2. GOALS FOR TODAY:
To be able to clearly articulate the literacy goal(s)
for our Kindergarten students
To explore the elements of a comprehensive
literacy program
To share ideas and co-plan
4. CURRENT VIEW OF LITERACY DEVELOPMENT
“Emergent Literacy” is based on the idea that children
learn literacy as they come to it rather than as it comes
to them … Children’s engagement with
books, reading, and writing is more holistic and well-
rounded as reading and writing activities are based upon
children’s natural curiosity and discovery and
integrated into a classroom’s overall curriculum and
content.
Thinking it Through. “Literacy and the Young Child”.p/5
5. OUR MAIN GO-TO SOURCE
Although children develop skills in reading, writing, and oral
language ( listening and speaking) , oral language must be
the foundation of literacy development in the Full-Day early
Learning-Kindergarten programme.
6. Evolving View: Four Roles of the Literate Learner
Adapted from page 9 of Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4 to 6
in Ontario (2004). Based on Freebody and Luke’s “Four Resources Model” (1990). The Expert Panel
elaborated on the four resources model to suggest four roles of a developing junior learner. The Evolving
View: Four Roles of the Literate Learner is for discussion purposes only and is based on the work of the
Collaborative Inquiry in Literacy 2008–09 and 2009–10.
6
7. ZEROING IN ON ONE COMPONENT –
REPEATED INTERACTIVE READ ALOUD
First Second Third
Book Intro Teacher
summarized.
Outward (ie.cover/
title) visuals
highlighted
Characters/info
reminders. General
questions asked re:
characters, or
connections to things
already known.
Identify
problem/solution
or build upon
connections to
facts and
extensions to
other things.
Book Reading Insert vocab for 5-10
words already pre-
selected.
Insert vocab
enhancements for
same 5-10 words.
Predictions based
on two page
spreads and
extensions,
including vocab in
different contexts
After Reading
Discussion
Why question
requiring
explanation.
Demonstrate how to
answer by “I’m
thinking
Ask another “WHY”
8. ALLOWING CHILDREN TO COME TO LITERACY
What might a classroom context look like to
incorporate all these theoretical elements?
9.
10. HOW DOES THE CURIOSITY ALLOW THE PROGRAMME
TO BE UNCOVERED?
11. A PURPOSEFUL(RESEARCH-BASED) APPROACH TO
READ ALOUD
Repeated Readings
Focused and short
Interactive rather than passive
Reading Teacher Student
1
2
3
13. YOUR TURN
Select from the materials
Range of Planners provided
Plan how you would use the Repeated Interactive
Read Aloud method to expand into other
components of comprehensive literacy
14. THANK YOU AND MAY YOU CONTINUE TO LEARN
WHILE YOU TEACH AND TEACH WHILE YOU LEARN
EXIT PASS
Editor's Notes
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.
