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For the Love of Reading
Transcript of For the Love of Reading
a new generation that
loves to read For the Love of Reading Why is reading so important? Confidence Knowledge Entertainment Opportunities Independence Being a reader allows for independence, both as a learner, and as an adult Being a good reader may increase self-confidence and a higher sense of self-worth, especially as reading skills open pathways to developing other skills and abilities. Being literate and having related skills opens up opportunities that may otherwise not be available, such as employment and further education. Being a reader opens up whole worlds of knowledge, experiences and new ideas. It provides avenues for further education and the pursuit of knowledge. The stories and tales of adventure and excitement that are told through the written word immerse the reader and draw them into the world of books like no other form of entertainment can. Who are our readers? (Module 1: "Word Play") How do we teach comprehension strategies? What role does technology play? Awesome Resource Ideas! Why do we do all this anyways?? Reflect on this... How can we teach reading? (Module 4: "Cueing Systems") (as mentioned almost everywhere related to teaching) Are there any special needs
considerations? What is their
learning style? ...a young reader What texts can they relate to?
what is culturally relevant?
what are their interests?
what type of text appeals to them? What is their reading background?
have they had the right supports at school?
Have they had access to lots of materials?
What level are they reading at? Is their reading development
supported at home? How? Consider the factors that make up... And keep all of this in mind while you consider... How can we help our
students become readers? Students can use
the various strategies independently in their reading MODEL
the strategy PRACTICE
the strategy TEACH
the strategy Show the students how to use it Tell the students how it works, why it works, and give them the steps Revisit it, and then have the students practice the strategy (possibly in pairs) Gradual release of responsibility Teach them how to read, not "fake read" Make reading a part of the classroom culture Don't ever give up on any reader, by providing exciting and rich material that is culturally diverse and also appeals to their interests. Students need to be able to relate to what they're reading by making the environment appealing and through a great selection of books. Share a passion of reading, because excitement is contagious. How do we best support our students
in their reading? Students that are happily reading This is supported
by all of this Curriculum (and related documents) A team based approach between teachers, students, parents, and the school community A safe and respectful environment, with a comfortable and inviting space for reading A comprehensive literacy program:
- lots of reading strategies
-carefully planned days
-home reading program Make them want to read Get them engaged Explicitly teach, model, and practice comprehension strategies. Then hold them accountable with follow up activities so they can't "fake it". How do we teach them to read,
not to "fake read"? Give them lots of comprehension strategies Show them how to make connections between what they're reading and what they already know
Teach them how to ask questions of the text, the author, and themselves
Explain what reading between the lines is, and how to draw their own inferences
Help them determine importance between ideas
Engage them in visualization activities
Show them how to summarize and synthesize information they're reading
Give them techniques for keeping track of their thinking (Harvey and Goudvis, 2007, p. 17) and don't let them give up on themselves. Remind students that reading is a lifelong pursuit. We need to celebrate their successes, and encourage them as much as we can by creating habits (like the Daily five), by having rich and deep conversations, and by going with student-led inquiry and research allowing them to
choose materials Making meaning
from what we read
"READING" Graphophonic cues tell us about sound and symbol relationships and how they form words.
"Sound it out" or
"Stretch it out" Syntatic cues tell us about sentence structure, word order, and how things flow.
"Does it sound right?" Semantic cues use our previous knowledge of word relationships as well the pictures to help us make meaning of what we're reading.
"Does it make sense?" Pragmatic Cues
uses previous knowledge to tell us how text is structured and how words work together.
"Does it work?" When we read, we're making meaning of what we see. We use 4 cueing systems that work together to help us understand what we're reading. All 4 systems need to work together and be explicitly taught; we don't want to rely only on one, because we may miss meaning. (ELL students may require extra support with this cueing system) Technology is playing an increasingly important role in our classrooms, and reading is no exception! Technological literacy and the development of related skills are essential for the future. We can easily integrate technology into our reading programs by making creative use of online programs such as VoiceThreads. Use of different
can also help
students, may help make
it more engaging by giving
them some choice, and may
allow easier involvement of
parents, pen pals, etc. How can we best support our students in their reading? We can design our reading program to set our students up for success.
Richard Allington writes about the " SixTs of Effective Elementary Literacy Instruction
We can use his Six Ts to help guide the way we teach reading. 1. Time: We need to dedicate loads of time to literacy related activities. Allington refers to using 50% of the day for literacy.
2. Texts: The materials we offer to our students need to be varied, cross-curricular, and have options for different levels of ability.
3. Teach: We need to model , explicitly teach, and practice strategies and literacy activities.
4. Talk: We need to have deep conversations about topics with our students, and encourage students to engage in meaningful talk.
5. Tasks: If we assign longer tasks that require more depth and effort, they may be more meaningful than shorter tasks that are done fast.
