Week 6 reading 2 - 2017
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This document provides an overview of topics covered in a professional learning conversation for week 6. It includes discussions on a reading about comprehension strategies, feedback on blog posts, the four roles of literate learners, Ontario curriculum expectations for reading, creating a list of "musts" for reading programs, engaging reading resources, the gradual release of responsibility model, instructional reading formats like whole group and small group, a guided reading webcast, using comprehension strategies with guided reading cards, using portraits and comics to teach inferencing, and exploring apps to support reading. It also outlines the topic for the following week on exploring social media resources and focusing on the writing strand.
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Week 6 reading 2 - 2017
- 1. 8P24: Week 6 Reading 2
- 2. Professional Learning Conversations • Week 6: Professional Reading 20 minutes – Styslinger, M, Walker, N., & Lenker, T. (2014). Beyond the sticky note and Venn diagram: Comprehension strategies for 21st century schools. Voices from the Middle, 22(2), 13-20.
- 3. Feedback on Blog #1 • Form • Content • Style • Mechanics
- 5. Four Roles of the Literate Learner • Texts are not neutral • Structure of text • Breaking the “code” of text • Construct & communicate meaning Meaning Maker Code User Text Analyzer Text User
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- 7. Your classroom • Based on the expectations for reading in the Ontario Curriculum list at least 5 “musts” for teachers to include in their reading program: • Teachers must: 1. _____ 2. _____ 3. _____ 4. _____ 5. _____
- 9. Check out these sites! (links on Sakai Week 6) • Teaching Kids News • Forest of Reading • 2Titles • Storyline • Brain Space Magazine (you will need to download app Blippar on your device) • Epic!
- 10. Gradual Release of Responsibility Modelled Shared Guided Independent READING and WRITING Teaching Teaching Teaching Teaching Learning Learning & Learning Practising Practising & & & Learning Practising Performing Performing 10
- 13. Instructional Formats • Whole Group: – Modelled Reading – Shared Reading • Small Group: – Guided Reading • Individual: – Independent Reading
- 17. Task • Select one Guided Reading card from Nelson Literacy (a copy for each person at your table) • Determine one comprehension strategy that could be taught or reinforced through this card • Design a series of questions you would ask a guided reading group based specifically on the card you have selected
- 18. Comprehension Strategies • Activating prior knowledge • Making connections: text-to-self; text-to-text; text-to-world • Predicting • Visualizing • Questioning • Drawing inferences • Evaluating
- 19. Using Portraits, Comic Books, and Graphic Novels to Teach Inferencing • See article on Sakai Week 5: – “Using Comics and Graphic Novels in the Classroom”
- 21. Portrait • What do you see? (observe) • What can you conclude from what you see? (infer) • What is your evidence to back up that inference? (conclusion)
- 23. Apps to Explore: Mentioned in this week’s reading: • Sock Puppets • ThingLinks • Voice Thread
- 24. Next Week • Exploring Resources: Social Media – Focus is on the Writing Strand
- 25. Silvia Tolisano
Editor's Notes
- Make point that reading can be difficult, and can affect self-esteem. Also a barrier to learning in non-language arts areas (e.g. math problem-solving) Ada: “They just didn’t wait for me.” Lit. Council: “We didn’t they tell me this?!”
- Use this to connect reading and writing – show how all 4 roles apply to reading and to writing (and oral language etc.)
- Guided Reading table
- Floor plan of Nancy Meeussen’s gr. 3 classroom (portable)