Gonzalo+Pitpit's Work+Page

= = // “Literature makes us better thinkers. It moves us to see the multisidedness of situations and therefore expands the breadth of our visions, moving us to dreams and solutions that might not be otherwise imagined.”(Newkirk, 2000) //
 * EXPECTWHAT IS LITERACY?**

PRINCIPLES OF LITERACY
 * Broadened Definitions and Descriptions in 21st Century
 * Process Matters!
 * Power of Peers, Collaboration, and Learning as Social Activity
 * Meeting Needs of Individual Students Paramount
 * Energizing Experiences Generate Literacy
 * Literature Reflects and Expands Life
 * Language, Life, and G.U.M. Have Interactive Connections
 * Genuine Inquiry Serves to Question and Learn
 * Technology/Technologies and the 21st Century

**THE "BIG 5"**

 * Source: National Reading Panel**

//*Wider Word Identification//
 * Phonemic Awareness**
 * Phonics**
 * Fluency**
 * Vocabulary**
 * Text Comprehension**

Myths and Biases
//> There is a danger....// //> What about Writing?// > IRL (Instructional Reading Level) > The myth of the grade level material > For technology if it adds value to what you are teaching or if the activity cannot be done using paper and pencil. > Smart Board - if not used properly, then it is not important.
 * 1) If you teach the Big 5, you've taught a balanced literacy program.
 * 1) Reading strategies are not absent of content (and don't always work across content areas.)
 * 1) The power of teacher is greater than the power of method/curriculum.
 * 2) The principles are really important - especially for students!
 * 3) The pros and cons of technology

WORD IDENTIFICATION STRATEGIES > Automatic Recognition (Sight Words) > Phonics > Structural Analysis > Context

Putting it all Together: Cross-Checking and Monitoring

PHONOLOGICAL AND PHONEMIC AWARENESS (All About Sounds)

Phonological Awareness: Auditory (Awareness of parts of language) > words as words > chunks in words > individual sounds in words (phonemic awareness)

Phonemic Awareness: Auditory (Awareness of phonemes in words) > Key phonemic awareness skills > Blending, Segmenting

Alphabetic Principle -

What does research tell us about phonemic awareness?
 * PA begins before school
 * PA continues to develop in school
 * Common pattern

PHONICS

> Clymer, 1963 > 33/45 held true for 60% of primary material > only a few held 90% of the time or better; > only 18 were useful at intermediate levels
 * SYMBOL/ SOUND correspondence
 * How useful are phonics rules?

> Emans, 1965

What does research tell us about phonics instruction? > NRP findings: systematic program is better; most impact on decoding skills, limited comprehension; positive impact on spelling.
 * 2 ways to teach phonics: analytic vs. synthetic

What's important to know? > get kids to know and try other strategies first > no drill/kill > don't have kids memorize rules > be careful with your dialect

What do you like about the video clip? > Making word lesson - OATMEAL > Looking for letter patterns. > How many vowels are in our word? Why are vowels important? > Spell at. Add e. Spell eat for me. That was very easy. Spell ate for me. > Student: Are we going to make a big word?


 * It was hands on.
 * Students were all learning.
 * Learning was mandatory.

What DO you NOT like about the video clip?
 * Each child was not given opportunity to make the words.
 * Teacher did not address one thing - helping those who struggled to make the word

How can you help those who struggle to make the words?
 * Small-group activities
 * One-on-one instruction

"WORDS THEIR WAY STRATEGY"

VOCABULARY AND COMPREHENSION Reason #1: These are related. Reason #2: Owning words - makes you an "insider"; when students use Science words as they talk to each other, they "talk like scientists"; works the same in reading - Basic Interpersonal Communication Skills (BICS); CALP - Cognitive Academic Language Proficiency. Vocabulary is the key to developing academic language. Reason #3: Words are powerful. - Most words are not absolute (table); knowing a word is nuanced.

How do we acquire nuanced word meanings?
 * wide reading
 * connecting new information to known
 * learning from contexts
 * using vocabulary learning strategies
 * from instruction

FLUENCY

Relationship b/t fluency and comprehension
 * no single answer
 * differences depend on age, development

COMPREHENSION


 * Meaning is **constructing**
 * what you already know
 * what an author supplies
 * interaction (between and among)
 * Thinking and manipulating thoughts
 * Reasoning
 * Interpreting and evaluating
 * **Reasoning** is bringing your own personal meanings to bear on what you read.

=***TAKE AWAYS (2/7/12)**= 1. Literacy encompasses all forms of modalities; it begins simply learning how to recognize relationships of sounds and symbols to learning how to operate a remote control of a TV set, learning how to drive a car, or even managing your finances; 2. The principles of literacy are built under student-centered assumptions; 3. Vocabulary is the key to learning academic language; 4. The success of teaching literacy rests on the shoulders of the powerful teacher! Ongoing in-service trainings should be encouraged; and 5. Background knowledge is necessary in comprehending texts.

FACTORS RELATED TO POOR COMPREHENSION

RESEARCH-BASED COMPREHENSION STRATEGIES Good readers - search for connections, ask questions, draw inferences, distinguish important vs less important info, synthesize, **repair faulty comprehension**, etc.

=**DAY 2: Wednesday, 2/8/12**= = = =**READER'S WORKSHOP (RW) STRUCTURE**=

1. Minilesson: eye-to-eye, knee-to-knee (EEK) 2. Time to practice - optional small group lessons (flexible grouping), individual conferences 3. Sharing

Suggestions for RW:
 * Teaching reading strategies in small packages (minilessons)
 * Use of graphic organizers
 * Leveled reading books (by grade levels/types

SSR - SUSTAINED AND SILENT READING
 * student self-selected books
 * reading with a purpose (for pleasure)
 * may complete a brief task (on index cards)

READING LOG
 * May be considered not high stake especially not all parents sign the parent log.
 * Tracking: Consider what students are reading.

CHILDREN'S LITERATURE
 * Books ( To Kill A MockingBird, Charlotte's Webb)
 * Children's Books - Where the Wild Things Are, Harry Potter, The Hobbit

> Read Aloud (use of either small or big books) >Shared Reading (use of big-sized books) > Guided Reading(use of small-sized books) > To practice reading skills at a higher level

ACCELERATED READER > Have a definite plan >Have a rewards program

THE DAILY 5 LITERACY BLOCK

1. Whole Group - Focus Lesson #1: 5-7min comprehension; e.g. Inference Student Independent - Work 30+ minutes;Students could choose between 2. Whole Group - Focus Lesson #2: 5-7min Student Independent - Work 30+ minutes; 3. Whole Group - Focus Lesson #1: 5-7min comprehension; e.g. Inference Student Independent - Work 30+ minutes; 4. Whole Group - Focus Lesson #2: 5-7min Student Independent - Work 30+ minutes; 5. Whole Group - Focus Lesson #1: 5-7min comprehension; e.g. Inference Student Independent - Work 30+ minutes;

Facilitor: Dr. Carl Young

 * PRE-READING STRATEGIES- Front loading Meaning - Anticipation Guides (KWL Chart, probable passage and gist statement)
 * DURING READING STRATEGIES- Constructing meaning - Classroom talk; say something (make predictions, ask questions, clarify something, make a comment, make a connection); think aloud
 * POST-READING STRATEGIES- Extending meaning - Scales (Likert, Semantic Differential); Somebody Wanted, But, So, Then (summary strategy); retelling/text reformulation; it says, I say, and so..

TEACHING READING IN THE CONTENT AREAS: If Not Me, Then Who?

3 interactive elements of reading 1. reader - access prior knowledge - anticipation guides, KWL; monitor/control mental disposition: self-evaluation 2. climate - context (also, the purpose of reading) - the environment in which reading occurs, physical and attractive conditions, important implications for the classroom (acceptance, safety, confidence, sees value in learning, feels competent? 3. text features:
 * vocabulary: strategies
 * text structure (and style) - narrative and informational: text structure - text organization and text presentation; text coherence; audience appropriateness.


 * Reflective Questioning* Reflective Conversation * Discussion * Reflective Writing

SIX ASSUMPTIONS ABOUT LEARNING Learning is 1. goal oriented;

RICHARD ALLINGTON'S 6 T'S OF EFFECTIVE LITERACY INSTRUCTION 1. Time : 50% 0f time, students do reading and writing 2. Texts: rich supply and variety of books provided, appropriate complexity; study diet of books students can read successfully and some to challenge as well. 3. Teaching: "active instruction- modeling and demonstration of the useful strategies good teacher employ rather than the worksheet or commercial package appropriate. 4. Talk: fostering much more student talk 6. Tasks - work completed is more substantive 7. Testing - exemplary teacher evaluated student work and awarded grades

Inference Activity: He put down $10.00 at the window. The woman behind the window gave $4.00. The person next to him gave him $3.00, but he gave it back to her. So, when they went inside, she bought him a large bag of popcorn.

What do skilled readers do when they make inferences? 1. recognize antecedents for pronouns 2. figure out the meaning of unknown words from context clues 3. figure out the grammatical function of an unknown word 4.understand intonation of character words 5. identify characters' beliefs, personalities, and motivations 6. understand characters' relationships to one another 7. provide details about the setting 8. provide explanations for events or ideas that are presented in the text 9. offer details for events or their own explanations of the events presented in the text 10. understand the author's point of view 11. recognize the author's biases 12. relate what is happening in the text to their own knowledge of the world 13. offer conclusions from facts presented in the text

ANTICIPATION GUIDE
 * involves a student check a box A, B, C, D
 * agree or disagree with the given statements on a paper

COMPREHENSION STRATEGIES IN ACTION

A. PRE-READING - Anticipation Guide Activity B. POST-READING - Somebody Wanted But So Then C. ADDITIONAL EXAMPLES
 * Materials provided during workshop.
 * SWBST Chart - SWBST Summary Strategy Chart
 * Revisiting KWL
 * Question-Answer Relationship Chart

THE CURIOUS INCIDENT OF THE DOG IN THE NIGHT-TIME Novel by Mark Haddon For More Information: []

=TEACHING WRITING=

Facilitator: Dr. Carol Pope
Movie: FINDING FORRESTER Sean Connery For More Information:[| http://en.wikipedia.org/wiki/Finding_Forrester]

Book: INSIDE OUT Strategies for Teaching Writing

Journal: VOICES FROM THE MIDDLE A Publication of the National Council of Teachers of English For More Information: []

TEACHING WRITING

> Traditional Model
 * Assign > Grade
 * We don't really know what happened along the way.

> Instructional Model (Research-based Model)
 * Invent > Focus > Draft > Revise > Edit > Publication
 * Invent - freewriting, clustering, cubing, jot lists, talking, etc.
 * Focus - audience and purpose identification
 * Draft - getting it down
 * Revise - content, structure, organization, moving parts, etc.
 * Edit - grammar, usage, mechanics (GUM)

Using a Code System to Revise and Edit -
 * Is this still effective?
 * Does this help our students?

Using red pens in editing -
 * What are your thoughts on this?

How much time you allot in teaching grammar? writing?

Do you teach grammar in isolation?
 * Research shows it does not help at all.

WRITER'S MODEL
 * Recursive Process
 * Individualized and Personalized
 * Growth in Writing Indicated
 * Discovery and Choice as Writers Develop
 * How to get out of trouble when writing
 * Adapts to individual writer's needs (e.g. those who need more ideas may spend time "inventing")

Writing as a Tool for Learning

Response Focus in Classroom
 * Peer response - The process should be taught in class before asking students to do peer response.
 * Writing response groups - This also requires practice and guidelines.
 * Reader-based feedback

=The Writing Classroom Tips= > Write everyday (nonthreatening and predictable) > Grading only 30% of pieces written in class > Place of integrity and trust > Writers listen and rely on each other for response > Writers give response to other writers openly carefully > Strong narrative precedes clear exposition for most writers > GUM in context of writing > Every genre is "new" to novice writers, so they need support. > Teacher as model > Make writing experiences authentic (e.g. role)

=**DAY 3: TUESDAY, FEBRUARY 14, 2012**= Friday Institute for Innovation, NCSU, Raleigh, NC

WRITING TO LEARN -
 * Writing helps us think. How will I know what I think until I see what I say?

EXPECTED OUTCOMES for SESSION 3
 * Know some principles that support success, growth, and achievement.
 * "Look for's..."
 * What is the role of administrator to support and encourage literacy in the classroom?
 * Touchstones for decisions re: professional development, programs, commercial "claims,"...
 * "Few good points" to keep in mind - most results
 * Strategies/Activities are just "examples

HANDS-ON ACTIVITY Cut out words: TAKE AWAYS
 * Put words into a poems or stories.
 * Teacher may prompt students to ignore capitalization and punctuation marks.
 * Students may add words to complete the meaning of lines, sentences.

5 FIVE COMPONENTS OF WRITING WORKSHOP

PROCESSING THE WORKHOP
 * The reader's workshop was individualized.
 * It was a god opportunity/experience for the college students as they get to know more about middle school students.
 * The atmosphere was non-threatening; students were not hesistant to share their writing assignments with the college students.
 * It was common core in action; students were learning about the world; students were exposed to informational texts and then later, write a letter about it to anyone.
 * Conferences with students have to be structured.
 * Think about the potential partnerships at your school.
 * The power of literature, the balance of individualized reading and writing, different ways of exploring literature and writing...
 * Think about texts that are very relevant- Superbowl commercials - opportunities like that to bring in the conext of texts can be powerful to every student.
 * Inquiry is a powerful, problem-based learning for all students.