Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Learning How to Teach Reading
Transcript of Learning How to Teach Reading
Explicit - fully and clearly expressed or demonstrated
Explicit information or content is equally paired with implicit information in teaching reading.
The implicit information that we show is leading towards a negativity for reading.
Students are never allowed to select the books they read.
Students never see their teacher reading.
"Reading is boring" 1. Reading is a serious,painful business.
2. There is one interpretation of the text: the teacher's.
3. Student readers are not smart or trustworthy enough to choose their own texts.
4. Reading is followed by a test.
5. It's immoral to abandon a book you're not enjoying.
6. Reading is a waste of English class time. The Start of Silent-Reading Learning How to Teach Reading Rethinking Reading "The model of the good reader that we create is a stereotype few students can - or want to - emulate."
The Old Standard Literature Program:
Great Works of Literature
The New Priorities for Literature:
Initiative Boosts student fluency.
Every day at least one student asked, "Are we having reading today?"
Eventually, the classroom became full-time reading.
The students devoured books. They averaged thirty-five books a semester with five days of reading. Literature Around the Table Reading every day is not enough for the concepts that need to be taught in Reading. Reading needs to be a communal experience, when teachers and students share their thoughts and feelings about the stories they are reading.
It is like family conversation around the "dinner table" at night.
Conversations include characters, emotions, jokes, and exchanges of the stories. Reading as a Workshop When Nancie Atwell first wondered why her reading program was not working she looked to her own process of reading and found that it was far off from what she had been doing in class.
Nancie already had a great experience with a Writing Workshop and thought she would try the same.
"In reading workshop I expect everyone will read and discover books that they love" Conduct book talks about new books added to the library. Book Shares- share stories of books they have read. Mini Lessons Selecting their own Literature "If we want our students to grow to appreciate literature, we need to give them a say in decisions about the literature they will read.
Turned students into readers.
Develop their own theories about literature.
Increase students' fluency, reading rate, and comprehension.
Everyone will "get into" books. Dialogue Journals Letters written back and forth between the student and teacher to focud on literacy aspects of the book they are reading.
Allowed students to reflect on reading.
Helps enhance literacy gossip.
First-draft writing that allowed Nancie Atwell to attend to all of her students. The journals were thoughtful, personal, and all pertained to reading and literature.
Eventually the journals spread to include classmate exchanges. Cultivating the Garden Using the reading workshop allowed for the students to grow and become real users of literature. "One of the best things about teaching reading in a workshop, where I immerse myself and my kids in literature we love, is that teaching is lonesome no more." The more personal the teaching, the richer and more personal their relationship becomes with reading. Works Cited Do you think a reading workshop will always work? Why or why not? Atwell, Nancie. In the Middle. 1998. Boynton/Cook Publishers, Inc.