Class+Notes

=//**Knowing is not enough: we must apply.**// = =//**Willing is not enough: we must do.**// = -Goethe

= = =Week 1= Introduction- Posoh! Welcome to Methods for Teaching Reading! Technology Reading Theory

Graves
 * Reading Process:**

Similar to Constructivists theory

In addition to word recognition you have to know what the word means or understand (semantics).

economically, etc.
 * Two branches: word recognition and reading comprehension - which involves cognition (understanding), both of equal value
 * Different purposes: acquire knowledge, enjoy, participate in society - culturally, spiritually, politically,

Two types of reading; efferent reading or aesthetic (pg. 7)

The more you read the better reader you are. Reading and writing are a reciprocal process. The more you read the better the writer you become. The more you write the better reader you become.
 * Schema** builds on prior knowledge (pg.4)


 * CONSTRUCTIVISM**-

The more knowledge you acquire, the greater the connection, the better you become at reading.

No two readers will read in the same way, or get the same information out of the same text

supports discussion in group work

Lays a foundation for what you are reading = schema


 * Reader Response Theory**- Stresses the meaning that one gets from the text. (pg.7)

It has do with social and cultural backgrounds. (pg.7)
 * Sociocultural Theory-**

Learning is viewed as a social matter rather than an individual matter. Pg. 7

Some of the best and most lasting learning takes places when groups of learners work together (pg 7) LD

We as teachers need to be aware of our students backgrounds. (pg 7)

Dialogue and discussion takes place and serves a purpose of the learner trying to be understood and to understand others (pg 7 Graves) LD


 * Interactive Model of Reading-**

Reader and text play important roles in the reading (pg. 8)

The reader arrives at their understanding of the text by simultaneously synthesizing information from a variety of sources (pg 8) Rosenblatt, (1986). //The reader, the text and the poem//. Pivotal research and change in the perspective that the only authority was the author. Transactional theory, as it applies to literary criticism and the teaching of literature, suggests a "reciprocal, mutually defining relationship" (Rosenblatt, 1986) between the reader and the literary text. Rosenblatt argues that the term "interaction" conjures a picture of separate objects encountering one another but remaining essentially unchanged, like billiard balls bouncing off one another, and thus is an inadequate and misleading label for the mutually shaping exchange between reader and text. For more information see Rosenblatt link.


 * Automaticity-** automatically interpreting a word

An automatic activity is one that we can perform instantly and with very little attention. (pg 9) LD Like driving a car :)

Reading includes a number of subprocesses that need to take place at the same time (recognizing words, assigning meanings to words, construct the meaning of sentences and larger units, relating information from text to information already obtained) (pg 10) LD

If the vocabulary is too difficult, the meaning of the text will be lost in the translation process (please don't erase my contribution) ok :(


 * Fluency**

The ability to "read a text orally with speed, accuracy, expression, and comprehension" LD

It is equally important to develop fluency during silent reading. (Read at an appropriate rate, smoothly and with good comprehension) LD


 * Metacognition**

Refering to your own process of your own thinking.

Skipping outside your self as a reader.

Learners generate thoughts, feelings, strategies and behaviors that can help them attain their learning goals. LD

Not just a Matter of will not also skill.

Good reader =have multiple strategies Poor reader = have few to none strategies

Most metacognitive behavior probably takes place as one is reading. LD

Without ability to correct own mistakes, will not become an effective reader

Students need to care whether or not they are comprehending and be motivated to use appropriate fix-up strategies if they are not. LD


 * Cramer:

Philosophy for Teaching Language Arts CONTINUALLY GROWING AND ALWAYS EVOLVING**

Teacher cant be neutral; must have a belief and act on it


 * Integrating the Language Arts**

Reading and writing are the most essential language arts.

Integration requires careful organization, motivation, and engagement in order to be effective. LD


 * Reading-comprehension & word recognition LD

Writing- ends with an outcome such as publishing or sharing LD

Listening- most effective when listeners establish a purpose** LD a child who is unable to utter a single word can still understand hundreds of words. very important to remember and show that learning happens at all ages MP


 * Talking- medium to extend thinking and learning skills LD

Viewing- must be integrated with skills of comprehending text LD** precedes reading and writing in human development and human history ~ think of how quickly we learn just watching infomercials or video games

more than just painting art~ is soo much more with the whole spectrum of the arts- dance, readings, drama, and self expression MP
 * Visually representing- enlists body and mind in the portrayal of imaginative ideas** LD

Creative thinking- reinventing the wheel in a way, the day dream with an understanding of the old and daring to create the new MP Critical thinking is more subjective however does not exclude creativity, they just look for the evidence MP
 * Thinking- creative leads to new ideas and new ways of looking at old ideas. Critical is often intuitive and subjective.** LD

