9304 Videoguide

Va l e r i e E l l e ry
CREATING STRATEGIC READERS

Teaching Techniques for the Intermediate Grades
Viewing Guide and Lesson Materials Intermediate Grades, Parts 1 & 2
Creating Strategic Readers: Teaching Techniques for the Intermediate Grades: Viewing Guide and Lesson Materials (Intermediate Grades, Parts 1 & 2) by Valerie Ellery. 2008 Valerie Ellery. Published by the International Reading Association. Strategies in the video and this viewing guide are based on the book Creating Strategic Readers: Techniques for Developing Competency in Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension by Valerie Ellery. 2005 International Reading Association. Copies of the book and video can be ordered by phone at 800-336-7323 or 302-731-1600 and online at www.reading.org. Copyright information must be retained on all pages when duplicating.
Contents
Introduction
1 3 4
Video Introduction With Valerie
Part 1: Comprehensive Literacy Classroom
Part 1: Relationship Among Phonological Awareness, Phonemic Awareness, and Phonics 8 Part 1: Phonemic Awareness and Phonics Strategies, Techniques, and Teacher Talk 9 Part 2: Fluency, Vocabulary, and Comprehension Strategies, Techniques, and Teacher Talk 13 Reproducible Tools
Graphing Phonemes Semantic Feature Analysis Puzzle Pieces
25 26 27 23 24
Reflection Connection Context Complex Clues Main Idea Wheel

28
Somebody/Wanted/But/So
29
References
30
Introduction
his viewing guide is designed to better equip you in the craft of teaching reading. It provides you an opportunity to have an active role while viewing the Creating Strategic Readers: Teaching Techniques four-part series, designed to complement IRAs best-selling book Creating Strategic Readers: Techniques for Developing Competency in Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension (CSR; 2005) by reading consultant Valerie Ellery. Each video set includes favorite techniques from the book along with some new ones, as well as the research base that underpins instruction. You will see interactive ways to engage students in higher order thinking to create strategic readers. Valerie demonstrates strategies, techniques, and teacher talk in an authentic classroom environment.
Using the Videos and Viewing Guide

The four-part series is divided into two segments: Primary and Intermediate. Creating Strategic Readers: Teaching Techniques for the Primary Grades Two videos in the primary package: Primary Part 1: Comprehensive Literacy Classroom, Phonemic Awareness, and Phonics Primary Part 2: Fluency, Vocabulary, and Comprehension Creating Strategic Readers: Teaching Techniques for the Intermediate Grades Two videos in the intermediate package: Intermediate Part 1: Comprehensive Literacy Classroom, Phonemic Awareness, and Phonics Intermediate Part 2: Fluency, Vocabulary, and Comprehension Creating Strategic Readers: Teaching Techniques for Primary and Intermediate Grades All four videos in one package
Viewers of the videos will be able to do the following: 1. Identify essential elements of a comprehensive literacy classroom. 2. Define and distinguish characteristics of the specific component area (phonemic awareness, phonics, fluency, vocabulary, and comprehension). 3. Examine several of the strategies within each component area. 4. Observe and analyze teaching techniques in an application setting. 5. Identify teacher talk that promotes strategic thinking. To benefit from the use of the viewing guide, follow these steps: 1. Glance at the guiding questions and prompts before viewing a particular segment of the video. 2. If you are working in a group, discuss the guiding questions and prompts together before viewing the video. Try assigning questions and prompts to pairs or to small groups of three or four people. 3. View the segment of the video keeping in mind the guiding questions and prompts in light of your own students and their needs. 4. Go back to the guiding questions and prompts after viewing the video to discuss them with your group or to answer them for yourself. Then have the pairs or small groups share their responses with the entire group. 5. Apply what you have learned to your own classroom.
Video Introduction With Valerie
1 2 3
Reflect on your role as an artist bringing to life your student masterpieces. What does this mean to you?
Explain what stroke your brushes means in Valeries challenge to you.
How similar are your practices of demonstrating, interacting, and guiding to those of skillful educators?
4 5
Reflect on your greatest challenge in teaching reading.
List the two focused components for Part 1 and the three focused components for Part 2.
Part 1: Comprehensive Literacy ClassroomCurriculum, Assessment, and Instruction
1 2
Name the three essentials that are the infrastructure for a comprehensive literacy classroom (CSR, page 5).
Complete the following chart using the vocabulary terms strategies, readers, and techniques.
C = Curriculum: Know the ______________________________________________.
What the students need to know and be able to do.

A = Assessment: Know my ______________________________________________.
What the students know and still need to know.

