“Implementing Change While Integrating Scientifically Based Reading Research (SBRR)”

1. National Reading First Higher Education Consortium July 17-18, 2007 “Implementing Change While Integrating Scientifically Based Reading Research (SBRR)” J. Helen Perkins, Ed.D Assistant Professor Editor of The Reading Teacher The University of Memphis College of Education jhperkns@memphis.edu

2. Change? We trained hard– but it seemed that every time we were beginning to form up into teams we were reorganized. I was to learn later in life that we tend to meet any new situation by reorganizing, and what a wonderful method it can be for creating the illusion of progress while actually producing confusion, inefficiency, and demoralization. -- Petronius Arbiter, 210 B.C. jhperkns@memphis.edu

3. A Change Model jhperkns@memphis.edu

4. A Capacity-Building Model for Teacher Development (Cooter & Cooter, 2003) Expertise & Ability to Coach Others Refined and Expanded Capacity Practice with Coaching Deeper Learning with Limited Capacity First Exposure No Knowledge jhperkns@memphis.edu

5. SKILLS ASSESSMENT TEACHING ADAPTATIONS FAMILY The Pillars of Successful Reading Instruction jhperkns@memphis.edu

6. How can we give all children the opportunity to become truly free? Literacy is the door to social justice – it is a sacred task. The reading teacher must be an If – Then Thinker, and problem solver – he/she cannot be on the sidelines. It is an active and ever changing task. jhperkns@memphis.edu

7. “Without question, education is the key to progress and prosperity in the United States today. Whether fair or not, educational opportunity and academic achievement are directly tied to the social divisions associated with race, ethnicity, gender, first language, and social class. The level and quality of educational attainment either open the doors to opportunity or close them.”Edmund W. GordonThe Covenant With Black AmericaPage 25 jhperkns@memphis.edu

8. National Reading Panel’s“Big Five” • Phonemic Awareness • Phonics • Vocabulary • Reading Comprehension • Reading Fluency Motivation jhperkns@memphis.edu

9. Phonemic Awareness • the ability to hear, identify, and manipulate individual sounds—phonemes—in spoken words Phonemic Awareness is important because… • It improves children’s word reading and reading comprehension, and • It helps children learn to spell. jhperkns@memphis.edu

10. Phonics Instruction • Helps children learn the relationships between the letters of written language and the sounds of spoken language Phonics Instruction is important because… • It leads to an understanding of the alphabetic principle—the systematic and predictable relationships between written letters and spoken sounds. jhperkns@memphis.edu

11. What Is Vocabulary? “… vocabulary is the glue that holds stories, ideas, and content together…making comprehension accessible for children” -Rupley, Logan, & Nichols, 1998/1999,p.339 Vocabulary encompasses all the words we must know to communicate effectively. jhperkns@memphis.edu

12. Why Teach Vocabulary? Research shows that word knowledge: Is critical to reading comprehension Links strongly to academic success Determines success in comprehending and learning from texts jhperkns@memphis.edu

13. #3 Vocabulary Recognizing and understanding written vocabulary is essential to reading. Indeed, unless children are able to understand word meanings as they read, the process is reduced to mindless decoding(Fountas & Pinnell, 1996; Reutzel & Cooter, 2005). Children who come to school with thousands of “words in their head”—words they can hear, understand, and use in their daily lives—are already on the path to learning success(Allington & Cunningham, 1996). jhperkns@memphis.edu

14. Factors in Word Recognition • Students learn what they practice. How much practice is needed before a word is • recognized automatically? • Generally speaking, more exposures are needed for: • younger learners • more abstract words- nouns and verbs are learned faster than function words. • words easily confused with ones already known. • The cognitive level of a student is also a factor. jhperkns@memphis.edu

15. Obstacles to Vocabulary Development • Number of new words students need to learn • Difference between spoken English and academic English • Complexity of word knowledge jhperkns@memphis.edu

16. Scaffolding VocabularyDevelopment jhperkns@memphis.edu

17. High verbal abilities facilitate vocabulary learning from context, so that children with high verbal ability know more words to begin with, can read them, and when they encounter unknown words in their reading can also learn from them. Stothard & Hulme in National Research Council, 1998 jhperkns@memphis.edu

