Title: 45 Reading
1- 4/5 Reading
- Teacher Academy
Sessions 2 3 Understanding Literacy as a Process
2(No Transcript)
3Effective 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
4Expert 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
6Factors that affect Comprehension
7Two questions to ask yourself
- What is occurring with this learner?
- How do I interact with what is occurring?
8Number 8, Jackson Pollock
9Video
- 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
10Define system
- A group of elements that interact and function
together as a whole.
11Define working system
- A group of elements that interact and function
together as a whole capable of being used to
further an activity.
12Define 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.
13Assembling 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.
14EXECUTING
THINKING
ADJUSTING
RETHINKING
15EXECUTING
THINKING
ADJUSTING
RETHINKING
16reading 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 18 19 20EXECUTING
THINKING
ADJUSTING
RETHINKING
21EXECUTING
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
23The 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
24From 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
25Observations?
- What did you notice during
- the activity in the previous slides?
26(No Transcript)
27GraphophonicWorking System
28GraphophonicWorking System
Lexical Working System
29GraphophonicWorking System
Lexical Working System
Schematic Working System
30GraphophonicWorking System
Lexical Working System
Schematic Working System
SyntacticWorking System
31GraphophonicWorking System
Lexical Working System
Semantic Working System
Schematic Working System
SyntacticWorking System
32context
EXECUTING
THINKING
context
context
context
context
ADJUSTING
RETHINKING
context
33Book 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
34Video
- 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
36Further 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.
37Questions and Discussion
38References
- 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.