popei/sd 71 - ehandout 71 - ehandout... · re-teach or extend? ... learning opportunities should be...
TRANSCRIPT
POPEIProvincial Outreach Program for Early Intervention
Kick Start Your Literacy Program!
@POPEIBC1www.popei.ca
August 29, 2017Sasha Žekulin - Teacher Consultant
Workshop Objectives
POPEI co-planned this workshop's objectives in consultation with SD 71’s District Partners & Professional Development Chair
• routines & strategies to scaffold & differentiate instruction for reading, writing, word work & oral language
•best practice for comprehensive literacy instruction
•how to infuse the Core Competencies into meaningful, differentiated literacy activities
Starting at the Start!
Effective Classrooms - ALL Learn to Read and Write
Adapted from - Classrooms That Work - They Can All Read and Write - Cunningham & Allington
variety of formats for instruction• whole-class, small-group, collaborative, independent • groupings change regularly
well managed & high levels of engagement• safe & orderly environment, choice, collaboration
continued…
skills and strategies explicitly taught & coached• modelling & demonstration • kids practice & are coached - small group or one-on-one
comprehensive, balanced instruction• teaching comprehensive skills & strategies
Effective Classrooms - ALL Learn to Read and Write
Adapted from - Classrooms That Work - They Can All Read and Write - Cunningham & Allington
meaning is central• higher-level thinking skills, problem-solving, conversations, problem-solving
cross-curricular focus• reading and writing is integrated into other content areas
…continued
kids do A LOT of reading and writing• engaged throughout the day
wide variety of materials are used• variety of texts, multi-sensory & first hand experiences
Differentiated Instruction
image from here
What Is Differentiated Instruction?
Differentiated Instruction (or DI) focuses on:whom we teach, where we teach, and how we teach.
Its primary goal is ensuing effective learning for varied individuals.
From - Integrating Differentiated Instruction and Understanding By Design- Tomlinson & McTighe
This approach can also be called responsive teaching.
Reflect, Jot & Share
What do you think responsive teaching is?
What does/do you hope responsive teaching would look like in your classroom?
Put your thinking cap on!
Jot down some possible ideas
Discuss with your group
Responsive Teaching
“It’s about the students - the needs, strengths and adapting the lesson to the children in front of you.”
“Responsive teaching is precision teaching.”
“Responsive teaching is to meet each student where they are and moves them forward with intention and precision.”
From - Irene Fountas - Navigating the Literacy Continuum to Guide Responsive Teaching - Lesley University
Content
what do they need to know?
Planning & Teaching Cycle
Teach
what do we need to plan & teach?
how do we meet them where they're at?
Modify
what will you say in response to what you
see?
what do we need to re-teach or extend?
Identifywhere is
everyone at?
Line of Logic for Differentiating Instruction
Adapted from - How to Differentiate Instruction: Twenty Years and Counting - ASCD 2017 - Carol Ann Tomlinson
All kids learn
differently
All kids need to be challenged
and to experience success to
learn effectively
This is done by
embracing student
differences, styles in
learning etc.
We attend to student differences through a flexible
approach to teaching
To do this, we prepare an inviting
environment,use
assessment to inform
instruction & use effective
classroom management
Adapted from - Leading and Managing a Differentiated Classroom - Tomlinson & Imbeau
Key Elements of Differentiated InstructionIn an effectively differentiated classroom, it is understood that:
‣ students differ as learners in a variety of ways including: ๏ experience, culture, language, gender, interests, readiness, how they learn, what they know
about how they learn, independence, etc.
‣ differences will greatly impact how students learn & the scaffolding they’ll need at various points during the learning process
‣ teachers have a responsibility to ensure that all students master key knowledge, understandings & skills
continued…
Adapted from - Leading and Managing a Differentiated Classroom - Tomlinson & Imbeau
Key Elements of Differentiated Instruction
In an effectively differentiated classroom, it is understood that:
‣ specific & continually evolving plans are needed to connect each learner with key knowledge, understandings & skills
‣ teachers understand the nature of each student & are flexible in teaching approaches to make room for student differences
…continued
Adapted from -Differentiated Instruction Strategies to Promote Student Learning & Differentiated Instruction in Action - Tomlinson
teachers differentiate:
content process product
based on student:
readiness interests learning profiles
growth motivation success
to increase:
respectful tasks that are:
authentic challenging engaging
✦ Learning Environment
✦ Learning Activities
✦ Presentation
✦Resources and Materials
✦Assignments and Assessment
Differentiated Instruction - Learn Alberta
Planning for Differentiated Instruction
The learning environment is the overall layout of the classroom, the way you use that space, and elements such as lighting.
Learning Environment
The learning environment also refers to a safe, respectful, engaged, collaborative learning culture.
POPEI Prov inc ia l Outreach Program for Ear ly Intervent ion
www.popei.ca
Planning Strategies to Consider
Learning Environment The learning environment is the overall layout of the classroom, the way you use that space, and elements such as lighting. Even minor tweaks can help ensure the classroom is supportive and comfortable for all students.
Consider:
• Learning can occur anywhere in the classroom • That a well-organized space helps with student independence • Arranging your classroom to support scaffolded instruction (whole-class, small group &
independent learning) • Planning a physical space for any students with special needs to ensure accessibility • Establishing classroom routines & overall environment that make students feel safe &
supported • Allow the students to choose a quiet work area (if they need it) • Use headphones, modified lighting, alternative desks, etc. • Vary seating arrangements based on student need
o Ensure that despite flexible seating arrangements, no students are isolated • Ensure easy access to materials (with icon/image prompts for non-readers) • Vary the environment where learning occurs (outside, laboratory, field trip etc.)
Routines
o Establish routines for various ‘transition’ times of the day (including first thing in the morning)
o Establish routines for o Materials Management
§ work in progress – where does it go? § completed work – where does it go? § consider assigning classroom jobs – what can the students manage on
their own? § establish what goes in student’s desks and what doesn’t § colour-coded work folders § baskets for each curricular area (icon based for non-readers) § student portfolios § filing cabinets
Planning Strategies to Consider
Learning Activities Learning opportunities should be varied to ensure all students get opportunities to explore concepts in different ways. Time needs to be flexible. Flexible time gives teachers opportunities to address different needs and speeds.
