Becoming an Effective Literacy Teacher Fourth Edition Robert Ruddell Copyright © 2006 by Allyn and...

Becoming an Effective Literacy TeacherFourth Edition

Robert Ruddell

Copyright © 2006 by Allyn and BaconA Pearson Education Company

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Teaching Children to Read and Write

Copyright (c) 2006 by Allyn and Bacon

Influential Teachers

Use clearly formulated instructional strategies.

Have in-depth knowledge of reading and writing processes as well as content knowledge.

Tap students’ internal motivation by stimulating students’ intellectual curiosity and desire to solve problems. 1.1


National Assessment of Educational Progress (NAEP)

1992-2003

Achievement Differences

Reading Interest

Instructional Approaches

Skills Emphasis

1.2


Effective Instructional Approaches

Basal Reader Approach

Literature-Based Approach

Language-Based Approach

Technology-Based Approach1.3


Features of Basal Reader Approach

Program uses a predetermined skill sequence

Instruction relies on student basal text with lesson plans provided

Directed Reading Activity (DRA) is predominate group reading strategy

1.4


Features of Literature-Based Approach

Highly individualistic and rely heavily on teacher initiative and decisions

Group sets of core literature books used so children read and respond to the same book.

Teacher guides reading-response groups and students maintain individual response logs

End-of-book summary and synthesis activitiesAssessment through informal teacher

observations

1.5


Features of Language-Based Approach

Teacher makes instructional decisions.Children are immersed in language

and are actively involved and responsible for their own learning.

Language and literacy used for real-life purposes.

Ongoing informal teacher observation

1.6


Features of Technology-Based Approach

Assist students in moving easily among and across symbol systems to construct meaning.

Serve as an engaging resource. Support a cooperative-learning environment.Provide a means for popular culture to

become part of the classroom.Provide opportunities for children to engage

in three key processes–inquiry, authorship, and ownership.

1.7

Technology can:


Reading and Writing History 1607-1910

Hornbook

New England Primer

McGuffey Eclectic Readers

Basal Readers

1.8


Reading and Writing History 1910-2006

Basal Reader

Language-Based Programs

Literature-Based Programs

Computer-Based Instruction

1.9


Expert Reader Competencies

Word analysisMeaning cluesStory schemataMotivationHypothesizingComprehension strategies

2.1


Oral Language Development

Mastering Phonology

Mastering Grammar

Mastering Syntax

Developing Vocabulary

2.2


Invented Spelling and DevelopmentalSpelling Patterns

Prephonemic Spelling

Phonemic Spelling

Letter-name Spelling

Transitional Spelling

Derivational Spelling

2.3


Writing Development

Primary Grades

Early writing development resembles spoken language

K-1 writing content is egocentric-social, self, family, friends and environment

Intermediate Grades

Increased awareness of characterization and plot

Move from simple to compound/complex sentences 2.4


Reading AcquisitionPrimary Grades

Phonics and Other Word-Identification Skills

Word Identification

Phonics, Phonemes, and Phonemic Segmentation

Comprehension

Concepts

Word Knowledge

Developing Sense of Story Chronology and Plot

Story Reading2.5


Reading AcquisitionIntermediate and Middle School Grades

Word Identification in Grades 4-8

Analyze larger words using syllable generalizations

Fluency and near-automatic word identification

Story Comprehension in Grades 4-8

Refined sense of narrative

Expository

Content Area Reading in Grades 4-8

Developing understanding of text organization

Expanding vocabulary load

2.6


Learning Functions of Language

2.7

Instrumental “I want” Regulatory “do as I tell you” Interactional “me and you” Personal “here I come” Heuristic “tell me why” Imaginative “let’s pretend” Informative “I’ve got something to tell you


