ENGAGING OUR YOUNGEST MINDS: keys to successful language and literacy development Presented by Angela Maiers, 2007

Today’s Goals Engage students meaningful language and literacy learning Teaching language and literacy

Engage students meaningful language and literacy learning

Teaching language and literacy

Speaking of Brains… Past Present

What have you noticed? Attention span Motivation Aptitude for learning Background knowledge Attitude Intellectual Strengths and challenges Other changes/trends

Attention span

Motivation

Aptitude for learning

Background knowledge

Attitude

Intellectual Strengths and challenges

Other changes/trends

Different Times; Different Brains Left: words, sequence, parts Right: Big Picture, Visual, Emotion, Kinesthetic

Teaching Implications?

Teaching

Implications?

I never teach pupils; I only attempt to provide conditions in which they ALL can learn.

Learning With Cambourne Powerful, critical, active, productive literacy can be achieved systematically, regularly, and relatively painlessly, with large and diverse school populations if certain learning principles are understood and practiced.

Powerful, critical, active, productive literacy can be achieved systematically, regularly, and relatively painlessly, with large and diverse school populations if certain learning principles are understood and practiced.

TURN and TALK Think back to a time when you enjoyed learning something new… What made that learning rewarding? How did they facilitate your learning success?

Think back to a time when you enjoyed learning something new…

What made that learning rewarding?

How did they facilitate your learning

success?

Cambourne’s Conditions for Learning Immersion Demonstration Expectations Responsibility Approximations Employment/Practice Response Engagement!

Immersion

Demonstration

Expectations

Responsibility

Approximations

Employment/Practice

Response

Language Before Reading Katherine needs to hear the word before she can say the word, decode or read the word, and then write the word.

The Alphabetic Principle Matching what you SEE with What you HEAR with What makes SENSE in Social/Cultural CONTEXT

Matching what you SEE

with

What you HEAR with

What makes SENSE in

Social/Cultural CONTEXT

Students with Language Problems Have difficulty with reading Have difficulty with spelling Are often unable to remember a question when called upon Have difficulty following oral instructions Daydream in class Have unexplained behavior or attention problems Don’t use detailed language Have difficulty recalling events in the correct sequence

Have difficulty with reading

Have difficulty with spelling

Are often unable to remember a question when called upon

Have difficulty following oral instructions

Daydream in class

Have unexplained behavior or attention problems

Don’t use detailed language

Have difficulty recalling events in the correct sequence

What are Phonological awareness? Phonemic awareness? Phonics? Phonological Awareness - general understanding of the sound structure of words, including rhymes, syllables and phonemes (individual sounds). Phonemic awareness - subcategory of phonological awareness; refers to the ability to identify and manipulate sounds; includes blending and segmentation. Phonics - the relationship between the letters of written language and the sounds (phonemes) of spoken language.

Phonological Awareness - general understanding of the sound structure of words, including rhymes, syllables and phonemes (individual sounds).

Phonemic awareness - subcategory of phonological awareness; refers to the ability to identify and manipulate sounds; includes blending and segmentation.

Phonics - the relationship between the letters of written language and the sounds (phonemes) of spoken language.

Immersion

Immersion

Learners that are… Saturated by Enveloped in Flooded by Steeped in Bathed in That which is to be learned.

Saturated by

Enveloped in

Flooded by

Steeped in

Bathed in

That which is to be learned.

Immersion By… Rich Experiences Rich Language Experiences-Reading and Writing Rich Text /(Image) Rich Talk-DAILY! Rich Questions

Rich Experiences

Rich Language Experiences-Reading and Writing

Rich Text /(Image)

Rich Talk-DAILY!

Rich Questions

Demonstration

Demonstration

Learners… Observe See Witness Experience Feel Study Explore

Observe

See

Witness

Experience

Feel

Study

Explore

Thinking Aloud Word the author used, I’m thinking… I heard______, I’m thinking… I was confused about, so I’m thinking… I noticed ______, and I ‘m thinking… I learned this by…

Word the author used, I’m thinking…

I heard______, I’m thinking…

I was confused about, so I’m thinking…

I noticed ______, and I ‘m thinking…

I learned this by…

Demonstrate Writing Connect their language to print Their words=meaning PICTURES ARE WRITING

Connect their language to print

Their words=meaning

PICTURES ARE WRITING

Expectation

Expectation

Expectations Change performance Attitude Behavior

Change performance

Attitude

Behavior

“STATE”

STATE Tell your face you are happy! Good Shot-YES! More Strength/energy in Positive State

Tell your face you are happy!

Good Shot-YES!

More Strength/energy in Positive State

Responsibility

Responsibility

Have you ever said? You need to be more responsible? Because you did not take responsibility, you won’t be allowed to… You need to be responsible with the…

You need to be more responsible?

