Supporting Secondary Literacy Instruction
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1. Paraprofessionals play an important role in supporting reading instruction in classrooms and benefit from professional development to better understand student reading needs and difficulties. 2. There are five essential components of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. Comprehension involves constructing meaning from text, applying knowledge, and using strategies like summarizing, making connections, and self-regulating. 3. The gradual release model is used to scaffold reading instruction, moving from explicit teacher modeling to guided practice to independent reading. Questioning students is important to check comprehension and summarize what they have read.
![9ltv20r4
Fluency
.Affects ability to understand and
interpret text.
.Motivation to read is greatly reduced.
.No research confirms that time spent on
silent independent reading with no
feedback improves fl uency.
.Students should only read silently at
their independent level (95olo accuracf).
Fluency Strategies
.Read with a model reader
.Choral reading
.Reading performance theater
.Re-readings
.Tape-recorded samples for pacing
.Use easy-to-read text
Toolbox Time
Using an index card, write *Fluenry
Strategies" on the front of the card.
On the reverse side, write down some
fluency strategies that you can use.
m l]MS: CroCs ]M kbpd Cdtu b P@ffid $sb lld
THE COMPAS9: CREC's Professional Development Curriculum for Paraprofessionals All Rights Reserved](https://image.slidesharecdn.com/compassliteracy-150504091526-conversion-gate01/85/Supporting-Secondary-Literacy-Instruction-8-320.jpg)
![9ntzaru
Vocabulary
. Unlocks the meaning of text
' Oral vocabulary-learn by listening to
others speak
.Multi-media-active engagement
frE@ms: CGtufddMlr@r (:},lfutuerytu{ *fi egh].d
VocabularY
SIX STEPS TO TEACH {ExPlicit)
l.Describe & exPlain
2. Students restate understanding
3. Intermittent review
4.Visual representation
5. Discuss terms-student to student
:":: :: DdePd cdtu tu r,*Gb&s **M
Vocabulary Development
. Computer game-Free Rice
. Easy Crossword Puzzles
. Vocabulary word sorts
. Advertise a word
. Add a part-Prefix or suffix
tuf$F{asdddN RisbRd
9
THE COMpASS: CREC'5 Professional Development Curriculum for Paraprofessionals All Rights Reserved](https://image.slidesharecdn.com/compassliteracy-150504091526-conversion-gate01/85/Supporting-Secondary-Literacy-Instruction-9-320.jpg)
Supporting Secondary Literacy Instruction
- 1. 9lt|l20l4 EEQWNS:crcs PGM IMI'MI CddlumtuPllt@feSndsd RirhERd TnE @MP65:creCs Prcfe#d IMPiMI cdctu hhl@kbdstr ftdbR# P6f@CdEk ..@d{!@dllF @f&*'&tu! .r|#.#d@@ dS{*elr&bM -s#hiM THECOMPAS ,. Ir@trEffi ,^.,' ui*rw qarbH d lofu&btuI - @6@debdqE I-r I ltl lasl Ql 1:5all6-{ r. tudtu&@ki@d|t@ d&i,@@? 2 kde@qrifub& ed 6i,,@!ill)@ill@tu? ' tur&edll@d*|@E d4dq@@qd? a. ka&Iffi4b!l@@h& t. kEe@d6*!rydd 6. b#nsd'l)fu ffidFffid.Md , ssd.dd@dtu*'e tucoMPs:CECShlMhdl@tCddMf6kp&idsAl RisilsRd THE COMPASS: CREC's Professional Development Curriculum for Paraprofessionals All Rights Reserved
- 2. 9lnl2arc h@'*<@;flr1fu&cbigbk Essential Questions . How can we use what we know about learning when we deliver literacy instruction? . Why it is important to focus on development? strategy . How can we help students become as independent as possible in reading and writing? Rationale . Leaming to read is the central mission of schools and is the foundation for all other learning. ( o 4uednlftrE.ny Rdrng) . Paraeducators are vital team members who need to support reading in all classrooms. ' Paraeducators benefit from professional development to better understand, clarify and address expectations with reading needs and the difficulties learners present. re@WAsi cmcstuMl)dpldCffiMtuPsrkiodsd ft8heRd THE COMPASS: CREC's Professional Development Curriculum for Paraprofessionals All Rights Reserved
