Reading Resource Specialist Meeting November 16, 2011 Foundational Research for Buzz About IT! program Of all instructional contexts in which informational text is used, we believe that read aloud and shared reading may be the most important for childrens learning and enjoyment. Duke and Armistead, page 42 Variety of texts that are a bit challenging for independent reading Read sections of text chunking Teacher as proficient reader, students as listeners Interactive discussion of text before, during, and after reading Variety of texts that are a bit challenging for independent reading Read sections of text chunking Text is large enough for all readers to see Teacher and students reading aloud together as in choral reading Teacher reads aloud while students read along subvocally or silently My philosophy is that all kids can learn and you just have to find a way to reach them, and so I think this (reading informational text)... showed me another way to reach some kids who otherwise might not be interested. Mary Ellen Moffitt, page 51 Text-to-Text Connections make connections between text reading/hearing and other texts read/heard in past Text-to-Self Connections make connections between text and own experiences Text-to-World Connections make connections between text and the world ExperienceTextRelationship Instructional Conversation Think Aloud Teacher leads students in discussion of their experiences related to the text they will read. Teacher focuses students on text by reading it aloud and questioning or commenting on portions of it related to experiences discussed. Teacher leads students to discuss relationships between the text and their experiences. Teacher selects a theme/idea to focus discussion and plans the chunking of text. Teacher activates the use of background knowledge and relevant schemata into discussions. Teacher directly instructs skill/concept as needed. Teacher elicits more complex language and expression. Teacher probes students reasoning to support their argument or position. Teacher focuses on questions that have more than one answer. Teacher is responsive to students discussion contributions. Teacher facilitates discussion that includes multiple, interactive, connected turns among students. Teacher acts as collaborator (not evaluator) to create a zone of proximal development, challenging students to negotiate and construct meaning from text. Teacher encourages general participation among all students in taking turns to talk. Monitor and Adjust Comprehension That does/doesnt make sense to me because... I didnt understand the last part, Id better go back... I still dont understand what that means, Im trying... Activate Relevant Prior Knowledge I know some things about... That reminds me of... That fits/doesnt fit with what I know about... Generate Questions and Responses I wonder... I notice... Its interesting/frustrating/exciting that... Attend to and Uncover Text Structure I think this is organized by... This section talked all about... so I think this next section will talk about... Looking at these headings/titles/graphics, I see that... Summarize So far Ive read that... I think the main points of this are... This was about... If the goal is for students to choose to write & write well a specific kind of text, then exposure to that type of text is vital. Children who are not exposed to much informational text are not likely to develop informational writing skills as quickly as children who are. Nell K. Duke Engaging primary children in activities that require them to read and write is crucial to their reading and writing development. Expose them to many models of informational writing They must hear and read it *We must read aloud and provide time for browsing and sharing well-written informational books Teach students to think about reading in meaningful ways. model your thinking during your read aloud charting Give a framework for thinking about books Lead to deeper, more interesting writing It is not enough to just expose children to the informational text. Help them identify the characteristics/features Discuss facts during the read aloud (how the author might have found the information upon which the book is based) Develop their own style preference Identify the authors pattern and organization Study authors of informational texts (Gail Gibbons) Assist them in developing their own style preference Teacher composes and interacts with text Teacher thinks aloud to demonstrate the writing process or craft Quick pace Helps students become aware of the structures and patterns of written language Demonstrates the strategies that good writers use Models the thought process involved in writing Allows students to engage in and focus on the process Teacher is the scribe Students focus on the thinking involved in writing Method of direct teaching of key skills and concepts Reinforces and supports reading as well as writing All students are able to participate Encourages close examination of texts, words, and options of authors Demonstrates conventions of writing (spelling, punctuation, and writing) Moving students toward independent writing Another level in the scaffold that gives students support Students gain competence and confidence in their writing skills Teacher is able to demonstrate the thinking process Give students opportunities to write about what they know about or learned about Encourage them to use sources such as interviews or discussions with peers to gather additional information Drafting, revising, editing, and publishing INDEPENDENT WRITING Young children need instruction and support to develop as informational writers Expose them to models of informational text Help students become aware of the distinct features of informational text Connect reading and writing through activities such as author studies Help them conduct research and make information their own Provide real purposes and audiences for informational writing DONT PUT IT OFF UNTIL THEY ARE OLDER!! Preview informational text trade book Discuss instructional teaching points Review the instructional lesson plans Discuss components of the lesson plans Exchange resources at table and repeat