Week 8 What role does technology play?

Exercise #11. Grw 11. dlghtfl2. Knw 12. Hnd3. Nd 13. crd4. Ws 14. rmn5. Whn 15. ths6. Ld 16. btwn7. Grdn 17. hncfrth8. Flwr 18. mst9. t 19. knw10. Spps 20. Tw Taken from: Wilde, S. (2000). Miscue

Analysis Made Easy: Building on Student Strengths. Portsmouth, NH: Heinemann

Exercise #2ll chldrn, xcpt n, grw p. thy sn knw tht thy wll

grw p, nd th wy Wndy knw ws ths. N dy whn sh ws tw yrs ld sh ws plyng n a grdn, nd sh plckd nthr flwr nd rn wth t t thr mthr. I spps sh mst hv lkd rthr dlghtfl, fr Mrs. Drlng pt hr hnd t hr hrt nd crd, “h, why cn’t y rmn lk ths vr!” ths ws ll tht pssd btwn thm n th sbjct, bt hncfrth, Wndy knw th th, sh mst grw p. y lwys knw ftr y r tw. Tw s th begnnng f th nd.

Turn and Talk

What do the previous exercises say about what happens in your “Reader Mind” as you read?

What do they say about comprehension instruction

Make a connection- What can you do to make sure your comprehension instruction gets to the Heart of Reading?

Comprehension The process by which we read and get

meaning from text It is the heart of reading It happens while we read and as a result of

reading Different types of texts require different

comprehending strategies (Common Core stress reading of Informational Texts)

We also need to teach students how to think critically about texts. (Question, respond, challenge, connect)

What Readers Do Activate Prior Knowledge –Reader bring personality,

present mood, and memories, to a text. Each person’s experience of a text almost as unique. What readers bring to a text affects their ability to comprehend the author’s words.

Make Connections –Experience and background knowledge help us make connections. These connections help us construct a deeper understanding of the text.-Text to Self-Text to Text-Text to World

Predict –Prior experience and background knowledge to form opinions as to what we think will happen in text.

What Readers DoQuestion–Good readers assess what they

already know and decide what they need to learn from a text.

Visualize– Readers create pictures in their minds as they read text. This is based on our prior experiences and background knowledge.

Determine What is Important – Using prior knowledge and determining a purpose for reading helps readers to separate unimportant information from key points.

What Readers Do• Infer– Reading between the lines to

determine a character’s motivation and personality, to discover themes, and to identify the main points in informational texts.

• Synthesize – This involves determining the main idea of a passage or chapter and choosing points that relate to that idea.

• Monitor Comprehension – Being aware of and pinpointing confusing passages and vocabulary that cause meaning to break down and being able to tackle them on the spot.

Reading is ThinkingMetacognition- "big thinking." You are

thinking about thinking. During this process you are examining your brain's processing.

Metacognitive Strategies- help students to "think about their thinking" before, during, and after they read.

Teachers work to guide students to become more strategic thinkers by helping them understand the way they are processing information.

ComprehensionMeaning-makingA primary goal of literacy practicesComprehension is difficult to measure

because people understand texts differently Focus less on “if” a student comprehended

a text and more on “how” she comprehended it.

Focus on efforts to build students’ metacognitive awareness—their awareness of the strategies they use to think about texts

Teaching ComprehensionReading should make sense!

If it doesn’t, you need to stop and ask why

Teach students to monitor their own readingNoticing when things aren’t quite rightReading the “world,” not just the wordTeach strategies for constructing

meaningBe wary of teaching comprehension strategies in lock-step or uniform waysFlexibilityIntentionality

Explicit and Strategic Instruction

Explicit Instruction Demonstration (modeling) Guided Practice Independent PracticeStrategic Instruction Explains what to do Shows how to do it Explains when to use the strategy and when it

might be useful (When and Why we’re doing it)

How do Explicit and Strategic Instruction and your instruction? Get into your groups,

Consider where in your instructional plan might you see these two types of instruction?

How do these pieces connect to UDL design priniciples?

Web 2.0 Participatory Culture & the Power of the

Network Collaboration Creation Connection

Literacy and Literacy Instruction are changing

The use of Web 2.0 tools affects both the learning and teaching environment.

Literacy instruction is no longer limited to paper and pencil, basals, and books.  Today's student in accustomed to being a producer of text, not just a passive consumer.

Students have to "shut down" to come to school Web 2.0 tools provide authentic literacy learning

experiences for students Students can have a world-wide audience Students can collaborate with students from anywhere

in the world Web 2.0 tools are designed to be easy to use, produce,

edit, create, and share

Some tools to explore Diigo

www.diigo.com Audioboo

http://audioboo.fm/ Glogster

www.glogster.com Ning www.ning.com Animoto

www.animoto.com Dipity

http://www.dipity.com/

Voicethread www.voicethread.com

Mindomo http://www.mindomo.com/

Mind 42 www.mind42.com

Yodio www.yodio.com

XtraNormal www.xtranormal.com

Some more spaces… Google Docs Our course wiki for links: Tech tools http://teachweb2.wikispaces.com/ http://

webtools4u2use.wikispaces.com/Audio+%26+Podcasting

http://k12onlineconference.org/

For Wednesday Read Ch. 8, BLL Read Ch. 3, RTL write out 5 discussion

questions Come with ideas for your lesson for your

group; assessment/instruction planning will begin Wednesday