“DE-BUGGING”THE TEXT
The Orientation Form
Activating Prior Knowledge
“A teacher must assess conceptual prior knowledge to determine if the knowledge the student possesses is appropriate or adequate for the new information be learned.”
Caldwell & Leslie, 2009
Prior Knowledge at WorkGroom
Current
Court
Groom
Current
Court
Introducing New Vocabulary
“Focusing vocabulary instruction on both word definitions and learning words in context is superior to instruction that emphasizes only one of these components.”
Caldwell & Leslie, 2009
“Reading and writing are two different ways of learning about the same thing – the written code used to record the oral language.”
“Writing consistently but subtly seduces the learner to switch between the different levels of letters, clusters, words, phrases and messages.”
Clay, 2005
Connecting Reading & Writing
The Orientation Form
Let’s Try It
What do you know about physics?
Have you ever heard of string theory?
Let’s learn more…..
String Theory – Words to Know
1. bosons - particles that transmit forces2. fermions – particles that make up matter3. supersymmetry – an equal match of
bosons and fermions4. tachyon – a particle with imaginary mass5. compactification – the act of reducing
spacetime dimensions6. chiral – spinning in only one direction
The Procedure – Pre-Reading
1. Teacher dictates the words; students write the words.
2. Students check their spellings against a model, and make any necessary corrections.
3. Teacher and students review the words, discussing meanings and looking at
spelling patterns.4. Students write dictated sentences that
focus on the main idea of the text to be read.
During and After Reading
Students read the text, stopping at predetermined points to discuss vocabulary, main idea, supporting details.
Following the reading, teacher and students revisit the vocabulary and main idea statements from the pre-reading portion of the lesson.
Additional Possibilities
Review previously-taught phonics skills (i.e. vowel pairs, blends, digraphs, word endings)
Enhance learning through reciprocity – use encoding to support decoding.
Set a purpose for reading with comprehension questions.
Let’s Try It – Creating an Orientation Form
1. Define your purpose/Choose your words:
What key vocabulary do I want to introduce? Which decoding/phonics skills do I want to reinforce?
2. What’s the big idea? What main ideas do my students need to know to
understand the text? How can I incorporate vocabulary and main ideas
concisely?
References
Caldwell, J.S. & Leslie, L. (2009). Intervention Strategies to Follow Informal Reading Inventory Assessment: So what do I do now? 2nd Edition, Boston: Pearson.
Clay, M.M., (2005). Literacy Lessons Designed for Individuals. Portsmouth, NH: Heinemann.
Top Related