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Read, Write, and Learn!Read, Write, and Learn!Read, Write, and Learn!Read, Write, and Learn!

Kim LarsonKim LarsonResponse to InterventionResponse to Intervention

July 31, 2007July 31, 2007

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Reading is learning – Reading is learning – connecting information to connecting information to the knowledge that one the knowledge that one already has, creating new already has, creating new knowledge and knowledge and understandings.understandings.

Reading is learning – Reading is learning – connecting information to connecting information to the knowledge that one the knowledge that one already has, creating new already has, creating new knowledge and knowledge and understandings.understandings.

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Vocabulary Vocabulary DevelopmentDevelopment

Vocabulary Vocabulary DevelopmentDevelopment

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Why Teach Why Teach Vocabulary?Vocabulary?Why Teach Why Teach

Vocabulary?Vocabulary?

““Vocabulary is strongly Vocabulary is strongly associated with reading associated with reading comprehension and is an comprehension and is an integral component of reading integral component of reading instructional programs.”instructional programs.”

Baumann et al, 2005Baumann et al, 2005

““Vocabulary is strongly Vocabulary is strongly associated with reading associated with reading comprehension and is an comprehension and is an integral component of reading integral component of reading instructional programs.”instructional programs.”

Baumann et al, 2005Baumann et al, 2005

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How Many WordsHow Many WordsDo Students Know?Do Students Know?How Many WordsHow Many Words

Do Students Know?Do Students Know?

•Entering school: 2,500 to 26,000Entering school: 2,500 to 26,000

•Leaving college: 19,000 to 200,000Leaving college: 19,000 to 200,000

•What is agreed upon: students add What is agreed upon: students add approximately 2,000 to 3,500 approximately 2,000 to 3,500 distinct words yearly to their distinct words yearly to their reading vocabulariesreading vocabularies

Hiebert, 2005Hiebert, 2005

•Entering school: 2,500 to 26,000Entering school: 2,500 to 26,000

•Leaving college: 19,000 to 200,000Leaving college: 19,000 to 200,000

•What is agreed upon: students add What is agreed upon: students add approximately 2,000 to 3,500 approximately 2,000 to 3,500 distinct words yearly to their distinct words yearly to their reading vocabulariesreading vocabularies

Hiebert, 2005Hiebert, 2005

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““A vocabulary A vocabulary instructional program instructional program should be multifaceted, should be multifaceted, or have multiple or have multiple components.”components.”

Baumann et al, 2005Baumann et al, 2005

““A vocabulary A vocabulary instructional program instructional program should be multifaceted, should be multifaceted, or have multiple or have multiple components.”components.”

Baumann et al, 2005Baumann et al, 2005

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Graves’ Four-Graves’ Four-Pronged Pronged

Vocabulary Vocabulary ProgramProgram

Graves’ Four-Graves’ Four-Pronged Pronged

Vocabulary Vocabulary ProgramProgram• Provide Frequent, Varied, and Extensive Language Provide Frequent, Varied, and Extensive Language

ExperiencesExperiences

• Teach Individual WordsTeach Individual Words

• Teach Word Learning Strategies Teach Word Learning Strategies

• Foster Word ConsciousnessFoster Word Consciousness

Graves, 2005Graves, 2005

• Provide Frequent, Varied, and Extensive Language Provide Frequent, Varied, and Extensive Language ExperiencesExperiences

• Teach Individual WordsTeach Individual Words

• Teach Word Learning Strategies Teach Word Learning Strategies

• Foster Word ConsciousnessFoster Word Consciousness

Graves, 2005Graves, 2005

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Selecting Words to Selecting Words to TeachTeach

Selecting Words to Selecting Words to TeachTeach

Three sources can be useful:Three sources can be useful:

• Word listsWord lists

• Selections students are reading, Selections students are reading, writing, or listening towriting, or listening to

• Students themselvesStudents themselves

Graves, 2005Graves, 2005

Three sources can be useful:Three sources can be useful:

• Word listsWord lists

• Selections students are reading, Selections students are reading, writing, or listening towriting, or listening to

• Students themselvesStudents themselves

Graves, 2005Graves, 2005

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Word ListsWord ListsWord ListsWord Lists

– 25 Common Spanish-English 25 Common Spanish-English CognatesCognates

– 1,000 Most Frequent Words in 1,000 Most Frequent Words in Text Text (Grades 3-9)(Grades 3-9)

– Word Zones ListWord Zones List

http://textproject.org/resourceshttp://textproject.org/resources

– 25 Common Spanish-English 25 Common Spanish-English CognatesCognates

– 1,000 Most Frequent Words in 1,000 Most Frequent Words in Text Text (Grades 3-9)(Grades 3-9)

– Word Zones ListWord Zones List

http://textproject.org/resourceshttp://textproject.org/resources

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TeachingTeachingWord Learning StrategiesWord Learning Strategies

TeachingTeachingWord Learning StrategiesWord Learning Strategies

More than 60% of the new More than 60% of the new words that readers words that readers encounter can be broken encounter can be broken down into meaningful parts.down into meaningful parts.