One important thing about literature associated with language is that it reveals each students values and traditions Strives to integrate the language arts, and often content subjects as well, based on literary themes LD
 * Literature Based Language Arts**- teaching reading and word recognition through literature

There is a sense that teachers are philosophers, logicians, and counselors to the multitudes of children of pass though their doors LD Compassionate heart may be the secret Teacher is a seeker, not satisfied with what they learned yesterday, look to what can learn tomorrow; not content for yesterdays good idea, look for tomorrows great discoveries; and failure nearly always precedes success. Sees potential where others do not discerns gifts where others see only annoying behavior.(pg. 16, Cramer)
 * The Influential teacher-** makes a lasting impact on the hundreds if not thousands of students that come into their classrooms

Forever evolving and becoming more accessible as well as utilized in today's classrooms LD
 * Promise of Technology - mixing traditional teaching with the use of technology

Three approaches to Language Arts - language experience

Whole Language Approach - looking at the whole picture instead of one piece at a time

Balanced Literacy Approach - **

Agnostic-not knowing

Dictation- 3 phases; reading, rereading, learning the meanings of new words

Balanced literacy- designed to help all students learn to read and write effectively balance between reading and writing allows students to receive the teaching needed in order to reach grade level status, while allowing students to work at a level that is not frustrating for them, several models used in schools today

=Week 2=

Hey fello wikiers- While you go through the notes you will notice different color font used at times. This just is for me to keep my thoughts straight. But since this is for everyone if the green messes with your studying, go ahead and change it if no hust feelings. Lime green is beautiful through MP :)

__Enviroments for Developing Language, Meaning, and Thinking__ **
 * Theories of Lanuage Acquistion

Behavorist-** Children learn language through imitation = copy cats of adults; Environment is also believed to play a role


 * Nativitst**- (biological) Language is unique to the child and occurs into
 * reminds me of what Lauren had shared in class with the spirits of children only knowing their native tongue already*


 * Cognitivists**- We are born with the framework or wiring for thinking and language processes; enviroment is also a factor.


 * __4 Features of Language__

Phonology-** The sound in words Platform to reading and writing; when just learning to write, students will most likely use all consonant sounds rather then using cons. + vowels.


 * Syntax**- the order in which words are put or how arranged; ex use of double negative- favorite in early childhood- " I dont have no boots"

Research Vocab vs. Infants
 * Semantics**- Nothing more important then the meaning of words; meaning built from prior knowledge

What it is = Greeting a friend Whip and Shoes = Car and Wheels
 * Pragmatics**- the different ways we talk in different settings and different combos we use with vocab

language can be broken into catergories good/bad right/wrong clean/ dirty

Instrumental - Tool Regulatory - Control Interactional- Cooperative Personal- All about me Heuristic- Why? How? Imaginative- In my world/ creating a place Informative- Fun fact of the day
 * __7 Functions of Language__**


 * __Language and Thought__**

Children dont merely gain a set of words when learn how to speak but they also gain thought structures; how to question, how to think, all while using words

Vygotsky- learn through exposure

Piaget- learn throught experience/.actions Language and thought are interactive; they influence each other

Bruner- throught language children learn to think abstractly/out of the box

Bruner= Scaffolding Vygotsky= Zone of Proximal Development Betts= Instructional level

Creative Thinking exists on edge of social behavior; focuses on getting new ideas or thinking of old ideas in new ways: reinventing the wheel Comes naturally in poetry and art
 * __Creative and Critical Thinking__**

Critical Thinking has careful evaluation and judgement; seeks the wrong and right if the subject; while it can be foolish, wrong, or impossible, its intention is not speculative. Comes naturally when one works with facts and information.

Teacher **need** to be creative ; in creating learning environments where creative and critical thinking can take place.


 * __Mutliple Intelligence__**

IQ doesnt measure creativity or creative potential.

Gardner- mult intelligence- has found 7 but feelings their may be more, conducting more research

IQ is a cultural concept.

Teachers need to be gardeners; pulling out weeds of "bad" test scores to show the potential and true abilities of their students that would not be visible on tests.


 * __Environments in Which Diversity Flourishes__ **

Every child is unique.

Differences are good, are right, and enrich the culture of a classroom. Each child brings a part of themselves to the class, classroom needs to be open to that part if going to be open to that student.


 * Diversity and Equity**

Acknowledge that differences are present in class, in race, gender, and culture. Also understanding that within each race, ethnicity, and gender there may be different cultures

Differences influence how children learn

See that instruction and interaction fit.