- 3. 9t1u2014 Questions we hope get answered... TIE@WNS:cuq3h,Mhd@6rCudehftdpdsidAl Riglb|ll}3ld Reading is..... Uke thinktng, a complex Process. Reading for meaning involves understandino messaoes expressed within language, knowins direction rules, format and ounctuation cues, visual patterns and phonetic asDects, and simultaneous monitorino of cues from all sources. aqinnlnqb Red: nhkholod bmhg about Pdnt M.dedav 1s0 Al risk readers do nol effectivelY use strategies when reading koWAS:Crcb hHd edt@iCffiuntu turyof.fu'd RiShbR(:'d X'ocus on Comprehension Understanding how meaning is constructed from Print is essential to improve comprehension. Strategies give readers options for thinking about text when reading words alone doesn't produce meaning. : Cddun to P@@kidsAl ft rhts M THE COMPASS: CREC's Professional Development Curriculum for Paraprofessionals All Rights Reserved
- 4. 9/tt/2014 Fostering Dependence and Learned Helplessness By repeatedly helping the same students day after day, we inadvertently create the most widespread disability in American education- learned helplessness. (Jones, 2007) mE@MlN: @sffiidkkplM! O*uhofqtuNNiMd RghRM Teacher & Paraeducator Shared Roles . Gather data about student reading performance . Maintain records on student progress . Provide reading instruction, under teacher guidance, to groups and individuals Paraeducator Roles . Document data . Prepare materials . Participate in assessment methods . Instruct using plans & strategies . Understand instructional methods that support student leaming 4 THE COMPASS: CREC's Professional Developrnent Curriculum for Paraprofessionals All tughts Reserved
- 5. 9nu20t4 Brain Research Students learn more when there are... Enriched Environments Opportunities for Challenging Work Times for Specific, Maximum Feedback Group Leaming Opportunities mCOWN: CWshMftd@l Cldmhhl@ksdsd RilhRd 4reR5 @. Activates Good Instruction the leamer brain . Uses multiple modes for presenting information - 5 senses . Provides practice that promotes multiple paths to memory Reflection: what are examples of the rnultiple pathways that prornote learning? Multiple Paths to Memory Semantic Verbal, Words Episodic Space, Place Procedural MuscleMemory Automatic Rote Memory Emotion Enhances all Memory THE COMPASS: CREC's Pmfessional Developrnert Curriculum for Paraprofessionals All Rights Reserved
- 6. 9ntDav Strategies of Good Readers and Writers . They use existing knowledge to make sense of new information. . They ask questions about the text before, during, and after reading' . They draw inferences from the text. . They determine what is important, . TheY synthesize information to extend meaning. 5 ComPonents of Reading lnstruction 1. Phonemic Awareness 2. Word StudY & Phonics 3. Fluency 4. Vocabulary 5. Reading ComPrehension rAduetuhF|MsN RighAd When Teaching Reading Comprehension ... Secure Attention Teach Content with Strategies Ask Questions to KeeP Learners Engaged Use Memory PathwaYs IECOWNS: CruCs ftofsd hdqlMt Cdcd@ tu PryHdsA kgbR*^d THE COMPASS: CREC's Professional Development Curriculurn for Paraprofessionals All Rights Reserved
- 7. 9m/2Ar4 Phonemic Awareness Ability to identify the smallest sound unit in a word: .Discriminating sounds/ words .Counting/clapping sounds .Segmenting syllables/sounds .Manipulating by l.Deleting 2. Adding 3.Substituting Support Sound and Word Recognition . Many, short practice opportunities . Include movement & touch with see & hear (vAKr) Practice, practice, practice Automatic response Fluency Average rate of speech is 140 words per minute (WPM). Our reading rates vary for different types of reading. Fluency is based on automatically and accurately reading connected text. This directly impacts reading comprehension. ffi @WSs: irushlMM(@t ct|fuMfdk@kbGtrRiltbRcld THE COMPASS: CREC's Professional Development Curriculum for Paraprofessionals AII Rights Reserved
