Lecture Notes:  Chapter 2

“Children learn most effectively through participation in meaningful, joint activities in which their performance is assisted and guided by a more competent member of the culture.”  P. 25
 

Minilessons – short direct instruction sessions that provide students with information or skill instruction

Published textbooks do not constitute a literacy program.  P. 26

A literacy program is a plan for supporting  children as they develop their ability to read, write, speak, listen, view, and think or grow into literacy.  P. 26

Three components of a balanced literacy program:

· Motivation
· Reading and writing instruction
· Reading and writing independently

Motivation
1.   from within
2.   no single activity; creation of a community of learners
3.   ownership of learning

Four aspects of Motivation
1.   Literate Environment
- community of people learning together
- centers
       library area

       * promote and support independent reading
· varied levels and types of literature
· magazines, CD-ROM books, student published books, rocker, rugs, pillows, beanbag chairs, bathtub, tables/chairs, loft

- writing and publishing area
*promote writing and display work
  *types of paper, pens, markers, crayons,
           scissors, tape, tables/chairs, file folders,
           pizza boxes, construction paper, brads,
           yarn
 

- listening, speaking, viewing area
· headphones, tape recorder, CD player, blank tapes, computers, CD-ROM

- sharing area
· place to share reading and writing
· table and chairs

- creative arts area
* drama, art, music
* costumes, props, reader’s theater
 

- group meeting area
* chalkboard, overhead projector

- display area
· topics of study, art pieces, photographs,
· posters
 
 
 
 

Reading Aloud to Children

“the single most important activity for building the knowledge required for eventual success in reading” (Becoming a Nation of Readers)

The New Read-Aloud Handbook  - Jim Trelease

Benefits of reading aloud:
1. motivates
2.  expands oral language
3.  activates prior knowledge
4.  influences children’s writing

Guidelines for Reading Aloud
1.   Read aloud every day.
2.   Comfortable, inviting place
3.   All types of books that children will enjoy
4.   Read with expression and feeling
5.   Discuss book during and after read aloud
6.   Be aware of what “listening” means (doodling)
 
 
 

The teacher who is enthusiastic and positive about reading, writing, and learning and conveys these feelings to the students does a great deal to motivate.  (p. 32)

What are some ways to communicate with parents?
Newsletters, invitations, email, image brochure, etc.
__________________________________________
Reading and writing instruction

Direct instruction – systematic and explicit teaching and modeling of a particular skill, strategy, or process related to reading or writing. (p. 33)

Indirect instruction – teacher creates circumstances that allow students to learn by themselves and with each other; teacher monitors and provides input as needed.

Which method do YOU prefer in learning new material?

Why is a balance between the two types of instruction important?
 
 

Role of the Teacher
1.   modeling – show or demonstrate for students how to use the processes of reading and writing
2.   think-alouds – teachers share the thought processes they go through in formulating meaning from a text
3. cooperative/collaborative learning – students work on a task
4.   responding – constructing personal meanings  - reading response chart (p. 50)
5.   scaffolding – teacher-provided support
6.   teachable moment – responding spontaneously to a situation that arises unexpectedly during a lesson or activity (34)

See table of Reading Models on page 43.

“The primary concern for you as the teacher is to be aware of each of the possible ways to approach reading and when, why, and how to use them.”  (p. 35)

See table of Writing Models on page 46.

“Every day, in every classroom, students should have time for self-selected reading and self-initiated, independent writing.”  (p. 47)

Know table on 47.

Be able to recall at least 5 of the Guidelines for Planning Independent Reading and Writing on pages 48-49.

Be able to argue against the EXCUSES some teachers use for not providing independent reading and writing. (p. 49)