report on regional workshop lima, october 7-9, 2009 patricia escobar, head of primary claudia fayad,...
TRANSCRIPT
Reading and Writing Through Inquiry in the PYP
Report on Regional WorkshopLima, October 7-9, 2009
Patricia Escobar, Head of PrimaryClaudia Fayad, PYP Coordinator
Reading and Writing through inquiry is an effective way for learners to be actively involved in constructing their own meaning by reading, writing, listening, speaking, viewing and presenting.
Central Idea
Lines of Inquiry
Our own literacy histories
Our beliefs, theories and practices
Language as a tool for inquiry and thinking
Developing balance in Language Arts
OUR BELIEFS, THEORIES AND PRACTICES
Who are you as a reader and a writer now?How would I know if you are a reader and a writer if I walked into your classroom?What kind of a reader and writer would I assume you are?How do you make it explicit to your students who you are as a writer and a reader?Why is this important?
Our Beliefs, Theories and Practices IV
Decoding Perspective
Skills Perspective
Whole Language Perspective
BALANCED APPROACH
Language as a Tool for Inquiry and Thinking III
Inquiry enhances learning
Inquiry weds the Social, the Intellectual and the Personal Self
Inquiry requires the managing of imposition
Students engaged in InquiryCuriousSearching for meaningIntelligent in a range of waysExperienced/something to offerThinkersCollaboratorsActiveRisk-takersCo-learners and co-teachers
Kathy Murdoch
I N Q U I R YINFORMATION-SEEKING
Inclined toward closure
Elicit information
Work-fulThe goal is product
Something to be known, confirmed or explainedGOING AFTER SOMETHINGHome is actual worldDealing with the factual
WONDERINGAttempt to hold discourse open Inviting conjecture and speculationPlayfulThe goal is engaging in the process itselfReflecting primarily for its own self REFLECTING ON SOMETHINGHome is possible worldsDealing with possibility
Supporting Inquiry ActsConnections—elicitedCreativity—safe & trusting environmentCollaboration—active listening enforcedIn-Process—‘rough-draft’ talk encouragedVariety—expressive forms & discourse, diverse perspectives valued
Frontloading (Building on Background Knowledge)
Present information and skillsActivities need to be structured in open-ended ways:
Case-study comparisonVenn Diagram summarisingMind-mapping discoveriesSharing in groupsArticle jigsawReflective journals
Frontloading (II)(Building on Background Knowledge)
Students needEXPOSUREEXPERIENCETIME
Teach skillsDiscuss perspectivesConnect to central idea
DEVELOPING BALANCE IN LANGUAGE ARTS
How to get students to be better readers and writers?BY HAVING THEM READ AND WRITE!
The more they read, the better readers they will become!The more they write, the better writers they will become!
Developing Balance in Language Arts IIPRESCHOOL YEARS
Make children WANT TO LEARN to Read and Write (fun & useful)Make sure you have Reading and Writing activities with children EVERY DAYReading and Writing with young children:
TO themWITH themBY themselves
Developing Balance in Language Arts IIILOWER PRIMARY (1st Grade up)
Guided ReadingReading Comprehension strategies
Independent ReadingRead-aloudSustained Silent Reading & conferencing“Recommend a Book”
Developing Balance in Language Arts IVLOWER PRIMARY (1st Grade up)
WritingWriting mini-lessonIndependent Writing & conferencing“Author’s Chair”
Word WorkPhonemic Awareness & PhonicsRhyming words, beginning & ending sounds CVC, CVCe patternsSpelling
Developing Balance in Language Arts VUPPER PRIMARY (4th Grade up)
ReadingShared Reading (with)Guided Reading (with and by)Independent Reading (reading by)
Developing Balance in Language Arts VIUPPER PRIMARY (4th Grade up)
WritingExpressive Writing Personal—e.g.: newsboard, personal recounts, shopping lists, Christmas lists, diariesPoetic writing Retelling known stories, poetry labels for illustrations, language experiences, picture webs, books reports, comicsTransactional Writing Factual—e.g.: writing instructions and recount events
The Mother TongueL1 is empoweringL1 lowers affective filter, makes it easierL1 makes input comprehensiveL1 allows successful predictions about target languageL1 allows transfer (e.g.: knowledge of literacy, concepts)L1 is a tool for authentic inquiry“No understanding—no engagement— no learning!”
Steven Krashen
Suggested ReadingsMaking the PYP Happen: Language in the Primary Years Programme (pg. 68)Language Scope & Sequence: IntroductionProgramme Standards & Practices (best reference!)Children’s Picturebooks (University of Miami Ohio) Database of more than 9000 bookshttp://www.lib.muohio.edu/pictbks/search/
Children (and teachers) have beliefs about what good reading/writing is, which affects how they learn
Enduring Understandings
Enduring Understandings II
Inquiry is a philosophical stance that underlies everything we do in school
Enduring Understandings III
The PYP holds a specific philosophy and belief system about the teaching of Reading and Writing to which we have a responsibility to adhere
Enduring Understandings V
There are authentic opportunities for the development of Reading and Writing through the units of inquiry
Enduring Understandings VII
A balanced literacy curriculum is comprised of three interdependent aspects:
Learning LANGUAGELearning ABOUT languageLearning THROUGH language
Enduring Understandings VIII
Reading and Writing in the PYP can be supported by a variety of resources that align with the philosophy of the programme