- 8. 9ltv20r4 Fluency .Affects ability to understand and interpret text. .Motivation to read is greatly reduced. .No research confirms that time spent on silent independent reading with no feedback improves fl uency. .Students should only read silently at their independent level (95olo accuracf). Fluency Strategies .Read with a model reader .Choral reading .Reading performance theater .Re-readings .Tape-recorded samples for pacing .Use easy-to-read text Toolbox Time Using an index card, write *Fluenry Strategies" on the front of the card. On the reverse side, write down some fluency strategies that you can use. m l]MS: CroCs ]M kbpd Cdtu b P@ffid $sb lld THE COMPAS9: CREC's Professional Development Curriculum for Paraprofessionals All Rights Reserved
- 9. 9ntzaru Vocabulary . Unlocks the meaning of text ' Oral vocabulary-learn by listening to others speak .Multi-media-active engagement frE@ms: CGtufddMlr@r (:},lfutuerytu{ *fi egh].d VocabularY SIX STEPS TO TEACH {ExPlicit) l.Describe & exPlain 2. Students restate understanding 3. Intermittent review 4.Visual representation 5. Discuss terms-student to student :":: :: DdePd cdtu tu r,*Gb&s **M Vocabulary Development . Computer game-Free Rice . Easy Crossword Puzzles . Vocabulary word sorts . Advertise a word . Add a part-Prefix or suffix tuf$F{asdddN RisbRd 9 THE COMpASS: CREC'5 Professional Development Curriculum for Paraprofessionals All Rights Reserved
- 10. 9lll12014 Vocabulary For students who have difficulty gaining or remembering word meanings . LINCS strategy . Vocabulary maps, 4 square maps, semantic maps Consider this - 360lo of all communications contain at least one multiple meaning, indarect requests are not as well undeFtood 12r% of utteraEces cortain idioms 'm @wAs: crecs Fofl*M hElqt@r cddun fdP@MdsAl SgisResfld LINCS Strategy Step I List the parts Step 2 Identify the Reminding Word Step 3 Note a UNCing Story Step 4 Create a LINCing Picture steP 5 self-test utu'd@ tuhNMrNRiglbRd LINCS Strategy Vertebrae Small bones in reptiles andmammals connecting skull to tail Vertebrae | 1*,",' '* . Backbone I are small I , tmes | '11" U*dryd}fu m COMPS; Crugs hkocl Dwlwdt cu*dua f@ PmFkdd Ri8!b Re$fld THE COMPASS: CREC's Professional Development Curriculum for Paraprofessionals All Rights Reserved r0
- 11. 9/11/2014 Vocabulary Map Antonym Complete Vocabulary Map ' In pairs or groups . Select a word . Complete a map ToolboxTime Write'Vocabulary Strategies" on the front of an index card. On the reverse, write examples from the presentation. @@WNg cws hM ktl)@ Ctutu PdsMgN EishBs*3d The Parats Role Gradual Release Strategy 1, Introduction or the "Explicit instruction" 2. Guiding through modeling, cuing, and collaborating, etc. 3. Independent practice for reinforcing' llTHE COMPASS: CREC's Professional Development Curriculum for Paraprofessionals All Rights Reserved
- 12. glfinau Modeling & Guided Practice With exqlicit instruetion." 1. I do, You watch. 2. I do, You helP. 3. You do, I helP. 4. You do, I watch. 5. You da it alone- Modeling Stratery We support learning by modeling the process: .Explain the strategy .Think Aloud .Enlist student's help after initial example .Provide lesson review .Restate expectations c&tutukqllM$Risbksd Modeling Strategy Think Aloud EXAMPLE: When I must read and answer questions at the end of the chaptet I think to myself READ SLOWLY and when I read something I think I might need to remernber, I REPEATTHE FACTTO MYSELF SO I WILL REMEMBER IT when answering questions. reOwss: crcsPd&dkd@!tCldmftiPryffitr*d RehBRd .{. t2 THE COMpASS: CREC's Professional Development Curriculum for Paraprofessionals AII Rights Reserved
