Reading 1-2-3... GO!

1. Learner2. 2 to 2 to 2+3. 3 Dimensions

The Reading Pyramid

READING 123… GO!

1. Begin with the Individual Learner

The starting and end point of learning is always the individual learner/reader. How well do you know the learner?What do you know about his/her understanding of learning? of reading?What do you know about his/her development?What do you know about his/her learning history? What do you know about his/her instruction of reading?

2. Learning Begins Early and Goes On…

We need to pay attention to learning from 2 months to 2 years to grade 2….and beyond. Learning is a life long adventure.Learning to read begins early. Some (including me) say learning to read and to love reading begins before birth in the knowledge, and actions, and attitudes of the parents. There is a wide consensus that learning to read and to love reading begins very early with oral language. That’s where we’ll begin. What happens as children move from home to preschool to elementary school? Following progress!Is there a developmental progression from learning to read to reading to learn?

Oral Language DevelopmentSounds, Words, Sentences, Discourse

Please link to my blog http://classroomdiscourse.wordpress.com/ “Dialogue about Language, Literacy, and Learning “to open the posts on each Important element of learning to read and readings to learn.• Sounds:

http://classroomdiscourse.wordpress.com/2014/03/25/oral-language-development-sounds-sounds-into-words/

• • Words:

http://classroomdiscourse.wordpress.com/2014/03/30/oral-language-words-part-1-of-5/ • • Sentences:

http://classroomdiscourse.wordpress.com/2014/04/18/oral-languge-development-sentences/ • • Discourse:

http://classroomdiscourse.wordpress.com/2014/04/29/oral-language-development-discourse-part-1-of-2/

3. 3 DimensionsImage a 3D pyramid with context as the base

Learner

Learning Process2-2-2+

The BaseContext

TalkTextTask

3 DimensionsBased in Context….(before, during and after reading)

1. Always begin with the individual learner.2. Address the learning processes: developmental and instructional.3. Focus on:

TALK—before, during, and after readingTEXT—choosing accessible, engaging, and

challenging texts across genreTASK—the purpose(s) of the reading in light of the

cognitive, linguistic, social and personal dimensions.

TALKBefore-During-After Reading

Talk about text begins in infancy.http://classroomdiscourse.wordpress.com/2014/03/ http://dialogic-reading.blogspot.com/2010/09/what-is-dialogic-reading.html

Preschool teachers continue to engage children in talk about books/text.http://dialogic-reading.blogspot.com/2010/09/books-for-dialogic-reading-with-2-to-4.html

In the Primary grades the important role of talk continues. See, for example, the work of G. Wells and Karen Hume (Action Talk and Text) and , Hume; and see the work of Gallas, Newkirk, Lindfors, and Pinnell in Language Development.

In Grades 2 and beyond…through middle school, high school and college conversation plays a central role in reading to learn.http://www.readwritethink.org/classroom-resources/lesson-plans/developing-students-critical-thinking-326.html

TEXT

Text-Reader Matching: Choosing the Right Texts for Individual readers

Accessibility MattersVolume and Variety Matter

Interest and Engagement MatterChoice Matters

Instruction Matters

TASKS ©Purposes for reading

Authors, Teachers, and Readers have purposes for reading—the tasks that readers engage with. Authors, teachers, and readers may or may not agree on the tasks.T: Putting the information/ideas TOGETHERA: Taking the ideas/information APARTS: SUPPORTING a response/reactionK: Building KNOWLEDGES: SATISFYING interests /curiosity leading to action.

InstructionPrograms and Approaches

A few of the recommended approaches*Dialogic Reading *Scaffolding Reading*Read Alouds*Partner and Peer Reading*Purposeful Talk (Maria Nichols, Conversation Through Conversation*Themed Reading (P. Cunningham & D R Smith, Beyond Retelling)*Rich Talk About Text (David Pearson)

A few of the recommended programs:*Concept Oriented Reading Instruction*Reciprocal Teaching*Questioning the Author*Collaborative Strategic Reading

References always growing…check blog periodically

Principles of Instruction

*Zone of Proximal Development (Gradual Release of Responsibility) Vygotsky

*Learning in/from/for context: Authentic Learning, Cognitive Apprenticeship, Situated Learning, Whole Game Learning…..

*Diagnostic Teaching: CAERTONS; CARENOTES (FT)*MMMM (FT)*SEAL (FT)(clip art via Microsoft)