Consider:
• Use a combination of individual, paired, small group and whole class activities & vary how pairings/groups are chosen
• Provide opportunities for a range of skills such as discussion, writing and viewing • Alternate quiet and active times • Plan transitions to ensure a smooth flow from one activity to the next • Allow some students more time to complete assignment • Identify which students require structure, and provide them with detailed schedules and
advanced warning of major changes to routine • Build in time to respond to student needs for re-teaching and/or extension • Consider ways to activate, clarify and extend prior knowledge, and to help students
make connections between what they know and what they will be learning • Consider extension activities that allow students to reinforce, extend and apply their
learning in a variety of contexts • Identify in advance alternative activities to use if students need a change in pace or a
refocusing of attention
Suggestions for Groups & Group Work o Use flexible groupings – students should not remain in the same groups for long periods
of time § Grouping decisions can be based on:
• student learning profile (including readiness to learn) • interest • student need • student choice • random groupings • homogeneous (organizing by ability) • heterogeneous (or multi-level/mixed ability)
§ Managing group work can include: • giving each group their own set of instructions (eliminates the whole group
receiving multiple directions) • record directions for small group work (audio or written) • use task cards to break down directions into smaller chunks • assign/have students volunteer to be helpers for their peers
o students wear “ask me” hats or visors o “expert” of the day o consultants
POPEI Prov inc ia l Outreach Program for Ear ly Intervent ion
www.popei.ca
Presentation
How you present information and ideas is vital for differentiation. Presentation styles should be varied to meet the different abilities and learning styles of students in the classroom.
Consider:
• Make use of opportunities for collaboration & co-teaching • Provide material in manageable chunks • Repeat instructions and provide them orally, in writing & with visual supports • Have students repeat instructions • Create a storyboard of words and pictures • Make use of diagrams, illustrations, concrete materials and multimedia technology to
explore and illustrate concepts • Use computer projector to display information, images, videos etc. in large format for
the whole class • Use different colours – pens, chalk, index cards, on flipcharts, on written documents, etc. • Identify key concepts, words and questions and present them in a variety of different
formats • Introduce and reinforce concepts in a varied manner:
o write key concepts/words in large print o display and label important images or diagrams o highlight important words or passages in large print
• Use students in your demonstrations - get them involved!
Planning Strategies to Consider
Resources and Materials
Vary teaching tools to respond to student needs. This may include varying the formats, the reading level of the materials, or the use of technology.
Consider:
• Allow students to have access to the same materials, just at different reading levels • Use both printed and non-printed materials (audio, video, images, etc.) • Use both teacher resources and resources the students have created • Engage in the use of community resources (library, radio station, fire station, newspaper,
local experts) • Allow for the use of adapted materials, as needed. For example:
o scribe o audio recordings o drawing pictures o enlarged print o computer/mobile device o manipulatives o line indicators, graph paper, adapted lined paper etc. o erasable highlighters or small flashlight for line tracking o adapted worksheets for additional room for ‘thinking space’, colour-coded
directions, highlighted keywords etc. • Allow students to use educational technology
o Computers – with varied applications for word processing, drawing and creating work (video, audio, graphic organizers, online posters, etc.)
o Mobile devices – with varied applications o Audio books or instructions in CD or MP3 format
POPEI Prov inc ia l Outreach Program for Ear ly Intervent ion
www.popei.ca
Assignments and Assessment The 'final result' or product can vary when you differentiate assessment. Vary the difficulty and format to allow students to demonstrate their learning. Allow students to choose how they demonstrate their knowledge. It is important to differentiate the type of tasks, not just the quantity.
Consider:
• Provide assignment options - individual or group: o different endings to stories o displays or models o comic-strips o dramatic presentations o visual timelines o puppet shows o trading cards o dioramas o puzzle creator o create a video o create a podcast o letter exchange – pen pals, authors, members of the community
• Provide additional time for work to be completed, as needed • Provide options for demonstrating knowledge and understanding:
o orally o with a scribe o have students answer fewer questions o write questions at varying reading levels o different format (see assignment options above)
• Allow students to complete assignments using technology Adapted from:
• Differentiated Instruction – Learn Alberta • Establishing Routines in a Differentiated Classroom • Differentiating Instruction in the Regular Classroom – Diane Heacox
Images from:
Educlips
Learning Environment & Culture
Adapted from - The First Days of School - Wong & Wong and The First Six Weeks of School - Denton & Kriete
Our goal is to create a climate of warmth, inclusion and safety.
✓students know school is a place to give and receive love
✓there is trust - it is essential for learning
✓students know one another - and us!
✓we develop a sense of belonging
✓we create a safe space for risk taking - for them and for us!
