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ENGAGING OUR YOUNGEST MINDS

Building a language and literacy foundation happens well before students enter our classrooms. It is important to surround young children with many different language and literacy experiences. This presentation explores ways to provide students with rich, engaging environments to support their growth and development as readers,writers, and thinkers.

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ENGAGING OUR YOUNGEST MINDS

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  1. ENGAGING OUR YOUNGEST MINDS:keys to successful language and literacy developmentPresented by Angela Maiers, 2007 ©Maiers,2007

  2. Today’s Goals • Engage students meaningful language and literacy learning • Teaching language and literacy ©Maiers,2007

  3. Speaking of Brains… Past Present ©Maiers,2007

  4. What have you noticed? • Attention span • Motivation • Aptitude for learning • Background knowledge • Attitude • Intellectual Strengths and challenges • Other changes/trends ©Maiers,2007

  5. Different Times; Different Brains Left: words, sequence, parts Right: Big Picture, Visual, Emotion, Kinesthetic ©Maiers,2007

  6. Teaching Implications? ©Maiers,2007

  7. I never teach pupils; I only attempt to provide conditions in which they ALL can learn. ©Maiers,2007

  8. Learning With Cambourne Powerful, critical, active, productive literacy can be achieved systematically, regularly, and relatively painlessly, with large and diverse school populations if certain learning principles are understood and practiced. ©Maiers,2007

  9. TURN and TALK Think back to a time when you enjoyed learning something new… What made that learning rewarding? How did they facilitate your learning success? ©Maiers,2007

  10. Cambourne’s Conditions for Learning • Immersion • Demonstration • Expectations • Responsibility • Approximations • Employment/Practice • Response Engagement! ©Maiers,2007

  11. Language Before Reading Katherine needs to hear the word before she can say the word, decode or read the word, and then write the word. ©Maiers,2007

  12. The Alphabetic Principle Matching what you SEE with What you HEAR with What makes SENSE in Social/Cultural CONTEXT ©Maiers,2007

  13. Students with Language Problems • Have difficulty with reading • Have difficulty with spelling • Are often unable to remember a question when called upon • Have difficulty following oral instructions • Daydream in class • Have unexplained behavior or attention problems • Don’t use detailed language • Have difficulty recalling events in the correct sequence ©Maiers,2007

  14. What are Phonological awareness? Phonemic awareness? Phonics? Phonological Awareness - general understanding of the sound structure of words, including rhymes, syllables and phonemes (individual sounds). Phonemic awareness - subcategory of phonological awareness; refers to the ability to identify and manipulate sounds; includes blending and segmentation. Phonics - the relationship between the letters of written language and the sounds (phonemes) of spoken language. ©Maiers,2007

  15. Immersion ©Maiers,2007

  16. Learners that are… Saturated by Enveloped in Flooded by Steeped in Bathed in That which is to be learned. ©Maiers,2007

  17. Immersion By… • Rich Experiences • Rich Language Experiences-Reading and Writing • Rich Text /(Image) • Rich Talk-DAILY! • Rich Questions ©Maiers,2007

  18. Demonstration ©Maiers,2007

  19. Learners… • Observe • See • Witness • Experience • Feel • Study • Explore ©Maiers,2007

  20. Thinking Aloud • Word the author used, I’m thinking… • I heard______, I’m thinking… • I was confused about, so I’m thinking… • I noticed ______, and I ‘m thinking… • I learned this by… ©Maiers,2007

  21. Demonstrate Writing • Connect their language to print • Their words=meaning • PICTURES ARE WRITING ©Maiers,2007

  22. Expectation ©Maiers,2007

  23. Expectations • Change performance • Attitude • Behavior ©Maiers,2007

  24. “STATE” ©Maiers,2007

  25. STATE • Tell your face you are happy! • Good Shot-YES! • More Strength/energy in Positive State ©Maiers,2007

  26. Responsibility ©Maiers,2007

  27. Have you ever said? • You need to be more responsible? • Because you did not take responsibility, you won’t be allowed to… • You need to be responsible with the… ©Maiers,2007

