Meaning Maker: Interacting with Text

1Meaning Maker: Meaning Maker: InteractingInteracting with Text with Text

SESSIOSESSIONN22

Thinking about Thinking: Setting the Stage for Independent ReadingThinking about Thinking: Setting the Stage for Independent Reading

2OverviewOverview

A learning resource for educators with six A learning resource for educators with six sessions:sessions:1.1.Thinking as a Habit of MindThinking as a Habit of Mind

2.2.Meaning Maker: Interacting with TextMeaning Maker: Interacting with Text

3.3.Code User: Breaking the CodeCode User: Breaking the Code

4.4.Text User: Understanding Purpose and FormText User: Understanding Purpose and Form

5.5.Text Analyzer: Critically Thinking about Text Text Analyzer: Critically Thinking about Text

6.6.Putting It All Together: Integrating the Four RolesPutting It All Together: Integrating the Four Roles


3Key MessagesKey Messages

• Early primary students are capable of thinking about Early primary students are capable of thinking about their own thinking.their own thinking.

• The four roles of the literate learner model supports The four roles of the literate learner model supports higher-order thinking in K–higher-order thinking in K–22 classrooms. classrooms.

• The The Guides to Effective Literacy Instruction, Grades Guides to Effective Literacy Instruction, Grades 4 4 to 6to 6 support all teachers in planning effective support all teachers in planning effective literacy instruction.literacy instruction.

• Higher-order thinking is not about a series of events Higher-order thinking is not about a series of events or lessons, but rather about developing a habit of or lessons, but rather about developing a habit of mind. mind.


4

Learning Goals for Session Learning Goals for Session 22

This session is intended to:This session is intended to:• focus on the role of meaning maker focus on the role of meaning maker

as a relationship between author as a relationship between author and readerand reader

• explore questioning as a key explore questioning as a key strategy for meaning-makingstrategy for meaning-making

• examine the use of relevant and examine the use of relevant and authentic contexts to enhance authentic contexts to enhance student engagementstudent engagement

• make connections to professional make connections to professional resources that support all teachersresources that support all teachers


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Text KnowledgeOrganizational & informational structureArtistic elements of text Print concepts Text type

Author’s PurposeTopicIdeas Message

Text FeaturesUse of organizational toolsUse of informational tools (glossary, captions)

Format/Layout Use of space and graphicsUse of illustrations

Author’s WordsVocabularyPunctuationStyleSyntax

Interacting with TextClick on page to animate Click on page to animate graphicgraphic

Self-Concept as a ReaderPurpose for readingInterests & ExperiencesFactual Knowledge

Language KnowledgePhonologyMorphologySyntaxVocabulary

Strategies Using cueing systemsActivating prior knowledge PredictingVisualizingQuestioning Drawing inferencesFinding important informationSummarizingSynthesizing and evaluatingMonitoring/revising comprehension


6

Evolving View: Four Roles of the Literate Evolving View: Four Roles of the Literate LearnerLearner

Click on page to animate graphicClick on page to animate graphic

Adapted from page 9 of Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario (2004). Based on Freebody and Luke’s “Four Resources Model” (1990). The Expert Panel elaborated on the four resources model to suggest four roles of a developing junior learner. The Evolving View: Four Roles of the Literate Learner is for discussion purposes only and is based on the work of the Collaborative Inquiry in Literacy 2008–09 and 2009–10.


7Reading for MeaningReading for Meaning

““Comprehension means that readers think Comprehension means that readers think not only about what they are reading, but not only about what they are reading, but what they are understanding. When readers what they are understanding. When readers construct meaning, they are building their construct meaning, they are building their store of knowledge. But along with store of knowledge. But along with knowledge must come understanding.”knowledge must come understanding.”

Harvey and Goudvis, 2000, p.9Harvey and Goudvis, 2000, p.9


8Reading for Meaning: Reading for Meaning: Book ThinkingBook Thinking


View a video on the web:

Book Thinking (Kindergarten)

9Integrated Learning Integrated Learning in the Classroomin the Classroom

How does How does integrated integrated learning support learning support meaning making?meaning making?


