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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