Because you did not take responsibility, you won’t be allowed to…

You need to be responsible with the…

Discovering Responsibility OPPORTUNITY CHOICE LONG TERM LEARNING PROJECT

OPPORTUNITY

CHOICE

LONG TERM LEARNING PROJECT

Practice

Practice

“Principals of Use” In order to implement the principals of use most effectively in classrooms, teachers need to create settings in which learners experience an URGENT need to read and write in order to achieve ends other than learning about reading and writing. Learners need time, opportunity to use, employ, and practice their language development in functional, realistic, non-artificial ways”

In order to implement the principals of use most effectively in classrooms, teachers need to create settings in which learners experience an URGENT need to read and write in order to achieve ends other than learning about reading and writing. Learners need time, opportunity to use, employ, and practice their language development in functional, realistic, non-artificial ways”

SHOW ME THE “WAYS” Centers Morning Message Writing

Centers

Morning Message

Writing

PRACTICE Vs. FREETIME

PRACTICE

Vs.

FREETIME

Approximation

Approximation

Feedback

Feedback

Response.. Relevant Appropriate Timely Readily Available Non-threatening No stings attached

Relevant

Appropriate

Timely

Readily Available

Non-threatening

No stings attached

Response vs. Assessment Why did you choose to? Have you thought about? Will you explain? I like how you used, tried,…? I want to know more, tell me about? Sometimes if you do this, it will help you… This went so well because… I noticed…

Why did you choose to?

Have you thought about?

Will you explain?

I like how you used, tried,…?

I want to know more, tell me about?

Sometimes if you do this, it will help you…

This went so well because…

I noticed…

Reflect On… What kind of responses are given to students? Are they specific? Do you withhold response until the end of the project? Do students act positively to your response? Do you see behavior changing by your responses?

What kind of responses are given to students?

Are they specific?

Do you withhold response until the end of the project?

Do students act positively to your response?

Do you see behavior changing by your responses?

Keep going… Wow! I never thought of that... What would you suggest… What is your plan… How did you figure that our… Say more about that… I love how you… I am not sure everyone knows this, would you mind sharing… That would be great for everyone to hear… Would you mind sharing… Say more about that… How would we use this outside of school… In your experience, what makes the most sense… I see your point, what an interesting way to look at… Are you saying that… How did you figure that out… What drew you to that conclusion… What did you learn about yourself… Who has another point of view… What will you do new… How did we help each other today… CHOICE WORDS

Keep going…

Wow! I never thought of that...

What would you suggest…

What is your plan…

How did you figure that our…

Say more about that…

I love how you…

I am not sure everyone knows this, would you mind sharing…

That would be great for everyone to hear…

Would you mind sharing…

Say more about that…

How would we use this outside of school…

In your experience, what makes the most sense…

I see your point, what an interesting way to look at…

Are you saying that…

How did you figure that out…

What drew you to that conclusion…

What did you learn about yourself…

Who has another point of view…

What will you do new…

How did we help each other today…

Cambourne’s Conditions for Learning Immersion Demonstration Expectations Responsibility Approximations Employment/Practice Response Engagement!

Immersion

Demonstration

Expectations

Responsibility

Approximations

Employment/Practice

Response

No Fail Lesson Plan Novelty/Purpose Challenge Practice/Use Feedback

Novelty/Purpose

Challenge

Practice/Use

Feedback

Failure IS Learning! What did you learn? How will you do it differently next time? Think about what you did, what could make it easier? What do you now know to do?

What did you learn?

How will you do it differently next time?

Think about what you did, what could make it easier?

What do you now know to do?

How does a young brain acquire language?

Language Acquisition of the Young Brain Broca’s Area Wernicke’s Area Visual Cortex

Reading in Action! Limbic: Emotion Visual Cortex : See the Word Visualize Auditory: Hear the sounds Long Term Storage Sites: High frequency words Background Experiences Brocha’s and Wernicke’s Areas

Key Findings from the Research Literacy learning starts early and persists throughout life. Oral language is the foundation for literacy development. Children’s experiences with the world and with print greatly influence their ability to comprehend what they read.

Literacy learning starts early and persists throughout life.

Oral language is the foundation for literacy development.

Children’s experiences with the world and with print greatly influence their ability to comprehend what they read.

Key Findings from the Research, continued Children are active participants in the processes of learning language and Literacy. Storybook reading, particularly family storybook reading has a special role in young children’s literacy development.

Children are active participants in the

processes of learning language and

Literacy.

Storybook reading, particularly family

storybook reading has a special role in

young children’s literacy development.

Key findings from the Research continued Literacy learning is nurtured by responsive adults. Literacy learning is deeply rooted in a child’s cultural milieu and family communications patterns.

Literacy learning is nurtured by responsive adults.

Literacy learning is deeply rooted in a child’s cultural milieu and family communications patterns.

National Early Literacy Panel Strong Predictors of Success in Reading, Writing, & Spelling Oral Language (Listening; Vocabulary) Alphabet Knowledge Concepts About Print Phonological (Phonemic) Awareness Invented Spelling Writing Name RAN (Rapid Automatic Naming)

Oral Language (Listening; Vocabulary)

Alphabet Knowledge

Concepts About Print

Phonological (Phonemic) Awareness

Invented Spelling

Writing Name

RAN (Rapid Automatic Naming)