week five emergent literacy february 16, 2009. objectives we will be able to : identify and define...

Week FiveEmergent LiteracyFebruary 16, 2009

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Objectives

We will be able to:identify and define terms related the skills and

knowledge of emergent readers.recognize the relationship between and among

emergent readers' skills and knowledgeapply certain instructional strategies to teach

knowledge and skills to emergent readers.clarify our understandings about different types

of literacies and assess our own digital literacy



Agenda

Agenda Overview/Introduction (3 min)Housekeeping (7 min)

Reminders for next weekEmergent Literacy Terms Review (25 min)

Definition Matching Game (10 min)Clarifications (15 min)

Key Take-Aways (30 min)Assessing Emergent ReadersImportance of Phonemic Awareness

Break (10 min)Literacy Centers (65 min)

Center introduction (10 min)Participate in centers (45 min)Debrief (10 min)

New Literacy Project Exploration (30 min)



Housekeeping/Coming AttractionsWeek 6: Investing Students and Families/Planning WorkshopFebruary 23, 2009Everyone Reads: Tompkins, Chapter 1, Becoming an Effective Teacher of Reading, pp. 4-38 Marcus: Gifted and Challenging (on Angel)Jigsaw Readings (All on Angel): From Lapp, et. al. (2004) Chapter 15, Literacy Motivation: Implications for

Urban Classrooms (Melissa, Alison, Colleen C., Colleen G., Tiffany, Andrea, Tim, Rachael A., Shannon)

From Lapp, et. al. (2004) Chapter 6, No Parent Left Behind (Gina, Jessica, Julie, Lyndsay B., Lindsay P., Kelley, Alli W., Katie K., Kati H., Janie)

Maples, J. (2007) Opening quality lines of communication: Seeing my students through the eyes of their parents (Paula, Katalin, Sara, Lauren, Rachel W., Liz, Lisa, Mandy, Brandon)

Bring to class: Bloom’s Taxonomy Revised (in Week 6 readings folder) Your literature selection for your Language Arts Lesson GLCEs for your grade level

Housekeeping/Coming AttractionsWeek 6: Investing Students and Families/Planning WorkshopFebruary 23, 2009

Due on 2/23: Noteblog: THIS IS A CHANGE FROM THE SCHEDULE

Think of a student or group of students in your classroom who struggle to operate at grade level when it comes to reading and writing. Briefly describe the student(s) and how what challenges them. Using some of the scaffolding activities in Chapters 2 and 3 of the Gibbons text and/or some of the activities on p. 97 of Tompkins, make a plan for that student or group of students. What are 3 activities or instructional strategies that you might try with that student(s) to scaffold their instruction? How do you think that would help them? (You can refer to an actual lesson you saw and how you would modify it or you can think in the hypothetical, “If I were working with this student on _____, I would try _______”)

New Literacies Exploration Plan to Angel Dropbox

Agenda


Reminders for next week

Emergent Literacy Terms Review (25 min)Definition Matching Game (10 min)Clarifications (15 min)







Quote of the DayQuote of the Day: : ““Literacy can mean different things for different

people. For a first grader, it can be the first book they are able to read to themselves. For an adult, the ability

to read and fill out a job application without any assistance can be literacy, as well as the ability to

read and analyze classic literature. Literacy can have a different meaning for every learner, and it will be part

of my job as a teacher to encourage and promote literacy for all of my students whenever possible.”.”

- Kati Hinkson- Kati Hinkson

Emergent Literacy ReviewVocabulary Review:

Work at your table to match each emergent literacy vocabulary term with its definition

Try to do this WITHOUT looking in Tompkins.



Spelling (or Encoding)

The a bility to seg men t spo ken words into sou nds and co nver t the sound s into le tte rs to spell words

Phonic s (or Decoding)

Visually ide ntifying sou nd/s pelling patte rns (or graphem e s) in word s , the n blendi ng those sounds toge the r to rea d a word.

Phonemi c Awarene s s

Knowledge tha t spoke n word s ar e made up of sounds and the a bility to orally se gmen t and blend th ose sounds

Phonological Awarene s s

An umbrella te rm tha t re fers to the ability to identify and manipul a te phon e me s , onset s an d rimes , an d syllable s .

Phonem e s The smalle s t units of soun d; like the /p/ in play. Graph e me A written repr e sent a tion o f soun d using one or

more l e tte rs (like the -ay in play) Morphe me The smalle s t meanin gful pa rt of a word ("ca ts "

has two of thes e - "ca t" a nd "s ") Ons e t The par t of a syllable (or of a one syllable word)

tha t come s bef ore the vowel . (like the pl- in pla y) Rime The par t of a syllable (or of a one syllable word)

tha t begin s with the vowel. (like t he -ay in pla y) Concep ts about print

Basi c under s tanding s abo ut the way print works ; including th e dire ction of print, how to handle a book , spacin g, le tte r/word differe ntiation, e tc.

Alphabeti c principle

The a ss umption underlyin g alpha betical language s yste ms that eac h sou nd ha s a correspondin g graph ic represe nta tion (or le tte r)

Segme nt To pronounc e a word slowly , s a ying eac h soun d distinct ly.

Blend To combin e the so unds repres e nted by letter s to pronounc e a word.

Emerge nt Literacy

Children's earl y readin g and writi ng develo pmen t befor e conve ntional reading an d writing

Agenda










Assessing Emergent ReadersAsk yourself, what do your students pay

attention to when they’re reading?

