Literacy and the New Teacher Ontario Teachers Federation

Literacy and the New Teacher

Ontario Teachers Federation

What the Early Reading Strategy Says

“A child’s success in school and throughout

life depends in large part on the ability to

read. Educators in Ontario have the profound

challenge of making reading a reality for all

children.”

Early Reading Strategy – the Report of the Expert Panel

on Early Reading in Ontario 2003 (page 1)

What the Research Says

• A major consensus of research is that the ability of teachers to deliver good reading instruction is the most powerful factor in determining how well children learn to read.

• Early Reading Panel Report has identified the

best knowledge currently available to guide teachers in early reading instruction

Early Reading Strategy – the Report of the Expert Panel on Early Reading in Ontario 2003 (page 4)

What All Teachers Need to Know

• The goals of reading instruction

• What constitutes the best early literacy

practices

• How to build knowledge and expertise –

working collaboratively

• Appropriate assessment practices that

informs classroom practice

Goals of Literacy Instruction

• Fluency

• Comprehension

• Motivation

Read Aloud/Modeled Reading

Modeled Writing

Shared WritingShared Reading

Phonics & Word Study

Read Aloud/Modeled Reading

Modeled Writing

Shared Writing

Guided Writing

Independent WritingIndependent Reading

Guided Reading

Shared Reading

Phonics & Word Study

Junior and Intermediate Instruction

• Focus of instruction:

• Reading to learn – developing strategic

readers and writers

• Writing as a vehicle for thinking and

reflecting and responding to reading

• Cross-curricular connections

“Using reading and writing together in harmonious concert enables learners to draw on these complementary processes at the same time they work to construct meaning.”

Fountas and Pinnell 2002, vi

Developing Strategic Readers

What are reading strategies?

“Strategies are problem-solving procedures that

students choose and use consciously.”

Thompkins,G. E. 1997. Literacy for the 21st Century

Reading and Comprehension StrategiesBefore During After

Making connections:

Tapping prior knowledge

Predicting

Visualizing

Asking questions

Self-Monitoring:

Repairing comprehension

Making connections

Predicting

Visualizing

Asking questions

Determining and organizing important ideas

Drawing inferences

Synthesizing

Evaluating

Making connectionsAsking questionsDetermining and organizing important ideasDrawing inferencesSynthesizingEvaluating

Comprehension Strategies

1. Making Connections – Tapping Prior

Knowledge

2. Asking Questions

3. Predicting

4. Creating Visual and Other Sensory Images

5. Synthesizing

6. Determining Importance

–This reminds me of…

– It made me think of…

– I read another book where…

Comprehension Strategies- Making Connections

Writing Instruction – Skill Lessons

Instructing students about:

– Conventions of writing

– Grammar, syntax, punctuation

– Spelling

Writing Instruction – Craft Lessons

Instructing students about:

– Techniques and styles of writing

– Use of language

– Genres and forms of literature

– The qualities of good writing

UsingVoice inwriting

Learning Conditions that Promote Good Writing

• Regular large blocks of time

• Direct instruction

• An accepting, encouraging environment

• Interacting with quality literature

• Authentic purpose for writing

Student Reading/

WritingType of Reading

Type of Writing

Amount of Support

To Teacher Read Aloud

Teacher Think Aloud

High

With

Shared Reading

Guided Reading

Novel Studies

Shared Writing

Guided Writing

By

Literature Circles

Independent Reading

Independent Writing Low

Advice • Plan both for the short-term and the long-

term with a focus on literacy

• Design a multi year professional learning plan that will allow you to acquire additional knowledge and skills

• Seek out a community of professional learners

Advice

• Engage in a variety of learning opportunities,

both individual and collaborative, that are

integrated into practice for the benefit of

student learning

• Build in time for reflection in order to learn

from your experience