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Next Steps with Reading XWA 6-8 February 2025 (1)

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Misperceptions abound when it comes to what we think will make us happy. People often believe that happiness will be achieved once they reach a certain milestone, such as finding the perfect partner or landing a particular salary.

Humans, however, are excellent at adapting to new circumstances, which means that people will habituate to their new relationship or wealth, return to a baseline level of happiness, and seek out the next milestone. Fortunately, the same principle applies to setbacks-we are resilient and will most likely find happiness again.

Regarding finances specifically, research shows that the sweet spot for yearly income is between $60,000 and $95,000 a year, not a million-dollar salary. Earnings above $95,000 do not equate to increased well-being; a person earning $150,000 a year will not necessarily be as happy as a person earning a lot less.

The type of thoughts below exemplify these misconceptions about happiness:

"I'll be happy when I'm rich and successful."

"I'll be happy when I'm married to the right person."

"Landing my dream job will make me happy."

"I can't be happy when my relationship has fallen apart."

"I will never recover from this diagnosis."

"The best years of my life are over."

For more, see The Science of Happiness.

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Happiness is an electrifying and elusive state. Philosophers, theologians, psychologists, and even economists have long sought to define it. And since the 1990s, a whole branch of psychology-positive psychology-has been dedicated to pinning it down. More than simply positive mood, happiness is a state of well-being that encompasses living a good life, one with a sense of meaning and deep contentment.

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The Science of Happiness | Kirkland Langberg | TEDxSantaClaraUniversity

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The Pursuit of Happiness by Nishu Mathur

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Conferring with the Reading Rope - 6-8 XWA

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oral reading fluency hasbrouck - Google Search

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Shared Text Experiences: Comprehension Planning

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Close Reading - Lens, Details, New Understandings

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Close Reading - Lens, Details, New Understandings

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_XWA - From Assessment to Instruction - Nov 2024

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XWA - Assessment for Instruction - Sept 2024

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All efforts should be made to minimize the possibility of a child asking for a word to be repeated (e.g., relatively quiet assessment space, sit close to the child, speak clearly); however, there are times when it does occur and, if so, repeat the word. If it happens occasionally, it is "small stuff."

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XWA - Assessment for Instruction - Sept 2024 (1)

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Morphology Scope & Sequence by Frequency

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Morphology Scope & Sequence by Frequency

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ASDoha G3-5 Specialists Vocab in Content Areas - October 2023

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strategies to persevere and be risk takers

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strategies to persevere and be risk takers

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that we'll help them know their strengths & next steps

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that we'll help them know their strengths & next steps

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What forms of reading? Genres? Text type?

What topics are you interested in & want to read about?

Do you read for fun?

Have you checked out any books from the library?

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colleen@erinkentconsulting.com

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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This book offers teachers a complete framework for organizing instruction, aligned with the language comprehension strands of Scarborough's Reading Rope. In-depth chapters are devoted to each facet of reading comprehension, including vocabulary, syntax and sentence comprehension, text structures, background knowledge, and levels of understanding and inference.

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You and your students will fall for close reading. Chris and Kate help you empower students through close reading to not merely analyze texts but to admire the writer's craft, study favorite songs and videogames, and challenge peers in evidence-based discussions.

"Love brings us in close, leads us to study the details of a thing, and asks us to return again and again. These are the motivations and ideas that built this book."
-Chris Lehman and Kate Roberts

You and your students will fall for close reading. In Falling in Love with Close Reading, Christopher Lehman and Kate Roberts show us that it can be rigorous, meaningful, and joyous. You'll empower students to not only analyze texts but to admire the craft of a beloved book, study favorite songs and videogames, and challenge peers in evidence-based discussions.

Chris and Kate start with a powerful three-step close-reading ritual that students can apply to any text. Then they lay out practical, engaging lessons that not only guide students to independence in reading texts closely but also help them transfer this critical, analytical skill to media and even the lives they lead.

Responsive to students' needs and field-tested in classrooms, these lessons include:

strategies for close reading narratives, informational texts, and arguments

suggestions for differentiation

sample charts and student work from real classrooms

connections to the Common Core State Standards

a focus on viewing media and life in this same careful way.

