Reading Technique File

Drake University Fall 2011

Shannan Belden

Technique File
Name of Technique: Frayer Model Describe technique (what): It is a graphic
organizer divided into four sections to record information on different concepts or words.

Using this technique will help students in the following ways (the why): This strategy
helps students better understand vocabulary words. It shows students how words are connected to their meanings.

How does the technique work? This technique is

very simple. Students use a four square graphic organizer to define the vocabulary term as well as add the words attributes, examples and non-examples.

Briefly describe the process for how to introduce and use in your classroom. I would
introduce this into the classroom early on as a vocabulary technique. I would model it for the students using words they are familiar with.

How could you assess student use of technique? The diagram itself could be used to assess the students understanding as well as having students use the words in their own sentences. Example of how the technique can be completed in your content area with a short text attached.

Teaching Vocabulary in the Content Area Vocabulary Words Pompadour Dubious Dilettante Macabre Eldritch Juxtaposition

Fetish Equatorial Occidental

Frayer Model 1. Model the activity for the student by first drawing a chart on the board like the one below: Definition Facts/Characteristics

Examples

Vocabulary Word or Key Concept

Non-examples

2. Put a vocabulary word or key concept in the middle oval. Definition Facts/Characteristics

Examples

Dilettante

Non-examples

3. Write the definition of the vocabulary word or key concept in the top left square. Definition Facts/Characteristics
A person who cultivates an area of interest, such as the arts, without real commitment or knowledge.

Examples

Dilettante

Non-examples

4. Write any facts or characteristics about the vocabulary word or key concept in the top right square. Definition Facts/Characteristics
A person who cultivates an area of interest, such as the arts, without real commitment or knowledge. Someone who collects art or other artifacts with a superficial interest. A dabbler with no real knowledge of the things they collect.

Examples

Dilettante

Non-examples

5. Give examples of the vocabulary word or key concept in the bottom left square. Definition Facts/Characteristics
A person who cultivates an area of interest, such as the arts, without real commitment or knowledge. Someone who collects art or other artifacts with a superficial interest. A dabbler with no real knowledge of the things they collect.

Examples

Dilettante

Non-examples

Someone with no knowledge of musical composition using Garage Band to compose music. An art critic with no education in Art. An amateur, a rookie.

6. Give non-examples of the vocabulary word or key concept in the bottom right square. Definition Facts/Characteristics
A person who cultivates an area of interest, such as the arts, without real commitment or knowledge. Someone who collects art or other artifacts with a superficial interest. A dabbler with no real knowledge of the things they collect.

Examples

Dilettante

Non-examples

Someone with no knowledge of musical composition using Garage Band to compose music. An art critic with no education in Art. An amateur, a rookie.

A professional, professional Musician, professional artist, museum curator, professional writer, or a profession archivist.

Technique File
Name of Technique: Fluency Lesson Phrasing Describe technique (what): This is a read aloud with
students practicing fluency. In particular it is practicing the phrasing aspect of fluency.

Using this technique will help students in the following ways (the why): This will help students

understand that when we read, we read words as though they are connected. The purpose of reading words as though they are connected helps students comprehend what they read.

How does the technique work? This technique is very

simple. As the teacher you read out loud to the students practicing phrasing as you read then have students practice with you.

Briefly describe the process for how to introduce and use in your classroom. Explain to

the students that you are going to practice an aspect of fluency that helps them comprehend what they read. You are going to do it first and then they are going to try it.

How could you assess student use of technique?

Observation

Example of how the technique can be completed in your content area with a short text attached.

Goal: Student engagement in the first 3-5 minutes.

TTYP __ x Thumbs Up/Thumbs Down __ Give One/Get One x Think, Ink, Pair, Share x Admit Slip_______ Quick Write ___x__

Time Frame of Implementation Study: Name: Shannan Belden Grade Level/Role: American History 8th Grade Text: Lesson Focus/Goal: Comprehension- The CORE reading component of Phrasing

Explicit Instruction Implementation Log

Instructional Technique:

Briefly describe the instructional technique, strategy, or activity you will be using. My goal is to model the fluency attribute of phrasing as applied to an article about Harriet Tubman. The students will be challenged to think about their phrasing as they read the article. Additionally I will have them examine how proper phrasing affects the ability to comprehend what you are reading.

Lesson Introduction:

Include an introductory statement about what students will be learning to do and a brief explanation of how this strategy will be useful to them as readers. Phrasing: when you read words like they are connected. Phrasing helps readers to comprehend the text. The goal for reading is to understand the meaning behind what you read. Phrasing helps the reader to understand what they read. When we talk to someone we automatically speak in phrases. When we read we need to do the exact same thing. It is important to use phrasing when we read aloud so that the listener can understand what we mean, it is also important to use phrasing when we read silently so we understand what we are reading.

Instructor Models and Demonstrates: (I do)

Include key statements you will use to model comprehension thinking. I know that good readers use phrasing when they read orally and silently. I am going to model for you today why it is so important to use phrasing so that you can comprehend what you are reading. Listen to me as I read a passage from the article Harriet Tubman: Civil War Spy. While Im reading I want you to focus on my phrasing. Listen as I model incorrect phrasing. Think about what is lacking from my reading and how it affects your ability to understand what Im reading.
Read selected passage. Read without phrasing or use of any punctuation.