It’s important to cultivate an environment where:
POPEI Activity Packs
If I Knew I Might Get It
Right…
•think about something you would like to try or do ✦ but fear of making a mistake or failing is holding you back
•use the sentence starter: ✦ If I knew I might get it right, I would…
Adapted from - The TedX Tumbler
•write or draw what you’d like to do on the poster at your table
do a gallery walk and see what other people have written reflect & talk about how can you help or encourage others
Discuss with your group
What We Want the Students To…
UNDERSTAND - Big Ideas
BE - Core Competencies
DO - Curricular Competencies
KNOW - Content
๏ stories and other texts help us learn about ourselves and our families
๏ through listening and speaking, we connect with others and share our world
๏ use sources of information and prior knowledge to make meaning
๏ exchange ideas and perspectives to build shared understanding
๏ use personal experience and knowledge to connect to stories and other texts to make meaning
๏ engage actively as listeners, viewers, and readers, to develop understanding of self, identity , and community
๏ create stories and other texts to deepen awareness of self, family, and community
๏ self-determination
Personal Awareness & Responsibility
๏ oral language strategies
๏ metacognitive strategies
๏ literary elements and devices
๏ reading strategies
๏ writing process
Comprehensive Literacy Instruction
POPEI Literacy Centres POPEI Language Games to Support Phonological Awareness
Word Work Concepts of Print
Phonological Awareness Letter Knowledge & Sounds
High Frequency Words Vocabulary
Spelling & Word Study
Oral Language
Reading
Active Read Aloud
Shared Reading
Guided Reading
Independent Reading
Writing
Modelled Writing
Shared/Interactive Writing
Guided Writing
Independent Writing
Adapted From - Guided Reading Basics - Jamison Rog & The Fountas & Pinnell Literacy Continuum - Fountas & Pinnell
Comprehensive Literacy Framework
Effective Routines for Supporting Literacy Development
Students should have daily experiences:
✓ talking with peers about reading and writing, and orally answering open-ended questions
✓ listening to educators model speaking in complete sentences and reading aloud fluently
✓echo reading and choral reading to help build their own fluency
✓participating in language activities, games, songs, poems, etc. that focus on word play and develop their word solving skills
continued…
Effective Routines for Supporting Literacy Development
Students should have daily experiences:
✓ re-reading books and repeatedly listening to audio books
✓ reading and writing about topics they choose
✓ reading an “easy read” text they can understand and read with accuracy
✓activating prior knowledge and experience to make connections to reading and writing activities
✓exposure to the various aspects of writing: audience, purpose, process, elements, genres and formats
…continued
POPEI
Activity Packs
‣ Individually generate four words that capture the most important aspects of what you have just read.
‣ Share your four words with your group and compile a list of the words that you all have in common.
‣Determine the one word or big idea that best represents what you just read.
‣ From this list, determine two words that you all agree capture the most important aspects of what you just read.
4-2-1 Summarize
Four Two One
I do, you watch
I do, you help
You do it together
You do, I help
You do, I watch
Gradual Release of Responsibility: Scaffolded Support
"Oral language skills can be developed through whole-class, small-group, or paired activities, as well as
individual instruction and independent work. Teachers need to consider all classroom activities as
opportunities to model, explain, and reinforce language."
Comprehensive Literacy Resource for Grades 1-2 Teachers - Trehearne
Why is Oral Language Important?
Nancy Updegraff, Learning Sciences International
✓what students already know
✓how students' thinking is progressing through active listening
✓how students build bridges between the known and the new
Through students’ talk, teachers can discover:
‣ having time to talk
‣ open-ended questions - with opportunities for all children to participate
‣ scaffolded speaking, listening, reading and writing activities
‣ discussions about independent reading & writing
‣ listening to educators model speaking in complete sentences
‣ language games, word-play activities, drama centre, role plays, sharing…
‣ using pictures to generate, reinforce & link new language and vocabulary
Effective Strategies for Developing Oral Language
Students should have daily experiences with:
Adapted from -Comprehensive Literacy Resource Book - Kindergarten - Trehearne and Nancy Updegraff, Learning Sciences International
POPEI Activity Packs
SnapShots
•examine the photos one at a time
•pose the questions on the back of the photo & discuss in your group
•focus on elaborating on your answers (i.e. not just yes or no)
From - Learning Resources
I’m thinking…. I’m noticing…
I’m wondering… I’m seeing… I’m feeling…
•use the following thinking stems as you discuss the photos in your group:
Thinking Stems Adapted from - Comprehension Connections - McGregor
What We Want the Students To…
UNDERSTAND - Big Ideas
BE - Core Competencies
DO - Curricular Competencies
KNOW - Content
๏ reading, listening and viewing strategies to make meaning
๏ oral language strategies
๏ metacognitive strategies
๏ question & investigate
๏ features of oral language
๏ through listening and speaking, we connect with others and share our world
๏ exchange ideas and perspectives to build shared understanding
๏ use personal experience and knowledge to connect to stories and other texts to make meaning
๏ engage actively as listeners, viewers, and readers, to develop understanding of self, identity , and community
๏ reading strategies
Critical Thinking
๏ stories and other texts can be shared through pictures and words
๏ use sources of information and prior knowledge to make meaning
"Primary classrooms should be places where there are writing demonstrations and discussions every day about what comes next and why. They should be places where there's a strong connection between reading and writing,
as students look to mentor texts as models."
6+1 Traits of Writing - Culham
Why is Writing Instruction Important?
Adapted from - A Guide to Effective Instruction in Writing - K-3 - Ontario Education
✓write clearly and creatively to convey a message
✓communicate ideas, thoughts, feelings & experiences
✓understand that writing is a reflective & interactive process
✓understand different purposes, audiences and forms for writing
✓have the tools & processes they need to express themselves effectively
✓make connections to prior knowledge, other texts and the world around them
Children who become proficient, life-long writers:
Hi! Hello!