"We see the ritual of close reading not just as a method of doing the academic work of looking closely at text-evidence, word choice, and structure," write Chris and Kate, "but as an opportunity to bring those practices together to empower our students to see the subtle messages in texts and in their lives." Read Falling in Love with Close Reading and discover that the benefits and joy of close reading don't have to stop at the edge of the page.

Read a sample from the book to learn more about Chris and Kate's close-reading ritual for students and for an annotated text that shows how it works.

(click any section below to continue reading)

Contents

1. Close Reading, A Love Story
2. The Essence of Understanding: A Study of Text Evidence
3. A Way with Words: A Study of Word Choice
4. If You Build It: A Study of Structure
5. Through Your Eyes: A Study of Point of View
6. The Family Tree: Closely Reading Across Texts
7. I Believe in You: A Vision of Independence

Companion Resources

Download an infographic about the book: perfect for book study in groups or by yourself.

Download the Falling in Love with Close Reading study guide.

Watch highlights from Chris and Kate's webchat with Penny Kittle.

Reviews

"Nothing compares to seeing the success of the students. I informed them they are scholars and reminded them that this was hard work and they accomplished it! So many times, students are described as having trouble connecting their reading and ideas into their writing. But not today! Students I had planned on needing to provide extra support during the written response didn't need it. Honestly, I have never seen a group of students work so diligently and persevere through the lesson."
-Kara DiBartolo (@dibartolok)

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You and your students will fall for close reading. Chris and Kate help you empower students through close reading to not merely analyze texts but to admire

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The Writing Revolution - Empower teachers to help students

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By training educators in The Hochman Method©, The Writing Revolution (TWR) aims to help all students become proficient writers, readers, and critical thinkers.

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Hundreds of thousands of teachers have used this highly practical guide to help K-12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words. Grounded in research, the book explains how to select words for instruction, introduce their meanings, and create engaging learning activities that promote both word knowledge and reading comprehension. The authors are trusted experts who draw on extensive experience in diverse classrooms and schools. Sample lessons and vignettes, children's literature suggestions, "Your Turn" learning activities, and a Study Guide for teachers enhance the book's utility as a classroom resource, professional development tool, or course text. The Study Guide can also be downloaded and printed for ease of use (www.guilford.com/beck-studyguide).

New to This Edition
*Reflects over a decade of advances in research-based vocabulary instruction.
*Chapters on vocabulary and writing; assessment; and differentiating instruction for struggling readers and English language learners, including coverage of response to intervention (RTI).
*Expanded discussions of content-area vocabulary and multiple-meaning words.
*Many additional examples showing what robust instruction looks like in action.
*Appendix with a useful menu of instructional activities.

See also the authors' Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples , which includes specific instructional sequences for different grade ranges, as well as Making Sense of Phonics, Second Edition: The Hows and Whys , by Isabel L. Beck and Mark E. Beck, an invaluable resource for K-3.

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Bringing Words to Life: Robust Vocabulary Instruction

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Amazon.com: Bringing Words to Life: Robust Vocabulary Instruction: 9781462508167: Isabel L. Beck, Margaret G. McKeown, Linda Kucan: Books

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Are we supposed to teach reading strategies or not? I keep coming across contradictory information. Some writers say the research supports strategy teaching and some say that we should teach background information instead. I respect your opinion. What do you think?

RELATED: Can we really teach prosody and why would we want to? Shanahan response:
Many studies - hundreds actually - have shown that teaching comprehension strategies can improve reading comprehension (Filderman, Austin, Boucher, O'Donnell, & Swanson, 2022; National Institute of Child Health and Human Development, 2000). That's a pretty strong argument for teaching strategies.

That's why I've taught them to students myself.

That's why I sometimes use them when I'm reading.

The first question to ask ourselves, it seems to me, is why do strategies help? How do they make someone a better reader?

I remember Dick Venezky telling me that one of the big benefits of phonics instruction was that it got kids to look at the words, to look at all the letters in the words. At the time, I thought that was glib. But over time, I've come to appreciate the wisdom in that explanation.

My answer for why and how strategies work is as glib as that.

Strategies do two things for readers.

