Sociocultural model of reading

To improve the likely hood of success of the reading tasks we chose to set in our classrooms teachers should invoke a contemporary model of reading. Though there is a variety to chose from such as cognitive theory, the four roles model or the one sided model I feel the most relevant to this task is the Sociocultural model. The model aims itself to improve the relationships between teachers and students. The Sociocultural model of reading is based around how student’s comprehension of reading is affected by factors such as their cultural, economic, educational, ethnicity and language practices background. This model is particularly relevant to a school such as ours with a diversity of students including indigenous, non-indigenous and international students. Other variables that are relevant in a Sociocultural model of reading include environmental factors such as classroom aesthetics, Lighting, Classroom layout and venue. Setting reading tasks in context of their content may improve student’s comprehension. When planning to set tasks in your classroom it is important that the tasks fit the environment (you wouldn't have a game of catch in the library).  Using the environment may to help students to put subjects into context and give the students a break from the same four walls so think about changing the classroom or giving students the opertunity to take their reading to a different setting. (eg outside, in library).

applying objectives

Well-planned teaching must be based around objectives. Successful completion of these objectives can only be achieved with curriculum planning. To apply reading and language objectives through our curriculum teachers must create innovative classroom plans.

Collaboration of planning amongst teachers may ease the burden of creating appropriate material for classrooms. With this in mind teachers should aim to collaborate at the upcoming curriculum planning meeting to share ideas. Until then three simple suggestions to begin implementing reading and language objectives are as follows:

Worksheets: Worksheets may help teachers in applying specific indicators to a task such as those stated in the Queensland Studies Authority Literacy Indicators.

Individual exploration: Individual exploration encourages students to source, study and interpret information independently and enable them to absorb the content in a way that they can comprehend.

Collaboration: students receive an array of perspective by broadening the information they receive and diluting bias.

I am sure you have all already implemented these in your classroom on other tasks but it is sometimes beneficial to get a refresher course.

Worksheets

Worksheets such as those I have created in my introductory post are a fun and interactive way to introduce new topics and promote learning. A worksheet can assist in implementing a structured plan to a range of diverse students and can be as broad or as precise as you decide to make them. The basis of a worksheet can be set around a specific indicator from the Queensland Studies Authority literacy indicators and upon completion teachers can be certain they have made a satisfactory attempt in achieving the set syllabus. Using worksheets to achieve the indicators can be especially efficient in promoting on task behavior amongst students. Students have clear set goals to achieve and a formula by which to work by. The content of the worksheets can be sourced from many resources such as http://www.love2read.org.au. This particular resource provides multiple starting points for teachers to begin their reading and language objectives.

Individual exploration

Encouraging students to source, study and interpret information is an invaluable way of helping students learn. Students who source their own information are more likely to reinterpret the knowledge in a way they understand and so absorb the content more easily.  Using individual exploration can be used to fill in time between tasks or when your attention is otherwise engaged (with other students etc). Individual tasks can also be set for at home study. Students may find that they can set their individual exploration of a topic at their own pace and therefore not fall behind as they may in a more regimented form of study. Encouraging students to source information for themselves also begins what will hopefully become a regular tendency when students need to begin independent research. It may also aid in making reading a habitual act. Allowing students to research independently ensures they are adhering to the reading and viewing indicators set by the Queensland studies authority. Students will be able to use their own text processing strategies, which will in turn ensure they reach the correct comprehension of reading and viewing set in the literacy indicators.  

Collaboration

Equally as important as individual exploration, group work can help students in comprehending new information. Setting group tasks engages students with their peers and can broaden the information they receive. Allowing group based work dilutes bias when sourcing information and encourages students to experience new ways of sourcing information that they might not have discovered in individual exploration. Using collaboration is also a great way to incorporate ideals from the Aboriginal and Torres Strait Islander Languages, Queensland syllabus P-10. Teachers can use collaboration with the indigenous community to forge respectful relationships and improve students’ language and communication.

These three tasks may be used as aids in applying year of the reading within the school. I have tried to incorporate all three within the worksheet in the introductory post but I’m sure you will think of many more effective ways of using them within your classroom. These three suggestions can easily be applied to your classroom curriculum plan whilst adhering to you own pedagogical philosophy. To remain certain that you are adhering to your pedagogical philosophy it is important to ensure Teachers regularly analyze and Asses the tasks they set, adapt when necessary and reconstruct the tasks that aren't working.  By ensuring your classroom remains on focus within these tasks you give your students the best chance of success with reading. 

Goals

To ensure students Create positive attitudes towards reading teachers must think of innovative ways to introduce reading within the curriculum. By applying curriculum knowledge teachers ensure they give their students the best chance in becoming  'powerfully literate'. For the second half of the semester our ultimate goal is to make this year the first of many that incorporate objectives from the 2012 Year of Reading. Teachers can apply these objectives to their class by using the United Nations campaign (2012 Year of Sustainable Energy For All) as an inspiration for their students to change their world through literacy. Through inspiration students will gain a positive attitude towards reading and therefore reading will become habitual. Through education teachers can also inspire students to use language to reflect individuals pride amongst indigenous and non-indigenous communities.