Effective Strategies for Writing Instruction
‣ oral language skills
‣ activating prior knowledge and experience
‣ understanding audience and purpose for writing
‣ understanding the writing process
‣ understanding the elements of writing
‣ applying higher-order thinking skills
‣ applying word work activities into writing tasks
‣ exposure to a variety of text forms, genres, formats and electronic media
Students need exposure and practice with:
Adapted from - A Guide to Effective Instruction in Writing - K-3 - Ontario Education
Dynamic Writing Classroom
Adapted from - The Writing Thief - Culham
We need to set the literacy table with four place settings:
Writing Process ➡ how writing is created/generated
Writing Traits ➡ how writing is crafted - nuts & bolts
Writing Workshop ➡ how the classroom operates - routines/structures
Writing Modes ➡ the different purposes for writing
Scaffolded Support for Writing
Writing FOR Children
Writing WITH Children
Writing Together
Writing WITH Children
Writing BY Children
Modelled Writing
Literacy CentresWriting Workshop Partners
Guided Writing
Independent Writing
Shared &/or InteractiveWriting
Activities & Purpose Support
Teacher:‣ models writing process ‣ talks aloud to verbalize what they are doing and why ‣ provides mini-lessons to focus on one specific writing
element, trait or strategy ‣ creates a class or demonstration text
Students:‣ build listening and oral language skills ‣ see and hear the writing process and effective writing
strategies ‣ participate in sharing of ideas and contribute orally when
appropriate
Purpose:‣ to provide strong writing model for students ‣ students observe the writing process ‣ students hear the thought process of a writer while
watching the creation of a written story or text
Teacher:‣ provides full support ‣ models writing process
Students:‣ observe the writing process ‣ participate in sharing of ideas
Shared Writing✦ one pen - teacher writing (scribe)
Interactive Writing✦ shared pen - teacher and students share one pen
Teacher: ‣ guides students as the whole class composes and
completes one text together - while modelling effective writing strategies
‣ leads the re-reading of the texts several times
Students:‣ all students participate in composing a piece of
writing ‣ share thoughts and ideas to create a class text
Purpose:‣ share in development of a text ‣ instruction and assistance for students as they
compose a piece of writing together ‣ demonstrate effective writing strategies ‣ produce writing that can be easily read by students
Moderate to Full Support
Teacher:‣ provides high level of support ‣ models and demonstrates
writing process ‣ puts student ideas into written
form ‣ text is composed by the group
and constructed word by word
Students:‣ participate in sharing of ideas ‣ write out part of written text
with support (interactive)
Comprehensive Writing - Activities & Levels of SupportM
odel
led
Writ
ing
Shar
ed/I
nter
active
Writ
ing
Full Support
www.popei.ca
Activities & Purpose Support
Teacher:‣ examines smaller aspects of writing process in closer detail ‣ provides guidance with a small group of writers - focused on
a similar skill or strategy ‣ provides support through small group conferences while
students write or revise ‣ provides mini-lessons to small, flexible groups, as needed
Students:‣ work on individual pieces of writing ‣ participate in mini-lessons and conferences focused on
specific strategies and/or skills ‣ revise writing based on mini-lessons and conferences ‣ solve their own problems in writing, with teacher support and
feedback
Purpose:‣ targeted and specific instruction ‣ more individualized support - providing instruction in the
area(s) students need most
Teacher:‣ provides mini-lessons to further
teach/model specific strategies ‣ provides small group writing
conferences
Students:‣ write independently ‣ work through writing process
to solve problems ‣ receive support and act on
feedback during small group writing conferences
Teacher: ‣ provides writing materials for students in a
carefully organized manner ‣ guides and establishes peer support systems ‣ provides feedback and support through individual
writing conferences Students:‣ write independently ‣ use known words and word-solving strategies to
write unknown words ‣ use resources in the in the room to write ‣ apply skills and strategies taught in mini-lessons
and conferences ‣ provide peer support (as indicated by teacher) Purpose:‣ provides students with opportunity to see
writing as a form of communication ‣ students see the connection between reading and
writing ‣ students enjoy writing!
Teacher:‣ little to no teacher support
Students:‣ write independently ‣ use the writing process, skills
and strategies ‣ use classroom resources (and
other students) to solve problems
Comprehensive Writing - Activities & Levels of SupportGu
ided
/Smal
l Gro
up W
ritin
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depe
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Moderate Support
Minimal Support
Adapted from: Guided Reading: Good First Teaching for All Children – Fountas and Pinnell Comprehensive Literacy Resource for Grades 1-2 Teachers – TrehearneBalanced Literacy In Action – Brailsford & Coles Fountas & Pinnell Literacy Continuum - Expanded Edition - Fountas & Pinnell
images inspired by Comprehensive Literacy Resource - Trehearne
www.popei.ca
Write a collaborative (short) story at your table.
POPEI Activity Packs
Cooperative Story
Our Cooperative Story
What We Want the Students To…
UNDERSTAND - Big Ideas
BE - Core Competencies
DO - Curricular Competencies
KNOW - Content
๏ use reading, listening, and viewing strategies to make meaning
๏ oral language strategies
๏ metacognitive strategies
๏ collaborate to plan, carry out, and review construction
๏ everyone has a unique story to share
๏ literary elements and devices
๏ through listening and speaking, we connect with others and share our world
๏ engage actively as listeners, viewers, and readers, to develop understanding of self, identity, and community
๏ recognize the structure and elements of story
๏ elements of story
Communication
๏ language and stories can be a source of creativity and joy
๏ use personal experience and knowledge to connect to stories and other texts to make meaning
๏ exchange ideas and perspectives to build shared understanding
๏ communicate using letters and words and applying conventions of Canadian spelling, grammar, & punctuation
๏ writing processes
"The goal of word work is to help children become active word solvers who can recognize words, take them apart or put them together, know what they
mean and connect them to other words."
