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45 Reading

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Title: 45 Reading


1
  • 4/5 Reading
  • Teacher Academy

Sessions 2 3 Understanding Literacy as a Process
2
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3
Effective teacherswill recognize
  • where their students are in reading and writing
    development and will tailor instruction
    accordingly.

Lousia C. Moats, 1999, p. 16 Teaching is Rocket
Science What Expert Teachers of Reading Should
Know and Be Able To Do
4
Expert teacherswill have the
  • knowledge, strategies meaning
  • instructional practices and materials to
  • judge what to do with particular children
  • not on the basis of ideology, but on the
  • basis of observation, logic, knowledge of
  • child development, knowledge of content, and
    evidence for what works.

Lousia C. Moats, 1999, p. 17 Teaching is Rocket
Science What Expert Teachers of Reading Should
Know and Be Able To Do
5
  • unless teachers have a clear understanding
    of literacy as a process, teaching will be hit or
    miss.

Enrique A. Puig Kathy S. Froelich, 2007, p.
2 The Literacy Coach Guiding in the Right
Direction
6
Factors that affect Comprehension
  • Reader
  • Text
  • Context

7
Two questions to ask yourself
  • What is occurring with this learner?
  • How do I interact with what is occurring?

8
Number 8, Jackson Pollock
9
Video
  • Watch Nyazia read.
  • Record any observations you made in regards to
    the
  • Reader
  • Text
  • Context
  • How may these factors have impacted the readers
    comprehension of the text?

Irene C. Fountas Gay Su Pinnell, 2006 Teaching
for Comprehending and FluencyThinking, Talking,
and Writing about Reading, K-8
10
Define system
  • A group of elements that interact and function
    together as a whole.

11
Define working system
  • A group of elements that interact and function
    together as a whole capable of being used to
    further an activity.

12
Define assembling aworking system
  • To bring together a group of elements that
    interact and function together as a whole capable
    of being used to further an activity.

13
Assembling a working system
  • Assess systematically investigate students
    strengths and needs implicitly and explicitly to
    determine an area of concern.
  • Analyze study the data to support students
    processing.
  • Plan a course of action to teach to students
    needs based on strengths.
  • Teach/learn implement a course of action to
    teach skills in relation to a process explicitly
    and reassess to determine effectiveness.

14
EXECUTING
THINKING
ADJUSTING
RETHINKING
15
EXECUTING
THINKING
ADJUSTING
RETHINKING
16
reading is
  • a message getting problem-solving activity that
    increases in power and flexibility the more it is
    practiced.

Marie M. Clay, 1991, p. 6 Becoming Literate
The Construction of Inner Control
17
  • C
  • IA
  • FB
  • ICB
  • SIR
  • SNBCG
  • PA

18
  • CI
  • AFB
  • ICB
  • SI
  • RSNB
  • CGP
  • A

19
  • CIA
  • FBI
  • CBS
  • IRS
  • NBC
  • GPA

20
EXECUTING
THINKING
ADJUSTING
RETHINKING
21
EXECUTING
THINKING
context
context
context
context
context
ADJUSTING
RETHINKING
context
22
  • When he first came there she resented him after
    that she had gone on to ignore him. It had been
    clear enough at first that she did not like his
    being there. The companionship and the interest
    that he had there was with Stenning in their work
    and in the farm. She had a habit whenever they
    were in the house together of always interrupting
    Johnson when he spoke. She always helped him last
    at meal-times, so that it should be plain that he
    was their servant and not one of them.