Sociocognitive Theory of Language and Literacy Development

Piaget’s Theory of Cognitive Development

Vygotsky’s Theory: Zone of Proximal Development

Schema Theory

2.8


The Reading Comprehension Process: A Synthesis

Activating Background Knowledge

Activating and Applying Monitoring Strategies

Using Constructed Meaning for Expected Outcomes

Helping Students Develop Expert Reader Competencies

2.9


Optimal Conditions for Literacy Learning

Children are immersed in languageChildren and teachers are involved in

meaningful demonstrations of languageLanguage is employed for real life purposesChildren assume responsibility for their

learningAdults expect that all children will learnApproximation is encouragedOn-going feedback is given to learners

3.1


Teaching Specific Language of Instruction

Direction words: right, left, top, under

Ordering words: front, middle, first

Color words: red, green, blue

Geometric shape:circle, square, triangle

3.2


Concepts about Pictures and Print

Picture knowledge

Print knowledge

Page knowledge

Book knowledge 3.3


Skill Sequence for Phonemic Awareness

Identify word unit

Identify syllable unit

Identify rhyme

Identify phoneme3.4


Teaching Observation and Writing Awareness

Expression Through ArtDescriptive Language from

ObservationDescriptive Language from Sensory

ExperienceLanguage Experience StoriesCollection and Recording Words and

Images 3.5


How to Do… Spelling Instruction

Encourage invented spelling. “Spell it the way you think it should be spelled.”

“How do you think the spelling starts?”“Here’s how we usually spell. Look how

close you came.”Convert invented spellings to conventional

during revision and polishing stages of writing.

Keep a “word bank” from words students want to learn. 3.6


Teaching Concepts of Story and Narrative

Basic to developing a sense of story and narrative: Stories have characters, settings, events, and a plot A sense of sequence as story events unfold Ability to make inferences and predictions about events and

outcomes Ability to retell and create simple stories

Shared Book ExperiencesPredictable BooksThe Directed Listening-Thinking Activity (DL-TA)

3.7


Home TablesCircle Area TablesReading-Center TablesWriting CenterArt, Activity, and Play Centers

3.8

Organization of K-1 Classrooms


Organization of the Kindergarten Day

Managing the classroom

Establishing rules and routines

Showing children how to “do” school

3.9


Early Reading and Writing Assessment

Understands language of instruction and group participation

Has picture- and print-awarenessKnows how to use observing, recording,

and writing knowledgeDemonstrates sense of story and narrativeDemonstrates positive attitude toward

literacy activities

3.10


Four Levels of Thinking

Factual level

Interpretive level

Applicative level

Transactive level

4.1


Seven Comprehension Skills

Identifying DetailsEstablishing Sequence of EventsAssociating Cause and EffectDetermining Main IdeaPredicting OutcomesValuingProblem Solving

4.2


Comprehension Questioning and Discussion Strategies

Focusing

Extending

Clarifying

Raising

Receiving

Controlling

Ignoring

Wait time

4.3


Directed Reading Activity(DRA)

Preparation for reading

Guided silent reading

Comprehension development & discussion

Purposeful rereading

Follow-up activities and skill extension4.4


Directed Reading-Thinking Activity (DR-TA)

Phase one: Directing and guiding children’s thinking processes throughout the story

Phase two: Extension, follow-up activities, and skills development based on student needs

4.5


Comprehension Process Strategies

PReP (PreReading Plan)QAR (Question-Answer

Relationship)ReQuest (Reciprocal Questioning)Reciprocal TeachingGMA (Grouping Mapping Activity)

4.6


(PReP) Three Steps in the Instructional Phase

Initial association with the key topic or concept

Reflections on the initial associations

Reformulation of knowledge 4.7


(PReP) Response-Analysis Phase

Teachers use observations from the three steps of the instructional phase to determine if students have sufficient prior knowledge.

Students with little prior knowledge about a concept tend to respond with irrelevant words and may need direct instruction.

