How is literacy built in your classroom? Who/what comes first? The programme or the child?
This is the spirit of the programme …. A child/teacher initiated continuum of learning in all areasKindergarten, unlike any other grade perhaps, must position oral language at the core of literacy. We need to keep this in mind when we think of reading and writing.
Summary of steps taken to repeat an interactive read-aloud. Research based. Highlighted in Ministry video entitled Kindergarten Matters: Planned, Purposeful and Playful Talk
Transition from theory to practice. At your tables you have things that MIGHT have been used as a way of provoking inquiry (if something had not bubbled up already from children’s play). Take a moment to investigate what is on your table.
Starting with a provocation or a child interest and building upon that … use example This could be the start of an inquiryUse Sarah’s example for our pretend Inquiry
So, it is not good enough to simply start wondering about ‘snails’ . We need to know how such an inquiry may lend itself to letting us uncover the programme expectations and promote learning. We think about how we might extend and focus learning through opportunities in the 6 areas of learning ie. Personal/social, Language, Math, Sci/Tech, Health/PhysEd and the Arts. Each and every area lends itself to literacy development by ensuring that language opportunities are embedded in authentic ways. While given opportunities to observe snails in a terrarium environment, children may be encouraged to use journal entries, as they had seen during an interactive read aloud, to record observations about estimates of distance of movement in an amount of time, or mimicking snail movement and how a whole body moves etc. etc. Vocabulary, scientific note taking, opportunities for rhyming etc all flow from a natural curiosity as opposed to one that is announced by teacher.
With the document in mind, we can now see how a repeated interactive read-aloud may help us uncover the curriculum in some ways.Sarah demonstrates.
Ways to track …. Paper pencil and also mention Noteshelf.
Comprehensive Literacy In Kindergarten - Interactive Read Aloud
COMPREHENSIVE LITERACY INKINDERGARTENKindergarten Conference 2012Presented by Pam Evoy and Sarah Frost Hunter
GOALS FOR TODAY: To be able to clearly articulate the literacy goal(s)for our Kindergarten students To explore the elements of a comprehensiveliteracy program To share ideas and co-plan
CURRENT VIEW OF LITERACY DEVELOPMENT“Emergent Literacy” is based on the idea that childrenlearn literacy as they come to it rather than as it comesto them … Children’s engagement withbooks, reading, and writing is more holistic and well-rounded as reading and writing activities are based uponchildren’s natural curiosity and discovery andintegrated into a classroom’s overall curriculum andcontent.Thinking it Through. “Literacy and the Young Child”.p/5
OUR MAIN GO-TO SOURCEAlthough children develop skills in reading, writing, and orallanguage ( listening and speaking) , oral language must bethe foundation of literacy development in the Full-Day earlyLearning-Kindergarten programme.
Evolving View: Four Roles of the Literate LearnerAdapted from page 9 of Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4 to 6in Ontario (2004). Based on Freebody and Luke’s “Four Resources Model” (1990). The Expert Panelelaborated on the four resources model to suggest four roles of a developing junior learner. The EvolvingView: Four Roles of the Literate Learner is for discussion purposes only and is based on the work of theCollaborative Inquiry in Literacy 2008–09 and 2009–10.6
ZEROING IN ON ONE COMPONENT –REPEATED INTERACTIVE READ ALOUDFirst Second ThirdBook Intro Teachersummarized.Outward (ie.cover/title) visualshighlightedCharacters/inforeminders. Generalquestions asked re:characters, orconnections to thingsalready known.Identifyproblem/solutionor build uponconnections tofacts andextensions toother things.Book Reading Insert vocab for 5-10words already pre-selected.Insert vocabenhancements forsame 5-10 words.Predictions basedon two pagespreads andextensions,including vocab indifferent contextsAfter ReadingDiscussionWhy questionrequiringexplanation.Demonstrate how toanswer by “I’mthinkingAsk another “WHY”
ALLOWING CHILDREN TO COME TO LITERACY What might a classroom context look like toincorporate all these theoretical elements?
HOW DOES THE CURIOSITY ALLOW THE PROGRAMMETO BE UNCOVERED?
A PURPOSEFUL(RESEARCH-BASED) APPROACH TOREAD ALOUD Repeated Readings Focused and short Interactive rather than passiveReading Teacher Student123