wk5 reading sept29.14
TRANSCRIPT
LAST WEEK
POLL
Introduction to classroom design tools
Introduction to ministry documents
Response to ministry readings – planning/assessment cycles
BREAK
Book Club – options for structure
Personal Literacy Stories
TODAY
•Professional Learning Conversation – Reutzel & Cooter
•Overview of Reading AND Early Reading
•BREAK•Integrated Literacy Assignment groups
•Book Club – Nodelman’s 4 Q’s
3
PLCs: Reutzel & Cooter
6
PROCEDURE:1.Group warm-up2.Group discussion3.Facilitators share one lingering question
8
Neither comprehension nor learning can take place in an atmosphere of anxiety.
How did you learn to read? What do you remember about learning to read? Who helped you?
9
“Members of the literacy club are people who read and write, even the beginners, and the fact that one is not very competent yet is no reason for exclusion or ridicule. A newcomer is the same kind of person as the most proficient club member, except that he or she hasn’t yet had much experience”
-Ken Goodman, Joining the Literacy Club
Ken Goodman & Frank Smith
Reading Instruction components
Copyright © 2013 Nelson Education Ltd.
11
read-aloud shared reading
guided reading
independent reading
Read aloud
http://www.nassaucountyny.gov/agencies/legis/LD/19/NewsRelease/images/DDenreadingaloudinMerrick.JPG
12
Guided reading
http://hil.troy.k12.mi.us/staff/bnewingham/myweb3/2005-2006%20Photos/Reading%20Workshop/Guided%20Reading/guided.JPG
14
Independent reading
http://media.kickstatic.com/kickapps/images/104512/photos/PHOTO_15352516_104512_7163260_ap_320X240.jpg
15
What readers bring to reading:Funds of Knowledge
•Read is about making meaning•Prior knowledge and experiences are important•Predictions help readers to
•make meaning• identify words• reading with fluency
19
Copyright © 2013 Nelson Education Ltd.
Semantic = word meaning; sentence context; word meaning; sentence context; background knowledgebackground knowledge
Syntactic = grammatical patternsgrammatical patterns
Graphophonic (Visual) = = letter-sound letter-sound correspondence; decoding and encodingcorrespondence; decoding and encoding
Pragmatic = contextual and cultural language contextual and cultural language useuse
Good Readers
•Read for a variety of purposes
•Continually monitor comprehension
•Reflect on what has been read
Copyright © 2013 Nelson Education Ltd.
21
Oral Language-Print Relationship
• Understanding how print works (e.g., directionality).• Matching sounds and letters in words (alphabetic principle, phonics).• Transferring modes (e.g., differentiating between pictures and print.)
23
Nature and Forms of Written Language
•Understanding the relationship between oral and written language (e.g., eye/voice matching).
•Having exposure to environmental print.
•Internalizing the language of books.
•Learning about a variety of text genres.
.
24
Sociocultural Views• Recognizing that children’s literacy knowledge is a direct reflection of their homes and communities.
• Bringing multiple languages and home literacy practices to school environments.
.
25
Functions of Written Language
•Understanding peoples’ purposes for literacy.
•Expecting meaning from written language.
26
Practices and Events
•Creating a rich literacy environment with multimodal opportunities (e.g., media, play centres, interactions with print).
•Provide read-aloud opportunities.•Conduct shared reading. •Structure learning through literature. •Include opportunities for shared writing.
28
.
SUMMARY•Early literacy is meaning making focussed
and responsive to children’s funds of knowledge and interests
•Effective early literacy assessment captures the variety of ways children demonstrate their funds of knowledge
•Effective early literacy practices and events allow children to communicate in a variety of ways and use/foster their funds of knowledge
29
31
•Anecdotal observations
•Checklists
•Interviews
•Samples of work
•Miscue analysis
•Running records
31
Assessment Forms
Essential Components of a Balanced Reading Program (NRP, 2000)
1. Phonological Awareness2. Phonics3. High-Frequency Words & Vocabulary4. Reading Fluency5. Comprehension Strategies
Explicit Instruction
GOAL: increase students’ metacognitive awareness and use of reading strategies
1.Direct explanation (describe what the strategy is and explain why the strategy should be learned and used) 2.Modeling (model it and provide examples of the circumstances under which the strategy should be used) 3.Guided practice and scaffolding 4.Feedback 5.Application
How do you select an Instructional Strategy?
1. listen to and look at what learners are doing while reading
2. assess and record what you hear and see them doing
3. share what you observed learners doing with them
4. cue and prompt learners in ways that are responsive to what they are doing
5. teach learners strategies that are related to what you observed them doing as they read
Integrated Literacy Assignment• Overview• Choosing a great mentor text• What the finished assignment looks
like
ALWAYS CHECK YOUR SYLLABUS FOR GUIDELINES AND ASSESSMENT
RUBRICS
36
Overview
Brief OVERVIEW of mentor text + plan+TIMETABLE/SCHEDULE for literacy block for 5 days+5 integrated, connected, interrelated LESSONS that are responses to mentor texts+ ASSESSMENT TOOLS (one for each lesson)
37
EXAMPLE 1
38
Readaloud,
dialogue journal
Picture walk,
sketch to stretch,
share, readactivity
Individual students produce audio-
recording for slide show
with teacher
Drawing me & my friends
Partner work,
title talk
EXAMPLE 2
39
Quick writes & rereading
& Questions
Brainstorming and shared
reading
Research – find an image
and talk
Blog entries about
climate change (I
am concerned;
I could)
Rereading and features
of text – create new
features
Book Clubs / Literature Circles1. Choose a book2. Read your book3. Answer your four questions4. Read your book again5. Discuss in your group6. Share something with the class
1. About process – how the discussion went2. About content – ideas about the book
41