Observation:
This is interesting: “Concept oriented reading instruction (CORI) is a research based lesson planning framework for increasing motivation (Guthrie et al., 2004; Swan, 2004). The approach was developed in elementary, middle and high schools with low-achieving students. Rather than assuming that motivation comes from tricks or gimmicks, this approach assumes that motivation can be developed through student curiosity, social interaction and engagement. This approach can be integrating as a whole or in parts to many different kinds of lessons and units. It starts through real world observation, during which students document their experiences and pose questions. The intent of this work, early in a lesson, is to arouse curiosity and personalize learning. Internet explorations, hands on demonstrations, experiments, readings, audiotapes and video clips of both the familiar and the strange can all be used to pull students into a lesson, engaging their interest and attention.”(Pg 209) The ideas inside the approach are related so much with what I read from the textbook and lead me to search more about it. This is what I found, “CORI is an approach to reading instruction that helps children learn about scientific subjects while exploring non-fiction books. Read about the steps involved in using this approach to instruction.
Based on research in motivation, cognition, and instruction in reading, as well as our experience in teaching, we expected that an instructional framework that enhanced students’ long-term literacy activity would have to address student needs for the following:
• Observing and personalizing “real-world” problems as a basis for intrinsic motivations for reading
• Learning a variety of cognitive strategies for exploring these problems
• Interacting socially to construct conceptual knowledge
• Communicating their understanding to genuine audiences
Feeling:
• Happy
• Relief
• Confident
Thoughts:
I feel happy after reading these articles about reading approach because I find it suits with many reading comprehension strategies that I read from the textbook. I feel relief thinking that reading approaches are many and not just limited to analytical reading approach or phonic reading approach only. I feel confident to teach readings as I can move on to the approaches that I comfortable with.
Learnings:
Step One: I had assumption that there is only one best approach to teach reading which is bottom up approach. I had assumption that my students will learn best using this approach. I had assumption that I should teach using an approach that I am comfortable with.
Step Two: I was wrong in all of my assumptions. After reading textbooks and articles related to reading approaches now I realize, I was wrong. There are many interesting approaches beside bottom up approach. Reading about prism model and how it relates to students uniqueness put me into realization that again my second assumption is incorrect too. I realize after reading and knowing other types of reading approaches, they are interesting and comprehensive too and should be tried out.
Step Three: For a long time, I believe bottom up approach is the best because I am not familiar with other approaches. It was due to my preferences over any other approaches as it was the first approach that I learnt when I was doing my undergraduate. Before this, I never really care to look into various personalities of my students instead of it, my lessons were very teacher centered. My students consist of various personalities and different types of intelligences, so it is wrong to depend solely on one approach. Before taking this course, I did not really understand how reading process develop in one’s brain, but as I take it this semester, I start to understand the complex process of literacy and reading and that gear my interest to reading and try out the new approaches.
Applications:
Step One: Reading these two articles on CORI help me improve my understanding on reading approaches and how it relates to students biography. I would love to practice it though I am thinking not all elements of Literacy can be related directly to CORI, however I would love to practice CORI to improve and see my students’ motivation on reading as I know motivation is important to increase understanding when students interested to know further about their reading material. The relationship that I can bridge between CORI and my reading from our literacy textbook is that motivation can be increased by taking into consideration CLD Student Biography and making sociocultural connection from it. Not just that, I will focus as well my students academic dimension so that I can pick up suitable material for them.
Step Two: I plan to develop a lesson plan based on CORI, which highly focus on a topic that relates to student focus/ area of interest. I can see the purpose behind it as to develop motivation. It means teacher need to know their students very well as literacy itself is biographical. I can say that if teacher choose reading material that is rooted in their sociocultural background, it will assist process of learning and reading. In order to achieve this, I plan to group them according to their cultural group and have their own freedom to choose their reading materials.
CORI has the elements of Comprehending and Integrating, Communicating to Others and Peer-peer Interaction. I notice that in Chapter 6 of our textbook, it is related to developing students acquisition of metacognitive,cognitive and social affective strategies. The best thing about it is the elements of CORI is related mostly to reading comprehension strategies. For example, I can use CLD Questioning for Clarification or Story Retelling Matrix in CORI elements.
Tags: cognition and instruction, cognitive strategies, conceptual knowledge, cori, instructional framework, intrinsic motivation, journal, lesson planning, literacy, literacy activity, literacy development, observation, reading comprehension strategies., reading technique, research, social affective strategies, term literacy