4.8


Question-Answer Relationship (QAR)

Right There

Think and Search

Author and You

On My Own4.9


Reciprocal Questioning (ReQuest)

IntroductionInitial reading and student

questioningTeacher questioning and modelingContinued reciprocal questioningSetting a purpose for readingSilent readingFollow-up discussion 4.10


Reciprocal Teaching

Predicting

Question generation

Clarifying

Summarizing4.11


Group Mapping Activity (GMA)

Creating story maps

Displaying and sharing story maps

4.12


Goals in Vocabulary Development

Help children develop new vocabulary knowledge in the context of reading material

Develop children’s background knowledge of concepts and word labels

Teach children how to understand new word meanings independently

Develop and activate vocabulary processing strategies

Build positive attitudes toward vocabulary learning and encourage independent word learning

5.1


Six Vocabulary- Learning Tasks (Graves)

Learning to read known wordsLearning new meanings for known wordsLearning new words representing known

conceptsLearning new words representing new conceptsClarifying and enriching the meanings of known

wordsMoving words from receptive to expressive

vocabularies5.2


Key Principles of Vocabulary Instruction

Use a variety of instructional approaches. Use instruction that provides for active learning. Develop new words by relating them to semantically

similar words through contrast and comparison. Vocabulary learning is a social process. Base selection of new vocabulary for instruction on the

importance of the words to the story or content material. Consider the objectives of your instruction to determine

when to develop vocabulary--before, during or after reading.

5.3


Motivation for Word LearningThe word has an appealing, interesting

sound and is adult-like in usage.The word involves strong emotion or

could be embarrassing if mispronounced.

The word has immediate usefulness.The word is common in peer-group

usage.

5.4


Teaching Vocabulary in Context (TVC)

1. Identify New Vocabulary

2. Establish Meaningful Story Context

3. Introduce New Words

4. Evaluate Vocabulary Knowledge5.5


Context-Structure-Sound- Resource System (CSSR)

ContextStructureSoundResource

5.6

How to figure out a word you don’t know:


After-Reading Vocabulary Instruction

Meaning manipulation--questions and sentences

Novel situations and questions

Group Design of questions, sentences, and Novel situations

5.7

Semantic Development and Enrichment Instruction (SDEI)

Strategy


Instruction to Support Word Learning and Build Meaning Connections

Interactive Cloze

Synonyms & Antonyms

Similes & Metaphors

Concept Webs

Semantic Maps

Semantic Features Analysis (SFA)

Vocabulary Logs & Journals

Word Sleuthing Strategies

5.8


Concept Webs and Semantic Maps

Determine a concept or a topicWrite the topic in center of boardHave children brainstormRecord their ideas on the boardInvite children develop categoriesHave children create their own

semantic maps5.9


Vocabulary Logs or Journals

Alphabetical organization

Chronological organization

Subject matter organization

5.10


Word borrowings from Other Languages or Cultures

African -- banjo/voodooChinese -- dim sum/wontonDutch -- cookie/sleighFrench -- chowder/prairieGerman -- kindergarten/hexGreek -- magic/barometerItalian -- opera/pianoSpanish-- mosquito/alligator

5.11


Research on Beginning Reading

Systematic phonics instruction is beneficial to reading and spelling for K-6 students and delayed readers.

To use letter-sound associations well, students must have developed phonemic awareness.

Purpose of phonics instruction is to develop accurate word identification to support the main reason for reading--comprehension of text. 6.1


Developmental Stages in Word Recognition

Pre-alphabetic stage (visual cues)

Partial-alphabetic stage (letter association)

Full-alphabetic stage (letter-sound relationships)

Consolidated-alphabetic stage (letter-patterns,

syllable-word relationships)

Automatic-alphabetic stage (auto-recognition,

strategic)6.2


Order of Word Identification skills

1. Print Awareness

2. Phonemic Awareness

3. Phonics: Letter-sound

4. Phonics: Letter Patterns and Rhyme

5. Syllable Identification

6. Context Clues

7. Automatic Word Recognition

8. Reading Fluency

9. Skill Application Through Wide Reading

6.3


Teaching Word Identification Skills

Print awareness and letter recognition Phonemic awareness and phonemic segmentation An understanding of and ability to use phonics skills Understanding syllable identification An understanding of context clues Automatic recognition of words Reading fluency High level skill application and automaticity for word-

learning skills and strategies leading to meaning construction.

