Hayes and Flowers' individual-social model (modified since 1980) is one of the foremost models of writing that is used to teach reading on various level. It comprises two main characteristics, the individual and the environment and, therefore, Hayes has called it the "indivdiuo-environmental model'. The individual factor (The "Individual") constitutes the writer's cognition, emotion,and memory system. These three components work via several characteristics: 1. Motivation-Affects – these are: (a) the writer's objective in writing (Goals) plus his attitude and motivation (Beliefs and Attitudes). (b) guidelines regarding the fact that the writer will be involved in a long-term task (Predispositions) and approximation of the cost of the writing project (Cost/ benefit Estimates). 2. Cognitive – which is related to the cognitive part of writing and composed of three characteristics (a) Reflection which transforms one piece of knowledge into another piece of knowledge. They facilitate the 'reasoning' or problem solving part of the activity (b) 'Text interpretation' – reader reads text and works on comprehending transcribed information. This either reinforces reader's previous assumptions, or makes him/ her revise them and form new understanding © Text production – enables readers to transcribe into linguistic form, I..e to put what he/ she has read into written or oral form – to transliterate it in her particular way. 3. Long term memory - the process by which the reading is conveyed to long-term memory. Five components are involved: (a) Genre knowledge – the type of text used (b)Audience knowledge – the one receiving the text © Linguistic knowledge – the linguistic elements of the text necessary for its undertaking (d) Topic knowledge – the topic/ content of the text (e) Task schema – the directions that are used to guide the accomplishment of the the task. These three components - Motivation/ Affect, Cognitive, and Long-term memory – are all linked together and all are necessary for the successful reading and transliteration of the text. Taking the beginning reader story " I can read: Morse goes to school" as example, the reader has to be motivated to read, enjoy reeding, and, as equally important, have the goal of reading the book in the first place. Secondly, the reader has to have the ability of reflecting upon the words and understanding that the separate semantics spell into a humorous story pointing to the importance of reading. Motivation to read is only part of the story: able to reflect upon the whole and form a pattern is essential too. Finally, the whole has to be integrated into memory for the reader to use later, to convey to another, and to interpret in his/ her particular way. Each component also influences the other. For instance, the more motivated the reader is, the more likely it will be that the reading will register in his memory.
Learning Model
"Morris goes to School" by B. Wiseman.
Heading:
Your name, whole group, 5th grade, all, 09/03/2012.
Objectives for Lesson
The students will engage in reading and writing activities with reflection and understanding.
The students will be motivated to connect the story to their own particular cultural/ethnic / routine experiences
The students will be encouraged to generate situations and to apply to new circumstances using the story as their base
The students will be encouraged to imagine a recipient of their story and to direct the writing of their story to this recipient.
CSO's or SOLs (WV New Generation Content Standards and Objectives)
Student will:
Engage in reading of the text with understanding and motivation
Apply the story to their own circumstance be able to find launch pads from the story with which they can craft their own informative and meaningful tale.
Participate in collaborative conversation with partners and group regarding lessons of story.
Able to phonetically structure a complex composition based on leading sentences of story.
4. Materials
Required materials:
"I can read: Morris goes to school" by B. Wiseman.
u Word wall u Smart Board
5. Procedure:
Text / concept Introduction:
The teacher will introduce the lesson by distributing the handouts and told to read the story. Teacher will then ask class's reaction on story. Teacher will give some examples of how story can be read / changed in various ways depending on specific culture. For instance, some may not understand about necessity of having different bathrooms, nor may some understand the different toys / articles mentioned.
Teacher will ask students to reflect on moose's understanding / perception of real world were she to participate in such a world. Teacher may lead with some humorous, creative examples of how such a moose may feel / react. Teacher would then ask class to provide some examples.
Finally, teacher will give students time to self-reflect, before asking them to compose a paper, drawing on their experiences and culture regarding expectations for moose in real world and then creatively imagining how moose may interpret and act differently.
Reading method:
The text will be read quietly by individual students. Teacher will then select certain parts of the text which she will read aloud. Students will then be required to read and review text closely before proceeding with assignment.
Oral Reading/Fluency Strategies:
Lagging students will be given the chance to read and reread text until they have understood it. Teacher will also have students discuss strategies about what to do when word doesn't make sense: for instance referrign to picture for advice; breaking about word;and so forth.
Language Vocabulary strategies
Teacher will ask students for difficult words that they may wish to place on smartboard prior to first reading. She will show them how to break up word, and discuss meaning of word with them. She may also have class brainstorm for synonym of word.
Listening
Teacher will show students how 'listening to reading' is done in review where each and every word is focused on and student listens to message of text in order to think into it and gain own ideas.
Comprehension Strategies
Before reading the teacher will provide overview of the Moose story. After first reading, she will provide examples of how Moose's story can be interpreted by someone from another culture / and/or of species of animal. She will ask class to provide some examples of imaginary interpretation.
Writing Composition Strategies.
Students are told to think about the reader -- I..e person whom their writing is addressed to . Students are advised to think about goals as well as how the words can be put together and the best way in which they can be done so.
Translating into imaginary situation: students are led through the process of actively thinking through the story, reflecting on their past experience and thinking about how they want to put it into words . In other words, students will be encouraged to reflect on what they have read, think about what they want to say, and think about the words that they can use that will best convey their meaning.
The teacher will emphasize the assistance that each person's culture brings to the story, by focusing on "Moose" and showing how each reader can articulate the story in a different way depending on his/her particular experiences.
The teacher will also begin with the organizing sentence (I.e the prime idea or leading sentence encouraging students to continue from there).
Using their culture as prompts and having encouraged them to reflect, the teacher will encourage the students to develop the rest (by examples, arguments, effects).
Phonics and spelling strategies
The teacher will also ahead of time brainstorm with class in spelling potentially difficult words on smartboard and eliciting student's assistance in spelling these words and showing them how to break it up in pieces so as to spell better. Teacher will encourage all students to participate in this challenging word discovery and spelling exercise
6. Assessment / Evaluation.
Teacher will rate each component (reading / writing / understanding) on spectrum of 1to 5 regarding student's level in each. She will also look out for lagging students whom she will guide as necessary
Modification / Adaptations:
It was free-flowing and adjusted as necessary. No major changes were introduced.
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