Effective Teachers of Reading (con’t)

1. Effective Teachers of Reading (con’t)

2. Effective Teachers Understand How Children Learn:Learning Theories • Behaviorism (Skinner) • teacher centered/teacher as dispenser of knowledge • reading is viewed as a conditioned response • children learn by learning a series of skills and sub-skills • Teachers use instruction to teach in a planned sequential order • students work individually • teacher control –rewards and punishments

3. Constructivism (Piaget)- • emphasis on background knowledge/schema and prior experiences • children actively construct meaning/knowledge (Dewey) • Teachers engage students with classroom experiences • Collaboration-students work together to construct meaning • Engagement –engaged students believe they can succeed/have high self-efficacy (Bandura) • Motivation-engaged students are motivated

4. Sociolinguistics (Vygotsky) • Oral language provides the foundation for learning to read and write • children learn through language and social interaction • Reading and writing are social and cultural activities • Zone of Proximal Development (range between dev. level and potential level • Teacher’s role as scaffolding-support mechanisms • Authentic Literacy Activities • culturally and socially responsive • Incorporates “Critical Literacy” (Friere)-challenges students to confront injustices and inequities in society

5. Cognitive/Information Processing • unobservable mental processes • compares mind to computer • students are active learners using knowledge to solve problems • Reading and writing integrated • Reading and Writing are Meaning making processes • Describes Students as Strategic Readers • Reader’s interpretations are individualized

6. Transactive/Reader Response (Rosenblatt) • Readers interpretations are individualized • Readers create meaning as they read- • A two way transaction between readers and texts • efferent stance- reading for information • aesthetic stance- reading for pleasure • Students may use a combination of the two • Teachers need to clearly set purpose • Teachers need to give students opportunities to read aesthetically to develop a love of reading

7. Linking Theory to Practice Sociolinguistic Theory Classroom Practice • Children learn by interacting with one another through language • Children’ learn best through authentic activities • Teacher’s role is scaffolding—a facilitator • Literature Circles – In literature circles, students are able read and discuss literature of their choice. The teacher sets the guidelines, but the students are ultimately in charge of the literature circle meetings

8. YOUR TURN: ***** TURN Match the Practice with the THEORY

9. Effective Teachers Use a Balanced Approach (Comprehensive View of Literacy) Combines: explicit instruction, guided practice, collaborative learning, and independent reading and writing • Involves oral language, reading, and writing • Involves phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing • Includes the writing process, qualities of good writing, spelling, grammar • Reading is a foundation for content area learning • Students collaborate and work together • Student participate in authentic activities and texts

10. YOUR TURN: GROUP WORK Effective Teachers SCAFFOLD through: • Modeled Reading- Group 1 • Shared Reading- Group 2 • Interactive Reading- Group 3 • Guided Reading – Group 4 • Independent Reading – Group 5 Use the Chart Paper and Markers Provided to describe and illustrate the type of Literacy Instruction Assigned to your Group.