This document provides an overview of Week 5's focus on reading instruction and resources for teachers. It discusses marking, affect vs effect, and a professional learning opportunity. Week 5 will focus on reading theory, the importance of reading, behaviors, and strategies. Week 6 will focus on practice, assessment, struggling readers, and growth mindset. Teachers are asked to review curriculum expectations and explore listed resources to implement the reading strand. They will critique one resource and discuss how it addresses principles or expectations. The document also discusses the importance of literacy, challenges some students face with reading, and the Gradual Release of Responsibility model of moving from teacher-led instruction to independent student work.

1. WELCOME
Week 5
Reading Instruction and
Resources

2. Housekeeping
• Marking
• Affect/Effect
• Professional Learning Opportunity:

3. Reading Strand Focus Looking ahead
• Week 5 – Reading Part 1 (Theory)
• The importance of reading
• Reading behaviors
• Teaching strategies
• Week 6 – Reading Part 2 (Practice)
• ReadingAssessment
• Struggling Readers
• Growth Mindset

4. Review of Assignment
• Introduction:
• Read the information on the Reading Strand (pp. 10-11 in hard copy) of the
Ontario Curriculum Language linked below.
• What are the essential principles provided in this passage regarding the
teaching of reading?
• Exploring Resources:
• Peruse each resource listed below, remembering to click on the “information”
icon for specific directions. In each case, look for specific resources that will
help teachers to implement the Reading Strand of the Ontario Curriculum –
Language.

5. Forum
• Resource Critique:
• Choose one resource or idea that you explored above (not the entire website or
platform, but a specific resource or idea within it). Consider how it could
address a key principle in teaching reading or a specific curriculum expectation
for Reading. Create a Forum post that answers the “3 Ws”:
• What is the resource? Provide a link and basic information about your
selection.
• Why? What principles of teaching reading or specific expectation(s) could be
addressed though this resource? What features make this resource useful for
teachers of literacy.
• What now? How could you anticipate using this idea in your upcoming literacy
placement?

6. Professional Learning Conversations
• 15 minutes

7. Circle Discussion
-What was your “language arts” program in grades 4-8
-What was English like in High School?
-Was there ever a book or an author or a play or a graphic novel….. that you loved?
What are your favourite memories of reading?

8. My Passion
• Classic literature
• Award winning literature
• Shakespeare

9. Today’s Big Questions
•Why do we teach reading?
• The Friembly Bog & other reading challenges
• Communication Landscapes Popcorn
•What are the characteristics of good readers?
• Before, During, and After reading Strategies
• Assessment challenges Discussion
•What is the Gradual Release of Responsibility Model?
• What each stage looks like for reading instruction

10. The Importance of Literacy
(From the Ontario Curriculum, Grades 1-8, Language [revised] 2006, p.4)
Literacy is about more than reading or writing – it is about how we
communicate in society. It is about social practices and relationships, about
knowledge, language and culture.
Those who use literacy take it for granted – but those who cannot use it
are excluded from much communication in today’s world. Indeed, it is the
excluded who can best appreciate the notion of “literacy as freedom”.
UNESCO, Statement for the United Nations Literacy Decade, 2003–2012

11. The Friembly Bog
•In your table group, select 3 people to each read aloud
one of the 3 paragraphs of the story.The rest of your
table members are to listen.
•Be prepared to summarize the story once you are done.

12. Activity Sheet
• The Friembly Bog
• How did you feel when you saw the story?
• How did you feel having to read it aloud?
• How did you feel as you heard your classmate read?
• How would you feel if all your school work looked this way to you?
• Using this experience as a guide, discuss with your group how it might feel to
struggle with these challenges, daily, and brainstorm what you might do, as an
educator, to help alleviate your students’ anxieties.

13. Translation of “The Friendly Dog”
• Once upon a time there was a friendly dog. His name was Jake. Jake
belonged to David and Beth. David and Beth are twins.They are nine years
old.
• One time Jake went down to the cellar. He saw a bucket of soap.The twins
were going to wash the car. He licked some soap bubbles out of the bucket.
When he barked, big bubbles came out of his mouth!
• Last summer Jake found a friend. His friend was a cat named Fred.They
played all day.They ran around and around the yard. Jake chased the cat up
the tree. Fred climbed up easily. Jake tried and tried but he slid back down.