First, they require readers to think about a text more than they would if they just read it.

If readers think more about the ideas in a text, they are more likely to remember them later. Strategies slow you down. It takes more time to read a text and implement a strategy than to only read the text.

Too many readers are satisfied with comprehending a text. They may understand it as they read, but they don't retain the information. We use the term "reading comprehension" too generally. When we use it, we usually intend more than just understanding.

No, it often includes the idea that readers should remember what they read so that they can successfully answer questions, participate in discussions, or use the information in some other way.

Strategies arm readers with purposeful actions they can take before, during, and after reading. Basically, they get readers to think about the ideas more than once. They facilitate learning from text. (That's why Ron Carver used to argue that the term comprehension strategies was a misnomer; he thought a more apt label was study skills, skills one would use to study a text or learn from it.)

The idea of strategies is to provide readers with the tools that will allow them to accomplish purposeful learning - and the tools work by slowing us down and getting us to think more than once about the ideas in the text. A rather blunt tool admittedly, but, according to the empirical studies, an effective one.

As such, strategies play a very different role in the reading process than knowledge.

It should not be a choice between the two.

Second, strategies may also play a useful role in guiding student attention to key information in a text. (I tend to think of most strategies as "paying attention strategies.")

When I'm reading something that is very hard for me, I write down the most important idea from each paragraph or section. That ensures that I pay attention to all the key ideas, without the details distracting me.

Other strategies encourage readers to depend on the author's organizational scheme. Doing so focuses attention on certain key information that they may neglect without that strategy.

Further distinguishing knowledge and strategies in reading are those strategies that emphasize making connections between the text and the knowledge that we bring to the text.

Prediction, for instance, is a strategy that leads readers to anticipate what the author will reveal. Predictions require that readers combine information from the text with the knowledge they bring to the text. Predicting is a tool readers can apply in certain reading situations, but it can only work if there is relevant knowledge available.

Inferencing is another such strategy. Readers can be sensitized to the concept that texts won't provide explicitly all the needed information so readers must draw inferences to fill in the blanks and make connections. But the inferencing strategy only works to the extent that there is background knowledge available from which to generate those inferences.

A third strategy that depends on knowledge and encourages readers to connect knowledge to text is comprehension monitoring. With this one, students are taught to pay attention to whether they are understanding a text or if it is making sense. Determining whether something makes sense means that you can compare it with some standard and that standard for this is the knowledge that you bring to the text.

In all these examples, the strategy gives the reader some insights about text (e.g., it has a structure, the text should make sense, text sometimes implies rather than states information) and some action steps that if taken will improve understanding and memory for what is read.

But none of these strategies pays off unless the reader possesses sufficient topical knowledge to make them work.

As such strategies are useful and knowledge is essential.

That sounds like reading lessons would be better off emphasizing the learning of content, rather than developing insights about text and reading and developing actions students can use in a purposeful way to think more about the text.

But that is not necessarily the case. Our emphasis on knowledge should not be the central goal of reading instruction. It should be the central goal of schooling. Yes, kids should read texts worth knowing in their reading lessons and they should be held accountable for the content learning that can be gained from such texts. But learning also needs to come from social studies, science, and the arts, as well as from all the other sources of information that children confront in the media, in their play activities and social interactions, and so on.

Reading strategies are something students are likely to learn only in a reading lesson. As such, they deserve special attention in those lessons.

I don't accept the premise of what you are hearing - that reading lessons should either teach strategies or knowledge. They need to accomplish the former and contribute to the latter.

Although I didn't cite many specific studies in this blog entry, it heavily benefited from the brilliant contributions of the late Ernst Z. Rothkopf, whose pioneering work on "mathemagenic activities" presaged all the strategy research in reading.

READ MORE: Shanahan On Literacy Blog
References
Filderman, M. J., Austin, C. R., Boucher, A. N., O'Donnell, K., & Swanson, E. A. (2022). A meta-analysis of the effects of reading comprehension interventions on the reading comprehension outcomes of struggling readers in third through 12 th grades. Exceptional Children, 88( 2), 163-184. doi.org/10.1177/00144029211050860

National Institute of Child Health and Human Development, NIH, DHHS. (2000). Report of the National Reading Panel: Teaching Children to Read: Reports of the Subgroups (00-4754). Washington, DC: U.S. Government Printing Office.

