Session 1 ED 505 Early Reading Language Arts PK-3 Mike Rafferty

1. Session 1 ED 505 Early Reading Language Arts PK-3 Mike Rafferty

2. Cambourne’s Seven Conditions of Learning Dr. Brian Cambourne Head of the Center for Studies in Literacy Wollongong University in Australia

3. 1. IMMERSION • Immerse students in the content and context • Use multi-sensory approach ( sights, sounds, tastes, feelings) • Saturate the classroom with meaningful and relevant content

5. 720

6. Instructional Density The Reading Block 90 – 120 minutes per day Increased Resources Building Student Reading Proficiency Increased Time

7. Cumulative Effects Grades K-3 7 2 0 d a y s Student Reading Proficiency Resources Time

8. The cat is in the grass. The cat is in the lady’s lap. Oh no, the cat is in the tree.

9. Let’s try to read this: This is a story about a boy named John who doesn’t want to disturb his mother. M-th-r t-ld J-hn t- c-m h-me. J-hn w-s h-r s-n. H- h-d - d-g n-m-d R-v-r. Wh-n J-hn g-t h-m h-s m-th-r w-s p-tt-ng m-th b-lls -nt- th- cl-s-t. J-hn d-dn’t w-nt t- h-v - r-w s- h- d-dn’t b-th-r h-s m-th-r.

11. Comprehensive Core Literacy Writing Reading Modeled Writing Read Aloud Shared Writing Teacher Does Shared Reading Interactive Writing Child Does Child Does Guided Reading Guided Writing Independent Writing Independent Reading The teacher gradually gives control of the text to the child, depending upon the demands of the text and the child’s ability

12. Comprehensive Literacy Framework

14. This Story Is About? Topic/Big Idea What the Author Says About the Topic/Big Idea? Theme Statement

15. I think… Topic Introduction • Think Aloud Strategy • Name the topic • State what the text says about the topic (Theme) • Provide text based support for the topic

17. Why Teach Big Ideas • Build Schema • Comprehend at deeper levels • Infer author’s purpose • Make more meaningful connections • Develop an awareness of author’s beliefs • High-Utility Teaching

20. Charting • What We Learned About Friendship • Friends sometimes start out by not liking each other. • Friends usually have something in common. • Friends sometimes disagree. • Friends care about each other’s feelings. • Friends talk about their feelings.

21. Releasing Responsibility • After you’ve modeled, ask students to • Help identify places in the text that support theme statements • Identify topics in texts • Talk about connections • Identify theme statements

23. Now Let’s Look At the Books You Use (Organize Using Next Slide)

26. A Definition • According to Fountas and Pinnell, Interactive Read-Aloud is “A teaching context in which students are actively listening and responding to an oral reading of a text.” -- The Continuum of Literacy Learning, Grades K-2. A Guide to Teaching, page 163.

27. Fountas and Pinnellon Reading • “Reading to children is the most effective literacy demonstration you can provide. As you read aloud, you demonstrate how to think and act like a reader; you also provide insights into writing because you are sharing a coherent, meaningful piece of written language that an author has constructed…” --Matching Books to Readers, page 9

28. How to Support ReaderThinking Within, Beyondand About a Text

29. Types of Questions for Students • What do you think will happen next? • What are you thinking about the story right now? • This story reminds me of … What does it remind you of? • What picture do you see in your mind right now? • What does this story make you wonder about? • How is this story like other stories we have read in class or you have read on your own?

30. Benefits of Interactive Read-Aloud • In Interactive Read-Aloud, the listener is freed from decoding and is supported by the oral reader’s expression --fluency --phrasing --stress

31. Which Level to Choose? • The teacher does not need to select a specific level, but the text characteristics as well as the age andgrade of listeners should be considered.

32. Vocabulary • Interactive Read-Alouds and Literature Discussions help students to expand vocabulary because children hear words that are not ordinarily used. • Since the teacher says the words the length, number of syllables, inflectional endings, etc. are not major factors in choosing a text. • For literature discussion, students who cannot read the words can be thinking about words and word meaning in context.

33. Within the Text Benefits • Students do not have to decode. • Children hear fluent phrasing. • Students can self-monitor their understanding. • Children can remember information in summary form. • Children can adjust their thinking to understand different fiction and nonfiction genres.

34. Beyond the Text The teacher can • Help children to make predictions and connections to previous knowledge and their own lives. • Support student thinking beyond the literal meaning. • Demonstrate how to think beyond the text. • Stop at selected intervals to discuss text elements that expand thinking.

35. About the Text The teacher can direct students’ attention to: • Author’s craft • Use of language • Characterization • Organization • Text Structure

37. Special Benefits for ELL Students For ELLs, Interactive Read-Alouds provide • Opportunities to hear the syntax and vocabulary of the language in text. • Modeling and engagement in oral language opportunities. • Exposure to meaningful, high-quality texts. • Scaffolding through the literacy process for students.

39. http://www.youtube.com/watch?v=srk8aAaTFXE