Ensuring students become powerfully literate goes hand in hand with the success of completing reading and language tasks. Teachers must ensure students can construct knowledge through talk, this gives them a voice which can be the beginnings of correct application of literacy. A powerfully literate student will be able to use language to positively affect their learning environment and help them achieve set literacy goals. To achieve this teachers must first understand that school communities may speak a diverse range of languages. With this in mind teachers must ensure they make this content accessible to all dialects. This may mean teachers encourage their students to research further within their own dialect, customs and traditions to source information and to become an educator themselves by sharing their acquired learning with peers. Teachers may also wish to use indigenous community connections to forge respectful relationships with communities and promote further understanding of language. This would help create a broader understanding of language amongst students.

Two specific reading needs teachers should aim to help their students achieve can be found in the Queensland Studies Authority Literacy Indicators, specifically the years 7-10 Literacy Indicators, Listening and Comprehending (LS 7, 8, 9, 10) and Viewing and Reading  (VR 7,8, 9, 10). Students who reach these two indicators will be competent in applying these objectives through text knowledge, comprehension, grammar knowledge and word knowledge. Achieving these indicators will improve students reading levels and help create more positively literate students. Using the United nations campaign 2012 Year of Sustainable Energy For All as the content foundation teachers should apply these indicators in practical and theoretical settings within their classroom.

Introduction

As you are aware our schools next curriculum meeting is approaching and we shall be focusing on making 2012 The Year of Reading for our students. To help introduce this and to give students a place to start we will be introducing 2012 Year of Sustainable Energy For All as the base to encourage students reading. Our main focus should be to encourage students to create a positive attitude toward reading and take on reading tasks habitually.  To achieve this we will be placing students in a learning situation that encourages them to seek out appropriate readings of their own accord and therefore mark the beginnings of habitual reading.

To introduce students to 2012 Year of the Reading and 2012 Year of Sustainable Energy for all I have prepared a work sheet for students to work through. This particular worksheet is aimed specifically at students in year 10 but it could be adapted to suit a variety of year levels I have focused on two specific learning areas from the Queensland Study Authority Literacy Indicators (Queensland studies authority, 2012).

The first learning area is Viewing and Reading, Comprehension, VR10, iv:

‘iv. Independently view, read and demonstrate understanding of learning area texts, including academic texts by combining, connecting, comparing and synthesizing ideas and concepts '.
To achieve this I have set reading objectives for the students to achieve, students will be asked to source reading material to complete the set tasks. I have aimed to assess student’s comprehension of the reading material through the worksheets questions. Students will demonstrate their understanding of the text and will begin synthesizing new ideas from the text.

The second learning area is Listening and speaking, comprehension, LS10, iv

' iv. Compose and contribute in different groups and settings by interpreting and responding to spoken language features and non-verbal cues, including:

• Synthesising ideas, arguments and opinions to negotiate

•   Comparing, evaluating and challenging different points of view to justify a position'       

To achieve this indicator I have set speaking tasks for students to complete with their peers. Students will need to express there understanding of the readings in a way that others can comprehend and then justify their findings.          

Feel free to alter to suite you particular teaching area. Simply copy and paste to word to edit. 

SAMPLE WORKSHEET:

MAKING 2012 THE YEAR OF SUSTAINABL ENERGY FOR ALL 

View the websites http://www.un.org/en/events/sustainableenergyforall/

And http://www.sustainableenergyforall.org

Find in the websites one piece of reading material that aims at improving sustainable energy for all and briefly summaries it by filling in the boxes provided. (Hint: chose a topic that you feel you could relate to your community)

If you need extra space attach labelled paper to this worksheet.

1.What is the main objective(s) of the reading material? Outline the key points.

2.Name one objective within the material that you feel would benefit your local community and promote sustainable energy for all.  If there is nothing suitable adapt an objective from the material to suit this task.

3.Create a campaign to promote your objective by creating a slogan and short (paragraph) introductory speech that endorses your objective.

SLOGAN:

4. In a class discussion introduce your campaign to your peers using your slogan and introduction and allow your fellow students to question the campaign. Allow your fellow peers to critically analyze your objective and aim to promote your

Campaign to your peers cohesively and factually as possible whilst responding to their questions.

Digital resources

Digital resources
To familiarize our selves with 2012 Year of Reading and 2012 Year of Sustainable Energy for all I have attached the links to some online resources.

It is important that teachers are familiar with these recourses to ensure they can apply the information correctly to their classroom. Take the time to read through the sites and make sure you take advantage of the ideas and resources they have to offer.

2012 year of the reading:
http://deta.qld.gov.au/year-of-reading/

http://www.love2read.org.au/

2012 year of sustainable energy for all:

http://www.sustainableenergyforall.org/
http://www.un.org/en/events/sustainableenergyforall/

http://www.un.org/en/events/sustainableenergyforall/resources.shtml