Building Literacy Learners

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Building Literacy Learners

  1. 1. The Beginning Reader: Tools to Help Develop Literacy Learners Jillian Willey Kindergarten Teacher
  2. 2. Getting to Know Literacy Learners <ul><li>The Attitude to Read Survey </li></ul><ul><li>Asks students questions about their feelings toward reading at home and at school </li></ul><ul><li>Research shows… </li></ul><ul><li>A student’s attitude toward reading is a central factor affecting reading development in school (McKenna & Kear, 1990). </li></ul>
  3. 3. How did it help? <ul><li>Got to know my students on a more personal level </li></ul><ul><li>Helped me supply books to children who needed them at home </li></ul><ul><li>Identified students who needed help with building their motivation or self-esteem </li></ul>
  4. 4. Selecting Text <ul><li>Always include Informational Text </li></ul><ul><li>Non-fiction texts such as magazines, newspapers, “All bout books”, etc. </li></ul><ul><li>Research shows… </li></ul><ul><li>Students mostly use informational text in the future, not narrative texts (Laureate Education, Inc., 2009b) </li></ul>
  5. 5. How did it help? <ul><li>My students know and can identify the text features of informational books. </li></ul><ul><li>They know how and where to find information if they want to learn about something. </li></ul><ul><li>It helped motivate my struggling readers by adding non-fiction books about topics they were interested in. </li></ul>
  6. 6. Interactive Perspective <ul><li>Think-alouds </li></ul><ul><li>Choose a book </li></ul><ul><li>Plan what strategies you want to teach </li></ul><ul><li>Read the book, pausing to model how you use the specific strategies </li></ul><ul><li>Repeat </li></ul><ul><li>Students practice independently </li></ul><ul><li>Research shows… </li></ul><ul><li>According to Tompkins (2010), think-alouds are a great instructional strategy because it teaches students how to direct or monitor their thinking during the reading process </li></ul>
  7. 7. How did it help? <ul><li>Prompted and taught my students how to… </li></ul><ul><li>-Ask questions and find the answers </li></ul><ul><li>-Make personal connections with text </li></ul><ul><li>-Identify the main idea of a story </li></ul><ul><li>-Make predictions </li></ul><ul><li>-Comprehend a text </li></ul>
  8. 8. Critical and Responsive Perspective <ul><li>Questioning the Author </li></ul><ul><li>During and after reading the teacher asks a list of questions to have students think about and discuss </li></ul><ul><li>Examples: </li></ul><ul><li>“ What is the author trying to tells us?” </li></ul><ul><li>“ Why did the author say ______?” </li></ul><ul><li>Research shows… </li></ul><ul><li>Questioning the Author helps students to construct their own meaning from a text (Tompkins, 2010) </li></ul>
  9. 9. How did it help? <ul><li>Prompts students to talk and make more meaningful conversation about texts </li></ul><ul><li>Helps improve comprehension </li></ul><ul><li>Promotes deeper thinking and understanding </li></ul><ul><li>Teaches students how to ask questions about a text </li></ul><ul><li>Boosts confidence level in my readers </li></ul>
  10. 10. References <ul><li>McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. Reading Teacher , 43(9), 626-639. Retrieved from EBSCO host . </li></ul><ul><li>Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon. </li></ul>

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