Session 11
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The document discusses research on oral language development and its importance for reading comprehension. It finds that oral language skills like vocabulary knowledge equip children for reading success. It recommends teachers provide opportunities for students to engage in conversations to develop these skills from an early age. The document also provides strategies for teachers to enhance oral language in the classroom, such as think-pair-share activities, read alouds, and discussions. Teachers are encouraged to use these practices as part of a balanced literacy approach.
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Session 11
- 1. Competency 2 Component # 1-013-311 Center for Professional Learning Session 11 Instructor: Carmen S. Concepcion readingsetgo.blogspot.com Application of Research-Based Instructional Practices Fall 2010 Reading … Set … Go!
- 9. Putting It All Together
- 13. Checklist for Effective Instruction
Editor's Notes
- Ask participants to share their responses to the Investigative activity assigned in Session 10. Close with: It is vital that students get sufficient guidance and support from knowledgeable and competent teachers as they explore and learn the new information they encounter To help students simply locate information and identify aspects of a given topic is not enough. Effective literacy instruction across academic content areas must provide for students conditions that promote self-regulation and self-extending behavior. In general this conditions are: Immersion in an information-rich environment Lots of demonstrations Opportunities to approximate and take risks Opportunities for constructive and relevant responses High expectations Time to practice skills and strategic actions Active engagement in learning; and Taking responsibilities for the learning In short, they need scaffolding in order to benefit fully from the best literacy practices
- Chart paper Markers
- Let’s review the components of effective reading instruction that were covered during the course. All the pieces of effective instruction fir together to form comprehensive beginning reading instruction. When all the pieces are effectively implemented, we support all student learning.
- Only the title initially appears. Teachers are an important factor in students’ reading instruction. An observational study of 123 primary teachers was reported in Preventing Reading Difficulties in Young Children and Starting Out Right. This study examined common characteristics of teachers who were described as effective or “outstanding.” Solicit characteristics of effective teachers from participants. List responses on chart paper. Share the bullet points (bullets will build). Compare the group’s list to the common characteristics revealed in the study. One thing that all of the “effective” teachers and in common was an effective and deliberate plan of instruction to meet the diverse needs of their students. Have participants take a few minutes and read the questions and answers for teachers included on Handout S11 – 1-9: Executive Summary
- Handout S11 - 10 Summarizes the elements of effective instruction. Checklist can help you plan effective lessons that meet students’ needs.
- Handout S11- 11-12 Have participants read each approach and place a check mark in the box if you use it with students (2 minutes). Then have participants at their table, discuss approaches that they do not currently use for maximizing students engagement, and how they can incorporate them in their lessons. On this handout, different approaches are provided to encourage students to actively participate and respond during instruction. Well-planned instruction includes the components of effective reading instruction that are arranged in an order of increasing complexity, not a series of fragmented activities.
- Handout S11 – 9 Keep in mind when designing instruction for your students, start with the data obtained from reading assessment, then choose lessons and/or activities that address the components of effective reading instruction and meets the needs of your students. Evaluate all commercially developed lessons, including those from other reading programs your school may use or other teacher activity books you may have. Determine if all the components of effective reading instruction and the Next Generation Sunshine State Standards are addressed. If any are missing, plan activities that target the missing components. Design instruction to meet students needs. Take into account where students are and provide scaffolded instruction that moves them forward.
- Handout S11 – 43-71