View differences as strengthen rather than weaknesses

Be aware

Diversity is both an opportunity and a challenge; can enrich your classroom but appropiate materials and means may be hard to come by

Children everywhere understand and respond to respect, trust, caring, and teaching competences. * Children yes, but mankind in general I feel respond better when meet by respect and true caring*

Everyone has dialect - and just because ya'll are from the same hometown doesn't mean there is the same dialect. Within communities there are different dialects. *My Fair Lady*


 * 2nd Language Learners**

America is a cultural and linguistic paradise; however still not embraced

Just because English is second language, doesnt mean teacher have a blank slate to start with, they do have an understanding of word orders and how to communcate, they just dont that the vocabulary yet or are not fluent enough to express their thoughts. Not to say they are babies, but reminds me of infant room, they understand my commands or what I ask but unable to answer back through verbal expression, however nonverbal is what to look for.

These students need our full attention and require consistently good instruction over an extended period of time.
 * Children with Special Needs**

Also owe them the chance to develop the other intelligences they often possess


 * Delpit's 10 Principles**

178-199 Does not deal with writing but like how they point out teachers make modest pay however do so much work. Wish more would realize this fact.
 * __Emergent Writing Concepts__**

Transforming knowledge into performance

Children can begin writing before ther can form all letters of alphabet
 * Writing the Alphabet**


 * Phonemic and Phonological Awareness**

Phonemic awareness is the abilty to distinguish speech sound from other sounds and to segment sounds within different words. Children are able to become more phonemically aware by being exposed to literature and word play. (AB)


 * Associating Letters With Sounds**

As children begin to learn letters of thr alphabet and have phonemic awareness, they will be able to associate letters with sound. (AB)

Graves: Chapter 4 & 5
 * Notes From Class Discussion:**


 * Graves: Chap. 4**


 * Phonemic Awareness-**


 * some sounds are hard to separate

some sounds can be separate

Perceiving words as sequences of phonemes is important in learning to read and write. This is because the link between phonemes and letters is the basis for alphabetic writing systems such as English and Spanish. (pg. 95) LD

Understanding phonemes is complicated by the fact that we rarely say them separately. Instead, they run together. In speech, we actually begin trying to pronounce the upcoming phoneme as we are still saying the previous one. (pg. 95) LD

Nursery Rhymes - reading of helps relay sounds (pg 94) JSU Repetition helps anchor the sounds of language in children's ears MP

Can not learn based on phonics alone (what may work for one student may not work as well for another, it requires a balanced approach to cross the span of learning styles and abilities) MP

//Coarticulation//- overlapping of phonemes that allows our rapid speech (pg 95) LD


 * Phonemic Awareness and Alphabet Recognition-**

Alphabet recognition Linking the ABC's with familiar things ex. a-apple, b-bear

Invented or temporary spelling goes hand in hand with phonemic awareness.(Pg 96) MD


 * Graves: Chap. 5**


 * Word recognition**

Linking words to other words that are similar is one way of word recognition

Language Experience approach: Sample in Class:Getting my ipod.

When I got my iPod, I was pissed off because it said college of Menominee Nations on it. I didn't want it to say CMN on it, Because I paid for it. Send it back! We probably paid extra for the engraving. I don't know if the book store took it upon themselves or not.

If they can speak practice language experience method with them. MD

There is a procedure when conducting a Language Experience Approach 1. Take dictation exactly as the person spoke (including slang and poor grammar, This will be a mini lesson later, not now.) 2. Read back to the speaker exactly what he/she stated. Ask if this is correct? Ask if there is anything they would like to add. 3. Ask the speaker to read it with you. (Chorale reading) 4. Ask the speaker to read it to you. Have the speaker practice the same dictation until you do a another one.

Letter sound correspondences:

Reading A Lot!


 * Cramer: p. 62-82**


 * Phonology**- refers to the sound system of a language- the distribution, patterning, and tacit rules governing pronunciation.p.63


 * Syntax**- (from the Greek word //suntassein// meaning to put in order). refers to the rules that words are arranged in an orderly manner.p.63


 * Semantics**- deal with meaning. enables us to construct meaning from written or spoken language.p.63


 * Pragmatics**- Language choices people make when interacting with others


 * Vygotsky** - assigned language a major role in the development of thinking and learning, believed that children gained understanding and meaning through exposure to language models supplied by adults and advanced peers within social contexts (concrete experience accompanied by simultaneous experiences with language, provide optimal thinking development) JSU Zone of Proximal Development.(pg 67) BT

have an understanding of the world before they have the ability to explain or describe the world; understand what a rattle is, shake it for sound even if unable to say rattleMP - learn by doing (pg 67) Felt that thinking stimulates language learning. cognitive schemata(md) Pg. 67
 * Piaget-**

Believed that through use of language children learn to think abstractly and that thinking capability grows through the use of language. (pg. 67) LD Bruner also recognized the importance of adult language modeling. He thought that by talking with adults children learn to examine, structure and reflect on their experiences. So children learn and do as they see adults doing and gradually assume more responsibility for their actions and what they do. This can be referred to as //scaffolding//, a process Bruner exemplifies in his theories. LD
 * Bruner-** Thoughts about language closely parrallel Vygotsky's.

