Chapter 1 Preview Questions

For many pre-service teachers, this textbook and course serves as an introduction to the field of education and specifically to literacy instruction. Reflect upon your own experiences in learning to read as well as their adult reading habits. Be prepared to discuss the following questions during class. 1. Do you remember your kindergarten and/or first grade classroom? Can you remember a moment when you first read to someone? Do you remember any difficulties you faced in learning to read? What were your favorite books as a child? 2. Do you have a library card that you use regularly? What is the best book you have read in the past few months? What is your favorite book? 3. Do you read paper texts or ebooks? 4. What does the term literacy mean to you? Thinking about your personal memories of learning to read and/or reading instruction in their elementary school days, share your what you remember. Discuss effective and ineffective literacy instructional practices.

Objectives
After reading this chapter, students should be able to: 1. Name and explain major learning theories including behaviorism, constructivism, sociolinguistics, and information processing theory. (theory sort) 2. Name and describe the four cueing systems. (p. 13) 3. Discuss how to create a community of learners. 4. Describe a balanced approach to instruction. (p. 22) 5. Discuss ways to scaffold students' reading.(puzzle) 6. Describe an effective method of organizing a classroom for literacy instruction including ways to implement basal reading programs, literature focus units, literature circles, and reading and writing workshop. (p. 27) 7. Discuss three ways to differentiate instruction. (visual representation) 8. Describe the ways in which teachers use assessment to guide instruction.

Overview

The goal of literacy instruction is to ensure that all students achieve their full literacy potential, and in that light, chapter one introduces eight principles of balanced literacy instruction. The principles are stated in terms of what effective teachers do, and they provide the foundation for the chapters that follow.

Principle 1: Effective teachers understand how students learn. Principle 2: Effective teachers support students use of the cueing systems. Principle 3: Effective teachers create a community of learners. Principle 4: Effective teachers adopt a balanced approach to instruction. Principle 5: Effective teachers scaffold students reading and writing. Principle 6: Effective teachers organize for literacy instruction. Principle 7: Effective teachers link instruction and assessment. Principle 8: Effective teachers become partners with parents.

Differentiating Instruction
Create a visual representation depicting ways to differentiate literacy instruction. Include the following points: Differentiating the Content, Differentiating the Process, Differentiating the Products Points to include: Choose instructional materials at students reading levels Scaffold struggling readers with more explicit instruction Have students create projects that engage students with literacy in meaningful ways Use assessment tools to determine students instructional needs Challenge advanced readers and writers with activities requiring higher level thinking Monitor students learning and adjust instruction when they arent successful Assess students using a combination of visual, oral, and written formats Design projects that engage students with literacy in meaningful ways

Consider students developmental levels as well as their current grade placement in deciding what to teach Provide instruction to individuals, small groups, and the whole class Have students create projects individually, with partners, or in small groups

Chapter 1 Focus Questions Consider the questions below as they read chapter 1. 1. In recent years there has been a great deal of controversy concerning the best ways to

teach reading. On one side are the proponents of a skills-based or phonics approach; on the other side are advocates of a literaturebased approach. What role should phonics play in elementary classrooms? Do teachers have to make a choice between the two approaches?

2.

What steps can teachers take to establish an effective, collegial classroom environment?

How can a group of children become a cooperative community of learners? Be prepared to discuss these during class.