Transcript Guiding Readers and Writers Book Discussion

Guiding Readers and
Writers Book Discussion
Chapters 20 - 22
Chapters
 Twenty: Teaching for Sustaining
Strategies in Guided Reading
 Twenty-One: Teaching for Connecting
and Expanding Strategies in Guided
Reading
 Twenty-Two: Teaching for Word Solving:
Phonics, Spelling, and Vocabulary
Chapter Twenty: Teaching
for Sustaining Strategies in
Guided Reading
 Guided reading plays a central role in teaching
students to use reading strategies to become
effective readers
 Two challenges facing young readers
 Some students will work on very basic reading skills
such as word analysis and comprehending simple
texts
 All students need instructional support so they can
expand their competence across a greater variety of
increasingly challenging texts.
Teaching within a Guided
Reading Lesson
 It is important to begin guided reading by
introducing the work
 Strategies before Guided Reading:
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Author biography
Predictions
Inference
Genre characteristics
Connections to background knowledge
Clarify the connection
During Guided Reading
 While reading silently,
instructors are conference
with individual students
 During the conference,
students
 Read a short piece of the
text aloud softly
 Offers examples of
interesting language
 Asks questions
 Converses with instructor
After the Reading
 Teacher calls groups together for
discussion
 This discussion is used to:
 Check for understanding
 Share interesting language
 Make literary and personal connections
 Teacher mediates and steers discussion
in the right direction for analysis
Teaching for Strategies
Using Accessible Text
 Choose works that fit the goal or skill that will
be emphasized, as well as the amount of
teacher mediation
 Teacher Mediation
 Show students effective reading behaviors
 Support students’ early attempts at effective reading
behaviors
 Prompt students to engage in effective reading
behaviors
 Reinforce effective reading behaviors
 Observe students using effective reading behaviors
What skills do students learn
using reading strategies?
 Decoding
 Monitoring and
Correcting
 Information
Gathering
 Predicting
 Phrasing and
Fluency
 Adjusting Ideas
Chapter Twenty-One: Teaching for
Connecting and Expanding Strategies
in Guided Reading
 Literary and personal connections to
reading increase understanding and
meaning
 Connection is an important step towards
higher order thinking skills (Bloom’s
Taxonomy)
Connection to Other
Reading Texts
 Connections between text often involve reading skills
such as:
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Content
Genre
Author
Setting
Characters
Plot
Structure
Theme
Language
Tone
Inference
Summarizing
 Summarizing is taking all of the text and
taking out the important ideas, events,
and details from the story and
reorganizing them in a shorter manner
 Can be used for synthesizing and
analyzing, depending on the stance of
the perspective of the summary
Analysis and Criticism
 Analysis – looking below the surface to
figure out what the author’s purpose and
viewpoint
 Criticism – evaluation of text
 Both of these skills are used to create
“critical citizens” – those who question
what is heard and read and evaluate
accuracy
Critical Citizens
 Theory that students who analyze text and
what is read create better citizen.
 Address social issues
 Understand them
 Address them using that knowledge
 Literacy – tool for changing society, where
education empowers others to improve their
own lives and those around them
Chapter Twenty-Two: Teaching for
Word-Solving: Phonics, Spelling, and
Vocabulary
 Word study isn’t about
leaning individual words,
but rather how written
language is organized.
 This process involves
decoding and deriving
meaning.
 Like all learning, reader
and writers learn more
while actually doing it
themselves.
Strategies for Word
Solving
 Phonemic
 Sounding it out
 Visual
 Visual patterns making up words or letter clusters that make
a different sound– i.e.. -eigh (long a sound)
 Morphemic
 Using affixes, root words, etc. in compound words
 Linking
 Linking to similar words (example – equivalent is close to
equal and value)
 Research
 Using dictionaries, word lists, thesauruses, glossaries – any
tool at their disposal to find words
Phonics
 Whole Words
 Rapid, automatic word recognition
 Word Patterns
 Chunking words
 Syllables
 Close to morphemic
 Letter by Letter
Spelling and Vocabulary
 Spelling and vocabulary teach students words as well as how to
spell common words and pronounce new words based on
connections with other words
 Spelling rules are highly useful
 Always put u after q
 Every syllable has a vowel
 Write i before e except after c or when sounded like a as in neighbor
or weigh
 Vocabulary
 Increasing vocabulary is basic to education
 In order to know a word
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Read it in different contexts, understanding every time
Use it in a decontextualized way
Realize connotations
Use metaphorically
Vocabulary
 Learning vocabulary occurs one of two ways
 Reading
 Explicit teaching
 Vocabulary lists
 Dictionaries, thesauruses, etc.
 Need to have students use the word, not just define words
 Those who most need to expand vocabulary
are likely the slowest and most reluctant
readers
Active Word Study
 Interactive word study is suggested one or two
times a week
 Word webs
 Wall charts
 Writing assignments
 Using Phonics, spelling, and vocabulary
 Types
 Making Words
 Word Sorting
Making Words
 Students construct words with magnets or
letter cards
 Can make words that
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Start and end the same
Feature silent letters
Are contractions
Are compound words
Contain prefixes and suffixes
Are homonyms (homophones, homographs)
Have the same roots (Greek or Latin)
Contain the same number of syllables
Word Sorting
 Definition – “a way to help students compare and
contrast words according to specific features.”
 Enables students to form hypotheses, concepts, and
generalizations about written words
 Definition – a way to help students compare and
contrast words according to specific features.
 Enables students to form hypotheses, concepts, and
generalizations about written words
 Divide words into open and closed sorts
 Sort these words by sound, spelling, or
concept/meaning
Effective Word Study
 Fun, not tedious
 demonstrate students what they already know
about words
 Don’t obstruct with reading and writing time
 Create discussion and negotiation
opportunities
 persuade students to relate their own
background to knowledge
 Encourage connections between study and
understanding
Using Word Study
 Students must then put what is learned
into action during reading and writing
workshops
 Throughout literature study and then
writing, such as independent, guided,
and investigative writing.