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Building Proficiency Through Reading Strategies Ken Stewart 2006 ACTFL National Language Teacher of the Year Chapel Hill, North Carolina AATSP-GA September 18, 2011
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Building Proficiency Through Reading Strategies
Ken Stewart2006 ACTFL National Language Teacher of the Year
Chapel Hill, North Carolina
AATSP-GASeptember 18, 2011
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Workshop Guiding Question
What instructional strategies can teachers use to ensure that through the integration of reading, students are successfully building proficiency in the Interpretive Communication mode?
AGENDA• Introductions
Why read?The Role of National Standards– Interpretive Mode of communication– Perspectives, products and practices
Pre-reading strategies• While-Reading Strategies
– Decoding– Organizers– Comprehension checks– Synthesis – Cooperative learning techniques
Lunch• Post-Reading activities• Scaffolding the Interpretive Mode• Strategies for building proficiency in the
Interpretative Mode• Vocabulary acquisition and retention• Assessment• Authentic Sources
GOALS FOR THE DAY• Learn strategies for building reading
comprehension.– Pre-, post- and during-reading
strategies• Take away engaging, communicative
activities.• Learn ways to build vocabulary
acquisition and retention to enhance reading.
• Learn teaching strategies to meet a variety of student needs.
Three Modes of Communication
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SOME THOUGHTS ON READING
• Focus on students’ general understanding• Read with the class (make it a listening &
speaking activity).• Set realistic expectations (speed, detail).• Pre-Reading is key.• Be sensitive about calling on students to
read aloud.• Urge students to underline, annotate.
(Reading is always a writing activity)
• Integrate language skills.
• Address cultural perspectives through reading.
• Learn assessment strategies using rubrics.
• Adapt texts for a variety of levels.
• Build proficiency skills for all levels.
The Reading / Learning Process
• BEFORE READING / LEARNING– Preview– Background knowledge– Set your purpose
• DURING READING/ LEARNING– Monitor comprehension– Actively engage– Predict
• AFTER READING / LEARNING– Practice– Organize– Communicate (written & oral)
It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristerlate large amounts of fevon and then bracter it to qualsel traxoline. Traxoline may well be one of out most lukized snezlaus in the future because of our zionter lescelidge.
READING POP QUIZ1.What is
traxoline?
2.Where is traxoline montilled?
3.How is traxoline quaselled?
4.Why is it important to know about traxoline?
5. important to know about traxoline?
Skill Building in Context: Reading
• It is really quite simple. First you arrange things into different groups. Of course, one group may be sufficient depending on how much there is to do. It is important not to overdo things. That is, it is better to do too few things than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive. At first the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity of it. After the procedure is completed one arranges the materials into different groups again. Then the groups can be placed in their appropriate places. Eventually, they will be used once more and the whole cycle will then have to be repeated.
• (Bransford and McCarrell, 1974 )
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Skill Building in Context: Visual
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I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdgnieg.The paomnnehal pweor of the hmuan mnid! Aoccdrnig to rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh?
Sgeun un etsduio de una uivenrsdiad ignlsea, no ipmotra el odren en el que las ltears etsan ersciats, la uicna csoa ipormtnate es que la pmrirea y la utlima ltera esten ecsritas en la psiocion cocrrtea. El rsteo peuden estar ttaolmntee mal y aun pordas lerelo sin pobrleams. Etso es pquore no lemeos cada ltera por si msima preo la paalbra es un tdoo.
Ladle Rat Rotten Hut
Wants pawn term, dare worsted ladle gull hoe lift wetter murder inner ladle cordage, honor itch offer lodge dock florist. Disk ladle gull orphan worry ladle cluck wetter putty ladle rat hut, an fur disk raisin pimple colder Ladle Rat Rotten Hut.
Wan moaning, Rat Rotten Hut's murder colder inset, "Ladle Rat Rotten Hut, heresy ladle basking winsome burden barter an shirker cockles. Tick disk ladle basking tutor cordage offer groin-murder hoe lifts honor udder site offer florist. Shaker lake! Dun stopper laundry wrote! An yonder nor sorghum-stenches, dun stopper torque wet strainers!"
