READ 3204 - 001<br />Fundamentals of Reading Instruction<br />Thursday, January 28, 2010<br />
Announcements<br />Do you have Listen to the Wind? Response Activity available now on Moodle. (Feb. 11)<br />
Announcements cont’d<br />How is the LSS project with Voice Thread going?<br />Remember to submit professional development...
Review<br />Chapter 2<br />Have you conceptualized a<br />VISION<br />for your students as readers?<br />*Read independent...
Review cont’d<br />Discussion Group Highlights<br />Read aloud <br />Independent reading<br />Read aloud daily<br />Confer...
Making the Very Most of Classroom Read Alouds<br />What kind of article is this?<br />Why did the authors conduct this stu...
Select high-quality (what does this mean?), high level, high-interest literature that extends children&apos;s knowledge of...
Interactive Read Aloud Video<br />
Read Aloud<br />Since we didn’t get to it on Tuesday …<br />The Best Story by Eileen Spinelli and Anne Wilsdorf (2008)<br />
For Tuesday …<br />Read Chapter 3: Emergent Literacy<br />
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Read 3204 001 Day 6

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Thursday, January 28, 2010

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Read 3204 001 Day 6

  1. 1. READ 3204 - 001<br />Fundamentals of Reading Instruction<br />Thursday, January 28, 2010<br />
  2. 2. Announcements<br />Do you have Listen to the Wind? Response Activity available now on Moodle. (Feb. 11)<br />
  3. 3. Announcements cont’d<br />How is the LSS project with Voice Thread going?<br />Remember to submit professional development assignments one week after attendance. Mary Lois Staton Conference: Feb. 16th<br />Scholastic Book Orders – instructions on Moodle; due February 3rd.<br />Sign up for REAP read aloud visit if you are interested.<br />
  4. 4. Review<br />Chapter 2<br />Have you conceptualized a<br />VISION<br />for your students as readers?<br />*Read independently: fluently and with comprehension.<br />*Write and talk about text. <br />
  5. 5.
  6. 6. Review cont’d<br />Discussion Group Highlights<br />Read aloud <br />Independent reading<br />Read aloud daily<br />Conference with kids once per week about what they are reading. Check in with them about the books they are choosing and make sure they are comprehending the books.<br />Reward programs <br />Professional Resource: Book Buddies (Buddy Reading by Samway, Whang, and Pippitt)<br />
  7. 7. Making the Very Most of Classroom Read Alouds<br />What kind of article is this?<br />Why did the authors conduct this study? <br />What did they do?<br />What did they find out?<br />What did you find important when reading this piece?<br />
  8. 8. Select high-quality (what does this mean?), high level, high-interest literature that extends children&apos;s knowledge of literature, language, and the world. <br />Pre-read the book and make notes about places to stop, question, model <br />your thinking, make predictions, connections, etc.<br />Pose questionsthroughout the reading that enhance meaning construction and also show how to make sense of texts.<br />Dialogue during read-aloud events supports students as they construct meaning based on the story and draw upon their personal experiences to build story relevance.<br />Interactions that focus on meaning engage students with literacy information and demonstrate strategies that they can adopt for use when reading independently.<br />Might also focus on <br />what they notice about certain words (word work, decoding) <br />writing style (writing instruction)<br />Content (science, social studies, math, etc.)<br />Should all read alouds be INTERACTIVE read alouds?<br />
  9. 9. Interactive Read Aloud Video<br />
  10. 10. Read Aloud<br />Since we didn’t get to it on Tuesday …<br />The Best Story by Eileen Spinelli and Anne Wilsdorf (2008)<br />
  11. 11. For Tuesday …<br />Read Chapter 3: Emergent Literacy<br />

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