EDU 476 LANGUAGE ARTS INTEGRATION

NIAGARA UNIVERSITYCOLLEGE OF EDUCATION

PRIMARY/JUNIOR DIVISION

AUGUST 27TH AGENDA1. Welcome Snacks2. Who am I?3. Meet and greet activity4. DI Activity5. Course outline (assignments/expectations)6. Break7. Review resources and documents8. What are we thinking when we read?9. Lunch 10. Literacy Foundations11. What is reading12. Goals of reading13. Break?14. 3 stages of reading15. Instructional strategies16. What am I teaching?17. Fin

MEET AND GREET

Ask colleagues the following questions:Please make sure that you have talked to a different person for each question. Be prepared to present your findings to the rest of the group.

1. In regard to literacy, what is your favourite memory as a student?

2. In regard to literacy, what is your favourite memory as an adult?

3. What do you look forward to most, entering a career in education?

4. What do you fear most moving into a career in education?

ACTIVITY

1. Without looking, place the labels on your head.

2. Choose a partner . Or you will be assigned a number to reflect the exceptionality.

3. Rotate in a circle from person to person.4. Talk to each partner as you would if they

actually exhibited the word written on their band.

5. Try to determine (based on the way your partner is talking to you) what kind of learner you are.

EXCEPTIONALITIES

1. Autism Spectrum Disorder (ASD)2. Behaviour3. Blind and Low Vision4. Deaf and Hard of Hearing5. Developmental Disability (DD)6. Giftedness7. Language Impairment8. Learning Disability (LD)9. Mild Intellectual Disability (MID)10.Multiple Exceptionalities11.Physical Disability12.Speech Impairment

DIFFERENTIATED INSTRUCTION

What did you do when you communicated with people with different exceptionalities?

How did it change from one exceptionality to another?

Was some more difficult than others? Why? What types of strategies did you use to help

you communicate your message?

COURSE SYLLABUS

•Rubrics• Participation• Professional Learning• Course tasks

Break time

Please take as long as you would like! BUT, if you are back in 15 minutes, you will see a video.

Animal Crackers

http://www.youtube.com/watch?feature=player_detailpage&v=-ssXJtzFOjA

LITERACY RESOURCES

Expert Panel Report on Early Reading, K-3 Expert Panel Report on Literacy 4-6 A Guide to Effective Instruction in Reading K-

3 Guides to Effective Instruction in Reading 4-6

Volumes 1-7 Growing Success Ministry Language Document

READ THE FOLLOWING PASSAGE?

One of the most common applications of the silicon or germanium diode is rectification, which is the changing of ac power to dc power. With rare exceptions, electronic devices require pure dc for operation and the power lines in most areas provide ac only. Either one must use batteries as a source of pure dc power or the ac must be converted to dc by the process of rectification and filtering. There are several types of rectifier circuits in common use, each with its attendant advantages and disadvantages.

Why might people find this difficult to read?

• Prior knowledge• Decoding• Motivation• Choice

LunchTake as long as you would like BUT if you

are back in _______, you will see a video completely unrelated to what we are discussing :D

Just Playing the "Uke"

Background Knowledge

Vocabulary Knowledge (Semantics)

Language Structures(Syntax/Grammar)

Linguistic Knowledge

Language Comprehension

Metacognitive Knowledge

Reasoning

Pre-Reading

During Reading

Post Reading

Phonemic Awareness(Word Analysis)

Letter Knowledge “Book Knowledge”

Knowledge of Alphabetic Principle

Concepts of Print

Decoding Skills

Reading Process

Successful Reading is the presence of fluent word reading and proper use of comprehension processes

Word RecognitionWord Recognition

Language ComprehensionLanguage Comprehension Literacy Foundations

LANGUAGE CURRICULUM CONNECTION

Look at the language document (gr. 1 and 2 together and gr. 3 and 4) and explain how the specific expectations tie into the flowchart.

PHONOLOGICAL AWARENESS

WHAT IS READING?

What are the goals of reading instruction? Fluency/Decoding

Comprehension

Motivation

WHAT IS READING?

3 Stages of Development in Reading Emergent Early Fluent

In 4 groups of three and 2 groups of 4 find characteristics for each stage and write them on chart paper and present findings. Some of the information may be repeated. The information can be found in the Guides to Effective Instruction K-3.