Superior: support opinions, discuss topics concretely and abstractly, and handle linguistically
unfamiliar situation
Advanced: Can narrate & describe in all major time frames, and handle a situation with a complication.
Intermediate: Can create with language, ask and answer simple questions on familiar topics, and handle a simple situation or transaction.
Novice: Can communicate minimally with formulaic and rote utterances, lists and phrases.
Partner Quiz Activity
• Take notes from a phone message that include the overall meaning and some details.
• Intermediate• List articles of clothing to be cleaned in a note
left to a hotel staff.• Novice• Identify memorized words and phrases in a
supermarket ad in preparation for shopping• Novice
The student is able to:
• Understand the main ideas and most details in a television interview with a famous actor.
• Advanced• Ask and answer questions dealing with
simple personal information when introduced to a new person.
• Intermediate• Return an item to a store, explaining how
it is defective.• Advanced
• Make an invitation, listing the place of the party, the date, the time and the occasion.
• Novice• Write a short letter to a sponsoring agency describing
his/her stay in the host country, explaining the benefits of the visit.
• Advanced• Report the theft of personal valuables to a law-
enforcement officer.• Advanced• Determine the basic meaning and some details of a
friend’s email that describes what he told his parents about coming in after curfew last night.
• Intermediate
Selecting Resources for Reading Materials & Instruction
What factors do you currently consider?
What steps are needed in the pre-planning process to prepare students?
How do you engage students in Interpretive communication?
3 MINUTES AT YOUR TABLE
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Guidelines for Selecting Texts
• Interest• Appropriate linguistic level• Authenticity• Age level appropriate• Connect to AP theme
• Able to differentiate?• Integration of other modes• Integration of culture• Variety• Technology• Involving students in process
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BREAK
See you back in 15 minutes!
www.Voki.com
www.wordchamp.com
www.voicethread.com
LEVEL QUESTIONS
• LEVEL ONE- Data-based questions
that are found in the reading:– Where? Who? When? What?
• LEVEL TWO – Inference questions that provoke discussion and creativity:– Why? How?
• LEVEL THREE- Broad application of a universal theme or hypothetical situation– Compare urban life vs. rural life– Write a letter to your mayor making
recommendations for improving the quality of life in your city or town.
Leveling for Reading Tasks
• Table I: Develop questions and activities for novice students.
• Table II: Develop questions and activities for intermediate students.
• Table III: Develop questions and activities for AP students.
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Example
• Novice• Question: What score did Portland
receive for air quality?• Activity: Select five cities and create a
color chart that shows the scores they received for air quality.
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Example
• AP/Advanced • Question: In what ways does global
warming impact the scores cities received?
• Activity: Write a letter to your mayor making recommendations for improving the quality of life in your city or town.
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What’s the cleanest big city in the U.S.? How about the dirtiest? In our July issue, we decided to find out, by analyzing data to score each of the 50 largest cities on air quality, water quality, industrial pollution (toxics), Superfund sites, and sanitation. Rather than just the cities themselves, we looked at metropolitan areas, which include surrounding counties and suburbs. (This can have a real effect on a place’s score; Chicago, for example, has excellent water but its score is brought down by problems in the outlying areas). Because we only looked at the 50 largest places, there may be smaller cities that are much cleaner or dirtier than these—and because the scores represent relative rankings, that a city comes in first or last in a given category does not necessarily mean it’s perfectly pristine or dangerously filthy.
From Reader’s Digest www.rd.com/
NAME Air Water Toxics HazardousWaste
Sanitation Total
Portland (OR) 49 50 35 32 43 44.00 San Jose 41 50 50 21 32 40.71 Buffalo 34 50 27 26 47 38.29 Columbus 24 50 31 45 NA 37.33 San Francisco 47 50 34 16 12 36.57Denver 27 50 44 19 NA 36.17Rochester (NY)
46 32 32 43 19 35.71 Austin 44 9 48 50 NA 34.00 Orlando 48 23 9 38 48 33.86 San Diego 13 50 46 42 14 32.57
GRAPHIC ORGANIZERS
Eduplace.com/graphicorganizer/
¡Buen provecho!Bon Appétit!Guten AppetitBuon appetito
والشفاء بالهناءdouzo meshiagare בתיאבון
Let’s Eat! See you at 1pm!
