Reading Archives

Wordly Wise, A Vocabulary Development Program

March 13, 2012 Brad Hoffman

Wordly Wise is a wonderful vocabulary development program, but it lacks a heart. Think of it as the Tin Man of vocabulary building. The program has a list of about 15-17 words per lesson and then five different activities that test and strengthen the students’ ability to use the words. These workbook activities include: multiple choice questions, replacing the meaning exercises, completing sentences, creating antonyms and synonyms, and the dreaded answering questions of a reading passage using a vocabulary word. It’s provides a very predictable structure each week.

To make my fourth grade class come alive on “Wordly Wise Wednesday”, I like to add the “heart” and lightness by using the words in a variety of different games, such as:

1) Cocktail Party Chatter: Each student gets a vocabulary card. The teacher or class picks a topic. Each student must use the word in a sentence to talk about the topic. Some topics I’ve used are cartoon characters, sports, activities I do on Sundays, and movies. It can get a little loud but it forces students to apply the words in a more authentic context.

2) Machine: Four students get a vocabulary card and must act out the word as a machine with motions that are continuous. The rest of the class has to guess which word they are acting out. This can be very funny, especially when the word is “refine” or “prefer”.

3) Tell Me a Story: Each student gets a vocabulary card and has to use it in a continuous story. Each student has to offer one sentence (only one!) that builds on the story. I find that students need help thinking about how to build on a story by using their classmates’ previous ideas. Some coaching is sometimes necessary.

4) Charades: Use this classic game to have the students laugh and make the words come alive.

5) Pictionary: Oldy but a goody. NOTE: this game can be particularly challenging with verbs or adjectives.

I hope these games help you to enhance the use of Wordly Wise in your own classroom to its fullest potential. If you have more games to add, please share them by commenting below. I am always looking for new and exciting ideas for the classroom!

Written by: Editorial Team, My Learning Springboard, Inc.

Being An Introvert Versus Being Shy

February 9, 2012 Brad Hoffman

The cover story of TIME magazine on February 6, 2012, by Bryan Walsh, was titled “The Upside of Being an Introvert (and Why Extroverts Are Overrated)”. In the article, Walsh discusses the work of Brian Little, a research psychologist and academic lecturer who teaches a class on personality at Harvard. According to Little, there is a phenomenon called the Free Trait Theory, which presents the idea that we can choose to behave out of character despite natural tendencies if it is in the service of core personal goals. In short, human beings balance 3 equal but different personalities:

Biogenic identity–our inborn personality
Sociogenic identity–expectations of our culture, family and religion
Ideogenic identity–our personal desires and sense of what matters

Brian Little - Award Winning Psychology Professor

Watch this video on YouTube

There are many upsides to being an introvert, and it is not necessarily the same as being shy with social anxiety. Introverts may simply prefer being alone for periods of time but are not bothered by social situations. As a result, they may demonstrate increased independence, attentiveness, or perseverance. As teachers, we have to be especially cognizant of our seemingly “shy” students who may have very different thresholds for classroom noise, class participation, and group work. In thinking about how to differentiate instruction to meet the needs of various learning styles, we have to provide opportunities for all students to demonstrate their natural strengths. We also have to provide opportunities that challenge our students’ comfort zones, including both introverted and extraverted students.

In my own classroom, for example, I used to give every student 2 pennies that had to be spent during certain reading group discussions. In this way, each student literally had to contribute his or her 2 cents. For more extraverted students and risk takers, they spent their 2 cents easily. For quieter and less confident students, they had to really work at it. On the flip side, we also practiced independent reading and writing with sustained blocks of time for quiet thinking and reflection.

As introverted students progress to older grades, their three identities are still at play. And as introverted students move onto high school or college, they face the challenge of increasingly difficult social transitions. In a blog post by Laurie Pawlik-Kienlen, she shares 12 tips for shy college students with introverted personality traits. These tips can be equally helpful for high school students.

Learn the difference between shyness and introverted personality traits
Figure out how introverted you are
Accept yourself as a shy college student!
Create a realistic, healthy school schedule
Combine your natural strengths with social interactions
Learn how to make small talk
Find other shy college students — be open and honest about your shyness
Practice making small talk with other shy college students
Spend time one-on-one with friends who understand you
Join a college club that stretches — yet fulfills – you
Avoid or limit the friends and activities that drain or exhaust you
Get counseling help if your shyness or social anxiety is becoming unhealthy or holding you back from achieving your goals

Whichever personality type you are, just embrace that you were BORN THIS WAY!

