Read 3204   001 Day 6
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Read 3204 001 Day 6

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Thursday, January 28, 2010

Thursday, January 28, 2010

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Read 3204   001 Day 6 Read 3204 001 Day 6 Presentation Transcript

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