Dublin literacy


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Using Wonderopolis in the classroom.

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Dublin literacy

  1. 1. Where the Wonders of Learning Never Cease Where the Wonders of Learning Never Cease
  2. 2. What does WONDER mean? <ul><li>Verb </li></ul><ul><li>to think or speculate curiously </li></ul><ul><li>to be filled with admiration, amazement, or awe; marvel </li></ul><ul><li>Noun </li></ul><ul><li>1. Something strange and surprising; a cause of surprise, astonishment, or admiration </li></ul>
  3. 3. What is Wonderopolis? <ul><li>A website developed by National Center for Family Literacy (funded by Verizon Foundation) </li></ul><ul><li>One of Time Magazines Top 50 websites for 2011. </li></ul><ul><li>A place where children of all ages (even adults) can learn and discover. </li></ul><ul><li>A place that will nurture the natural curiosity and “wonder” within children. </li></ul><ul><li>A place to promote and enhance reading, writing, science, social studies skills and overall general learning. </li></ul>
  4. 4. Introduction to Wonderopolis.org
  5. 5. What does Wonderopolis.org look like?
  6. 11. Classroom Uses for Wonderopolis <ul><li>Reading Nonfiction text </li></ul><ul><li>Build Background Knowledge </li></ul><ul><li>Vocabulary Development </li></ul><ul><li>Determining Importance </li></ul><ul><li>Connections </li></ul><ul><li>Writing Nonfiction </li></ul><ul><li>How to Write Comments </li></ul><ul><li>Science </li></ul><ul><li>Social Studies </li></ul><ul><li>Study Skills </li></ul><ul><li>Home-School Connection </li></ul><ul><li>Morning/Circle Time Activity </li></ul><ul><li>Wonder Jars </li></ul><ul><li>Wonder Station/Center </li></ul><ul><li>Down Time Activity </li></ul><ul><li>Cultivate Wonder, Inquiry and Curiosity </li></ul>
  7. 12. Reading Nonfiction Text <ul><li>Brings more nonfiction into classroom on a daily basis </li></ul><ul><li>High interest, attractive and accurate informational text </li></ul><ul><li>Can model and guide students on how to read informational text </li></ul><ul><li>According to Sharon Taberski (2011), “Researchers and educators pretty much agree that half of what students read, write and are exposed to throughout the day should be informational text” (p. 150). </li></ul>
  8. 13. Build Background Knowledge <ul><li>Build background knowledge before studying units in social studies, science, math or language arts </li></ul><ul><li>Build general background knowledge on a wide range of topics for students with various interests, cultural backgrounds and socio-economic backgrounds </li></ul>
  9. 14. Examples of Wonders that Build Background Knowledge
  10. 17. Vocabulary Development <ul><li>Add to vocabulary acquisition by… </li></ul><ul><li>Learning words in the context of the Wonder </li></ul><ul><li>Using the context to define the words </li></ul><ul><li>Learning words that may be found in everyday reading, content-area reading and promoting the use in everyday writing </li></ul><ul><li>Examples, “Wonder Words” or “Words, Words, Words” </li></ul>
  11. 18. Using Wonderopolis to Promote Vocabulary Development
  12. 19. Wonder Words <ul><li>Choose a word from the Wonder “words to know and use” </li></ul><ul><li>Go back to the text and try to use the context cues to define the word </li></ul><ul><li>Practice using the word in a sentence </li></ul><ul><li>Put students into groups and have them define the word </li></ul><ul><li>Have students keep a Wonder Words notebook </li></ul>
  13. 22. Determining Importance <ul><li>Determine important facts and details </li></ul><ul><li>Determine important facts vs. interesting facts </li></ul><ul><li>How to summarize text </li></ul><ul><li>Use a “determining importance” map/web such as a FQR when reading a Wonder </li></ul>
  14. 24. Connections <ul><li>text to text connections </li></ul><ul><li>text to world connections </li></ul>
  15. 25. Writing Nonfiction <ul><li>Model text for writing nonfiction and own Wonders (voice, writing a lead, word choice, ideas, conventions, organization and sentence fluency) </li></ul><ul><li>Example for using higher level thinking “focus” questions for research/nonfiction writing </li></ul><ul><li>Resource for writing own Wonders and nonfiction </li></ul><ul><li>Wonder Journals </li></ul><ul><li>According to Regie Routman (2005), “Teaching kids how to write expository text improves their overall writing skill and their reading comprehension” (p. 127). </li></ul>
