1. METHODS AND MATERIALS IN READING/LIT WEEK 2 Betsy Brown SUNY Geneseo Brownem@geneseo.edu

2. AGENDA  Language Cueing Systems  Discussion of Reading  Reading in Perspective  Review of Three Reading Models  Interrelated Elements of Workshop  Museum Walk and Share  Theory and Practice Presentation Groups

3. LANGUAGE CUEING SYSTEMS Language is systematic. As readers attempt to construct meaning, they use three linguistic cueing systems:  Graphophonic System – cues from letters and letter patterns (Visual)  Syntactic System – grammatical cues (word order, word endings, etc.)  Semantic System – meaning cues (meaning of words and phrases and how they relate to each other) The interrelations of these systems along with the pragmatic system (Social-Cultural context) support the language user. (Goodman, Watson & Burke, 2005)

4. LANGUAGE CUEING SYSTEMS Cueing SystemBrief SummaryRelated Question Syntax Structure of language Rules of grammar that help us know how to string words together to make a sentence sound like english Does this sound like language? Semantic Meaning system of language What words and phrases mean and how these change over time Does this make sense? Graphophonic Relationship between letters and sounds Including graphic information on page How do these letters and their sounds help me choose a word that makes sense here? Pragmatic Social rules that let us know what language is acceptable and expected What might someone say in this situation?

6. DISCUSSION OF READING We’ll do a Jigsaw Activity to discuss this article.  Create a group of 5  Choose an Era to become an “expert”  Conditional (1950 – 1965)  Natural (1966 – 1975)  Information Processing (1976 – 1985)  Sociocultural (1986 – 1996)  Engaged Learning (1996 – Present)

7. DISCUSSION OF READING  You’ll leave your original group of 5 to join a larger “expert” group.  DISCUSS only your section for about 10 minutes. Gather information and ideas to bring back to your original group.  After 10 minutes is up, you’ll head back to the original group of 5 and talk about the Eras through the years. Each person should share what they talked about in their expert group.

8. WHAT DOES THIS MEAN FOR US? With your group:  Review the Historical Lesson Learned Section and Recommendations for Practitioners. BE READY TO SHARE OUR YOUR THOUGHTS WITH THE ENTIRE GROUP!

9. READING MODELS Phonics/Subskills Skills Holistic

13. BREAK!!  Please remember to sign attendance sheet.  Meet back in 10 minutes Thank you for bringing snacks, Tracey and Lindsey!!

14. WHEN I SAY… BALANCED LITERACY PROGRAM What does that mean to you? Take the next few minutes to write down your thoughts about Balanced Literacy.

15. Collins, K. (2004) Growing Readers.

17. FOUNTAS AND PINNELL’S CONTEXTS FOR LEARNING TO READ Fountas and Pinnell (2006) Teaching for Comprehension and Fluency.

18. WHAT DO EACH OF THESE ELEMENTS LOOK LIKE IN THE CLASSROOM?  You and a partner will be reading an excerpt from Collins and/or Fountas and Pinnell.  TASK: Develop a poster based on your balanced literacy element.  Be sure to describe what the element looks like and how you may teach it.  You may use graphic organizers, pictures, etc. to help relay the information.  Be creative!!  Be prepared to share your poster with the class.

19. MUSEUM WALK Each poster is taped up around the room. Walk around to look at each poster - take notes and write down questions about each element. We’ll talk as a whole group after about 15 minutes or so.

20. THEORY AND PRACTICE PROJECT/PRESENTATION Last week, you ranked these topics:  Comprehension (Within Text)  Comprehension (Beyond Text)  Comprehension (About Text)  Accuracy  Fluency  Expanding Vocabulary  Word Study/Spelling And the groups are…

21. THEORY AND PRACTICE PROJECT/PRESENTATION Tonight:  Pick your presentation date  Start to think about questions to include on your survey for class.  You may want to use Survey Monkey!  Try to get survey completed as soon as possible so you have data to drive your presentation.

22. NEXT WEEK…  We’ll talk about Literacy Coaching.  Please complete assigned reading.  Contact me with any questions, concerns, suggestions, thoughts, etc.  brownem@geneseo.edu brownem@geneseo.edu  Phone: (585) 245-1188  Have a great week!