10

““Big ideas are the broad, Big ideas are the broad, important understandings that important understandings that students should retain long students should retain long after they have forgotten many after they have forgotten many of the details of something that of the details of something that they have studied.” they have studied.”

Science and Technology, 2007, p.6Science and Technology, 2007, p.6

The The Big IdeasBig Ideas of Curriculum of Curriculum


11

Relevant and Engaging Relevant and Engaging Contexts Contexts

• Identify and highlight big Identify and highlight big ideas that you feel will be ideas that you feel will be relevant and interesting to relevant and interesting to students.students.

• Pose an overarching question Pose an overarching question that encompasses the big that encompasses the big idea.idea.


12Connected Experiences Connected Experiences Using a Variety of TextsUsing a Variety of Texts

How do our How do our choices about choices about the ways we use the ways we use objects and objects and materials affect materials affect our our environment?environment?

Eco-school poster from Denlowe P.S., Toronto District School Board

Visit the TVO Kids by clicking here!

Visit the ROM by clicking here!


13Modelling and Guiding to

Extend ThinkingModelling and Guiding to

Extend Thinking



Modelling and Guiding (Grade 1)

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““We must strive to create We must strive to create classrooms that celebrate classrooms that celebrate passionate curiosity.passionate curiosity.Curiosity spawns questions. Curiosity spawns questions. Questions are the master key to Questions are the master key to understanding. Questions clarify understanding. Questions clarify confusion. Questions stimulate confusion. Questions stimulate research efforts. Questions propel research efforts. Questions propel us forward and take us deeper into us forward and take us deeper into reading.”reading.”

Harvey and Goudvis, 2000, p. 81Harvey and Goudvis, 2000, p. 81

Questioning for Meaning Questioning for Meaning MakingMaking


15

What questions do readers What questions do readers ask?ask? 15

Click on page to animate through graphicClick on page to animate through graphic


Comprehension QuestionsComprehension Questions

LiteralLiteral InferentialInferential EvaluativeEvaluative

Higher Order Higher Order ThinkingThinking

Metacognition – the process of thinking Metacognition – the process of thinking about one’s own thinkingabout one’s own thinking

Critical thinking – thinking about ideas Critical thinking – thinking about ideas and situations to make judgements and and situations to make judgements and decisionsdecisions

Critical literacy – going beyond critical Critical literacy – going beyond critical thinking to take a critical stance about thinking to take a critical stance about the textthe text

OverarchingOverarchingQuestionQuestion

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Questioning to Enhance Questioning to Enhance ThinkingThinking

How do our How do our choices about choices about the ways we use the ways we use objects and objects and materials affect materials affect our our environment?environment?

Eco-school poster from Denlowe P.S., Toronto District School Board

Visit the TVO Visit the TVO Kids by clicking Kids by clicking

here!here!

Visit the ROM by Visit the ROM by clicking here!clicking here!


17Consolidating LearningConsolidating Learning



Modelling and Guiding (Grade 1)

18Consolidating Consolidating LearningLearning



Consolidating the Learning (Grade 1)

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• What opportunities do your What opportunities do your students have to participate with students have to participate with text and learn new ways to text and learn new ways to understand and compose a variety understand and compose a variety of texts? of texts?

• Where are possible gaps in your Where are possible gaps in your practice in relation to the ideas practice in relation to the ideas presented today?presented today?

• What do your students need next What do your students need next to become better meaning-makers?to become better meaning-makers?

• What do you need to do now to What do you need to do now to support your students’ needs?support your students’ needs?

Inquiry Habit of MindInquiry Habit of Mind


20Inquiry Habit of MindInquiry Habit of Mind

What is the impact of __________________ What is the impact of __________________ (teacher practice)(teacher practice)

on ________________________ on ________________________ (change in student learning)(change in student learning)??


21Hand-outs and Reference Hand-outs and Reference DocumentsDocuments


All resource and curriculum documents used inAll resource and curriculum documents used in Thinking about Thinking Thinking about Thinking sessions are available online sessions are available online in PDF. Please visit the following web page to in PDF. Please visit the following web page to download them:download them:

http://resources.curriculum.org/LNS/thinking/http://resources.curriculum.org/LNS/thinking/session2.htmlsession2.html