- Demand critical thinking - Recognize children's strengths - Teach the basics - Identify and build on strengths - Use familiar experiences and metaphors - Teach children to challenge racist views of their competence and worthiness - Create a sense of family and caring - Assess children's needs, and meet them with diverse learning strategies - Help children connect to their community and beyond - Respect children's home culture (AB)
 * Delpit's Ten Principles** (p.80)

Support children's culture and understand the different types of culture, beyond race and enthicity MP

Different does not mean deficient *

Children of various culture and linguistic backgrounds flourish in classrooms in which their differences are seen as enriching the teaching and learning environment. LD

"Strengths may be less obvious and should be sought out; weaknesses are all too obvious- they must not for that very reason, be judged as a whole of what a child brings to the classroom." (pg 80) LD

There are seven language functions: instrumental, regulatory, interactional, personal, hueristic, imaginative and informative. LD


 * Cramer: p. 178-199**

4 stages of Emergent Writing Scribbling Stage Drawing Stage Letter String Stage Invented Spelling
 * Important even at very early ages to provide and encourage children to "write"- so give them the markers and let them cover the walls!!! :) MP
 * Children can create a story through their pictures, much like early cave drawings MP
 * Children begin stringing letters (26) and numbers (10) together soon after they learn to form them - Prephonetic writing
 * make systematic connection between letters and sounds MP


 * Clay's Principles** p. 180 - describes the nature of children's early writing and provide clues for nurturing it. (Table 5.1)

=**Week 3**=


 * Word Recognition** (often referred to as phonics)

Four Components: phonetic analysis, structural analysis, contextual analysis, and sight word knowledge (covered later)

Each component may be applied separately, but more often they work simultaneously or in a combination appropriate to the reader's needs. (pg 238) LD


 * Principles for teaching word Recognition** (pg. 329-331)

Word recognition is crucial to effective reading. (AB)

Phonemic awareness : Distingishing one speech sound from another and one letter from another. (JW)

Reading and writing builds word recognition. (JW)

Have students apply what they have learned instead of memorization. (AB)

Word recognition should be tied to reading experiences.

Assessments (JW)
 * word walls, centers, spelling test, venn diagram, poem book, word search in newspaper (ex. look for -ing words) LD
 * Games like scrabble, bingo, upwards, boggle, (JW/AB/CP)
 * creating a student picture dictionary- see, hear, draw, write


 * Four components of Word rec** (pg. 331-339)

Phonetic In order to pronounce a word using phonetic analysis, the separate parts of a word must be sounded and then blended. (LD)

Structural

Contextual analysis using the surrounding text to gain understanding of pronunciation of unknown word. (MP)

Sight words


 * Strategies for word rec**

Step 1: Modeling and illustrating-the teacher models and ilustrates the skill directly, children listen and observe (cramer p. 340) Step 2: Identification and recognition- extension of step one checking to see if the learners understood Step 3: Application and production- children apply what has been learned by producing an example of what has been taught. Ask what makes sense in the word. Teach students that context helps. Text analysis Ask what sounds are in the word. Ask what parts of the word they recognize. Then, put the clues together. Write words down to use on word walls, banks, box. Use words surrounding the unknown word to figure out meaning and pronunciation. words found on word wall in classroom sight words- from simple two letter to the more complex that just have to be memorized by the student words that come out in not only writing but also in the vocabulary of the student
 * How decode unkown words** (pg 341-342)
 * High frequency words**

Fluency is the ability to read rapidly, smoothly, w/o many errors, & with appropriate expression, often thought of as an oral phenomenon, and we assess fluency by asking students to read orally. Fluency can be practiced in silent reading as well, and it can be recognized by weeing the child reading w/o much struggle and with good understanding of what was being read. (BT)
 * Graves Chapter 6: Fluency**

When considering fluency it is useful to think in terms of children progressing through stages of reading development. Some generalizations About Fluency Instruction Modeling
 * Emergent literacy- occurs before formal reading instruction begins and is a period in which children begin to understand some very basic facts about reading: that print represents spoken words, we read from left to right, and from top to bottom, that words are separated by spaces, words are made up of somewhat separable sounds.
 * Children begin formal reading instruction, emphasis being on decoding
 * Children move from concentrating on decoding & slowly processing texts word by word to become automatic readers(remember the stick shift)
 * Read in comfortable places
 * Matching students & text

