Transcript Becoming Literate

The Literacy Programme
at Bradbury School
“The more you read, the more things you will know.
The more that you learn, the more places you'll go.”
- Dr. Seuss, "I Can Read With My Eyes Shut!"
Beliefs and Values in Literacy
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Literacy is fundamental to learning, thinking and communication, and
permeates the whole curriculum
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Literacy is the major connecting element across the curriculum
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Applied across subject areas
Applied throughout the transdisciplinary programme of inquiry
Good Learning Practice
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Literature is an integral part of the curriculum
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Books are read to be
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Enjoyed
Discussed
Analysed
Compared
Contrasted
Students learn how to
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understand, interpret and respond to ideas, attitudes and feelings
think critically
make predictions and inferences
Good Learning Practice
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Writing is a significant activity in classes of all ages
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When learning to write, students are encouraged to
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focus on meaning rather than accuracy
enjoy the writing process
The Role of Literacy in the POI
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Literacy is taught through the relevant, realistic context of the units
of inquiry
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Literacy instruction supports students’ inquiries and the sharing of
their learning
How Literacy Practices are Changing
Increased emphasis on:
• Promoting integrated language
development
• A literature-based approach to
learning language
• A teaching approach that sees
making mistakes in language as
inevitable and necessary for learning
• Reading for meaning
• Reading selected according to
interest level
• Making culturally diverse reading
material available
Decreased emphasis on:
• Teaching language as isolated
strands
• Using skill-drill texts and workbooks
to learn language
• A teaching approach that focuses
on encouraging students not to
make mistakes in language
• Decoding only for accuracy
• Reading selected according to
decoding level
• Having only monocultural reading
materials available
How Literacy Practices are Changing
Increased emphasis on:
• Focusing on meaning when reading
and writing
• Encouraging appropriate cooperative
discussion in the classroom
• Writing as a process
• Developing a range of independent
spelling strategies
• Using language for creative problem
solving and information processing
• A range of appropriate assessment
methods such as conferencing,
miscue analysis, and writing sample
analysis
Decreased emphasis on:
• Focusing primarily on accuracy when
reading and writing
• Enforcing silent, individual work in
the classroom
• Writing only as a product
• A dependence on the teacher as the
only source of correct spelling
• Using language for rote learning
• Standardized reading and writing
assessments
Knowledge and Skills in Language
The learning process involves
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Learning Language
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Learning About Language
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As students listen to and use language with others in their everyday lives
As students try to understand how language works
Learning Through Language
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As students use language as a tool to think about, or reflect on a theme,
concept or issue
LITERACY STRANDS
• Listening and Speaking
• Reading
• Writing
LITERACY STRAND
Listening and Speaking
Students learn to:
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Listen and respond to a range of texts, and to the ideas and opinions
of others
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Improve fluency and accuracy when speaking
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Ask and answer questions; relate and retell; persuade; talk about
needs, feelings, ideas or opinions; contribute to discussions
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Recognize that oral language needs to be appropriate to the audience
and to the purpose
LITERACY STRAND
Reading and Writing
Students learn to:
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Read and write for enjoyment, instruction and information
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Recognize and appreciate the variety of literary styles, genres and
structures; poetry, plays and stories; creative, informative,
instructional, persuasive and reflective text
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Understand and apply a variety of structures, strategies and literary
techniques
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Spelling, grammar, prediction, plot, character, punctuation, voice
Literacy at Bradbury School
LITERACY IN ACTION
Literacy
Year 1 and Year 2
Speaking & Listening
Reading
Writing
Oral language
Speaking and Listening
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Oral language encompasses all aspects of
Speaking and Listening. These are skills
that are essential for ongoing language
development. Some examples in the
classroom are:
Role play
Drama
Circle time
Listening activities
Following instructions
Communication using different languages
Oral language
Speaking and Listening
Video
READING
Can you read this?
Reading Development
• Learning to read is a very complex
process
• All children are different and their
reading development varies
In the classroom…
• Shared Reading
– Whole class participation
– Big books or Interactive Whiteboard
– Modelled reading
• Guided Reading
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Small groups
High frequency words
Teaching reading strategies
Decoding and comprehension
• Independent Reading
– Quiet reading
– Buddy reading
A Variety Of Texts
• Students read and re-read a range of
texts eg, non-fiction, poems, songs,
big books, fairy tales, picture books
• Children are encouraged to respond
to texts in a variety of ways eg.
drawing, painting, retelling, role play
Contextual Understanding
• Students use language experience to talk
about texts
– Has anything that happens in the story ever
happened to you?
– Is the family in the book like yours?
• Share opinions
– Is this book true? Could this really happen?
• Look at the ways people or
characters are represented.
Nurturing A Community Of
Readers
• Create a supportive classroom where
everyone is valued for their efforts
• Foster an enjoyment of reading through
discussion and sharing
• Encourage students to take risks
• Encourage students to select their own
reading materials according to interest or
purpose
How To Support Early
Readers
• Read with your child every day
• Expose your child to a wide variety of
texts
• Encourage children to use decoding skills
to attempt independent reading
• Encourage your child to talk about books
and their reading with other members of
the family
Writing is fun!
Every child is a writer. We need to
foster an atmosphere where any
mark making is valued as writing.
Role Play Writing
• Children will experiment with marks to represent
written language
• Children are beginning to understand that writing
is used to convey meaning or messages
• As their understanding about sound-symbol
relationships has not yet developed their writing
is not readable
• It is important to know what they have written by
asking them to read their writing to you
Example of Role Play writing
Emergent Writing Phase
• Children are aware that speech can
be written down.
• They rely on familiar topics to write
about such as greeting cards, lists
and letters.
• Children will demonstrate one-to-one
correspondence by representing
most spoken words in their written
text.
Example of Emergent
Writing Phase
Early Writing Phase
• Children will produce a small range of
texts that exhibit some of the conventions
of writing eg, retells, reports and weekend
news
• At this stage your child will have a small
bank of high frequency words that they
spell correctly eg, and, they, come, have
• When writing unknown words they rely on
phonic knowledge
Example of Early Writing
Phase
What does this look like at
school?
• Encourage the children to sound out
unfamiliar vocabulary
• Opportunities to write daily
• Teacher modelled writing / Guided writing
• Value their writing. Children must see
themselves as writers. As teachers our
main concern is that we create an
atmosphere where children enjoy writing
and know they are successful.
How can you help at home?
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Shopping lists
Diary/journal
Draw a picture, ask them to write about it
Postcards to friends
Note to Mummy or Daddy to take to work
for them to read in the day
• Labels around the house
• Writing birthday cards
• Always value what they have written,
even if you can’t read it!
Have Fun
• Remember to enjoy the experience
of reading and writing in these first
few years of school
• The partnership between home and
school is extremely important