Rothkopf, E. Z. (1970). The concept of mathemagenic activities. Review of Educational Research, 40(3), 325-336.

Rothkopf, E. Z. (2008). Reflections on the field: Aspirations of learning science and the practical logic of instructional enterprises. Educational Psychology Review, 20(3), 351-368. doi.org/10.1007/s10648-008-9076-5

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Knowledge or Comprehension Strategies | Shanahan on Literacy

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Learn how to strike the perfect balance between teaching knowledge and comprehension strategies, guided by Shanahan’s expertise in literacy. Read here!

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Analyzing The Amazing Octopus Through the Reading Rope

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Analyzing The Amazing Octopus Through the Reading Rope

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National Council on Teacher Quality (NCTQ)

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We have a literacy crisis in this country. Last year's NAEP scores found that more than one third of fourth grade students can't read at a basic level, and that rate climbs even higher for students of color, those with learning differences, and those who grow up in low-income households. This dismal data has nothing to do with the students and families, and everything to do with inequities in access to effective literacy instruction. But there is good news: Decades of research has resulted in a rich, robust understanding of how children learn to read. So what does this research say? Inspired by a conversation at a recent Barksdale Reading Institute Lunch & Literacy forum, researcher Dr. Reid Lyon developed a clear, concise summary of the research on how children learn to read. Here we share Dr. Lyon's "Ten Maxims," originally published by - Dr. Heather Peske Reading Universe. These maxims underlie NCTQ's own work to advocate for the science of reading in teacher preparation. By increasing understanding and adoption of scientifically based reading instruction, together we can address the literacy crisis head-on, reversing historical patterns of inequity and changing the lives of millions of our children.

Ten maxims: What we've learned so far about how children learn to read

By Dr. Reid Lyon

Over the last 50 years, there's been a vast outpouring of research about reading development, drawing on insights from neuroscientists, psychologists, linguists, speech pathologists, educators and other experts. I'm sometimes asked to summarize, in plain language, what we've learned so far. These ten maxims represent my best attempt at doing that.

This may seem like a fool's errand, because no set of maxims can fully convey the scope or the nuance of thousands of studies. I hope nevertheless that these maxims might be useful in crystallizing some of the most essential findings. In collaboration with some outstanding researchers and practitioners, I've compiled here a selective list of studies that underlie each of the ten maxims. The research behind the maxims addresses a wide range of individual differences in reading development, reading difficulties and reading instruction. Taken as a whole, the studies encompass children identified as having dyslexia and other learning disabilities as well as children who struggle with reading as a result of inadequate instruction. Many of the studies also include proficient readers.

Because these maxims are very broad, there is of course more to say about specific subpopulations of students with distinct strengths and needs. I encourage advocates for these students to formulate additional maxims that are not adequately covered by these first ten. Any additions should be in clear, consumer-friendly language and supported by cited studies that report relevant empirical findings.

The overarching message is that learning to read is a complex process involving multiple abilities, skills, and knowledge. Each is essential but none is sufficient on its own.

With that as prologue, here are my ten maxims:

1. Almost all children learn to speak naturally; reading and writing must be taught.

2. Literacy begins at birth. It is rooted in early social interactions and experiences that include regular exposure to oral language and print. Strong roots tend to produce stronger readers.

3. All good readers are good decoders. Decoding should be taught until children can accurately and independently read new words. Decoding depends on phonemic awareness: a child's ability to identify individual speech sounds. Decoding is the on-ramp for word recognition.

4. Fluent readers can instantly and accurately recognize most words in a text. They can read with expression and at an appropriate rate for their age. Reading fluency requires comprehension AND it supports comprehension.

5. Comprehension-the goal of reading-draws on multiple skills and strengths, including a solid foundation of vocabulary and background knowledge.

6. One size does not fit all: use student data to differentiate your instruction.

7. Direct, systematic instruction helps students develop the skills they need to become strong readers. Indirect, three-cueing instruction is unpredictable in its impact on word reading and leaves too much to chance.