Matching students and text Assessing Text Difficulty & Accessibility Two factors-measure of vocabulary difficulty & a measure of syntactic complexity.
 * Letting students read w/o too many interruptions
 * Do a lot of reading (must build in some accountability in whatever approach is used)
 * Silent reading may be the most appropriate road to fluency
 * Teacher's chart students
 * Students need to read material that at least presents a slight challenge
 * Original Methods of Repeated Reading**
 * **The non accurate stage-students have difficulty in recognizing words (they stumble & read slowly)**
 * **The accurate stage-students recognize words but require a great deal of attention,effort & not always accurate**
 * **The automatic stage- (just shift and drive on smoothly)**
 * Approaches to Building Fluency**
 * **Repeated Reading (pg. 178)**
 * **Tape-Assisted Reading(PG. 179)**
 * **Echo Reading (PG. 179)**
 * **Partner Reading(pg.180)**
 * **Choral Reading(pg. 181)**
 * **Readers Theater(pg.182) Building fluency, readers theater has several positive characteristics, motivation is likely to be strong because the repeated reading that students do in order to master their parts is done under the guise of preparing for the big presentation and is not considered a fluency exercise.**
 * **Radio Reading(pg. 182)**
 * **Fluency-Oriented Oral Reading(pg. 184)**
 * 1) Students' reading proficiency & motivation
 * 2) text difficulty & accessibility
 * 3) your personal & professional knowledge about your students' the books w/i your classroom, & various purposes for which students are reading.


 * The more success students have experienced with reading, the more motivated they are to read & the more willing they are to accept challenges. Providing less-successful readers with texts that are not too challenging, giving them plenty of opportunities to practice in private before they read orally, & not putting them in situations in which they are likely to stumble through a text in front of their peers.

2-17-10 Cramer Ch #10

Reading Statigies Writing Process- The process in which one writes/ stages include prewriting, drafting, revising, and publishing JW

Workshop environment- Specific teaching objectives includes strategies above **
 * Graves Six Writing Principles: **
 * ** Writing Time: people should write four times a week for 35 to 45 minutes **
 * ** Modeling: Teachers who begin to write with their children will be surprised and pleased when they discover its power **
 * ** Ownership: Allowing students choice within assigned genres, goals, and subject matter **
 * ** Conferencing: Some are formal & others are spontaneous, providing on the spot guidance **
 * ** Revising: Is central to writing and Negative thinking about writing puts an unhealthy spin on revision and encourages a focus on the mechanics and not the content. **
 * ** Sharing & Publishing: "What authors of any age need most is attentive listeners." This can take many forms **
 * Stages of Writing: **
 * ** Prewriting- the mental and physical preparation prior to drafting (pgs. 376-379, Cramer). **
 * ** Drafting- getting ideas on paper quickly & efficiently. (pgs. 379-385, Cramer). **
 * ** Revising-covers any changes in written text, large or small pgs. 385-390, Cramer). **
 * ** Publishing & Sharing- AUDIENCE **
 * Writing Workshop- is a community of writers working together in an informal work environment. Usually includes three related activities: instruction, writing & response **
 * ** Workshop structure-Predicitability is crucial for students to succedd in a writing workshop **
 * ** Workshop instruction- Children learn writing by writing- Revision Question- "How Can I Make My Writing Better?" **
 * ** Mini-lessons-is to use the fewest words necessary to convey one's ideas (usually 3 to 10 minutes) (Table 10.8, pg. 397) **
 * ** Maxi-lessons-is designed to teach wrtiing skills that take more time(Table 10.9, pg. 398). **
 * ** Response to Writing- instructional response & attitude response no not the students the teachers-the attutude we portray when we make comments to a student **
 * Writing Standard- Standard 5: Students emply a wide range of strategies as they write and use different writing process elements appropriately to communicate with diferent auduences for a variety of purposes. **

Cramer - ABThe value of the process, the steps, that students should experience all the steps along the way - value of the process over the product. Drafting process - classroom library to provide inspiration and information for writing

3 metaphors- ship, anvil, and microscope to describe the revision process (p. 385 Cramer)
 * CLASS 5 -FEB 22**

Defining Comprehension

Comes in three parts 1) search for meaning 2) cognitive connections 3) prior connections

Factors that influence reading comprehension Not everything should have a happy, Disney story ending... life has the good and bad, stories we prove for children most show both. **3.** **The Quality of Instruction:** see table 8.1 p.292 There is no single teaching personality but there are qualities and characteristics that determine teaching success; so thankful that teachers are not being programmed into educational robots, given the skills but personal identity still very important. (MP)
 * 1. the reader:** effects reading social cultural interactions Sensitivity to what children know is crucial since their prior knowledge will determine, to a large degree, what they will learn. (LD)
 * 2.The Text** :Children need to understand different types of text (informational, instructional manuals, etc.) Children need to be introduced to expository writing early, and they need sustained exposure to such texts over time. (LD)

The goal of reading is comprehension; reaching that goal is augmented by PURPOSE. (LD)


