The Literacy event

1. The Literacy event Chapter Two Torri Jones RDG 690

3. 6 T’s - Characteristics of an effective Literacy Teacher

4. Differentiating instruction • Good teaching= connecting kids and content • Doing what it takes to adapt how we teach so what we teach takes hold in the lives and minds of students • Diverse learners prevent one lesson plans from fitting all a class’s needs; thus teachers are responsible for modifying each lesson to fit a range of individual needs. • All students need ‘emotional safety, appropriate challenges, and environments in which they can construct meaning based on their previous knowledge. Pg. 24

5. Enriched environment has… • Teachers that provide positive support • Encourage risk taking without fear of ridicule • Allow social interaction • Provide challenging but attainable tasks • Foster an atmosphere of experimentation and discovery • Give students choices • Expect students to become active rather than passive learners

6. Teachers should Motivate their students • Motivation that is temporary and superficial between learning that is permanent and internalized. • The failure to align school curricula with students’ interests ad outside-of-school competencies is though to be behind the general erosion of engagement in reading and learning. Page 26

7. Why do students who enter school so eager to learn lose that desire only three or four years later? Reasons for the decline in the motivation to read Recommendations to fix the issues Make sure all students are reading text that are not too difficult for them, especially in front of others. Avoid having children read in front of the whole class too frequently. Instead divide them up into small groups and tailor your teaching strategy to the needs of the group in order to increase their reading proficiency Choral or Buddy Reading • Self-consciousness about reading proficiency • Emphasis on competition • Lack of interest in assigned reading

8. Why do students who enter school so eager to learn lose that desire only three or four years later? Reasons for the decline in the motivation to read Recommendations to fix the issues Create a large/whole class display of reading achievement so that everyone feels apart of the success. • Self-consciousness about reading proficiency • Emphasis on competition • Lack of interest in assigned reading

9. Why do students who enter school so eager to learn lose that desire only three or four years later? Reasons for the decline in the motivation to read Recommendations to fix the issues Give more choice of text early in their reading experience; if given certain texts make sure t expands their knowledge on topics of interest. Encourage them to share the knowledge they have just acquired. Children enjoy telling others about their new information. Find text with interesting visuals that catch their attention. • Self-consciousness about reading proficiency • Emphasis on competition • Lack of interest in assigned reading

10. Why do students who enter school so eager to learn lose that desire only three or four years later? Teaching recommendations to increase motivation • Research says that students become engaged when they are interested in a concept or activity and that engaged students perform better academically. (pg.27)

11. Research shows…

13. Know Your Who

14. Knowledge of General Information

15. Literacy Knowledge Strategies Metacognition Skills …are what the student can do. …the ability to perform a task Student Will Be Able To… …are how the student gets the task completed. …the plans and/or methods used to accomplish a task. I have to ….to get this done. …why the student does what he/she has done …the ability to explain what and how one knows. Thinking about their thinking. Page 29-30

16. Language systems readers use Page 30

17. Learning Styles Global Style Analytical Style Auditory learners Logical Sequential steps Phonics Part-to-Whole • Visual learners • Big Picture then analyze the parts • Whole-Part-Whole Page 31

18. Take the inventory online at www.ldrc.ca/projects/miinventory/mitest.html Page 31-32

20. Levels of readability Instructional Frustration Independent Students reads with 95-100% accuracy 5 > errors when reading a passage of 100 words 90%+ comprehension level Students read with 90-94% accuracy 10> errors when reading a passage of 100 words 60%+ comprehension level Students read with <90% accuracy 10+ errors when reading a passage of 100 words <50% comprehension level Pages 32-33

21. Selecting Appropriate Texts Readability Tests Leveled Books Age Leveling Grade Leveling Lexile Leveling Gradient Leveling Fry Readability Pages 33-37

23. Pages 38

25. Pages 38-9

26. Methods of motivating and engaging students. Your own effectiveness. Multifaceted strategies that will fit readers’ needs. The uniqueness of your students. Creating an environment conducive to learning and assigning meaningful and appropriate tasks. Appropriate use of a variety of texts. The context of the reading event.