Recommended
More Related Content
What's hot
What's hot (20)
Similar to Skills and strategies
Similar to Skills and strategies (20)
Recently uploaded
Recently uploaded (20)
Skills and strategies
- 1. A strategic approach to teaching Comprehension
- 3. Objectives Review principles of teaching reading Describe a framework for teaching comprehension Describe components of an effective literacy environment Clarify the differences between reading skills and reading strategies Identify a range of techniques for teaching reading skills and strategies Effectively use resources from www.readinga-z.com
- 4. Using complete literature selections in the reading programme is important Reading is an integral part of all content area instruction within the educational programme The students need to see that reading can be an enjoyable pursuit Reading should be taught in such a way that allows each child to experience success
- 5. Reading is a complex act that involves the construction of meaning represented by the printed symbols Effective teachers explicitly teach students what they need to know There is no one correct way to teach reading Learning to read is a continuing process
- 9. “The literacy environment” Physical Space Aligned With Instructional Goals Sufficient Materials Well Organized Walls That Teach Participatory Environment
- 10. “The literacy environment” • The physical arrangement and organization of an effective literacy classroom can be a powerful tool in support of or an unintended impediment of effective literacy instruction • Well-provisioned, organized, and print-rich classroom • Instructional charts • Classroom procedures • Student work • Daily schedule
- 11. • Small-group reading area • Classroom library • Rolling cart • Seating rugs • Multimedia resources • Well organized storage • Reference materials • Label literacy spaces and materials “The literacy environment”
- 12. “The literacy environment” • Train students explicitly on how to use literacy spaces and materials • Explain expectations • Set limits • Model procedures for using spaces • Display photographs of students properly engaged in learning spaces • Use timers or stopwatches alert students to time limits
- 18. Independent Small Group Whole Group “Gradual Release of Responsibility Model” •Read aloud •Shared reading •Modelling •Initial instruction •Literature circles •Guided reading •Small-group instruction •Immediate intensive instruction •Work stations •Centers •Reports •Buddy reading •Independent reading
- 21. “Skills” Involve low-level cognitive processing Specific in nature Highly constrained More or less automatic routines Locating details Cause & effect (relationship explicitly stated) Sequencing events Recognizing text sequence Fact vs. opinion Determining stated main idea
- 22. “Strategies” Higher-level cognitive processing Less specific in nature Emphasize intentional & deliberate plans under the control of the reader Making predictions Summarizing a story Reacting critically to what is read Inferring main ideas Cause & effect (relationship implied) Detecting author’s purpose Drawing conclusions
- 23. “Strategies” Previewing text Activating prior knowledge Visualizing and Sensory Imaging Determining importance Synthesizing (authenticate learning) Teachers use higher-level questioning, modelling, and coaching There is still explicit instruction, but the role of the teacher changes to a facilitator that guides and supports students’ reading
- 24. • Approaches and activities • Read aloud • Shared reading • Guided reading • Independent literacy
- 26. “Skills & Strategies for Each Level” • The Language Arts Syllabus
- 27. MOE mandate Adjustments to Time Table A minimum of 60 minutes of instructional time Flexibility in order and sequence of specific literacy approaches
- 28. “Activities within Literacy Block” • Select teaching content (passage may be suited to a particular skill) • Decide on strategy (summarizing) • Select technique within the strategy (narrative pyramid) • Use an approach (incorporate specific teacher talk to support the thinking process of the strategy) • Teacher can implement a unit of study on a specific strategy using a variety of techniques
- 29. “Explicit Instruction” • For small- or whole-group settings • Four interlocking elements of effective, unambiguous instruction Explanation of lesson objectives and purpose Teacher modelling of how to use a strategy or acquire an unknown concept Teacher-guided practice with scaffolding or support Independent practice
- 30. “Explanation” Clearly explain the reading objective or skill to be taught, or the “what” taught. Then explain the purpose, or the “why” this skill is important, and “where” it will be useful. Be sure to use “kid speak” so children can understand the objective or skill at their level.
- 31. “Teacher Modelling” Model how to implement the skill or strategy in multiple texts and use “think alouds” to help students understand what is going on inside your head as you demonstrate the skill or strategy. Model the implementation of the skill or strategy exactly as you want students to do it. This may be the only time students see the skill or strategy modelled explicitly.
- 32. “Teacher-guided Practice” During teacher-guided practice, repeat modelling of the same skill or strategy but allow students a chance to join in and share in parts of the implementation of the skill or strategy. You are there to provide scaffolding and guidance, if needed, for students. Scaffolds may include the use of easier texts, graphic organizers, or strategy charts on the walls on which the steps and sequence to implement the skill or strategy effectively are posted. Emphasize the active use of the strategy or skill. Gradually release responsibility for implemented parts of the strategy or skill from teacher to student . Provide multiple opportunities for practice.
