Code User:
Breaking the Code
SESSION
3
Thinking about Thinking: Setting the Stage for Independent Reading
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Overview
A learning resource for educators with six sessions:
1.
2.
3.
4.
5.
6.
Thinking as a Habit of Mind
Meaning Maker: Interacting with Text
Code User: Breaking the Code
Text User: Understanding Purpose and Form
Text Analyzer: Critically Thinking about Text
Putting It All Together: Integrating the Four Roles
Thinking about Thinking: Setting the Stage for Independent Reading
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Key Messages
• Early primary students are capable of thinking about their
own thinking.
• The four roles of the literate learner model supports
higher-order thinking in K–2 classrooms.
• The Guides to Effective Literacy Instruction, Grades 4
to 6 support all teachers in planning effective literacy
instruction.
• Higher-order thinking is not about a series of events or
lessons, but rather about developing a habit of mind.
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Learning Goals for Session 3
This session is intended to:
• identify instructional approaches that
facilitate the development of the role of code
user
• explore strategic actions learners take as
they develop the capacity to break the code
of written language
• clarify the reciprocal relationship between
reading and writing as it supports the
understanding of the “code”
• investigate the role of metacognition in
building students’ capacity for independent
reading
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Interacting with Text
Click on page to animate
graphic
Language Knowledge
Author’s Words
Vocabulary
Punctuation
Style
Syntax
Phonology
Morphology
Syntax
Vocabulary
Strategies
Using cueing systems
Activating prior knowledge
Predicting
Visualizing
Questioning
Drawing inferences
Finding important information
Summarizing
Synthesizing and evaluating
Monitoring/revising comprehension
Text Features
Use of organizational tools
Use of informational
tools (glossary, captions)
Format/Layout
Use of space and graphics
Use of illustrations
Author’s Purpose
Topic
Ideas
Message
Text Knowledge
Self-Concept as a Reader
Purpose for reading
Interests & Experiences
Factual Knowledge
Thinking about Thinking: Setting the Stage for Independent Reading
Organizational &
informational structure
Artistic elements of text
Print concepts
Text type
5
Evolving View: Four Roles of the Literate Learner
Click 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.
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Oral Language and
the Code User
“Learners need many encounters
with a word in many different
contexts in order to understand
all of its multiple meanings and
uses.”
World of Words –
Capacity Building Series (2009)
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Breaking the Code
to Make Meaning
View videos on the web:
Breaking the Code to Make
Meaning (Kindergarten)
Building Background Knowledge
(Kindergarten)
Thinking about Thinking: Setting the Stage for Independent Reading
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What does the research say?
• Think about the role of
automaticity in early literacy
development.
• Where does fluency enter
into the discussion of the
four roles of the literate
learner?
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Moving Toward Independence
“Every text demands that the
reader access both visible and
invisible information in a
highly coordinated way.
Searching for and using visual
information requires practice
and instruction.”
Fountas and Pinnell, 2006, p.25
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Thinking about Text
Organization
View a video on the web:
Thinking about Text
Organization (Grade 1/2)
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Supporting the Code User
• Brainstorm and record learning
opportunities for students to
develop code-using strategies in a
comprehensive literacy program.
• At the signal, move to the next
chart, review and add new ideas.
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Instructional Approaches to
Support the Developing Code User
View a video on the web:
Guided Reading (Grade 1)
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The Role of Writing
“When we write, we’re shaping our
own ideas, and continually reading
them back to be sure they make sense
… And when we read, we’re
reconstructing what someone else has
already written, again attending to the
sense it makes.”
Taberski, 2000, p.29
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Instructional Approaches:
Jigsaw
The reading–writing
connection is key!
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Gathering Evidence for Student Learning:
Thinking about the Reading
View a video on the web:
Gathering Evidence for Student
Learning (Grade 1)
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Inquiry Habit of Mind
• What do your students need next to
become better code users?
• How do you know?
• What will you focus on next in your
classroom?
• What will be your next step?
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Inquiry Habit of Mind
What is the impact of __________________ (teacher practice)
on ________________________ (change in student learning)?
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Hand-outs and Reference Materials
All resource and curriculum documents used in Thinking
about Thinking sessions are available online in PDF. Please
visit the following web page to download them:
http://resources.curriculum.org/LNS/thinking/session3.html
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