ENGAGING OUR YOUNGEST MINDS

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

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

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

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.

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?

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

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

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

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.

Immersion

Learners that are…
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

Demonstration

Learners…
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…

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

Expectation

Expectations
Change performance
Attitude
Behavior

“STATE”

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

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…

Discovering Responsibility
OPPORTUNITY
CHOICE
LONG TERM LEARNING PROJECT

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”

SHOW ME THE “WAYS”
Centers
Morning Message
Writing

PRACTICE
Vs.
FREETIME

Approximation

Feedback

Response..
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…

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?

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

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

No Fail Lesson Plan
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?

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.

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.

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.

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)

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ENGAGING OUR YOUNGEST MINDS

by Angela Maiers on Jan 06, 2008

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ENGAGING OUR YOUNGEST MINDS — Presentation Transcript