Comprehensive Literacy Resource for Grades 1-2 Teachers - Trehearne
L
✓ early literacy concepts ‣ including reading from left to right and voice-to-print matching
✓ phonological awareness ‣ hearing sounds inside words ‣ word, rhyme, syllable, onset & rime & sound awareness
✓ letter knowledge ‣ how letters look, distinguish them, find in continuous text, use them in words
Adapted from - The Fountas & Pinnell Comprehensive Phonics, Spelling, and Word Study Guide - Fountas & Pinnell
✓ letter-sound relationships ‣ connections between letters and sounds - including combinations of letters ‣ how these relationships are used in written language
★ phonics instruction = teaching children to connect letters & sounds in words
continued…
Why is Word Work Important?Children develop sills with the following word solving systems:
Word Solving Systems
✓ spelling patterns ‣ looking for and finding patterns in the way words are constructed
Nine Areas of Learning include:
✓ high-frequency words ‣ core of these words is valuable - to build reading & writing processing systems
✓ word meaning/vocabulary ‣ knowing the meaning of the words in the texts students read & write ‣ listening, speaking, reading & writing vocabulary all needs to be expanded
Adapted from - The Fountas & Pinnell Comprehensive Phonics, Spelling, and Word Study Guide - Fountas & Pinnell
✓ word structure ‣ how words are related to each other and how they can be changed
…continued
✓ word solving actions ‣ all previous areas ‣ ‘in the head’ actions readers & writers use when applying word solving skills
Effective Techniques for Developing Word Solvers
‣ scaffolded reading and writing activities (including the Morning Message)
‣ alphabet games, stories, poems and songs ‣ predictable charts ‣ sound activities - sorting, blending, substituting, matching ‣ letter and word sorts ‣ making words activities ‣ word and sentence segmenting activities ‣ syllable sorting and segmenting activities ‣ word wall activities ‣ word guessing games
Adapted from - Comprehensive Literacy Resource for Kindergarten; Grades 1-2 Teachers - Trehearne
Students should have daily experiences with:
FCRR - Phonics - Letter-Sound Correspondence - 2-3
•take one onset cube and one rime cube
•taking turns, roll each cube
•arrange the cubes so that the onset cube is placed to the right of the
rime cube
•blend the onset and rime and say the word
i.e. - ch/ip = "chip"
•write each word as you make them - real or nonsense words
•underline the real words and put an "X" through the nonsense words
•share your list of words
Roll-A-Word
POPEI Activity Packs
Name
2006 The Florida Center for Reading Research (Revised July, 2007) 2-3 Student Center Activities: Phonics
ch sh wh thP.003.SSDigraph Roll-A-Word
What We Want the Students To…
UNDERSTAND - Big Ideas
BE - Core Competencies
DO - Curricular Competencies
KNOW - Content
๏ playing with language helps us discover how language works
๏ reading, listening and viewing strategies to make meaning
๏ oral language strategies
๏ metacognitive strategies
๏ novelty & value
๏ concepts of print
๏ exchange ideas and perspectives to build shared understanding
๏ explore foundational concepts of print, oral, and visual texts
๏ literary elements and devices
Creative Thinking
๏ communicate using letter and words
๏ letter knowledge/print awareness
๏ phonemic & phonological awareness
๏ letter formation/legible handwriting
Adapted from - Read to Them…Just Because… - McCarthy & Pecorale
The precious gift of reading is something we must do just because...of all it offers.
Stories must be savoured. It goes beyond the teaching of literacy. It is about teaching the hearts,
minds and hands of all students.
Why is Reading Instruction Important?
✓ language and vocabulary development
✓ understanding of concepts of print and books
✓ understanding & appreciation of a variety of genres
✓ awareness and enjoyment of language - rhyme, rhythm & sounds
Reading positively affects the following aspects of children’s learning:
Adapted from: Multiple Paths to Literacy - Trehearne & Guided Reading - Good First Teaching for All Children - Fountas & Pinnell
✓ ability to develop as readers and writers in a supported environment
✓ opportunities to develop reading strategies to become more independent as readers
✓ enjoyable experiences in reading for meaning
Key Principles in Effective Reading Instruction
➡ Students learn to read by reading continuous text
➡ Students need to read a variety of high-quality texts to build a reading process
➡ Students need to read a large quantity of texts to build a reading process
➡ Students need to read different texts for different purposes
➡ Students need to hear many texts read aloud
Adapted from: Teaching for Comprehending and Fluency - Fountas & Pinnell
Key Principles in Effective Reading Instruction
➡ Students need different levels of support at different times
➡ A“level” means different things in different instructional contexts
➡ The more students read for authentic purposes, the more likely they are to make a place for reading in their lives
➡ Students need to see themselves as readers who have tastes and preferences
Adapted from: Teaching for Comprehending and Fluency - Fountas & Pinnell
Scaffolded Support for Reading
Reading TO Children
Reading WITH Children
Reading Together
Reading WITH Children
Reading BY Children
Active Read Aloud
Shared Reading
Literacy Centres Book Clubs
Guided Reading
Independent Reading
Activities & Purpose Support
Teacher:‣ selects and reads book or other text ‣ models fluent and expressive reading ‣ models characteristics of what good readers do ‣ guides active conversation through strategically planned
questions - based on class & student goals
Students:‣ build listening and oral language skills ‣ have access to more advanced concepts or vocabulary ‣ see and hear effective reading strategies
Purpose:‣ reading for enjoyment ‣ reading for a purpose ‣ creates a community of readers ‣ demonstrates characteristics of good readers ‣ increases vocabulary ‣ promotes oral language development ‣ known texts can become basis for a variety of other
activities
Teacher:‣ provides full support ‣ plans & guides active
conversation
Students:‣ respond to text: pictures,
meaning, language and teacher questions
Teacher: ‣ introduces and reads a large-print text or a
text where all students have a copy ‣ models reading process
Students:‣ join in the reading, in unison, during refrains or
after multiple readings
Purpose:‣ demonstration of strategies ‣ develop sense of story ‣ support from the group ‣ opportunities to participate and show
characteristics of a good reader ‣ builds repertoire of familiar texts
Moderate to Full Support
Teacher:‣ supports problem-solving and
conversation
Students:‣ participate in group reading,
problem solving and conversations ‣ support one another
Comprehensive Reading - Activities & Levels of SupportAc
tive
Rea
d Al
oud
Shar
ed R
eading
Full Support
www.popei.ca
Activities & Purpose Support
Teacher:‣ selects and introduces new texts at the students’
instructional levels ‣ provides support and introduces new strategies to improve
reading ‣ observes students as they read new text
Students:‣ read the entire text by themselves ‣ practice new skills and strategies
Purpose:‣ gives students the opportunity to improve as readers, in the
context of a socially supported activity ‣ readers practice and develop reading strategies ‣ students participate in enjoyable reading experiences and feel
successful ‣ students develop strategies needed to be successful
independent readers
Teacher:‣ prompting, instruction or
reinforcement of strategies and skills - as needed
Students:‣ problem-solve texts as
independently as possible ‣ work to apply the strategy(ies)
that is (are) the focus of the lesson
Teacher: ‣ provides reading materials for students in a
carefully organized manner ‣ reinforces strategies for selecting ‘just right
reads’
Students:‣ select stories and texts ‣ read to themselves or to a partner
Purpose:‣ time to practice skills and strategies students
have been taught ‣ students develop fluency and comprehension
skills ‣ opportunity to choose stories and books of
personal interest, or texts previously read in class ‣ enjoy reading!