6. Test: We should evaluate student work based on effort and improvement, rather than on net achievement; this means that all students can succeed. Thanks to my classmates for providing these! References Allington, R. (2002). 'The Six Ts of Effective Elementary Literacy Instruction'. Available online at: http://www.readingrockets.org/article/96/
Harvey, S. and Goudvis, A. (2007). 'Strategies that Work: Teaching Comprehension for Understanding and Engagement' 2nd Ed. Pembroke Publishers Ltd.: Markham, ON
Education World (N.D.) 'Cris Tovani on helping 'fake readers' become proficient life-long readers.' Available online at: http://www.educationworld.com/a_curr/profdev078.shtml
Atlantic Canada English Language Arts Curriculum, K-3 (N.D.). 'Program design and components: Reading and viewing component'. Available online at: http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/english/primary/readandviewcomp.pdf
Thacker, B.P. (N.D.) 'What's your cue: Incorporating the semantic and graphophonic cueing systems into students' reading.' (Journal unknown). Co-Constructed
- comprehension strategies
-what does reading look like
sound charts Books!
- different reading levels
-variety of topics
-various styles and types
-organized and clearly labeled Inviting areas
-make it appealing, so students want to spend time there
-comfortable seating Atmosphere
-needs to be a culture of respect (i.e. of different reading abilties and styles) and it needs to be a safe atmosphere, where students can take risks Location
-should be away from noisy areas of class, but still within sightlines
-lights should be
bright enough that students don't struggle to see the pages What do we include in our
reading environment? For those of us new to teaching, it's a challenge to know where to begin setting up a comprehensive literacy program. These resources are valuable starting points. Scholastic Website The Daily 5 Reading Rockets Into the Book The Teaching Channel Read Write Think The Teachers section on the Scholastic Canada website provides access to resources for the classroom, but also includes a professional development section. This section has articles about teaching, reading theories, strategies, and reading programs. It also has links to webcasts, events, videos, and webinars. It's a great place to go for some ideas and inspiration. Read Write Think provides both classroom resources and professional development resources (among other things). The classroom resources cover grades K - 12, and you can browse by lesson plans, student interactives (for use with a computer or tablet), and by calendar activities (e.g. poetry week). You can even refine the results by learning objective, or theme. The professional development resources include strategy guides, a professional library, links to conferences and events, and online programs and courses. Into the Book is a fantastic interactive website that provides teachers or students with all kinds of literacy supports, resources, and strategy tools. In the teacher section, it lists different comprehension strategies, and different instructional videos for each one, leading the class through the process of learning how to use that strategy. There is also a discussion board, a "design your classroom" function, and a lot of downloads (posters, songs, and teacher guides). The Daily 5 appears to be rather popular and commonly used. It is a method for implementing a comprehensive literacy program. There are videos online for The Daily 5, which explain the components and what it might look like in the classroom. There is also an official book ("The Cafe") and an official website (thedailycafe.com).
Essentially, the Daily 5 engages students in 5 different literacy activities each day:
1. Read to Self (Independent reading), 2. Work on Writing (or writer's workshop),
3. Read to someone (shared reading), 4. Listen to reading (read alouds), 5. Word Work (working with sight words or new vocabulary). Reading Rockets has links to resources for teachers, parents, principals, librarians, and other professionals. It is quite comprehensive. In the teachers' section, the content is divided into categories: in the classroom, children's books and authors, page by page (a blog), struggling readers, new teachers, building parent relationships, preschool teachers, school community, and professional development. There are videos, strategy guides, how-to guides, print-outs, reading guides, and a variety of other resources. The Professional Development section hosts topic-specific webcasts, as well as a short course designed for first year teachers on how the foundations of teaching reading. The Teaching Channel website is home to hundreds of videos relating to all different subjects in teaching. The videos are searchable, or are sorted by subject, topic, or grade. The videos are primarily designed to be for the teacher (rather than for showing in class), and are about different techniques, strategies, planning, ideas, etc. While site visitors can watch the videos without a subscription, to take part in the discussions and Q & As, you must be signed in. Ethical Standards Standards of Practice OCT Standards
for Teachers There are four ethical standards for the teaching profession, as outlined by
the OCT: Care, Respect, Trust, and
Integrity. Each of these standards
is equally important, and should be
part of every reading program. We
need to care about our students'
well-being; we need to respect
them and their abilities; society trusts
us to do what's right for students and
their learning, and we need to demonstrate integrity by ensuring that we're meeting their needs. These standards outline who we - as teachers - are. Good teachers will
embody these standards naturally, A through reading program and
environment will also reflect these standards easily. (because it's who we are) There are five standards of practice
that are all a natural part of teaching: Commitment to Students and Student Learning, Professional Knowledge, Professional Practice, Leadership in Learning Communities, and Ongoing Professional Learning. Like the Ethical Standards, each of these standards is important, and should underpin our teaching practices, including our reading programs. When these are in place, we are setting ourselves up to be
effective teachers. As I have learned, reflection is an important part of being a teacher. We need to constantly revisit our reading program, think about our students, and make changes depending on what's best for them and will best meet their needs. We need to constantly ask ourselves, "is my current program/strategy/plan working? Why or Why not? How can I make it better?" By engaging in reflection regularly, we can ensure that we're always working towards improving our teaching practice. What have their reading experiences
been like before now?
do they love it?
do they do it 'cause they have to?
is it fun? or dreaded?
are they confident readers? or hesitant?