JUNIOR4 ROLES OF THE LITERATE LEARNER

Meaning MakerUses prior knowledge and experience

to construct and communicate meaning when reading, writing,

and speaking

Code UserRecognizes and uses the features and

structuresof written, visual, and spoken texts, including

thealphabet, sounds in words, spelling,

conventions,sentence structure, text organization,

graphicsand other visuals to break the “code”

of text

Text UserUnderstands that the purpose and audience

help to determine the way a text is structured,

the tone, the degree of formality, and the sequence of components, and uses this

knowledge to read, write, and speak

Text AnalyserUnderstands that texts are not neutral,that they represent particular views and

perspectives, that other views and perspectives

may be missing, and that the design and messages of texts can be critiqued and

alternatives considered

The Literate Learner

BREAK????

Enjoy your break! If you would like to watch the following video, we will be

starting it in 15 minutes.

What students hear when all we do is direct instruction!

HOW DO WE TEACH SOMEONE HOW TO READ? 4 Key Instructional Strategies

Read a-louds 3 Phases of a read aloud Before During After

Shared reading

Guided reading

Independent reading

“A Continuum of Instructional Strategies to Promote Literacy”

In four groups, (5 per) take a strategy and answer the following questions: K-3 Guide (2.11) 4-6 Guide What is it? Key components Who is doing most of the work?

GRADUAL RELEASE OF RESPONSIBILITY

Previous models Current practice Ownership

GRADUAL RELEASE OF RESPONSIBILITY

Teaching Phase Teacher Behaviour

Learner Behaviour

Instructional Context

•Initiates •Models•Explains•Thinks a-loud•Shows how to do it

•Listens aloud•Observes•May participate in a limited basis

•Thinking aloud•Writing and thinking aloud•Direct explanation

•Demonstrates•Leads•Negotiates•Suggests•Supports•Explains•Responds•Acknowledges

•Listens•Interacts•Questions•Collaborates•Responds•Tries out•Approximates•Participates as best they can

•Shared reading and writing•Interactive reading and writing•Shared read aloud•Scaffolded conversations

•Scaffolds•Validates•Teaches as required•Evaluates•Encourages•Clarifies •confirms

•Applies learning•Takes charge•Practices •Problem solves•Approximates•Self-corrects

•Guided reading and writing •Partner reading and writing •Reciprocal teaching•Literature conversations

•Affirms•Assists as needed•Responds•Coaches•Sets goals

•Initiates•Self-monitors•Self-directs•Confirms•Self evaluates

•Independent reading and writing•Informal conferences•Partner writing and reading•Homework and assignments

Dependence Independence

“I DO IT, YOU WATCH”

Demonstration to Learners

“WE DO IT TOGETHER”Shared Demonstration With Learners

“WE DO IT TOGETHER”Guided Practise With Learners

“YOU DO IT”Independent Practise By Learners

HAND OVER THE RESPONSIBILITY

WHAT AM I TEACHING?

Decoding Word study Vocabulary Conventions

Comprehension1. Analyzing 2. Making Connections3. Synthesizing 4. Evaluating5. Inferring 6. Predicting7. Fluency 8. Questioning9. Visualizing 10. Main idea

44 PHONEMES

Three Categories from the handout

Column 1-Phoneme (speech sound)

Column 2- Graphemes (individual and group letters that represent the specific phonemes )

Not all graphemes for each phoneme is represented

Examples for each phoneme

RELATIONSHIPS IN READING

SAMPLE READ A-LOUD WITH A FOCUS ON VOCABULARY

VOCABULARY INSTRUCTION PROCESS (A GUIDE TO EFFECTIVE INSTRUCTION IN READING K-3)

The teacher identifies new vocabulary words in the text selected for reading

The teacher explicitly teachers the new vocabulary in the “before reading” stage of the lesson.

The teacher draws attention to new vocabulary in the “during reading “ stage.

The teacher provides opportunities for students to practice new words orally and/or in writing in the “after writing” stage.

The teacher encourages students to reflect on their new learning.

The teacher reflects on student’s ability to apply new learning skills and uses this information for future planning.

SIGN UP SHEETS

Snacks August 22nd

August 25th

October 20th

October 22nd

FINAL PRESENTATION

READ A-LOUDS

Making Connections Synthesizing Inferring Predicting Questioning Visualizing Word study

In groups of 2 choose a strategy you will present.

GUIDED READING/SMALL GROUP INSTRUCTION

Based on student need, chose a focus for a guided reading presentation.

All students will be responsible for presenting a guided reading/small group instruction session

FIN

REFERENCESGRADUAL RELEASE DIAGRAM SOURCEROUTMAN, R (2003). READING ESSENTIALS, PORTSMOUTH, NH. HEINMAN