Nagy et al, 1989Nagy et al, 1989

More than 60% of the new More than 60% of the new words that readers words that readers encounter can be broken encounter can be broken down into meaningful parts.down into meaningful parts.

Nagy et al, 1989Nagy et al, 1989

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TeachingTeachingWord Learning StrategiesWord Learning Strategies

TeachingTeachingWord Learning StrategiesWord Learning Strategies

• About 230,000 words, 170,000 inflections, About 230,000 words, 170,000 inflections, and another 100,000 proper names are to and another 100,000 proper names are to be found in printed school English (reading be found in printed school English (reading materials for students in grades 3-9.materials for students in grades 3-9.

• This volume reduces to 88,533 word This volume reduces to 88,533 word families.families.

• About 230,000 words, 170,000 inflections, About 230,000 words, 170,000 inflections, and another 100,000 proper names are to and another 100,000 proper names are to be found in printed school English (reading be found in printed school English (reading materials for students in grades 3-9.materials for students in grades 3-9.

• This volume reduces to 88,533 word This volume reduces to 88,533 word families.families.

Nagy and Herman, Nagy and Herman, 19871987Nagy and Herman, Nagy and Herman, 19871987

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PrefixesPrefixes and Suffixes That and Suffixes That Account for Approximately 75% Account for Approximately 75%

of Affixed Wordsof Affixed Words

PrefixesPrefixes and Suffixes That and Suffixes That Account for Approximately 75% Account for Approximately 75%

of Affixed Wordsof Affixed Words

White, Sowell, & Yanagihara, White, Sowell, & Yanagihara, 19891989White, Sowell, & Yanagihara, White, Sowell, & Yanagihara, 19891989

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FosteringFosteringWord ConsciousnessWord Consciousness

FosteringFosteringWord ConsciousnessWord Consciousness

• Be a positive model – demonstrate how Be a positive model – demonstrate how word play can be interesting and word play can be interesting and enjoyable and how word learning can be enjoyable and how word learning can be fun.fun.

• Have fun with words.Have fun with words.

• Promote student use ofPromote student use ofvocabulary learned at school invocabulary learned at school innon-school contexts. non-school contexts.

Graves, 2005Graves, 2005

• Be a positive model – demonstrate how Be a positive model – demonstrate how word play can be interesting and word play can be interesting and enjoyable and how word learning can be enjoyable and how word learning can be fun.fun.

• Have fun with words.Have fun with words.

• Promote student use ofPromote student use ofvocabulary learned at school invocabulary learned at school innon-school contexts. non-school contexts.

Graves, 2005Graves, 2005

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Fluency Fluency Fluency Fluency

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Why Teach Why Teach Fluency?Fluency?

Why Teach Why Teach Fluency?Fluency?

““For the reader, fluency requires For the reader, fluency requires good decoding skills, the good decoding skills, the strategies to orchestrate these in strategies to orchestrate these in reading real text, and reading real text, and comprehension to monitor what is comprehension to monitor what is being read to make sure it sounds being read to make sure it sounds like language.”like language.”

Beers, 2003Beers, 2003

““For the reader, fluency requires For the reader, fluency requires good decoding skills, the good decoding skills, the strategies to orchestrate these in strategies to orchestrate these in reading real text, and reading real text, and comprehension to monitor what is comprehension to monitor what is being read to make sure it sounds being read to make sure it sounds like language.”like language.”

Beers, 2003Beers, 2003

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Why Teach Why Teach Fluency?Fluency?

Why Teach Why Teach Fluency?Fluency?

““For the teacher, listening to For the teacher, listening to students read and charting students read and charting their development in fluency is their development in fluency is also a way to measure the also a way to measure the effect of instruction and to effect of instruction and to provide input for further provide input for further instructional planning.”instructional planning.”

Beers, 2003Beers, 2003

““For the teacher, listening to For the teacher, listening to students read and charting students read and charting their development in fluency is their development in fluency is also a way to measure the also a way to measure the effect of instruction and to effect of instruction and to provide input for further provide input for further instructional planning.”instructional planning.”

