1. LCRT 5020: Workshop in Literacy
& Language Teaching
Welcome!
Sign in & get a name tag, please.
Look for your name at one of the tables.
Please sit at the table where you find your name.

2. Tonight’s Agenda
Reading & Reading Comprehension
 Reflecting on our understandings & knowledge base
(Complete & Discuss Statements #1-7 & PROMPT)
 The Reading Process: What do we need to
understand?
 Reading aloud, Silent reading, Miscues, Retelling
 Learning how to read! What strategies did you use?
 Before you Leave Tonight:
 Looking Ahead: March 2 (online) and March 9 (f-to-face)

3. Reflecting on our understandings
& knowledge base
 Read statements #1-7;
 Mark “agree” or
“disagree.”
 Jot down key ideas
grounding your current
view of reading.
Once all are done at your
table,
 Discuss your responses to
each of the items within the
small group.
 Which view of reading on
Weaver p. 14, do you most
fully support at this time?
Explain your position to
your group.
 Hold on to your paper!

4. Read Aloud!

5. Read Aloud:
That’s Good! That’s Bad!
(Margery Cuyler [author] & David Catrow [illiustrator])
 “What do YOU think? Is that good or is that
bad?”
 "What do you predict will happen next?”
 "What do you think the boy is feeling right
now? Why?”
 “Is that good or is that bad? Could it be
BOTH good and bad?”
 "If you were the illustrator, what illustration
might you draw for this part of the text?”

6. Why read aloud with your students?
WHAT DO YOU THINK?
WHY DO YOU READ WITH YOUR STUDENTS?
WHAT SELECTIONS DO YOU READ ALOUD?
Or, WHY DON’T YOU READ WITH YOUR
STUDENTS?

7. Why Read Aloud?
READING ALOUD…..
Presents more challenging concepts &/or language than can be
read independently.
Helps students develop new vocabulary & syntactic awareness.
Helps students to distinguish different genres.
Models good reading processes for students.
Stimulates students’ imaginations and emotions.

8. Teaching point of
view or multiple
perspectives
“One of life’s biggest challenges is accepting that
there are numerous interpretations & that there is rarely
one right way to view the world or an event.

9. Teaching point of view
or multiple perspectives
 Literature can introduce characters who have learned to
accept that different viewpoints exist & demonstrate how
these characters persevere when faced with difficulties.
 Books can also change readers’ perspectives about what
they already know and extend their knowledge through
new ways of seeing familiar things.”
 What are some titles you recommend for teaching point of
view or multiple perspectives?
Giorgis, C., & Johnson, N.J. (2002). Multiple perspectives. The Reading Teacher,
55(5), 486–494.

10. Carousel Brainstorm
GUIDELINES
 Get a marker!
 Everyone participates.
 Everyone contributes to
each chart at least
once.
 Take time to read & re-
read your colleagues’
ideas.
 Feel free to contribute
more than once to any
chart!
 Be ready to share your
insights & reactions.
QUESTIONS:
Why is it important for elementary
teachers to understand reading
development & the reading process?
Why is it important for secondary
teachers to understand reading
development & the reading process?
Why is it important for elementary
teachers to understand reading
development & the reading process
at the secondary level?
Why is it important for secondary
teachers to understand reading
development & the reading process
at the elementary level?

11. Contexts & Strategies
in the Reading Process
Weaver, Ch. 3 Small group discussion
 What is the relationship between context & schema? Why is
this relationship important (if it is)?
 Does the graphic on Weaver, page 54 make sense to you?
YES or NO. Given your own experiences as a reader, does it
seem accurate? Or would you suggest revisions?
 Considering Chapter 3, what are the implications for your
students regarding contexts & strategies in the reading
process?
 What could you do to make reading experiences more
comprehensible for your students?
 Be ready to share ideas with the whole class.

12. What is schema &
why is it relevant to reading?
SCHEMA: An organized chunk of
knowledge or of life experience, often
accompanied by feelings.
Good readers attempt to comprehend the
passage as they situate it within their existing
schema and life experiences.
As readers make meaning of the text, they
attempt to recall & reflect on what they read
in a meaningful way.

13. What role does context play in
reading & comprehension?
Grammatical context within the
sentence
Semantic context within the sentence
Situational or pragmatic context
Schematic context

14. What is context?
In what ways is it relevant to reading?
RUN = +44 meanings
1. Can you run the store?
2. Can you run the washer?
3. Will you run in the election?
4. Can you run the fundraiser?
5. She helped me with the milk
run early in the morning.
6. Pepper had a long run at the
kennel.
7. She has a long run in her
stockings.
HOW DO WE DETERMINE THE
VARIOUS MEANINGS OF “RUN”?
(Weaver,Ch. 2, p. 16)
 Grammatical Context:
#1-4, RUN is used as a verb
 Semantic context: In # 1
& 4 RUN is used to mean
“manage.” In #5 RUN
means route.
 Situational or pragmatic
context: In the context of
#6 & ‘kennel,’ run means a
fenced-in area. In #7 with
‘stockings, RUN means a
tear or rip.