18. There Are Four Types of Vocabulary • Listening vocabulary, the largest,is made up of words we can hear and understand. All other vocabularies are subsets of our listening vocabulary. • The second largest vocabulary, speaking vocabulary,is comprised of words we can use when we speak. • Next is our reading vocabulary, words we can identify and understand when we read. • The smallest is our writing vocabulary, words we use in writing. jhperkns@memphis.edu

19. Level Definition Unknown The word is completely unfamiliar and its meaning is unknown. Acquainted The word is somewhat familiar; the student has some idea of its basic meaning. Established The word is very familiar; the student can immediately recognize its meaning and use the word correctly. Levels of Word Knowledge (National Reading Panel) jhperkns@memphis.edu

20. ???????? • Mendacious • Loquacious • Sagacious • Ubiquitous jhperkns@memphis.edu

21. Principles of Effective Vocabulary Instruction Principle 1:Vocabulary is learned best throughdirect,hands-on experience. Principle 2: Teachers should offer bothdefinitionsandcontextduring vocabulary instruction. Principle 3: Effective vocabulary instruction must include a depth of learning component as well as a breadth of word knowledge. Principle 4: Students need to havemultiple exposuresto new reading vocabulary words. jhperkns@memphis.edu

22. Discussions prior, during and after reading will helpstudents to connect new vocabulary to prior knowledge • Encourage students to utilize words in their writing. • Encourage students to locate words outside the classroom. • Help students internalize strategies for the lifelong process of learning new words independently. jhperkns@memphis.edu

23. Indirect Vocabulary Instruction Wide Reading Read to students Oral language development Morning Message Writing/Journals Lively Discussions/role play Direct Vocabulary Instruction Pre teaching Analysis of words Roots or Affixes Semantic Mapping Concept Map Method Word Banks, Word Walls Methods jhperkns@memphis.edu

24. Technology in the Content Areas Society now requires a highly educated populace that exhibits technological, visual, and information literacy in the context of critical thinking, cultural awareness, and social responsibility – skills for the 21st century. The bottom line is that schools must provide opportunities for students to develop these 21st century skills. jhperkns@memphis.edu

25. Technology is a bridge to higher academic achievement. Research shows that when technology is used appropriately – in the context of sound learning theory – children learn more. jhperkns@memphis.edu

26. Where’s Jeeves?www. askforkids.comhttp://news.nationalgeographic.com/kids/index.html jhperkns@memphis.edu

27. Graphic Organizers Graphic organizers provide a visual representation of chunks of information, shows relationships and patterns between and among bits of information, and they help children/students to prioritize and organize their thinking. V. Benson, 2000 jhperkns@memphis.edu

28. The Power of Graphic Organizers • We learn and remember by chunking information into categories. • We learn and remember by seeing relationships and patterns. • We learn by reflecting and prioritizing information. jhperkns@memphis.edu

29. Word Walls / Content Word Walls • Select words from reading programs, high-frequency word lists, irregular words, and commonly-used words that students use in their reading and writing, and content such as science, math , and social studies. • Display words in a highly visible, accessible place in the classroom • Categorize words in a variety of ways • Incorporate a variety of word wall activities daily and often • Encourage students to use the word wall when they independently read and write jhperkns@memphis.edu

30. Effective Content Area Vocabulary DevelopmentStudies indicate that effective content area vocabulary development have three important properties (Nagy, 1988): • integration of new words with the students’ schema (experiences) and concepts, • sufficient repetition, and • meaningful use of words through engaging practice. jhperkns@memphis.edu

31. Comprehension jhperkns@memphis.edu

32. Reasons for Poor Comprehension • Lack of automaticitywith word recognition • Limited vocabulary • Poor syntactic knowledge • Lack of understanding of text organization • Lack of internalized reading strategies jhperkns@memphis.edu

33. Reasons for Poor Comprehension What is another reason? ___________________________________________ Schema Topic Knowledge Text Knowledge jhperkns@memphis.edu

