TEACHING THE LANGUAGE ARTSTEACHING THE LANGUAGE ARTSMichelann Parr Michelann Parr •• Terry Campbell Terry Campbell

prepared byprepared by

Jackie Eldridge,Jackie Eldridge, University of Ontario Institute of TechnologyUniversity of Ontario Institute of Technology

Chapter 9Chapter 9Reading PracticesReading Practices

Questions to Guide Your LearningQuestions to Guide Your Learning

• What does the continuum of support look like What does the continuum of support look like in reading?in reading?

• What are the essential features of shared What are the essential features of shared reading?reading?

• How does interactive reading differ from How does interactive reading differ from shared reading and guided reading?shared reading and guided reading?

• What are the essential features and goals of What are the essential features and goals of guided reading? How do I manage guided guided reading? How do I manage guided reading with literacy centres?reading with literacy centres?

Questions to Guide Your LearningQuestions to Guide Your Learning

• What strategies and skills are assessed by What strategies and skills are assessed by running records?running records?

• What is the goal of independent reading and how What is the goal of independent reading and how can independent reading be supported in the can independent reading be supported in the classroom?classroom?

• How can I facilitate classroom talk about great How can I facilitate classroom talk about great literature?literature?

• How can I implement literature circles in the How can I implement literature circles in the classroom?classroom?

• How do I manage readers’ workshop and assess How do I manage readers’ workshop and assess reading?reading?

What Do Literacy Teachers Know?What Do Literacy Teachers Know?

• Students vary in personality, learning style, Students vary in personality, learning style, and reading behaviour;and reading behaviour;

• There is no single method, theory, or set of There is no single method, theory, or set of learning materials;learning materials;

• A wide range of reading approaches and A wide range of reading approaches and methods will support students in the methods will support students in the classroom;classroom;

• Continuum of support is applied to reading.Continuum of support is applied to reading.

Continuum of Support for ReadingContinuum of Support for Reading

• Modelled Modelled • SharedShared• InteractiveInteractive• GuidedGuided• IndependentIndependent

Modelled ReadingModelled Reading

Read Aloud:Read Aloud:• Source of pleasure and information;Source of pleasure and information;• Modelling of effective reading strategies;Modelling of effective reading strategies;• Helps children to anticipate, infer, connect, question Helps children to anticipate, infer, connect, question

and monitor for sense;and monitor for sense;• First level in the continuum of support;First level in the continuum of support;• Opportunity to model intonation, expression, Opportunity to model intonation, expression,

pronunciation and comprehension strategies;pronunciation and comprehension strategies;• Not restricted to story and fiction;Not restricted to story and fiction;• Think alouds will alert students to unique strategies Think alouds will alert students to unique strategies

and skills.and skills.

Modelled ReadingModelled ReadingContinuedContinued

• BeforeBefore – selecting, skimming, previewing, – selecting, skimming, previewing, anticipating, connecting, questioning, anticipating, connecting, questioning, predicting;predicting;

• DuringDuring – connecting, comparing, inferring, – connecting, comparing, inferring, predicting, revising predictions, visualizing;predicting, revising predictions, visualizing;

• AfterAfter – connecting, revising predictions, – connecting, revising predictions, retelling, analyzing, interpreting, responding;retelling, analyzing, interpreting, responding;

• BeyondBeyond – connecting, revising predictions, – connecting, revising predictions, retelling, analyzing, interpreting, responding.retelling, analyzing, interpreting, responding.

Revisiting Think AloudsRevisiting Think Alouds

• Demystify the comprehension process;Demystify the comprehension process;• Make in-the-head thinking explicit and visible;Make in-the-head thinking explicit and visible;• Creates a framework for thinking;Creates a framework for thinking;• Common language for talking about books;Common language for talking about books;• Planning and conceptualization.Planning and conceptualization.

Revisiting Think AloudsRevisiting Think Alouds

• What should my students be able to What should my students be able to understand about the strategy being understand about the strategy being modelled?modelled?

• Where could I stop to think aloud? Which two Where could I stop to think aloud? Which two or three spots would best illustrate my point?or three spots would best illustrate my point?

• How will I differentiate between reading aloud How will I differentiate between reading aloud and thinking aloud?and thinking aloud?

