1 Text User: Understanding Purpose and Form SESSION 4 Thinking about Thinking: Setting the Stage for Independent Reading

2 Overview A learning resource for educators with six sessions: 1.Thinking as a Habit of Mind 2.Meaning Maker: Interacting with Text 3.Code User: Breaking the Code 4.Text User: Understanding Purpose and Form 5.Text Analyzer: Critically Thinking about Text 6.Putting It All Together: Integrating the Four Roles Thinking about Thinking: Setting the Stage for Independent Reading Overview

3 Key Messages Early primary students are capable of thinking about their own thinking.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 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.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.Higher-order thinking is not about a series of events or lessons, but rather about developing a habit of mind. Thinking about Thinking: Setting the Stage for Independent Reading Overview

4 Learning Goals for Session 4 This session is intended to: deepen understanding of the role of the text user as dependent upon the relationship between the function and form of textdeepen understanding of the role of the text user as dependent upon the relationship between the function and form of text examine literate learners as they use a range of strategies to deconstruct and construct textexamine literate learners as they use a range of strategies to deconstruct and construct text examine relevant authentic purposes for constructing textexamine relevant authentic purposes for constructing text Thinking about Thinking: Setting the Stage for Independent Reading

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

6 Evolving View: Four Roles of the Literate Learner Click on page to animate graphic 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. Thinking about Thinking: Setting the Stage for Independent Reading

7 The Functionality of Text defines the relationship among the audience, the purpose and the form of the textdefines the relationship among the audience, the purpose and the form of the text is influenced by cultural and social contextsis influenced by cultural and social contexts is influenced by the relationship of the particular text form and the socio-cultural expectations associated with itis influenced by the relationship of the particular text form and the socio-cultural expectations associated with it Thinking about Thinking: Setting the Stage for Independent Reading

8 The text user asks … What features of the text help me to understand the message?What features of the text help me to understand the message? What is the key vocabulary that helps me understand the message in the text?What is the key vocabulary that helps me understand the message in the text? What text form is this? How do I know?What text form is this? How do I know? What is the purpose of the text?What is the purpose of the text? Why is this text form effective for the particular purpose and audience?Why is this text form effective for the particular purpose and audience? Thinking about Thinking: Setting the Stage for Independent Reading

9 Persuade Me Visit the Science Centre by clicking here! Visit the Science Centre by clicking here! Visit the ‘Be a Green Hero!’ site here! Visit the ‘Be a Green Hero!’ site here! Thinking about Thinking: Setting the Stage for Independent Reading

10 A Text User … understands that purpose and audience determine the way text is constructedunderstands that purpose and audience determine the way text is constructed uses this knowledge and a variety of thinking processes to read, listen, and view, as well as to write, speak and represent ideasuses this knowledge and a variety of thinking processes to read, listen, and view, as well as to write, speak and represent ideas thinks critically and creatively thinks critically and creatively As a reader … writes for a variety of authentic purposeswrites for a variety of authentic purposes chooses structures and text forms according to audience and purposechooses structures and text forms according to audience and purpose recognizes and imitates authors’ craftrecognizes and imitates authors’ craft thinks critically and creativelythinks critically and creatively As a writer … Thinking about Thinking: Setting the Stage for Independent Reading

11 Reading, Talking and Thinking Thinking about Thinking: Setting the Stage for Independent Reading View a video on the web: Reading, Talking and Thinking (Grade 1/2)

12 “Giving students a choice to read and write about things that fascinate them, to conduct inquiry based on their own questions and their own research and to present to an interested audience increases motivation.” Jobe and Dayton-Sakari, 2002 Read pages 1–3 of Non-Fiction Writing for the Junior Student. How are these messages reflected in early learning classrooms? Non-Fiction Writing Thinking about Thinking: Setting the Stage for Independent Reading

13 Integrated Learning Creating real life purposes for reading and writing Thinking about Thinking: Setting the Stage for Independent Reading View videos on the web: Cereal Box Read: Writing a List (Kindergarten) Authentic Writing Experiences (Kindergarten) Authentic Learning: Making Connections (Grade 1/2)

14 What opportunities do your students have to be text users and learn new ways to understand and compose a variety of texts?What opportunities do your students have to be text users and learn new ways to understand and compose a variety of texts? What changes in your practice might result from the ideas presented today?What changes in your practice might result from the ideas presented today? What do your students need next to become better text users?What do your students need next to become better text users? What do you need to do next to support your students’ needs?What do you need to do next to support your students’ needs? Inquiry Habit of Mind Thinking about Thinking: Setting the Stage for Independent Reading

15 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

16 Hand-outs and Reference Documents Thinking about Thinking: Setting the Stage for Independent Reading Resources 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: