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Lori Jamison

www.lorijamison.com

Presented by Lori Jamison

www.lorijamison.com

©High Interest Publishing

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Lori Jamison

www.lorijamison.com

ABOUT THE PRESENTER…

Lori Jamison (Rog) is an educator, author and consultant. In addition to her career as a classroom

teacher, she served as the K-12 Language Arts Consultant for Regina Public Schools and a Reading

Assessment Specialist for the Saskatchewan Department of Education.

Lori is one of only nine Canadians to ever be elected to the Board of Directors in the fifty year history of

the International Reading Association (IRA) and the only Canadian from a K-12 school district.

She has written many resources for teachers, including six professional books. She also writes teacher

support materials for High Interest Publishing, a publisher of novels for reluctant readers.

Currently an independent consultant, Lori travels across Canada and the United States speaking at

schools and conferences on best practices in literacy instruction.

Lori can be reached at ljamison@sasktel.net.

Professional books by Lori Jamison Rog:

• Guiding Readers: Making the Most of the 18-Minute Guided Reading Lesson

(Pembroke Publishers 2012)

www.pembrokepublishers.com

• Read, Write, Play, Learn: Literacy Instruction in Today’s Kindergarten (International

Reading Association, 2011)

www.accessola.com

• Marvelous Minilessons for Teaching Intermediate Writing (IRA 2010)

www.accessola.com

• Marvelous Mini Lessons for Teaching Beginning Writing (IRA, 2006)

www.accessola.com

• The Write Genre, co-authored with Paul Kropp (Pembroke/Stenhouse, 2004)

• Guided Reading Basics (Pembroke/Stenhouse, 2003)

www.pembrokepublishers.com

.

Lori can be contacted at ljamison@sasktel.net

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Lori Jamison

www.lorijamison.com

Children learn best by interacting

and problem-solving with one another

in an environment of discovery and

play that is guided, scaffolded and

sometimes structured by the

teacher, recognizing that children

learn at different rates and at

different times. (IRA/NCTE)

Essential “Pre-literacy” Learnings that Predict Literacy Success include:

1. Oral language and vocabulary

2. Phonological awareness

3. Concepts about print

4. Letter names

5. Alphabetic principle (letter-sound relationships)

6. Name writing

US National Early Literacy Panel, 2009 http://lincs.ed.gov/publications/pdf/NELPReport09.pdf

The link to the "good-bye friends" book:

http://www.drjean.org/html/monthly_act/act_2005/05_May/seeYouLater.pdf

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Lori Jamison

www.lorijamison.com

“FREE” PLAY

• “unstructured peer

interaction”

• self-selected, student

choice

• no extrinsically imposed

goals or structures

STRUCTURED OR “GUIDED”

PLAY

•••• focused around specific

learning goals

•••• teacher-guided

•••• materials and routines

carefully structured

“Guided Play” involves children actively engaging in pleasurable and seemingly spontaneous activities

under the subtle direction of adults. – Kathy Hirsh-Pasek

(Watch a video of Dr. Hirsh-Pasek speaking at the Partners in Early Learning Conference - August 27-

28, 2010: www.etfo.ca/elkp/leaderselp/pages/default.aspx)

THE POWER OF PLAY

Inquiry, Discovery, Exploration, Investigation

FORMS OF PLAY

� Socio-dramatics

� Building or constructing

� Discovery or exploration

� Physical or active play

� Creative expression: painting, drawing, puppets, costumes

� Sensory explorations (Countingcoconuts.blogspot.com)

� Rule-based play

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Lori Jamison

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ORAL LANGUAGE DEVELOPMENT

• Function and Form

• Vocabulary

• Phonological Awareness

• Articulation

“Teacher Talk”

� pause before plunging in

� conversational more than interrogational

� collaboration more than intervention

� model and demonstrate

� extend and prompt

� use rich vocabulary

� don’t forget wait time

� “Strive for Five”

List and Label Vocabulary

1. Generate a list of vocabulary words (from print or pictures)

2. Sort the list in different ways (closed sort, open sort)

3. Give each group a name or label.

4. Extend by adding words to each category.

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Lori Jamison

www.lorijamison.com

How to choose words for vocabulary

instruction:

- Are they words students are unlikely to

know, but likely to find interesting and

useful?

- Do they lend themselves to “child-

friendly” definitions and explanations?

Some Oral Language Routines • Barrier Games

• Newstelling and Storytelling

• What’s in the Bag?

What's in the surprise bag, who can tell? You can guess if you listen well. What's in the surprise bag, who can see? It's a guessing game for you and me!

