Wk5 reading sept29.14

Week 5

Approaches to Teaching Reading: Early Reading and Assessment

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Sept. 29, 2014

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

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Reading is everyday

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What does a good reading teacher do?Take 5 minutes to write about this.

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PLCs: Reutzel & Cooter

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PROCEDURE:1.Group warm-up2.Group discussion3.Facilitators share one lingering question

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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?

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“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

What makes a reading-rich classroom environment?

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Reading Instruction components

Copyright © 2013 Nelson Education Ltd.

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read-aloud shared reading

guided reading

independent reading

Read aloud

http://www.nassaucountyny.gov/agencies/legis/LD/19/NewsRelease/images/DDenreadingaloudinMerrick.JPG

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Shared reading

http://www.mondopub.com/Pages/graphics/SharedReadingShot.jpg

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Guided reading

http://hil.troy.k12.mi.us/staff/bnewingham/myweb3/2005-2006%20Photos/Reading%20Workshop/Guided%20Reading/guided.JPG

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Independent reading

http://media.kickstatic.com/kickapps/images/104512/photos/PHOTO_15352516_104512_7163260_ap_320X240.jpg

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Copyright © 2013 Nelson Education Ltd.Teaching how to read

PEDAGOGIES TO SUPPORT READING PRACTICES

Copyright © 2013 Nelson Education Ltd.

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We could have a whole course on reading.

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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

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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.

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WHAT WE UNDERSTAND ABOUT YOUNG CHILDREN’S EARLY LITERACY LEARNING

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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.)

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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.

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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.

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Functions of Written Language

•Understanding peoples’ purposes for literacy.

•Expecting meaning from written language.

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Emergent Early

Fluent Proficient

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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.

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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

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•Anecdotal observations

•Checklists

•Interviews

•Samples of work

•Miscue analysis

•Running records

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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

BREAK* Please move into Integrated Literacy

Assignment Groups during the break*

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Integrated Literacy Assignment• Overview• Choosing a great mentor text• What the finished assignment looks

like

ALWAYS CHECK YOUR SYLLABUS FOR GUIDELINES AND ASSESSMENT

RUBRICS

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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)

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EXAMPLE 1

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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

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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

In your ILA group

•Start a google doc•Brainstorm about a mentor text

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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

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For next week:

•Start to work on Integrated Literacy Assignment with your group•Reading - Afflerbach et al (bring a question)

•Modeled Strategy Lesson? •Snack?

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