Overview of Teaching Reading in the 21st Century
Graves, Juel and Graves
Chapter 1
Reading and Learning to Read
THE READING PROCESS
I. The Cognitive-Constructivist View of Reading
a. The Cognitive Orientation
b. Schema
i. Knowledge of the World and it’s Conventions
ii. Knowledge About the Way Different Types of Text are Organized
iii. Knowledge about the content of specific subjects
c. Constructivism
d. Reader-Response Theory
e. Sociocultural Theory
II. Concepts That Elaborate and Complement the Cognitive-Constructivist View
a. The Interactive Model of Reading
b. Automaticity and Fluency
c. Metacognition
THE READING PROFICIENCY OF US STUDENTS
I. A Response to Current Criticisms
II. Literacy for Today’s and Tomorrow’s World
A LITERACY CURRICULUM FOR TODAY’S AND TOMORROW’S WORLD
I. Three types of Knowledge
a. Declarative
b. Procedural
c. Attitudes and Inclinations
II. Nine Components of the Present-Day Literacy Curriculum
a. Knowledge about Print and Sounds, Including Phonemic Awareness
b. Phonics
c. Fluency
d. Vocabulary
e. Comprehending and Responding to Narratives
f. Comprehending and Learning from Exposition
g. Reading and Writing
h. Independent Reading
i. Building Connections
Chapter 2
Reading Instruction
INSTRUCTIONAL PRINCIPLES
I. Motivating and Engaging Students
a. The Critical Importance of Success
b. Attribution Theory and Passive Failure
c. The Necessity of Appropriate Challenges
II. Teacher Attitudes and Actions That Promote Motivation and Engagement
a. Motivating Behaviors
i. Demonstrate your deep concern for students
ii. Do everything possible to ensure students’ success
iii. Scaffold students’ learning
iv. Present appropriate challenges
v. Support risk taking and help students realize that filures will sometimes occur
vi. Encourage students to attribute their successes to their efforts and realize that additional effort can help avoid failures
vii. Encourage cooperative learning and discourage competition
viii. Favor depth of coverage over breadth of coverage
ix. Communicate to students that many academic tasks require and deserve intense attention and effort
b. A Literate Environment
III. Grouping Students for Instruction
a. Advantages and Disadvantages of Grouping
b. Effective Grouping Options
i. Your general instructional objectives
ii. Objectives for individual child
iii. Material they will be reading
iv. Individual strengths
v. Ability to work with others in the group
vi. Number and types of groups you can successfully manage
vii. No student always assigned to the low group
c. Preparing for Group Work
IV. Traditional Instructional Principles
a. Focusing on Academically Relevant Tasks
b. Employing Active Teaching
c. Fostering Active Learning
d. Distinguishing between instruction and practice
e. Providing sufficient and timely feedback
f. Teaching for transfer
V. Constructivist and Sociocultural Perspectives on Instruction
a. Scaffolding
b. The Zone of Proximal Development
c. The Gradual Release of Responsibility Model
d. Cognitive Modeling
e. Direct Explanation
i. An explicit description of the strategy and when, how, and why it should be used
ii. Teacher cognitive modeling of the strategy and, perhaps, student modeling
iii. Teacher and students collaboratively using the strategy
iv. Guided practice in which students gradually assume increased responsibility for using the strategy
v. Independent use of the strategy by students
f. Contextualizing, Reviewing, and Practicing What is Learned
g. Teaching for Understanding
h. Cooperative Learning
A BRIEF HISTORY OF READING INSTRUCTION IN THE US
I. The Colonial Period and the 19th Century
II. The Heyday of Basal Readers
III. The Challenge to Basal Readers
IV. Whole-Language and Literature-based Approaches
V. Massive Federal Intervention in Reading
READING INSTRUCTION AT ITS BEST
I. Success
II. Differing Participation Structures
III. A Diverse Classroom Library and Time to Read
IV. Grouping
Chapter 3
Emergent Literacy
ON BEING READ TO AS A VERY YOUNG CHILD
***LETS OUR CHILDREN KNOW
WE VALUE BOOKS, READING, AND LITERACY!!!***
- Your child will associate reading with love and enjoyment
- You will expose them to
A larger vocabulary Opportunities to explore imaginative scenes The sounds of written language - Learn how print works
We read left to right We read top to bottom Books go from the front to the back Part of the story is on each page Thoughts in our head can be transferred onto paper and shared - How stories work
Characters usually have some problem to overcome Resolution of the problem comes through a series of events We may be able to predict the ending of a story - Communication about stories, characters, plots,
outcomes, etc.
It gives us an opportunity to have conversations about situations that encourage higher order thinking Shows them we value the messages that are conveyed in books Gives them exposure to the kind of question that will be asked once they are in school - Makes a place for books and reading in their world
CHILDREN’S GROWING KNOWLEDGE ABOUT READING
I. Emerging Knowledge about Text Structure
a. Example of reading a recipe – compared to developing a schema for how stories work
b. Good way to teach is with Wordless Picture Books lesson plan
II. Emerging Knowledge about Word Structures
a. Alphabetic Principle – spoken words can be translated onto paper with letters
b. Phonemic Awareness – segmenting and blending sounds
i. The best predictor of reading success
c. Alliteration – the same sound over and over –The Pickle Paste Lesson Plan
III. Phonemic Awareness and Alphabet Recognition
a. What is Phonemic Awareness - Segmenting and blending sounds
i. produce rhyming words and recognize pairs of rhyming words
ii. isolate initial consonants in single-syllable words (for example, /t/ is the first sound in top)
iii. identify the onset (/c/) and rime (-at) and begin to fully separate the could (/c/-/a/-/t/) by saying each sound aloud when a single-syllable word is pronounced (for example, cat)
iv. Blend onsets and rimes to form words and begin to blend separately spoken phonemes to make a meaningful one-syllable word (when teacher slowly stretches a word, “mmm-ahhhh-mmmm, child can say the word being stretched is mom.
b. Why Do Phonemic Awareness and Alphabet Recognition So strongly Predict Success in Reading
i.
IV. Books to Foster Emergent Literacy
a. Repetitious Stories, Predictable Books, and Pattern Books
b. Picture Books
c. Wordless Storybooks
d. Big Books
e. Touch and Feel Books
f. Concept Books
g. Alphabet Books
h. Number Books
i. Shape Books
j. Nursery Rhymes
k. Caption Books
l. Fairy Tales, Fables, Myths, and Folktales
m. Poetry
n. Series
o. Multicultural Books
p. Books written by the teacher the class, or a child
V. Learning to Identify Words
a. Some Early Understandings About Print
b. Connecting Letters and Phonemes
c. Connecting Letters and Phonemes
d. Linking Letters and Phonemes: The Alphabetic Principle
VI. The Relationship Between Learning to Read and Learning to Speak
INSTRUCTION THAT FACILITATES
CHILDREN’S GROWING LITERACY
I. Creating a Literate Environment
II. Reading Opportunities
a. The Morning Meeting
b. The Morning Message and Daily Schedule
c. Free Reading
d. Selecting Books for Specific Purposes
i. Books that Motivate Children to Enter the World of Print
ii. Books that Highlight the Sounds of Language
iii. Books that Children Can learn to Read on their own
III. Writing Opportunities
a. Journals
b. Language-Experience Activities
c. Shared Reading and Writing Experience
d. Making Books
e. Mailboxes
f. Play Centers
IV. Listening and Speaking Opportunities
a. Reading Aloud
b. Choral Reading
c. Tape Recordings
d. Sing Alongs
V. A Kindergarten Scenario
a. 11:25
b. 11:40
c. 11:50
d. 12:00
e. 12:05
f. 12:25
g. 12:30
h. 12:40
i. 12:55
j. 1:05