Literacy and the Learning Process

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Literacy and the Learning Process
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The Learning Process

• Complex

Critical Thinking
Sensory System
Simple
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Reading and writing involves active engagement at
the sensory level.

• Teachers think aloud to demonstrate how a good
  reader / writer
• Determines importance
• Draws on prior knowledge
• Makes connections
• Asks questions
• Analyze, synthesize infer

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• Like the rings on a tree, thoughts build on each
  other to become more complex and refined.

Schema is how our experience, knowledge, emotions
and understanding effect what we learnthis is
what we bring to our reading and
writing. Good readers draw on their schema to
predict and infer, organize and reflect.
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The Learning Process
Associative relationships strengthened and
information can be inferred
Complex
Critical Thinking
Information is consolidated with stored
information. Like the rings on a tree, thoughts
build on each other to become more complex and
refined
New information is categorized into files and
stored in memory
Focus attention on relevant stimuli and try to
extract meaning
Sensory System
The sensory system takes in new information
simple
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Assessment informs strategy development.

• How does the student access his/her schema?
• How can you help the student move forward in
  his/her reading and writing?

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Reading / Writing Development
Fluent/Self Extending
Transitional
Early
Emergent
Like bark on the tree, reading /writing
strategies surrounds all stages of reading
/writing development
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GRADUAL RELEASE of RESPONSIBILITY
Teacher Directed
Student Directed

MODELED
SHARED/INTERACTIVE
GUIDED
INDEPENDENT
TO WITH
BY
Adapted from Guided reading Making It Work,
Schulman and Payne, Scholastic, 2000
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GRADUAL RELEASE OF RESPONSIBILITY

Modeled
shared
guided
independent
TO WITH BY
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Like pruning a tree, conferencing strengthens and
expands growth.

• Conferences are explicit /
• strategic conversations
• about reading / writing.

Conferences need to take place on an ongoing
basis in order to focus reading and writing.
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Why differentiate?

• Differentiating instruction is a way to provide
  students with multiple options for taking in
  information, making sense of ideas, and
  expressing what they learn.
• Teachers need a clear sense of what they expect
  the students to get from the outcomes then they
  plan for a variety of means to achieve the
  outcomes.

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Carol Ann Tomlinson suggests that thinking about
where the students are on the following continua
can assist with making decisions about
differentiating instruction.
Complex abstract Multi-facet quick
pace Greater leaps more open
transformational
Simple concrete Fewer facets slow pace
Smaller leaps more structured
basic less independence