• Books that Play with words

- Tomorrow’s Alphabet by Donald Crews and George Shannon

- Beach is to Fun: A Book of Relationships by Pat Brisson

- A Sock is a Pocket for Your Toes by Elizabeth Garton Scanlon

Teach Three Words” – Vocabulary MOVES

Choose three words from the class read-aloud. After reading, revisit each word in

context, then go through the following routine:

• Meaning

• Other Context

• Visual Features

• Extension

• Slip into

Conversation

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Lori Jamison

www.lorijamison.com

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Lori Jamison

www.lorijamison.com

INTERACTIVE READ-ALOUD

“Story reading, more than any other activity, provides children with information about the processes and functions of written language in a meaningful holistic context, instead of as isolated subskills.”

Three Keys to an Effective Read-aloud:

1. Selecting rich literature and nonfiction that extends children’s vocabulary

and background knowledge.

2. Making students active participants in the reading process.

3. Rereading familiar texts.

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Lori Jamison

www.lorijamison.com

Interactive read-aloud sequence:

First Reading: (“First Draft”- Getting the Gist)

• 3 P's Book intro: Preview, Purpose, Prior Knowledge

• Phrased, expressive reading; explain words and ideas as needed

• Limited interruptions

• Personal response

Second Reading: (“Dipping Back In”)

• Detailed rereading with frequent pauses as needed

• Retelling games and activities

• Discuss "big ideas"

• Focused Vocabulary Instruction ("Teach three words")

Third Reading: (“Beyond the Words”)

• Rereading with pauses as warranted by student observations, questions

• Invite students to join in, where appropriate

• Draw attention to specific aspects of craft, style, illustrations, ideas

• Encourage reader response

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Lori Jamison

www.lorijamison.com

ENVIRONMENTAL PRINT: More than Just Wallpaper!

POP! – Point out Print

• Place print at children’s eye level

• Draw attention to print

• Change print regularly

• Have children create environmental print

• Point out visual features

Forms of Environmental Print

• Labels on classroom items

• Signs in the neighbourhood

• Product labels and signs

• Directions and instructions

• Classroom displays

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Lori Jamison

www.lorijamison.com

LANGUAGE EXPERIENCE: Talk Written Down

• Student dictated; teacher written

• Teacher “thinks aloud” as s/he writes

• Models directionality, one-to-one matching, letter-sound relationships

Predictable Charts

1. Create charts by introducing a topic or prompt and recording each student’s

response.

2. Reread the chart, tracking each word.

3. Use the chart for word and letter hunts.

4. Cut the chart into individual sentence strips. Invite students to “read” their

own sentence.

5. For advanced students, cut up the sentence and have them reassemble the

words.

6. Have students glue their sentence onto a page and illustrate it.

7. Assemble the illustrated pages into a class book.

Buzz Books: The teacher provides a prompt for students to “buzz” with a partner about

before sharing with the large group for shared or interactive writing. See

www.thekcrew.net/buzzbooks for ideas.

Some suggested prompts and themes for predictable charts may be

found at: http://teachers.net/lessons/posts/2565.html.

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Lori Jamison

www.lorijamison.com

Teaching Language Concepts from Children’s Names

Create name cards by printing each child’s name in clear dark letters on a sentence

strip. Put all the names in a box or basket to be drawn from each day.

1. Each day, draw one student’s name from the basket.

2. Teach students to “interview” the special person of the day. Create a language

experience chart by writing some of the responses on a large sheet of paper.

Later, the person of the day can illustrate this page and the pages can be

assembled into a class book.

4. Draw attention to the features of the special person’s name by:

- pointing to each letter and saying it aloud

- counting the letters

- cheering the letters

- pointing out upper and lower case letters

- drawing around the shape of the word

5. Take a second name strip and cut the letters apart. Mix them up and invite the

special person to sort them. Leave the original strip visible for matching.

6. Put the name on the alphabet wall. Compare it to others on the word wall.

- Which word is longer?

- Are there any letters the same?

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Lori Jamison

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7. Draw a new name each day, following the same routine.

8. After all the students’ names have been added, complete the chart by adding

one concept word a day for the remaining letters. For example, H may be

represented by house.

Sorting

1. Boys’ names/girls’ names

2. Letters in my name/not in my name

3. Compare two names

4. Number of syllables

5. Number of letters

Printing/Spelling Practice

1. Rainbow writing

2. Pipe cleaners or wikki stix

3. Q-tips dipped in paint

4. Alphabet cookie cutters with Play-Do

5. Sponge print letters

6. Finger tracing in shaving cream

7. Magic name tracing (Overwriter markers)

8. Die cut letters

9. Name necklaces

10. Magnetic letters on burner covers