1 text user: understanding purpose and form session 4 thinking about thinking: setting the stage for...

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Text User:Text User: Understanding Purpose Understanding Purpose and and

FormForm

SESSIOSESSIONN44

Thinking about Thinking: Setting the Stage for Independent ReadingThinking about Thinking: Setting the Stage for Independent Reading

2OverviewOverview

A learning resource for educators with six A learning resource for educators with six sessions:sessions:1.1.Thinking as a Habit of MindThinking as a Habit of Mind

2.2.Meaning Maker: Interacting with TextMeaning Maker: Interacting with Text

3.3.Code User: Breaking the CodeCode User: Breaking the Code

4.4.Text User: Understanding Purpose and FormText User: Understanding Purpose and Form

5.5.Text Analyzer: Critically Thinking about Text Text Analyzer: Critically Thinking about Text

6.6.Putting It All Together: Integrating the Four RolesPutting It All Together: Integrating the Four Roles


3Key MessagesKey Messages

• Early primary students are capable of thinking about Early primary students are capable of thinking about their own thinking.their own thinking.

• The four roles of the literate learner model supports The four roles of the literate learner model supports higher-order thinking in K–higher-order thinking in K–22 classrooms. classrooms.

• The The Guides to Effective Literacy Instruction, Grades Guides to Effective Literacy Instruction, Grades 4 4 to 6to 6 support all teachers in planning effective support all teachers in planning effective literacy instruction.literacy instruction.

• Higher-order thinking is not about a series of events Higher-order thinking is not about a series of events or lessons, but rather about developingor lessons, but rather about developing a habit of a habit of mind. mind.


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Learning Goals for Session Learning Goals for Session 44

This session is intended to:This session is intended to:• deepen understanding of the role of deepen understanding of the role of

the text user as dependent upon the the text user as dependent upon the relationship between the function relationship between the function and and form of textform of text

• examine literate learners as they use examine literate learners as they use a range of strategies to deconstruct a range of strategies to deconstruct and construct text and construct text

• examine relevant authentic purposes examine relevant authentic purposes for constructing textfor constructing text


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Text KnowledgeOrganizational & informational structureArtistic elements of text Print concepts Text type

Author’s PurposeTopicIdeas Message

Text FeaturesUse of organizational toolsUse of informational tools (glossary, captions)

Format/Layout Use of space and graphicsUse of illustrations

Author’s WordsVocabularyPunctuationStyleSyntax

Interacting with TextClick on page to animate Click on page to animate graphicgraphic

Self-Concept as a ReaderPurpose for readingInterests & ExperiencesFactual Knowledge

Language KnowledgePhonologyMorphologySyntaxVocabulary

Strategies Using cueing systemsActivating prior knowledge PredictingVisualizingQuestioning Drawing inferencesFinding important informationSummarizingSynthesizing and evaluatingMonitoring/revising comprehension


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Evolving View: Four Roles of the Literate Evolving View: Four Roles of the Literate LearnerLearner

Click on page to animate graphicClick on page to animate graphic

Adapted from page 9 of Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario (2004). Based on Freebody and Luke’s “Four Resources Model” (1990). The Expert Panel elaborated on the four resources model to suggest four roles of a developing junior learner. The Evolving View: Four Roles of the Literate Learner is for discussion purposes only and is based on the work of the Collaborative Inquiry in Literacy 2008–09 and 2009–10.


7The The Functionality Functionality of Textof Text

• defines the relationship among defines the relationship among the audience, the purpose and the audience, the purpose and the form of the textthe form of the text

• is influenced by cultural and is influenced by cultural and social contextssocial contexts

• is influenced by the relationship is influenced by the relationship of the particular text form and of the particular text form and the socio-cultural expectations the socio-cultural expectations associated with itassociated with it


8The text user asks …The text user asks …

• What features of the text help me What features of the text help me to understand the message?to understand the message?

• What is the key vocabulary that What is the key vocabulary that helps me understand the message helps me understand the message in the text?in the text?

• What text form is this? How do I What text form is this? How do I know?know?

• What is the purpose of the text?What is the purpose of the text?• Why is this text form effective for Why is this text form effective for

the particular purpose and the particular purpose and audience?audience?


9Persuade MePersuade Me

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10A Text User …A Text User …

• understands that purpose understands that purpose and audience determine the and audience determine the way text is constructedway text is constructed

• uses this knowledge and a uses this knowledge and a variety of thinking processes variety of thinking processes to read, listen, and view, as to read, listen, and view, as well as to write, speak and well as to write, speak and represent ideasrepresent ideas

• thinks critically and thinks critically and creativelycreatively

As a reader …As a reader …• writes for a variety of writes for a variety of

authentic purposesauthentic purposes• chooses structures and text chooses structures and text

forms according to audience forms according to audience and purpose and purpose

• recognizes and imitates recognizes and imitates authors’ craftauthors’ craft

• thinks critically and creativelythinks critically and creatively

As a writer …As a writer …


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Reading, Talking and Reading, Talking and ThinkingThinking


View a video on the web:

Reading, Talking and Thinking (Grade 1/2)

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““Giving students a choice to Giving students a choice to read and write about things read and write about things that fascinate them, to that fascinate them, to conduct inquiry based on their conduct inquiry based on their own questions and their own own questions and their own research and to present to an research and to present to an interested audience increases interested audience increases motivation.” motivation.”

Jobe and Dayton-Sakari, 2002Jobe and Dayton-Sakari, 2002

Read pages 1–3 of Read pages 1–3 of Non-Fiction Writing for Non-Fiction Writing for the Junior Studentthe Junior Student..

How are these How are these messages reflected in messages reflected in early learning early learning classrooms?classrooms?

Non-Fiction WritingNon-Fiction Writing


13Integrated LearningIntegrated LearningCreating real life purposes for reading and Creating real life purposes for reading and

writingwriting


View videos on the web:

Cereal Box Read: Writing a List (Kindergarten)

Authentic Writing Experiences (Kindergarten)

Authentic Learning: Making Connections (Grade 1/2)

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• What opportunities do your What opportunities do your students have to be text users and students have to be text users and learn new ways to understand and learn new ways to understand and compose a variety of texts? compose a variety of texts?

• What changes in your practice What changes in your practice might result from the ideas might result from the ideas presented today?presented today?

• What do your students need next What do your students need next to become better text users?to become better text users?

• What do you need to do next to What do you need to do next to support your students’ needs?support your students’ needs?

Inquiry Habit of MindInquiry Habit of Mind


15Inquiry Habit of MindInquiry Habit of Mind

What is the impact of __________________ What is the impact of __________________ (teacher practice)(teacher practice)

on ________________________ on ________________________ (change in student learning)(change in student learning)??


16Hand-outs and Reference Hand-outs and Reference DocumentsDocuments


All resource and curriculum documents used inAll resource and curriculum documents used in Thinking about Thinking Thinking about Thinking sessions are available online sessions are available online in PDF. Please visit the following web page to in PDF. Please visit the following web page to download them:download them:

http://resources.curriculum.org/LNS/thinking/http://resources.curriculum.org/LNS/thinking/session3.htmlsession3.html