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EDUC 4P24 (1)
Lecture

Jan 7th - Introduction.docx

4 Pages
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Department
Education
Course Code
EDUC 4P24
Professor
Debra Harwood

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Description
EDUC 4P24 - Literacy in the Early Years Assignments Literacy Activity Designs & Presentation (30%) - Mini activity design - pick age group and general topic - but focused on literacy - if interconnected then that is even better Reading Response Journal (30%)  Choose 4 of the assigned readings  Using strategies that help students understand what and why they are reading  You must use each of the 3 strategies at least once throughout the 4 submissions  Due according to schedule  Must do each of these and then choose our favorite for the last submission o DRTA o Question the Author o Semantic Web o No late submissions allowed DRTA - Directed Reading and Thinking Activity - Cognitive strategy to enhance comprehension (KWLM another strategy) - Sets a purpose for reading - Can be used with narrative or expository texts - Framework involves: - Preparation for reading - pre questions/discussion - Reading text - Discussion after reading - Why is reading for a purpose important? - DRTA can focus on - Literal responses - recall of facts and sequencing of story brief synopsis of the facts of the reading - Inferential responses - interpreting character's feelings, predicting outcomes, relating to ones real life experiences How the issue/context of the read relates to you specifically (link to experiences/beliefs) - Critical responses - evaluating, problem solving, making judgments answers the so what questions - Briefly highlight how the DRTA strategy helped you integrate knowledge- based and text based information - discuss in terms of the metacognitive strategy - Questioning the Author - Helps reader construct meaning during reading of expository and narrative texts - brings author to foreground - opportunities for constructive conversations as reader negotiates meaning with others and with text - teacher can develop specific queries to assess child's comprehension during reading - usually created pauses throughout the read and pose queries and invite discussion - teacher serves as facilitator - Putting the author back into the text - Text is created from one perspective - that of the author - Negotiate the argument - helps with better understanding - Pausing at certain moments to ask: how does the author feel right now? what was the intent of the authors perspective here? etc Develop 3 types of queries for the reading Must Answer These Questions - ie/ do not make up own, but answer these 1. Initiating queries - draw attention to major ideas and the fact that ideas written by author - what is the author trying to say? - what is the message? 2. Follow-up queries - connect ideas to previous learning; figure out why author includes certain information - Why is certain information included? - What is the background? - Does the author explain the concepts clearly? - Does this make sense given the knowledge you already have (compare to some other read) 3. Narrative queries - what information is the author missing? - What important concepts are not included? 4. Strategy statement - Briefly highlight how the Questioning the Author strategy helped you integrate knowle
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