Take one minute to write down what was missing as I read. I want you to think about if it was easy or difficult to understand what I was reading. (After a minute have them turn to a partner and share. I will choose one group to share their ideas)

As I was reading this passage, it was very hard for me to understand what I was reading about because I was reading just words and not phrases. I didnt even pay attention to the punctuation. I know if I read this way silently, I will be unable to comprehend the text. Now let me read it again. I will use phrasing which means to read words like they are connected. When I am done reading, I will have you do a quick write and have you share what you noticed about my phrasing as I read.
Read selected passage. Read with phrasing and the use of punctuation.

Take a minute and write down the differences between the two readings. Share what you wrote with your partner.

Guided Practice: (We do)

Include opportunities for students to engage in guided practice with the comprehension strategy. Now you are going to help me. We are going to practice using phrasing together. We are going to read the same passage again, but this time I have color-coded the text to help us see the phrases. We are going to read the passage together, this is called choral reading, it is important to stay together as we read and support one another through a cold read. Cold reads are difficult for all readers so it is important that we stick together- no soldiers left in the field! Remember our reading focus while we are reading together is to use phrasing which means to read words like they are connected.
Read through passage.

Now take one minute to think about how phrasing helped you to better understand what we were reading. When I give you the signal (my hand up) turn to your partner and share what you were thinking. This is called Think, Pair, Share!

Collaborative Learning: (You do it together)

Include opportunities for students to engage with a partner or triad while teacher observes small group interaction and understanding of lesson focus. Now it is your turn to use phrasing and make some understanding magic! With your partner I want you to look at the second passage. Take a moment and read through and with your partner mark each phrase in the passage. Start by underlining the first phrase, circling the second, underlining the third and so on. There are no right or wrong answers but be prepared to share why you chose to phase it the way you did.
Give about 3 minutes for them to work and write.

Now find another group to work with and share your ideas. If they have something on their paper that you dont, then write it down. This is called give one, get one.

Independent Practice: (You do)

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Include opportunities for students to engage in independent practice with the fluency instructional tasks. All right! Now it is your turn to shine. Look at the third passage, your job is to take 3 minutes and mark each phrase using underlining and circles. Be able to explain your choices. After 3 minutes you will share with a partner, I will then ask a few brave souls to share with the class.
Have students write for 3 minutes then share with a partner. Ask a few to share with the class.

Great work! Remember that phrasing is just as important when you are reading silently because it helps you understand what you read.

Technique File
Name of Technique:
Cornell Notes

Describe technique (what):

It is a graphic organizer with 3 sections. The first section contains vocabulary words, questions or concepts. The second contains space to take notes on the main ides from section 1. The 3rd section is for summarizing.

Using this technique will help students in the following ways (the why): This technique helps scaffold How does the technique work?

students on taking notes well so they may utilize them in the future. This technique helps students identify what the important points are in readings or lectures and helps the learn proper note taking skills by initially giving the students the important points and through discussion pointing out why they are the important points. Eventually the student will be able to take notes with out the scaffolding from the instructor

Briefly describe the process for how to introduce and use in your classroom. I will

introduce this at the beginning of the year and I will start with handing the students a graphic organizer with the left side filled in and discuss the main ideas throughout the lesson. I will gradually release as the year goes on.

How could you assess student use of technique?

Notes will be handed in so I can check for to make sure students understand how to take them.

Example of how the technique can be completed in your content area with a short text attached.

Keywords/Questions Presidential Precedents Pease Talks/ Goals Nixon meets with Moa Tse-tung Ceremonies Summary

Main Ideas/Notes

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Technique File
Name of Technique: Reciprocal Teaching Describe technique (what): This is an interactive
dialog between students and teachers or groups of students. Four reading strategies are taught when using this strategy: predicting, generating questions, clarifying, and summarizing.

Using this technique will help students in the following ways (the why): Using this strategy can help
students make sense of challenging texts. It also involves students in interactive conversation about texts, which helps deepen their thinking about the text.

How does the technique work? Explain the four

comprehension skills to the students, and then model them. Once students have mastered the skills, model the strategy. Once students have a firm understanding of the strategy they are able to do it in small groups.

Briefly describe the process for how to introduce and use in your classroom. I will

introduce this strategy as soon as I start introducing primary sources, which can be difficult for students to comprehend

How could you assess student use of technique?

Observation

Example of how the technique can be completed in your content area with a short text attached.

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Reciprocal teaching: 1. Predicting: a. What do I think will happen? b. What can I infer about the story based on the title? c. What do I believe this article is about? 2. Clarifying: a. I will read ahead and reread passages I dont understand b. I can discuss what words mean so I understand them c. I can simplify the reading to make the message clear to me 3. Questioning: a. What questions do I have about the text? b. What information am I seeking from the text c. Do you agree or disagree with the Author, why? 4. Summarizing: a. In a couple sentences tell me the main ideas from the text b. What clues in the text help you organize your thoughts? c. Determine the Authors purpose for writing the text?

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