Shared Reading

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Shared Reading
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Learning Unfamiliar Words

• Sight words- Children recognize the word orally
  and use it orally but do not recognize it in
  print
• New words- Children know a concept related to the
  word but are unfamiliar with the word orally and
  in writing
• New concept- Children have little or no
  background knowledge about the word and do not
  recognize the word in print
• New meaning- Children know the word, but they are
  unfamiliar with the way the word is used and its
  meaning in this situation

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Learning New Words

• Through reading (the greatest impact)
• Through family hobbies, trips, and activities
• Television (greatest impact-educational shows and
  limited TV time)
• Through lessons teachers teach

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Incidental Word Learning
Listening to the teacher read aloud
Reading books independently
Participating in talk activities
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Incidental Word Learning
Listening to the teacher read aloud
is the most valuable way to increase incidental
word learning
they make connections to writing
they learning language unique to stories
they hear complex sentence structure
they hear more mature linguistic expressions
they learn new concepts and content
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Context Cues

• Help in word meaning
• Help us learn words we do not know
• Words, phrases, and sentences around the unknown
  word may tell us something about it
• Really helpful cues are close to the unknown
  word, usually in the same sentence
• Children need explicit instruction in how to
  recognize and use context cues
• Context cues include syntax (recognition of
  nouns, verbs, adjectives, adverbs, inflectional
  endings), definitions, synonyms, and examples.

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Incidental Word Learning
Reading books independently
the amount of time spent reading independently
is the best predictor of vocabulary growth after
2nd grade
provide these opportunities through reading
workshop and through literature circles
provide books at their level
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Incidental Word Learning
participate in grand conversations
have instructional conversations about
informational books
encourage children to pronounce and use new
vocabulary words
Participating in talk activities
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Children with larger vocabularies are
more capable readers and develop more word
knowledge through reading.
Word knowledge and achievement are closely
related.
Capable readers become better readers
because they read more, and the books they read
are more challenging and have sophisticated
vocabulary words.
This is an example of the Matthew Effect which
means the rich get richer and the poor get
poorer.
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Explicit Teaching of Words

• Highlight important vocabulary words related to
  literature, themes, and units

• Teach minilessons about compound words, synonyms,
  antonyms, multiple meanings of words, and other
  word study skills

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Frayer Method to Teach New Concepts

• Define the concept, giving its special attributes
• Distinguish between the concept and others that
  are similar but different
• Give examples of the concept and explain what
  makes them good examples
• Provide non-examples of the concept
• Present examples and non-examples of the concept
  and ask children to distinguish between them
• Ask students to find examples and non-examples of
  the concept and explain why they are examples and
  non-examples. Provide feedback on their examples
  and explanations.

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Keyword Method

• Students create vivid, rich mental pictures to
  help them remember word meanings
• Examine the word to be learned
• Look for a word within the word (or group of
  letters) that will serve as the keyword
• Form a mental image that incorporates the meaning
  of the keyword and the meaning of the target word

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Selecting Words to Teach

• Important words-teach directly the words that are
  important for understanding a concept
• Useful words-the words children will see over and
  over again
• Difficult words-words with multiple meanings,
  homophones (their there) , homographs (sow
  sow), idioms,

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Words to Teach

• Synonyms (said, talk)
• Antonyms (wet, dry)
• Homonyms (eye, I)
• Homographs (address, address)
• Multiple meanings (can)
• Idioms (a hair brained idea)
• Neologisms (microwave, bell-bottoms)
• Portmanteause (motor hotel motel)
• Acronyms (AWOL Absent without leave)
• Euphemisms (a more pleasant sounding word-senior
  citizen, dearly departed)
• Regionalisms-expressions associated with
  particular geographical regions of the country
  (soda, pop, hotdish)

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Effective Instruction

• Connections to background knowledge using concept
  clusters vs. instruction in isolation
• Repetition 8-10 times for automaticity
• Higher-level word knowledge vs. memorization
• Strategy learning for learning new words
  independently
• Meaningful use in activities where children are
  actively involved in word study and use of words
  in projects related to literature
• Apply all of these to minilesson instruction

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Guidelines for Teaching Vocabulary

• Choose words to study
• Highlight words on Word Walls
• Develop full word knowledge (multiple meanings,
  endings, figurative meanings)
• Teach minilessons
• Plan word-study activities (word posters, word
  maps, dramatize words, word sorts, word chains,
  and semantic features)
• Read aloud to children every day
• Promote wide reading (15 minutes in grades 1-3,
  30 minutes in grades 4-8)

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Leveling Text

• Texts need to provide a balance between support
  and challenge. What does this mean?
• How would you describe a just-right text?
• What factors influence the degree of difficulty
  of a text?

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Leveling Text

• Contrast these appropriate text models for
  readers
• basal programs
• decodable texts
• childrens literature or whole language
• the Rog and Burton model for
• emergent readers

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Leveling Text

• What are the benefits of having leveled texts
  available?
• How is leveled text different than a return to
  ability grouping?

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Matching Children With Text

• Reading to, with, and by children
• Read-aloud, Shared Reading, Guided Reading,
  Independent Reading
• What are the supports and challenges in the book,
  what are the abilities of the children, what has
  your assessment shown
• Goldilocks Strategy
• Browsing Boxes, book baskets, classroom libraries
• Rog and Burtons Text Leveling Model
• Frys Readability Model
• Lexile Scores
• Words Readability Formulas

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Rog and Burtons Text Leveling

• Font size
• Predictable text
• Length of the book
• Number of illustrations
• How well the illustrations match the print
• Content (common and uncommon topics-concept
  level)
• Complexity of vocabulary
• Sentence length

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Readability versus Leveling

• Readability formulas usually give a numerical
  score
• Levelingselecting books to match the
  competencies of a reader or writer
• Readabilityan objective numerical score of
  difficulty

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Readability

• Syntactic difficulty-grammatical difficulty
  usually measured by sentence length
• Semantic difficulty-word length measured in
  syllables or number of letters, sometimes
  measured in frequency count of words not on a
  list of familiar words
• Does not take into account factors inside the
  readers head and thus is bottom-up
• Most offer a grade range
• Different formulas have a fairly good agreement
  in ranking

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Readability

• Randomly select 3 one hundred word passages
• Count the number of syllables within each one
  hundred word passage, calculate an average
• Count the number of sentences within each one
  hundred word passage, calculate an average
• Plot average syllables and sentences on the graph

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Readability

• Example Syllables Sentences

First 100 words 124
6.6 Second 100 words 141

5.5 Third 100 words 158 6.8
_____________
____________ Average
141
6.3 Readability
seventh grade