches out of the chrysalis. Then it starts all over again when a butterfly finds a mate. Tompkins, G. (2004). Teaching writing: Balancing process and product. Upper Saddle, NJ: Pearson

8. Sequence 1. Male and female mate 2. Female lays eggs 3. Eggs hatch 4. A caterpillar eats and grows 5. It sheds its skin several times 6. Caterpillar forms a chrysalis 7. Butterfly hatches 8. Start all over again Tompkins, G. (2004). Teaching writing: Balancing process and product. Upper Saddle, NJ: Pearson

9. Work together to tell what happened and why. The cause is the reason why something happened and the effect is what happened as a result of the cause. Cause and Effect

10. Cause and Effect: Volcanoes Do you know what causes volcanoes? The plates on the earth’s surface rub together and make hot liquid rock underneath the plates. The hot rock pushes up between the plates. Sometimes it makes a big explosion and the lava comes out onto the earth. Tompkins, G. (2004). Teaching writing: Balancing process and product. Upper Saddle, NJ: Pearson

11. Cause and Effect Graphic Organizer Plates on the earth’s surface move. Rocks under the plates push up through the earth. Hot rock, called lava, cools on the earth. Volcanoes Tompkins, G. (2004). Teaching writing: Balancing process and product. Upper Saddle, NJ: Pearson

12. Tells how things are alike and different. Compare and Contrast

13. Compare and Contrast: Summer and Winter Summer and winter are alike in a lot of ways. In the winter and in the summer the sun shines. You can play sports in both of these seasons. You can have birthdays in winter and summer. In the winter you can go ice fishing and in the summer you can go fishing. Evergreens stay green in both seasons. Summer and winter are different in a lot of ways. In the winter it snows and in the summer it doesn’t. In the winter we have big shadows and in the summer we have little shadows. Summer is hot and winter is cold. Tompkins, G. (2004). Teaching writing: Balancing process and product. Upper Saddle, NJ: Pearson

14. Compare and Contrast Graphic Organizer Summer and Winter Alike 1.Sun shines 2.Play sports 3.Evergreen trees 4.Fishing 5.Birthdays Different 1.Size of shadow 2.Snow—no snow 3.Temperature 4.Flowers—no flowers Tompkins, G. (2004). Teaching writing: Balancing process and product. Upper Saddle, NJ: Pearson

15. A text structure present in every text because description is details that explain, describe, or identify elements in the story. Description

16. Description: Bats All bats are mammals. Bats sleep upside down in the daytime. These animals make sounds to know where they are going. Bats find food by sending out sound waves. They eat fish, blood, insects, rodents, fruits, and nectar. Bats are all different sizes. Some bats have wings that are five feet wide. Tompkins, G. (2004). Teaching writing: Balancing process and product. Upper Saddle, NJ: Pearson

17. Descriptive Graphic Organizer: Bats BATS Bats have wings. They fly. They sleep in the daytime. They hang upside down. There are different kinds of bats. Bats are mammals. Bats send out sound waves so they will know where they are going. They eat fish and fruit. Some suck blood. They are different sizes. Tompkins, G. (2004). Teaching writing: Balancing process and product. Upper Saddle, NJ: Pearson

18. Is a text structure highly related to Cause and Effect given that they exist in the Problem. The author states a problem and lists one or more solutions to the problem. A variation on the pattern is the question- answer format. Literary Element Problem and Solution

19. Problem and Solution: The Problem with Crows The farmer was having a problem with crows eating the crops. One solution the farmer tried was to put up a scarecrow. Another idea he had up his sleeve was to poison the crows by spraying the crops with chemicals. The farmer thought about chasing the crows away himself. One more idea the farmer had was to let his dog out to chase the crows. Tompkins, G. (2004). Teaching writing: Balancing process and product. Upper Saddle, NJ: Pearson

20. Problem and Solution Graphic Organizer Problem: Crows eat the crops. Farmer can make a scarecrow Poison the crows Farmer could chase and scare the crows Dogs chase or scare the crows Tompkins, G. (2004). Teaching writing: Balancing process and product. Upper Saddle, NJ: Pearson

21. Text Elements that are NOT text structures  Main Idea and Detail  Literary Elements  Fact and Opinion

22. The main idea is what the text is all about. The details are the key points that support the main idea. Main Idea and Detail

23. Main Idea and Details: the Frog Once there was a frog that lived in a pond at the park. The park was located on Maple Street in the town of Yellowstone. The frog started life as an egg in the pond. An oak tree provided shade for the eggs. The egg hatched into a tadpole. The tadpole lived in danger of being eaten. In time the tadpole grew back legs, then front legs. Over time the tail became shorter and the tadpole became a frog. The frog lived on the land and swam in the pond. Brewer, C. (2010). Classroom resources and activities for reading comprehension strategies, K-5. Boone, NC: Learning-Focused

24. Main Idea: Frog Life Important DetailsUnimportant Details Once there was a frog that lived in a pond at the park The park was located on Maple Street in the town of Yellowstone The frog started life as an egg in the pond An Oak Tree provided shade for the eggs The egg hatched into a tadpoleThe tadpole lived in danger of being eaten In time the tadpole grew back legs, then from legs Over time the tail became shorter and the tadpole became a frog. The frog lived on the land and swam in the pond. Brewer, C. (2010). Classroom resources and activities for reading comprehension strategies, K-5. Boone, NC: Learning-Focused

25. Both Literary Elements (fiction) and Text Features (non-fiction) Text Elements

26. Literary Elements  Character  Setting  Problem  Solution  Author  Illustrator  Mood  Plot  Theme  Style  Illustrations 1. Read the title and look at the pictures to make a prediction about the text. 2. As you read, identify the character, setting, problem, and solution. 3. Use these elements to better understand the text. Literary Elements are what make up a story. They include Steps in the Process LEARNING-FOCUSED: Solutions That Work!

27. Text Features 1. Read the title and look at the pictures to make a prediction about the text. 2. As you read, identify the table of contents, title, index, glossary, bold and italics print, as well as the other text features. 3. Use these text features to strengthen comprehension. Text features are tools in the text that assist with comprehension. They include Steps in the Process  Table of contents  Title  Heading  Subheading  Index  Glossary  Bold print  Italics  Punctuation  Pictures  Captions LEARNING-FOCUSED: Solutions That Work!

28. Fact and Opinion Fact: Something that is true and can be proven Opinion: What someone thinks and feels Steps in the Process: 1.Read the title and look at the pictures to make a prediction about the text. 2. As you read, identify the fact about which you would like to form an opinion. 3. Think about this fact and if you agree or disagree. How does it make you feel? FACT OPINION LEARNING-FOCUSED: Solutions That Work!

29. Rationale for Robust Vocabulary Instruction  Vocabulary knowledge is strongly related to reading proficiency and school achievement in general.  Findings of several research studies showed robust instruction was very effective not only for learning the meanings of words but also for affecting reading comprehension.

30. Experts point out that effective vocabulary instruction includes Four Key Elements: Effective Vocabulary Instruction Awareness of Words Direct Instruction of Vocabulary and Vocabulary Related Skills Strategies for Independently Inferring Word Meaning from Text Wide Reading and Extensive Writing

31. Isabel L. Beck Margaret G. McKeown Linda Kucan Bringing Words to Life: Robust Vocabulary Instruction

32. DCAS Reading-Text Types GradeLiteraryInformational 250% 3 4 5 645%55% 745%55% 845%55%

33. DCAS Reading Goals – Cognitive Levels GradeRecall/RetellIntegrate/InterpretCritique/Evaluate 2305020 3305020 4305020 5305020 6 5030 7205030 8205030