St. Peter Day 3. ACTIVITY Circle Group 1. Where are you at today? What are you thinking about? 2. What brings you joy? 3. So far, what strategies would.

St. Peter Day 3

ACTIVITYCircle Group

1. Where are you at today? What are you thinking about?2. What brings you joy?3. So far, what strategies would you like to try?

I. READING LEVELS Independent level. At this level students can read unassisted.

a. Identify 98% or more of the words.

b. Comprehension scores are 90% or higher.

c. Independently reading, at this level or BELOW.

Instructional level. At this level students can read with some assistance.

a. Identify 90-97% of the words.

b. Comprehension scores are between 75% and 89%.

c. This level of reading material should be used for reading instruction.

d. Need to provide assistance: story map, vocabulary help, scaffolded oral

reading, or a story preview.

Frustration level.

a. Students cannot be successful even with a lot of the teacher’s help.

b. Identify 89% or less of these words.

c. Comprehension scores are less than 75%.

d. Avoid any type of reading at this level.

e. Challenging students with frustration level material will NOT help them

progress faster.

f. Reading at this level results only in frustrated students who learn that

they can’t learn to read and that they don’t like reading.

To find reading levels

1. Find a graded reading passage

2. Count the number of total words

3. Student reads orally

4. Document the words miscued

5. Determine percentage

Put the words in the correct category.

ACTIVITY

transition

Vocabulary Instruction

II. VOCABULARY1. The amount of reading that students do has a positive impact on all areas of reading as well as vocabulary

2. Those who read less will encounter fewer words and will not develop their reading skills as quickly.

STRATEGY #1: PROMOTE WIDE READING1. Your ideas?

STRATEGY #2: Purposefully Planned Vocabulary Infusion. PPVI

1. Identify words (general classroom conversation or instruction -

unit).

2. Find sophisticated versions of these words or related words.

3. Plan places to purposefully substitute target words each day.

4. Finally, keep a tally of when and where you model target

words.

5. Start by introducing 4 to 8 new words each week.

STRATEGY #3: ETYMOLOGY MINI-LESSON1. Mini-lesson (1 to 2 minutes) on the origin of root word encountered in text or conversation2. www.etymonline.com3. Find related words. Congregate, congress, congregation. a. Words with ___ in them.4. Create posters or Graphic Organizers.

STRATEGY #4: SYNONYM-ASSOCIATION

Scaffold: select three synonyms from the synonym box.

STRATEGY #5: CLASSIFYING WORDS1. Students are given 2 or more target words for categories2. Provided a box of related words (synonyms and/or

associations3. Students put the right word in the target word category4. Younger children use 3x5 cards

STRATEGY #6: VOCABULARY RATING1. Pre-post reading/lesson activity2. Pre- students rate their level of knowledge3. Post- students rate their knowledge again4. Effective small group activity

STRATEGY #7: SEMANTIC FEATURES ANALYSIS1. Target words are listed in the vertical column on the far left. 2. Descriptors or semantic features are listed along the

horizontal axis at the top. 3. As the words are encountered in the text, students check the

semantic features that apply. 4. This can also be done as a pre-post reading or lesson activity

in pairs or small groups.

• Invites students to add depth and dimension to their word knowledge

• Can be used when teaching concepts. • Pre-during reading or pre-post reading

• A German Shepherd went to the telegram office, took out a blank form, and wrote: "Woof. Woof. Woof. Woof. Woof. Woof. Woof. Woof.“

• The clerk examined the paper and politely told the dog: "There are only nine words here. You could send another 'Woof' for the same price.“

• "But," the dog replied, "that would make no sense at all."

III. VISUAL DISPLAYS AND GRAPHIC ORGANIZERS

Eventually you want to get students creating these for their journals, posters, or bulletin boards.

STRATEGY #9: RELATED WORD FORMSAfter an etymology mini-lesson, post related word forms so that students can see the relationship between words.

Mini-lessons on prefixes and suffixes.

STRATEGY #9: CONCEPTUALLY RELATED WORDS1. Teaching concepts.2. Theme or story. 3. Provides context

STRATEGY 10: SEMANTIC MAPS AND CONCEPTS MAPS1. Semantic maps display new words in a way that shows their relationship to other words or ideas 2. A concept map is a top-down diagram showing the relationship between concepts

STRATEGY 11: VOCABULARY MAPS 1. Vocabulary maps, word maps or definition maps. 2. Salient elements - target word, a definition, properties or

descriptors, and some examples. 3. Adopt and adapt to suit your situation

ACTIVITY: The Word Game1. Small group game2. Each group selects a ‘pitcher’3. Pitcher given a list of words4. Each turn, pitcher must get group to say the target word

without using the word or a form of the word in 10 seconds.5. If group misses, the other group has a chance to steal.

Transition

Three criminals are sentenced to exile in the desert and can only bring one personal item.

"I brought a loaf of bread, so when I get hungry, I'll have something to eat," said the first criminal.

"I brought a water skin, so that when I get thirsty, I'll have something to drink," said the second.

The third criminal looks proud of himself. "I brought a car door, so when it gets hot, I can roll down the window."

Comprehension

III. COMPREHENSION 1. Comprehension involves thinking

2. Improve comprehension by improving thinking.

3. Efficient readers approach narrative and expository text differently.

cognitive operations used by effective readers

STRATEGY 12: STORY GRAMMAR1. Story pre-view2. Scaffolded - during reading (some or all - as they are

encountered

STRATEGY 13: CREATIVE PROBLEM SOLVING1. Introduce story problem before (pre-reading strategies)2. Generate ideas3. Find solution to problem they will encounter

STRATEGY 14: PREDICT-O-GRAPH1. Guess based on clues and knowledge2. Pre-reading, story preview and prediction3. During-reading, stop, what happens next?

STRATEGY 15: VISUALIZE1. Most basic part of reading narrative text 2. Designated placed, stop 3. Students describe mental images (write, tell, draw)

• To extend and enhance, have students trade their mental images with another student or pass them around in small group. Students should add one item or thing to the written or drawn description before passing it to the next person.

Around The World. 1. This is a post-reading activity. 2. Identify an event or specific place in the story. 3. In small group, the first person says, “In this scene I see …”

and inserts something that could logically be found in that scene.

4. The second person repeats the phrases with the first person’s item and adds another.

5. The goal is to keep it going as long as possible. 6. The activity ends when students either cannot remember the

previous elements or cannot think of anything else to add to the scene.

STRATEGY 16: COMPARISON CHART

STRATEGY 17: STORY MAP1. A story map is any visual representation of the story plot that

lays out the story events so that you can see them in order. 2. Pre-reading activity. 3. During- or post-reading activity. 4. Open-ended activity

ACTIVITY: Once there was a reading teacher …

STRATEGY 18: EVALUATION/CRITIQUE

ACTIVITY 1. List 4 events that have occurred in your life.2. Put them on a line graph3. Rate them from happy to sad

STRATEGY 19: PLOT PROFILE1. Identify interesting or important events2. Put them on a line graph (bottom horizontal)3. Rate them (vertical)4. Apply to your own life

STRATEGY 20: CAUSE-EFFECT-O-GRAPH. 1. During-reading activity. 2. Pre-reading activity, introduce the events of the story found

on the cause-effect-O-graph 3. As students read the story they identify either the cause or

the effect of the events and fill in the graph.

ENDING ACTIVITY:

Create a commercial1. Select one strategy2. Create a 30 second commercial for it