LITERACY IN PRIMARY/JUNIOR
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Transcript LITERACY IN PRIMARY/JUNIOR
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