Reading and Listening Skills
• “Listening and reading are active cognitive processes that require an interplay between various types of knowledge.”
• — Shrum and Glisan
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Strategy 1: A Picture Is Worth …
Also called “Logographic Clues” Teach key vocabulary Prepare students for a text Predictions Leveled questions Reinforce culture
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A PICTURE IS WORTH 1,000 WORDS
www.wordle.net
Scaffolding the Activity
• Novice: Draft a list of words that describe image and use thesaurus to look up synonyms.
• Intermediate: Turn to partner and suggest main idea about plot based on image.
• AP/Advanced: Write and record short “advertisement” for book to entice people to read it.
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Strategy 2: Reading Guide
Encourages students to be aware of their thinking while reading
Students engage more deeply with the text
Invites questioning and discussion Builds metacognition
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READING GUIDES (while reading) El clima-
protagonista
Vestido de…
Apariencia física
Símil-
Lo que vio…
La prefiguración…
Interrupción-
The Flowers- Reading Guide
• Use the two-column template, record notes as you read the story. [i.e., unfamiliar vocabulary words, ideas that stand out, questions, predictions, etc.]
• In the right-hand column, copy the text. In the left-hand column, write your notes.
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The Flowers
Strategy #3 SHOW WHAT YOU KNOW
1. Give the students two highlighters of different colors
2. Ask them to highlight all the words they can deduce the meaning from with decoding skills (saying the word aloud, breaking it down into roots, suffixes)
3. With a partner, read aloud pausing to discuss meanings of words
4. Ask them to then jot dot the main ideas5. Have a group reading and discuss the
process the students used.
A escritora britânica J.K. Rowling definiu o título do sexto livro sobre a aventura do aprendiz de bruxo Harry Potter, Harry Potter e o Enigma do Príncipe. O livro será lançado no País no fim de novembro, pela editora Rocco. Um dos maiores mistérios da obra é a morte de um importante personagem. A série Harry Potter fez de J.K. Rowling a mulher mais rica da Grã-Bretanha, com uma fortuna avaliada, em 2004, em US$ 1 bilhão.
Hoje, com cinco volumes da saga traduzidos para 60 idiomas, e 250 milhões de exemplares vendidos, ela divide com Shakespeare e Agatha Christie a lista dos autores mais lidos do planeta.
http://criancas.terra.com.br/harrypotter/interna
Strategy #4 READING SCAVENGER HUNT
1.Underline 5 prepositions
2.Highlight 3 feminine nouns
3.Circle 2 past tense verbs
4.Put a box around a future tense verb.
READING SCAVENGER HUNT A escritora britânica J.K. Rowling definiu o
título do sexto livro sobre a aventura do aprendiz de bruxo Harry Potter, Harry Potter e o Enigma do Príncipe. O livro será lançado no País no fim de novembro, pela editora Rocco. Um dos maiores mistérios da obra é a morte de um importante personagem. A série Harry Potter fez de J.K. Rowling a mulher mais rica da Grã-Bretanha, com uma fortuna avaliada, em 2004, em US$ 1 bilhão.
Hoje, com cinco volumes da saga traduzidos para 60 idiomas, e 250 milhões de exemplares vendidos, ela divide com Shakespeare e Agatha Christie a lista dos autores mais lidos do planeta.
BREAK
See you back in 15 minutes!
EN PAZ Amado Nervo
Muy cerca de mi ocaso, yo te bendigo, Vida, porque nunca me diste ni esperanza fallida,
ni trabajos injustos, ni pena inmerecida; porque veo al final de mi rudo camino
que yo fui el arquitecto de mi propio destino; que si extraje la miel o la hiel de las cosas,
fue porque en ellas puse hiel o mieles sabrosas: cuando planté rosales coseché siempre rosas.
