EDUC 567

1. EDUC 567

2. Gaining Meaning from Text (Gibbons p78-79) Goodman’s work in 1967 discusses three kinds of knowledge readers use to gain meaning from text: • Semantic Knowledge – knowledge of the world • Syntactic Knowledge – knowledge of the structure of the language • Graphophonic Knowledge – knowledge of sound-letter relationships – also relates to information gathered from visual cues the eye focuses upon

3. Schema Theory (Wallace p.79) • SchemaTheory proposes that effective readers draw on particular kinds of culturally acquired knowledge to: • Guide and • Influence the comprehension • Schematic or in-the-head knowledge can be categorized as (Wallace, 1992) • “Content” or “topic” • Knowledge of the kind of genre

4. Schema Theory (p.79) • What can you predict from the following three examples? • Bank Robbers Hold Hostages • Area Managers required, permanent position • The Sly Cat and the Clever Mouse

5. Schema Theory (p.79 - cont) • We can infer the meaning for the three examples on the last slide because the information was in our heads as a result of our familiarity with reading: • Similar genres • About similar topics • Without the ability to predict the meaning of the text, imagine how difficult it would be comprehend a language?

6. Gibbons Chapter 5 Activity • What happens if a student’s previous experiences do not provide him/her with the needed schematic knowledge? • Read the 3rd paragraph on Page 80 (Gibbons)

7. Theories of Literacy Pedagogy

8. Theories of Literacy Pedagogy Luke and Freebody’s approach to literacy: • Literacy pedagogy is not strictly to do with… which method is most appropriate… • But with…which of these general approaches emphasize particular aspects of literacy • Luke and Freebody felt that different programs emphasize different “illiteracies.”

9. Theories of Literacy Pedagogy • Luke and Freebody’s suggest that there are four components of literacy success • Successful readers need four resources to take on related roles as they read: • Code breaker • Text participant • Text user • Text analyst

10. Four Role Resource Model Level 1: Code Breaker

11. Four Role Resource Model Level 2: Text Participant

12. Four Role Resource Model Level 3: Text User

13. Four Role Resource Model Level 4: Text Analyst

14. Benefits of the Four Role Resource Model The Four Role Resource Model can positively impact literacy instruction because: • The model clearly defines the four levels of becoming a good reader • One level is not a pre-requisite for the next • The goal of the program is to move readers gradually towards reaching the “critical/analytical” stage of literacy and to ensure that readers develop the literacy skills at each level prior to moving to the next level in the model.

15. Benefits of the Four Role Resource Model • It provides a method to recognize the different levels of literacy. • It is not an instructional panacea and does not have all the answers. • Key benefit is…the model can be used as a way to scaffold students towards becoming active users of texts rather than simply consumers.

16. Code Breaker Half of the skills needed to make text meaningful is dependent on being a Text User and Analyst Text Participant Text Analyst Text User Schema Theory Literacy…In Alignment… Audio Screen with each mouse click. Syntactic Graphophonic Text Meaning Semantic Semantic

17. What does this mean for ELLs? • If in fact, half of the skills needed to become literate require semantic and schematic knowledge for all readers… • Then…what does this mean for Reading Specialists and how an ELL student learns to read?

18. Reading Strategies Review Pre-Reading Strategies are key in supporting semantic and schematic knowledge to: • Activate and build upon prior knowledge • Improve comprehension • Set purposes for reading

19. Pre-ReadingStrategies Examples • Experiential activity • Anticipation guide • Demonstration • Making predictions • Vocabulary building • Experiments • Discussion • Previewing in students’ native language • KWL • Word sorts • Brainstorming • DRTA • Movie/video • Recalling experiences experiment • Graphics/pictures

20. Reading Strategies Review During Reading Strategies support syntactic semantic and graphophonic knowledge to: • Decode text • Students construct meaning from text • Develop fluency • Make connections to the real world

21. During Reading Strategies Examples • Repeat readings • Connect Two • Retelling newly learned information • Check/revise predictions • Round robin or “bump” reading • Echo reading • Intensive Reading (marking text) • Think-pair-share • DRTA • Reciprocal teaching • Choral reading (short, interesting passages) • Graphic Organizers • Say Something • Reading aloud • Silent reading • Paired reading • Buddy reading • Three level guides • Word sorts • Phonics • Word patterning • Vocabulary building • Drawing inferences • Explaining/clarifying in students’ native language

22. Reading Strategies Review After Reading Strategies are key in supporting students to become Active Users by: • Helping students change receptive vocabulary to expressive • Assimilating newly learned information • Drawing conclusions • Solidifying newly learned concepts • Improving writing skills • Validating and building previous knowledge • Preparing students for tests, etc.

23. After Reading Strategies Examples • Writing connections • L portion of KWL • Graphic organizers • Vocabulary building • Reciprocal teaching • Paper/pencil tests • Reaction guide • Reading aloud • Reader theatre • Word sorts • Checking for understanding in students’ native language • Retelling newly learned info • Connect Two • Think-pair-share • Connection to real world • Research projects • Rubrics • Language experience activities • Dictation • Culminating performances