HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE

HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS August 11 -13, 9: 00 to 11: 00 Andy Johnson, Ph. D. Minnesota State University, Mankato andrew. johnson@mnsu. edu

Day 1

Very General Schedule Day 1: brain-based learning, reading and the brain, eyes and vowels, struggling readers, 10 instructional elements Day 2: phonics, word identification, fluency, Day 3: comprehension (narrative and expository text), vocabulary, literature (voluntary reading), RTI

www. OPDT-Johnson. com Resources for Teachers

St. Peter Discussion

St. Peter Teachers

Strategies you will learn today: 1. semantic impression 2. cloze 3. sentence mix-up 4. scaffolded writing 5. facilitated writing 6. language experience activities 7. scaffolded oral reading (Sc. ORe) 8. traveling mini-lesson

ACTIVITY Strategy #1 - Semantic Impression 1. Pre-reading and/or pre-lesson 2. Show key words, phrases 3. Students predict lesson/chapter content 4. Use words/phrases to create sentences

• • • brain eye movement learning reading semantic syntactic phonological vowels essential instructional elements reading instruction transaction struggling readers Groups of 3

ACTIVITY Circle Group 1. Where are you at today? What are you thinking about? 2. Share at least 2 goals that you have for this workshop 3. One person write them down so that I can collect them.

Transition

I. BRAIN-BASED LEARNING By Eric Jensen 1. Attending to social and emotional states enhances learning 2. Slow down - more pauses

3. Brevity - cut the length of focused attention time Grade Appropriate amount level of direct instruction k-2 5 -8 minutes 3 -5 8 -12 minutes 6 -8 12 -15 minutes 9 -12 12 -15 minutes adults 15 -18 minutes

4. Social interaction 5. Repetition 6. Error correction and messing about

II. DEFINING READING Question: How would you define reading? I need a volunteer from our studio audience.

Mea no mucius omittam lobortis, ex eam copiosae vivendum disputando. An est amet inciderint, ne tale etiam adolescens vel, idque postea neglegentur vix eu. Eius nemore ad vel, his veritus eleifend no. How would you define reading now?

1. Reading is creating meaning with print. 2. Brain uses 3 cuing systems to identify words as we read: a. semantic b. syntactical c. phonological

3. Transaction, 2 -way flow of information

• Need a volunteer from the studio audience.

On the next slide, look at the chart and say the color (not the word) as quickly as you can. Need somebody to time our volunteer with his/her cell phone stopwatch.

Look at the chart and say the color (not the word) as quickly as you can.

• 1 st – Semantic – meaning, context The monkey ate a b _ _ _.

2 nd - Syntax - word order, grammar

A Mardsan Giberter for Farfie Using Syntax to Create meaning Glis was very fraper. She had denarpen Farfie’s mardsan. She didn’t talp a giberter for him. So she conlanted to plimp a mardsan binky for him. She had just aparved the binky when he jibbled in the gorger. “Clorsty mardson!” she boffed. “That’s a crouistish mardsan bink, ” boffed Farfie, “but my mardsan is on Stansan. Agsan is Kelsan. ” “In that ruspen, ” boffed Glis, “I won’t whank your giberter until Stansan. ”

Comprehension Questions 1. Why was Glis fraper? 2. What did Glis plimp? 3. Who jibbled in the gorer when Glis sparved the binky? 4. What did Farfie bof about the mardsan binky? 5. Why didn’t Glis whank Farfie his giberter?

1. Why was Glis fraper? RE: Because she had denarpen Farfie’s mardsan. 2. What did Glis plimp? RE: A mardsan binky. 3. Who jibbled in the gorer when Glis sparved the binky? RE: Farfie. 4. What did Farfie bof about the mardsan binky? RE: “That’s a crouistish mardsan binky. ” 5. Why didn’t Glis whank Farfie his giberter? RE: Because his mardsan was on Stansan.

3 rd – Phonological – putting letters to sounds The least efficient cuing system!

Strategy #2 - Cloze 1. Sentence with a word missing

Phonogram Cloze AY

Wh_ _ did you say? What did you say? May I pl_ _ go outside? May I please go outside?

Let’s go fi_ _ _ in the bay. Let’s go fishing in the bay. I will st_ _ home today. I will stay home today.

Go l_ _ down. Go lay down. What d_ _ is it today? What day is it today?

Concept Cloze Hay

Horses e_ _ hay. Horses eat_ hay. C_ _ _ eat hay. Cows eat hay.

Farmers gr_ _ hay for their cows. Farmers grow hay for their cows. They use a tr_ _ _ to cut the hay. They use a tractor to cut the hay.

The h_ _ is put in bales. The hay is put in bales. The bales are li_ _ by a tractor. The bales are lifted by a tractor.

The hay is carried by a tr_ _ _. The hay is carried by a tractor.

It is stored for w_ _ _. It is stored for winter.

What is one interesting or important idea you learned about Hay? 1. _____________________________________

Strategy #3 - Sentence Mix-up 1. Sentences. Words out of order. 2. Students create meaning, put sentences in order.

Level #1: Student can see the sentence.

I got a puppy for my birthday. I puppy got my a for

Level #2: Student is shown the target sentence initially.

