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CI 208Reading Language Arts in the
Elementary School

• Children need to learn letters, sounds, words,
  sentences, books, and they need to learn to
  comprehend literally and inferentially.
• Ellin Keene Susan Zimmerman
• Mosaic of Thought (1997)

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Today

• Materials Review Jigsaw
• Essential Components of Reading Instruction -
  Part II.
• Writers Workshop Storyboards
• Discussion of Observation Paper.
• Homework.

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CI 208 Quiz 2

• 20 multiple choice questions on teaching Early
  Readers.
• Best way to prepare Read text articles when
  assigned, attend class regularly.
• Main Topics
• Theory practice of emergent literacy
• Theory practice of social learning
• Cueing systems
• Invented spelling
• Shared Guided reading
• Writing Workshop

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Materials Review Jigsaw

• All 1s are going to become experts on Basal
  Readers.
• All 2s are going to become experts on Leveled
  Readers
• All 3s are going to become experts on Text Sets.
• All 4s are going to become experts on Controlled
  Vocabulary.
• All 5s are going to become experts on Emergent
  Readers.

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What is essential?

• Phonemic Awareness
• Alphabetic Principle
• Phonics
• Vocabulary
• Fluency
• Comprehension

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Vocabulary

• 2 types of vocabulary - oral print.
• Easier to comprehend in oral form.
• Literacy learners translate words from print into
  speech.

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Is knowing words important?

• The more children know about language ...the
  better equipped they are to succeed in reading.
• --National Research Council, 1999

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Promoting Oral Language

• Provide a language-rich classroom.
• Read aloud daily.
• Provide experiential knowledge.
• Model the use of rich vocabulary.
• Elaborate upon words they already know.
• Provide adequate response time.
• Promote questions conversations.
• Use open-ended questions.
• Ask children to retell, describe, justify, etc.

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Teaching About Words

• Have a special time to focus on word study every
  day.
• Notice practice high-frequency words.
• Have a Word Wall.
• Learn about word families and patterns of
  spelling.
• Teach structural analysis of words based on root
  words affixes (morphemes basic units of
  meaning).
• Model teach strategies for figuring out unknown
  words.

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Sample Vocabulary Activity Exclusion
Brainstorming

• Students use prior knowledge to anticipate new
  concepts.
• In pairs or groups, students discuss various
  words the teacher has chosen to introduce a topic
  or a book.
• Students decide which words will and will not be
  found in the selection.
• Students explain their decisions.
• Provides a blend of schema activation and
  vocabulary analysis, and both are directly linked
  to the new reading selection.

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Fluency

• Reading with speed, accuracy, appropriate
  expression.
• Fluent reading sounds like talking.
• Depends on easy recognition of words.
• Solving problems on the run.
• --Fountas Pinnell

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Teaching Fluency

• Dont just assume fluency will happen without
  practice.
• Focus on fluency at all ages.
• Model what good reading sounds like let
  children practice.

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Activities for Teaching Fluency

• Paired Reading
• Choral Reading
• Ditto (or Echo) Reading
• Dramatic Expression

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Sample Fluency Activity Readers Theatre

• An effective - and enjoyable - way to teach and
  practice fluency.
• Provides an authentic reason for repeated
  readings.
• Begin by using scripts with parts marked.
• With practice and guidance, students can learn to
  create RT scripts with any text, both fictional
  and informational.

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Comprehension

• Intentional thinking during which meaning is
  constructed through interactions between text and
  reader. (Harris Hodges, 1995).

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Teaching Comprehension

• Right from the start, teach that reading is
  thinking.
• Teach students to monitor their own reading.
• Teach strategies for constructing meaning.
• Teach various text structures.

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Comprehension Strategies

• Making connections
• Making predictions
• Forming questions
• Forming images
• Summarizing
• Making inferences

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Sample Comprehension Activities

• Predict-O-Gram
• Story Maps

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Storyboards

• Questions?
• Share your final draft/storyboard with your
  partner.
• Give suggestions specific to illustrations.

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Observation Paper

• Due Date Day 2 of Week 8.
• Write about the places you observed.
• Answer each question completely for full credit.
• Total 100 points.

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1. What did you see?

• I chose to do my observations at ___ School. As
  I walked through the double glass doors into the
  brightly-lit school, I noticed the halls lined
  with lockers, and the vibrant displays of student
  work on the hallway bulletin boards. . .
• Hint This section is all description. Just tell
  what you see. No opinions -- yet.

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2. Personal connections.

• This reminded me of . . . I remember . . . I
  think . . . I wonder . . . I wish I could ask . .
  .
• Hint Put yourself, your own voice, into the
  writing.

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3. Connection to theory.

• The teachers commented that the principal walks
  the halls and visits classrooms fairly often.
  The better the principal and teacher know and
  understand each other, the more their
  relationship benefits the learning community
  (Skolnick 159). This relationship helps the
  teachers know that there is support and good
  leadership throughout their school.
• Hint Connect without (to course readings) and
  within (to what youve said previously). Explain
  the connection. Cite specific references to
  course readings. Include a bibliography.

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4. Your conclusions.

• I believe that students are motivated to read
  and write even more when they see their stories
  and book responses displayed in the hallways.
  This provides them with a source of pride about
  their growing literacy abilities . . .
• Hint Combine what youve seen with theory to
  draw some conclusions about childrens literacy
  learning.

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5. Implications for your future teaching.

• In conclusion, as a future teacher, I feel the
  school is as much a part of the total learning
  atmosphere as the classroom. I plan to invite the
  principal and other adults into my classroom and
  I plan to display my students work in the halls
  of my school. . .
• Hint Explain how you can use what youve learned
  in your own classroom. 

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Observation Discussion

• Find a partner to discuss observations.
• Each person relates key ideas from field notes.
• Group members help each other reflect according
  to questions.

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Next week . . .

• Multiple Sign Systems Day 1
• Visual Literacy Workshop Day 2

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Reminders Assignments

• Quiz on Early Readers next week Day 1
• Observation Paper Due in 2 weeks 2nd note
  discussion next week, Day 1.
• Literature Log Spreadsheet Hardcopy due next week
  day 1.
• 1st lesson plan coming up in 2 weeks work with
  your groups outside of class as needed to
  complete the lesson plan.
• Next time
• Short, Kauffman, and Kahn article in PKT.
• Bring storyboard to class.