 * 4. Purpose**

Purpose focuses the readers attention. (AB) Purpose is what motivates us, helps focus our attention, and gives us something tangible to work towards ( a goal) Graves p237.In order to be a knowledgable teacher in reading, we most do our reading for class... even through naps are amzaing :) (MP) (Sorry Leona for confusion on notes) We need to empower our learners to set their own purposes. Giving them the chance for self declared purposes will help them stimulate their desire to read, start their quests for information, gain themselves a sense of competence and stimulate the conditions that must prevail in independent reading. (LD) Practice doesnt make perfect, but it does make better when supportive instruction has preceded practice. Let students choose their own books for independent reading; picking the books that look or seems interesting to them is the first step into developing a student who loves reading/ enjoys reading. The pleasure of reading can be discovered only be reading (MP) **Interest** (pg.294)
 * Teacher dictated purposes:** (pg. 292) **Self-declared purposes:** (pg. 293)
 * Independent Practice** (pg. 293)

Four Basic Components of Comprehension Explicit Meaning- direct meaning, such as following directions, recall. Implicit- inferences

Comprehension of word meaning Comprehension of evaluative-appreciative meaning

DRTA Demo Read two paragraphs of article only Stop and Develope ideas and questions Continue reading further For the readers Where you right? Discussion in class: //Sap oozes from incision of trees Do tap in the spring. After the first thunder storm (cultural) Scientifically when is it ready? Temp out side Cold freezing at night (confirmation 40 degrees changes starches to sugar after 45 degrees sugar is no longer produced// //Water in the sap Sugar Boil out the water process

Thin out of the tree barley taste the sap How much do you boil it down? at least 75% percent

Family thing Work hard//

Review question and confirm findings in in text.

Chapter 8 Graves:

Scaffolded Reading Experence (JW)

JJSU The Roles of Purpose, Selection, and Reader in Planning a Successful Reading Experience * Three Critical Factors involved in comprehension: 1.) the purpose/purposes for reading -why reading is being done 2.) the selection -what is being read 3.) the reader (why, what, and who) -the person doing the reading Purpose: motivation "Reading is a conscious, deliberate act prompted by a plausible purpose." -we read to find: information, escape, excitement, or knowledge -motivate or give a reason for reading -determines how a selection is read -having a clear purpose aids comprehensionPurpose Matching reading purposes with the text and the Reader (JJSU) Select appropriate text, include interest Include cross curriculum Read together
 * Function of Purpose

Narrative Expository expose early readers, explicite instruction how to the text assist with structure of the text For example read questions first, then read the material then go back to the questions

Directed reading Activity(DRA) Served as the basic lesson format for the basil reader. (LD) Scaffolded Reading Experience More appropriate for younger readers grades 1-3Helping the learner to notice/solve a problem, carry out tasks, or achieve different goals that are beyond their normally unassisted efforts. (LD) With skills in place now focus on reading for purpose
 * Five Frameworks-**

Prereading AcivitiesTake the time to help the children prepare for what they will be reading. (LD) Motivate your learners to want to read by doing activities that will enhance enthusiasm and eagerness to explore and discover. (LD)

Build background knowledgePre-reading: Talk with them or write about what they already know about the subject. (LD) Text specific knowledgeUse outlines or graphic organizers to build text specific knowledge. It provides a way for students to search within text in their reading selections for different information. (LD) Text to world connections Relating the reading to student's livesHelp the students to recall situations from their own lives and experiences and make a connection to the text. (LD) Preteach vocabulary Helps in their understanding and enjoyment of the text! =) (LD)

Modifying Text? Increase reading level for students to be challenged Re write text for key components and facts eliminate frustration level reading

Questioning Discussion Writing Drama Artistic and nonverbal activities Sketch to stretch

Guided Reading small groups same level same needs specific text used for reading levels focus on skill set for example fluency specific out comes and benchmarks background knowledge needs to be built and connected Good time to assess students adjust lesson planns use time as teachable moments

Story grammars Story maps
 * For narrative text**

KWL DRTA Reading Guides-study guides-notes, time-lines, some prepared guide may need revision, reading guides should consist of questions and activities related to specific texts students are reading & their purpose for reading them.
 * Expository text**

Discussion Web Semantic web and weaving
 * For all types of Text**

Diversity Expose students to as much different reading as possible Include as many authors from other cultures Watch for stereo types use it as a point of discussionAll students need to explore ideas and express themselves in a variety of ways. We need to provide opportunities for learners to express themselves through writing and speaking as well as artistically and dramatically. (LD) Assigned reading strategies Scaffolded Reading Experence (JW)* Helps students to achieve success in what they are reading 2 phases Planning and Implementation Story Maps (LS) Guided Reading (MP)* Small groups with a text that is a slight challenge to the reading level of that partial group.Teacher- select appropriate materials for students to read. Rule of thumb- students should be able to have 90% accurately. Once selected, students given individual copies. Students read either quietly or silently while teacher observes, guiding when necessary and encouraging them to use strategies to unlock meaning. Once finished reading, the student(s) and teacher talk about what they have read. KWL (cp)


