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The single most important factor that influences children’s learning is the quality of their teacher.
What do new teachers need to know about reading and reading instruction? NCLB and reading
instruction SBRR Components of reading
instruction How to design a reading
lesson Using authentic texts
from a variety of genres When and how to group
for instruction Effective instructional
strategies. What good and poor
readers do. Assessment
Components of reading instruction (National Reading Panel, 2000) Phonemic
awareness Phonics Fluency (oral
reading) Vocabulary Text
comprehension
Print Skills and Meaning Skills
Word recognition
Word analysis (Structural analysis)
Phonemic &phonological awareness
Sight words Spelling
Word Meaning (Vocabulary)
Background Knowledge
Reading Comprehension
Using authentic texts from a variety of genresAuthentic texts are noncontrived and come froma variety of genres: Folk literature Poetry Nonfiction Fantasy & science
fiction Historical fiction Realistic fiction Biography Picture books
Effective reading instruction
Shared book experience
Language experience
Guided reading Literature circles Reading
workshops Reading aloud—
interactive & traditional
Buddy reading
Grouping for reading instruction
whole room instruction
small-group (flexible) formats
cooperative grouping
working in pairs individualized
reading
The reading mini-lesson is a thought driven demonstration of a particular literacy strategy. Step 1—Modeling—the teacher as solo
performer. Step 2—Guided practice—the teacher as
coach Step 3—Independent practice—students
read/write independent of teacher. Step 4—Reflection—students and teacher
talk about the effectiveness of the strategy.
Designing/teaching a comprehension strategy lessonBefore reading: Introduce strategy (main idea,
author’s purpose, etc.) Remember to teach only the strategies that are relevant.
Activate prior knowledge. Set purpose. Call attention to tricky or
unusual vocabulary.
During reading
Help students self-monitor—You may not do this with all readers. Poor readers may need to have you step in to ask questions to keep them on track—help to ensure that they are making sense of the text being read.
Whisper reading for emergent/early/transitional readers/silent reading for self-sustaining readers
After reading
Follow-up purpose Elicit additional responses Do word work Extend the comprehension strategy
through a variety of activities.
Developing fluency in oral reading: Allow children to rehearse (read to
themselves before reading aloud). Use easy materials. Don’t let children correct each other. Ignore errors that don’t change
meaning. Wait when a reader makes a
meaning changing error. Coach for strategies needed.
Two well-loved, but fluency destroying, strategies:Round robin
readingPopcorn
reading RIP FLUENCYRIP FLUENCY
What good and poor readers do:
Use prior knowledge Determine what is
important Draw inferences Ask questions Anticipate and predict Monitor
comprehension and meaning
Use fix-up strategies when lack of understanding occurs
Create mental images
Start reading without preparation.
Read without knowing why.
Read without considering how to approach the material, i.e., read all texts alike.
Do not know what to do when lack of understanding occurs, i.e, have few strategies for making sense of text.
Read to get done
Effective and authentic assessment
Running record Miscue analysis Concepts about
print Informal reading
inventories Classroom
observation also known as “kid-watching”
Portfolio
What do new teachers need to know about teaching writing? Steps in the
writing process Interactive and
scaffolded writing Teaching
mechanics and usage through the writing process
Types of writing, e.g., descriptive, persuasive, expository
Steps in the writing process(Think circular, not linear)
Pre-writing (brainstorming, tapping background knowledge)
Drafting (putting pen to paper) Revising (getting paper
audience ready) Editing (getting paper reader
ready) Sharing/publishing (presenting
to audience, e.g, author’s chair)
One should know the following and how to instruct or assess using them:
Balanced reading instruction
Guided reading Shared book
experience Interactive read aloud Grouping for
instruction Literature circles Writing process Running record Concepts about print