- 33. “Independent Practice” Now is the time for students to implement the strategy or skill independently, with you observing. This is a good time to ask questions to ensure students have mastered the skill or strategy. Questions such as “How do you remember that this letter makes this sound?” or “I noticed that you grouped all of these words together. Can you tell me why you did that?” Allow opportunities for students to demonstrate their independent skill or strategy application. These types of questions help you to understand what students understand or why they may be a bit unclear or uncertain.
- 35. “An Example” • Standard 1 or 2 • Strategy – Drawing Conclusion • To draw conclusions, a reader must put together information gathered from several sources or places within the same source • Material – comic strip • Technique – interpreting picture
- 36. Teacher models the thinking process before students attempt it 1. What is taking place here? 2. What happened just before this picture was taken? 3. What are the people in the picture preparing to do? 4. What kind of news does Dennis have for his father? Putting together the ideas that an event happened today and that Dennis’s father needs to be relaxed to hear about it enables students to conclude that Dennis was involved in some kind of mischief or accident that is likely to upset his father Teacher models thinking process by pointing out each clue and relating it to personal knowledge about how parents react.
- 37. “Reciprocal Teaching” • Uses the four strategies “Fab Four” of predicting, clarifying, questioning, and summarizing to increase comprehension • Created by Palincsar & Brown (1986) • Students predict before reading • Check predictions during reading • Stop to clarify unknown words or ideas during reading
- 38. “Reciprocal Teaching” Ask questions during and after reading to check for understanding Summarize text after reading Teacher shows students how to apply the Fab Four but do not use the strategies directly For instance, rather than questioning students about a text, a teacher could charge students to create their own questions
- 39. “Reciprocal Teaching – Teacher Responsibilities” Before reading, activate prior knowledge of words or ideas students will encounter during reading During reading, monitor, guide, and encourage individuals or groups in their use of the Fab Four After reading, encourage student reflection and ask students to share which strategy helped them most and why
- 40. Predict I think I bet I wonder I imagine I predict Clarify What to do when there are words I don’t know? What do I do when the ideas don’t make sense? Question Who? What? When? Where? Why? How? What if? Summarize What happened first, next, then The big idea was … I learned ….
- 41. Thank You
- 42. “Bibliography”
Editor's Notes
- Organize units of study around literature rather than reading strategies. In the past decade, cognitive reading strategies has assumed prominence in many reading instructional frameworks. The reading curriculum was often organized around a set of reading strategies such as predicting, summarizing, visualizing, or asking questions. This may force books to serve as instructional prompts rather that works of literature. Organizing units of study based on genres, the works of particular authors [Rold Dahl], content topics, or themes provides a curricular anchor for the various comprehension lessons that we offer to affix themselves. Teaching readers to visualize in a unit on poetry, or helping them understand how prediction is used in reading a mystery, makes much more sense than just focussing on the strategies in isolation. These literature-based units of study provide a foundation for our instructional experiences to thrive.
- Teachers of reading “teach”; that is, students do not become independent readers through maturation alone. Explicit instruction means imparting new information to students through meaningful teacher-student interactions and teacher guidance of student learning.
- The classroom library is not just for free time reading, but is a rich resource integrated into daily literacy instruction and practice as a place for peer-assisted or independent reading and for storing a variety of engaging reading materials. Consequently, you will need to plan adequate space for a classroom library. Organize the classroom library into a quiet, peaceful area with comfortable seating. Clearly mark library shelves and book tubs so that students can easily locate interesting books, text genres, and appropriate book levels. Book tubs can be labeled by genre with a variety of color-coded levels stored within each genre tub Trade books or children’s literature books for the classroom library should vary in terms of content and genre and be leveled by difficulty. Wall displays are most effective when students and teachers coproduce these. Consequently, classroom wall spaces need not be filled on the first day of school. Displays necessary to begin the school year include classroom rules, calendar, lunch menu, routines, daily schedule, helpers, and general information such as numbers, colors, and alphabet letters. Remember, all displays should be neatly produced to set the standard for high-quality work in the classroom. Allowing children to engage with all of the literacy spaces and materials at the beginning of the school year is an invitation for disaster. Wait until you have had a few weeks to train students explicitly on how to use these spaces and materials! To begin training, spend about 10 minutes each day over several weeks explaining expectations, setting limits, and modeling procedures for using each literacy learning area.