3Reading Approaches Basal Text Whole Language Literature-Based (Thematic)Language Experience ApproachBalanced Literacy
4Group TaskRead the information about your particular reading approach.Create an illustration/graphic organizer that shares the important points of that approach.Discuss these points with the class. Include both the advantages and disadvantages of the reading approach
5Whole Language Totally holistic approach to reading Phonics (whole to part)Uses patterned and predictable reading to beginTeach reading by reading
6Language Experience Individualized Students create literature by sharing experiences which are written.What I can think, I can say.What I can say, I can write. What I can write,I can read.
7Let’s ReadA House is House for MeByMary Ann Hoberman
8Literature Based Teacher chooses literature to match interest of group Thematic and integrated into all disciplines
9Balanced Literacy Reading and writing taught simultaneously Reading To (Model/ Read Aloud)Reading With (Shared Reading)Reading By (Guided & Independent)
10Basal Approach Complete graded program Anthology of literature Scripted teacher’s manualIncludes everything98% of all schools use this approach
11Which reading approach would you consider to be the best? Approach toTeaching Reading
12Reading Instruction (let’s start with the basics) Although most principals don’t teach reading, it’s critical that they know how reading should be taught to evaluate the reading programs in their (your) school.Most young students need instruction in 5 areas of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
13Phonemic AwarenessInstruction in phonemics helps children to become aware of sounds in spoken wordsGood phonemics instruction………..Precedes phonicsIs most appropriate for younger studentsIs generally playful, using such activities as rhyming words; identifying the number of words in a phrase or the number of syllables in a word; or taking part words and putting them together (segmenting and blending).
14Phonics R yoo hookt on fonix? Yep! Becoz fonicks werkt four me. Phonics combines the sound with the symbol.Can be very difficult and confusing for children.Is generally finished by the middle or end of second gradeIs most appropriate for students whose reading styles match the phonics method- in other words, those who have the auditory strengths to perform phonics tasksFocuses on words, not rules. Good readers decode new words by comparing them to patterns within words they already know. Good phonics teachers draw children’s attention to word patterns and provide practice using text containing those patternsMay include invented spelling in the early grades.Uses music as an instructional tool.
15Silent e Who can change a cap into a cape? Who can change a tap into a tape?It’s easy as can be for--Silent eHe can change a man (Alakazam) into a mane. But my friend Sam stayed just the same.He can change a tub into a tube.He can change a cub into a cube.It’s elementary for--Silent e
16FluencyInstruction in fluency is extremely important. It is also the most neglected skill of the five critical reading areas. Fluent readers read rapidly, accurately, and with good expression.Good fluency instruction……Provides many fluid models of reading, live or recordedEncourages non-fluid readers to listen to brief, fluid reading models and then to practice the modeled passage repeatedly until they can read it fluently before reading it aloud to othersUses a variety of assisted reading methods (shared reading, echo reading, recorded books, choral reading, paired reading), depending on the reading level of the student and the difficulty of the reading materialProvides a variety of high-interest, high-level reading materials both on tape and in text so that the child can compare printed and spoken words
17Vocabulary Many vocabularies: Speaking, Listening, Reading While children learn most of their vocabulary indirectly (by listening to adults and other children speak, being read to, conversing, and reading on their own) students with large vocabularies have a better chance of comprehending what they read.
18Poor Vocabulary Instruction Introduce new words in text.Repeat new words.Use in a sentence.Look up in the dictionary and write definition for homework.
19Good Vocabulary Instruction Engages children in discussions about wordsUses videos, visuals, and anecdotes to expand word meaningProvides readings of materials that help students become increasingly familiar with a variety of high-level wordsProvides strategies for deciphering unknown words, such as understanding prefixes, suffixes, and rootsUses many hands-on vocabulary games to encourage children to expand their vocabulary
20Comprehension (Yea!!)What does comprehension mean to you?
21ComprehensionComprehension is the ultimate goal of reading instruction.Good comprehension instruction…….Sets the mood of a story and provides opportunities for dramatizationsHelps students monitor their comprehension by asking key questions and modeling the thinking process while reading a storyUses organizational pictures of the text’s contentAsks question about what children have read, especially questions that require children to draw conclusions, make inferences, and predictTeaches children to generate and ask their own reading questionsMakes children aware of story structure
22Comprehension divided into two categories What we want students to DO:Connect,Question,Predict,Visualize,Summarize,EvaluateWhat would this look like in the classroom?
23Classroom Application: Connect: Organize thinking, Reminds me…Question: What might?, I wonder?Predict: Logical justificationVisualize: All sensesSummarize: Making judgments--important?Evaluate: Have I changed my opinion? How am I different?
24What we want them to learn: Skills Main idea, supporting detailsInference, draw conclusionsCompare, compareCause/effectProblem/solutionStory elements
25What else do you need to know…….. (you mean there’s more?) Almost all principals have received training in the areas of leadership and management. However, most have received little or no training in the field of content knowledge in literacy instruction.How do principals deliver effective literacy instructional leadership?
27School CulturePrincipals need to understand the significance of entrenched philosophical and instructional habits that constitute a culture in a school- and his or her own power to change that culture. Trust teachers to share leadership, and create an atmosphere where colleagues listen to one another, the students, parents, and YOU!
29Principals also HAVE to have a sense of humor! Questions……(only if they are easy!)Comments……(only if they are nice!)Concerns…..(only if they are not for me!)Just kidding!Principals also HAVE to have a sense of humor!