Cierto, a mis lozanías va a seguir el invierno: ¡mas tú no me dijiste que mayo fuese eterno!
Hallé sin duda largas las noches de mis penas; mas no me prometiste tú tan sólo noches buenas; y en cambio tuve algunas santamente serenas...
Amé, fui amado, el sol acarició mi faz. ¡Vida, nada me debes! ¡Vida, estamos en paz!
Strategy #5 CARROUSEL OF POETRY
• Vida, estamos en paz!
• El sol acareció mi faz.
• Cosas, rosas, sabrosas
• La miel y la hiel
• Muy cerca de mi ocaso
Follow-up Questions
• What’s the poet’s tone or outlook on life?• To whom is the poem directed?• At what point in his life do you think he
wrote this poem?• What does he mean by:
“Mas no me dijiste que mayo fuese eterno!”
What question would you ask this poet if you can meet him?
Pregunta de Enfoque¿Cómo se puede incorporar la poesía a través
del andamiaje de los distintos niveles?
¿Por qué leer poesía en un curso de lengua?– Ampliar su vocabulario– Mejorar la pronunciación– Abrir nuevas perpectivas culturales– Mejor preparados para tomar un curso de
literatura
Scaffolding Poetry
Level I Level II Level III Level IV AP
Canción del jinete (Lorca- España)
Como tú – (Roque Dalton – El Salvador)
Balada de los dos abuelos (Guillén-Cuba)
Canción del pirata (Espronceda- España)
Ajedrez (Borges-Argentina)
La guitarra (Lorca- España)
Manitas (Mistral-Chile)
Iba yo por un camino (Guillén-Cuba)
Arbolé (Lorca- España)
A Roosevelt (Darío-Nicaragua)
Versos sencillos (Martí-Cuba)
Africa, Africa, Africa (Ortiz-Ecuador)
El viaje definitivo (Jiménez- España)
En paz (Nervo-México
Walking Around (Neruda-Chile)
Dulce chopo (Machado- España)
Hombre pequeñito (Storni-Argentina)
La primavera besaba…(Machado- España)
Rima LIII (Bécquer- España)
Llanto por Ignacio Sánchez Mejía – La cogida y la muerte (Lorca- España)
Poesía …eres tú
(Bécquer- España)
Oda al tomate (Neruda-Chile)
Sensemayá (Guillén-Cuba)
Rima Tú eras el huracán (Bécquer- España)
Hombres necios que acusáis…(Sor Juana- México)
Level I Canción del jinete por Federico García Lorca
• ¿Cuáles son las imágenes típicas de España en este poema?
• ¿Dónde está Andalucía? ¿Dónde está Córdoba?
• ¿Qué le espera al hombre a caballo al llegar a Córdoba?
• ¿Qué simboliza la jaca? ¿Qué simboliza la luna? ¿Por qué crees que la luna es roja?
• ¿Cómo se siente el jinete?
CANCIÓN DEL JINETE Córdoba.
Lejana y sola. Jaca negra, luna grande, y aceitunas en mi alforja. Aunque sepa los caminos
yo nunca llegaré a Córdoba. Por el llano, por el viento,
jaca negra, luna roja. La muerte me está mirando
desde las torres de Córdoba.
¡Ay qué camino tan largo! ¡Ay mi jaca valerosa! ¡Ay que la muerte me
espera, antes de llegar a Córdoba!
Córdoba. Lejana y sola.
www.prezi.com
Level II
Podcast: Roque Dalton (entrevista con su hermano) http://haciendoradio.blogspot.com/
Como Tú Por Roque Dalton
Yo como túamo el amor,la vida,el dulce encanto de las cosasel paisaje celeste de los días de enero.
También mi sangre bulley río por los ojosque han conocido el brote de las lágrimas.Creo que el mundo es bello,que la poesía es como el pan,de todos.
