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ENGAGING OUR YOUNGEST MINDS
 

ENGAGING OUR YOUNGEST MINDS

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Building a language and literacy foundation happens well before students enter our classrooms. It is important to surround young children with many different language and literacy experiences. This ...

Building a language and literacy foundation happens well before students enter our classrooms. It is important to surround young children with many different language and literacy experiences. This presentation explores ways to provide students with rich, engaging environments to support their growth and development as readers,writers, and thinkers.

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    ENGAGING OUR YOUNGEST MINDS ENGAGING OUR YOUNGEST MINDS Presentation Transcript

    • 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)