1. Teaching Literacy in the 21 st. Century Session 3 Ian Hauser

2. Balanced Literacy Reading TO Reading WITH Reading BY the student the student the student

3. Balanced Literacy Different Levels of Support Read Aloud Full Support Reading To Students Shared Reading High Level of Reading With Support Students Guided ReadingSubtle Form of Reading By Students, Support Needed With Teacher Support Independent ReadingStudents assume Reading By Students Full Responsibility Ros Hughes - AUSSIE

4. Read Aloud is not Round Robin Reading A Read Aloud is a demonstration of what a good reader does Only the teacher reads

5. Read Aloud A Read Aloud is a demonstration by an excellent reader – the teacher or another professional. A good Read Aloud displays the intent of the writer through the performance of the reader. “Stuck in Neutral” - Terry Trueman

7. Read Aloud Interactive Read Aloud Focus for listening  While I am reading today, note down in your Reader’s Notebook how ………..  We are up to the part where ……. Today I want you to listen for ………….

8. Read Aloud Interactive Read Aloud “Z for Zachariah” By Robert c. O’Brien

9. Read Aloud 1.Why is the narrator afraid? 2.Is the narrator male or female? 3.What has happened? 4.What is about to happen?

10. Balanced Literacy Reading TO Reading WITH Reading BY the student the student the student

11. Shared Reading is a think aloud demonstration of what a good reader does in their head.

12. Shared Reading Don Holdaway “Shared-Book Experience” Shared Reading emulates and builds from children’s experiences with bedtime stories, so we need to remind ourselves of the features in those situations

13. Shared Reading For the parents who engage in it, reading books to their youngsters provides deep satisfaction and pleasure In the classroom the teacher need not always have a specific teaching point – fun is good too! We learn new things ‘when its easy’.

14. Shared Reading The stories themselves are enriching and deeply satisfying In the classroom, this means the book selection must be rich and varied

15. Shared Reading There is a supportive and emulative adult who answers questions directly and readily without interfering with what the child is trying to do In the classroom, this means that the teacher plans carefully for close reading of the texts, but is available when the students need help with the text.

16. Shared Reading Although the adults are usually willing to explain meaning and answer questions, they are seldom very worried about making certain that their infants understand every last word or have direct sensory experience of every new concept In the classroom, this means targeting the teaching, but being flexible to the needs of the readers!.

17. Shared Reading Orientation to the book language develops in an environment of rich exposure beyond immediate needs In the classroom, this means at times exposing the students to rich literature which would be beyond their grasp without teacher support. The purpose is not necessarily to prepare for Independent Reading, although this is the long term goal

18. Shared Reading The infant is involved in the selection of those books which will deeply preoccupy her: the request to ‘read it again’ arises from a natural and important developmental demand In the classroom, this means repeated readings of favorite texts

19. Shared Reading In her own play at ‘being a reader’ the infant quickly avails herself of the opportunities to practice and experiment with a selection from the material made available through repeated readings In the classroom, this means that the books used for Shared Reading must be accessible by the students for Independent Reading, Paired Reading and Read Aloud

20. Shared Reading For the parents who engage in it, reading books to their youngsters provides deep satisfaction and pleasure The stories themselves are enriching and deeply satisfying There is a supportive and emulative adult who answers questions directly and readily without interfering with what the child is trying to do Although the adults are usually willing to explain meaning and answer questions, they are seldom very worried about making certain that their infants understand every last word or have direct sensory experience of every new concept Orientation to the book language develops in an environment of rich exposure beyond immediate needs The infant is involved in the selection of those books which will deeply preoccupy her: the request to ‘read it again’ arises from a natural and important developmental demand In her own play at ‘being a reader’ the infant quickly avails himself of the opportunities to practice and experiment with a selection from the material made available through repeated readings

21. Grade 1 Shared Reading Viewing Lens Does the teacher…… 1.Show genuine enjoyment 2.Model how readers act and think? 3.Model fluent, phrased reading? 4.Teach book and print conventions? 5.What is the purpose of the lesson?

23. Grade 1 Shared Reading Viewing Lens Does the teacher…… 1.Show genuine enjoyment 2.Model how readers act and think? 3.Model fluent, phrased reading? 4.Teach book and print conventions? 5.What is the purpose of the lesson?

24. Grade 4 Predictions Viewing Lens 1.What is different in this lesson from the Grade 1 lesson? 2.What things are the same?

26. Grade 4 Predictions Viewing Lens 1.What is different in this lesson from the Grade 1 lesson? 2.What things are the same? 3.What do you think Bernadette should teach next, using this text?

27. Grade 6 Whole Class Prediction Viewing Lens 1.What is the purpose of the lesson? 2.How could Kate improve on this lesson? 3.What would you say to Kate if you had observed this lesson ‘live’?

29. Grade 6 Whole Class Prediction Viewing Lens 1.What is the purpose of the lesson? 2.How could Kate improve on this lesson? 3.What would you say to Kate if you had observed this lesson ‘live’?

30. Reading TO Reading WITH Reading BY the student the student the student

31. Guided Reading is practice with help of a specific strategy using a specific text for a specific purpose. A ‘group’ is not a life sentence

32. Guided Reading Guided Reading is at the heart of the Teaching of Reading to struggling students. For Guided Reading to be successful, classroom procedures must be well established….  What are all the other students doing?

34. “how’s it going?” Carl Anderson Chapter 7 “What Are All the Other Students Doing?” 1.Working in their Writer’s Notebooks, collecting ideas for future projects or developing seed ideas before starting drafts. 2.Composing, revising or editing drafts. 3.Studying model pieces of literature. 4.Having peer conferences 5.Working in the Writing Center 6.Using art supplies or the computer to publish a piece.

35. “how’s it going?” Carl Anderson Chapter 7 “What Are All the Other Students Doing?” 1.Reading silently. 2.Listening to digital recordings. 3.Working in their Reader’s Notebooks, completing “Responses to Literature”, collecting quotes, vocabulary, seed ideas, etc. 4.Studying model pieces of literature. 5.Having peer conferences 6.Preparing book recommendations 7.(Did I mention Reading Silently?)

37. Guided Reading What was the purpose of the lesson? How did the teacher interact with the students? Was there any explicit teaching? What should the teacher do next?

38. Guided Reading Does the teacher make the purpose of the session explicit? Does the teacher address the needs of each student? Does the teacher give the students explicit instructions to improve their reading? What should the teacher do next?

40. Reading TO Reading WITH Reading BY the student the student the student

41. Independent Reading is a chance for students to practice and transfer. The single most important strategy to improve reading is Independent Reading and lots of it.

42. “ Students learn to read by reading” Frank Smith “The best way to encourage reading is to reduce the ‘stuff to reading’ ratio.” Richard Allington

43. Independent Reading Establishing Routines  Where do the students get the reading materials from?  How do you ensure that the material is at the right reading level? What records should the teacher keep?  What is expected during Independent Reading? (Of the teacher – of the students)  What about a Classroom Library?  How do students abandon a book?  How do students choose reading material?  How do students discuss their reading?  How often should students reading independently?  Is this only for English classes?