1. TEACHING THE LANGUAGE ARTS Michelann Parr • Terry Campbell
prepared by
Jackie Eldridge,
University of Ontario Institute of Technology

2. Chapter 10 L is for Literacy: Strategies and Techniques from A to Z

3. Questions to Guide Your Learning
How do I select strategies appropriate for my students’ needs and the context of my classroom? How do I teach effective strategy use by applying the continuum of support?
How do I gradually release responsibility for strategy use to my students?
What are some effective strategies that support students as they make real-world connections between reading and writing?
How do I manage the quantity of information and the number of literacy strategies?

4. Effective Strategy Use
Explicit instruction;
Goal is student independence;
Strategies are explained, demonstrated, and practiced within a structured, supportive environment;
Continuum of support;
Establish a purpose for learning and activating prior knowledge;
Introduce strategies, explain what to do, model and provide multiple opportunities for guided and independent practice.

5. Before, During and After Strategy Instruction
Introduce;
Explain the purpose;
Explain the steps of using the strategy and provide examples.
During:
Demonstrate by modelling – use think aloud;
Review the steps while using the strategy;
Provide opportunities for guided practice.
After:
Encourage reflection on information gathered and the use of strategies.

6. Strategies from A to Z ABC Bookmaking Anticipation Guides
Making books using the alphabet as a framework
Anticipation Guides
Help students understand what they already know and understand
Author’s Chair
Students read their written work to peers who respond and provide feedback
Book Talks
Students read a book and then discuss why they chose the book and what they liked about it

7. Strategies from A to Z Choral Reading Cloze Procedure
Sometimes called ‘unison reading’; students read lines or stanzas alone, in pairs, or in unison
Repeated oral readings of texts from a variety of perspectives, using tone, volume, movement, and gesture
Cloze Procedure
Words are deleted from a passage and students are required to insert the missing words as they read to complete and construct meaning

8. Strategies from A to Z Directed Reading-Thinking Activity
Teacher engages students in critical thought before, during, and after reading to enable students to learn how to read attentively, actively, and critically, and set purposes for reading,

9. Strategies from A to Z Elkonin Boxes Expository Text Strategies
Word-solving strategy for K-2; focus on hearing and recording sounds using ‘sound boxes’
Expository Text Strategies
Use a variety of content area texts (videos, newspapers, magazines, CDs, websites, etc.) to look at, preview, and read text in a special way C A T

10. Strategies from A to Z Five-Finger Book Test
Strategy to help decide if a book is too hard, too easy, or just right
As students read, they place a finger on each puzzle word encountered on a page
No fingers down: book is too easy
Five fingers down: book is too hard
More than five fingers down: processing of words likely to interfere with comprehension

11. Strategies from A to Z Goldilocks Strategy Graphic Organizers
Strategy to help decide if a book is too hard, too easy, or just right; as they read, students ask questions, e.g., “Am I confused about what is happening in most of the book?” “Can someone help me with the book if I hit a tricky spot?”
Graphic Organizers
Visual tools that allow students to represent information and help to create pictures, patterns, and relationships

12. Strategies from A to Z Home-school Connections Integrated Units
Teachers help parents to support their children’s literacy development, e.g. by using a literacy newsletter to highlight curriculum expectations and to provide suggestions
Integrated Units
Make links between subjects and areas of study

13. Strategies from A to Z Journals
Students write their way to understanding and learning and demonstrate their developing understanding of literacy, learning, & content
Art journals, math journals, science journals, dialogue journals, double entry journals, multiple entry journals, learning logs, personal journals, quick write journals, quotation journals, reader response journals, 3R journals (retell, relate, reflect),

14. Strategies from A to Z
Keys to
Comprehension

15. Strategies from A to Z Literacy Cafés More Cloze Procedure
Permanent time or place reserved for sharing written work, what is being read, favourite book reviews, and book talks
More Cloze Procedure
Modified cloze passages used to reinforce knowledge of parts of speech

16. Strategies from A to Z
Multiple Intelligence Responses to Reading and Writing
Design response activities with multiple intelligences to allow full expression of individual understanding; e.g. see p.350
Music Literacy
Using music (instruments, singing) to develop effective readers, e.g. songs and poems foster awareness of rhyme, rhythm, alliteration, and phonics

17. Strategies from A to Z Novel in a Day Oratory or Public speaking
The whole class works together to collect evidence, reconstruct, and make sense of text
Oratory or Public speaking
Make a speech before an audience
Develop confidence in speaking formally in front of an audience and communicating effectively to others

18. Strategies from A to Z
Poetic Surfing and Other Pre-Reading Strategies for the Content Areas
Poetic surfing and Internet searches
KWL Plus
Poetry Gallery
Showcases 10 to 15 poems
Students asked to read and make sense of poems using a variety of strategies

19. Strategies from A to Z Question-Answer Relationship (QAR)
Helps students to realize that there is a relationship between the question asked and the answer provided
Question the Author (QtA)
Students build deeper-level understanding of text as they consider ideas in depth with a writer’s and reviser’s eye

20. Strategies from A to Z R.A.F.T Reciprocal Teaching SQ3R
Enhances understanding of content material or informational text: Role of writer, Audience for writer, Format of writing, Topic addressed
Reciprocal Teaching
Students and teachers actively engage in dialogue about texts
SQ3R
Students survey, question, read actively, recite, review in order to construct meaning while reading

21. Strategies from A to Z Teaching with Twin Texts/Text Sets U.S.S.R
Teaching with groups of interrelated titles usually connected by a topic or theme
U.S.S.R
Uninterrupted sustained silent reading
Designated time where all students and the teacher read in class, usually for pleasure
Visualization (Forming Mental Images)
Inferring mental images based on the information the author has provided

22. Strategies from A to Z Vocabulary Work Word Splash Word Walls
Students explore words, their meanings, and uses
Word Splash
Random arrangement of key words around a curriculum topic
Word Walls
A collection of words displayed and organized and used by students as they read, write, and emerge into literacy

23. Strategies from A to Z
eXtremely Engaging Ways to Teach Story Elements and Respond to Text
Students encouraged to make connections to text
Yearn to Read
Motivation and self-confidence readers develop that encourages them and instills in them a desire to “get lost in a book”
Zeroing in on Reading Strategies
Teachers need to zero in on reading strategies and students need to have full access to these strategies

24. Adding Strategies What strategies would you use and why?
Add some additional strategies to the A to Z list.
Gallery Walk of new strategies.

25. Reflections
How do the use of these strategies improve my students’ reading?
How can I reflect on my own use of the strategies?

26. Copyright
Copyright © 2007 John Wiley & Sons Canada, Ltd. All rights reserved. Reproduction or translation of this work beyond that permitted by Access Copyright (the Canadian copyright licensing agency) is unlawful. Requests for further information should be addressed to the Permissions Department, John Wiley & Sons Canada, Ltd. The purchaser may make back-up copies for his or her own use only and not for distribution or resale. The author and the publisher assume no responsibility for errors, omissions, or damages caused by the use of these files or programs or from the use of the information contained herein.