I = Instruction: Know the ______________________________________________.
What I need to teach to ensure that learning happens.
C = Curriculum
Describe how knowing your strategies is related to knowing your curriculum.
List the five components of reading identified by the National Reading Panels report (National Institute of Child Health and Human Development [NICHD], 2000; CSR, page 5).
A = Assessment
5 6 7 8 9
Explain the term metacognitive thinking and identify the key question that will help students think differently.
Examine the type of teacher talk you are currently using to promote higher order thinking.
Create a plan to incorporate high-level questioning and prompting with your lessons.
How might a teacher become a collector of artifacts?
Compare and contrast these assessment categories: screening, diagnostic, and progress monitoring.
10
List assessments you are currently using and determine which assessment category (screening, diagnostic, progress monitoring) best describes each assessment you are using.
I = Instruction
11 12
Pearson and Gallagher (1983) developed the concept of gradual release of responsibility. Describe how you gradually release the responsibility of learning to your students.
Complete the following framework.
Curriculum, Assessment, and Instruction
13
Place the following terms into the appropriate categories of Curriculum, Assessment, and Instruction (CSR, page 22).
Data Driven Informs Instruction Explicit Systematic Differentiated Print Rich Flexible Grouping Gradual Release of Responsibility (GRR) Model Shared Guided Independent Phonemic Awareness Phonics Fluency Vocabulary Comprehension Effective Reader and Writer
Terms: Screening Diagnostic Informal and Formal Authentic Progress Monitoring (Benchmark Assessment)
As
se
ss
en
Ins tru c
n tio
Sta m nda rd-Based Curriculu

Part 1: Relationship Among Phonological Awareness, Phonemic Awareness, and Phonics
Complete the following mind map of the nature metaphor paying particular attention to the connection among the components of phonological awareness, phonemic awareness, and phonics (CSR, page 25).
Distinguish the relationship among phonological awareness, phonemic awareness, and phonics (refer to CSR, pages 2325).
Part 1: Phonemic Awareness and Phonics Strategies, Techniques, and Teacher Talk
Alliteration Activation
(CSR, page 33; adapted from Love & Reilly, 1996) 1. Consider the Alliteration Activation technique and how you might incorporate it in your literacy program. 2. Identify teacher talk for Alliteration Activation. 3. What are some benefits when readers and writers reflect on their ability to isolate and identify sounds through alliteration?
Phonemic Awareness Strategy: Isolating and Identifying Phonemes
Think Sounds
(CSR, page 34; see also Zgonc, 1999) 1. After viewing this technique, discuss a variety of ways to encourage students to think strategically about sounds. Identify teacher talk for the Think Sounds technique. 2. How can this technique be used across content areas? 3. What ideas can you add to this technique? 4. How did Valerie effectively lead students to self-reflect on why they were using this technique? 5. Identify and record the steps necessary to implement this technique. 1. 2. 3. 4.
Silly Segmenting
(CSR, page 40) 1. As you view this technique, examine the concrete and abstract development using clay. 2. Identify the multiple intelligences (kinesthetic, interpersonal, verbal) incorporated during this technique. 3. In the small-group lesson, Valerie challenges students to represent in clay the number of syllables they hear in a word. Why is this important? 4. Identify teacher talk for the Silly Segmenting technique. 5. Describe how you would transfer this technique to segment words, sounds, and/or syllables.
Phonemic Awareness Strategy: Segmenting Phonemes
10
Graphing Phonemes: Number Cubed Style

(New; adapted from CSR, page 39, and from Blevins, 1997) 1. What is the premise for using manipulatives for segmenting phonemes? 2. Define the word phoneme. 3. Identify and record the steps necessary to implement this technique. 1. 2. 3. 4. 4. Justify the application of phonics merged into this phonemic awareness lesson through the use of number cubes and a graphing chart. 5. Create teacher talk for the Graphing Phonemes technique to promote strategic thinking.
(See the reproducible Graphing Phonemes chart provided on page 23 of this guide.)
11
W orking With W ords (WWW)

(New; see also Gaskins, Ehri, Cress, OHara, & Donnelly, 1996/1997) 1. Identify and record the steps necessary to implement the WWW technique. 1. 2. 3. 4. 5. 6. 7. 8. 2. Describe the classroom environment and materials necessary to foster engagement with the lesson and further student learning.
Phonics Strategy: Spelling
12
Part 2: Fluency, Vocabulary, and Comprehension Strategies, Techniques, and Teacher Talk
Fluency
Complete the definition for fluency (NICHD, 2000) and reflect on how you incorporate this component daily into your literacy block (CSR, page 77). Fluency is the ability to read a text _______________, _______________, and with proper expression to bring _______________ to the text.
EyeV oice Span

