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Literacy 2.0 Sharon Collins Nancy Mangum
Participants will … <ul><li>Develop an understanding of Web 2.0 tools. </li></ul><ul><li>Develop an understanding of Liter...
Code of Cooperation <ul><li>Honor time </li></ul><ul><li>Participate </li></ul><ul><li>Discuss openly and honestly </li></...
“Let’s Talk 2.0”
Text Rendering Protocol <ul><li>Read the article. </li></ul><ul><li>Underline a sentence, a phrase, and a word that you be...
Create a Word Poem www.wordle.net
 
Independent  Physical   Cultural   Social Emotional  Cognitive  Classroom Environment   Strategies Foundational Literacy S...
 
Concepts of Print Letter Knowledge Alphabetic Principle Phonemic Awareness Word Recognition Vocabulary and Concept Develop...
Listening Rhyming Receptive Expressive Sentences Words Syllables Onsets & Rimes Sounds Awareness Blending Segmenting Manip...
<ul><li>Phonics instruction teaches students the relationships between the letters (graphemes) of written language and the...
Good phonics instruction should… Teach the relationship between letters and sounds Teach children how to blend and segment...
If a teacher teachers 10 words by sight, the students learn 10 words.  But if students are taught 10 sounds and blending, ...
<ul><li>Poems for Word-Family Practice  </li></ul><ul><li>By: Laureen Reynolds </li></ul>
Analyzing  Word-Part Clues (Adapted from Baumann, Font, Edwards and Boland, 2005) <ul><li>Look for  the   WORD STEM   and ...
Using Word-Part Clues <ul><li>My mom said she thought the winner of the reality TV show was  predetermined .  </li></ul>pr...
For example, if a student knows the word   clear   and  affixes, he or she also knows: <ul><li>  </li></ul><ul><li>  un cl...
Looping Power Point
Fluency is important because… it provides a bridge between word recognition and comprehension!
Critical Levels for Automaticity Letter Word Phrase Sentenc e Connected Text
Children also need to be able to read with prosody and expression.   Fluency is more than automatic word recognition.
<ul><li>exposure to rich and varied models of fluent reading. </li></ul><ul><li>explicit feedback, guidance, and instructi...
A BCD?EFG!HI?JKL.MN? OPQ.RST!UVWX.YZ! Dogs bark. Dogs bark? Dogs bark! I  am tired. I  am  tired. I am  tired .
Choral Reading
Line - A - Child
Echo Reading
Giggle Poetry “ I Call First” “ Get Out of Bed!” “ Rules for the Bus” “ Ish” http://www.gigglepoetry.com
Fluency is important because … it frees students to understand what they read.
Reading fluency  can be developed by … engaging students in repeated reading activities.
Reading is like learning to ride a bike: if you go too slowly, you fall off. Susan Hall and Louisa Moats,  Straight Talk A...
 
Differences in exposure to  words over one year Hart and Risley, 1995 Professional Working Welfare
The Effects of Weaknesses in Oral Language  on Reading Growth (Hirsch, 1996 ) 5 6 7 8 9 10 11 12 13 14 15 16 16 15 14 13 1...
Vocabulary Instruction Students need to learn an average of 3000 words per year.  (Stahl, 2003). We can effectively teach ...
Indirect Vocabulary Instruction <ul><li>Children learn word meanings  indirectly  in three different ways: </li></ul><ul><...
Effective Word Instruction (Block and Mangieri, 2005; Jenkins, Stein, and Wysocki, 1984; Stahl, 2005) Includes  multiple  ...
Direct Vocabulary Instruction helps children learn difficult words and concepts by: Direct Vocabulary Instruction <ul><li>...
Choosing Words to Teach Tier 1 Words  -  The most basic words Rarely require instruction in school Examples: clock, baby h...
Jack Was Nimble Jack was nimble, Jack was quick. Jack jumped over the candlestick.  Jack kept jumping, much too close. Now...
Jack Was Nimble Jack was  nimble , Jack was quick. Jack jumped over the candlestick.  Jack kept jumping, much too close. N...
From within PowerPoint From within Camtasia Studio Explore and experiment with language Ask and answer how and why questio...
www.voicethread.com
Comprehension
Comprehension It’s the one thing we all agree is the most important goal in reading instruction…  So why is it so difficult?
Text   Purpose Reader Comprehension
Comprehension Depends on Student Thinking….. <ul><li>Before Reading </li></ul><ul><ul><li>Activate prior knowledge (make c...
Comprehension Depends on Student Thinking….. <ul><li>During Reading </li></ul><ul><ul><li>Activate prior knowledge (make c...
Comprehension Depends on Student Thinking….. <ul><li>After Reading </li></ul><ul><ul><li>Determine most important ideas </...
Linking Assessments to   the WCPSS Reading Model Oral Language  Checklist Conversations Oral Reading Fluency   Fluency Rub...
www.edublog
What are 21 st  Century Literacies? Create your definition
For tomorrow … <ul><li>Think about how you might use these tools in your classroom in the coming year. </li></ul>
Literacy 2.0 Day 2
 
