Presentation on theme: "Developing Literacy Lesson Plans EDC424 Dr. Julie Coiro."— Presentation transcript:
Developing Literacy Lesson Plans EDC424 Dr. Julie Coiro
Today’s Objectives 1. Review key elements for your literacy photo journal 2. Examine components of literacy lesson plan in relation to The Reading Process outlined in Tompkins Chapter 2 3. See an example of a literacy lesson plan 4. If time, try designing a word sort activity
Reading Instruction Successful readers use five essential skill sets: –Phonemic Awareness and Phonics; Automatic Word Identification; Fluency; Vocabulary; and Comprehension Effective reading instruction gradually releases responsibility from teacher modeling to student independence –Modeled reading (teacher does all work to explicitly model) –Shared reading (teacher does most work but students tiny pieces) –Interactive reading (teacher and students do together) –Guided reading (student does most work and teacher guides with prompts and scaffolds – think queries and follow-ups) –Independent reading (student does all work)
The Reading Process Effective reading instruction involves students in activities that TEACH, PRACTICE, and APPLY these skill sets. –Stage 1: Pre-reading – prepare readers –Stage 2: During reading - reading, thinking, discussing –Stage 3: Responding - writing, discussing –Stage 4: Exploring – focus on words/teach mini-lessons –Stage 5: Applying – extend & reflect These will be the main parts of your lesson plan.
Pre-Reading Instruction Activates background knowledge –introduce new words or experiences they might encounter and connects with their knowledge Sets an explicit purpose (teacher or student) –Motivates and helps students monitor their understanding in relation to goals Sets a plan for reading –Depends on structure (fiction or nonfiction) & purpose (e.g. preview, anticipate, predict)
During Reading Instruction Shared reading: Read-aloud appropriate for interest, but too hard for decoding Interactive read-aloud: Read-aloud with developmentally appropriate texts as students actively participate Guided reading: Work with small group at same level – students can read books with 90-94% accuracy = instructional level – new or revisit texts – every child has a copy of the book Buddy reading: Read or reread with scaffolding from their peers – need instruction on how this works Independent reading: Read silently at own pace
Responding Writing in reading logs or learning logs (revisiting, reflecting, elaborating, drawing) Participating in discussions – grand conversations –Share personal responses, ask questions
Exploring Reread the selection (with partners or independently) to focus on big ideas, reflect on story elements (characters, problem/solution, plot sequence or theme) Teach mini-lessons (connecting concepts, visualizing, reflecting, etc) Focus on Words and Sentences (WORD STUDY!)
Applying Extend, reflect, and apply in open- ended projects, reader’s theatre, internet activities, drawing, adapt text in their own version, etc., etc.,– center, partner, small group activities For your lesson, this will be applying the Word Study Activity
Your Lesson Plan Pre-Reading: activate PK and set purpose & plan During (Guided reading): Work with small group at same instructional level –every child has copy of book and reads themselves (links to open ended questions, vocab, & discussion) Responding: Writing in reading logs or learning logs (revisiting, reflecting, elaborating, drawing, graphic organizer) Exploring & Applying: Word Study Instruction and Practice Engaging All Readers: differentiating instruction with scaffolding to achieve the same learning objectives (given X, child will be able to do the same thing) Evaluation: (part of each stage – as we’ve been learning – match up to stated learning objectives) LET’S SEE HOW IT PLAYS OUT IN IRA SLEEPS OVER AND SPIDER, SPIDER
The Reading Process –Your lesson plan activities… –Pre-reading: prepare readers – Activity 1 –During reading: engage with text (Activity 2 with teacher; Activity 3 with peer partners) –Responding: writing, discussing - Activity 6 –Exploring: focus on words/teach mini-lessons- Activity 4 –Applying: extend & reflect - Activity 5 Refer to the visual organizer to see how it all fits together.
Lesson Plan Book Choices Locate a book in the library Link to developmentally appropriate word study (Which words? Which phonics/spelling lesson?) Selecting grade levels??
HOMEWORK Wed-Thursday: Read Beck & McKeown: Text Talk Article (Storybook Reading and Discussion) Read WTW, Chapter 6 (Within Word Patterns – the phonics patterns from last week) Finish Photo Journal Descriptions Friday-Monday: Fluency: Read Griffith and Rasinski: A focus on fluency and Reader’s Theatre Work on Photo Journal Reflection Nov. 1 (Spelling Inventory Due – p. 319)
Small Steps to the Lesson Plan Nov. 8: Word Study Demonstration Due (practice and get feedback from peers and Thinking Sheet Due for Class Check (add to syllabus; meet with me if want) – can include Text Talk portion if you’d like for early feedback Nov. 22: Lesson Plan Due Nov. 29: Outline for Literacy Center Due Dec. 6: Literacy Center Due
Small Steps to the Lesson Plan March 31: Thinking Sheet Due for Class Check (add to syllabus; meet with me if want) Text Talk Element Due (Guided Reading Query Sets ) get feedback April 5 or April 7: Word Study Demonstration Due (practice and get feedback from peers) April 15: Lesson Plan Due April 22: Literacy Center Due