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 LITERACY- FOUR 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

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