6.4

Develop:


Teaching Phonics

Implicit PhonicsAn instructional method in which letter-sound relationships are taught in the context of the words in which they are found

Explicit Phonics An instructional

method in which letter-sound relationships are taught by articulating the sounds in isolation

6.5


Letter-Sound Relationships

Single consonantsConsonant digraphsConsonant blendsShort vowel soundsLong vowel soundsDiphthongsR-controlled vowels

6.6


Digraphs – Examples

chch

/ch//k/

chipchasm

ph /f/ phone

gh /f/ tough

ck /k/ bucket

6.7


Constant Blends – Examples

bl bluecl closefl flydr drawpr prettyst startsk skate

6.8


Diphthongs – Examples

oi /oi/ boil, coil

ow /ow/ cow, bow

ou /ou/ ouch, bounce

6.9


Instructional Strategiesfor Teaching

Compound words

Affixes and roots

Context clues

Reading fluency6.10


Common Prefixes and Suffixes

de Away from depart, decline

ex From/out of expel, exempt

sub Under/below submarine,subway

ful Full of playful, thankful

able Capable ofbeing

debatable,understandable

6.11


Context Clues

Definition in context

Contrast and comparison

Example-illustration

Prefix or suffix 6.12


A Well-Designed Literature Program

Fosters high motivation to readDevelops new conceptsHelps students enjoy reading literatureDevelops understanding of selfHelps students to understand the power

of language Increases reading fluencyProvides authentic learning

opportunities7.1


Reader Motivation andResponse Process

Reader identification

Catharsis

Insight

7.2


Instructional Stances

Efferent Stance Focuses on reading for content and information Often used when reading subject-matter content to

increase knowledge and information

Aesthetic Stance A transaction between the reader and the text to

experience the story, event, or ambiance created by the text

Involves a reciprocal process between the reader and the text, where the reader synthesizes personal life experience with the text to form a new experience, a process called evocation

7.3


Internal Reader Motivations

Problem resolutionPrestigeAesthetic appreciationEscapeIntellectual curiosityUnderstanding self

7.4


External Reader Motivations

Teacher expectations

Peer recommendations

Peer influence

7.5


Types of Children’s Literature

Fiction

Non-fiction

Poetry, rhymes, and jingles

7.6


Elements of Fiction

PlotCharacterizationSettingPoint of ViewTheme

7.7


Text Patterns of Nonfiction

Description

Sequence of events

Cause and effect

Comparison and contrast

Problem solution

7.8


Selecting Literature

Reading interests in the primary grades

Reading interests in the intermediate grades

Working with librarians

Helping children choose books independently

7.9


Instructional Strategies for Teaching Literature:

Four Basic Questions

1. What can I conclude about the key interests and motivations of my students on the basis of what I know about them and have observed in my classroom?

7.10




2. Given these interests and motivations, what literature selections would hold high appeal for my students?

7.11




3. What internal reader motivations play a role in building reader identification and interest in a particular literature selection?

7.12




4. What instructional strategy or strategies will be most effective in developing the literature experience?

7.13


Instructional Strategies for Teaching Literature

Reading aloudStorytellingLiterature

Response Journals

Literature Response Groups

The Book Club

Literature CircleBook Sharing

StrategiesSustained Silent

ReadingReaders TheatreInvestigative

Questioning Procedures 7.14


The Book Club

Literature selectionCommunity ShareDiscussion GroupsSustained ReadingWriting Activities

7.15


Literature Circle Role Assignments

Discussion LeaderLiterary ReporterTimerIllustratorConnectorSummarizer

7.16


Book Sharing Strategies

Partner book sharing

Illustration of favorite character

Mystery Book Jacket

Small group book sharing

Book advertisement

Self-stick note responses

Letters to the book’s author or illustrator

Television or Internet Book Review

Bookmark response and sharing

7.17


Investigative Questioning Procedure (InQuest)

7.18

Questions that get longer responses are most desirable.

