engaging our youngest minds

©Maiers,2007

ENGAGING OUR ENGAGING OUR YOUNGEST MINDS:YOUNGEST MINDS:keys to successful language keys to successful language

and literacy developmentand literacy development

Presented by Angela Maiers, 2007Presented by Angela Maiers, 2007

ENGAGING OUR ENGAGING OUR YOUNGEST MINDS:YOUNGEST MINDS:keys to successful language keys to successful language

and literacy developmentand literacy development

Presented by Angela Maiers, 2007Presented by Angela Maiers, 2007

©Maiers,2007

Today’s Goals•Engage students meaningful

language and literacy learning

•Teaching language and literacy

©Maiers,2007

Speaking of Brains…

Past

Present

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What have you noticed?

• Attention span• Motivation• Aptitude for learning• Background knowledge• Attitude• Intellectual Strengths and challenges• Other changes/trends

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Different Times; Different BrainsLeft: words, sequence, parts

Right: Big Picture, Visual, Emotion, Kinesthetic

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TeachingImplication

s?

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I never teach pupils; I only attempt

to provide conditions in which they

ALL can learn.

©Maiers,2007

Learning With Cambourne

Powerful, critical, active, productive literacy can be achieved systematically, regularly, and relatively painlessly, with large and diverse school populations if certain learning principles are understood and practiced.

©Maiers,2007

TURN and TALKThink back to a time when you enjoyed

learning something new…

What made that learning rewarding?

How did they facilitate your learningsuccess?

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Cambourne’s Conditions for Learning

• Immersion• Demonstration• Expectations• Responsibility• Approximations• Employment/Practice• Response

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Language Before Reading

Katherine needs to hear the word before she can say the word, decode or read the word, and

then write the word.

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The Alphabetic Principle

Matching what you SEE

with

What you HEAR with

What makes SENSE inSocial/Cultural CONTEXT

©Maiers,2007

Students with Language Problems• Have difficulty with reading • Have difficulty with spelling• Are often unable to remember a

question when called upon• Have difficulty following oral instructions• Daydream in class• Have unexplained behavior or attention

problems• Don’t use detailed language• Have difficulty recalling events in the

correct sequence

©Maiers,2007

What are Phonological awareness? Phonemic awareness? Phonics?

Phonological Awareness - general understanding of the sound structure of words, including rhymes, syllables and phonemes (individual sounds).Phonemic awareness - subcategory of phonological awareness; refers to the ability to identify and manipulate sounds; includes blending and segmentation.

Phonics - the relationship between the letters of written language and the sounds (phonemes) of spoken language.

©Maiers,2007

Immersion

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Learners that are…Saturated byEnveloped inFlooded bySteeped inBathed in That which is to be learned.

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Immersion By…

• Rich Experiences

• Rich Language Experiences-Reading and Writing

• Rich Text /(Image)

• Rich Talk-DAILY!

• Rich Questions

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Demonstration

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Learners…• Observe• See• Witness• Experience• Feel• Study• Explore

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Thinking Aloud

• Word the author used, I’m thinking…

• I heard______, I’m thinking…

• I was confused about, so I’m thinking…

• I noticed ______, and I ‘m thinking…

• I learned this by…

©Maiers,2007

Demonstrate Writing• Connect their language to print

• Their words=meaning

• PICTURES ARE WRITING

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Expectation

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Expectations• Change performance

• Attitude

• Behavior

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“STATE”

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STATE• Tell your face you are happy!

• Good Shot-YES!

• More Strength/energy in Positive State

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Responsibility

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Have you ever said?• You need to be more responsible?

• Because you did not take responsibility, you won’t be allowed to…

• You need to be responsible with the…

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Discovering Responsibility• OPPORTUNITY

• CHOICE

• LONG TERM LEARNING PROJECT

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Practice

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“Principals of Use”In order to implement the principals of

use most effectively in classrooms, teachers need to create settings in which learners experience an URGENT need to read and write in order to achieve ends other than learning about reading and writing. Learners need time, opportunity to use, employ, and practice their language development in functional, realistic, non-artificial ways”

©Maiers,2007

SHOW ME THE “WAYS”• Centers

• Morning Message

• Writing

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PRACTICE

Vs.

FREETIME

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Approximation

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Feedback

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Response..• Relevant• Appropriate• Timely• Readily Available• Non-threatening• No stings attached

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Response vs. Assessment

• Why did you choose to?• Have you thought about?• Will you explain?• I like how you used, tried,…?• I want to know more, tell me about?• Sometimes if you do this, it will help

you…• This went so well because…• I noticed…

©Maiers,2007

Reflect On…• What kind of responses are given to students?

• Are they specific?

• Do you withhold response until the end of the project?

• Do students act positively to your response?

• Do you see behavior changing by your responses?

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•Keep going…•Wow! I never thought of that...•What would you suggest…•What is your plan…•How did you figure that our…•Say more about that…•I love how you…•I am not sure everyone knows this, would you mind sharing…•That would be great for everyone to hear…•Would you mind sharing…•Say more about that…•How would we use this outside of school…•In your experience, what makes the most sense…•I see your point, what an interesting way to look at…•Are you saying that…•How did you figure that out…•What drew you to that conclusion…•What did you learn about yourself…•Who has another point of view…•What will you do new…•How did we help each other today…

©Maiers,2007

Cambourne’s Conditions for Learning

• Immersion• Demonstration• Expectations• Responsibility• Approximations• Employment/Practice• Response

©Maiers,2007

No Fail Lesson Plan

1. Novelty/Purpose

2. Challenge

3. Practice/Use

4. Feedback

©Maiers,2007

Failure IS Learning!• What did you learn?• How will you do it differently next

time?• Think about what you did, what

could make it easier?• What do you now know to do?

©Maiers,2007

How does a young brain acquire

language?

©Maiers,2007

Language Acquisition of the Young Brain

Broca’s Area

Wernicke’sArea

VisualCortex

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Reading in Action!

Limbic: Emotion

Visual Cortex:See the WordVisualize

Auditory: Hear the soundsLong Term Storage Sites:

High frequency words Background Experiences

Brocha’s and Wernicke’s Areas

©Maiers,2007

Key Findings from the Research

• Literacy learning starts early and persists throughout life.

• Oral language is the foundation for literacy development.

• Children’s experiences with the world and with print greatly influence their ability to comprehend what they read.

©Maiers,2007

Key Findings from the Research, continued

– Children are active participants in theprocesses of learning language and Literacy.– Storybook reading, particularly family storybook reading has a special role inyoung children’s literacy development.

©Maiers,2007

Key findings from the Researchcontinued

• Literacy learning is nurtured by responsive adults.

• Literacy learning is deeply rooted in a child’s cultural milieu and family communications patterns.

©Maiers,2007

National Early Literacy Panel Strong Predictors of Success in

Reading, Writing, & Spelling

• Oral Language (Listening; Vocabulary)

• Alphabet Knowledge• Concepts About Print• Phonological (Phonemic) Awareness• Invented Spelling• Writing Name• RAN (Rapid Automatic Naming)