Y que mis venas no terminan en mí,sino en la sangre unánimede los que luchan por la vida,el amor,las cosas,el paisaje y el pan,la poesía de todos.
How is poetry like bread? Explain.
¿Cuáles son dos símiles en este poema?
Escribe 3 adjetivos que describen el tono del poema?
¿Qué puede simbolizar “enero” en el
poema?
Explica la cita: “Y que mis venas no terminan en mí, sino en la sangre
unánimede los que luchan por la vida…”
“Balada de los dos abuelos”
• ¿Qué sugiere el título?
________________________
________________________
________________________
Introducción a los términos literarios
• Balada: Grupo de versos que se agrupan en una unidad estructural en un acompañamiento musical.
• Metáfora: Comparación directa entre dos cosas no relacionadas. Suele cambiar el significado de la palabra o del contexto.
• Poema: Género literario escrito generalmente en verso
• Ritmo: Cadencia musical o repetición de un movimiento o sonido. Para el ritmo hay que considerar el tono y la rima.
• Verso: Unidad métrica de un poema; cada una de las líneas de que se compone un poema.
Mapa mental
Mis raíces
Pos-Lectura: Organizador gráfico
ABUELO NEGRO ABUELO BLANCO
¿Qué lleva?
¿Cómo se llama?
¿Qué hace cada uno?
¿Qué hacen los dos?
¿Dónde está?¿De dónde viene?
Organizador gráfico: T Chart
Lo que leí Lo que mi compañero/a leyó
(escuché) (escuchó)
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Level IV Canción del pirata
Access schemata
1.What do they know about other Romantic writers?
2.Can they name any they might have studied in other courses?
3.Can they name any Romantic painters?
4.How does this painting reflect Romantic elements in literature?
3 de mayo, 1808 - Goya
Saturno devorando a su hijo - Goya
Conexiones con el conocimiento previo
• El Romanticismo es una reacción contra el espíritu racional y crítico de la Ilustracióny el Clasicismo.
• La conciencia del Yo como entidad autónoma y fantástica
• La supremacía del sentimiento frente a la razón neoclásica
• Exhaltación y libre expresión de emociones
• Fuerte sentimiento nacionalista
Preguntas de comprensión
– ¿Dónde está el pirata? – ¿Cómo va el velero bergantín?– ¿Por qué llaman al barco El Temido?– ¿Dónde es conocido?– ¿Qué puede sujetar el valor del capitán?– Para él, ¿qué es su barco?– ¿Cuál es su ley? ¿ su patria? ¿su Dios?– ¿Cómo es el tono del poema?– ¿Quiénes son sus enemigos? ¿Qué le da consuelo al pirata?– ¿Cuáles son los elementos biográficos de Espronceda en el
poema?
Para profundizar
– Este poema indica un espíritu intranquilo y rebelde. Dé ejemplos de la rebeldía.
– El gran ideal de los románticos es la libertad. ¿Cuáles son los símbolos con que Espronceda representa este ideal?
– ¿Cómo se manifiesta el espíritu de rebeldía en nuestra sociedad contemporánea?
Declamación de Poesía
1.Memorizado / leído(92=B+)
2.Pronunciación/ intonación
3. Interpretación
4.Ritmo / fluidez
5.Accesorios
Día de declamación de poesía
Level V / AP Ajedrez – Jorge Luis Borges
Accessing SchemataPre-lectura: “Therapy of labyrinths”
• ¿Qué es un laberinto? ¿Para que sirven/servían?
• ¿Cómo se han cambiado sus usos?• Cuál es la diferencia entre un laberinto y
“maze”?
En grupos ¡Quitar el título!
• Leer y traducir 4-6 versos usando un diccionario
• Leer en voz alta a la clase• Explicar su interpretación y como se
encaja con los otros versos
Preguntas de comprensión
• Why do you think Borges uses these specific adjectives (ligero, armada, oblicuo, agresores, encarnizada, tenue, ladino) to describe each chess piece?
• Go over the bolded words, using synonyms, in the poem for vocabulary building.
