Channing Porter

Materials Analysis 2

A. Vocabulary Instruction
1. Description:

Briefly describe the approach to teaching vocabulary used in these materials. What types of
teaching/learning activities are suggested in the teacher’s manual or student materials?

The approach to teaching vocabulary in these materials is using a piece of literature to

teach both tier 2 and tier 3 words (Beck). The teacher is expected to pre-teach the vocabulary
words before reading Soto’s, “Broken Chain”(Holt, 2009). Students are provided with the
academic vocabulary words (tier 3) as well as the definitions (Holt, 2009). Students will read
both the word and its definition before reading the text (Holt, 2009). Teachers are also expected
to review the Latin roots of the tier 2 vocabulary (Goodwin and Pacheco, 2013)

In order for students to practice the tier 3 words before reading the text, teachers are
suggested to use graphic organizers (Holt, 2009). Students also summarize the plot of the text
using the tier 3 vocabulary: conflict, characters, climax, resolution (Holt, 2009).

The materials suggests that students circle characters and their actions while they read
(Holt, 2009). Using the tier 2 vocabulary words, students are also given text dependent
questions to answer (Holt, 2009).

After the reading, students are expected to think critically about the text using tier 3
vocabulary in their responses (Holt, 2009). For example, students respond to questions about
internal vs. external conflict and plot vs. subplot (Holt, 2009).

After the reading, students review the tier 2 vocabulary words by revisiting the Latin
roots (Goodwin and Pacheco, 2013). Students use the word bank to answer questions about
why words are structured the way that they are as well as challenging them to brainstorm other
words with the same Latin roots (Holt, 2009).

2. Research-based practices? Briefly, describe research based best practices relating to:

a)Vocabulary instruction

One useful method that the textbook uses is teaching students how to use root word and
affix knowledge to define vocabulary words (Goodwin and Pacheco, 2013). The textbook
provides the Latin roots for the academic vocabulary as well as opportunities for students to
identify other words with the same roots (Holt, 2009). This method supports the high learning
demand of complex words for middle school students (Goodwin and Pacheco, 2013).
 The textbook also teaches morphology in context (Goodwin and Pacheco, 2013). Soto’s,
Broken Chain, is the text that is used to teach higher level vocabulary (Holt, 2009). According
to Goodwin and Pacheco, “students can use the text to support their understanding of the
morphemes and may connect the morpheme to a vocabulary word used in an authentic
context” (2013).

The textbook also provides both integrated and comprehensive vocabulary instruction
because the text dependent questions and instructional activities involve the academic
vocabulary words given before the reading of the text (Blachowicz et. al, 2006). By providing a
vocabulary list, definitions, and bolded words within the text makes students word conscious
(Blachowicz et. al, 2006). There is intentional teaching of the word with multiple examples of
word use as well as the text dependent questions using the vocabulary words (Blachowicz et.
al, 2006). Students are also given word learning strategies, particularly with the Latin roots
activity (Blachowicz et. al, 2006).

b)Selection of words for vocabulary instruction

The words selected for vocabulary instruction are both domain specific and academic
(Baumann and Graves, 2010). The domain specific words are considered tier 3 vocabulary
where the academic words are considered tier 2 vocabulary (Beck).

Fisher and Frey’s method is used when the vocabulary words are divided into general
words, specialized words, and technical words (Baumann and Graves, 2010). Words such as
“apparent”, “sullen”, and “impulse” are specialized words because most 8th grade students may
not know the definitions whereas words such as “conflict” “subplot” and “climax” are technical
words because they are specific to English Language Arts (Baumann and Graves, 2010).

In addition to Fisher and Frey, Baumann and Graves blend multiple ideas from different
theorists into their own vocabulary classification (2010). Domain specific vocabulary includes
the technical vocabulary; these are the words specific to English Language Arts (Baumann and
Graves, 2010). The next categories, Literary and Academic vocabulary, are combined because
the frequency of word use is high for both (Baumann and Graves, 2010). Metalanguage is used
particularly with the words “glossary” and “summarize” because the definitions are provided for
the students in the textbook (Baumann and Graves, 2010).

c) In what ways does this instruction match or diverge from ideas about vocabulary instruction
you have just outlined in a) and b) above?