  16. 26. Writing Comments <ul><li>Everyday writing practice </li></ul><ul><li>Writing for a purpose </li></ul><ul><li>Immediate feedback </li></ul><ul><li>Typing skills/practice </li></ul>
  17. 27. Comments <ul><li>Set expectations </li></ul><ul><li>Can be done in classroom or at home </li></ul>
  18. 29. Science <ul><li>Build background on a science topic, concept or lesson </li></ul><ul><li>Use the “Try It Out” Section as “connection” to a science lesson </li></ul><ul><li>Use for students to research their own Wonders about science topics </li></ul>
  19. 30. Example of How to Use in Science
  20. 31. Use with “friction” and “states of matter ”
  21. 34. Social Studies <ul><li>Build background on a social studies unit, topic, concept or lesson </li></ul><ul><li>Create a lesson around a Wonder </li></ul><ul><li>Use as a tool for students to research their own social studies topics </li></ul>
  22. 35. Example of How to Use in Social Studies
  23. 38. Study Skills <ul><li>Scanning </li></ul><ul><li>Skimming </li></ul><ul><li>Using photo/picture to predict (build background knowledge) </li></ul><ul><li>Not reading text in order </li></ul><ul><li>Reading to answer questions </li></ul><ul><li>Determining what is important and what isn’t in the text (summarizing) </li></ul>
  24. 39. Home-School Connection <ul><li>Reading Wonders as part of homework </li></ul><ul><li>Writing comments as part of homework </li></ul><ul><li>Encourage parents to use at home with students via weekly updates (newsletters/blogs) </li></ul><ul><li>Wonder Night at School </li></ul>
  25. 40. Morning/Circle Time Activity <ul><li>Write about Wonder in journals during morning work time and then discuss as a class </li></ul><ul><li>Introduce and discuss during morning meeting (circle time) </li></ul><ul><li>Assign jobs each day (ex. vocabulary, summarize, answer focus questions, write a class comment, etc.) to share out to class </li></ul>
  26. 41. Wonder Jars <ul><li>Create Wonder Jars to introduce a unit, topic or new concept </li></ul><ul><li>Use Wonder Jars for See, Think, Wonder </li></ul><ul><li>Have students create their own Wonder Jars </li></ul><ul><li>Create Wonder Jars for a science center </li></ul><ul><li>Create a Wonder Jar for Open House at the beginning of the year </li></ul>
  27. 42. Wonder Jars
  28. 43. Wonder Station/Center <ul><li>Students can write their own Wonders or what they wonder about </li></ul><ul><li>Students can read about their wonderings </li></ul><ul><li>Place objects that pique natural curiosity and wonder </li></ul><ul><li>Students can explore Wonderopolis </li></ul>
  29. 44. Wonder Centers
  30. 45. Down Time <ul><li>Indoor recess activities and technology </li></ul><ul><li>End of the day activity </li></ul><ul><li>Bathroom break activity </li></ul><ul><li>After lunch activity </li></ul>
  31. 46. Wonder #473 “Who Invented Sticky Notes?” - Indoor Recess
  32. 47. Cultivate Wonder, Inquiry and Curiosity <ul><li>Wonder Wednesday </li></ul><ul><li>See, Think, Wonder </li></ul><ul><li>Asking questions and motivation to find answers </li></ul><ul><li>According to Debbie Miller (2002), “children everywhere know the secret of wisdom is to be curious about the world, to open up their senses and see, hear, taste, touch and smell life’s treasures.” </li></ul>
  33. 48. Example of See, Think, Wonder
  34. 49. A Few Quotes <ul><li>5th grade reading and writing teacher, </li></ul><ul><li>“ In education, it is becoming an increasingly rare thing to allow the students so much freedom to explore their own interests. Wonderopolis gives them that power back to children. This will definitely become a staple in my “bag of tricks.” </li></ul><ul><li>A kindergarten teacher, </li></ul><ul><li>“ For me personally the magic of Wonderopolis is NOT planned by me. We go with what is there. Kids lead authentic learning.” </li></ul><ul><li>A second grade student, </li></ul><ul><li>“ When we do Wonderopolis, you don’t really notice you are learning because you are having so much fun doing it!” </li></ul>
  35. 51. Questions