- 13. gfitDAA Comprehension .Construct meaning from text .Application of knowledge .Recognize author's purpose .Facts vs. opinions .Logical conclusions re lwN: cruG lM tud@d cffi h r@Dkidd Rirh Ild Comprehension 'Predictions based on Utle, pictures and key words .Integrate background knowledge .Construct mental images .Monitor misunderstood words and concepts mWN: @shlMhdl@l Ctufdhrylrlft!.i# Rbblilld Comprehension 'Encourage cooperative leaming practices .Use graphic and semantic organizers .Prepare students to ask and answer their own questions .Allow students to elaborate THE COMPASS: CREC's Professional Development Curriculum for Paraprofessionals All Rights Reserved 13
- 14. 9l|U^AA Why Purpose is Everything . A reade/s purpose for reading or w.iting affects everything. ' It determines what is important to them, what is remembered, and what comprehension strategy the reader uses. ' It gives the reader an indication of what to read or write for. . Students need to be taught why lt is important to have a purpose. Four Crucial Comprehension Strategies .Summarizin, @ 'Creating meaningful connections .Self-regulaUng .Inferring What are our Roles? Using Gradual Release.... rlnflgduqgxx>r .Explicit instruction .Modeling strategy 'Teacher & student collaboration .Guided practice .Independent practice THE COMPASS: CREC's Professional Development Curriculum for Paraprofessionals All Rights Reserved l4
- 15. 9nu20t4 ASK NOT TELL! r Easy to give the answer and hard to fade the expectation *.O* Carl"'- . Can be difficult to see student struggling . BUT ...students become passive responders Asking questions:student thinking Summarizing What is it? . Main idea, sequences of events, topic and details, synthesizing information Students who have difficulty.... . Can't retell v{hat they read . Can't write enough about what they read . Miss important information and remember details . Begin with idea and change it to their own experience Support Summarizing Ask Students To: . Retell . Write in their own words . Ask questions about important information . CHOMP Strategy l5 THE COMPASS: CREC's Professional Development Curriculum for Paraprofessionals All Rights Reserved
- 16. 9tlt/2014 Using Questioning to HeIp Summarize . Students will interact more with the text and tend to be more focused. . Students are more motivated and curious. . Students are able to clarify information in the text and understand elements. ' Students will be able to infer beyond the literal meaning. m@ffi: C&qs Mid hbFdr tu.dM tuIhl@lMd &g!6RM Summarizing with CHOMP CHOMP Note Taking Strategy C- Cross out unimportant words H- Hightight important words from text O- Omit words you do not understand M- Make notes on the words that remain * abbreviate * draw * use symbolsx make lists P- Put notes in your own words m ffis: ffi Ptu.* *"*", "*** -*JlIIl:J::* Activity: Practice CHOMP with DON'T PANIC C- Cross out unimportant words H- Highlight important words from text O- Omit words you do not understand M- Make notes on the words that remain * abbreviate * draw * use symbols * make lists i*_i". l* i: :::":a, asib M THE COMPASS: CREC's Professional Development Curriculum for Paraprofessionals All Rights Reserved t6
- 17. 9/W^AA Creating Meaningful Connections This strategy hetps the reader remember what was read. That is why selecting books that match student interest is so important! Text coding with stickies . text to self 7-S . textta text T-T . reminds me R 'i:::':* :"*-, ** * ***s{ esn* Rd We Ask Readers to Make Connections So... . They can relate to characters or real people. . They are more engaged. . It relieves boredom when reading. . TheY pay attention and listen more. ' They become more actively involved in the reading. . They remember more of what they read. t:$';:'} Link content from reading with experience ry Recognize & identify only limited connection to text ruEl:rMNs: cruCs hf6dh&Fd CldttmlsP@preffidsN RisttsR.sdd THE 6;OMPAS$: CREC's Professional Development Curriculum for Paraprofessionals All Righf Reserved ' I7
