Lesson 6.1: Literature Discussion Groups
Focus: Understand what literature discussion groups are and how to plan and facilitate them.
Standards for Reading Professionals (International Reading Association, 1998, pp. 13, 21)
The reading professional will:
5.2 use texts and trade books to stimulate interest, promote reading growth, foster appreciation for the written word, and increase the motivation of learners to read widely and independently for information, pleasure, and personal growth.
5.4 provide opportunities for learners to select from a variety of written materials, to read extended texts, and to read for many authentic purposes.
16.2 reflect on one’s practice to improve instruction and other services to students.
Materials
Reflection journal
Text: Literacy Education Certificate Course IV
Estimated Time
3.0 hours independent work
1.5 hours Collaboration Group meeting
Lesson 6.2: Effective Questioning and Effective Feedback
Focus: Understand how to write questions at three cognitive levels.
Standards for Reading Professionals (International Reading Association, 1998, pp. 20, 21)
The reading professional will:
14.1 apply research for improved literacy.
16.2 reflect on one’s practice to improve instruction and other services to students.
Materials
Reflection journal
Text: On Solid Ground
Estimated time
3.0 hours independent work
1.5 hours Collaboration Group meeting
Lesson 6.3: Fluency Development
Focus: Understand the importance of students becoming fluent readers and how to provide fluency instruction.
Standards for Reading Professionals (International Reading Association, 1998, pp. 20, 21)
The reading professional will:
14.1 apply research for improved literacy.
16.2 reflect on one’s practice to improve instruction and other services to students.
Materials
Reflection journal
Text: Put Reading First
Estimated Time
3.0 hours independent work
1.5 hours Collaboration Group meeting
Lesson 6.4: Comprehension Strategies
Focus: Understand the importance of teaching students comprehension strategies and how to plan and implement comprehension strategy lessons.
Standards for Reading Professionals (International Reading Association, 1998, pp. 15, 21)
The reading professional will:
7.2 provide direct instruction and model when and how to use multiple comprehension strategies, including retelling.
7.3 teach students to connect prior knowledge with new information.
7.4 teach students strategies for monitoring their own comprehension.
16.2 reflect on one’s practice to improve instruction and other services to students.
Materials
Reflection journal
Text: Put Reading First
Text: Starting Out Right
Estimated Time
3.0 hours Independent work
1.5 hours Collaboration Group meeting
Lesson 6.5: Vocabulary Development
Focus: Understand the importance and implementation of effective vocabulary instruction.
Standards for Reading Professionals (International Reading Association, 1998, pp. 14, 15, 21)
The reading professional will:
6.3 teach students to use context to identify and define unfamiliar words.
6.6 employ effective techniques and strategies for the ongoing development of independent vocabulary acquisition.
16.2 reflect on one’s practice to improve instruction and other services to students.
Materials
Reflection journal
Text: Put Reading First
Estimated Time
3.0 hours independent work
1.5 hours Collaboration Group meeting
Lesson 6.6: Profile of Reading Instructional Practices
Focus: Use Profile of Reading Instructional Practices, K-3 in this lesson to observe and provide feedback to a colleague.
Standards for Reading Professionals (International Reading Association, 1998, p. 17, 21, 22)
The reading professional will:
11.2 communicate with allied professionals and paraprofessionals in assessing student achievement and planning instruction.
16.2 reflect on one’s practice to improve instruction and other services to students.
16.6 promote collegiality with other literacy professionals through regular conversations, discussions, and consultations about learners, literacy theory, and assessment and instruction.
Materials
Reflection journal
Estimated Time
3.0 hours of independent work
1.5 hours Collaboration Group meeting
Lesson 6.7: Evaluation and Literacy Talk
Focus: Share your learning and evaluate the module.
Standards for Reading Professionals (International Reading Association, 1998, p. 17, 21, 22)
The reading professional will:
11.2 communicate with allied professionals and paraprofessionals in assessing student achievement and planning instruction.
16.2 reflect on one’s practice to improve instruction and other services to students.
16.6 promote collegiality with other literacy professionals through regular conversations, discussions, and consultations about learners, literacy theory, and assessment and instruction.
Materials
Access to the Internet to post a reflection journal entry, complete the module evaluation, and participate in the online Literacy Talk discussion.
Estimated Time
3.0 hours independent work
1.5 hours Collaboration Group meeting
