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Introductions: Me You – 20 Questions
What to expect this semester: Lots of reading Notes in class Field experiences Challenges Opportunities Strategies (notebook/file) Syllabus overview (Blackboard) http://www.myeducationlab.com/
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Survey: Need your cell phone www.polleverywhere.com Literacy Survey
Beliefs about reading: I think that reading is not a linear process Some stages, steps, and skills have a reciprocal
relationship with the skill before and after it. For example - the Big 5 (phonics, phonemic awareness,
vocabulary, fluency, and comprehension) The best readers have a pocket FULL of strategies that they
use, including letter sounds, affix knowledge, analogical (like word family associations), context clues, and sight vocabulary.
The more we can teach children to use multiple strategies, the better readers they will become.
My strongest belief about reading and teaching children to read is that children learn to read by being talked to, read to, and demonstrated a genuine love of reading consistently at an early age.
I believe vocabulary is a key factor in early reading acquisition. Children who are talked to and read to often develop strong vocabularies, an understanding of story, and the purpose and function of language, which are all essential for learning to read. (Morgan Blanton, Title One Reading Teacher, Casar Elementary)
Students who are not talked to, read to, and demonstrated a love of reading consistently typically struggle with reading. Addressing skills such as phonemic awareness, phonics and fluency can make a significant improvement in reading skills of students who would have otherwise struggled without activities to nurture these skills.
I believe providing opportunities to read to students, teachers to share favorite texts, for students to share favorite texts, compare and contrast texts, make connections, book discussions, etc. encourage a true love of reading which will last into adulthood.
This should be our goal as educators. I believe forcing students to read, reading to
accumulate points, forcing memorized word lists, over focused emphasis on test taking skills, etc. do not promote a true development of life long readers. (Gina Gold, CCS Curriculum/Technology Coordinator)
It is one of the most important things we do. It is really intrinsic in every other thing we do, because in teaching
them to read, you enable the students to learn and grow in every other area.
Every part of reading is important, the phonics, the vocabulary, thefluency, comprehension. Some learners respond best to certainaspects, so it is our responsibility to put it all out there in ways theycan understand.
Your room can be a reading lesson: if items arelabeled, schedules are posted, etc. Songs, poems, mysteries, fables,etc. grab students attention and you can sneak reading skills in therewithout the students even knowing it. Reading lessons can be bothdeliberate and intentional: " Today we will practice the followingconsonant diagrams", etc. OR come as result of a word a child cannotdecode or due to something that the student saw on the news.
All are important, but the most important thing is that the children "catch“from us a positive attitude about "all things reading"!(Robin Thurkill, 2nd Grade Teacher, Boiling Springs Elementary)
“We shouldn't teach great books; we
should teach a love of reading.”
B. F. Skinner
Knowledge and Beliefs About Reading
Chapter 1
What factors influence how we teach reading?
However….. How each reading teacher arrives at excellence can be very different according to belief systems.
Latisha’s view: Systematic Instructional Approach
When children decode words accurately and quickly, they are in a better position to comprehend what they read than children who are not accurate and automatic deoders.(Vacca, pg 7)
Direct teaching Logical instructional sequence
Arch’s View: Constructivist View
Children who engage in authentic literacy will search for meaning in all that they read and write (Vacca, pg 7)
Focused on needs of individual child Teacher helps the child negotiate text
by meeting the most immediate instructional needs
Instruction based on individual progress
According to the IRA, excellent teachers….
Teachers make a difference in children’s reading achievement and
motivation to read. That’s why every child deserves to have anexcellent teacher in her or his classroom.
