Becoming an Effective Teacher of Reading Chapter 1

What is Literacy, however, is not a prescription of certain books to read or concepts to devine. Rather…it is a tool, a way to learn about the world and a means to participate more fully in the technological society of the 21 st Century.

Principles of Effective Teaching 1. Effective Teachers Understand How 2. 3. 4. 5. Children Learn Effective Teachers Support Children’s use of the Four Cueing Systems Effective Teachers Create A Community of Learners Effective Teachers Adopt A Balanced Approach to Literacy Instruction] Effective Teachers Scaffold Children’s Reading and Writing Experiences

Principles of Effective Teaching (con’t) 6. Effective Teachers Organize Literacy Instruction in Various Ways 7. Effective Teachers Connect Instruction and Assessment (“authentic assessment”) 8. Effective Teachers become partners with parents

Effective Teachers Understand How Children Learning Theories Constructivist (Piaget)-children actively construct meaning Behaviorism-teacher centered/teacher as dispenser of knowledge Interactive theories-children use prior knowledge and features of the text to make meaning Sociolinguistic theories-children learn through interaction with others Transactive Theories-Reader-response-children create meaning as they read- (efferent and aesthetic) Critical Literacy-Literacy as a means of thinking about, questioning, etc… social issues (e. g. , inequities and injustices in society)

Effective Teachers Support Children’s use of the Four Cueing Systems The Phonological System (Sound-Symbol Relationship) phoneme, grapheme, phonemic awareness, phonics The Syntactic System (Sentence Structure and Grammar) syntax The Semantic System (Meaning/Comprehension) morpheme The Pragmatic System (Social and Cultural

Literacy Instruction Literature Focus Units Literature Circles Reading and Writing Workshop Basal Reading Programs

The Reading and Writing Process The Writing Process Prewriting Drafting Revising Editing Publishing The Reading Process Prereading Responding Exploring Applying

Figure 2 --2 Gail E. Tompkins Key Features of the Reading Process Literacy for the 21 st Century, 3 e Copyright © 2003 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Prereading Book Box Book Bits DRTA-Directed Reading Thinking Activity Story Maps Anticipation Guide Reading Logs Previewing Quickwrites Clusters SQ 3 R

Reading Modeled Reading Shared Reading Guided Reading Interactive Reading Independent Reading Buddy Reading

Figure 1 --4 Gail E. Tompkins A Continuum of Literacy Instruction Literacy for the 21 st Century, 3 e Copyright © 2003 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Responding Reading logs/quickwrites Grand Conversations Minilessons

Exploring Story Boards Story Maps Word Walls Clusters Word Sorts Minilessons

Applying Extendingn n n Projects Readers Theatre Scripts Individual Books and Reports Murals Reading other books by the same author or on the same topic

Figure 2 --7 Gail E. Tompkins Key Features of the Writing Process Literacy for the 21 st Century, 3 e Copyright © 2003 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

The Writing Process Prewriting-brainstorm, choose topic, identify purpose, audience, and form, gather ideas (drawing, clusters, talking, reading, role-playing) Drafting-get ideas on paper-don’t worry about neatness, spelling, punctuation, skip lines on paper, mark out, make notes, or use computer

The Writing Process (con’t) Revising-proofread, have a friend proofread, talk to someone about how to improve your piece. Does it flow? Does it make sense? Editing-make necessary changes based on revisions, proofread, have a friend proofread, correct errors (spelling, grammar, etc. ) put into final form, prepare to publish Publishing-make books, share, author’s chair, display, parties, submit for publication, etc.

Figure 2 --8 Gail E. Tompkins Writing Genres Literacy for the 21 st Century,

Figure 2 --8 Gail E. Tompkins Continued Literacy for the 21 st Century, 3

Figure 2 --12 Gail E. Tompkins A Comparison of the Reading and Writing Processes (Adapted from Butler and Turbill, 1984. ) Literacy for the 21 st Century, 3 e Copyright © 2003 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Twelve Principles (Burns, Roe, & Smith, 2002) 1. Reading is a complex act with many factors that must be considered 2. Reading involves the construction of meaning represented by the printed symbols 3. There is no one correct way to teach reading 4. Learning to read is a continuous process

Twelve Principles (Burns, Roe, & Smith, 2002) 5) Students should be taught word recognition strategies that will allow them to unlock the pronunciations and meanings of unfamiliar words independently 6) The teacher should assess each student’s reading ability and use the assessment as a basis for planning instruction 7) Reading and the other language arts are closely interrelated 8) Using complete literature selections in the reading programs is important

Twelve Principles (Burns, Roe, & Smith, 2002) con’t 9)Reading is an integral part of all content area instruction 10) The student needs to see that reading can be an enjoyable pursuit 11) Reading should be taught in a way that allows each child to experience success. 12) Encouragement of self-direction and selfmonitoring of reading is important

A Balanced Approach To Literacy Instruction. . . Develops Students Skills Knowledge (decoding, comprehension, spelling, etc. ) Includes word study and phonics within authentic literacy activities Uses trade books, leveled books , and basal readers Listening, Speaking, Reading, Writing, and Viewing (integrated language arts)