Extending Think AloudsExtending Think Alouds

• Consider the multiple perspectives of characters;Consider the multiple perspectives of characters;• Explore more depth;Explore more depth;• Sub-text strategy;Sub-text strategy;• Natural extension of think aloud but focused on the Natural extension of think aloud but focused on the

thoughts, feelings, and emotions of characters;thoughts, feelings, and emotions of characters;• Readers explore the personality, intentions, and Readers explore the personality, intentions, and

motives of a character through drama, think aloud, motives of a character through drama, think aloud, and writing;and writing;

• Students make personal connections to text, develop Students make personal connections to text, develop inferring skills and empathy with characters.inferring skills and empathy with characters.

Evaluation and Assessment of Read Alouds Evaluation and Assessment of Read Alouds and Think Aloudsand Think Alouds

• Think aloud helps you determine students’ Think aloud helps you determine students’ strategy use and growth through strategy use and growth through conferencing, writing, and recording;conferencing, writing, and recording;

• Encourage reflection on other strategies;Encourage reflection on other strategies;• Support students as they think aloud;Support students as they think aloud;• Model think aloud;Model think aloud;• Ask questions to help students articulate what Ask questions to help students articulate what

they know about characters.they know about characters.

Shared ReadingShared Reading

• Reading is shared between an adult or expert Reading is shared between an adult or expert reader and a child or developing reader;reader and a child or developing reader;

• Familiar rhymes, repetitive patterns, chanting;Familiar rhymes, repetitive patterns, chanting;• Storybook reading is critically important to Storybook reading is critically important to

children’s reading development;children’s reading development;• Single child, small or large group contexts;Single child, small or large group contexts;• Meaningful and authentic interaction;Meaningful and authentic interaction;

Shared Reading ContinuedShared Reading Continued

• Use big books;Use big books;• Use overheads, charts, technology;Use overheads, charts, technology;• Choral reading;Choral reading;• Reader’s theatre. Reader’s theatre. • Model integrated use of cueing systems and Model integrated use of cueing systems and

strategies;strategies;• Activate prior knowledge;Activate prior knowledge;• Share a reading experience;Share a reading experience;• Emulate the behaviour of real readers;Emulate the behaviour of real readers;

Shared Reading ContinuedShared Reading Continued

• Enrich concept and vocabulary development;Enrich concept and vocabulary development;• Engage in successful reading;Engage in successful reading;• Develop a sense of self as a reader;Develop a sense of self as a reader;• Access to a body of known texts;Access to a body of known texts;• Access to resources;Access to resources;• Support;Support;• Read and think about literature;Read and think about literature;• Use prior knowledge to expand knowledge.Use prior knowledge to expand knowledge.

Essential Elements of Shared ReadingEssential Elements of Shared Reading

• Begin with read aloud;Begin with read aloud;• Multiple readings over several days;Multiple readings over several days;• Draw attention to key and/or unusual Draw attention to key and/or unusual

features;features;• Gradual release of responsibility;Gradual release of responsibility;• Increased levels of discussion and Increased levels of discussion and

engagement;engagement;

Essential Elements of Shared ReadingEssential Elements of Shared Reading

• Each reading serves a different purpose:Each reading serves a different purpose:

• First readingFirst reading for enjoyment and pleasure for enjoyment and pleasure

• Second readingSecond reading builds and extends builds and extends comprehensioncomprehension

• Third readingThird reading focuses on unusual text features or focuses on unusual text features or interesting language and vocabularyinteresting language and vocabulary

• Fourth readingFourth reading focus on word play or word- focus on word play or word-solvingsolving

• Subsequent readings explore intonations, Subsequent readings explore intonations, expression, volume, pitch and speed of readingexpression, volume, pitch and speed of reading

Essential Elements of Shared ReadingEssential Elements of Shared Reading

• Encourage students to chime in;Encourage students to chime in;• Build a positive reading environment;Build a positive reading environment;• Appreciate and extend;Appreciate and extend;• Demonstrate thinking about reading Demonstrate thinking about reading

strategies;strategies;• Develop and extend awareness of concepts;Develop and extend awareness of concepts;• Make connections;Make connections;• Encourage fluency and expression;Encourage fluency and expression;• Identify familiar and unknown words in given Identify familiar and unknown words in given

text.text.