Questions that receive yes/no answers can be followed by “Why?” to obtain more information.

Interview questions often elicit information, a reflection, an evaluation, or a prediction.

A good interview has a variety of question types.


Guiding Children’s Reading in Content Area Instruction

Content DR-TA


Content Semantic Development and

Enrichment Instruction Strategy (SDEI)

K-W-L Plus

Directed Inquiry Activity (DIA)

8.1


Content-AreaVocabulary Development Strategies

Concept webs

Semantic maps

Semantic Feature Analysis

8.2


Principles of the Writing Workshop

Chunks of TimeEnvironment and OrganizationWriting-Workshop InstructionMini-LessonsWriting TimeWriting ConferencesSharing TimeRecord Keeping and Evaluation

8.3


Six Steps of the Writing Process

PrewritingDraftingRevisingEditingSharingPublishing

8.4


Content Area Journals

Double Entry Journal (DEJ) Writer responds to related prompts before and after

learning Related prompts are on facing pages Goal is to develop new insights and ideas

Learning Log Writer chronologically records content-specific and

procedural information before, during, and after instruction

Learning log prompts might ask students to think about what they already know about a topic and serve as a starting point for discussion 8.5


Beginning Researchers (Maxim)

Phase One: Taking notes and developing research ideas from listening

Phase Two: Reading and taking notes

Phase Three: Initiating and carrying out research 8.6


Thematic Units

Identify instructional objectivesChoose a unifying themeSelect books for use in developing

the themeDetermine activities, events &

projectsEvaluate the effectiveness of the unit

8.7


Integrating Reading & Writing in the

Content Areas

DR-TA, GMA, and KWL Plus

DIAJournal Writing and

Double Entry Journals

Project-Based Reading and Writing

Writing WorkshopLearning LogsBeginning

ResearchThematic UnitsGuided Writing Theme Cycles

8.8


Principles of Assessment

Based primarily on observationsFocused on children’s learningBe continuous over a substantial period of

timeAccount for the diversity of students’

culture, language and special needsBe collaborative between the teacher and

studentBased on a variety of observationsBe knowledge-based and reflect current

research on reading/writing 9.1


Reading Achievement Inventory (RAI)

Word Identification

Comprehension and Vocabulary

Motivation9.2

Observations and evaluation of students’:


Questions for Identifying Miscues (Y. Goodman)

Why do readers make miscues?

What categories or patterns do the miscues make?

What is the significance of the miscue pattern?

9.3


Recording Meaning-Influenced Miscues

Omission

Substitution

Insertion

Word provided by teacher 9.4


The Three Fluency–Influence Miscues

Self-correction of miscue

Repetition of a word

Word-by-word reading and hesitation between words

9.5


Approximate Reading Levels

Independent

95%+ miscueaccuracy

90% comprehension accuracy

Instructional

90%+ miscueaccuracy

75%+ comprehension accuracy

Frustration 85%- miscue accuracy

75%-comprehension accuracy

9.6


Assessing Students’ Portfolios

Observational assessments

Self assessments

Writing samples

Maps from Group Mapping Activities

Literature Response Journals

Vocabulary Logs

Book sharing activities

Showcase selections 9.7


Formal Testing Instruments

Norm-referenced tests

Achievement tests

Diagnostic tests

Criterion-referenced tests9.8


Interpreting Test Results

Raw scoreMean scoreMedian scoreMode scoreGrade Equivalent scorePercentile RankStanine score

