Principles of Effective Principles of Effective Teaching of Reading Teaching of Reading

(and Writing)(and Writing)

Principles of Effective Principles of Effective Teaching of Reading Teaching of Reading

(and Writing)(and Writing)

Effective teachers…1. understand how children learn (student-

centered approaches that appreciate social and cognitive development)

2. support children’s use of multiple cueing systems (sound, meaning, structure, visual, social)

1. I see the dog > I see the puppy. 2. I see the dog > I see the dish. 3. I see the dog > I seven the dog.

3. Create a community of learners (opportunity, responsibility,risks, and choices)

Effective teachers…4. Adopt a balanced approach to literacy instruction

• Balance reading and writing (oral, reading, vocabulary, comprehension, phonics, spelling, content-area study)

• Balance ways of teaching • Flexibly meet the needs of students• Balanced vs. comprehensive

5. Scaffold children’s reading and writing (based on their development)

6. Use a combination of modeled > shared > interactive > independent activities

Gradual release of responsibility….

Effective Teachers…Gradually Release Responsibility

MODELED SHARED INTERACTIVE INDEPENDENT

Effective teachers…7. Use literature in their instruction8. Organize literacy instruction in one of four ways

• (a) Basal • (b) literature focused• (c) literature circles • (d) reading & writing workshop

9. Connect instruction and assessment (identify, monitor, assess, analyze, adjust)

10. Become partners with parents.

So how do readers and writers DEVELOP?

• Children weave reading and writing skills, oral language, and story sense together as they grow and socially interact with others

• Developmental: – the level of instruction must match the level

of word/reading knowledge of the learner – individuals may vary in their rate of progress

through these stages, but most tend to follow the same order of development

Language Development

Activity: The 30 Second Conversation

• Make time for authentic conversation• Focus on activities that develop speaking,

listening, and conversational skills. • Let’s try it: Walk around room and introduce

yourself to someone you do not already know. • Have a 30 second conversation with each

partner, speaking & responding in authentic conversation.

• We will repeat this 3 times.

Connecting Speech to Print

• Some: make the connection automatically through rich and frequent exposure to oral language

• Most: benefit from explicit instruction in that essential relationship

• Few: will not develop the understanding unless they have explicit, direct instruction, plus many opportunities for repetition to become proficient readers

Stages of Reading Development

• Emergent Reader - preschool; “reading”; environmental print

• Beginning Reader - understanding of the alphabet and words (concepts of print)

• Transitional Reader - recognizing and manipulating within word differences

• Intermediate Reader - Fluency and “problem-solving” about the meaning

• Advanced Reader - Reading to learn

Stages of Spelling Development

• I. Emergent spelling• II. Letter Name-Alphabetic Stage

– Early letter name-alphabetic spelling– Middle to late letter name-alphabetic

• III. Within-word pattern Spelling• IV. Syllables and affixes Spelling• V. Derivational Relations Spelling

(meaning)

The Big 5 (National Reading Panel Report,

2000)

• Phonemic Awareness (manipulating sounds)

• Phonics (relationship between sounds and visual letters) • Fluency (speed and accuracy) • Vocabulary (listening, speaking, reading, and writing)

• Text Comprehension (active and purposeful

meaning making)

Developmental OR balanced/comprehensive???

Homework• Rhode Island Literacy Policy

– Typical Development: p. 17-19; – 5 Components of Literacy: p. 20-35

• Skim Reading First Materials • Connect to RI GLE’s for Reading K-5

– Use Reading Guide to take brief notes to prepare for class activity – save for homework the next class too