Code User: Breaking the Code

Code User: Breaking the Code SESSION 3 Thinking about Thinking: Setting the Stage for Independent Reading

Overview A learning resource for educators with six sessions: Thinking as a Habit of Mind Meaning Maker: Interacting with Text Code User: Breaking the Code Text User: Understanding Purpose and Form Text Analyzer: Critically Thinking about Text Putting It All Together: Integrating the Four Roles Overview Thinking about Thinking: Setting the Stage for Independent Reading

Key Messages Early primary students are capable of thinking about their own thinking. The four roles of the literate learner model supports higher-order thinking in K–2 classrooms. The Guides to Effective Literacy Instruction, Grades 4 to 6 support all teachers in planning effective literacy instruction. Higher-order thinking is not about a series of events or lessons, but rather about developing a habit of mind. Overview Thinking about Thinking: Setting the Stage for Independent Reading

Learning Goals for Session 3 This session is intended to: • identify instructional approaches that facilitate the development of the role of code user • explore strategic actions learners take as they develop the capacity to break the code of written language • clarify the reciprocal relationship between reading and writing as itsupports the understanding of the “code” • investigate the role of metacognition in building students’ capacity for independent reading Thinking about Thinking: Setting the Stage for Independent Reading

Interacting with Text Author’s Words Vocabulary Punctuation Style Syntax Strategies Using cueing systems Activating prior knowledge Predicting Visualizing Questioning Drawing inferences Finding important information Summarizing Synthesizing and evaluating Monitoring/revising comprehension Language Knowledge Phonology Morphology Syntax Vocabulary Text Features Use of organizational tools Use of informational tools (glossary, captions) Format/Layout Use of space and graphics Use of illustrations Author’s Purpose Topic Ideas Message Text Knowledge Organizational & informational structure Artistic elements of text Print concepts Text type Self-Concept as a Reader Purpose for reading Interests & Experiences Factual Knowledge Click on page to animate graphic Thinking about Thinking: Setting the Stage for Independent Reading

Evolving View: Four Roles of the Literate Learner Adapted from page 9 of Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario (2004). Based on Freebody and Luke’s “Four Resources Model” (1990). The Expert Panel elaborated on the four resources model to suggest four roles of a developing junior learner. The Evolving View: Four Roles of the Literate Learner is for discussion purposes only and is based on the work of the Collaborative Inquiry in Literacy 2008–09 and 2009–10. Click on page to animate graphic Thinking about Thinking: Setting the Stage for Independent Reading

Oral Language and the Code User “Learners need many encounters with a word in many different contexts in order to understand all of its multiple meanings and uses.” World of Words – Capacity Building Series (2009) Thinking about Thinking: Setting the Stage for Independent Reading

Breaking the Code to Make Meaning View videos on the web: Breaking the Code to Make Meaning (Kindergarten) Building Background Knowledge (Kindergarten) Thinking about Thinking: Setting the Stage for Independent Reading

What does the research say? Think about the role of automaticity in early literacy development. Where does fluency enter into the discussion of the four roles of the literate learner? Thinking about Thinking: Setting the Stage for Independent Reading

Moving Toward Independence “Every text demands that the reader access both visible and invisible information in a highly coordinated way. Searching for and using visual information requires practice and instruction.” Fountas and Pinnell, 2006, p.25 Thinking about Thinking: Setting the Stage for Independent Reading

Thinking about Text Organization View a video on the web: Thinking about Text Organization (Grade 1/2) Thinking about Thinking: Setting the Stage for Independent Reading

Supporting the Code User Brainstorm and record learning opportunities for students to developcode-using strategies in a comprehensive literacy program. At the signal, move to the next chart, review and add new ideas. Thinking about Thinking: Setting the Stage for Independent Reading

Instructional Approaches to Support the Developing Code User View a video on the web: Guided Reading (Grade 1) Thinking about Thinking: Setting the Stage for Independent Reading

The Role of Writing “When we write, we’re shaping our own ideas, and continually reading them back to be sure they make sense … And when we read, we’re reconstructing what someone else has already written, again attending to the sense it makes.” Taberski, 2000, p.29 Thinking about Thinking: Setting the Stage for Independent Reading

Instructional Approaches: Jigsaw The reading–writing connection is key! Thinking about Thinking: Setting the Stage for Independent Reading

Gathering Evidence for Student Learning: Thinking about the Reading View a video on the web: Gathering Evidence for Student Learning (Grade 1)

Inquiry Habit of Mind What do your students need next to become better code users? How do you know? What will you focus on next in your classroom? What will be your next step? Thinking about Thinking: Setting the Stage for Independent Reading

Inquiry Habit of Mind What is the impact of __________________ (teacher practice) on ________________________ (change in student learning)? Thinking about Thinking: Setting the Stage for Independent Reading

Hand-outs and Reference Materials All resource and curriculum documents used in Thinking about Thinking sessions are available online in PDF. Please visit the following web page to download them: http://resources.curriculum.org/LNS/thinking/session3.html Resources Thinking about Thinking: Setting the Stage for Independent Reading

Code User: Breaking the Code