9.9


Delayed Readers: Levels of Need

Corrective Reading Programs

Remedial Reading Programs

Clinical Reading Programs

10.1


Possible Causes of Delayed Reading

Lack of phonemic awareness (the understanding that spoken words are composed of sounds)

Matthew-effects (rich getting richer and the poorer getting poorer)

Other causes of reading delays

10.2


Word Learning Phases

Pre-Alphabetic

Transition to Partial-Alphabetic

Full-Alphabetic

Consolidated-Alphabetic

Automatic-Alphabetic 10.3


Comprehension: Why Content-Area Texts May Pose Problems

Written at level more difficult than for the level intended

Specialized vocabulary

Characteristics that make comprehension more challenging

10.4


Motivation: Consequences = Rewards for Accomplishments

Tangibles

Natural reinforcement

Knowledge of progress

Praise10.5


Principles for Teaching Delayed Readers in Regular Classroom Settings

No unusual methods or materials

Attention to automatic word recognition

Stimulation of motivation

Awareness of student’s word-learning phase

Avoidance of benign neglect

Accurate interpretation of assessment data

Attention to content-area reading problems

Matching of reading levels and text levels

Attention to higher level comprehension

Insightful handling of instructional details

10.6


The Impact of Diversity

Attitudes and values about teaching and learning are culture-based.

Beliefs and attitudes you hold will strongly influence your teaching.

11.1


Equal Educational Opportunity Legislation & Court Decisions

1954: Brown v. Board of Education of Topeka, Kansas

1964: Civil Rights Act1964: Economic Opportunity Act1965: Elementary and Secondary

Education Act11.2


Second Language & Bilingual Education Legislation & Court Decisions

1967: Bilingual Education Act1974: Lau v. Nichols (Second language

needs)1981: Castenada v. Pickard (Compliance

with Lau v. Nichols)1994: Reauthorization of Bilingual

Education Act 1994: Reauthorization of Improving

American Schools Act (Language–minority students receive Title I services)

11.3


Gender Equity Legislation & Court Decisions

1972: Educational Amendment (Title IX)

1974: Women’s Educational Equity Act

(WEEA)

11.4


Special Education Legislation & Court Decisions

1974: Public Law 93-380 (Gifted and Talented)

1975–1990: Public Law 94-142 (Mainstreaming and Disabilities)

2001: No Child Left Behind Act (All students, including students with learning disabilities will be assessed)

11.5


Multicultural Education Needs to Account for:

Content IntegrationAn Equity PedagogyAn Empowering School CulturePrejudice ReductionKnowledge Construction

11.6


Banks’ Levels of Integration of Ethnic Content

The Contributions approach

The Additive approach

The Transformation approach

The Social Action approach11.7


Programs for Students with Limited English Proficiency

English as a Second Language (ESL)Bilingual Education

Transitional Programs Maintenance Programs Two-Way Bilingual Programs

Specially Designed Academic Instruction in English (SDAIE)

11.8


Effective Bilingual Teachers

Provide a language-rich context for learning

Provide reading instruction using varied methods designed for bilingual learners

Use various strategies to develop oral language

Are sensitive to external social and cultural factors affecting learning

11.9


Developing and Monitoring Meaning Construction for Bilingual

Learners

DL-TADR-TAQuestion-Answer

Relationship (QAR)

ReQuestReciprocal

Teaching


Content Semantic Development and Enrichment (SDEI)

Vocabulary Logs and Journals

11.10


IEP (Individualized Education Program)

Present level of functioningAnnual goalsMeasurable, short-term instructional

objectivesDate of initiation and duration of

serviceServices neededStrategies for evaluationTransition plan

11.11


Characteristics of Gifted Learners

Curiosity

Persistence

Critical Thinking

Abstract Thinking

High Verbal Ability

11.12


Characteristics of Peer and Adult Volunteer Tutors

Ability to convey friendly and supportive attitude to others

Ability to treat others in a respectful manner Awareness that others differ in background

knowledge and rate of learning Desire and motivation to help others Ability to relate to others and offer leadership Ability to work with an individual or group Skill in communicating and relating to the

teacher 11.13


Reading Philosophies

Bottom-Up philosophy(skills orientation– e.g., phonics)