Teacher:‣ encourages selection of texts
by students
Students:‣ problem-solve texts as
independently as possible ‣ work to apply strategies
successfully learned ‣ read for meaning, fluency and
with comprehension
Comprehensive Reading - Activities & Levels of SupportGu
ided
Rea
ding
Inde
pend
ent
Read
ing
Moderate Support
Minimal Support
www.popei.ca
Adapted from: Guided Reading: Good First Teaching for All Children – Fountas and Pinnell Comprehensive Literacy Resource for Grades 1-2 Teachers – TrehearneBalanced Literacy In Action – Brailsford & Coles Fountas & Pinnell Literacy Continuum - Expanded Edition - Fountas & Pinnell
images inspired by Comprehensive Literacy Resource - Trehearne
POPEI Activity Packs
How Do You Read a Story?
•think about the steps you take to read a story ✦ imagine you had to explain how to read to an alien, animal, etc.
•brainstorm a list of steps you take to read a story with your group
•write &/or draw your group’s list of steps you take to read a story
Adapted from - Karin Schreier Hallett - Liquid Literacy
How Do You Read a Story?Write out the steps for how to read a story.
1.
2.
3.
4.
5.
Buddy Book Walk
Mentor Text Read-Aloud
image from www.katemessner.com
What We Want the Students To…
UNDERSTAND - Big Ideas
BE - Core Competencies
DO - Curricular Competencies
KNOW - Content
๏ language and stories can be a source of creativity and joy
๏ use sources of information and prior knowledge to make meaning
๏ literary elements and devices
๏ text features
๏ vocabulary associated with texts
๏ stories and other texts can be shared through pictures and words
๏ use reading, listening, and viewing strategies to make meaning
๏ explore foundational concepts of print, oral and visual texts
๏ engage actively as listeners, viewers, and readers, to develop understanding of self, identity, and community
๏ plan and create a variety of communication forms for different purposes and audiences
๏ structure/elements of story
Communication๏ connect & engage with others (to share and develop ideas)
๏ recognize the importance of story in personal, family, and community identity
๏ use personal experience and knowledge to connect to stories and other texts to make meaning
๏ reading strategies
๏ oral language strategies
๏ metacognitive strategies
๏ writing processes
Additional Resources & Activities
www.popei.ca
POPEI created
Literacy Centres
Language Games to Support Phonological Awareness
Planning and Strategies to Support English Language Learners
K-3 Literacy Intervention Strategies
Planning Strategies to Consider
K-3 ELA Redesigned Curriculum Support Docs
Sources Cited
more info links are available on our website
unless otherwise noted, images from:
Posters created with:
Educlips Presenter Media
Poster My WallBC Ministry of Education - English Language Arts Curriculum
more videos are available on our website
GraphicStock
How to Differentiate Instruction: Twenty Years and Counting
Using Differentiated Instruction to Support All Learners
Differentiated Instruction Strategies to Promote Student Learning
Differentiated Instruction - Learn Alberta
A Guide to Effective Instruction in Writing - K-3 - Ontario Education
Cooperative Story Writing Activity
10 Best Things About Being a Teacher
Books
Classrooms That Work: They Can All Read & Write - Cunningham & Allington Differentiated Instruction in Action - Tomlinson Guided Reading - Good First Teaching for All Children - Fountas & Pinnell The Writing Thief - Culham Multiple Paths to Literacy - Trehearne 6+1 Traits of Writing - Culham Comprehensive Literacy Resource for Kindergarten Teachers - Trehearne Teaching for Comprehending and Fluency - Fountas & Pinnell Leading and Managing a Differentiated Classroom - Tomlinson & Imbeau Comprehensive Literacy Resource for Grades 1-2 Teachers - Trehearne Guided Reading Basics - Jamison Rog & The Fountas & Pinnell Literacy Continuum - Fountas & Pinnell The First Days of School - Wong & Wong The First Six Weeks of School - Denton & Kriete Integrating Differentiated Instruction and Understanding By Design- Tomlinson & McTighe The Fountas & Pinnell Comprehensive Phonics, Spelling, and Word Study Guide - Fountas & Pinnell
Extra Information & Resources
“Talking represents the student’s thinking.
We engage students in conversation that is grounded in a variety of texts - those that students read, hear read aloud, or write -
and that expands their ability to
comprehend ideas and use language to share
thinking.”
-Fountas & Pinnell
Students Learn By Talking
• what do I want to be sure to include every day in my teaching?
• what spaces will I need to have in my classroom to make this happen?
• where will my varied approaches to instruction take place?
• what materials will we need?
• how can I organize materials so we can work efficiently, effectively and promote student independence?
Begin With the End In Mindthink about the teaching you want to do
plan your space to match the way you want to teach
Adapted from - Spaces and Places - Diller
Students develop:
✓an appreciation for literacy through exposure to various forms, methods and genres
✓awareness and enjoyment of language
✓growth as readers, writers & thinkers in a supported environment - leading to independence
✓ language skills and vocabulary leading to an ever-increasing core of skills and words
continued…
Why is a Comprehensive Approach to Literacy Instruction Important?
Why is a Comprehensive Approach to Literacy Instruction Important?
Students develop:
✓a variety of reading, writing and word solving skills
✓various thinking processes - through the development of oral language skills
✓ability to make connections to prior knowledge, texts & the world around them
✓skills to communicate ideas, thoughts, feelings & experiences
…continued
✦all students can be engaged in meaningful literacy activities that are appropriate to their diverse abilities
✦ familiar routines & schedules are easy for students to participate in with increased independence (alone, with a partner, or small group)
Benefits of Literacy Routines
✦while students are engaged in these activities, you can be providing additional support and intervention to those who need it
Classroom routines give our students a sense of calm and stability, knowing there are predictable things they can count on.
