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

540

Instructional Density The Reading Block 90 – 120 minutes per day Building Student Reading Proficiency

Cumulative Effects Grades K d a y s Student Reading Proficiency

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.

    ’   

WordTeacherStudent Responsibility Opportunities Engagement Demonstration Risk Taking Instruction Response Choice Time Assessment

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

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

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

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

KindnessLoveFamily ChangeImportance of an Object Loss

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

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. Charting

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

Big Books Big Bang Getting the Most from Shared Reading

18 Comprehensive Literacy Framework

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

22 Five ways Shared Reading benefits student learning. 1. It demonstrates fluent reading. 2. It provides a place where you introduce reading strategies through Strategy lessons-- Strategies That Work is a great source for this. 3. It encourages Accountable Talk -You can teach children how to state an opinion and defend it with others, without hitting someone. (Janet Allen said that!) 4. Because the teacher is reading, students are not at risk. 5. It promotes a gradual "release of responsibility model"* for readers. *Pearson, P. David, and Margaret C. Gallagher "The Instruction of Reading Comprehension." Contemporary Educational Psychology 8: Strategies That WorkAccountable TalkPearson, P. David

Have you ever cleaned an animal? What are some of the things crazy people do? Crazy YesNo