(CSR, page 80; see also Blevins, 2001) 1. Notice the explicit teacher talk that guides the students to think about phrasing. How might you incorporate this technique into your lessons on fluency? 2. Discuss when and how you can apply this technique to a small-group setting or individual conferences. 3. Why is it important to use the appropriate level text with this technique? 4. List the steps to implement EyeVoice Span in your classroom. 1. 2. 3.
Fluency Strategy: Phrasing
13
Eye 2 Eye
(CSR, page 82) 1. How might you apply the steps presented to your classroom literacy lesson? 2. What do you notice about how Valerie supports the students to expand on and share their thinking during this lesson? Formulate a teacher talk to support students understanding. 3. What is the value of the Eye 2 Eye technique? 4. Consider Eye 2 Eye and how you might incorporate it into your literacy program.
Fluency Strategy: Phrasing
14
Totally Tonality
(CSR, page 95) 1. Valerie is guiding these fourth graders to adjust tone of voice appropriately to correspond with the text. Consider how you might incorporate this interactive technique in guiding your students to an application level. 2. While viewing this technique, think about a conversation you would have with students regarding the importance of expression when reading. 3. Notice what Valerie says to the students to get them to think about the reason for this lesson. Create a question that can be used for teacher talk to help the students share their level of understanding. 4. List the steps for implementing this technique. 1. 2. 3. 4.
Fluency Strategy: Expressing
15
Interactive Read-Aloud Journal

(New) 1. How does Valerie use the Interactive Read-Aloud Journal to engage students? 2. What ideas can you add to have the students use an Interactive Read-Aloud Journal to highlight the strategy of expressing? 3. Record other read-aloud texts that you can model using expression. 4. Identify teacher talk for the Interactive Read-Aloud Journal technique. 5. List the steps for implementing this technique. 1. 2. 3.
Fluency Strategy: Expressing
Beam Reading
(CSR, page 98) 1. While viewing this technique in action, note the students engagement during Buddy Reading using a flashlight for pacing. 2. Describe the value of Beam Reading. 3. Consider Beam Reading and how it might enhance your literacy program.
Fluency Strategy: Pacing
16
Vocabulary
Complete the definition for vocabulary instruction and reflect on how you incorporate this component daily into your literacy block (CSR, page 106). Vocabulary instruction should encourage students to make _______________, discuss _______________ of new words, and _______________ the new words.
Semantic Feature AnalysisStructural Style

(CSR, page 110; see also Baldwin, Ford, & Readence, 1981; Johnson & Pearson, 1984; Pittelmann, Heimlich, Berglund, & French, 1991) 1. How does the Semantic Feature Analysis technique actively engage the students? 2. Is this lesson an open sort or closed sort? What evidence can you list for your response? 3. Why is it important after the students have selected the categories to have them discuss and even justify their sorting criteria? 4. What do you notice about how Valerie supports the students to expand on and share their thinking as they explore words and their structures and meaning in context?
Vocabulary Strategy: Word Associating
(See the reproducible Semantic Feature Analysis matrix provided on page 24 of this guide.)
17
Reflection Connection
(CSR, page 109; see also Blachowicz & Fisher, 2000; Vacca & Vacca, 1996) 1. In this small-group lesson, notice how the students connect words that relate to one another and determine relationships among the words. How might you use this analogy process with your students? 2. What concrete object does Valerie use with the students to support the students understanding of this word associating strategy? 3. Why is it important to have the students revisit the text after acquiring another level of understanding?
Vocabulary Strategy: Word Associating
(See the reproducible Puzzle Pieces and Reflection Connection sheets provided on pages 25 and 26 of this guide.)
Contextual Redefinition
(CSR, page 114; see also Readence, Bean, & Baldwin, 1998; Tierney & Readence, 1999) 1. Notice and record what Valerie says to the students to get them to reflect on how they use background knowledge to examine the meanings of words and to verify the correct meaning of a word through the context or dictionary. How does this questioning support student learning? 2. What ideas can you add to this whole-group lesson, and how might you incorporate Contextual Redefinition into small groups or centers?
Vocabulary Strategy: Contextualizing
18
Context Complex Clues

(CSR, page 115) 1. What about Valeries teacher talk and the process of this technique help to make this lesson explicit for the students? Record the specific teacher talk. 2. How is the phrase The clue is the glue significant in this lesson? 3. When students struggle with an unknown word, what happens when students look for clue words within the text to support their understanding of the challenging word?
Vocabulary Strategy: Contextualizing
(See the reproducible Context Complex Clues sheet provided on page 27 of this guide.)
W ord Sorts
(CSR, page 117; see also Henderson, 1985; Henderson, Bear, & Templeton, 1992; Zutell, 1998) 1. Why is it important after the students have selected the categories to have them discuss and even justify their sorting criteria? 2. How does this categorizing technique actively engage the students? 3. Determine if this lesson is an open sort or closed sort. What evidence can you list for your response? 4. What structures need to be in place for this lesson to be successful? Describe the classroom environment for this technique.
Vocabulary Strategy: Categorizing
19
Comprehension
Complete the definition for comprehension and reflect on how you incorporate this component daily into your literacy block (CSR, page 141). Comprehension is the ability to make _______________ of what is being read.
Anticipation/Reaction Guides
(CSR, page 147; see also Herber, 1984) 1. Describe how Anticipation/Reaction Guides are used as an active process to use students schema and confirm or change their thinking after interacting with the text. 2. Describe how you could incorporate this technique into your literacy lessons. 3. Create a teacher talk that supports students as they read and confirm predictions about text.
Comprehension Strategy: Activating and Building Background Knowledge
Question Logs: 3Rs

(CSR, page 155) 1. What is the main purpose for having the students record questions, react, and reflect before, during, and after reading? 2. How do the students take an active role in gradual release of responsibility during this lesson? 3. Create several teacher talk statements, questions, or prompts that would support your students to record questions, react to their questions after reading and record more questions as they arise, and finally reflect on connections or other thoughts that helped to bring meaning to the text.
Comprehension Strategy: Questioning
20
Main Idea Wheel

(CSR, page 170; adapted from Irwin & Baker, 1989) 1. As you view the segment on Main Idea Wheel, examine the process that Valerie uses to guide the students to identify what is essential in a text. 2. What ideas can you add to this whole-group lesson, and how might you incorporate it into small groups or centers? 3. After viewing this technique in action, record the steps for implementing it in your literacy program. 1. 2. 3. 4. Notice and record what Valerie says to the students to get them to think about what is essential compared to what is merely interesting in a text.
Comprehension Strategy: Determining Importance
(See the reproducible Main Idea Wheel provided on page 28 of this guide.)
21
Main Idea Wheel Follow-Up

(New) 1. How does using the Main Idea Wheel spokes support the students in creating their written summary? 2. What ideas can you add to this whole-group lesson, and how might you incorporate using the Main Idea Wheel Follow-Up technique in small groups or centers? 3. Discuss the importance of having students share their summaries with partners.
Comprehension Strategy: Summarizing
(See the reproducible Main Idea Wheel provided on page 28 of this guide.)
Somebody/W anted/But/So
(CSR, page 167; see also Schmidt & Buckley, 1990) 1. Notice how the students work together to create a summary using the responses they give for each of their selected story elements. 2. Record the prompts Valerie uses to keep the flow of the group summary. 3. How do the students take an active role in gradual release of responsibility during this lesson? 4. How can the students use their Somebody/Wanted/But/So graphic organizer as an objective retell?
Comprehension Strategy: Summarizing
(See the reproducible Somebody/Wanted/But/So sheet provided on page 29 of this guide.)
22
GRAPHING PHONEMES
Name__________________________________________________________ Date____________________________________________________________ Text ____________________________________________________________
23
SEMANTIC FEATURE ANALYSIS

Name__________________________________________________________ Date____________________________________________________________ Text ____________________________________________________________
C Fe Pro hara atu pe cte res rtie ris , E s, tics lem , en ts
(Check one)
Examples Categories Vocabulary words Phrases Concepts
Adapted from Baldwin et al. (1981)
24
PUZZLE PIECES
25
REFLECTION CONNECTION
Examples Antonym Synonym Homonym Whole to part Partwhole Function opposite same sound alike whole is related to its part part is related to whole object is related to its use off : on little : small see : sea car : steering wheel slice : pie radio : listening
is to
as
is to
because
is to
as
is to
because
26
CONTEXT COMPLEX CLUES

Example Types of Context Clues Definition: Defined when it appears. To clutch is to grasp or hold tightly to something. Compare/Synonym/Appositive: Paired with a word(s) with the same meaning or comparisons, linked to a familiar word. The lady clutched, held tightly, to her purse. Contrast/Antonym: Clarified with a word or phrase that means the opposite of the word or contrast. The lady clutched her purse, not wanting to let go of it. Classification: Defined by its relationship to known words. The lady clutched her purse; she wanted to grasp it and hold on tight while she was on the ride. Directions:
Word
Word in Context
Type of Clue
27
MAIN IDEA WHEEL