Adapted from - Literacy & Learning Lessons from a Longtime Teacher - Routman
The Literacy and Numeracy Secretariat of Ontario
Sample Literacy Block #1
•
Sample Literacy Block #2• Independent Reading • Opening Routines: song, calendar etc. • Interactive Writing • Writing Workshop • Read Aloud • Shared Reading • Guided Reading & Centres
Red Group -buddy reading -writing centre
-poem box -indep. reading
Blue Group -poem box
-buddy reading -computers/tech
-writing centre
Green Group -indep. reading
-poem box -writing centre
-buddy reading
Yellow Group -writing centre -indep. reading -buddy reading -computers/tech
Adapted from - Fountas & Pinnell
*time allotted for each component would vary,
depending on grade level and time of year
Readers' Workshop Framework
Whole Class Mini-Lesson 15-20 minutes • think aloud and show how strategies are used to make sense of text
Reading, Responding & Conferring 45-50 minutes • allows children to practice strategies in small groups, in pairs, and
independently • gives teachers time to teach, learn, and find out how the children are
applying what they've been taught
Sharing 15-20 minutes • an opportunity for sharing, reflection, conversation, learning, and assessment
Reading with Meaning: Teaching Comprehension in the Primary Grades - Miller
Writing Mini-Lesson FormatConnection
• think about what you noticed about the mentor text - encourage kids to do the same • name the teaching point for the lesson • about 1 minute
Teach• model out loud - think-plan-write • don't just say what you want them to do - talk your writing process out loud • 2-3 minutes
Active Engagement• where the learner becomes part of the learning - turn and try it with a partner, in the air, etc. • everyone has a go - with support (whole-class sharing = more demonstration) • 2-3 minutes
Link• re-state the teaching point – connect it to not just today, but every day • they go and do their own writing – working independently & collaboratively with their partners • about 1 minute
Format from - Units of Study for Teaching Writing - Calkins
=10 minutes
S
Writing Block Structure
Adapted from: Units of Study - Writing - Calkins & TCWRP and Mindsets and Moves - Goldberg
independent writing time
mini-lesson sharing
Teacher is: • conferring with students • teaching small groups • providing mid-workshop small
teaching moments
Students are: • writing privately • working with writing partners
(conferring, editing, etc.)
• teacher ‣ students
*celebration
Importance Of Demonstration & Modelling
We're going to design to support them, and gradually turn the responsibility over to them
It is key that we demonstrate to:model, show and tell & have shared experiences
Adapted from - Fountas & Pinnell Literacy Continuum: A Guide to Responsive Teaching Across the Grades - Lesley University
Mentors Authors‣ apprentice other writers ‣ multiple books by the same author ‣ study the craft
Shared‣ students are coming up with ideas - teacher is scribe
Interactive‣ some kids come up to write - demonstrate valuable teaching points
❖ these become model pieces ❖ there is less interactive writing as they get older
Modelled‣ piece that the teacher has written him/herself - you talk about the process and the key point ‣ talk & show what is expected as part of this genre - dissect it for the students
The Writing ProcessPre-Writing/Planning‣ coming up with a topic and getting sources (as needed)
Writing a Draft‣ putting out initial ideas - paper or digital form
Feedback‣ from the reader or listener
Revising‣ reflecting on feedback & incorporating it
Editing‣ checking for & cleaning up conventions
Finishing/Publishing‣ wrapping up - may include a final copy for a specific audience
Teachers need to model all aspects
of the writing process many times so that
students become familiar with each stage.
Adapted from - The Writing Thief - Culham
HOW writing is created
The Traits of Writing
Ideas/Content
Organization
Voice
Word Choice
Sentence Fluency
Conventions
Presentation
Prompts for the Elements of Writing
The elements should NOT be taught in isolation but
should be introduced in the context of daily language
activities and mentor texts.
HOW writing is crafted
Writing Modes
✓Narrative‣ real or imagined texts/stories
๏ to tell a story
Adapted from - The Writing Thief - Culham
different purposes for writing
✓Informational‣ writing about topics students know or have researched
๏ to explain, describe or inform
WHAT we write
✓Persuasive‣ writing arguments to support claims or opinions
๏ to convince using logic or reason
& BC Ministry of Education - ELA Curriculum
phonological awareness
phonemic awarenesssound level of
wordsrhyme awareness
syllable awareness
onset & rime
word awareness
sentence awareness
Adapted from: When Readers Struggle - Fountas & Pinnell & Building Speech and Language Capacity - CCSD
Reading & Writing Interest Surveys
Adapted from - Benchmark Assessment System - Fountas & Pinnell
WHY Do this?