Beers, 2003Beers, 2003

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How Do YouHow Do YouTeach Fluency?Teach Fluency?

How Do YouHow Do YouTeach Fluency?Teach Fluency?

•ModelingModeling•AssistedAssisted Reading Reading •Guidance or FeedbackGuidance or Feedback from from a Partner a Partner

•Appropriate FeedbackAppropriate Feedback

Shanahan, Hasbrouck, 2005Shanahan, Hasbrouck, 2005

•ModelingModeling•AssistedAssisted Reading Reading •Guidance or FeedbackGuidance or Feedback from from a Partner a Partner

•Appropriate FeedbackAppropriate Feedback

Shanahan, Hasbrouck, 2005Shanahan, Hasbrouck, 2005

Students benefit from:Students benefit from:Students benefit from:Students benefit from:

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How Do YouHow Do YouTeach Fluency?Teach Fluency?

How Do YouHow Do YouTeach Fluency?Teach Fluency?

Informational text is Informational text is excellent for fluency excellent for fluency practice as the important practice as the important words related to the content words related to the content that students are learning that students are learning are repeated over and over.are repeated over and over.

Informational text is Informational text is excellent for fluency excellent for fluency practice as the important practice as the important words related to the content words related to the content that students are learning that students are learning are repeated over and over.are repeated over and over.

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Samuel’s Model for Samuel’s Model for Fluency InstructionFluency InstructionSamuel’s Model for Samuel’s Model for Fluency InstructionFluency Instruction

1.1. Student selects passage at correct level (not Student selects passage at correct level (not too easy, not too hard) – from 50 to 500 wordstoo easy, not too hard) – from 50 to 500 words

2.2. Make a chart for recording word-recognition Make a chart for recording word-recognition errors and speederrors and speed

3.3. Student reads selection; teacher or volunteer Student reads selection; teacher or volunteer records speed and number of errorsrecords speed and number of errors

4.4. Student practices reading selection on ownStudent practices reading selection on own5.5. Testing-reading cycle is repeated until Testing-reading cycle is repeated until

student can read on own with some degree of student can read on own with some degree of fluency - when goal is reached, a new fluency - when goal is reached, a new selection is selected and process is repeatedselection is selected and process is repeated

Jay Samuels, 1994 Jay Samuels, 1994

1.1. Student selects passage at correct level (not Student selects passage at correct level (not too easy, not too hard) – from 50 to 500 wordstoo easy, not too hard) – from 50 to 500 words

2.2. Make a chart for recording word-recognition Make a chart for recording word-recognition errors and speederrors and speed

3.3. Student reads selection; teacher or volunteer Student reads selection; teacher or volunteer records speed and number of errorsrecords speed and number of errors

4.4. Student practices reading selection on ownStudent practices reading selection on own5.5. Testing-reading cycle is repeated until Testing-reading cycle is repeated until

student can read on own with some degree of student can read on own with some degree of fluency - when goal is reached, a new fluency - when goal is reached, a new selection is selected and process is repeatedselection is selected and process is repeated

Jay Samuels, 1994 Jay Samuels, 1994

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MotivationMotivation

andand

EngagementEngagement

MotivationMotivation

andand

EngagementEngagement

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Motivation Motivation

• Establish purposeEstablish purpose• Reason for readingReason for reading• Active, student-centered Active, student-centered

instructioninstruction

Give students a reason to read!Give students a reason to read!

Motivation Motivation

• Establish purposeEstablish purpose• Reason for readingReason for reading• Active, student-centered Active, student-centered

instructioninstruction

Give students a reason to read!Give students a reason to read!

Key Components toKey Components toSupporting Students as Supporting Students as

Readers:Readers:

Key Components toKey Components toSupporting Students as Supporting Students as

Readers:Readers:

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• RelevanceRelevance• ChoicesChoices• SuccessSuccess• CollaborationCollaboration• Thematic UnderstandingThematic Understanding

Guthrie, 2006Guthrie, 2006

• RelevanceRelevance• ChoicesChoices• SuccessSuccess• CollaborationCollaboration• Thematic UnderstandingThematic Understanding

Guthrie, 2006Guthrie, 2006

Classroom & Curriculur Classroom & Curriculur Practices for Engaged Practices for Engaged

ReadingReading

Classroom & Curriculur Classroom & Curriculur Practices for Engaged Practices for Engaged

ReadingReading

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Wide ReadingWide ReadingWide ReadingWide Reading

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Wide ReadingWide ReadingWide ReadingWide Reading

““When instruction is designed to When instruction is designed to engage students in more reading engage students in more reading and in reading more widely than and in reading more widely than they might otherwise do, when they might otherwise do, when instruction is planned so that instruction is planned so that students write about their reading, students write about their reading, students build their capacity to students build their capacity to comprehend.”comprehend.”

