principles of effective teaching of reading (and writing)
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Principles of Effective Principles of Effective Teaching of Reading Teaching of Reading
(and Writing)(and Writing)
Principles of Effective Principles of Effective Teaching of Reading Teaching of Reading
(and Writing)(and Writing)
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Effective teachers…1. understand how children learn (student-
centered approaches that appreciate social and cognitive development)
2. support children’s use of multiple cueing systems (sound, meaning, structure, visual, social)
1. I see the dog > I see the puppy. 2. I see the dog > I see the dish. 3. I see the dog > I seven the dog.
3. Create a community of learners (opportunity, responsibility,risks, and choices)
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Effective teachers…4. Adopt a balanced approach to literacy instruction
• Balance reading and writing (oral, reading, vocabulary, comprehension, phonics, spelling, content-area study)
• Balance ways of teaching • Flexibly meet the needs of students• Balanced vs. comprehensive
5. Scaffold children’s reading and writing (based on their development)
6. Use a combination of modeled > shared > interactive > independent activities
Gradual release of responsibility….
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Effective Teachers…Gradually Release Responsibility
MODELED SHARED INTERACTIVE INDEPENDENT
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Effective teachers…7. Use literature in their instruction8. Organize literacy instruction in one of four ways
• (a) Basal • (b) literature focused• (c) literature circles • (d) reading & writing workshop
9. Connect instruction and assessment (identify, monitor, assess, analyze, adjust)
10. Become partners with parents.
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So how do readers and writers DEVELOP?
• Children weave reading and writing skills, oral language, and story sense together as they grow and socially interact with others
• Developmental: – the level of instruction must match the level
of word/reading knowledge of the learner – individuals may vary in their rate of progress
through these stages, but most tend to follow the same order of development
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Language Development
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Activity: The 30 Second Conversation
• Make time for authentic conversation• Focus on activities that develop speaking,
listening, and conversational skills. • Let’s try it: Walk around room and introduce
yourself to someone you do not already know. • Have a 30 second conversation with each
partner, speaking & responding in authentic conversation.
• We will repeat this 3 times.
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Connecting Speech to Print
• Some: make the connection automatically through rich and frequent exposure to oral language
• Most: benefit from explicit instruction in that essential relationship
• Few: will not develop the understanding unless they have explicit, direct instruction, plus many opportunities for repetition to become proficient readers
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Stages of Reading Development
• Emergent Reader - preschool; “reading”; environmental print
• Beginning Reader - understanding of the alphabet and words (concepts of print)
• Transitional Reader - recognizing and manipulating within word differences
• Intermediate Reader - Fluency and “problem-solving” about the meaning
• Advanced Reader - Reading to learn
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Stages of Spelling Development
• I. Emergent spelling• II. Letter Name-Alphabetic Stage
– Early letter name-alphabetic spelling– Middle to late letter name-alphabetic
• III. Within-word pattern Spelling• IV. Syllables and affixes Spelling• V. Derivational Relations Spelling
(meaning)
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The Big 5 (National Reading Panel Report,
2000)
• Phonemic Awareness (manipulating sounds)
• Phonics (relationship between sounds and visual letters) • Fluency (speed and accuracy) • Vocabulary (listening, speaking, reading, and writing)
• Text Comprehension (active and purposeful
meaning making)
Developmental OR balanced/comprehensive???
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Homework• Rhode Island Literacy Policy
– Typical Development: p. 17-19; – 5 Components of Literacy: p. 20-35
• Skim Reading First Materials • Connect to RI GLE’s for Reading K-5
– Use Reading Guide to take brief notes to prepare for class activity – save for homework the next class too