Effective Reading Instruction and Organization, K-3

1. Effective Reading Instruction and Organization, K-3 Chapter 11, Scott

2. Chapter Questions • 1. What do teachers need to know and do to provide effective K-3 reading instruction? • 2. How do K-3 children develop as readers? • 3. What does research say about the relationship between K-3 reading instruction and K-3 reading achievement? • 4. What are the characteristics of effective K-3 reading instruction?

3. Chapter Questions cont’d • 5. How can K-3 teachers differentiate K-3 reading instruction to meet diverse student needs? • 6. How can K-3 teachers make connections with students’ families and communities?

4. Chapter Summary: Characteristics of Exemplary K-3 Reading • Instructional Balance, density, and scaffolding; • Understanding reading development; • Encouraging self-regulation during reading instruction and practice; • Integrating reading and writing across the curriculum; • Holding high expectations for students’ learning; • Engaging in good classroom management; • Explicitly teaching skills, concepts, strategies; • Providing access to a variety of print materials; • Using authentic reading and writing practices

5. More Characteristics • Allocating sufficient instructional time to increase student achievement; • Displaying useful procedural and conceptual information; • Providing positive, specific feedback; • Encouraging literacy enriched play in kindergarten • Offering multi-dimensional word recognition and word study instruction.

6. How do K-3 children develop as readers? • Using the stage theories of J. Chall, the chapter traced young children development from novice to fluent to critical readers.

7. What are the characteristics of effective K-3 reading instruction? • Preparing a print rich classroom environment; • Planning and organizing classroom storage spaces to support a variety of reading and writing functions, including classroom libraries; • Grouping students to meet individual needs; • Preparing lesson plans; • Using effective teaching practices, e.g. interactive read-alouds, shared reading, language experience approach; • Scheduling daily instructional routines.

8. How can K-3 teachers differentiate instruction to meet diverse needs? • Using small group differentiated instruction

9. How can K-3 teachers make connections with homes and communities? • Develop and implement parent involvement programs.

10. Q1.What do teachers need to Know and Do to provide effective instruction? • Shared characteristics of effective primary grade reading teachers include: • [DO: Categorize items on list: teacher attributes/dispositions; instructional approaches/procedures; instructional actions]

11. Q2. How do K-3 children develop as readers? Jean Chall’s model • Stage 0: limited attention to letters and words, heavy reliance on pictures; need someone to read to and with them. • Stage 1: learn letters and sounds and how they connect to form words, begin blending sounds together, attend not only to how words look but what they mean. • Stage 2: read simple books and gain a sense of fluency (automaticity).

12. Development cont’d • Stage 3: read for information. • Stage 4: Read books that require dealing with more than one point of view. • Stage 5: become self-directed having learned to read many genres of text and knowing wht not to read as well as what to read. • In summary, as young children develop the abilti to read, they seem to pass through a stage of acting like readers, then realizing that reading is governed by print that must be decoded, and then moves toward fluency (A=accuracy, R=Rate, E=Expressiveness).

13. Q3. What does research say? • Central theme: what teachers know and do is the most important influence on what students learn. • The teacher not the method, makes the real difference (Snow, Burns, & Griffin). • Teachers influence academic growth more thatn any other sinle factor, including families, neighborhoods, schools (Sanders & Horn) • Effective reading teachers must have knowledge specific to effective reading instruction and the young children they teach and the ability to apply this knowledge in the classroom.

14. Q4. What are the characteristics of effective K-3 instruction? • Classroom Environment • Physical Environment • Organizing classroom literacy tools and materials with focus on appropriateness and authenticity. • Grouping Students • DO: Develop a classroom environment observation form for use in section 1 of your FE visit.

15. Characteristics: Planning • First Day of School • First Week of School • Year Long Curriculum • Lesson Plans • [DO: Select a lesson plan format, possibly one that your school or district requires, and use it to reconstruct the literacy teaching lesson that you observe in your field experience. ]

16. Characteristics: Instructional Practices • Interactive Read Alouds (see fig. 11.6, p.441) • Shared Reading (see procedures, p. 442) • Language Experience Approach (see p.443). • [DO: Review the strategies and select one from the textbook to use during small group and/or individual tutoring sessions and one of special interest that you would like to try out during your field experience. Do not select one that you are already familiar with.]

17. More Instructional Practices

18. Q5. How can K-3 teachers differentiate instruction to meet diverse needs of students? • Students with similar instructional needs are grouped together in clusters. • Focus instruction on needs of the cluster group. • Utilize instructional routines. • Monitor student progress regularly and share results with students. • Provide for both collaborative and individual activities. • Schedule instruction on a regular basis.

19. Q6. How can K-3 teachers make connections with families and communities? • Identify participants during parent-teacher conferences, including businesses, government agencies, senior citizen centers. • Determine meeting times for groups. • Plan worshops and seminars to familiarize participants with school and classroom operations and programs and classroom curriculum. • Identify support activities from homework to planning and executing programs.

20. Sample Mark-Up • 1. Overall I found the physical characteristics of the text to be less helpful than they could have been. For example, chapter questions 1, 2, 3 were in a purple textbox, but chapter question 4 was in an orange textbox. Furthermore orange textboxes were used for other purposes. In a literacy textbook, it is important to allow the reader to use special print, text boxes, headings and sub-headings to make the reading more user friendly.