I got a puppy for my birthday.

birthday. I puppy got my a for

Level #3: Student is shown only the mixed-up sentence.

birthday. I puppy got my a for

Transition

Strategy #4 - Scaffolded Writing 1. One sentence at a time 2. Student says the sentence 3. Student writes the sentence (without worrying about spelling) 4. Ask student to identify words that don’t look right 5. You write correct spelling on top. Student writes correct spelling underneath (or use spell check) 6. Write two or three sentences 7. Student re-reads until fluent * Can do with a buddy.

Strategy #5 - Facilitated Writing 1. Sentence or paragraph 2. Ask students what they want to write about 3. Write down the “big” words on the board or computer 4. Students use the words to write sentence/paragraph 5. Provides scaffolding that enables them to succeed. * Demo

In just a minute you will have a chance to win $20!

III. BRAIN, EYES, AND VOWELS 1. Short term memory a. 7 bits of information for about 15 seconds

2. Window of perception is very small: a. foveal – about 3 to 6 letters, clear and precise b. parafoveal – 24 to 30 letters, not very clear c. peripheral - everything else, gross shapes

3. Eye movement - saccades and fixations

4. Brain uses as few letter clues as possible to identify words

Transition

Vowels are so very, very important …. NOT. All vowels removed except for initial vowels. Onc upn a tm thr ws a hndsm prnc. H lvd in a cstle. On dy an evl wzrd cm and trnd h int a frg. Th princ crd ot, ‘hlp m!” A btfl prncss cm t th cstl. Sh kssd hm on th lps. H trnd bck int a prnc. Thy lvd hppl vr aftr.

I will give $20 to anybody who can read the following sentence in which all the consonants are removed? E eea ae ae e e ooa ea i e . e ae a ea uaea. Th Grnby Pckrs r th bst ftbll tm n th NFL. Thy hv a grt qrtrbck.

13 vs. 0 Does anybody know the significance of this?

What does that say about the importance of the scope and sequence chart? Vowel Digraph Syllables _____ ee (feet) _____ ea (each) _____ oo (boot) _____ ai (bait) _____ ay (stay) _____ oa (boat) _____ ou (out) _____ ow (cow) _____ aw (saw) _____ au (taught) _____ oy (boy) _____ oi (oil) More Long Vowels _____ ie (chief) _____ ei (seize) _____ ey (key) _____ y (fly) _____ ie (pie) _____ igh (sigh) _____ oe (toe) _____ ou (soul) _____ old (gold)

Transition The funny game. Which group can come up with the funniest (silliest) caption?

Which group can come up with the funniest (silliest) caption?

IV. STRUGGLING READERS Question: What is important to know about struggling readers?

1. We think and feel with the same brain 2. Positive emotional experiences enhance learning, negative disrupts learning 3. Picture a time when you were frustrated - couldn’t do something

4. Three deficit areas in reading: a. fluency, b. comprehension c. word identification

Six Recommendation 1. Reading practice - independent level or below a. high/low books b. high/low-low books – (or concept-driven books) 2. Record duration of reading time 3. Proximal instruction

4. Do NOT frustrate readers 5. Provide choice a. books to read b. where to read c. when to read d. writing topics e. post-reading activities 6. Scaffolding a. provide supports to enable them to engage in authentic reading and writing activities

Cannons of WWI Example of a high/low-low books Concept-Driven

This German cannon was hit by shellfire

This is a British railroad gun. It was moved by a train.

This is another picture of the British railroad gun.

These British solders are pulling the cannon to a new position.

This huge British cannon used a tractor to move it around.

This American tank was moved by railroad.

Cannons were heavy. British solders are using pontoon floats to move this cannon.

Tar Heal Reader http: //tarheelreader. org

Strategies #5 - Language Experience Activities 1. Individual or small group 2. Students tell you about an experience 3. You write. 4. Read and repeat until fluent 5. Use for quick phonics mini-lessons Demo

Strategies #6 – Scaffolded Oral Reading (Sc. ORe) Variation of Neurological Impress Method 1. Oral reading 2. Provide support (scaffolding) as student is reading 3. Millisecond ahead of student 4. Keep pace moving Need a volunteer.

O magnum mysterium, et admirabile sacramentum, ut animalia viderent Dominum natum, jacentem in praesepio! Beata Virgo, cujus viscerameruerunt portare Dominum Christum. Alleluia.

Transition Games! Fabulous prizes!!

The Best Method Game #1: Identify the best method for teaching reading. Answer: There is no single best method

The 10 Essential Instructional Elements Game GAME #2: There are 10 essential elements for reading instruction that should be included in any reading curriculum (2 of them are for emergent level readers only). Hint: One element is phonics. The group that is able to guess the most will win fabulous prizes.

1. Concepts of print 2. Phonemic awareness * Instruction related to concepts of print as well as phonemic awareness activities should be discontinued once students are reading comfortably at the first grade level. 3. Emotion and Motivation. 4. Phonics putting sounds to letters 5. Word Identification strategies/skills * Instruction related to phonics and word identification should be discontinued as word identification strategies when students are reading at reading comfortably at the 3 rd grade level; however, word identification strategies should be continued as part of vocabulary development. 6. Fluency 7. Vocabulary 8. Comprehension 9. Writing 10. Literature

Strategy #7: Traveling Mini-Lesson 1. Find one idea from today’s session to create a 30 -second minilesson 2. You’ve got 3 minutes to prepare 3. Group A travel and teach 4. Group B, travel and teach