Selecting Texts – Primary GradesSelecting Texts – Primary Grades

• Interest;Interest;

• Strong storyline;Strong storyline;

• Predictable language;Predictable language;

• Rhythm, rhyme, and repetition;Rhythm, rhyme, and repetition;

• Large, clear print;Large, clear print;

• One or two lines of print per page;One or two lines of print per page;

• Conventional placement of print;Conventional placement of print;

• Complete sentence or idea per page;Complete sentence or idea per page;

• Strong, supportive illustrations;Strong, supportive illustrations;

• Appropriate vocabulary.Appropriate vocabulary.

Selecting Texts – Junior GradesSelecting Texts – Junior Grades

• Content increases with complexity;Content increases with complexity;• Many of the processes remain the same Many of the processes remain the same

(before, during, after and beyond);(before, during, after and beyond);• Expanded repertoire of texts (e.g. poetry, Expanded repertoire of texts (e.g. poetry,

song lyrics, expository text);song lyrics, expository text);• Appropriate to model fluent oral reading and Appropriate to model fluent oral reading and

appropriate problem-solving;appropriate problem-solving;• Text not available in big book format;Text not available in big book format;• Use of charts, overheads or other Use of charts, overheads or other

technologies to enlarge text.technologies to enlarge text.

Evaluation and Assessment in Evaluation and Assessment in Shared ReadingShared Reading

• During shared reading you can observe During shared reading you can observe students as they:students as they: Develop a sense of self as a reader;Develop a sense of self as a reader; Gain awareness and use of symbols and Gain awareness and use of symbols and

conventions;conventions; Interpret familiar letters and conventions;Interpret familiar letters and conventions; Make connections between background Make connections between background

knowledge and new information;knowledge and new information; Recognize and use prediction strategies to Recognize and use prediction strategies to

develop meaning;develop meaning;

Evaluation and Assessment in Evaluation and Assessment in Shared Reading ContinuedShared Reading Continued

• Awareness of sight words, letter-sound Awareness of sight words, letter-sound relationships, and sentence structure;relationships, and sentence structure;

• Use of “fix-up” strategies;Use of “fix-up” strategies;• Use a variety of recording and assessment Use a variety of recording and assessment

plans (e.g. journals, anecdotal notes, plans (e.g. journals, anecdotal notes, checklists).checklists).

Interactive ReadingInteractive Reading

• Blends the best of read aloud, shared, guided and Blends the best of read aloud, shared, guided and independent readingindependent reading

• Operates within the child’s zone of proximal Operates within the child’s zone of proximal developmentdevelopment

• Students contribute what they know to the reading Students contribute what they know to the reading processprocess

• Expert readers fill in the gapsExpert readers fill in the gaps• Occurs spontaneously, often informallyOccurs spontaneously, often informally• Texts are meaningful and relevantTexts are meaningful and relevant• Texts are the ones students want to read over and overTexts are the ones students want to read over and over• Texts may contain a repetitive patternTexts may contain a repetitive pattern• Fill in the text and keep on reading!Fill in the text and keep on reading!

Guided ReadingGuided Reading

• Small group approach;Small group approach;• Support students as they develop skills and Support students as they develop skills and

strategies;strategies;• Goal is to help students become independent Goal is to help students become independent

and flexible readers;and flexible readers;

Guided ReadingGuided Reading

Provides opportunities for students to:Provides opportunities for students to:• Enjoy readingEnjoy reading• Engage in successful readingEngage in successful reading• Use independently flexible problem-solving strategiesUse independently flexible problem-solving strategies• Develop a sense of self as readerDevelop a sense of self as reader• Develop meta-cognitive strategiesDevelop meta-cognitive strategies• Activate prior knowledge, make predictions and Activate prior knowledge, make predictions and

connectionsconnections• Read and think about literature, extending Read and think about literature, extending

understanding through talkunderstanding through talk• Use prior knowledge to expand knowledge and Use prior knowledge to expand knowledge and

understandingunderstanding

Essential Elements of Guided ReadingEssential Elements of Guided Reading

• Students with similar reading levels;Students with similar reading levels;• Support with similar reading strategies;Support with similar reading strategies;• Groupings are flexible and purposeful;Groupings are flexible and purposeful;• No more than 4 or 5 students in a group;No more than 4 or 5 students in a group;• Teacher introduces text and assists learners to Teacher introduces text and assists learners to

develop independence;develop independence;• Support and scaffolding;Support and scaffolding;• Learners reads text on his/her own by whispering;Learners reads text on his/her own by whispering;• Increasingly challenging books;Increasingly challenging books;• Dynamic process based on on-going monitoring, Dynamic process based on on-going monitoring,

observation, and assessment.observation, and assessment.