14. We take our ability to read for
granted
Our brain is able to do amazing things
with letters and numbers-once we
train it to do so!

15. The brain is amazing!!!!!

18. How do we foster these abilities in our
students?

20. Comprehensive Literacy -
The Gradual Release of Responsibility
Modelled Shared Guided Independent
Teacher does Teacher does Students do Students do
Students watch Students help Teacher helps Teacher assists, as
needed
What does that look like?
Similar to an apprenticeship program.

21. Read Aloud

22. Modelled Reading in a nutshell
• MODELLED =TEACHER DOES, STUDENTS WATCH/LISTEN
•
Modelled Reading can be done at any grade.
• It is a chance for you to “model” the behaviours and thoughts of ‘good’ or
‘proficient’ readers.
• Also called “Think Alouds”
•
Students need to see examples of you reading:
• For enjoyment, and for other purposes
• With fluency and expression
• To see how you solve problems (reading new words, finding meaning)
• To see how you gain deeper understanding of texts (comprehension)
• To see an example of what you expect from them

23. Shared Reading in a Nutshell
• SHARED =TEACHER DOES, STUDENTS HELP
•
A chance for students to participate in the reading process
• Usually whole class instruction, where students are invited to read the words,
think about meaning, and discuss their thoughts with teacher prompts and
guidance.
•
Allows students to take risks and test out reading skills

24. Guided reading in a nutshell
• GUIDED – STUDENTS DO,TEACHER HELPS
• Small group instruction (usually 4-6 students)
• Strategically created groups based on skill development needs
• Word recognition, identifying important ideas, summarizing, other comprehension strategies
(predicting, inferring, connecting, visualizing, evaluating, questioning).
• Groups are fluid and constantly changing
• Assessment takes place each meeting on both fluency and comprehension for
each student.This assessment helps teachers create new groups for future
meetings
• Usually 15-20 minutes in length
• Lesson planned: introduce book, independent reading, stopping point with
question/activity, sharing and consolidation, extension activity/follow-up

26. Why we need a variety of strategies:
STUDENT READING: AMOUNT OF SUPPORT:
TO Read Aloud HIGH
Shared Reading
WITH Guided Reading
Novel Studies
BY Literature Circles
Self-selected Reading LOW

27. 4 corners
• 4 Corners is an activity that:
• Gets students up and moving, responding to questions by moving their bodies to a designated spot in
the classroom
• Allows students to express opinions on a scale (corners can be: agree, somewhat agree, somewhat
disagree, disagree)
• Allows students to work on decision making skills (corners can be choices of categories related to
curriculum and other content)
•
Teachers post titles of the four responses in the corners of the room, pose a question,
allow students to think for a few seconds, and then instruct students to move. Responses
can be shared with students explaining or defending their choice.
•
• Today: I will show you an image of classroom reading instruction. On my signal, you will head to the
corner of the room with the label you think best describes the picture.
• The labels are: Modelled Reading, Shared Reading, Guided Reading, and Independent Reading.

37. Break
• 10 min

38. Social Justice Picture Book Presentations
Erin is presenting today
On your paper, please put the presenters name in the top left-hand
corner and your name on the top right-hand corner.
Complete the following sentences.
During the presentation,
I noticed…
I felt…
I learned…
One thing I’d like to incorporate into my teaching would be…

39. Social Justice Presentations
• Kimi andVanessa Sarah and Brittany
• On your card, please put the presenters name in the top left-hand corner and your
name on the top right-hand corner.
• Complete the following sentences.
• During the presentation,
• I noticed…
• I felt…
• I learned…
• One thing I’d like to incorporate into my teaching would be…

40. Looking ahead
• We will continue on the reading strand with a closer look at curriculum, assessment, and
goal setting
• HOMEWORK:
• Professional Reading on 21st century Reading Responses
• 3R Forum Post
• PBP by Natassja