What are 21 st  Century Literacies? Adopted by NCTE  Executive Committee February 15, 2008
Reading Model for the  Wake County Public School System Independent  Physical   Cultural   Social Emotional  Cognitive  Cl...
Classroom Simulations Photostory Voicethread
Blogging
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Literacy 2.0

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Literacy 2.0

  1. 1. Literacy 2.0 Sharon Collins Nancy Mangum
  2. 2. Participants will … <ul><li>Develop an understanding of Web 2.0 tools. </li></ul><ul><li>Develop an understanding of Literacy 2.0. </li></ul><ul><li>Increase understanding of the five components of effective literacy instruction. </li></ul><ul><li>Plan ways to incorporate Web 2.0 tools in their classroom to increase literacy learning. </li></ul>
  3. 3. Code of Cooperation <ul><li>Honor time </li></ul><ul><li>Participate </li></ul><ul><li>Discuss openly and honestly </li></ul><ul><li>Seek constructive solutions </li></ul><ul><li>Put phone on vibrate </li></ul><ul><li>Limit sidebar conversations </li></ul>
  4. 4. “Let’s Talk 2.0”
  5. 5. Text Rendering Protocol <ul><li>Read the article. </li></ul><ul><li>Underline a sentence, a phrase, and a word that you believe important. </li></ul><ul><li>Share your sentence and why you selected it. </li></ul><ul><li>Share your phrase and why you selected it. </li></ul><ul><li>Share your word and why you selected it. </li></ul>
  6. 6. Create a Word Poem www.wordle.net
  7. 8. Independent Physical Cultural Social Emotional Cognitive Classroom Environment Strategies Foundational Literacy Skills Strategies Word Recognition Strategies Vocabulary & Concept Development Strategies Fluency Strategies Comprehension Modeled Shared Guided Collaborative
  8. 10. Concepts of Print Letter Knowledge Alphabetic Principle Phonemic Awareness Word Recognition Vocabulary and Concept Development Fluency Comprehension Foundational Literacy Skills Building on a strong foundation Comprehension
  9. 11. Listening Rhyming Receptive Expressive Sentences Words Syllables Onsets & Rimes Sounds Awareness Blending Segmenting Manipulating Shallow Deep Phonological Phonemic Word Level Syllable Level Sound Level Components of Phonological Awareness
  10. 12. <ul><li>Phonics instruction teaches students the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. </li></ul>letters
  11. 13. Good phonics instruction should… Teach the relationship between letters and sounds Teach children how to blend and segment sounds Teach children how to connect letters and sounds Help children to apply what they learn about sounds and letters to read words, sentences, and text Help children to apply what they learn about sounds and letters to their writing
  12. 14. If a teacher teachers 10 words by sight, the students learn 10 words. But if students are taught 10 sounds and blending, they read: and over 21,000 5-sound words . 4,320 4-sound words, 720 3-sound words, rush b rush b rush ing Why Teach Phonics?
  13. 15. <ul><li>Poems for Word-Family Practice </li></ul><ul><li>By: Laureen Reynolds </li></ul>
  14. 16. Analyzing Word-Part Clues (Adapted from Baumann, Font, Edwards and Boland, 2005) <ul><li>Look for the WORD STEM and see if you know what it means. </li></ul><ul><li>Look for a PREFIX and see if you know what it means. </li></ul><ul><li>Look for a SUFFIX and see if you know what it means. </li></ul><ul><li>Put the meanings of the parts together and see if you can build the meaning of the word. </li></ul>
  15. 17. Using Word-Part Clues <ul><li>My mom said she thought the winner of the reality TV show was predetermined . </li></ul>pre determin ed decide + past tense before +
  16. 18. For example, if a student knows the word clear and affixes, he or she also knows: <ul><li> </li></ul><ul><li> un clear </li></ul><ul><li> clear s clear er </li></ul><ul><li> clear ed clear est </li></ul><ul><li>clear ing clear ly </li></ul><ul><li> clear able clear ness </li></ul>
  17. 19. Looping Power Point
  18. 20. Fluency is important because… it provides a bridge between word recognition and comprehension!
  19. 21. Critical Levels for Automaticity Letter Word Phrase Sentenc e Connected Text
  20. 22. Children also need to be able to read with prosody and expression. Fluency is more than automatic word recognition.
  21. 23. <ul><li>exposure to rich and varied models of fluent reading. </li></ul><ul><li>explicit feedback, guidance, and instruction. </li></ul><ul><li>processing appropriately challenging and varied text. </li></ul><ul><li>oral reading practice on a regular basis. </li></ul>Readers become fluent from…
  22. 24. A BCD?EFG!HI?JKL.MN? OPQ.RST!UVWX.YZ! Dogs bark. Dogs bark? Dogs bark! I am tired. I am tired. I am tired .
  23. 25. Choral Reading
  24. 26. Line - A - Child
  25. 27. Echo Reading
  26. 28. Giggle Poetry “ I Call First” “ Get Out of Bed!” “ Rules for the Bus” “ Ish” http://www.gigglepoetry.com
  27. 29. Fluency is important because … it frees students to understand what they read.
