1. 1 Code User: Breaking the Code SESSION 3 Thinking about Thinking: Setting the Stage for Independent Reading

2. 2 Overview A learning resource for educators with six sessions: 1.Thinking as a Habit of Mind 2.Meaning Maker: Interacting with Text 3.Code User: Breaking the Code 4.Text User: Understanding Purpose and Form 5.Text Analyzer: Critically Thinking about Text 6.Putting It All Together: Integrating the Four Roles Thinking about Thinking: Setting the Stage for Independent Reading Overview

3. 3 Key Messages Early primary students are capable of thinking about their own thinking.Early primary students are capable of thinking about their own thinking. The four roles of the literate learner model supports higher-order thinking in K– 2 classrooms.The four roles of the literate learner model supports higher-order thinking in K– 2 classrooms. The Guides to Effective Literacy Instruction, Grades 4 to 6 support all teachers in planning effective literacy instruction.The Guides to Effective Literacy Instruction, Grades 4 to 6 support all teachers in planning effective literacy instruction. Higher-order thinking is not about a series of events or lessons, but rather about developing a habit of mind.Higher-order thinking is not about a series of events or lessons, but rather about developing a habit of mind. Thinking about Thinking: Setting the Stage for Independent Reading Overview

4. 4 Learning Goals for Session 3 This session is intended to: identify instructional approaches that facilitate the development of the role of code useridentify instructional approaches that facilitate the development of the role of code user explore strategic actions learners take as they develop the capacity to break the code of written languageexplore strategic actions learners take as they develop the capacity to break the code of written language clarify the reciprocal relationship between reading and writing as it supports the understanding of the “code”clarify the reciprocal relationship between reading and writing as it supports the understanding of the “code” investigate the role of metacognition in building students’ capacity for independent readinginvestigate the role of metacognition in building students’ capacity for independent reading Thinking about Thinking: Setting the Stage for Independent Reading

5. 5 Text Knowledge Organizational & informational structure Artistic elements of text Print concepts Text type Author’s Purpose Topic Ideas Message Text Features Use of organizational tools Use of informational tools (glossary, captions) Format/Layout Use of space and graphics Use of illustrations Author’s Words Vocabulary Punctuation Style Syntax Interacting with Text Click on page to animate graphic Self-Concept as a Reader Purpose for reading Interests & Experiences Factual Knowledge Language Knowledge Phonology Morphology Syntax Vocabulary Strategies Using cueing systems Activating prior knowledge Predicting Visualizing Questioning Drawing inferences Finding important information Summarizing Synthesizing and evaluating Monitoring/revising comprehension Thinking about Thinking: Setting the Stage for Independent Reading

6. 6 Evolving View: Four Roles of the Literate Learner Click on page to animate graphic Adapted from page 9 of Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario (2004). Based on Freebody and Luke’s “Four Resources Model” (1990). The Expert Panel elaborated on the four resources model to suggest four roles of a developing junior learner. The Evolving View: Four Roles of the Literate Learner is for discussion purposes only and is based on the work of the Collaborative Inquiry in Literacy 2008–09 and 2009–10. Thinking about Thinking: Setting the Stage for Independent Reading

7. 7 Oral Language and the Code User “Learners need many encounters with a word in many different contexts in order to understand all of its multiple meanings and uses.” World of Words – Capacity Building Series (2009) Thinking about Thinking: Setting the Stage for Independent Reading

8. 8 Breaking the Code to Make Meaning Thinking about Thinking: Setting the Stage for Independent Reading View videos on the web: Breaking the Code to Make Meaning (Kindergarten) Building Background Knowledge (Kindergarten)

9. 9 What does the research say? Think about the role of automaticity in early literacy development.Think about the role of automaticity in early literacy development. Where does fluency enter into the discussion of the four roles of the literate learner?Where does fluency enter into the discussion of the four roles of the literate learner? Thinking about Thinking: Setting the Stage for Independent Reading

10. 10 “Every text demands that the reader access both visible and invisible information in a highly coordinated way. Searching for and using visual information requires practice and instruction.” Fountas and Pinnell, 2006, p.25 Moving Toward Independence Thinking about Thinking: Setting the Stage for Independent Reading

11. 11 Thinking about Text Organization Thinking about Thinking: Setting the Stage for Independent Reading View a video on the web: Thinking about Text Organization (Grade 1/2)

12. 12 Supporting the Code User Brainstorm and record learning opportunities for students to develop code-using strategies in a comprehensive literacy program.Brainstorm and record learning opportunities for students to develop code-using strategies in a comprehensive literacy program. At the signal, move to the next chart, review and add new ideas.At the signal, move to the next chart, review and add new ideas. Thinking about Thinking: Setting the Stage for Independent Reading

13. 13 Instructional Approaches to Support the Developing Code User Thinking about Thinking: Setting the Stage for Independent Reading View a video on the web: Guided Reading (Grade 1)

14. 14 The Role of Writing “When we write, we’re shaping our own ideas, and continually reading them back to be sure they make sense … And when we read, we’re reconstructing what someone else has already written, again attending to the sense it makes.” Taberski, 2000, p.29 Thinking about Thinking: Setting the Stage for Independent Reading

15. 15 Instructional Approaches: Jigsaw The reading–writing connection is key! Thinking about Thinking: Setting the Stage for Independent Reading

16. 16 Gathering Evidence for Student Learning: Thinking about the Reading View a video on the web: Gathering Evidence for Student Learning (Grade 1)

17. 17 What do your students need next to become better code users?What do your students need next to become better code users? How do you know?How do you know? What will you focus on next in your classroom?What will you focus on next in your classroom? What will be your next step?What will be your next step? Inquiry Habit of Mind Thinking about Thinking: Setting the Stage for Independent Reading

18. 18 Inquiry Habit of Mind What is the impact of __________________ (teacher practice) on ________________________ (change in student learning)? Thinking about Thinking: Setting the Stage for Independent Reading

19. 19 Hand-outs and Reference Materials Thinking about Thinking: Setting the Stage for Independent Reading Resources All resource and curriculum documents used in Thinking about Thinking sessions are available online in PDF. Please visit the following web page to download them: http://resources.curriculum.org/LNS/thinking/session3.html