Excellent reading teachers Understand how literacy develops in children Can assess progress and relate instruction to previous
experience Know a variety of ways to teach reading Provide a range of materials and texts for children to read Tailor instruction to individual students
Excellent reading teachers also motivate children, encourage independent learning, have high expectations for achievement, and help children who
arehaving difficulty. They understand that reading development begins wellbefore children enter school and continues throughout the school years—
andbeyond. To ensure that children have the excellent teachers they deserve, IRA
advocates that Teachers must view themselves as lifelong learners Administrators must be instructional leaders Teacher educators must provide their students with a solid knowledge
base and extensive supervised practice Legislators and policymakers must understand the complex roles of the
teacher Parents, community members, and teachers must join in providing
learners with rich opportunities to explore, practice, and develop literacy
(IRA Position Statement on Excellent Teachers, www.reading.org)
Where does all of this come from?
National Reading Panel assessedthe status of scientifically basedreading strategies and gaverecommendations on use of thesestrategies as a way to increasestudent achievement (released in2000)
But the IRA’s position is “No single study ever establishes a program or practice as effective; moreover, it is a convergence of evidence from a variety of study designs that is ultimately scientifically convincing” (IRA, 2002b, p.1)
TEACHERS produceeffective reading
instruction and student
achievement – NOT programs.
New Literacies According to Karchmer, Mallette, Kara-Soteriou,
and Leu (2005) “new literacies” are the knowledge, skills, strategies, and dispositions needed to use and adapt to constantly changing information and communication technologies. Developing new literacies is dependent on teachers’ belief systems and relies on their professional expertise and their evaluation of current technology to succesfully integrate technology in their classrooms. (Vacca, pg 9)
List of New Literacies
Why not a consensus on effective reading instruction?
Using several methods instead of one approach empowers educators to apply their own knowledge and expertise.
Children are different. Reading is a process not an act that has
many areas that grow and change. Our belief systems are different. (Farstrup page 1)
So How Do Teacher’s Know This?
Jean Piaget’s theory of constructivism explains the acquisition of knowledge: Children do not internalize knowledge directly from the outside but construct it from interactions with the environment.
Apply this acquisition of knowledge to teachers and it shows that teacher’s engage in the process of seeking and making meaning about how to teach through personal, practical, and professional experiences.
Personal Knowledge Grows out your history as a reader and
writer. What are some of your specific influences
(people, processes, and/or things?) when it comes to reading and writing? Are all positive? Why or why not?
Reading autobiographical narrative (page 12)
Practical Knowledge Similar to personal knowledge because it is based on
experiences in and out of the classroom. The more you observe children and the instructional
practices involved in teaching reading the more begin to develop your own theories about best practices and strategies.
Often you find differences in what you are learning in college and what is actually taking place in classrooms – and that is OK!
Field experiences are imperative – watching teaching and talking to teachers. Teaching extends beyond the classroom into the community. Beliefs may be influenced greatly by colleagues, administration,
curriculum, school board policies, district requirements, testing, public opinion, and other factors.
Professional Knowledge Acquired from ongoing study of the practice of
teaching Professional organizations, such at the International
Reading Association, often refer to what teacher’s should know.
Should be grounded in current theory, research, and practice.
Theories influence our way of knowing influences our way of teaching (planning, use and selection of text, learner interaction, assessment, etc.) influences students’ reading performance influences attitudes toward reading
xmrbacdy
boragle
institution
flour wiggle come stove investigate girl door yell
the beautiful girl ran down the steep hill
List 1 scrass sook tolly amittature lanfication
tblc gfpv oeaiu rtbm gdhtaiueo
List 2
Cognitive Insights Alphabetic principle
Association between graphemes (Letters) and Phonemes (Letter Sounds)
Written English contains predictable patterns that skilled readers are able to associate with sounds rapidly and accurately (Vacca, pg 17)
Skillful readers chunk words into syllables automatically because of knowledge of spelling patterns or orthographic knowledge. It is so thoroughly learned that skilled readers do not have to put any energy into word identification.