Marie M. Clay, 1991, p 9 Becoming Literate
The Construction of Inner Control
23
The making and breaking of chemical bonds is the
job of a particular and very varied group of
substances found in every living cell and in many
body fluids such as saliva and gastric juicesthe
enzymes. These compounds speed up the forming or
decomposing of polymers and other complex
substances by making or breaking the chemical
bonds between the various parts of these giant
molecules. Any one enzyme can usually act on only
one particular bond, say, for example, the bond
between two glucose molecules in a starch chain.
Thus every different chemical reaction needs its
own enzyme.
Marie M. Clay, 1991, p 9 Becoming Literate
The Construction of Inner Control
24
From the brain the circumoesophageal commissures
pass around the gut to the suboesophageal
ganglion lying ventrally in the head. Nerves
arising from here innervate the mouth parts. From
the suboesophageal ganglion paired connectives
pass back to the pro-thoracic ganglion in the
floor of the prothorax. Then follow the next two
thoracic ganglia. The ganglia supplying the first
two abdominal segments have probably fused with
the meta-thoracic ganglion.
Marie M. Clay, 1991, p 9 Becoming Literate
The Construction of Inner Control
25
Observations?
  • What did you notice during
  • the activity in the previous slides?

26
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27
GraphophonicWorking System
28
GraphophonicWorking System
Lexical Working System
29
GraphophonicWorking System
Lexical Working System
Schematic Working System
30
GraphophonicWorking System
Lexical Working System
Schematic Working System
SyntacticWorking System
31
GraphophonicWorking System
Lexical Working System
Semantic Working System
Schematic Working System
SyntacticWorking System
32
context
EXECUTING
THINKING
context
context
context
context
ADJUSTING
RETHINKING
context
33
Book Club
  • Review Chapter 2.
  • Complete a Venn Diagram comparing Visible and
    Invisible information as discussed in the
    chapter.
  • How does this information connect to the working
    systems previously discussed?

Irene C. Fountas Gay Su Pinnell, 2006 Teaching
for Comprehending and FluencyThinking, Talking,
and Writing about Reading, K-8
34
Video
  • Watch James Y. as he reads aloud.
  • What working systems were evident in the
    students reading of the text?
  • What evidence is there that the reader is drawing
    on visible and invisible information?

Irene C. Fountas Gay Su Pinnell, 2006 Teaching
for Comprehending and FluencyThinking, Talking,
and Writing about Reading, K-8
35
  • To obtain a complete picture of overall reading
    development, it is important to observe the way
    that the child integrates all sources of
    information about words in text, and this can be
    estimated only by carefully observing children as
    they read connected passages.

Joseph L. Torgesen, 1998, p. 39 Catch Them Before
They Fall
36
Further Reading
  • Clay, M. M. (2001). Change over time in
    childrens literacy development. Portsmouth, NH
    Heinemann.
  • Fountas, I. C., Pinnell, G. S. (2006). Teaching
    for comprehending and fluency Thinking, talking,
    and writing about reading, K-8. Portland, ME
    Heinemann.
  • Keene, E. O. Zimmermann, S. (1997). Mosaic of
    thought Teaching comprehension in a reader's
    workshop. Portsmouth, NH Heinemann.
  • Puig, E. A., Froelich, K. S. (2007). The
    literacy coach Guiding in the right direction.
    Boston Allyn and Bacon.
  • Tharp, R. G., Gallimore, R. (1988). Rousing
    minds to life Teaching, learning, and schooling
    in social context. Cambridge Cambridge
    University Press.

37
Questions and Discussion
38
References
  • Clay, M. M. (1991). Becoming literate The
    construction of inner control. Portsmouth, NH
    Heinemann.
  • Fountas, I. C., Pinnell, G. S. (2006). Teaching
    for comprehending and fluency Thinking, talking,
    and writing about reading, K-8. Portland, ME
    Heinemann.
  • Moats, L. C. (1999). Teaching is rocket science
    What expert teachers of reading should know and
    be able to do. Washington, DC American
    Federation of Teachers.
  • Puig, E. A., Froelich, K. S. (2007). The
    Literacy Coach Guiding in the Right Direction.
    Boston Allyn and Bacon.
  • Torgesen, J. K. (1998). Catch them before they
    fall Identification and assessment to prevent
    reading failure in young children. American
    Educator, 22(12), 32-39.
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