Week Five Emergent Literacy February 16, 2009

Objectives We will be able to :  identify and define terms related the skills and knowledge of emergent readers.  recognize the relationship between and among emergent readers' skills and knowledge  apply certain instructional strategies to teach knowledge and skills to emergent readers.  clarify our understandings about different types of literacies and assess our own digital literacy We will be able to :  identify and define terms related the skills and knowledge of emergent readers.  recognize the relationship between and among emergent readers' skills and knowledge  apply certain instructional strategies to teach knowledge and skills to emergent readers.  clarify our understandings about different types of literacies and assess our own digital literacy

Agenda  Agenda Overview/Introduction (3 min)  Housekeeping (7 min)  Reminders for next week  Emergent Literacy Terms Review (25 min)  Definition Matching Game (10 min)  Clarifications (15 min)  Key Take-Aways (30 min)  Assessing Emergent Readers  Importance of Phonemic Awareness  Break (10 min)  Literacy Centers (65 min)  Center introduction (10 min)  Participate in centers (45 min)  Debrief (10 min)  New Literacy Project Exploration (30 min)

Housekeeping/Coming Attractions Week 6: Investing Students and Families/Planning Workshop February 23, 2009 Everyone Reads:  Tompkins, Chapter 1, Becoming an Effective Teacher of Reading, pp  Marcus: Gifted and Challenging (on Angel) Jigsaw Readings (All on Angel):  From Lapp, et. al. (2004) Chapter 15, Literacy Motivation: Implications for Urban Classrooms (Melissa, Alison, Colleen C., Colleen G., Tiffany, Andrea, Tim, Rachael A., Shannon)  From Lapp, et. al. (2004) Chapter 6, No Parent Left Behind (Gina, Jessica, Julie, Lyndsay B., Lindsay P., Kelley, Alli W., Katie K., Kati H., Janie)  Maples, J. (2007) Opening quality lines of communication: Seeing my students through the eyes of their parents (Paula, Katalin, Sara, Lauren, Rachel W., Liz, Lisa, Mandy, Brandon) Bring to class:  Bloom’s Taxonomy Revised (in Week 6 readings folder)  Your literature selection for your Language Arts Lesson  GLCEs for your grade level Week 6: Investing Students and Families/Planning Workshop February 23, 2009 Everyone Reads:  Tompkins, Chapter 1, Becoming an Effective Teacher of Reading, pp  Marcus: Gifted and Challenging (on Angel) Jigsaw Readings (All on Angel):  From Lapp, et. al. (2004) Chapter 15, Literacy Motivation: Implications for Urban Classrooms (Melissa, Alison, Colleen C., Colleen G., Tiffany, Andrea, Tim, Rachael A., Shannon)  From Lapp, et. al. (2004) Chapter 6, No Parent Left Behind (Gina, Jessica, Julie, Lyndsay B., Lindsay P., Kelley, Alli W., Katie K., Kati H., Janie)  Maples, J. (2007) Opening quality lines of communication: Seeing my students through the eyes of their parents (Paula, Katalin, Sara, Lauren, Rachel W., Liz, Lisa, Mandy, Brandon) Bring to class:  Bloom’s Taxonomy Revised (in Week 6 readings folder)  Your literature selection for your Language Arts Lesson  GLCEs for your grade level

Housekeeping/Coming Attractions Week 6: Investing Students and Families/Planning Workshop February 23, 2009 Due on 2/23:  Noteblog: THIS IS A CHANGE FROM THE SCHEDULE  Think of a student or group of students in your classroom who struggle to operate at grade level when it comes to reading and writing. Briefly describe the student(s) and how what challenges them. Using some of the scaffolding activities in Chapters 2 and 3 of the Gibbons text and/or some of the activities on p. 97 of Tompkins, make a plan for that student or group of students. What are 3 activities or instructional strategies that you might try with that student(s) to scaffold their instruction? How do you think that would help them? (You can refer to an actual lesson you saw and how you would modify it or you can think in the hypothetical, “If I were working with this student on _____, I would try _______”)  New Literacies Exploration Plan to Angel Dropbox Week 6: Investing Students and Families/Planning Workshop February 23, 2009 Due on 2/23:  Noteblog: THIS IS A CHANGE FROM THE SCHEDULE  Think of a student or group of students in your classroom who struggle to operate at grade level when it comes to reading and writing. Briefly describe the student(s) and how what challenges them. Using some of the scaffolding activities in Chapters 2 and 3 of the Gibbons text and/or some of the activities on p. 97 of Tompkins, make a plan for that student or group of students. What are 3 activities or instructional strategies that you might try with that student(s) to scaffold their instruction? How do you think that would help them? (You can refer to an actual lesson you saw and how you would modify it or you can think in the hypothetical, “If I were working with this student on _____, I would try _______”)  New Literacies Exploration Plan to Angel Dropbox