8. These maxims apply to English Learners/Emergent Bilinguals, who often need extra support to bolster their oral language as they learn to read and write in a new language.

9. We should support students who speak languages or dialects other than General American English at home, by honoring their home language and by giving them expanded opportunities to engage with General American English text.

10. To become good readers and writers, students need to integrate many skills that are built over time.

This piece originated with the Barksdale Reading Institute's Lunch & Literacy forum and originally appeared on the Reading Universe website. Reading Universe is a joint project of the Barksdale Reading Institute, WETA/Reading Rockets, and First Book that provides free resources for educators and families.

About the guest author:

Dr. Reid Lyon, a neuroscientist and specialist in learning disorders, joined the faculty of Communication Science and Disorders at Northwestern University in 1980 where he also directed the neuropsychology laboratory. In 1983 Dr. Lyon was recruited by the Stern Center for Language and Learning in Burlington, Vermont where he served as the director of research. He also served as a clinical associate professor of neurology at the University of Vermont Medical School. From 1992 to 2005, Dr. Lyon served as a research neuropsychologist and the chief of the Child Development and Behavior Branch of the NICHD at the National Institutes of Health; in this role he developed and oversaw research programs in cognitive neuroscience, learning and reading development and disorders, behavioral pediatrics, cognitive and affective development, School Readiness, and the Spanish to English Reading Research program. He designed, developed and directed the 44-site NICHD Reading Research Network. After leaving the NIH, Dr. Lyon held distinguished scientist and distinguished professorships at the University of Texas, Dallas (neuroscience) and Southern Methodist University (educational leadership).

Dr. Lyon is the author and co-author of over 130 peer reviewed journal articles, books, and book chapters addressing developmental neuroscience, learning and reading disorders/dyslexia, and the translation of science into practice and policy. He also co-authored the definition of dyslexia used at the NIH and worldwide. Dr. Lyon received the NIH Director's Award twice. Once for his contributions to the neuroscience of learning and learning disorders. He also received the Vietnam Veterans of America Excellence in The Sciences Award for contributions to educating veterans about the neuroscience of Combat PTSD in 2013. Dr. Lyon, a former paratrooper and combat veteran, received the Bronze Star, the Combat Infantryman Badge among other combat awards during his 15th month tour in Vietnam including the 1968 Tet Offensive.

Additional contributors to this piece include: Jane Ashby, Louise Dechovitz, Linda Diamond, Jan Hasbrouck, Kari Kurto, and Julie Washington. With appreciation to Kelly Butler, Claude Goldenberg, and Noel Gunther.

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Ten maxims: What we've learned so far about how children learn to read by Dr. Reid Lyon

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Together we can address the literacy crisis head-on, reversing historical patterns of inequity and changing the lives of millions of our children.

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Define, Engage & Go During Shared Text Experiences

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Define, Engage & Go During Shared Text Experiences

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Good guide to using morphology to help with spelling and vocabulary

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This reference manual includes several useful features:

takes teachers through how English spelling uses morphology to represent the meaning of words

teaches word sums and word matrices as tools for examining word structure and constructing and deconstructing words morphologically

contains a series of ready-to-use lessons, helping teachers and students act as word detectives who problem-solve the links between structure and meaning

targets vocabulary, reading, and spelling skills!

By: Peter Bowers

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teaching how the written word works [wvc216] books and workbooks grammar and writing workshops | trainings classroom sets games gift certificates multisensory learning beginning reading morphology and vocabulary free downloads multisensory bundles high-frequency words multisensory instruction kit books and workbooks grammar and writing workshops | trainings classroom sets games gift certificates proceeds to charity multisensory learning beginning reading morphology and vocabulary free downloads o-g multisensory bundles sight words multisensory instruction kit ecommerce

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Kendore Learning Store Teaching How the Written Word Works [WVC216] - This reference manual includes several useful features: takes teachers through how English spelling uses morphology to represent the meaning of words teaches word sums and word matrices as tools for examining word structure and constructing and deconstructing words morphologically contains a series of ready-to-use lessons, helping teachers and students act as word detectives

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XWA - Assessment for Instruction - Sept 2024 (2)