• What historical references are made in this poem? Mythological references?
• How does Borges refer to time in the poem? How is fate / destiny described?
• What levels or dimensions are represented in the poem?
• What metaphors is Borges creating in this poem?
• What is “el juego infinito”?• What poetic device is exemplified by “de
negras noches y blancos días?” What is its effect?
• What poetic device is exemplified by “…de polvo y tiempo y sueño y agonías? What is its effect?
Para sintetizar
• Comparar con Los dos reyes y los dos laberintos• Comparar con las obras de Julio Cortázar y su
concepto del tiempo.• Escribir un poema original que ejemplifica la
metáfora extendida.• Ilustrar su propio concepto de un “laberinto” y/o
metáfora explicar a la clase. • Analizar otras obras de Borges: El otro, Las
ruinas circulares
Reflect and Assess
• List 2-3 activities you currently use to develop reading and listening skills in the Interpretive mode.
• How might you adjust or rethink activities to incorporate culture and authentic resources?
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Formative Assessment
• I changed my attitude about…
• I am more aware of…
• I am surprised about…
• I feel…
• I’m still unsure about …
• I have a question about…
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USING AUTHENTIC MATERIALS
• What are the advantages?– For students?– Skill building– Culturally relevant– Proficiency-oriented– Read for comprehension
TYPES OF AUTHENTIC MATERIALS
An ad in a neighborhood newspaper• for a website (for television, a movie)• in a newspaper• online• personal ad in a target-language
newspaperAn excerpt from an article• on nutrition• in a (hotel, cultural, entertainment)
magazine• from a (local, national, international)
newspaper• in a (health) digest
a letter to a friendan essaya (monthly, popular, science, airline) magazine
from the target culturea (a short section in a) bookan editorialthe (food, movie, music) section of a newspapera short storya poemA noticeon a bulletin boardin a (target-language) newspaper (in the US)for travelers (such as an announcement on a
plane)
A passage froma familiar fairy talecurrent events
A sign posted in a (bakery, restaurant)A text from the Internet an article in a target-language
magazinea weather reporta science magazinea biography
WHY USE RUBRICS?
• Subjective assessment• Students & parents know expectations• Strengthens vertical teaming• Consistency across the department• Streamlines scoring process• Time management• ???
Interpretive Rubric25-23 points 22-18 points 17 or fewer
Meets Expectations Approaches Expectations
Does not meet expectations
Understands main idea 10pts
Explains main idea in own words
Understands key sentences referring to main ideas
Is unable to find main idea
Comprehends key vocabulary5pts
Infers meaning from more than 5 non-cognates
Explains, from context, the general meaning of selected terms & cognates
Is able to define or translate fewer than 5 key vocabulary words
Infers author’s attitude/ POV5pts
Underlines words/phrases indicating author’s attitude/ POV
Words/phrases selected do not always indicate attitude/POV
Unable to find words/phrases indicating author’s attitude/POV
Infers cultural perspective5pts
Identifies words/phrases related to cultural perspective
Words/phrases do not always indicate cultural perspective
Unable to identify words/phrases related to cultural perspective
8989
Workshop Guiding Question
What instructional strategies can teachers use to ensure that through the integration of reading, students are successfully building proficiency in the Interpretive Communication mode?
Reflect and Assess
• How can these strategies improve the instruction you are already implementing in the classroom? Talk specifically about one or two texts or resources you currently use to which these strategies can effectively be applied. How would you differentiate the strategies for various proficiency levels?
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• Web sites: Teachers can visit these websites:
• www.rubrics.com
• www.aea267.k12.ia.us.cia/framework/rubrics/designing.html
• www.theeducatorsnetwork.com/main/rubricfeature.htm
• http://rubistar.4teachers.org/index.php
• www.rubrics4teachers.com/
• www.teach-nology.com/web_tools/rubrics/
• http://landmark-projects.com/classweb/tools/rubric_builder.php
• www.4teachers.org/
• http://school.discovery.com/schrockguide/assess.html
