LITERACY IN PRIMARY/JUNIOR DIANE NEWMAN PROFESSIONAL DEVELOPMENT OECTA WHAT IS LITERACY? ORAL LANGUAGE DEVELOPMENT LISTENING SPEAKING READING WRITING INTEGRATED APPROACH DEVELOPMENTALLY APPROPRIATE HOW DO CHILDREN LEARN? Stages in physical, emotional and intellectual development Current brain research on learning Piaget’s developmental theory Literacy theories – Clay, Cambourne DEVELOPMENTALLY APPROPRIATE LITERACY Literacy goals are aligned with the child’s development Teaching strategies support the child A reading and writing continuum is useful in planning a literacy program Challenging but achievable with sufficient adult support- IRA and NAEYC BALANCED LITERACYFOUR BLOCKS Shared and Guided Reading Self-selected or Independent Reading Writing-Modeled, Shared, Guided and Independent Word Study Balance between teacher directed/student directed Balance between whole group, small group and independent READERS’/WRITERS’ WORKSHOP Two Hour Literacy Block Readers’ Workshop- Reading, responding sharing, teaching mini-lessons, reading aloud Writers’ Workshop- teaching mini-lessons, writing and sharing MANAGING BALANCED LITERACY CLASSROOMS Space Time Resources Grouping Activities Centres READING READING ALOUD Teacher reads to students Reading is valued Variety of genre GUIDED READING Reading by students Small Group Students read, teacher guides SHARED READING Teacher reads with students Big Books Often large group INDEPENDENT READING Student reads on their own Student selected Reading Conferences BENEFITS TO READING ALOUD Models reading for pleasure and information Motivates children to read Models expression and fluency Develops vocabulary Fosters higher level thinking skills READING ALOUD Book selection Pre-reading Reading Post-reading SHARED READING Teacher reads with students, often in large group Reading strategies are practiced Materials include: big books, charts, poems, chants, basal readers and songs Goal is for students to participate in reading and experience success GUIDED READING Reading by students in a small group Students often grouped by book level, however grouping can be dynamic Students are responsible for the first reading of the text after teacher introduces the text Teacher guides the reading experience with questions that focus on reading strategies and comprehension Each student has their own copy of the text Support + challenge = success INDEPENDENT READING Students make their own reading selections often from prepared book baskets or library centre An opportunity for students to practice and consolidate effective reading strategies Teacher-student reading conferences Running records Book-talks WRITING Modeled Writing Shared Writing Interactive or Guided Writing Independent Writing MODELLED WRITING Demonstrates the processes and products of writing Teacher “thinks aloud” while writing for the audience of children Shows how writers make selections about what to write and hoe to write SHARED WRITING Shared Writing is when the teacher writes down on chart paper the responses from the students to create a chart, message, story, report, letter, etc. The students can view their own words as they are written down by the teacher. INTERACTIVE OR GUIDED WRITING Interactive or guided writing involves both the teacher and the students sharing parts of the writing process. The teacher writes some of the message and the students write some of the message. BENEFITS OF SUPPORTED WRITING Writing can be used for different purposes and audiences Shows connection between written and oral language Writers make selections about hoe and what to write Writing can be modified You can read what you write INDEPENDENT WRITING The students makes the choice of what to write about Students are writers long before they have control over the mechanics of writing Students should be encouraged to write everyday- journals, book publishing, reports, drawings, messages, stories Teachers should celebrate children’s writing efforts by through reading, displays, authors chair WRITING PROCESS Pre-writing Drafting Responding Revising Editing Publishing Assessing WRITING TRAITS Ideas Organization Voice Word choice Sentence fluency Conventions PHONEMIC AWARENESS/WORD STUDY To develop phonemic awareness To develop grapho-phonemic connections and alphabetic principles To build up a store of high frequency words To develop strategies for reading and spelling LANGUAGE ELEMENTS Content-meaning and context Function-speaking for a purpose Form- patterns like “Brown Bear, Brown Bear” Sound Structure-Syllables, Onsets, Rime PHONEMIC AWARENESS The ability to identify patterns and structures in language like rimes and onsets The ability to manipulate the sounds of oral speech GRAPHO-PHONIC ACQUISITION The ability to make connections between written letters and sounds. Acquired after the child has a well developed sense of phonemic awareness PHONEMIC AWARENESS 1.Rhythm and Rhyme 2.Parts of a Word 3.Sequence of Sounds 4.Separation of Sounds 5.Manipulation of Sounds GRAPHO-PHONICS Word Walls Word Books Word Sorts Word Families HOME/SCHOOL CONNECTIONS Snuggle Up and Read Adventure Bear Reading clubs Family Literacy Nights Newsletters ASSESSMENT Use of developmental Continuums in reading and writing Retell, relate, reflect Variety of methods and data Authentic assessment Rubrics vs. developmental assessment LITERACY Guiding children on the road to literacy, I must remember.. To walk beside them so that our encounters may be shared….Susan R. Marshall