Written by: Editorial Team, My Learning Springboard, Inc.

How Do Anaphoric Expressions Impact Reading Comprehension?

February 2, 2012 Brad Hoffman

When students have trouble comprehending a text they are reading, it could be due to confusion about anaphoric expressions. Anaphora is when one word or phrase stands for, or refers to, another word or phrase in a text. A reader may have trouble following what a simple term like “it” or “them” refers to, which could happen with texts at just about any level. However, with more sophisticated, longer texts (especially informational texts that are loaded with academic language), readers may have trouble following along and understanding which terms refer to each other. Many times they do not realize that they have the ability to figure out what an unfamiliar terms means just from using context clues in the text. Sometimes it is necessary to pause other instruction and teach students about anaphora as a type of context clue strategy.

When teaching students about anaphoric relationships, I start with more simple expressions. I like to take an authentic text that they are already reading, and write the sentences they’re having trouble with on a separate piece of paper, like this:

He hated March. The birds chirped while snow covered the ground. It pretended to be spring, but it wasn’t.

First we identify all the its, circling them, to zero in on the troublesome part or parts. Then I guide the student to determine what the author was talking about to begin with (March), by rereading the previous sentence or sentences. Going through each it, we figure out if it could refer to the original word, March. If that makes sense, we draw an arrow from the circled word to the word to which it refers.

I follow this up with a series of worksheets, which I go over together with the student. Each worksheet has an example passage at the top, which we go through to make sure the anaphoric relationship, which I color-coded, is clear. With each subsequent passage, I instruct her to circle all of the different versions of the same word or idea, and draw an arrow from the various words to the original word they’re referring to. Each passage contains more and more text, and I gradually release responsibility as the student practices the skill. Ultimately we work our way up to full paragraphs, utilizing more academic language. Like many authentic texts, these paragraphs will contain more than one set of anaphoric relationships, so I have the student use colored pencils when drawing circles and arrows, so she can easily see which words relate to each other.

After this practice, I like to follow up with a game I created, called “Anaphoria!” I use a standard S-shaped game board, and I put out three sets of cards, levels 1, 2 and 3. The cards at each level contain passages with an original word or phrase underlined, and the passages increase in length and difficulty. The student picks a card and then has to identify all of the words or phrases that refer to that original underlined word (with level 3 cards, the student may need to identify more than one set of anaphoric relationships). If the student points out all items on the card correctly, she jumps ahead the same number of spaces as the card she chose. Here is an example of a level 3 card (for more challenge, I may make this type of passage a level 2 and select more sophisticated passages to designate as level 3):

In January, the “Burj” skyscraper opened its doors in Dubai, a city in the Middle East. The tower is 2,717 feet high, and is the world’s tallest building. People are already planning trips to see the edifice.

A reader needs to understand that building, tower, and edifice all refer to the word skyscraper. Understanding this anaphoric relationship is crucial to understanding the whole passage, and to understanding new vocabulary terms within the passage specifically. Even if a student doesn’t know what a skyscraper is, she will likely know building and tower and thus use these context clues to then determine that the original term (which appeared first in the passage) means the same thing. Of course, in an authentic text, this requires a student to slow down, read on, and then go back and reread to ensure comprehension of the unknown terms (and this is thinking we often take for granted!).

Anaphoric expressions help build contextual understanding so that readers can figure out what words mean while reading. Stopping to think, “What is this referring to?” ensures that students are monitoring their understanding of whatever they are reading.

By Liz Lazar, Reading Specialist

What is Dyslexia?

January 29, 2012 Brad Hoffman

The International Dyslexia Association defines Dyslexia as:

A specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension, and reduced reading experience that can impede the growth of vocabulary and background knowledge.

In the late 1800s and early 1900s, reading difficulties such as Dyslexia were simply known as “word blindness.” In the early 1900-1960s, factors such as, ecology, lack of cerebral dominance, and eye movement became popular “causes” for literacy troubles. Emotional problems also became more credible as forms of interference. The non-educational community often even attributed it to poor diet. The most viable explanation was simply “multiple causation,” involving many or all of these factors.

As times changed, so did the views of many educational researchers. In the 1970s, brain damage became an accepted explanation. In the 1980s, an interest arose in the role of defective memory processes as etiology in reading disabilities. This was around the time when the schism developed between ability and achievement. The cyclical effects of a student’s reading history (also known as the Matthew Effect) were considered to have a drastic impact on achievement, but not always ability. This was quickly linked to and supported by socioeconomic status, as many children clearly had access to more resources that would help make up for any gaps in ability.

