basically, what do we get from reading? basically, what do we get from reading?

YC

EARLY CHILDHOOD

LITERA

STARS

STARS

EARLY CHILDHOOD

LITERA

Y

C

STARS

WITHLEVELED READING

D

Part 1

BASICALLY, WHAT DO WE GET FROM READING?

BASICALLY, WHAT DO WE GET FROM READING?

PAUSE AND THINK…

FROM READING WE…

• receive messages

• learn information

• have fun and relax

INFO

READ

LEARN

THINK

WHAT

Messages Are Everywhere!!

EARLY CHILDHOOD READING IS SPECIAL.

EARLY CHILDHOOD READING IS SPECIAL.

What are some ways that make this time unique for readers?PAUSE AND THINK…

THEMAIN THINGABOUT READINGISWE HAVETOLEARN HOWTODOIT.YOUPASSED!

In childhood, reading generally means learning how to read; that is, basically, making letter sounds, blending letters for sounds, recognizing words for meaning and doing so with increasing fluency.

It all may sound like hard work, but for second or foreign language learners, one’s first language (L1) can help.

What do you think transfersand remains useful from L1?

What do you think transfersand remains useful from L1?

PAUSE AND THINK…

Researchers believe the following transfer:

• Conceptual knowledge – e.g. photosynthesis.

• Thinking strategies – e.g visualization, graphic organizers.

• Pragmatic aspects – e.g risk taking, gesturing.

• Shared vocabulary – e.g. photo, auto.

• Phonological awareness – e.g. distinct sounds make words.

Cummins (2005) Possibilities and Pitfalls

Since leveled books usually begin with basic concepts and gradually gain complexity, they are ideal for developing literacy skills.

Before we look closer at leveled reading, we must review some learning concepts that will help our discussion.

FOUR FUNDAMENTAL LEARNING CONCEPTS IN BASIC TERMS

• Scaffolding

• Vygotsky’s Zone of Proximal Development (ZPD)

• Bloom’s Taxonomy

• Krashen’s Comprehensible Input

A QUICK WORD ON SCAFFOLDING

A scaffold is a support structure around anything being constructed.

KEYWORD: Support!

We see examples of scaffolding all the time.

THIS IS A SCAFFOLD

LET’S CONSTRUCT SOMETHING

THAT’S A START

LOOKING GOOD

MAKING PROGRESS

WE’RE ALMOST DONE

NEARLY FINISHED

THE FINALTHINGS

DONE

WHAT DID YOU NOTICE DURING CONSTRUCTION?

WHAT DID YOU NOTICE DURING CONSTRUCTION?

PAUSE AND THINK…

YES! SCAFFOLDING SHOULD BE REMOVED AS YOUR STRUCTURE DEVELOPS.

Construction

Time

Scaffolding

WHY DOES SCAFFOLDING MATTER IN LANGUAGE LEARNING?We all need support of some kind in our learning. The kind of support you need depends on the situation.

In any case, be you a teacher or student, it is super useful to understand scaffolding needs.

Relax, we will see some examples soon.

WELCOME TO THE ZPD

This little girl wants to climb the boxes, but she does not know how.

A person who knows how to reach the top tells her to use the little box. She looks and, aha, sees a little purple box.

She places the box so that it becomes a small step.

She steps up.

Hurray! Now she knows how to climb the boxes.

Normally, the ZPD concept can be complicated. Here it should be quite simple.

First, where were there examples of scaffolding in the story?

Where were there examples of scaffolding in the story?

PAUSE AND THINK…

The more knowledgeable guide was scaffolding.

The box was scaffolding.

The distance between what was known and what was desired is the ZPD.

WHY THE ZPD MATTERS HERE

• ZPD reminds us there is often a need for more knowledgeable guidance (i.e. collaboration).

• Therefore, learning should be a social, rather than an isolated event.

• ZPD reminds us that scaffolding is often necessary but must eventually be removed.

BLOOM’S TAXONOMY(Revised version 1996)

Bloom’s Taxonomy is a scary sounding simple idea: Ask thought-provoking questions.

Bloom’s Taxonomy helps teachers ask students questions to prompt ‘higher’ thought and to demonstrate understanding.

There are six levels of thinking in Bloom’s Taxonomy. Watch this example.

What is this?

REMEMBERING“lower-order thinking”

A CUP!!!!

What is a cup for?

UNDERSTANDING“lower-order thinking”

Drinking.

What should I do with the cup now?

APPLYING“higher-order

thinking”

Drink!

APPLYING“higher-order

thinking”

Metal?

What kind of material is this?

Plastic? Ceramic?

ANALYZING“higher-order

thinking”

Okay!

In pairs, debate which materials might be best for a cup.

EVALUATING“higher-order

thinking”

Cool!

In pairs, create a completely new use for the cup.

CREATING“higher-order

thinking”

WHY BLOOM’S MATTERS

• If getting your students to think at a higher level is so simple, they should always be working at levels that require higher order thinking.

• Being able to ask good questions is fun for everyone.

KRASHEN’S COMPREHENSIBLE INPUT

Another scary sounding concept that can be thought of as three simple tips:

1. Provide lots of language.2. Make some of it just a little

challenging.3. Have fun!

Now let’s see it in action.

WHICH ONE DOES NOT BELONG?

Horse

Cat

Parrot

Bear

Why?

PAUSE AND THINK A MINUTE…(THE NEXT SLIDE HAS A CLUE)

WHICH ONE DOES NOT BELONG?

Horse

Cat

Parrot

Bear

Why?

WHICH ONE DOES NOT BELONG?

Do the drawings help?

WHICH ONE DOES NOT BELONG?

Do the drawings help?

WHICH ONE DOES NOT BELONG?

Do the drawings help?

The bear has a stubby tail. The others are long.

HOW DID THE GAME DEMONSTRATE KRASHEN’S COMPREHENSIBLE INPUT?

PAUSE AND THINK…

LEVELED READING RELIES ON ALL FOUR CONCEPTS WE HAVE DISCUSSED.

EARLY EMERGENT

EMERGENT

EARLY FLUENT

FLUENT

How do you think the four concepts (scaffolding, the ZPD, Bloom’s and Comprehensible Input) could apply to leveled reading?

Part 2 Leveled Reading: A systematic approach to literacy.