Evaluation and Assessment in Guided Evaluation and Assessment in Guided ReadingReading

• Assess through observation before, during, Assess through observation before, during, and after reading;and after reading;

• Formal running records;Formal running records;• Subsequent planning and instruction;Subsequent planning and instruction;• Four cueing systems.Four cueing systems.

Managing Guided ReadingManaging Guided Reading

• Literacy CentresLiteracy Centres• Plan activities and learning experiences for Plan activities and learning experiences for

others that are meaningful and relevant;others that are meaningful and relevant;• Provide independent practice and literacy Provide independent practice and literacy

strategies previously taught;strategies previously taught;• Routines and organization;Routines and organization;• Facilitate independent use of literacy Facilitate independent use of literacy

strategies through task cards and student strategies through task cards and student designates;designates;

• Formal accountability structure.Formal accountability structure.

Independent ReadingIndependent Reading

• Builds on knowledge, skills and strategies Builds on knowledge, skills and strategies introduced during modelled, shared, introduced during modelled, shared, interactive, and guided reading;interactive, and guided reading;

• Opportunities for students to demonstrate Opportunities for students to demonstrate engagement with text and strategies;engagement with text and strategies;

• Opportunity to explore the four roles of the Opportunity to explore the four roles of the reader;reader;

• Combination of readers’ workshop Combination of readers’ workshop (independent response activities), literature (independent response activities), literature circles, and literary conversations.circles, and literary conversations.

Readers’ WorkshopReaders’ Workshop

• An environment where students can explore;An environment where students can explore;• Students acquire and practice reading strategies to Students acquire and practice reading strategies to

construct, extend, and revise meaning;construct, extend, and revise meaning;• Freedom and choice to select texts;Freedom and choice to select texts;• Ensure that students have access to a wide range of Ensure that students have access to a wide range of

texts;texts;• Scheduled time for independent reading, discussion, Scheduled time for independent reading, discussion,

reading work, journaling, response activities, reading work, journaling, response activities, literature circles, and grand conversations.literature circles, and grand conversations.

Essential Elements of Readers’ WorkshopEssential Elements of Readers’ Workshop

• Literary warm-up (5 minutes);Literary warm-up (5 minutes);• Mini-lesson (5Mini-lesson (5––10 minutes);10 minutes);• Self-selected reading and response;Self-selected reading and response;• Individual;Individual;• Individual reading conferences.Individual reading conferences.

Assessment in Readers’ WorkshopAssessment in Readers’ Workshop

• Formal and informal;Formal and informal;• Should reflect individual goals set by learner Should reflect individual goals set by learner

and teacher and curricular expectations;and teacher and curricular expectations;• Look for student growth;Look for student growth;• Holistic and specific assessment;Holistic and specific assessment;• Teachers share assessment with students;Teachers share assessment with students;• Conference and examination of reading Conference and examination of reading

responses.responses.

Forms of AssessmentForms of Assessment

• Goal setting;Goal setting;• List of Books Read;List of Books Read;• Books I Want to Read;Books I Want to Read;• Workshop wheels;Workshop wheels;• Mini-lesson products and reflections;Mini-lesson products and reflections;• Works-in-process;Works-in-process;• Reading portfolios;Reading portfolios;• Periodic checks or student developed plans.Periodic checks or student developed plans.

Reading ConferencesReading Conferences

• Listen to familiar readings;Listen to familiar readings;• Talk about story idea or topic – a real Talk about story idea or topic – a real

conversation;conversation;• Bloom’s Taxonomy;Bloom’s Taxonomy;• Sometimes a formal assessment is Sometimes a formal assessment is

warranted;warranted;• Give specific praise;Give specific praise;• Teach the almost known;Teach the almost known;• Assign further reading – a collaborative Assign further reading – a collaborative

decision.decision.

Literature CirclesLiterature Circles

• Heterogeneous small group discussion;Heterogeneous small group discussion;• Students accept responsibility for book Students accept responsibility for book

selection, independent reading, meaning-selection, independent reading, meaning-making, and group discussion of books;making, and group discussion of books;

• Extend understanding through talk;Extend understanding through talk;• Aesthetic responses;Aesthetic responses;• Cooperative skills;Cooperative skills;• Accountability in reading process;Accountability in reading process;• Group support;Group support;

Literature CirclesLiterature Circles

• Strategic approaches to comprehension;Strategic approaches to comprehension;• Students develop questions;Students develop questions;• Meta-cognitive strategies;Meta-cognitive strategies;• Activate prior knowledge, make predictions Activate prior knowledge, make predictions

and set purpose;and set purpose;• Reread, remark, analyze, apply, evaluate, Reread, remark, analyze, apply, evaluate,

synthesize;synthesize;• Critical thinking skills;Critical thinking skills;• Multiple intelligences.Multiple intelligences.

