Becoming an Effective Teacher of Reading

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Becoming an Effective Teacher of Reading

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What is Literacy

• Literacy, however, is not a prescription of
  certain books to read or concepts to devine.
  Ratherit 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.

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Every teacher is a teacher of reading.William S.
Gray

• Reading is essential in every content subject
• In fact, rapid progress in these subjects
  depends in a large degree on the ability of
  pupils to read independently and intelligently.
  It follows that good teaching must provide for
  the improvement and refinement of the reading,
  attitudes, habits, and skills that are needed in
  all school activities involving reading.
• Farstrup, A. E. Samuels, S. J. (2002). What
  research has to say about reading instruction.
  Newark, Delaware IRA, p. 186.

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Twelve Principles (Burns, Roe, Smith, 2002)

• Reading is a complex act with many factors that
  must be considered
• Reading involves the construction of meaning
  represented by the printed symbols
• There is no one correct way to teach reading
• Learning to read is a continuous process

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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
  independently
• 6) The teacher should assess each students
  reading ability and use the assessment as a basis
  for planning instruction
• 7) Reading and the other language arts are
  closely interrelated
• 8) Using complete literature selections in the
  reading programs is important

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Twelve Principles (Burns, Roe, Smith, 2002)
cont

• 9)Reading is an integral part of all content area
  instruction
• 10) The student needs to see that reading can be
  an enjoyable pursuit
• 11) 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

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A Balanced Approach To Literacy Instruction...

• Develops Students Skills Knowledge (decoding,
  comprehension, spelling, etc.)
• Includes word study and phonics within authentic
  literacy activities
• Uses trade books, leveled books ,and basal
  readers
• Listening, Speaking, Reading, Writing, and
  Viewing (integrated language arts)

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Components

• Phonemic Awareness
• Phonics
• Word Recognition/identification
• Comprehension
• Vocabulary
• Fluency
• Critical reading
• Assessment (formal and informal)
• Adaptations

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Effective Teachers Support Childrens use of the
Four Cueing Systems

• The Phonological System (Sound-Symbol
  Relationship)
• phoneme, grapheme, phonemic awareness, phonics
• The Syntactic System (Sentence Structure and
  Grammar)
• syntax
• The Semantic System (Meaning/Comprehension)
• morpheme
• The Pragmatic System (Social and Cultural Use)

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Reading is

• construction of meaning from text. It is an
  active, cognitive, and affective process.

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Reading is

• construction of meaning from text. It is an
  active, cognitive, and affective process.

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Background knowledge

• And prior knowledge are critical to the reading
  process.

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The Reading and Writing Process

• The Writing Process
• Prewriting
• Drafting
• Revising
• Editing
• Publishing

• The Reading Process
• Prereading
• Reading
• Responding
• Exploring
• Applying

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Prereading

• Book Box
• Book Bits
• DRTA-Directed Reading Thinking Activity
• Story Maps
• Anticipation Guide
• Reading Logs
• Previewing
• Quickwrites
• Clusters
• SQ3R

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Reading

• Modeled Reading
• Shared Reading
• Guided Reading
• Interactive Reading
• Independent Reading
• Buddy Reading

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Responding

• Reading logs/quickwrites
• Grand Conversations
• Minilessons

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Exploring

• Story Boards
• Story Maps
• Word Walls
• Clusters
• Word Sorts
• Minilessons

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Applying

• Extending-
• Projects
• Readers Theatre Scripts
• Individual Books and Reports
• Murals
• Reading other books by the same author or on the
  same topic

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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-dont worry about
  neatness, spelling, punctuation, skip lines on
  paper, mark out, make notes, or use computer

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The Writing Process (cont)

• 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 publish
• Publishing-make books, share, authors chair,
  display, parties, submit for publication, etc.