  28. Discovering Responsibility • OPPORTUNITY • CHOICE • LONG TERM LEARNING PROJECT ©Maiers,2007

  29. Practice ©Maiers,2007

  30. “Principals of Use” In order to implement the principals of use most effectively in classrooms, teachers need to create settings in which learners experience an URGENT need to read and write in order to achieve ends other than learning about reading and writing. Learners need time, opportunity to use, employ, and practice their language development in functional, realistic, non-artificial ways” ©Maiers,2007

  31. SHOW ME THE “WAYS” • Centers • Morning Message • Writing ©Maiers,2007

  32. PRACTICE Vs. FREETIME ©Maiers,2007

  33. Approximation ©Maiers,2007

  34. Feedback ©Maiers,2007

  35. ©Maiers,2007

  36. Response.. • Relevant • Appropriate • Timely • Readily Available • Non-threatening • No stings attached ©Maiers,2007

  37. Response vs. Assessment • Why did you choose to? • Have you thought about? • Will you explain? • I like how you used, tried,…? • I want to know more, tell me about? • Sometimes if you do this, it will help you… • This went so well because… • I noticed… ©Maiers,2007

  38. Reflect On… • What kind of responses are given to students? • Are they specific? • Do you withhold response until the end of the project? • Do students act positively to your response? • Do you see behavior changing by your responses? ©Maiers,2007

  39. CHOICE WORDS • Keep going… • Wow! I never thought of that... • What would you suggest… • What is your plan… • How did you figure that our… • Say more about that… • I love how you… • I am not sure everyone knows this, would you mind sharing… • That would be great for everyone to hear… • Would you mind sharing… • Say more about that… • How would we use this outside of school… • In your experience, what makes the most sense… • I see your point, what an interesting way to look at… • Are you saying that… • How did you figure that out… • What drew you to that conclusion… • What did you learn about yourself… • Who has another point of view… • What will you do new… • How did we help each other today… ©Maiers,2007

  40. Cambourne’s Conditions for Learning • Immersion • Demonstration • Expectations • Responsibility • Approximations • Employment/Practice • Response Engagement! ©Maiers,2007

  41. No Fail Lesson Plan • Novelty/Purpose • Challenge • Practice/Use • Feedback ©Maiers,2007

  42. Failure IS Learning! • What did you learn? • How will you do it differently next time? • Think about what you did, what could make it easier? • What do you now know to do? ©Maiers,2007

  43. How does a young brain acquire language? ©Maiers,2007

  44. Language Acquisition of the Young Brain Visual Cortex Wernicke’s Area Broca’s Area ©Maiers,2007

  45. Reading in Action! Brocha’s and Wernicke’s Areas Visual Cortex: See the Word Visualize Auditory: Hear the sounds Long Term Storage Sites: High frequency words Background Experiences Limbic: Emotion ©Maiers,2007

  46. Key Findings from the Research • Literacy learning starts early and persists throughout life. • Oral language is the foundation for literacy development. • Children’s experiences with the world and with print greatly influence their ability to comprehend what they read. ©Maiers,2007

  47. Key Findings from the Research, continued • Children are active participants in the processes of learning language and Literacy. • Storybook reading, particularly family storybook reading has a special role in young children’s literacy development. ©Maiers,2007

  48. Key findings from the Researchcontinued • Literacy learning is nurtured by responsive adults. • Literacy learning is deeply rooted in a child’s cultural milieu and family communications patterns. ©Maiers,2007

  49. National Early Literacy PanelStrong Predictors of Success in Reading, Writing, & Spelling • Oral Language (Listening; Vocabulary) • Alphabet Knowledge • Concepts About Print • Phonological (Phonemic) Awareness • Invented Spelling • Writing Name • RAN (Rapid Automatic Naming) ©Maiers,2007

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