NETA Power Point Slides to accompany Prepared by Luigi Iannacci Trent University Copyright © 2013 by Nelson Education Ltd.

Chapter Seven Reading Instruction: Major Components 2 Copyright © 2013 Nelson Education Ltd.

OVERVIEW Perspectives on Reading and Reading Instruction -funds of knowledge Pedagogies to Support Reading Practices: Considerations -supporting reading practice Reading Instruction Components -instructional components -guided reading groups: planning and practice 3 Copyright © 2013 Nelson Education Ltd.

PERSPECTIVES ON READING AND READING INSTRUCTION 4 Copyright © 2013 Nelson Education Ltd.

Sharon Taberski’s Learners… Let’s re-read the transcript on page 253 What particular funds of knowledge students were demonstrating in relation to their reading? What strategies, assets, resources were at students’ disposal. What did they know? What were they able to do? Copyright © 2013 Nelson Education Ltd. 5

Funds of Knowledge understanding and expecting reading to be about meaning making immediately engaging in meaning making with a text using prior knowledge and experiences to help understand what is being read making predictions before and during reading and comparing/contrasting predictions to a text identifying words easily reading with fluency reading for a variety of purposes continually monitoring comprehension reflecting on what has been read 6 Copyright © 2013 Nelson Education Ltd.

Funds of Knowledge using a repertoire of strategies based on cueing systems to understand what is being read visualizing while reading appreciating and engaging with reading and literature reading progressively more challenging texts using oral language to support reading engaging in sustained periods of reading use of genre conventions for comprehension recognizing the relationship between reading and writing 7 Copyright © 2013 Nelson Education Ltd.

PEDAGOGIES TO SUPPORT READING PRACTICES: CONSIDERATIONS 8 Copyright © 2013 Nelson Education Ltd.

Whole to Part revisited Choose either Box 7.1 on pp or Box 7.2 on pp Re-read the lesson plans and then deconstruct how whole-part-whole planning took place in the lesson. What sections of the lesson were indicative of the whole? What were the parts that were then focused on? How did the lesson allow students to return to the whole? Use the organizer to jot down your ideas Copyright © 2013 Nelson Education Ltd. 9

Supporting Reading Practices 10 Copyright © 2013 Nelson Education Ltd.

Supporting Reading Practices 11 Copyright © 2013 Nelson Education Ltd.

Supporting Reading Practices Phonics and Meaning: Whole-Part-Whole Explicit and Implicit Instruction: Strategy based instruction Incidental and Systematic Instruction: Mini lessons based on observed needs and/or expectations 12 Copyright © 2013 Nelson Education Ltd.

How would you develop strategy- based instruction? SKIP THE WORD AND GO ON because the word may pop into my head. STOP and THINK about words that might make sense. LOOK AT THE PICTURES for clues. TAKE THE WORD APART by looking at the sounds and smaller words in the word. READ THE SENTENCE AGAIN to see if I can figure out the word. Copyright © 2013 Nelson Education Ltd. 13

14 Supporting Reading Practices Dimensions of Language Arts: differentiation zone of proximal development scaffolding Fostering A Love of Reading: immersion demonstration use responsibility engagement 14 Copyright © 2013 Nelson Education Ltd.

15 Educator Wisdom… Let’s read Cory Woodrow’s response on page 266 How do her beliefs echo the the sentiments expressed earlier in the course by Cambourne and others? What is Cory’s planning framework? Copyright © 2013 Nelson Education Ltd.

16 Cory’s Framework Teacher modeling Student practice in a shared experience Teacher guidance as students develop skills Student independent practice Copyright © 2013 Nelson Education Ltd.

17 What not to do… Let’s have a look at the handout, which is a summary of what not to do… In what ways does the reading instruction you encountered in school conform to the statements? In what ways do your experiences contradict the statements? What was the impact of this confirmation or contradiction in terms of your attitudes toward reading in school? Copyright © 2013 Nelson Education Ltd.

READING INSTRUCTION COMPONENTS 18 Copyright © 2013 Nelson Education Ltd.

Instructional components read-aloud shared reading guided reading independent reading 19 Copyright © 2013 Nelson Education Ltd.

Guided Reading Groups: Planning and Practice assess and organize groups according to interest and/or an identified need select a text introduce text focus on skill/strategy/content students read (aloud/silent) observe/assess/record discuss the text teach (reinforce strategies, skills, clarify content) extensions (art, dance, drama, writing, further discussion etc.) assess comprehension and skills/strategy (use recorded data to plan future guided reading groups) 20 Copyright © 2013 Nelson Education Ltd.

Guided Reading Clip Copyright © 2013 Nelson Education Ltd. 21

SUMMARY There are a variety of funds of knowledge that learners have and need to foster as they read. These funds of knowledge enable learners to use and develop a variety of strategies while reading. Effective reading pedagogies and practices that draw on and further these funds of knowledge create conditions for meaningful, purposeful and successful reading/readers. 22 Copyright © 2013 Nelson Education Ltd.