Is it the meaning of the text?Is it the structure of the language?Is it the visual information (the actual letter in the

word)?Is it a combination of some or all of these?Strong readers attend to ALL sources of

information. It’s our job to get them to do that.

Assessing Emergent Readers - Using Meaning as a Source of Information Listen to your student read aloud Does what they say make sense? When they make an error, does it still make sense up to the point of the

error? Example:

The sentence in the text reads (along with a picture of a student running up to a school building):Marvin went to school.

Your student reads:Marvin ran to school. ORMarvin was to school.

If your student does use meaning as a source of information, great - encourage them to use other sources as well

If your student is not attending to the meaning, prompt them by saying: “You said ‘was to school,’ does that make sense?” or “Hmmm, something didn’t make sense there, try it again.”

Assessing Emergent Readers - Using Structure/Syntax as a Source of Information Listen to your student read aloud Does what they say sound right? Is the language structure correct? When they make an error, does it sound right up to the point of the error? Example:

The sentence in the text reads (along with a picture of a student running up to a school building):

Marvin went to school. Your student reads:

Marvin wented to school.

If your student does use language structure as a source of information, great - encourage them to use other sources as well

If your student is not attending to the structure, prompt them by saying: “You said ‘wented to school,’ did that sound right?” or “You said ‘wented’ do we say it like that?”

Assessing Emergent Readers - Using Visual Information as a Source of Information Listen to your student read aloud Does what they say look right? Does it match any part of the print on the page? Example:

The sentence in the text reads (along with a picture of a student running up to a school building):

Marvin went to school. Your student reads:

Marvin was at school. ORI ran to school.

If your student does use meaning as a source of information, great - encourage them to use other sources as well

If your student is not attending to the meaning, prompt them by saying: “You said ‘I’ there (point to Marvin). Does that look right? What else could it be?” or “Hmmm, you said ‘was’ there (point to went). The first part looks right, but we have to look at the whole word. Try it again.”

Importance of Phonological Awareness

The cat ran under the stairs.Sentence Awareness

That is a sentenceWord Awareness

That sentence has 6 wordsSyllable Awareness

“Under” has 2 syllablesOnset-Rime Awareness

“cat” can be broken down into 2 parts - /c/ - /at/Phonemic Awareness

“cat” can be broken down into 3 phonemes/c/ - /a/ - /t/

ALL LEVELS OF AWARENESS CONNECT TO READING AND WRITING

Some examples of activities

BREAKBREAK

Return at: Return at: 10: 25

Agenda





Break (10 min)

Literacy Centers (65 min)Center introduction (10 min)Participate in centers (45 min)Debrief (10 min)




Literacy CentersWhat are centers and how are they used?

They always reinforce a skill or piece of knowledge you’ve already taught - They have a PURPOSE

They are clear enough for students to complete independentlyStudents visit several centers a day:

Work boardsPassportsTimed vs. Untimed

Assign rolesTeach problem solvingThey allow a time for the teacher to work with small groups of students

In the next 20 minutes, you will work in groups of 4 to visit 2 different centers.

The centers were designed to help practice knowledge and skills about emergent literacy.

Prepare to discuss what the activity was and how it can be used in a classroom



Centers GroupsRed Group: Melissa, Kelley, Alison B., Alli W.

Blue Group: Colleen C., Rachael A., Colleen G., Shannon

Purple Group: Katie K., Kati H., Sara, Lauren

Yellow Group: Tiffany, Gina, Lisa, Liz

Green Group: Janie, Andrea, Rachel W., Jessica

Brown Group: Paula, Tim, Julie, Mandy

Black Group: Katalin, Lindsay P., Brandon, Lyndsay B.



Agenda










New Literacies ProjectExploring the Wiki together

The scope and sequenceUnanswered questions?

Today:Do some exploring!

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New Literacies Exploration! QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.

What are the New Literacies?

Visual Literacy:•Text is more than just words on a page•A picture or moving image can be a text - what can you learn by looking at something?

Cultural Literacy:•The knowledge you need to operate within a certain culture•Example: In the U.S. there are certain pieces of cultural information that make us “literate” about our culture - “American as apple pie;” “The American Dream;” and other expressions or cultural bits of knowledge

New Literacies Exploration!QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.


Media Literacy:•Images in the media have an author who wanted to send a specific message - media messages have embedded values and points of view•Images in the media may be interpreted differently

Emotional Literacy:•The ability to “read” and communicate emotions•“I feel _______”

Environmental Literacy:•How we learn things from and about our environment•Knowledge about being a citizen in your natural environment

New Literacies Exploration!QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.


Numeracy or Mathematical Literacy:•The ability to navigate within the realm of numbers and other mathematical concepts

Social Literacy:•Learning from and through others - building knowledge together using certain norms of communication•How we use social networks (either through conversation or through the internet) to make a collective meaning •Wikis, SmartMobs, Blogs, EditMe.com

Now explore: http://te402newliteraciesspring2009.pbwiki.com/

http://te402newliteraciesspring2009.pbwiki.com/

week five emergent literacy february 16, 2009. objectives we will be able to : identify and define...

Documents

group of students

emergent readers skills

literacy motivation

knowledge of emergent

minliteracy centers

mindefinition matching

mincenter introduction

different types of literacies