becoming an effective teacher of reading chapter 1
TRANSCRIPT
Becoming an Effective Teacher of Reading
Chapter 1
What is Literacy
Literacy, however, is not a prescription of certain books to read or concepts to devine. Rather…it is a tool, a way to
learn about the world and a means to participate more fully in the
technological society of the 21st Century.
Principles of Effective Teaching
1. Effective Teachers Understand How Children Learn
2. Effective Teachers Support Children’s use of the Four Cueing Systems
3. Effective Teachers Create A Community of Learners
4. Effective Teachers Adopt A Balanced Approach to Literacy Instruction]
5. Effective Teachers Scaffold Children’s Reading and Writing Experiences
Principles of Effective Teaching (con’t)
6. Effective Teachers Organize Literacy Instruction in Various Ways
7. Effective Teachers Connect Instruction and Assessment (“authentic assessment”)
8. Effective Teachers become partners with parents
Effective Teachers Understand How Children Learn
Learning Theories
Constructivist (Piaget)-children actively construct meaningBehaviorism-teacher centered/teacher as dispenser of knowledgeInteractive theories-children use prior knowledge and features of the text to make meaningSociolinguistic theories-children learn through interaction with others Transactive Theories-Reader-response-children create meaning as they read- (efferent and aesthetic)Critical Literacy-Literacy as a means of thinking about, questioning, etc… social issues (e.g., inequities and injustices in society)
Effective Teachers Support Children’s use of the Four Cueing Systems
The Phonological System (Sound-Symbol Relationship)phoneme, grapheme, phonemic awareness, phonicsThe Syntactic System (Sentence Structure and Grammar)syntaxThe Semantic System (Meaning/Comprehension)morphemeThe Pragmatic System (Social and Cultural Use)
Literacy Instruction
Literature Focus UnitsLiterature CirclesReading and Writing WorkshopBasal Reading Programs
The Reading and Writing Process
The Writing ProcessPrewritingDraftingRevisingEditingPublishing
The Reading ProcessPrereadingReadingRespondingExploringApplying
Figure 2--2 Key Features of the Reading Process
Gail E. TompkinsLiteracy for the 21st Century, 3e
Copyright ©2003 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Prereading
Book BoxBook BitsDRTA-Directed Reading Thinking ActivityStory MapsAnticipation GuideReading LogsPreviewingQuickwritesClusters
SQ3R
Reading
Modeled ReadingShared ReadingGuided ReadingInteractive ReadingIndependent ReadingBuddy Reading
Figure 1--4 A Continuum of Literacy Instruction
Gail E. TompkinsLiteracy for the 21st Century, 3e
Copyright ©2003 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Responding
Reading logs/quickwritesGrand ConversationsMinilessons
Exploring
Story BoardsStory MapsWord WallsClustersWord SortsMinilessons
Applying
Extending- Projects Readers Theatre Scripts Individual Books and Reports Murals Reading other books by the same
author or on the same topic
Figure 2--7 Key Features of the Writing Process
Gail E. TompkinsLiteracy for the 21st Century, 3e
Copyright ©2003 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
The Writing Process
Prewriting-brainstorm, choose topic, identify purpose, audience, and form, gather ideas (drawing, clusters, talking, reading, role-playing)Drafting-get ideas on paper-don’t worry about neatness, spelling, punctuation, skip lines on paper, mark out, make notes, or use computer
The Writing Process (con’t)Revising-proofread, have a friend proofread, talk to someone about how to improve your piece. Does it flow? Does it make sense?Editing-make necessary changes based on revisions, proofread, have a friend proofread, correct errors (spelling, grammar, etc.) put into final form, prepare to publishPublishing-make books, share, author’s chair, display, parties, submit for publication, etc.
Figure 2--8 Writing Genres
Gail E. TompkinsLiteracy for the 21st Century, 3e
Copyright ©2003 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Figure 2--8 Continued
Gail E. TompkinsLiteracy for the 21st Century, 3e
Copyright ©2003 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Figure 2--12 A Comparison of the Reading and Writing Processes (Adapted from Butler and Turbill, 1984.)
Gail E. TompkinsLiteracy for the 21st Century, 3e
Copyright ©2003 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Twelve Principles (Burns, Roe, & Smith, 2002)
1. Reading is a complex act with many factors that must be considered
2. Reading involves the construction of meaning represented by the printed symbols
3. There is no one correct way to teach reading
4. Learning to read is a continuous process
Twelve Principles (Burns, Roe, & Smith, 2002)
5) Students should be taught word recognition strategies that will allow them to unlock the pronunciations and meanings of unfamiliar words independently6) The teacher should assess each student’s reading ability and use the assessment as a basis for planning instruction7) Reading and the other language arts are closely interrelated8) Using complete literature selections in the reading programs is important
Twelve Principles (Burns, Roe, & Smith, 2002) con’t
9)Reading is an integral part of all content area instruction10) The student needs to see that reading can be an enjoyable pursuit11) Reading should be taught in a way that allows each child to experience success.12) Encouragement of self-direction and self-monitoring of reading is important
A Balanced Approach To Literacy Instruction...
Develops Students Skills Knowledge (decoding, comprehension, spelling, etc.)Includes word study and phonics within authentic literacy activitiesUses trade books, leveled books ,and basal readersListening, Speaking, Reading, Writing, and Viewing (integrated language arts)