Reading Resource Specialist MeetingNovember 16, 2011

Foundational Research for Buzz About IT!

program

“Of all instructional contexts in which informational text is used, we believe

that read aloud and shared reading may be the most

important for children’s learning and enjoyment.”

Duke and Armistead, page 42

Variety of texts that are a bit challenging for independent reading

Read sections of text – “chunking”

Teacher as proficient reader, students as listeners

Interactive discussion of text before, during, and after reading

Variety of texts that are a bit challenging for independent reading

Read sections of text – “chunking”

Text is large enough for all readers to see

Teacher and students reading aloud together as in choral reading

Teacher reads aloud while students read along subvocally or silently

“My philosophy is that all kids can learn and you just have to find a way to reach them, and so I think this (reading informational

text) . . . showed me another way to reach some kids who otherwise might not be

interested.”

Mary Ellen Moffitt, page 51

Text-to-Text Connectionsmake connections between text reading/hearing

and other texts read/heard in past

Text-to-Self Connectionsmake connections between text and own

experiences

Text-to-World Connectionsmake connections between text and the world

Experience–Text–Relationship

Instructional Conversation

Think Aloud

Teacher leads students in discussion of their experiences

related to the text they will read.

Teacher focuses students on text by reading it aloud and questioning or

commenting on portions of it related to experiences discussed.

Teacher leads students to discuss relationships between

the text and their experiences.

Teacher selects a theme/idea to focus discussion and

plans the “chunking” of text.

Teacher activates the use of background knowledge and

relevant schemata into discussions.

Teacher directly instructs skill/concept as needed.

Teacher elicits more complex language and expression.

Teacher probes students’ reasoning to support their

argument or position.

Teacher focuses on questions that have more than one answer.

Teacher is responsive to students’ discussion contributions.

Teacher facilitates discussion that includes multiple, interactive,

connected turns among students.

Teacher acts as collaborator (not evaluator) to create a “zone of

proximal development,” challenging students to

negotiate and construct meaning from text.

Teacher encourages general participation among all students

in taking turns to talk.

Monitor and Adjust ComprehensionThat does/doesn’t make sense to me because . . .

I didn’t understand the last part, I’d better go back . . .

I still don’t understand what that means, I’m trying . . .

Activate Relevant Prior KnowledgeI know some things about . . .

That reminds me of . . .That fits/doesn’t fit with what I know about . . .

Generate Questions and ResponsesI wonder . . .I notice . . .

It’s interesting/frustrating/exciting that . . .

Attend to and Uncover Text Structure

I think this is organized by . . .This section talked all about . . . so I think

this next section will talk about . . .Looking at these headings/titles/graphics,

I see that . . .

SummarizeSo far I’ve read that . . .

I think the main points of this are . . .This was about . . .

If the goal is for students to choose to write & write well a specific kind of text, then exposure to that type of text is vital.

Children who are not exposed to much informational text are not likely to develop informational writing skills as quickly as children who are. Nell K. Duke

Engaging primary children in activities that require them to read and write is crucial to their reading and writing development.

Expose them to many models of informational writingThey must hear and read it

*We must read aloud and provide time for browsing and sharing well-written informational books

Teach students to think about reading in meaningful ways.

model your thinking during your read aloud

charting

Give a framework for thinking about books

Lead to deeper, more interesting writing

It is not enough to just expose children to the informational text.

Help them identify the characteristics/features

Discuss facts during the read aloud (how the author might have found the information upon which the book is based)

Develop their own style preference

Identify the author’s pattern and organization

Study authors of informational texts (Gail Gibbons)

Assist them in developing their own style preference

Teacher composes and interacts with text Teacher thinks aloud to demonstrate the

writing process or craft Quick pace Helps students become aware of the

structures and patterns of written language Demonstrates the strategies that good

writers use

Models the thought process involved in writing

Allows students to engage in and focus on the process

Teacher is the scribe Students focus on the thinking involved

in writing Method of direct teaching of key skills

and concepts

Reinforces and supports reading as well as writing

All students are able to participate Encourages close examination of texts,

words, and options of authors Demonstrates conventions of writing

(spelling, punctuation, and writing)

Moving students toward independent writing

Another level in the scaffold that gives students support

Students gain competence and confidence in their writing skills

Teacher is able to demonstrate the thinking process

Give students opportunities to write about what they know about or learned about

Encourage them to use sources such as interviews or discussions with peers to gather additional information

Drafting, revising, editing, and publishing

INDEPENDENT WRITING

Young children need instruction and support to develop as informational writers

Expose them to models of informational text

Help students become aware of the distinct features of informational text

Connect reading and writing through activities such as author studies

Help them conduct research and make information their own

Provide real purposes and audiences for informational writing

DON’T PUT IT OFF UNTIL THEY ARE OLDER!!

Preview informational text trade book

Discuss instructional teaching points

Review the instructional lesson plans

Discuss components of the lesson plans

Exchange resources at table and repeat