Name__________________________________________________________ Date____________________________________________________________ Text ____________________________________________________________
Adapted from Irwin & Baker (1989)
28
SOMEBODY/WANTED/BUT/SO
29
References
Baldwin, R.S., Ford, J.C., & Readence, J.E. (1981). Teaching word connotations: An alternative strategy. Reading World, 21, 103108. Blachowicz, C., & Fisher, P. (2000). Vocabulary instruction. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 503523). Mahwah, NJ: Erlbaum. Blevins, W. (1997). Phonemic awareness activities for early reading success: Easy, playful activities that help prepare children for phonics instruction. New York: Scholastic. Blevins, W. (2001). Building fluency: Lessons and strategies for reading success. New York: Scholastic. Gaskins, I.W., Ehri, L.C., Cress, C., OHara, C., & Donnelly, K. (1996/1997). Procedures for word learning: Making discoveries about words. The Reading Teacher, 50(4), 312327. Henderson, E.H. (1985). Teaching spelling. Boston: Houghton Mifflin. Henderson, E.H., Bear, D.R., & Templeton, S. (Eds.). (1992). Development of orthographic knowledge and the foundations of literacy: A memorial Festschrift for Edmund H. Henderson. Hillsdale, NJ: Erlbaum. Herber, H. (1984). Teaching reading in content areas (2nd ed.). Englewood Cliffs, NJ: Prentice Hall. Irwin, J.W., & Baker, I. (1989). Promoting active reading comprehension strategies: A resource book for teachers. Englewood Cliffs, NJ: Prentice Hall. Johnson, D.D., & Pearson, P.D. (1984). Teaching reading vocabulary (2nd ed.). New York: Holt, Rinehart and Winston. Love, E., & Reilly, S. (1996). A sound way: Phonics activities for early literacy. York, ME: Stenhouse. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office. Pearson, P.D., & Gallagher, M. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8, 317344. Pittelmann, S.D., Heimlich, J.E., Berglund, R.L., & French, M.P. (1991). Semantic feature analysis: Classroom applications. Newark, DE: International Reading Association. Readence, J.E., Bean, T.W., & Baldwin, R.S. (1998). Content area literacy: An integrated approach (6th ed.). Dubuque, IA: Kendall/Hunt. Schmidt, B., & Buckley, M. (1990). Plot relationships chart. In J.M. Bacon, D. Bewell, & M. Vogt (Eds.), Responses to literature: Grades K8 (p. 7). Newark, DE: International Reading Association. Tierney, R.J., & Readence, J.E. (1999). Reading strategies and practices: A compendium (5th ed.). Boston: Pearson. Vacca, R.T., & Vacca, J.L. (1996). Content area reading (5th ed.). Glenview, IL: Scott Foresman. Zgonc, Y. (2000). Sounds in action: Phonological awareness activities and assessment. Peterborough, NH: Crystal Springs. Zutell, J. (1998). Word sorting: A developmental spelling approach to word study for delayed readers. Reading and Writing Quarterly, 14, 219238.
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Va l e r i e E l l e ry

CREATING STRATEGIC READERS

Video Introduction With Valerie

Part 1: Comprehensive Literacy Classroom

Reflection Connection Context Complex Clues Main Idea Wheel

Using the Videos and Viewing Guide

Video Introduction With Valerie

Explain what stroke your brushes means in Valeries challenge to you.

Reflect on your greatest challenge in teaching reading.

Part 1: Comprehensive Literacy ClassroomCurriculum, Assessment, and Instruction

C = Curriculum: Know the ______________________________________________.

What the students need to know and be able to do.

What the students know and still need to know.

What I need to teach to ensure that learning happens.

Describe how knowing your strategies is related to knowing your curriculum.

How might a teacher become a collector of artifacts?

Complete the following framework.

Curriculum, Assessment, and Instruction

Sta m nda rd-Based Curriculu

Part 1: Relationship Among Phonological Awareness, Phonemic Awareness, and Phonics

Phonemic Awareness Strategy: Isolating and Identifying Phonemes

Graphing Phonemes: Number Cubed Style

W orking With W ords (WWW)

EyeV oice Span

Interactive Read-Aloud Journal

Semantic Feature AnalysisStructural Style

Context Complex Clues

Question Logs: 3Rs

Main Idea Wheel

Main Idea Wheel Follow-Up

(See the reproducible Somebody/Wanted/But/So sheet provided on page 29 of this guide.)

SEMANTIC FEATURE ANALYSIS

Examples Categories Vocabulary words Phrases Concepts

Adapted from Baldwin et al. (1981)

CONTEXT COMPLEX CLUES

MAIN IDEA WHEEL

Adapted from Irwin & Baker (1989)

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