Underwood and Pearson, 2004Underwood and Pearson, 2004

““When instruction is designed to When instruction is designed to engage students in more reading engage students in more reading and in reading more widely than and in reading more widely than they might otherwise do, when they might otherwise do, when instruction is planned so that instruction is planned so that students write about their reading, students write about their reading, students build their capacity to students build their capacity to comprehend.”comprehend.”

Underwood and Pearson, 2004Underwood and Pearson, 2004

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Wide ReadingWide ReadingWide ReadingWide ReadingResearch suggests that if students Research suggests that if students read 20 minutes per day in school, and read 20 minutes per day in school, and 20 minutes per day outside of school, 20 minutes per day outside of school, there will be improvement in:there will be improvement in:

vocabularyvocabularydecoding skillsdecoding skillswriting skillswriting skillsfluencyfluencycomprehension skillscomprehension skills

and there will be an increased and there will be an increased motivation and interest in reading.motivation and interest in reading.

Research suggests that if students Research suggests that if students read 20 minutes per day in school, and read 20 minutes per day in school, and 20 minutes per day outside of school, 20 minutes per day outside of school, there will be improvement in:there will be improvement in:

vocabularyvocabularydecoding skillsdecoding skillswriting skillswriting skillsfluencyfluencycomprehension skillscomprehension skills

and there will be an increased and there will be an increased motivation and interest in reading.motivation and interest in reading.

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Reading Volume: Reciprocal EffectsReading Volume: Reciprocal Effects

The Results:The Results:

Strong ReadingStrong ReadingSkillSkill

Increased Reading VolumeIncreased Reading Volume

Increased Motivation Increased Motivation to Readto Read

More Rewarding More Rewarding Reading ExperiencesReading Experiences

Increased ReadingIncreased ReadingComprehensionComprehensionIncreased VocabularyIncreased Vocabulary

Increased DecodingIncreased DecodingSkillsSkills

Increased FluencyIncreased Fluency

Increased Reading Increased Reading VolumeVolume

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Reading Volume: Reciprocal EffectsReading Volume: Reciprocal Effects

By Contrast:By Contrast:

Poor ReadingPoor ReadingSkillSkill

Limited Reading VolumeLimited Reading Volume

Limited MotivationLimited Motivationto Readto Read

Unrewarding Reading Unrewarding Reading ExperiencesExperiences

Marginal Gains inMarginal Gains inReading ComprehensionReading Comprehension

Marginal Gains in VocabularyMarginal Gains in Vocabulary

Marginal Gains in Marginal Gains in Decoding SkillsDecoding Skills

Marginal Gains in FluencyMarginal Gains in Fluency

Limited Reading VolumeLimited Reading Volume

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0

1000

2000

3000

4000

5000

6000

7000

1st 3rd 5th

Good Readers

StrugglingReaders

Reading Volume:Reading Volume:Variance by AbilityVariance by Ability

Average number of words read by good and struggling readers during five reading group sessions in 1st, 3rd, and 5th grades

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0

2,000,000

4,000,000

6,000,000

8,000,000

10,000,000

Least Motivated (100,000words/yr)

Average Levels (1 millionwords/yr)

Voracious Reader (10+ millionwords/yr)

Words Read Per Year

Estimated Differences for In-SchoolEstimated Differences for In-SchoolReading Volume for Middle GradesReading Volume for Middle Grades

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Strategy InstructionStrategy InstructionStrategy InstructionStrategy Instruction

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““When students are able to When students are able to select appropriate skills to apply select appropriate skills to apply independently according to the independently according to the task before them, strategic task before them, strategic reading takes place.”reading takes place.”

Daggett, 2003Daggett, 2003

““When students are able to When students are able to select appropriate skills to apply select appropriate skills to apply independently according to the independently according to the task before them, strategic task before them, strategic reading takes place.”reading takes place.”