Agenda  Agenda Overview/Introduction (3 min)  Housekeeping (7 min)  Reminders for next week  Emergent Literacy Terms Review (25 min)  Definition Matching Game (10 min)  Clarifications (15 min)  Key Take-Aways (30 min)  Assessing Emergent Readers  Importance of Phonemic Awareness  Break (10 min)  Literacy Centers (65 min)  Center introduction (10 min)  Participate in centers (45 min)  Debrief (10 min)  New Literacy Project Exploration (30 min)

Quote of the Day: “.” - Kati Hinkson Quote of the Day: “Literacy can mean different things for different people. For a first grader, it can be the first book they are able to read to themselves. For an adult, the ability to read and fill out a job application without any assistance can be literacy, as well as the ability to read and analyze classic literature. Literacy can have a different meaning for every learner, and it will be part of my job as a teacher to encourage and promote literacy for all of my students whenever possible.” - Kati Hinkson

Emergent Literacy Review  Vocabulary Review:  Work at your table to match each emergent literacy vocabulary term with its definition  Try to do this WITHOUT looking in Tompkins.  Vocabulary Review:  Work at your table to match each emergent literacy vocabulary term with its definition  Try to do this WITHOUT looking in Tompkins.

Agenda  Agenda Overview/Introduction (3 min)  Housekeeping (7 min)  Reminders for next week  Emergent Literacy Terms Review (25 min)  Definition Matching Game (10 min)  Clarifications (15 min)  Key Take-Aways (30 min)  Assessing Emergent Readers  Importance of Phonemic Awareness  Break (10 min)  Literacy Centers (65 min)  Center introduction (10 min)  Participate in centers (45 min)  Debrief (10 min)  New Literacy Project Exploration (30 min)

Assessing Emergent Readers Ask yourself, what do your students pay attention to when they’re reading?  Is it the meaning of the text?  Is it the structure of the language?  Is it the visual information (the actual letter in the word)?  Is it a combination of some or all of these?  Strong readers attend to ALL sources of information. It’s our job to get them to do that. Ask yourself, what do your students pay attention to when they’re reading?  Is it the meaning of the text?  Is it the structure of the language?  Is it the visual information (the actual letter in the word)?  Is it a combination of some or all of these?  Strong readers attend to ALL sources of information. It’s our job to get them to do that.

Assessing Emergent Readers - Using Meaning as a Source of Information  Listen to your student read aloud  Does what they say make sense?  When they make an error, does it still make sense up to the point of the error?  Example:  The sentence in the text reads (along with a picture of a student running up to a school building):  Marvin went to school.  Your student reads:  Marvin ran to school. OR  Marvin was to school.  If your student does use meaning as a source of information, great - encourage them to use other sources as well  If your student is not attending to the meaning, prompt them by saying: “You said ‘was to school,’ does that make sense?” or “Hmmm, something didn’t make sense there, try it again.”  Listen to your student read aloud  Does what they say make sense?  When they make an error, does it still make sense up to the point of the error?  Example:  The sentence in the text reads (along with a picture of a student running up to a school building):  Marvin went to school.  Your student reads:  Marvin ran to school. OR  Marvin was to school.  If your student does use meaning as a source of information, great - encourage them to use other sources as well  If your student is not attending to the meaning, prompt them by saying: “You said ‘was to school,’ does that make sense?” or “Hmmm, something didn’t make sense there, try it again.”

Assessing Emergent Readers - Using Structure/Syntax as a Source of Information  Listen to your student read aloud  Does what they say sound right? Is the language structure correct?  When they make an error, does it sound right up to the point of the error?  Example:  The sentence in the text reads (along with a picture of a student running up to a school building):  Marvin went to school.  Your student reads:  Marvin wented to school.  If your student does use language structure as a source of information, great - encourage them to use other sources as well  If your student is not attending to the structure, prompt them by saying: “You said ‘wented to school,’ did that sound right?” or “You said ‘wented’ do we say it like that?”  Listen to your student read aloud  Does what they say sound right? Is the language structure correct?  When they make an error, does it sound right up to the point of the error?  Example:  The sentence in the text reads (along with a picture of a student running up to a school building):  Marvin went to school.  Your student reads:  Marvin wented to school.  If your student does use language structure as a source of information, great - encourage them to use other sources as well  If your student is not attending to the structure, prompt them by saying: “You said ‘wented to school,’ did that sound right?” or “You said ‘wented’ do we say it like that?”

Assessing Emergent Readers - Using Visual Information as a Source of Information  Listen to your student read aloud  Does what they say look right? Does it match any part of the print on the page?  Example:  The sentence in the text reads (along with a picture of a student running up to a school building):  Marvin went to school.  Your student reads:  Marvin was at school. OR  I ran to school.  If your student does use meaning as a source of information, great - encourage them to use other sources as well  If your student is not attending to the meaning, prompt them by saying: “You said ‘I’ there (point to Marvin). Does that look right? What else could it be?” or “Hmmm, you said ‘was’ there (point to went). The first part looks right, but we have to look at the whole word. Try it again.”  Listen to your student read aloud  Does what they say look right? Does it match any part of the print on the page?  Example:  The sentence in the text reads (along with a picture of a student running up to a school building):  Marvin went to school.  Your student reads:  Marvin was at school. OR  I ran to school.  If your student does use meaning as a source of information, great - encourage them to use other sources as well  If your student is not attending to the meaning, prompt them by saying: “You said ‘I’ there (point to Marvin). Does that look right? What else could it be?” or “Hmmm, you said ‘was’ there (point to went). The first part looks right, but we have to look at the whole word. Try it again.”

