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The Literate Learner

The Literate Learner. Understands diverse vocabulary. Vocabulary, Curriculum Content, Personal & World Experiences. Text Features/Structures. Text Forms/Formats & Thinking Processes. Intent/Critical Literacy Stance. Four Roles of The Literate Learner.

zahir-irwin
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The Literate Learner

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  1. The Literate Learner Understands diverse vocabulary Vocabulary, Curriculum Content, Personal & World Experiences Text Features/Structures Text Forms/Formats & Thinking Processes Intent/Critical Literacy Stance

  2. Four Roles of The Literate Learner • Readers integrate all four roles/practices simultaneously • Model shifts the focus away from finding “the recipe” to an emphasis on a range of roles/practices utilized in literacy instruction • Learning tasks need to integrate the four roles/practices in meaningful ways across all subject areas

  3. What is a robust thinking task? A robust thinking task is… a task that asks the student to simultaneously engage in all four roles of the Literate Learner.

  4. Creating a robust thinking task –Thinking Aloud Meaning Maker– Questions for Consideration • What would engage this particular group of learners? • What are the significant details from the text? • What are the big ideas at work in the text? • How do these big ideas link to curriculum content across subject areas? • What is the key vocabulary that helps one understand the big ideas in the text?

  5. Creating a robust thinking task –Thinking Aloud Text User – Questions for Consideration • Why is this text format effective for this particular purpose and audience? • What features of the text format help the learner to understand the big ideas? • What thinking processes will help the learner understand the big ideas?

  6. Creating a robust thinking task - Thinking Aloud Code User– Questions for Consideration • What conventions (i.e., punctuation, phrases, or other grammatical structures) and text features are significant and lead to the big ideas in the text?

  7. Creating a robust thinking task –Thinking Aloud Text Analyzer – Questions for Consideration • Who might have a different opinion “within” the text? • Who might have a different opinion “outside” the text? • Is this a fair and accurate representation?

  8. Transferring Knowledge to Classroom Practice Shared Practice Independent Practice Demonstration Modelling Guided Practice Dependence Independence • Teacher models • explains, demonstrates, thinks aloud • Shared Practice • teacher explicitly teaches and teacher and student practise strategy together • the student gradually assumes more and more responsibility for the reading • Guided Practice • students practise the strategy with coaching from the teacher • Independent Practice • students apply strategy on their own and receive feedback • Student Application • new genre or format/more difficult text/transfer of learning to a new situation

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