The morphology instruction supports my ideas about vocabulary instruction in that it is

important to give students the support to identify unknown words they will come across in
academic texts (Goodwin and Pacheco, 2013). The parts to whole and whole to parts when
teaching morphology also supports problem solving for middle school students, a skill especially
needed with challenging academic vocabulary (Goodwin and Pacheco, 2013).

3. Best Practices Extension Lessons:

Describe one way you would adapt and enhance these lessons to make them more powerful for
teaching vocabulary. If needed, you can suggest instructional practices that go beyond those
recommended in the materials. Cite research or theory as a rationale for your change.

Before providing the definition of the academic vocabulary words, I would provide
opportunities for students to problem solve and/or become active learners by chunking the parts
of the word, make connections to their own vocabulary, and leverage current vocabulary
knowledge (Goodwin and Pacheco, 2013). I also think that there was a missed opportunity to
help students use context clues from the text to define unknown vocabulary words (Goodwin
and Pacheco, 2013). According to Goodwin and Pacheco, “using context clues to understand
new vocabulary and situating word learning within authentic contexts have been shown to
encourage vocabulary acquisition” (2013). In addition, I think that there were missed
opportunities for students to take ownership and control of their own vocabulary instruction
(Blachowicz et. al, 2006). Examples of extension activities that would create multiple exposure
and generate active learning might be a vocabulary scavenger hunt or escape room
(Blachowicz et. al, 2006).

B. Fluency Instruction
1.Description:

Briefly describe the approach to teaching fluency used in these materials. What types of
teaching/learning activities are suggested in the teacher’s manual or student materials?

Students are suggested to read the adaptation of “Broken Chain” silently in order to
improve and practice reading fluency (Holt, 2009). Reading fluency is being taught because it
is providing students with the opportunity to apply self monitoring skills and strategies (Allington,
2006). In addition to silent reading, the materials also suggests for teachers to choose a
passage to read out loud for struggling readers (Holt, 2009). After the teacher reads the
passage out loud, the student will re-read the passage several times (Holt, 2009). According to
Allington, it is beneficial for students to have short-term repeated reading instruction (2006). The
materials pairs reading fluency instruction with comprehension strategies which fosters
successful reading habits (Allington, 2006).

2. Research-based practices?

a) What is reading fluency and why is it important?

Reading fluency consists of word accuracy, a certain rate or speed, prosody, and
comprehension (Deeney, 2010). Deeper comprehension of a text is the result of strong reading
fluency (Deeney, 2010). Reading fluency is important because it affects student ability to
comprehend texts (Allington, 2006). Fluency is also important because it combines the skills of
decoding with reading comprehension (Samuels, 2006). It is essential for teachers to use
meaningful and frequent methods of teaching fluency in order to teach skilled reading
(Samuels, 2006).

b) Briefly, describe research-based best practices for fluency instruction?

Phonemic awareness correlates with reading fluency; therefore, it is important for

teachers to provide students with phonemic instruction through sequential decoding
(Cunningham, 2002). Teachers should present advanced vocabulary, just above student zone
of proximity, to facilitate sequential decoding with new words (Cunningham, 2002). Although it is
important for students to practice their phonemic awareness, it is not beneficial for students to
have highly decodable texts (Cunningham, 2002). Cunningham also suggests that teachers
teach fluency by using words that students already know in order for them to build an analogical
pattern with words (2002).
Another best practice for teaching reading fluency is increasing the time in which
students are reading (Samuels, 2006). Through research, Samuels found that independent
reading had positive effects on reading fluency (2006). In addition, the amount of time students
spend reading independently should correlate with their reading ability (Samuels, 2006).
Samuels also supports repeated reading when teaching reading fluency (2006).
Repeated reading may be individually practiced, technology based, reader’s theatre, or even
paired reading (Samuels. 2006). Students are able to make reading goals and it becomes
easier for teachers and students to track fluency progress (Samuels, 2006).
Allington argues that struggling readers should be exposed to just as many texts as their
non-struggling counterparts; however, the content of the text should be modified (2006). There
needs to be a focus on self regulation and accuracy when improving a student’s reading fluency
(Allington, 2006).
One theory that has been disproven on teaching reading fluency is speed reading of
words and nonwords (Allington, 2006). This is because it does not teach or assess fluency
strategies nor does it predict reading ability (Allington, 2006).

