Morning Do Now! Share your “ineffective” instructional situation Class reflect in your...
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Transcript of Morning Do Now! Share your “ineffective” instructional situation Class reflect in your...
![Page 1: Morning Do Now! Share your “ineffective” instructional situation Class reflect in your Literacy Log Let’s share!](https://reader035.fdocuments.in/reader035/viewer/2022062314/5697bf6f1a28abf838c7d384/html5/thumbnails/1.jpg)
Morning Do Now!
Share your “ineffective” instructional situation Class reflect in your Literacy Log Let’s share!
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Principal 4: Effective Teachers Adopt a Balanced Literacy Approach
An instructional program that consists of 9 components:
Reading LiteratureReading Non-FictionNew LiteraciesLiteracy Strategies and SkillsOral LanguageVocabularyComprehensionWritingSpelling
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Comprehensive View of Literacy:
“A multi-vitamin”…a wining combination of best
teacher-centered and student-centered learning theories.
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Principal 5: Effective Teachers Scaffold When Teaching Students’ Reading and
Writing Skills & Strategies
Scaffolding: the support a teacher provides to students as they read and write
Skill: an automatic processing behavior that students use in reading and writing. Ex: distinguish fact from opinionStrategies: A problem-solving behaviors/tactics that students
use in reading and writing. Ex: predicting, summarizing
Skill: Strategies:Automatically Thoughtfully
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4 Levels of Scaffolding Support
High Modeled Teachers move from more to
less Shared as students
assume to responsibility. Guided
low Independent Independent
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Class Activity
Let’s have some fun Making Words!
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Key Questions:•What is the reading process? •What is the writing process?•What are the basic principles for planning and managing a literacy program?
Chapter 2 Reading and Writing Processes
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The Reading and Writing Processes:
A Reading-Writing ConnectionReading and writing are reciprocalBoth are constructive (improve or further develop)
meaning-making processesHave comparable activities at each stageIntegrating instruction improves both reading and
writingGood reading habits and skills improve students’
ability to writeThe Mini-lesson: teachers provide explicit
instruction on reading and writing skills and strategies
“Either write something worth reading or do something worth writing.”
Benjamin Franklin
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Stage 1 : Prewriting• Choose a topic.• Consider the purpose.• Identify the genre the writing will take.• Engage in rehearsal activities to gather ideas.• Use a graphic organizer to organize ideas.
Stage 2: Drafting• Write a rough draft.• Use wide spacing to leave room for revising and editing.• Emphasize ideas rather than mechanical correctness.• Mark the writing as a “rough draft.”
The Writing ProcessFive stages that describe what students think and do as they
write.
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Stage 3: Revising• Reread the rough draft.• Participate in writing groups.• Make substantive changes that reflect peers’ feedback.• Conference with the teacher.
Stage 4: Editing• Proofread the revised draft.• Correct mechanical errors.• Conference with the teacher.
Stage 5: Publishing• Make the final copy.• Share the writing with an appropriate audience.
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The Reading Process
Goal=Comprehension Understanding the text and being able to use it for its intended
purpose.
A complex process involves:1.Fluency2.Vocabulary3.Comprehension
The Reading Process5 stagesInvolve students in activities to teach, practice and apply fluency, vocabulary and comprehension.
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Stage 1 : Prereading• Activate or build background knowledge and related vocabulary.• Set purposes.• Make predictions.• Introduce key vocabulary words.• Preview the text.
Stage 2: Reading (See 5 Types)• Read independently or with a partner.• Read with classmates and the teacher using shared or guided reading.• Listen to the teacher read aloud.• Apply reading strategies and skills.
The 5 Stages of The Reading
Process
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Stage 3: Responding• Write in reading logs.• Participate in grand conversations or other discussions.
Stage 4: Exploring• Study vocabulary words.• Collect sentences.• Examine genre and other text factors.• Learn about the author.• Participate in mini-lessons.
Stage 5: Applying • Construct projects.• Read related books.• Evaluate the reading experience.
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Types of Reading
• Independent Reading Students read a text on their own without teacher
scaffolding.• Partner Reading Two students take turns as they read a text together.• Guided Reading (Video) Teacher supports students as they apply reading
strategies and skills to read a text.• Shared Reading Teacher reads aloud while students follow along in
individual copies.• Reading Aloud to Students Teacher reads aloud and actively involves students in
the experience. Try a Think-Aloud (see video)
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The Reading Process
Think Aloud !
Think Aloud