Currently, the role of phonemic awareness–the conscious awareness that words are made up of segments and sounds–has taken front and center. After the technology boom, MRI machines became available to see the undeniable neurobiological factors and differences in brain behaviors between individuals in certain areas.

Neurologically speaking, there are three main areas of the brain used during the reading process. The first is the Broca’s area, which is activated when vocalizing words in the mind. The second is the temporal-parietal area, which decodes letter and word sounds. This area specifically is shown to be much less active in people with Dyslexia. The third area is the occipitotemporal area, which contributes to word formation. The more a person reads, the more active the occipitotemporal area becomes. Since individuals with Dyslexia probably have the least amount of exposure to literature and appropriate instruction, this area is often weak as well.

FMRI machines (Functional Magnetic Resonance Imaging) show which parts of the brain get the most blood. Although two of the three most important sections of the brain related to literacy are low in blood flow, it is possibly redirected to other areas. An overacting phoneme producer is believed to be acting as this form of compensation. This is why the phonemic approach to instruction is currently the most widely accepted approach – because it is the most scientifically valid. As an educator, it is the approach with which I have had the most success.

The next step is seeing how we as educators can use this phonemic approach to redirect the reception of knowledge to a more useful area through different channels. This is proof that Dyslexia is more of a learning difference than a learning disability, just like audio and visual learners have brains that work differently. We redirect those learners to use their strengths. With visual learners, we use images. With kinesthetic learners, we use movement. Our challenge now is to figure out where to direct the attention of students with Dyslexia to take advantage of their unrealized best way of learning. In many ways, it is an exciting time of exploration for special educators and reading specialists as we are potentially on the forefront of a major discovery.

Also, here’s a great video explaining Dyslexia:

What is dyslexia? - Kelli Sandman-Hurley

Watch this video on YouTube

By David Dickerman, Reading Specialist

The Coalition for Science After School and Enrichment Teaching

November 22, 2011 Brad Hoffman

My Learning Springboard is proud to be a member of The Coalition for Science After School, which “envisions the day when young people from all backgrounds have access to high-quality science, technology, engineering and mathematics (STEM) learning beyond the classroom.” The mission is to coordinate and mobilize community stakeholders to strengthen and expand opportunities that engage young people in science after school. At My Learning Springboard, we offer a variety of opportunities for STEM enrichment and mentorship.

The Coalition for Science After School’s most recent newsletter shared the following articles and reports:

STEM Workers Consistently Out-Earn Their Humanities Counterparts: In a new report from the Georgetown Center on Education and the Workforce, researchers reveal that STEM workers earn more than non-STEM workers–regardless of degree level. For example, 63% of STEM workers with an associate’s degree out-earn non-STEM workers with a bachelor’s degree. For workers with post-graduate degrees, the comparison is just as stark–61% of STEM workers with a master’s degree earn more than a worker with a doctorate in humanities. The full report is full of rich data that is sure to convince students, parents, educators, and policymakers alike of the importance of supporting STEM education.

Statewide Study Shows Few In-School Opportunities for Learning Science: A new study demonstrated that California elementary school students have few opportunities for learning science from prepared teachers, despite principals’ and administrators’ views on science as an important subject. Startlingly, only one-third of teachers surveyed reporting feeling prepared to teach science, and 85 percent of teachers surveyed have not received any science-related professional development in the last three years. This research further demonstrates the increased need for science content to be emphasized outside of the classroom.

Why Science Majors Change Their Minds: According to this article from the New York Times, about 40% of college students who intend to major in science or engineering change their minds or do not complete their degree. Reasons for the high drop-off rate include low grades, uninspiring curricula, and a lack of support from professors. Could project-based learning–like the fun, interactive, innovative activities found in high-quality K-12 afterschool programs–help maintain student interest? What would it take to have a “trickle-up” effect from afterschool to college?

Closing the Girl Gap in STEM: This companion piece to the article above explores why girls are disproportionately left out of STEM majors in college, and highlights programs and places that are working to close the gap. Recent research shows that female engineering majors are more likely to switch majors than their male counterparts, largely due to a lack of confidence on the part of the female students.

Written by: Editorial Team, My Learning Springboard, Inc.

Wordly Wise, A Vocabulary Development Program

Being An Introvert Versus Being Shy

How Do Anaphoric Expressions Impact Reading Comprehension?

What is Dyslexia?

The Coalition for Science After School and Enrichment Teaching

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