15. READ ALOUD THE FOLLOWING PARAGRAPH
Consider the roles of schema & context
Volunteer anyone?
The boy’s arrows were nearly gone so they all sat down on the grass
and stopped hunting. Over at the edge of the woods, they saw
Henry holding an arrow in his hand and making a bow to a small girl
who was standing in the road with a bow in her hair. The girl had on
a beautiful, long dress and the boy noticed a tear on the girl’s
cheek. Was she crying because of the tear in her dress? Or was the
girl worried about the live turtle she had seen crossing the road? She
had never seen it before but she knew it might live in the woods. The
girl gave Henry a note but the wind caught it and it landed in the
wound on his arm. Henry’s friends heard his yelp from afar and
wound up their hunting trip. After they reached him, they stayed
close by Henry while he decided to close his conversation with the
girl. She was the object of his desire, but she seemed to object to his
presence. This relationship was going nowhere!

16. What role did context play in reading
& comprehending this passage?
What elements of context did you rely
on to read aloud this paragraph
accurately?
 Grammatical context within the
sentence?
 Semantic context within the
sentence?
 Situational or pragmatic context?
 Schematic context?
 WHY DID THE READER
MISCUE?
 WHAT DO THE MISCUES
REVEAL ABOUT THE READER’S
READING ABILITY?
 WHAT DO THE MISCUES
REVEAL ABOUT THE READER’S
READING STRATEGIES?
 What role did schema play
as you attempted to
comprehend the passage?

17. A reading activity!
Partner with 1 other classmate.
You & your partner will have 20 minutes for this.
With Selections marked A
 One person will read aloud, at a
brisk pace (but not rushing);
 The other person will mark any
miscues on the text;
 When the reader is done, the
listener will ask the reader to
retell the passage (without
referring back to it);
 The reader will retell with as
much detail as possible.
With Selections marked B
 Both partners read
Selection B silently;
 When done reading, talk
about what you read &
try to reconstruct the
main point & details of
the passage.
 Refer back to the text if
necessary as you do this.

18. Debriefing the activity
 Did you understand the words in the passage?
 Did you know the letter & sound relationships
used in the words within the text?
 What role did schema play in the text you
read?
 What was it like to retell the passage?
 What was difficult? What would have assisted
your reading & retelling?

19. Debriefing the activity
Important Factors:
Schema and Context
Letter – sound relationships
Comprehension
Reading aloud; reading silently
Retelling
Other?
Reading aloud & responding to questions or retelling is a
common assessment used in classrooms. What insights have
you gained?

20. Learning how to read
GUIDELINES:
 Work in small groups at your
table & share the passage.
 Work together to
comprehend the meaning
of the passage and
determine letter-symbol
relationships.
 Look for patterns in the
symbols.
 Consider how vowels &
consonants work in English.
 While you work, have one
person keep notes of the
strategies that your group
uses to determine the
message. Keep a running
‘tab’ of the strategies you
use.
 Each group may use the
granola bars to bribe another
group that is further along on
making meaning.
 The first group to successfully
determine the meaning of
the passage wins a PRIZE!!!!
 When done, return the
passage to professor!

21. DEBRIEF: Learning how to read
 What strategies did your group use to determine the
letter-symbol relationships AND the message?
 What patterns in the symbols did you determine?
 Did it help you to consider how vowels & consonants
work in English?
 What insights did you gain from this activity about
learners learning to read in English?

22. YOUR QUESTIONS?
BEFORE YOU LEAVE:
-- SUBMIT THE AGREE/DISAGREE PAPER
-- SUBMIT THE CODED MESSAGE TEXT
LOOKING AHEAD……

23. Looking ahead to March 2nd
ONLINE SESSION
 See Canvas for Guidelines to Online Session (March 2nd):
 MARCH 2ND: Online “intro” discussion for Book Groups (Will
everyone have their books by March 2nd?)
 For March 9th: Assigned reading is Moll Article on “Funds of
Knowledge” (located on Canvas) and complete Reading Notes
 Make sure you can access your reading notes in class on March
9th (in paper form or electronically)
FYI: Graded Observation Paper returned by March 10th (or
sooner)