Nina Davis August 2009

Language Experience

Victorian Framework: Birth -8Key Statements

A positive start is linked to positive school trajectories Children’s images of themselves Academic & social difficulties in early school years tend

to continue throughout

5 Learning outcomes of National Framework -

Transition

Children have a strong sense of identity Children are connected with and contribute to their

world Children have a strong sense of wellbeing Children are confident and involved learners Children are effective communicators

VELS – Quick Review

Children need-Sense of belongingConnection between home and schoolPositive behavioursEngaged Curious, ‘intrinsic’ motivationExpress ideas, feelingsTechnical skills

Conversation - Oral Language We all work hard to provide our students with the best

literacy experiences we can but oral language is often neglected in the classroom.

Oral language is critical to a child's literacy development: listening, speaking, reading, and writing.

Planned authentic, contextualized language experiences must be embedded in classrooms programs.

Why? Why? Why? Why? Why? Why?

Chant the mantra of – 'You must be the change you want to see

in the world'. Mahatma Gandhi. Changing teacher practice in light of what you learn will

enable you to teach your students more effectively, improve their learning, build a culture of improvement from the classroom level, share/assist and model to others.

Schools Exist For Children – It’s there experience!

Language Experience - HistoryThis approach is not new- started in 1960.Professor Roach Van Allen described this approach as :an approach that helps students make the connection

that words on paper are really just “talk written down”.The Language Experience Approach creates a most

natural bridge between spoken language and written language.

Extending those thoughts:awareness that print conveys meaningawareness that everyone’s thoughts and ideas can

be expressed in spoken and written languageability to gather meaning from reading and listening

to others read material that relate to personal experiences

ability to make meaning known by speaking in informal situations

ability to use listening to understand the meaning and intent of others

And there’s more...Ability to report factual information using

various formats using various formats including pictures, charts and written reports

Ability to tell and retell personal experiencesAbility to dictate stories, sentences, and

phrases for others to transcribe

Underpins all- What?- Simply Put!

What I can think about, I can talk about.What I can say, I can write.

What I can write, I can read.I can read what I can write and what other

people can write for me to read.

Keeping it simple: What do they need to know? Ask and answer questionsContribute ideasFollow instructionsListen and presentSequence events Retell, rephraseMatch print to spoken textIdentify sound/letter relationshipRead print

What they need to be able to do!

Concepts of PrintReading strategiesMeaning is everythingWrite recount ‘thinkers writing’Form lettersThinking skills / organisers

An Interwoven Approach! What does that mean?

There is no nice neat ‘ how’ handbook. From what I have seen there are ‘bits’ of practice written

about in numerous sources. What we have is, ‘Early Years’ best practice. ‘Early Years’ best practice is interwoven in this approach

but not in its known structure. ‘Early Years’ best practice is introduced differently.

Early Years Best PracticeOral language – Young children need to build a strong vocabulary for

reading and writing. Reading: Big Book Reading, Shared Reading, Modelled Reading, Poetry-

chant & rhyme – Aim is for all to become student ledWriting: Interactive Writing (teacher & whole class student led)

Independent Writing, Guided Writing, Shared Writing, Modelled Writing, Editing as a natural progression, Writing criteria development

Alphabet: Sounds/blends – incorporated into all areas

Know what you want them to know!

You know what they need to know. Developing a plan.

Now you’re ready for how!

Inquiry Central Idea – I belong to a family, class and school.

Personal histories reflect traditions and culture.

A Planned CurriculumWhat do we want children to learn?How will we know what children have learned?

Defining my practice – not easy

Talk –Scaffolding

Talk – Scaffolding

Structure is still importantThe Chat Room – Speaking, Listening- Big

Pictures – ‘Talk about you’ timeBig Book Fun: Concepts of Print, Re-tell, talk,

act it – sentences, words, letters, punctuation Alphabet knowledge – Introduced as a whole

– sounds introduced in context, sensory activities, letter formation

Shared Experience – related to central idea – natural & planned within program. Incursions / Excursions

Our Books- children’s sentences built over time becomes a book, illustrated – becomes take home book

How ?Sentence Wall: Shared experience sentences

pasted on large sheets, displayed-read everyday

Interactive Writing: Small Group & Weekly student led.

Small Group Teaching- Big Book selected for teaching.

Modelled Writing – Everyday related to shared experience & Morning Message

Vocabulary Building – ‘Give me a word’ game & What’s this word mean? –game

Looking for transfer – Trusting the Journey

Independent Reading & Together Reading – PYP

Independent Writing – scaffolding for success: Writing / recording / Brainstorming/ Thinking Organisers leading to expert groups.

The only limits are the limits teachers put on children.

Question Time: To children and by children. Everyday

Reflection Time: What do we know? WonderingsPlay: Any tactile objects – play first – Sensory

immersion

Guided Writing Groups – Zone Reading as a opposed to Independent – Independent is Independent- This is not.

The Round Robin Game: Group reading- Zone Reading

Big Book Guided Reading – The beginning!

Guided Reading: Sophisticated – needs to be introduced with ‘readiness’ –

late in year ( no need to rush ) Sight Vocabulary- in context / blending

school expectations with your own practice.

Recording for children – from discussion to share e.g. Remember when?

Vocabulary Games: Increase – old favouritesTeaching reading strategies – let the children tell

you Teaching spelling rules in ‘child speak’ – let them

discover and tell you why.Goals - Student Led Program / Student Conversation

is equal to teacher / Transfer of learning / Leading the teaching / Content and student use of skills is a natural progression in context with understanding.

You have Experience it – Trust the journey!

Interactive Writing

Build a culture of Sharing! Learning Communities

My Blog: Why I blog?http://ninadavis.wordpress.com/Professional Blog Directory.http://globalteacher.org.au/ Professional Twitter Networks @ninadavisOnline Learning Communities: e.g. http://workingtogether2makeadifference.ning.com/New ‘ning’ starting soon: e5 & Literacy-The What? & The

How?-Best Practice Investigated K-6

And...Sofweb – I’m always in this resource!Connect – links to exploreColleaguesMentors Coaches