Words are the primary units of written language beginning readers need to develop word-reading skills important to learning to read
The procedure is actually quite simple. First you arrange things into differentgroups. Of course, one pile may be sufficient depending on how much there
isto do. If you have to go somewhere else due to lack of facilities that is thenext step, otherwise you are pretty well set. It is important not to overdo
things. That is, it is better to do too few things at once than too many. In theshort run this may not seem important but complications can easily arise. A
mistake can be expensive as well. At first the whole procedure will seemcomplicated. Soon, however, it will become just another facet of life. It isdifficult to foresee any end to the necessity for this task in the immediatefuture, but then one never can tell, After the procedure is completed onearranges the materials into different groups again. Then they can be put
intotheir appropriate places. Eventually they will be used once more and thewhole cycle will then have to be repeated. However, that is part of life.
What in the world is going on here?Bransford, J.D., & Johnson, M.K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11, 717-726.
Schemata – reflects the prior knowledge, experiences, conceptual understandings, attitudes, values, skills, and procedures a reader brings to a situation (Vacca, pg 18)
Schema is described as the process humans use to organize and construct meaning in their head.
Directly influences reading and comprehension in three ways
a. Provides a framework for readers to organize text efficiently and effectively (putting new information into old information)
b. Allows the reader to make inferences (predicting what will or might happen next) to help fill in the gaps
c. Helps readers to elaborate on the material
Cognitive Insights
Cognitive Insights Metacognition:
Self–knowledge – what we know about ourselves as readers and learners (Do children know what reading is for?)
Task knowledge – Knowledge of reading and the strategies that can be used in a given instance (Knowing what to do when you don’t understand – pocketful of strategies)
Self–monitoring – Ability to monitor by keeping track of comprehension (Automatic pilot)
Language When the parts of language are taught in
isolation then learning to read can be very difficult.
Support for holistic (whole language) reading comes from two areas of language study: Psycholinguistics – reading is an active process
that combines the how and the why of language Sociolinguistics – language is used for
communication
Language: Psycholinguistics
Readers act on and interact with written language in an effort to make sense of text.
Graphophonemic System – The print itself…the more experience readers have with written language the more they learn about the sounds of letters and words.
Syntactic System – Readers use their knowledge of the arrangement of words in a sentence to construct meaning from the text.
Semantic System – Schemata that readers bring to the text
Language: Sociolinguistics
Ten uses of language:1. Instrumental – to get something2. Regulatory – controls behavior, attitude, etc. of others.3. Interactional – Getting along with or separating from others.4. Personal – Individuality5. Heuristic – Seeking knowledge6. Imaginative7. Representational – Information, propositions, etc. 8. Divertive – Jokes, puns, etc.9. Authoritative/contractual – Laws, regulations, etc.10. Perpetuating – Histories, diaries, notes, etc.
Four expectations (strategies) of beginning readers:
1. Text Intent – Language is expected to be meaningful
2. Negotiability – Use whatever knowledge they have about text to make the print meaningful; give and take process
3. Risk-taking – Experiment with the uses of language
4. Fine-tuning – The more they read and interact with text the better they become at constructing meaning.
Models of Reading Bottom-Up: Print Letters
Spelling Patterns Words Sentence Paragraph Text
Top-Down: Predictions about the print Decoding to test predictions
Interactive – Combines prior knowledge with semantics, graphophonemics, and syntax.
Bottom-Up Reading “Data” driven – Letters and words Automaticity – automatic recognition
of letter, word, text Visually driven – text is extremely
important Decoding must become automatic
so that comprehension can take place
Top-Down Reading Prior knowledge is important Conceptually driven –
reader’s mind triggers processing during reading
Very non-visual – what’s in your head is more important
Interactive Rarely is reading totally top-down or
bottom-up When readers bring a lot of topic knowledge
to the text then their experiences are more active and there is very little use of graphophonemic information.
When readers have little experience with the topic then they rely much more on print and text clues and are more passive readers.
Summary 3-2-1 Strategy
Write down three things you learned tonight about reading.
Write down two things you want to know more about.
Write down one question you still have.
Due 1/24 Chapters 1, 3, and 4 Posttest
Reading Autobiography Bring read-aloud book to class on 1/31 instead of 1/24
