Zusammenfassung der Ressource
How does a teacher become an effective
teacher?
- The Models
- Top Down Processing
- Stars with reader's purpose and thought processes
and works down the smallest linguistic unit
- Language based and
driven activity
- Bottom up processing
- Starts with the smallest linguistic unit and moves up to meaning of line, sentence, paragraph, passage
- Visual motor activity that combines with
linguistic knowledge
- Interactive
- Use information in the domains of:
- Sensory
- Syntactic
- Language structure at the word
- sentence and text level
- Semantic
- Word meaning/associations
- Precision in word usage
- Pramatic
- Social construction
of meaning
- Reading and writing
for specific purposes
- Reading and writing with thinking habitually
- The Reading/writing "Orchestra"
- Graphoponic
- Letter/sound knowledge
- Phonemic awareness
- Decoding
- Lexical
- Visual word recognition
- Visual memory for words
- Schematic
- Constructing
meaning at the
whole level
- Prior knowledge that
governs storage and
retrieval of information
- Surface Structures
- Problem solving and reading fluently
- Grapho-Phonic
- Letter/sound knowledge
- Phonemic awareness
- Decoding
- Lexical
- Visal word recognition
- Visual memory for words
- Syntactic
- Language
structure at
the word,
sentence and
text level
- Strategies:
- Using context
- Sight Words
- Word analysis
- Cross checking
- Searching
- Self correcting
- Confirmining
- Deep Structures
- Probe ideas and extend meaning
- Semantic
- Word
meanings/associations
- Precision in word
usage
- Schematic
- Constructing meaning at
the whole text level
- Prior knowledge that
governs storage and
retrieval of information
- Pragmatic
- Social construction
of meaning
- Reading and writing for specific audiences and purposes
- Strategies:
- Making connections
- Questioning
- visualizing
- determining importance
- Sythesizing
- Inferring
- Five Pillars of Reading
- Phonological Awareness
- Hearing, isolating,
manipulating sounds
in words
- Graphophonic
- Phonics
- Sounds and visual
representation through
letters and patterns
- Fuels visual
information
- Fluency
- Phrasing,
expression and
rate used while
reading
- Aiding decoding
and
comprehension
- Vocabulary
- Knowledge of word meanings
- Ability to use word meanings
- Semantics
- Comprehension
- Understanding
of text through
the use of
thinking
stratgies
- Pragmantic
- Assessments
- Phonological Awareness
- Rhyme
- Matching initial sounds
- Isolating words
- Spelling
- Invented
writing
- Phonics
- Spelling
- Running Records
- Word analysis
- Writing
- Fluency
- Look fors over time
- Vocabulary
- Look fors over time
- Comprehension
- interviews
- Rubrics
- Responses
- Balanced Literature
- Gradual Release of Responsibility for Reading
- Teacher Directed Reading to
- Read aloud
- Think aloud
- Teacher orally model thinking
- Before Reading
- During Reading
- After Reading
- Interactive Read Aloud
- Teacher reads a loud
- Students talk
about text DURING
the reading
- Turn and talk partners
- Shared Reading
- Text visible for all students to see
- Reading strategies through variety of skills
- Poems
- Songs
- Big Books
- Class writing
- Individual copies of same text
- "I [Teacher] Do, You [student] watch"
- Teacher Directed Reading with
- Guided Reading
- Small group
- Focus on instruction
- Text is given,
students read while
Teacher coaches
- Assessments
- Reading Conference
- Literature Discussion
- "I Do You Help, You do I help"
- Student Directed Reading by
- Independent Reading w/ response
- Pair or Buddy reading
- Independent Reading
- Students reread
- Instructional texts
- Personal choice of text level
- "You Do, I Watch"
- Knowledge of Teaching &
learning: What skills and
strategies does a teacher uses
to ensure that reading and
writing standards are met?
- Knowledge of
Content: What are
the reading and
writing areas that
teachers focus on?
- Knowledge of
Diversity: How will
skills and activities
used be managed for
each individual child's
strengths and needs