c) In what ways does this instruction match or diverge from your descriptions in above and the
Class 10 readings on reading fluency instruction?

In terms of reading fluency, this instruction requires struggling readers to read sections
out loud multiple times (Holt, 2009). This supports Allington’s theory to use repeated reading as
a short-term strategy (2006). The short-term repeated reading also matches with Cunningham’s
focus on phonemic awareness (2002). Students are practicing their phonemic awareness by
decoding when asked to read the text out loud (Cunningham, 2002).
The instructions diverges from Allington’s theories in that it says to provide the same
passage for “consecutive days” (Holt, 2009). Allington would argue that repeated reading
should be short-term and that the teacher should avoid providing the same text for multiple days
in a row (2006).
 Students are also practicing their reading fluency by often reading the text independently
(Samuels, 2006). The out loud and independent repeated reading aspect of the instruction
matches with Samuel’s view of improving reading fluency (2006). The instruction diverges from
Samuel’s repeated reading strategy in that it does not include opportunities for reader’s theatre,
technology, or paired reading (2006).

C. Comprehension Processes and Readers’ Diverse Backgrounds

1. Description: Analyze some of the main schema that students need in order to comprehend
Broken Chain by Gary Soto. Draw a map showing some of the key elements of that schema
(similar to the ones we created in Class 14). On your map, indicate which elements are explicit
in the text, and which elements are implicit and must be inferred or filled in by the students.

Que Paso?
Implicit Views on
dating
Hispanic
Sense of Culture Cultural view
community of beauty

Mr. Rojas
Alfonso
Abuelita

2. Students from Culturally Diverse Backgrounds: Broken Chain tells the story of
adolescents living in an urban, U.S. city. Consider the cultural and personal experiences that
students from diverse backgrounds may bring to this text – particularly those who are relatively
new immigrants to the U.S.
1. Briefly describe a specific group of students whose cultural experiences may differ from
those of the characters in Broken Chain. Given the personal and cultural experiences,
which parts of the text would you predict might cause comprehension difficulties? Why?

A specific group of students whose cultural experiences may differ from Alfonso may be
white, rural students because Broken Chain legitimizes African American and Latino culture by
making it a frame of reference (Ladson, 1992). Broken Chain also uses a fair amount of the
Spanish language; therefore, students who are unfamiliar with the language might have some
difficulty (Holt, 2009). The perspective of beauty and relationships may differ from students who
grow up in a rural environment. For example, the Aztec warrior cuts and the Prince styled hair
cuts may not be the targeted look for students outside of a Hispanic, urban culture (Holt, 2009).
The father’s dialogue of calling his son a “sissy” over a haircut may not be relatable to students
outside of a Hispanic culture (Holt, 2009).
 2. For the same student group, give an example of a part of the text where students could
easily use cultural experiences to make inferences needed to comprehend the text.
Explain your reasoning.

The same student group might be able to infer that certain haircuts are considered
“masculine” or “feminine” based on culture (Holt, 2009). Students may be able to make
comparisons to certain views of beauty in their own culture and environment (Holt, 2009). The
schema of the importance of looks can be comprehended by the majority of teenage students
(Holt, 2009).
In terms of the Spanish language examples, students will most likely be able to make
inferences on meaning because of the combination of Spanish and Standard Written English
(Wolfram, et.al 1999). The language variation in the text will allow for students of most cultural
backgrounds to identify and comprehend the language in the text (Wolfram, et. al 2009).