Daggett, 2003Daggett, 2003

Effective ReadersEffective ReadersEffective ReadersEffective Readers

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Comprehension Comprehension InstructionInstruction

Comprehension Comprehension InstructionInstruction

• Preparing for Reading ActivitiesPreparing for Reading Activities• Developing Vocabulary ActivitiesDeveloping Vocabulary Activities• Understanding and Using Text Understanding and Using Text

Structure Knowledge ActivitiesStructure Knowledge Activities• Questioning ActivitiesQuestioning Activities• Information Processing Information Processing

ActivitiesActivities• Summarizing ActivitiesSummarizing Activities• Notetaking ActivitiesNotetaking Activities• Voluntary or Recreational Voluntary or Recreational

Reading ActivitiesReading ActivitiesFlood, Lapp, and Fisher, 2003Flood, Lapp, and Fisher, 2003

• Preparing for Reading ActivitiesPreparing for Reading Activities• Developing Vocabulary ActivitiesDeveloping Vocabulary Activities• Understanding and Using Text Understanding and Using Text

Structure Knowledge ActivitiesStructure Knowledge Activities• Questioning ActivitiesQuestioning Activities• Information Processing Information Processing

ActivitiesActivities• Summarizing ActivitiesSummarizing Activities• Notetaking ActivitiesNotetaking Activities• Voluntary or Recreational Voluntary or Recreational

Reading ActivitiesReading ActivitiesFlood, Lapp, and Fisher, 2003Flood, Lapp, and Fisher, 2003

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WritingWritingWritingWriting

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Why Write?Why Write? **Improves reading skillsImproves reading skills

**Helps students formulate thoughts and Helps students formulate thoughts and ideasideas

**Allows students to use the words they Allows students to use the words they are learningare learning

**Allows students the opportunity to Allows students the opportunity to demonstrate comprehension through re-demonstrate comprehension through re-

writingwriting

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Beginning of Year:Beginning of Year:Building ConfidenceBuilding Confidence

The reluctant writer…The reluctant writer…

“ “I don’t have anything to write I don’t have anything to write about!”about!”

““I don’t know how to write!”I don’t know how to write!”

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Beginning of Year:Beginning of Year:Building ConfidenceBuilding Confidence

Choosing TopicsChoosing Topics

ModelModel

PracticePractice

ExploreExplore

Talk/Listen about WritingTalk/Listen about Writing

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Supplies for an Effective Supplies for an Effective Writing EnvironmentWriting Environment

•Writing supplies Writing supplies

- different types of writing tools- different types of writing tools- different types of paper- different types of paper

•Word lists: teacher made, student Word lists: teacher made, student made, purchased (dictionaries)made, purchased (dictionaries)

•Books, magazines, newspapers, etc.Books, magazines, newspapers, etc.

•Markers, colored pencils, crayons for Markers, colored pencils, crayons for illustrations, tape, staplers…illustrations, tape, staplers…

•ComputersComputers

•Other …Other …

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Components of a Writing Components of a Writing ProgramProgram

•Daily Journal WritingDaily Journal Writing

•Writers Workshop, Writing Writers Workshop, Writing Groups, PublishingGroups, Publishing

•Writing in Response to Writing in Response to ReadingReading

•Daily SharingDaily Sharing

•Teacher/Student Led Mini-Teacher/Student Led Mini-LessonsLessons

•Portfolio CollectionsPortfolio Collections

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Home/School Home/School ConnectionConnection Students take home selected Students take home selected

pieces of writing on regular pieces of writing on regular basis– include student pre-basis– include student pre-planning / parent response planning / parent response sheet for student support and sheet for student support and documentationdocumentation

Invite parents to participate in Invite parents to participate in classroom writing activitiesclassroom writing activities

After-SchoolAfter-School Writing ClubWriting Club that that includes parentsincludes parents

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Fisher, Brozo, Frey, and Ivey. 2007. 50 Content Area Strategies for Adolescent Literacy. Pearson-Merrill Prentice Hall: Upper Saddle River, New Jersey.

Graves, Michael. 2006. The Vocabulary Book: Learning & Instruction. Teachers College Press: New York.

International Reading Association - http://www.reading.org

National Council of Teachers of English - http://www.ncte.org

National Writing Project - http://www.writingproject.org

ResourcesResources

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Nebraska Department of Education Continuous Improvement Toolkit - http://www.nde.state.ne.us/CIPToolkit

Nebraska Department of Education Reading/Writing Website -http://www.nde.state.ne.us/read

Nebraska Writing Project - http://www.unl.edu/newp

TextProject - Freddy Hiebert’s websiteword lists and research articles related to reading instructionhttp://textproject.org

Stillman, Peter. 1998. Families Writing. Calendar Island Publishers: Portland, Maine.

ResourcesResources

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Kim LarsonKim LarsonReading/Writing Reading/Writing Director Director NE Dept. of NE Dept. of EducationEducationkim.larson@nde.ne.gkim.larson@nde.ne.govov