Top-Down philosophy(whole-literacy orientation – e.g., language-based)

12.1


The Basal Reader Approach

Underlying beliefs and assumptions

Instructional components

Organization and management

12.2


Instructional Components of Basal Readers

The teacher’s guide

Lesson plans and annotated student text

The student workbook

Grade-level and reading level organization

12.3


Characteristics of Basal Reader Approach

Program uses a predetermined skill sequence

Instruction relies on student basal text with lesson plans provided

Directed Reading Activity (DRA) is predominate group reading strategy

12.4


Organization & Management of the Basal Reader Classroom

Reading group instructional areaScheduling reading groupsRoutines and rules for basal reading

groupsEffects of ability groupingStrengths and limitationsAdapting programs to meet the

needs12.5


Literature-Based Approach


Implementing the literature-based approach

Organization and management12.6


Characteristics of Literature-Based Approach

Highly individualistic and rely heavily on teacher initiative and decisions

Group sets of core literature books used so children read and respond to the same book.

Teacher guides reading-response groups and students maintain individual response logs

End-of-book summary and synthesis activitiesAssessment through informal teacher

observations

12.7


Organization & Management of the Literature-Based Program

The reading and literature center

Flexible floor space

Working areas and materials

12.8


Characteristics Language-Based Approach


Implementing the Language-Based Approach

Organization and management of the classroom

12.9


Characteristics of Language-Based Approach

Teacher makes instructional decisions.Children are immersed in language

and are actively involved and responsible for their own learning.

Language and literacy used for real-life purposes.

Ongoing informal teacher observation

12.10


Organization & Management of the Language-Based Classroom

Large blocks of writing timeReflections, feedback, and goal settingCreating the environment for learningFostering independenceStrengths and limitationsAdapting the Language-Based

Approach

12.11


Technology-Based Instruction


Instructional uses of technology in literacy development

Integrating technology in the classroom

Evaluating software programs12.12


Features of Technology-Based Approach

Assist students in moving easily among and across symbol systems to construct meaning.

Serve as an engaging resource. Support a cooperative-learning environment.Provide a means for popular culture to

become part of the classroom.Provide opportunities for children to engage

in three key processes–inquiry, authorship, and ownership.

12.13

Technology can:


Model of Change: A Three Stage Process

Confronting a new idea

Resisting but examining the idea

Negotiating and adapting the idea

13.1


Five Critical Factors in Acceptance of Change

Advantages

Compatibility

Complexity

Ability to try idea out and observe it

Opportunity to commit, modify or

reject13.2


Teacher Characteristics

Supportive-Productive

Supportive-Nonproductive

Nonsupportive-Productive

Nonsupportive-Nonproductive13.3


Important Personal and Professional Support Network for Teachers

Past influential and effective teachers

Background knowledge and skillsEffective peer and mentor teachersSchool administrators and staffStudents’ parentsSchool community 13.4


Characteristics and Behaviors of Effective and Influential Teachers

Personal characteristics: energy, commitment, passion, flexibility

Understanding of student potentialAttitude toward content and skills

instructionConcern for student’s life adjustment,

through giving personal attentionAbility and willingness to make

instructional content relevant to students13.5


Professional Organizations

International Reading Association (www.reading.org)

National Council of Teachers of English (www.ncte.org)

13.6


Continuing Professional Development for Reading and Writing Teachers

Staff Development

Professional Organizations

Internet Resources for Teachers

Continuing Education for Teachers

13.7


Factors Critical for Becoming an Effective Teacher

Professional reflection

Goal setting and change

Networking and collaboration

Professional development13.8

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