Essential Elements of Literature CirclesEssential Elements of Literature Circles

• Choice;Choice;• Small temporary groups;Small temporary groups;• Groups read different books;Groups read different books;• Regular schedule;Regular schedule;• Notes to guide reading and discussion;Notes to guide reading and discussion;• Self-selected discussion topics;Self-selected discussion topics;• Natural conversations;Natural conversations;• Teacher facilitates – not a group member;Teacher facilitates – not a group member;• Teacher observation and student self-assessment;Teacher observation and student self-assessment;• Playfulness and fun;Playfulness and fun;• Community sharing when finished.Community sharing when finished.

Literature Circle RolesLiterature Circle Roles

• Connector;Connector;• Questioner/ Question Asker;Questioner/ Question Asker;• Literacy Luminary/ Passage Master/ Passage Literacy Luminary/ Passage Master/ Passage

Picker;Picker;• Illustrator/ Artful Artist;Illustrator/ Artful Artist;• Summarizer;Summarizer;• Vocabulary Enricher/ Word WizardVocabulary Enricher/ Word Wizard

Literary ConversationsLiterary Conversations

• Entire class;Entire class;• Similar to instructional conversations;Similar to instructional conversations;• Indirect and informal support;Indirect and informal support;• Dialogue among students;Dialogue among students;• Critique, debate, and extend ideas;Critique, debate, and extend ideas;• All ideas are valued;All ideas are valued;• Attentive listening;Attentive listening;• Use evidence from the book to support ideas;Use evidence from the book to support ideas;• Listeners ask questions to further Listeners ask questions to further

understanding.understanding.

Assessment and Evaluation of Literature Assessment and Evaluation of Literature Circles and Literary ConversationsCircles and Literary Conversations

• Level of discussion;Level of discussion;• Student growth as readers and writers;Student growth as readers and writers;• Following rules;Following rules;• Social behaviour;Social behaviour;• A range of assessment tools;A range of assessment tools;• Reading behaviours;Reading behaviours;• Self and group assessment.Self and group assessment.

Evaluation and Assessment of Evaluation and Assessment of Content Area ReadingContent Area Reading

Observation of students’ ability to:Observation of students’ ability to:

Access and use a variety of reference Access and use a variety of reference materials for information;materials for information;

Gather and organize information;Gather and organize information; Paraphrase and summarize;Paraphrase and summarize; Use language to share ideas and convey Use language to share ideas and convey

messages;messages; Choose an effective reporting format and Choose an effective reporting format and

project for sharing information.project for sharing information.

ReflectionsReflections

• In your groups discuss the reading practices In your groups discuss the reading practices you have seen in your practicum classroom.you have seen in your practicum classroom.

• Discuss the effectiveness of what you have Discuss the effectiveness of what you have seen.seen.

• How will you organize the reading practices in How will you organize the reading practices in your own classroom?your own classroom?

CopyrightCopyright Copyright © 2007 John Wiley & Sons Canada, Ltd. All rights reserved. Copyright © 2007 John Wiley & Sons Canada, Ltd. All rights reserved. Reproduction or translation of this work beyond that permitted by Access Reproduction or translation of this work beyond that permitted by Access Copyright (the Canadian copyright licensing agency) is unlawful. Copyright (the Canadian copyright licensing agency) is unlawful. Requests for further information should be addressed to the Permissions Requests for further information should be addressed to the Permissions Department, John Wiley & Sons Canada, Ltd.Department, John Wiley & Sons Canada, Ltd. The purchaser may make The purchaser may make back-up copies for his or her own use only and not for distribution or back-up copies for his or her own use only and not for distribution or resale.resale. The author and the publisher assume no responsibility for errors, The author and the publisher assume no responsibility for errors, omissions, or damages caused by the use of these files or programs or omissions, or damages caused by the use of these files or programs or from the use of the information contained herein.from the use of the information contained herein.