Shifting Our Thinking to Better Support Readers Who

Shifting Our Thinking to Better Support Readers Who Struggle Reading Recovery and Early Literacy Conference April 2016 patjohnson 222@gmail. com

n. What changed? n. What did I learn? n. What part of my new understandings could I share with teachers?

“Although we may not yet have definitive descriptions of all the strategic activities or operations that are acquired in early literacy this kind of shift in our thinking is happening. ” Marie Clay Literacy Lessons, Part I, p. 13 A shift in our thinking….

Layering reading process understanding

“People who, for one reason or another misapprehended the reading process and have not put a reading system together that adds up to meaning; these are struggling readers. ” Randy Bomer and Katherine Bomer, For a Better World: Reading and Writing for Social Action

Reading Is… Making Meaning Comprehending Thinking

Sources of Information woods forest Meaning Word Solving Syntactic Visual looks f in d find

Adapted from Schulman, Guided Reading in Grades 3 -6 Pinnell & Fountas, Guiding Readers & Writers, 3 -6 Johnson, One Child at a Time

Teaching Items Consonants Vowels Blends Digraphs Word families Sight words Silent letters Contractions Prefixes, suffixes Compounds words . Teaching Strategies Searching & Gathering Predicting Linking Cross-checking Confirming Self-monitoring Visualizing Questioning Inferring Monitoring fluency

Items n. Many children (80%) will form a network of strategies no matter what program/method/ philosophy is used Strategies n. Struggling readers (20%) will have trouble constructing a network of strategies unless you teach FOR strategies.

Active Participants

“…the teacher’s job is not delivering knowledge, but arranging for the problem to be manageable, sustaining the child’s problem-solving attempts emphasizing flexibility. ” Peter Johnston “Revolutionary Contributions” The Journal of RR, Fall, 2007

“Successful problem-solving confirms the strategies by which is was carried out, as well as the decisions made. It is selfcongratulatory. ” Marie Clay Change Over Time, p. 204

Responsive teaching

Explicit Modeling and Gradual Release of Responsibility 1 2 3 4 I do You watch You help I watch Wilhelm, Baker, Dube Strategic Reading

Dorn & Soffos Regie Routman Shaping Literate Minds Reading Essentials Modeling Demonstration Coaching Shared Demonstration Scaffolding Guided Practice Fading Independent Practice Pat Johnson Fountas & Pinnell One Child at a Time Guiding Readers & Writers, 3 -6 Modeling Show Scaffolding Support Prompting Prompt Backing Off Reinforcing Reinforce Observe

Responsive teaching = weaving up and down these teaching actions based on what the child is doing. The teaching is future oriented during modeling. The child is imitative at first. Adapted from Lyons; Tharp & Gallimore

Vygotsky’s Zone of Proximal Development Concept Out of child’s reach ZPD Zone of Proximal Development ZAD Zone of Actual Development

Assessment

“There must be times when the teacher stops teaching and becomes an observer, a time when she must drop all her presuppositions about a child, and when she listens very carefully and records very precisely what that particular child can in fact do. ” Marie M. Clay Literacy Lessons, Part One, p. 11

What does the child do when he is stuck? § § § § Predict Search Self-Monitor Active or Passive Flexible Use multiple attempts Fluent in his problem-solving

Changing Our Language

Feedback: Process vs. Person Focus on the effort, process, or strategy rather than the person.

“The purpose of feedback is to improve conceptual understanding or increase strategic options while developing stamina, resilience, and motivation --- expanding the vision of what is possible and how to get there. Perhaps we should call it feedforward rather than feedback. ” Peter Johnston Opening Minds, p. 48

Fixed-Performance Intelligence is fixed; ability is locked in You are either good at something or you’re not Mistakes become crippling Learning happens quickly for smart people, so trying hard is not valued The goal is to look as smart as you can Peter Johnston, Opening Minds Dynamic-Learning Intelligence involves learning, effort, growing The more you learn, the smarter you get Challenges are interesting ways to learn something new Learning takes time and effort, so trying hard is valued The goal is to learn as much as you can

“The intent of RTI is to ensure that students receive rich literacy experiences every year in every setting with every teacher, not merely in some years in some settings with some teachers. ” “… every teacher can become an effective literacy teacher. ” Mary Howard RTI: From All Sides

How do we change a mindset? Simple theory of reading Complex theory of reading

What will it take? To get all of us (every teacher of reading) to understand reading process as a network of strategies that each reader constructs for himself?

What will it take? To get all of us to grasp explicit modeling and gradual release of responsibility and responsive teaching – with independence as our goal?

What will it take? To get all of us to realize that struggling readers are not building a reading process system? They need our help!

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