 * Monday, March 1, 2010**


 * "The man who does not read has no advantage over the man who cannot read"**- Mark Twain

The value of Literature builds curiousity (MD)

Literature helps learners to experience things and ideas they may not encounter in their normal lives. Literature is many things to many people. It can be an escape from despair, the path to knowledge, the stretcher of mind and imagination. (LD)

Literature Extends Knowledge Literature Promotes Intellectual and Emotional Insight Literature Humanizes // Literature- Limits? //Literature in a sense, falls into a category of freedom of speech...Anything goes, but as an educator it is up to you to decide what access children have to it. (LD)

Trashy literature opens up doorways to other literature. It allows students who are not interested in reading to relate to something that they are interested in. (MP)

Trashy literature can be used as a tool for children to decipher what good and bad sentence structure looks like. The students can find a line that is not correctly written and edit it to represent good sentence structure. (CS)

Multicultural Literature- Our learners need to be exposed to different cultures and that exposure needs to be as accurate as possible. (LD)

Diverse perspectives

Writing as Response to Literature

Writing literature in Response to reading

Engaging in dialogue to facilitate writing

Reader's Theater as response to Literature Provides opportunity to interpret the mood, tone, and rhythms, of a piece of literature. Puppets, plays and other similar materials or methods. (MD)

Shared Reading as Response to literature

Libraries and Children's Literature

Classroom Libraries

Censorship

Reading Literature to Children Brown (1972) children who were read many liguistically complex books developed greater linguistic capabilites Trelease (1995) Read-a-loud constituted the single most important experience for reading success. Parents that read to children had a significant positive effect on Children's attitude to reading

Storytelling Art

__Attendance:__**
 * Monday, March 1, 2010

Ashley Bierman Jeremy Wescott Cameo Self Melody Peterman Janelle SU Peters.CLeona Mae Dixon Marcus Denny*


 * "The man who does not read has no advantage over the man who cannot read"**- Mark Twain

The value of Literature builds curiousity (MD)

Literature helps learners to experience things and ideas they may not encounter in their normal lives. Literature is many things to many people. It can be an escape from despair, the path to knowledge, the stretcher of mind and imagination. (LD)

Literature Extends Knowledge Literature Promotes Intellectual and Emotional Insight Literature Humanizes // Literature- Limits? //Literature in a sense, falls into a category of freedom of speech...Anything goes, but as an educator it is up to you to decide what access children have to it. (LD)

Trashy literature opens up doorways to other literature. It allows students who are not interested in reading to relate to something that they are interested in. (MP)

Trashy literature can be used as a tool for children to decipher what good and bad sentence structure looks like. The students can find a line that is not correctly written and edit it to represent good sentence structure. (CS)

Multicultural Literature- Our learners need to be exposed to different cultures and that exposure needs to be as accurate as possible. (LD)

Diverse perspectives

Writing as Response to Literature

Writing literature in Response to reading

Engaging in dialogue to facilitate writing

Reader's Theater as response to Literature Provides opportunity to interpret the mood, tone, and rhythms, of a piece of literature. Puppets, plays and other similar materials or methods. (MD) Shared Reading as Response to literature

Libraries and Children's Literature

Classroom Libraries

Censorship

Reading Literature to Children Brown (1972) children who were read many liguistically complex books developed greater linguistic capabilites Trelease (1995) Read-a-loud constituted the single most important experience for reading success. Parents that read to children had a significant positive effect on Children's attitude to reading

Storytelling Art

__Attendance:__**
 * Monday, March 1, 2010

Ashley Bierman Jeremy Wescott Cameo Self Melody Peterman Janelle SU Peters.CLeona Mae Dixon Marcus Denny*


 * "The man who does not read has no advantage over the man who cannot read"**- Mark Twain

The value of Literature builds curiousity (MD)

Literature helps learners to experience things and ideas they may not encounter in their normal lives. Literature is many things to many people. It can be an escape from despair, the path to knowledge, the stretcher of mind and imagination. (LD)

Literature Extends Knowledge Literature Promotes Intellectual and Emotional Insight Literature Humanizes // Literature- Limits? //Literature in a sense, falls into a category of freedom of speech...Anything goes, but as an educator it is up to you to decide what access children have to it. (LD) Trashy literature opens up doorways to other literature. It allows students who are not interested in reading to relate to something that they are interested in. (MP)

Trashy literature can be used as a tool for children to decipher what good and bad sentence structure looks like. The students can find a line that is not correctly written and edit it to represent good sentence structure. (CS)

Multicultural Literature- Our learners need to be exposed to different cultures and that exposure needs to be as accurate as possible. (LD)