Importance of Phonological Awareness The cat ran under the stairs.  Sentence Awareness  That is a sentence  Word Awareness  That sentence has 6 words  Syllable Awareness  “Under” has 2 syllables  Onset-Rime Awareness  “cat” can be broken down into 2 parts - /c/ - /at/  Phonemic Awareness  “cat” can be broken down into 3 phonemes  /c/ - /a/ - /t/  ALL LEVELS OF AWARENESS CONNECT TO READING AND WRITING  Some examples of activities The cat ran under the stairs.  Sentence Awareness  That is a sentence  Word Awareness  That sentence has 6 words  Syllable Awareness  “Under” has 2 syllables  Onset-Rime Awareness  “cat” can be broken down into 2 parts - /c/ - /at/  Phonemic Awareness  “cat” can be broken down into 3 phonemes  /c/ - /a/ - /t/  ALL LEVELS OF AWARENESS CONNECT TO READING AND WRITING  Some examples of activities

BREAK  Return at: 10: 25

Agenda  Agenda Overview/Introduction (3 min)  Housekeeping (7 min)  Reminders for next week  Emergent Literacy Terms Review (25 min)  Definition Matching Game (10 min)  Clarifications (15 min)  Key Take-Aways (30 min)  Assessing Emergent Readers  Importance of Phonemic Awareness  Break (10 min)  Literacy Centers (65 min)  Center introduction (10 min)  Participate in centers (45 min)  Debrief (10 min)  New Literacy Project Exploration (30 min)

Literacy Centers  What are centers and how are they used?  They always reinforce a skill or piece of knowledge you’ve already taught - They have a PURPOSE  They are clear enough for students to complete independently  Students visit several centers a day:  Work boards  Passports  Timed vs. Untimed  Assign roles  Teach problem solving  They allow a time for the teacher to work with small groups of students  In the next 20 minutes, you will work in groups of 4 to visit 2 different centers.  The centers were designed to help practice knowledge and skills about emergent literacy.  Prepare to discuss what the activity was and how it can be used in a classroom  What are centers and how are they used?  They always reinforce a skill or piece of knowledge you’ve already taught - They have a PURPOSE  They are clear enough for students to complete independently  Students visit several centers a day:  Work boards  Passports  Timed vs. Untimed  Assign roles  Teach problem solving  They allow a time for the teacher to work with small groups of students  In the next 20 minutes, you will work in groups of 4 to visit 2 different centers.  The centers were designed to help practice knowledge and skills about emergent literacy.  Prepare to discuss what the activity was and how it can be used in a classroom

Centers Groups Red Group: Melissa, Kelley, Alison B., Alli W. Blue Group: Colleen C., Rachael A., Colleen G., Shannon Purple Group: Katie K., Kati H., Sara, Lauren Yellow Group: Tiffany, Gina, Lisa, Liz Green Group: Janie, Andrea, Rachel W., Jessica Brown Group: Paula, Tim, Julie, Mandy Black Group: Katalin, Lindsay P., Brandon, Lyndsay B.

Agenda  Agenda Overview/Introduction (3 min)  Housekeeping (7 min)  Reminders for next week  Emergent Literacy Terms Review (25 min)  Definition Matching Game (10 min)  Clarifications (15 min)  Key Take-Aways (30 min)  Assessing Emergent Readers  Importance of Phonemic Awareness  Break (10 min)  Literacy Centers (65 min)  Center introduction (10 min)  Participate in centers (45 min)  Debrief (10 min)  New Literacy Project Exploration (30 min)

New Literacies Project  Exploring the Wiki together  The scope and sequence  Unanswered questions?  Today:  Do some exploring!  Exploring the Wiki together  The scope and sequence  Unanswered questions?  Today:  Do some exploring!

New Literacies Exploration! What are the New Literacies? Visual Literacy: Text is more than just words on a page A picture or moving image can be a text - what can you learn by looking at something? Cultural Literacy: The knowledge you need to operate within a certain culture Example: In the U.S. there are certain pieces of cultural information that make us “literate” about our culture - “American as apple pie;” “The American Dream;” and other expressions or cultural bits of knowledge

New Literacies Exploration! What are the New Literacies? Media Literacy: Images in the media have an author who wanted to send a specific message - media messages have embedded values and points of view Images in the media may be interpreted differently Emotional Literacy: The ability to “read” and communicate emotions “I feel _______” Environmental Literacy: How we learn things from and about our environment Knowledge about being a citizen in your natural environment

New Literacies Exploration! What are the New Literacies? Numeracy or Mathematical Literacy: The ability to navigate within the realm of numbers and other mathematical concepts Social Literacy: Learning from and through others - building knowledge together using certain norms of communication How we use social networks (either through conversation or through the internet) to make a collective meaning Wikis, SmartMobs, Blogs, EditMe.com Now explore: