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Literacy Study Session 1

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  • NB to model\n
  • Making Thinking Visible activity (Aideen)\n-see Reading a Visual document\n
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  • -Important to teach students HOW to learn (independently) >need to provide strategies and model their use\n-if you want students to become expect readers, model strategies that experts use using authentic texts\n-provide supports as students towards becoming independent\n-focus on HOW instead of WHAT (often forgotten) >reading strategies will help students learn the content (the What)\n
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  • Bad days (Literacy Course)\n
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  • Transcript

    • 1. Literacy StudyW. Ross Macdonald School Fall 2011
    • 2. AGENDASESSION 1: Making Thinking Visible (09/30)Introduction/Chapter 1/Think Aloud in Action/Gradual ReleaseSESSION 2: Creating Meaning (10/28)Chapter 2/Making Connections/Planning for Informal SessionsSESSION 3: Debrief and Planning (12/2)Sharing/Reflection/Planning Supporting Text: Improving Comprehension with Think-Aloud Strategies (Wilhelm)
    • 3. Action PlanINQUIRY QUESTION:To what extent does the use of the Think-Aloudstrategy improve student reading comprehensionMEASURED BY:pre-test, post-test, student reflections, teacherobservations and reflections
    • 4. 3 Part Lesson:MINDS ON/ACTION/CONSOLIDATE
    • 5. MINDS ON
    • 6. ACTION
    • 7. Background“The most important thing that we can teach our students is how to learn”What do we want from our students?How do we get there?
    • 8. Vygotsky “What is learned must be taught”Vygotsky’s View (p. 8-9)The Zones (p. 10-12)Active Teaching in the ZPD (p. 13-15) *Six Recursive Steps of Explicit Instruction*
    • 9. Think AloudDefinition: a reader makes his reading process manifest to others byarticulating all that he is noticing, thinking, feeling, and doing as he reads atext. (Wilhelm, p.8)“Through participating in experiences like think-alouds that they can takeback into their own teaching, teachers from different content areas learnthat they read discipline-specific texts very differently. Reading poetry isvery different from reading a history or math book. Being more consciousof the strategies they themselves use helps content area teachers teachthose strategies more explicitly to students.” (Kathryn Egawa, 2007)
    • 10. Chapter 1What can think-alouds do for students?What can think-alouds do for teachers?How can we present think-alouds to ourstudents?How and why do expert readers do essentiallythe same thing?
    • 11. Think Aloud in ActionHarvey Daniels Think Aloud modelAsking Questions (Clint): There Are No Bad DaysMaking Connections (Dan):Practice: The Case of the Missing Cars/AWarrior’s Lesson
    • 12. CONSOLIDATE
    • 13. Fisher & Frey. (2008). Better Learning Through Structured Teaching. Alexandria, VA: ASCDCD Gradual Release ofResponsibility Framework
    • 14. Strategy Implementation ContinuumModelling means the teacher assumes responsibility to demonstrate the use ofand the thinking behind the strategy.Shared practice means that the teacher provides explicit instruction andfeedback as the students participate in the strategy.Independent practice means that the students use the strategy as the teacherprovides supports as needed, and gathers assessment information.
    • 15. EXIT CARD1. What did I learn?2. What do I want to know more about?3. For next time, I am going to try ...4. Reflective Journal
    • 16. https://chwiki.wikispaces.com