3. Best Practices Extension Lesson: How could you support the student group you describe
in #3 above in building the schemas needed to comprehend this story.
1. Provide a brief description of an extension lesson and the materials that would be used
to support children in building background knowledge needed to comprehend this story.

An extension lesson could be a compare and contrast chart between Hispanic and
American cultures (Anderson, 1984). The lesson would bring different schemata to build
background knowledge needed for student comprehension (Anderson, 1984). Using the text
and outside research, students would create a chart with categories such as “cultural view of
beauty”, “dating customs”, etc. (Anderson, 1984). The students would add their own schema
and background information in order to build a new comprehension (Anderson, 1984).

2. Describe the comprehension strategies you would teach to help students tackle texts of
this type.

The comprehension strategies that I would teach are to select passages for multiple
reading, teach students to make predictions as they read the text, use prior knowledge to help
students make meaning of the text, and process the meanings of words and phrases (Duke and
Pearson, 2002).
I would select passages with figurative language to promote figurative comprehension
rather than literal (McMahon, 2008). This would also require multiple readings of the passages
(Duke and Pearson, 2002).
While students make predictions through reading, writing, and speaking (Duke and
Pearson, 2002), students will also engage in think alouds when making predictions of the text
(Block and Israel, 2004).
The lessons designed would allow and encourage students to bring in their previous
knowledge in order to build new comprehension and schema (McMahon, 2008). The lessons
would also be scaffolded to make the content accessible to all students (Anderson, 1984).

Note: Cite research or theory as a rationale for your extension.

D. Comprehension Instruction
1. Description: Briefly describe the approach to teaching comprehension used in the Holt
materials. What types of teaching/learning activities are suggested in the teacher’s manual or
student materials?

Holt uses reading comprehension questions for students to answer prior, during, and
after the reading of Broken Chain (2009). Holt also implements graphic organizers as well as
intentional vocabulary instruction (2009). There is also a focus on vocabulary instruction in
relation to reading comprehension, primarily with root and Latin words (Holt, 2009). Holt brings
in a focus of critical thinking in order to teach comprehension (McMahon, 2008).

2. Research-based practices?
1. List your “top 10” guidelines for comprehension instruction, citing class readings to
support each guideline.

1. Focus comprehension on critical analysis rather than literal comprehension (McMahon,

2008)
2. Reading, writing, and talking about a text should be balanced in instruction (Duke and
Pearson, 2002)
3. Give students opportunities for think alouds in the classroom (Block and Israel, 2004)
4. Choose a range of different genres to teach (Duke and Pearson, 2002)
5. Model making predictions and inferences while reading (Duke and Pearson, 2002)
6. Design lessons that allow students to blend previous knowledge with new information
learned in the text (McMahon, 2008)
7. Incorporate pre-reading, reading, and post-reading tasks (Block and Israel, 2004)
8. Guide students to ask/create questions while reading (Block and Israel, 2004)
9. Provide and develop the necessary schema for the text (Anderson, 1984)
10. Scaffold material to make developing a schema accessible for students (Anderson,
1984)

1. In what ways does the Holt instruction match or diverge from your Top 10 list and the
research-based best practices described by Block & Israel (2004), Duke & Pearson
(2002), and McMahon (2008)?

Holt matches my top 10 list in that there is a critical thinking section (McMahon, 2008), a
balance between reading, writing, and discussion activities (Duke and Pearson, 2002), an
opportunity for students to make predictions while reading (Duke and Pearson, 2002),
opportunities to blend previous knowledge with new knowledge (McMahon, 2008), and tasks for
before, during, and after reading (Block and Israel, 2004).
Holt diverges from my top 10 list in that there aren’t specific lesson opportunities to
provide and develop student schema for Hispanic culture, other than the vocabulary (Anderson,
1984). Students aren’t given the opportunity to create their own comprehension questions
during and after the reading of the text (Block and Israel, 2004). There isn’t a wide range of
genres available in this lesson (Duke and Pearson, 2002) nor opportunities for explicit think
alouds (Duke and Pearson, 2002).