Code User: Breaking the Code

1Code User: Code User: Breaking Breaking the Codethe Code

SESSIOSESSIONN33

Thinking about Thinking: Setting the Stage for Independent ReadingThinking about Thinking: Setting the Stage for Independent Reading

2OverviewOverview

A learning resource for educators with six A learning resource for educators with six sessions:sessions:1.1.Thinking as a Habit of MindThinking as a Habit of Mind

2.2.Meaning Maker: Interacting with TextMeaning Maker: Interacting with Text

3.3.Code User: Breaking the CodeCode User: Breaking the Code

4.4.Text User: Understanding Purpose and FormText User: Understanding Purpose and Form

5.5.Text Analyzer: Critically Thinking about Text Text Analyzer: Critically Thinking about Text

6.6.Putting It All Together: Integrating the Four RolesPutting It All Together: Integrating the Four Roles


3Key MessagesKey Messages

• Early primary students are capable of thinking about Early primary students are capable of thinking about their own thinking.their own thinking.

• The four roles of the literate learner model supports The four roles of the literate learner model supports higher-order thinking in K–higher-order thinking in K–22 classrooms. classrooms.

• The The Guides to Effective Literacy Instruction, Grades Guides to Effective Literacy Instruction, Grades 4 4 to 6to 6 support all teachers in planning effective support all teachers in planning effective literacy instruction.literacy instruction.

• Higher-order thinking is not about a series of events Higher-order thinking is not about a series of events or lessons, but rather about developing a habit of or lessons, but rather about developing a habit of mind. mind.


4

Learning Learning Goals Goals for Session for Session 33

This session is intended to: This session is intended to: • identify instructional approaches that identify instructional approaches that

facilitate the development of the role facilitate the development of the role of code userof code user

• explore strategic actions learners explore strategic actions learners take as they develop the capacity to take as they develop the capacity to break the code break the code of written languageof written language

• clarify the reciprocal relationship clarify the reciprocal relationship between reading and writing between reading and writing as itas it supports the understanding of the supports the understanding of the “code”“code”

• investigate the role of metacognition investigate the role of metacognition in in building students’ capacity for building students’ capacity for independent readingindependent reading


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Text KnowledgeOrganizational & informational structureArtistic elements of text Print concepts Text type

Author’s PurposeTopicIdeas Message

Text FeaturesUse of organizational toolsUse of informational tools (glossary, captions)

Format/Layout Use of space and graphicsUse of illustrations

Author’s WordsVocabularyPunctuationStyleSyntax

Interacting with TextClick on page to animate Click on page to animate graphicgraphic

Self-Concept as a ReaderPurpose for readingInterests & ExperiencesFactual Knowledge

Language KnowledgePhonologyMorphologySyntaxVocabulary

Strategies Using cueing systemsActivating prior knowledge PredictingVisualizingQuestioning Drawing inferencesFinding important informationSummarizingSynthesizing and evaluatingMonitoring/revising comprehension


6

Evolving View: Four Roles of the Literate Evolving View: Four Roles of the Literate LearnerLearner

Click on page to animate graphicClick on page to animate graphic

Adapted from page 9 of Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario (2004). Based on Freebody and Luke’s “Four Resources Model” (1990). The Expert Panel elaborated on the four resources model to suggest four roles of a developing junior learner. The Evolving View: Four Roles of the Literate Learner is for discussion purposes only and is based on the work of the Collaborative Inquiry in Literacy 2008–09 and 2009–10.


7Oral Language and Oral Language and the Code Userthe Code User

““Learners need many Learners need many encounters with a word in encounters with a word in many different contexts in many different contexts in order to understand all of its order to understand all of its multiple meanings and multiple meanings and uses.”uses.”

World of Words –World of Words –

Capacity Building Series Capacity Building Series (2009)(2009)


8Breaking the Code Breaking the Code to Make Meaningto Make Meaning


View videos on the web:

Breaking the Code to Make Meaning (Kindergarten)

Building Background Knowledge (Kindergarten)

9

What does the research What does the research say?say?

• Think about the role of Think about the role of automaticity in early automaticity in early literacy development.literacy development.

• Where does fluency Where does fluency enter into the discussion enter into the discussion of the four roles of the of the four roles of the literate learner?literate learner?


10

““Every text demands that Every text demands that the reader access both the reader access both visible and invisible visible and invisible information in a highly information in a highly coordinated way. coordinated way. Searching for and using Searching for and using visual information requires visual information requires practice and instruction.”practice and instruction.”

Fountas and Pinnell, Fountas and Pinnell, 20062006,, p.25 p.25

Moving Toward Moving Toward IndependenceIndependence


11Thinking about Text Thinking about Text OrganizationOrganization


View a video on the web:

Thinking about Text Organization (Grade 1/2)

12Supporting the Code UserSupporting the Code User

• Brainstorm and record Brainstorm and record learning opportunities for learning opportunities for students to developstudents to develop code-code-using strategies in a using strategies in a comprehensive literacy comprehensive literacy program. program.

• At the signal, move to the At the signal, move to the next chart, review and add next chart, review and add new ideas. new ideas.


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Instructional Approaches to Instructional Approaches to Support the Developing Code Support the Developing Code

UserUser



Guided Reading (Grade 1)

14The Role of WritingThe Role of Writing

““When we write, we’re shaping When we write, we’re shaping our own ideas, and continually our own ideas, and continually reading them back to be sure reading them back to be sure they make sense … And when we they make sense … And when we read, we’re reconstructing what read, we’re reconstructing what someone else has already someone else has already written, again attending to the written, again attending to the sense it makes.”sense it makes.”

Taberski, 2000, p.29Taberski, 2000, p.29


15Instructional Approaches: Instructional Approaches: JigsawJigsaw

The reading–The reading–writing writing connection is connection is key!key!


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Gathering Evidence for Student Gathering Evidence for Student Learning: Learning:

Thinking about the ReadingThinking about the Reading


Gathering Evidence for Student Learning (Grade 1)

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• What do your students need What do your students need next to become better code next to become better code users?users?

• How do you know?How do you know?• What will you focus on next in What will you focus on next in

your classroom?your classroom?• What will be your next step?What will be your next step?

Inquiry Habit of MindInquiry Habit of Mind


18Inquiry Habit of MindInquiry Habit of Mind

What is the impact of __________________ What is the impact of __________________ (teacher practice)(teacher practice)

on ________________________ on ________________________ (change in student learning)(change in student learning)??


19Hand-outs and Reference Hand-outs and Reference MaterialsMaterials


All resource and curriculum documents used inAll resource and curriculum documents used in Thinking about Thinking Thinking about Thinking sessions are available online sessions are available online in PDF. Please visit the following web page to in PDF. Please visit the following web page to download them:download them:

http://resources.curriculum.org/LNS/thinking/http://resources.curriculum.org/LNS/thinking/session3.htmlsession3.html

Code User: Breaking the Code

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