- 18. q/n/2aA Self-Regulating is ..... Awareness that reading is or is not making sense....and knowing how to fix problems that interfere with comprehension Struggling readers go through physical motions of reading without realizing they have lost the sense of what the are reading Self-Regulating While Reading Howto help.... .Set a purpose before reading .Self-questioning during reading .Use context or decoding to determine unknown words _::: :::. "*._ ", *_***{ Rirhs "* Use Think Aloud and Modeling to Develop Self-Regulation in Reading .set a purpose .Self-question 'Use context clues THE COMPA9S: CREC's Professional Developrnent Curriculum for Paraprofessionals All Rights Reserved 18
- 19. 9/fiDAA Modeling Strategy Self- Regulating in Reading .Pre-planned .Act it out- be demonstrative .Think out loud -Include questions- cautions Inferring Inferring is understanding clues and relating background knowledge to understand what is not clearly stated. Inference is "the delight" in reading. When a student infers when reading, they understand what is only suggested. EXAMPLE: You cough, you moan. Your throat feels raw as ff a razor cut into it"-,... You've caught a bug. That's where I come in. I'm a bacteria, the smallest form of life on eatth. .... Inference . Many students have a hard time "reading between the lines". ' Abstract thinking, something readers do in their heads. . Involves drawing a logical conclusion not directly stated by the author. . Based on clues from the text and personal connections rnade by the reader. THE COMPASS: CREC's Professional Development Curriculum for Paraprofessionals AII Rights Reserved l9
- 20. 91fi12014 How to Support Inference Questioning promotes inferring...... . Ask student to predict what will happen . Ask student what they know about..... character, setting, problem . Ask reader if what they read rerninds them of something from their experience CLUE Prediction Stratery Making and confirming predictions C- Ctreck for clues that tell what the selection is about L- t-int< the information to what you already know about the topic U- Uncover your predictions about the information E- Evaluate your predictions univ$of 6r*,6t6 brllsd o. @mlng mcWS: @caMbd@dt cdcd@tuktbkdsm&gbR.sdd Improving Comprehension . Fiction-Story Map, Story Log . Non-Fiction-KWl Or KNU (know, need to know, understand) . Charts Toolbox Time . Write "Summarizing, Questioning, Inferring, Making Connections" on the front of an index card. ' On the reverse, write examples from the presentation. re@w6s: cRB PmlMhd@Hl ctulMhht@tifu*N Seits|llid THE COMPASS: CREC's Professional Development Curriculum for Paraprofessionals A1l Rights Reserved 2A
- 21. 9ltlDAl4 Last Thoughts 3 ways to increase student learning: . Increase teaching content . Increase skills and knowledge of teachers and support staff . lncrease level of students' active learning hrpming tbe krsarti.mat CG RI Ehqe ?a Letos Revisit Our Questions... m C(MN CruCa lffi hd@d Cdetu Rryl)&sffie tsb M TxE Conrpass Helping P araeducators Navigate The Profession . What did I learn? . How will I use it? . What support do I need? . How will I know that it is working? m @WS: mcs M hdqd ffi tu h@&!sM RiSk&sdd .s. 5 Tne COMPASS: CREC's Professional Development Curriculum for Paraprofessionals All fughts Reserved 21
- 22. 9fltnau THE COMPASS "6-s Session Evaluation THE COMPASS: CREC's Professional Development Curriculum for Paraprofessionals All Rights Reserved 22