  28. 30. Reading fluency can be developed by … engaging students in repeated reading activities.
  29. 31. Reading is like learning to ride a bike: if you go too slowly, you fall off. Susan Hall and Louisa Moats, Straight Talk About Reading
  30. 33. Differences in exposure to words over one year Hart and Risley, 1995 Professional Working Welfare
  31. 34. The Effects of Weaknesses in Oral Language on Reading Growth (Hirsch, 1996 ) 5 6 7 8 9 10 11 12 13 14 15 16 16 15 14 13 12 11 10 9 8 7 6 5 Reading Age Level Chronological Age Low Oral Language in Kindergarten High Oral Language in Kindergarten 5.2 years difference
  32. 35. Vocabulary Instruction Students need to learn an average of 3000 words per year. (Stahl, 2003). We can effectively teach 400-500 words per year. (Block and Mangieri, 2005; Jenkins, Stein, and Wysocki, 1984; Stahl, 2005).
  33. 36. Indirect Vocabulary Instruction <ul><li>Children learn word meanings indirectly in three different ways: </li></ul><ul><li>Engage in oral language </li></ul><ul><li>Listen to adults read to them </li></ul><ul><li>Read extensively on their own </li></ul>
  34. 37. Effective Word Instruction (Block and Mangieri, 2005; Jenkins, Stein, and Wysocki, 1984; Stahl, 2005) Includes multiple exposures and review. Number of exposures to a word needed by most students 6-14 Number of exposures to a word needed by students with learning disabilities 40
  35. 38. Direct Vocabulary Instruction helps children learn difficult words and concepts by: Direct Vocabulary Instruction <ul><li>Providing students with specific word instruction </li></ul><ul><li>Teaching students word-learning strategies </li></ul>
  36. 39. Choosing Words to Teach Tier 1 Words - The most basic words Rarely require instruction in school Examples: clock, baby happy Tier 2 Words - High-frequency words for mature language users. Instruction in these words can add productively to an individual’s language ability Examples: coincidence, industrious Tier 3 Words - Low-frequency words, often limited to specific domains Examples: isotope, peninsula
  37. 40. Jack Was Nimble Jack was nimble, Jack was quick. Jack jumped over the candlestick. Jack kept jumping, much too close. Now his pants smell like burnt toast. Bruce Lansky
  38. 41. Jack Was Nimble Jack was nimble , Jack was quick. Jack jumped over the candlestick. Jack kept jumping, much too close. Now his pants smell like burnt toast . Bruce Lansky
  39. 42. From within PowerPoint From within Camtasia Studio Explore and experiment with language Ask and answer how and why questions Hear good models of language use Explore and experiment with language
  40. 43. www.voicethread.com
  41. 44. Comprehension
  42. 45. Comprehension It’s the one thing we all agree is the most important goal in reading instruction… So why is it so difficult?
  43. 46. Text Purpose Reader Comprehension
  44. 47. Comprehension Depends on Student Thinking….. <ul><li>Before Reading </li></ul><ul><ul><li>Activate prior knowledge (make connections) </li></ul></ul><ul><ul><li>Ask questions (I wonder….) </li></ul></ul>
  45. 48. Comprehension Depends on Student Thinking….. <ul><li>During Reading </li></ul><ul><ul><li>Activate prior knowledge (make connections) </li></ul></ul><ul><ul><li>Ask questions (I wonder…) </li></ul></ul><ul><ul><li>Visualize </li></ul></ul><ul><ul><li>Synthesize and retell </li></ul></ul><ul><ul><li>Use fix up strategies </li></ul></ul>
  46. 49. Comprehension Depends on Student Thinking….. <ul><li>After Reading </li></ul><ul><ul><li>Determine most important ideas </li></ul></ul><ul><ul><li>Activate prior knowledge (make connections) </li></ul></ul><ul><ul><li>Ask questions (I wonder…) </li></ul></ul><ul><ul><li>Draw inferences </li></ul></ul><ul><ul><li>Retell and synthesize </li></ul></ul>
  47. 50. Linking Assessments to the WCPSS Reading Model Oral Language Checklist Conversations Oral Reading Fluency Fluency Rubric on the Running Record Nonsense Word Fluency Running Record High Frequency Word List Early Names Test Names Test Unassisted Writing Samples Letter Naming Fluency Phoneme Segmentation Fluency PAST Letter/Sound ID Concepts of Print Retelling Conversations about books Performance Assessments
  48. 51. www.edublog
  49. 52. What are 21 st Century Literacies? Create your definition
  50. 53. For tomorrow … <ul><li>Think about how you might use these tools in your classroom in the coming year. </li></ul>
  51. 54. Literacy 2.0 Day 2
  52. 56. What are 21 st Century Literacies? Adopted by NCTE Executive Committee February 15, 2008
  53. 57. Reading Model for the Wake County Public School System Independent Physical Cultural Social Emotional Cognitive Classroom Environment Strategies Foundational Literacy Skills Strategies Word Recognition Strategies Vocabulary & Concept Development Strategies Fluency Strategies Comprehension Modeled Shared Guided Collaborative
  54. 58. Classroom Simulations Photostory Voicethread
  55. 59. Blogging

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