✦helps to learn about children’s reading & writing interests and habits
✦helps to raise self-awareness of reading & writing strengths and areas
for growth
✦helps to create a class profile - to gauge which reading experiences
would be appropriate for the whole class, small-groups or individuals
Adapted from - Benchmark Assessment System - Fountas & Pinnell
WHAT To Notice
✦ if children have a difficult time thinking about books or reading &
writing experiences that bring them joy
✦ the extent of children’s reading & writing experiences (including variety of
topics, genres and authors)
✦ level of self-awareness with reading strengths and areas for growth
Reading & Writing Interest Surveys
Reading & Writing Interest Surveys
POPEI’s Reading & Writing Interest Surveys - including Word format
POPEI Provincial Outreach Program for Early Intervention
www.popei.ca
Reading Interest Survey Name:____________________________ Date:____________________________
yes
sometimes
not yet I enjoy reading I enjoy when someone reads to me I enjoy when someone reads to the whole class I enjoy picking out books to read I know how to pick a book that is “just right” for me I read a book that someone recommended I enjoy sharing books with other people (reading together)
I enjoy telling other people about the books I’ve read
I enjoy reading fiction I enjoy reading non-fiction I read for fun at home I use the pictures to help me pick a book I use the pictures to help me read stories I use pictures to help me retell the story I see pictures in my head as I read I like to learn new things when I read I like to share the things I’ve learned with other people
I ask myself questions as I’m reading (I wonder about…)
I can read a book and stay focused I use different strategies to help me figure out new words
I use different strategies to help me understand books
I use an expressive voice when I read aloud
POPEI Reading Interest Survey
What do you enjoy doing when you’re not at school?______________________________________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
What do you enjoy doing at school?______________________________________________________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
What do you like about reading?__________________________________________________________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________ What types of books do you like to read and why?_________________________________________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Do you have a favourite author(s)? If yes, who? ___________________________________________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
What do you think would help you to be an even better reader and why?__________________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________
How do you choose a book to read?______________________________________________________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Adapted from:
• Comprehensive Literacy Resource for Grades 1-2 Teachers; 3-6 Teachers - Trehearne Images from: Educlips And Dreamstime
POPEI Provincial Outreach Program for Early Intervention
www.popei.ca
Writing Interest Survey
Name:____________________________ Date:____________________________
yes
sometimes
not yet I enjoy writing I enjoy writing stories I enjoy writing about my life or my feelings
I enjoy sharing information in writing (nonfiction)
I enjoy sharing my opinion in my writing I enjoy writing class or group stories I can remember how to spell words I know what I can do to help me with spelling different words
I remember to use punctuation I enjoy describing things and using interesting words
I like to do research for my writing I enjoy illustrating as part of my writing It can be hard to choose the right words to say what I mean in my writing
I like sharing my writing with others I like seeing my writing on the wall/bulletin board
I think I’m a good writer I know it’s ok to struggle with writing at times
My hand hurts when I write My hand gets tired when I write
POPEI Writing Interest Survey
What do you enjoy doing when you’re not at school?______________________________________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
What do you enjoy doing at school?______________________________________________________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
What is one of your favourite pieces of writing and why?___________________________________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Which piece of writing would you like to “do over” and why?_______________________________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
What do you like about writing?___________________________________________________________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
What do you find challenging about writing?______________________________________________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________ Adapted from:
• The Unstoppable Writing Teacher – M. Colleen Cruz Images from: Educlips And Dreamstime
The Morning Meeting
• helps children feel welcome • sets the tone for the day • creates a climate of trust • increases student confidence and investment in learning • provides a meaningful context for teaching and practicing
academic skills • encourages cooperation, inclusion • improves children’s communication skills • room for great variation from day to day, within a very
predictable format
The First Six Weeks of School - Denton & Kriete
The Morning Meeting Format
Greeting – children greet each other (handshakes, clapping, singing, etc.)
Sharing – students share some news of interest and respond to each other (e.g. Summer Souvenir Sharing)
Group Activity – whole class does a short activity together, building class cohesion through active participation
News & Announcements – students develop language skills and learn about the events in the day ahead by reading/discussing a daily message posted by their teacher (doubles as reading/writing instruction)
The First Six Weeks of School - Denton & Kriete
The Closing Circletime for reflection and provides a calm, positive tone at the
end of the day
each student takes a turn to share briefly something he/she liked about the day
:can be open, or the teacher can pose a reflective question for the day (name one thing that didn’t work well at recess today; tell me one thing we learned about spiders this week)
The First Six Weeks of School - Denton & Kriete
POPEI Observational Checklists
available here on www.popei.ca
Snap Shots Options
• Open Inquiry -display photo for the entire class and discuss the picture -ask the questions on the back of the photo -encourage students to elaborate on their answers (not just yes or no) -if students take their responses beyond predicted answers - tap into their imaginations and direct them to other paths of inquiry
Adapted rom - Learning Resources
• Group Study -put the photos at a centre so students can work in small groups to discuss the pictures -have students alternate reading and answering questions
• Mystery Snapshot -select one photo -without showing the photo to the students, provide several clues about what you see in the photo -have students attempt to guess what the photo is, based on your questions -show the photo after an appropriate amount of questioning & discussion -after you show the photo, discuss what they thought the image would be and why -discuss similarities and differences between their guesses and the picture itself
Snap Shots Options
• Vocabulary -select a card & point to different parts of the photo -ask students to name the different objects/items you’re pointing to & provide definitions, if applicable -write student answers down to create a glossary or dictionary
Adapted rom - Learning Resources
• Context Collage -show a photo to the whole class -have an open discussion about what is happening in the photo -ask students to draw a picture that puts the event from the photo into the context of their own lives -have students include a sentence or caption for their photo to explain the context
• Storytelling -display 4 different photo cards and give each one a number from 1-4 -divide the class into 4 groups -have students work in teams to write a short story telling what happened before and after the photo -have each team share their story
Curricular Competencies concepts of print, oral and visual texts (K-1) create stories and text text structures plan and create stories and text plan and create communication forms
BC Curriculum - Writing Standards K-3
Content writing processes (1-3) concepts of print (K-1) letter knowledge (K) & letter formation (1-2) sentence structure (1-3) conventions (Grades 1-3)
English Language Arts Curriculum
★all have elaborations for additional instructional information
Curricular Competencies reading, listening, and viewing strategies engage actively as listeners, viewers, and readers exchange ideas and perspectives plan and create various communication forms (1-3) explore oral storytelling process
BC Curriculum - Oral Language Standards
Content oral language strategies vocabulary to talk about texts (1-2) metacognitive strategies features of oral language (2-3)
English Language Arts Curriculum
★all have elaborations for additional instructional information
Curricular Competencies reading, listening, and viewing strategies concepts of print, oral and visual texts conventions of spelling, grammar and punctuation (1-3) expanding word knowledge (3)
BC Curriculum - Word Work Standards - K-3
Content concepts of print & print awareness (K-1) letter knowledge phonemic and phonological awareness letter formation/legible handwriting conventions (1-3)
English Language Arts Curriculum
★all have elaborations for additional instructional information
Curricular Competencies read fluently at grade level (1-3) reading, listening, and viewing strategies foundational concepts of print, oral and visual texts engage actively as listeners, viewers, and readers story in First Peoples' cultures
BC Curriculum - Reading StandardsEnglish Language Arts Curriculum
Content structure of story (K-1) elements of story (2-3) literary elements and devices reading strategies phonemic and phonological awareness (K-1)
★all have elaborations for additional instructional information