Diverse perspectives

Writing as Response to Literature

Writing literature in Response to reading

Engaging in dialogue to facilitate writing

Reader's Theater as response to Literature Provides opportunity to interpret the mood, tone, and rhythms, of a piece of literature. Puppets, plays and other similar materials or methods. (MD) Shared Reading as Response to literature

Libraries and Children's Literature

Classroom Libraries

Censorship

Reading Literature to Children Brown (1972) children who were read many liguistically complex books developed greater linguistic capabilites Trelease (1995) Read-a-loud constituted the single most important experience for reading success. Parents that read to children had a significant positive effect on Children's attitude to reading

Storytelling Art


 * Monday March 8, 2010

Attendence**


 * Poetry

Poetry for Children**

Poetry is an emotional experience more than an intellectual one, and that is why children of all ages are capable of reading and writing poetry. Give them freedom to write down the random, the misspelled, and the confusing. May be confusing or wrong in your eyes but to them it is their thoughts or feelings. Give positive feedback to encourage more personal expression. (MP) Children's earliest exposures to poetry comes in the form of the nursery rhymes and quirky stories from Dr. Seuss. (LD) A gate way to creative writing Stimulates creative use of words, developes phonimic and phonic awareness, children enjoy working with nonsense words nusery rhymes stick in your head for a lifetime. Rooted in oral language and hearing it out loud offers a whole new meaning to the poem, it gives it life. (MP) Talking about poems** Reading poetry Memorizing Poetry Revising poetry
 * Preparing Children for poetry** **Appreciating Poetry**
 * Reading Poetry Aloud**
 * Children
 * Talking About Poets

Responding Children's Poetry

Sources of Inspiration for writing poetry** Good inspiration for children to write poetry can be by having children view various paintings, photography or listen to music. Have the children keep their own folder for poetry inspiration. (AB)
 * Language and Technical Devices of poetry**


 * March 12**/ **Assessment**

Chapter 3 /Cramer/ Assessing writing and reading

__Formative Assessment__: Aimed at improving instruction and learning Ex: design for literacy programs, delivery of instruction, environmental needs. cp This should not be done by outside person; they can not have an accurate or relvant assessment.(mp) __Summative Assessdentment__-different reports generated where one party has to answer to another party Guides Administrative decision making; report cards and standardized test results.(mp) __Research assessment__: inquires about the procedures, products, and processes of literacy is research oriented.cp Can lead to new or improved ways of delivering instruction.(mp) __Authentic assessment__: The best way to assess is by observing over a time period works best.cp __Purposeful assessment__: Always assess performance with a purpose;Knowing ahead of time what you need to be looking for when preparing to do assessments and observations.(mp) __assessment and curricular goals:__ Best assessment extends into and through instructional time and space; Observations derived from daily performance can be and often are more reliable and vaild than test performance- daily quick notes serve as more of a help to me then testing and screening that HS conducts(mp) __assessment and instruction__ __Culture and Language__- It is important to have awareness and sensitivity to children's differences as you assess. Having this awareness will help children build their learning and make them successful in school. (AB)
 * Three types of assessment**
 * Principles of assessment**

__Philosophy of assessment__ Children as partners in assesssment strengths and needs

Informal instruments Assessment as art and Science

Assessment of writing : Any writing is good. Observing children: writing performance checklist porfolio assessment- An organized collection of products and processes of both reading and writing which is either chosen by the teacher or students representing the students best work. (AB) holistic assessment: analytic assessment Primary Trait assessment Peer assessment Self-Assessment Grading children's writing

Assessment of reading Reading performance checklists Interest inventory: What the students like, what their interest are EX: fishing, reading, and magazines vs books. cp

IRI- Infomal Reading Inventory

General discription- Purpose and Nature Criteria for levels of performance Adminstering the IRI

Standard, High-Stakes Testing, Accountabiliy and the Curriculum //Peer Assessment - may promote socialization, it doesn't really provide the most accurate measurement of a student's ability (influenced by too many factors) JSU// // Assess- means to sit beside and assist. //// With that in mind, a teacher is constantly & consistently assessing, not just for the simple fact of assessment and what the children are or are not learning, but for their own personal reference as to what the teacher needs to teach and make known to the class. // Assessment of Reading- determining children's interests can be assessed through private & public conversations, books children select to read, what they talk about, & the activities they enjoy. ( this reinforces the statement above that a true teacher is always assessing.) The idea is to find out what a child knows, not what a child does not know. Questions to Ask:
 * // a teacher needs to find the strengths w/i each child and build on them if they are have a hard time in writing. //
 * // whatever assessment guide is used should represent the standards, thinkining, & experience of the teacher (btt) //
 * What else can you tell me?
 * What's your best guess?(btt)

Authors Showcase
 * 2-24-10**

Melody - Jaime Lee Curtis