34. Reading Aloud to Build Schemas • Activates Prior Knowledge • Adds new information to an incomplete schema (slot filling) • Relates to story-specific information • Builds and extends concepts • Reflects “Reading to Learn” Topic Knowledge jhperkns@memphis.edu

35. Reading Aloud to Build Schemas Text Knowledge • Developing a “Sense of Story” • Using the Elements of Story Structure and Conventions *Plot- Problem/Goal/Events *Setting *Character *Theme *Point of View • Understanding Book Language • Developing Oral Language jhperkns@memphis.edu

36. Reading Aloud to Build Schemas Topic Knowledge Text Knowledge jhperkns@memphis.edu

37. Reading Aloud to Build Schemas jhperkns@memphis.edu

38. Fluency jhperkns@memphis.edu

39. What is Fluency? Put Reading First (Armbruster, Lehr, & Osborn, 2001) explains: Fluency is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly in ways that help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking (p.22). jhperkns@memphis.edu

40. Choral Reading • The whole class reads aloud from the same selection. • The teacher reads and sets the pace, modeling proper prosody. Choral Reading in Pairs • Two students work together reading aloud a selection jhperkns@memphis.edu

41. Duet Reading • Similar to Reading in Pairs, but involves a stronger and a weaker reader. • Assists the weaker reader with prosody, speed, and confidence • Stronger reader is usually a tutor or a parent jhperkns@memphis.edu

42. Instructions for the Skilled Reader • Sit side by side with the learner and use the same book • Read with the learner, and set the pace • Read fluently and with expression • Track while reading (if necessary) As learners are able, the can take over tracking and read alone. jhperkns@memphis.edu

43. We the people In order to form a more perfect union, Establish justice, insure domestic tranquility, Provide for the common defense, Promote the general welfare and Secure the blessings of liberty To ourselves and our posterity Do ordain and establish this Constitution For the United States of America jhperkns@memphis.edu

44. Partner (Buddy) Reading Paired students take turns reading to each other. Fluent readers are usually paired with struggling readers. • The teacher models first as students follow along • The fluent reader reads first, following the teacher’s model • The struggling reader reads aloud, as the partner provides guidance with word recognition and support/scaffolding jhperkns@memphis.edu

45. Teacher-student Assisted Reading By listening to good models of fluent reading, students learn how a reader’s voice can assist in the text making sense (Kuhn & Stahl, 2003). jhperkns@memphis.edu

46. Tape-assisted Reading Student read along in their books with an audiotaped fluent reader. Tape-assisted reading must be monitored, and students must be held responsible for what they hear and read. • For the first reading, students follow along in their own copy of the selection. • After listening to the entire selection, students choose one passage from it to practice. • They read aloud with the tape repeatedly until they gain fluency, and can read the passage independently. • The student may then read the passage to the teacher. jhperkns@memphis.edu

47. Readers Theatre Readers theatre encourages readers to re-read text and to practice fluency. • Students are assigned the roles of characters who speak line or a narrator who shares necessary background information. • Students rehearse and perform a play for peers • They read from scripts that have been derived from books jhperkns@memphis.edu

48. 107 Most Frequently Used Words In Written English the at we many first know of or what these new little and from about no very such to had up time my even a I said been also much in not out who down our is have if like make must that this some could now it but would has way was by so him each for were people how called you one them than did he all other two just on she more may after as when will only water are an into most through they their your its get with there which made because be her do over back his can then see where This information was taken from A Focus on Fluency from Pacific Resources for Education and Learning. www.prel.org jhperkns@memphis.edu

49. Classroom ObservationsReading & Writing To, With, and By Students jhperkns@memphis.edu

50. Literacy Notebook Compile and create resources to use in your future classroom. In a 3-ring binder, you must have the following divisions and materials: Trade Books: A list of 25 children’s books that include the title, author, number of pages, and three language arts activities per book. Included in this section will be the literature technology assignments. Strategies: Include your classmates’ presentation handouts and any other useful ideas you might learn from your field experience. Class Handouts: Place your copies of literacy information from the umdrive and other useful handouts given in class. These should be separated by topic headings such as: “The Big Five,” and including writing. jhperkns@memphis.edu