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PED 1140 F September 14, 2011 Curriculum and Beginnings

PED 1140 F September 14, 2011 Curriculum and Beginnings. KWL. 4 Strands: Oral Communication Reading Writing Media Literacy. Literacy is about more than reading or writing – it is about how we communicate

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PED 1140 F September 14, 2011 Curriculum and Beginnings

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  1. PED 1140 F September 14, 2011 Curriculum and Beginnings

  2. KWL

  3. 4 Strands: Oral Communication Reading Writing Media Literacy

  4. Literacy is about more than reading or writing – it is about how we communicate in society. It is about social practices and relationships, about knowledge, language and culture. Those who use literacy take it for granted – but those who cannot use it are excluded from much communication in today’s world. Indeed, it is the excluded who can best appreciate the notion of “literacy as freedom”. UNESCO, Statement for the United Nations Literacy Decade, 2003–2012

  5. Successful language learners: • understand that language learning is a necessary, life-enhancing, reflective process; • communicate – that is, read, listen, view, speak, write, and represent – effectively and with confidence • make meaningful connections between themselves, what they encounter in texts, and the world around them • think critically; understand that all texts advance a particular point of view that must be recognized, questioned, assessed, and evaluated • appreciate the cultural impact and aesthetic power of texts • use language to interact and connect with individuals and communities, for personal growth, and for active participation as world citizens.

  6. The language curriculum is based on the belief that literacy is critical to responsible and productive citizenship, and that all students can become literate

  7. JIGSAW p. 9 -14 In groups of 4 each person is to take one strand. Read that section and note the most important ideas. 10 minutes 3. Come together with the other people in the room who were working on the same strand and compare notes. Make changes to your notes, if appropriate. 4. Return to your group and share so that each person now has an overview of all 4 strands.

  8. Thoughts? Any surprises, confirmation of existing beliefs, questions...?

  9. Overall Expectations Specific Expectations

  10. Let’s explore: Groups - 4 X 10 Group 1 Group 2 Group 3 Group 4 Oral Communication Reading Writing Media Literacy In pairs or alone take 1 grade each. Explore the Overall Expectations and compare across the grades. Now explore the specific expectations and compare.

  11. Learning in all areas of language is a continuum. We are all at different stages on that continuum, no matter our age. Teaching language means understanding that our students will all be at different places on that continuum as well.

  12. In your groups synthesize your understanding of the key differences between grades – pay particular (but not exclusive) attention to expectations 1.4 and 1.5. Record your findings on the paper provided and post on the wall. Be prepared to present a short summary to the group. Please ensure you are aware of the key points that are relevant to all of the strands!

  13. Kindergarten – a very special place... Oral language must be the foundation of literacy development in Kindergarten. Through experience with oral language, children develop phonemic awareness, build vocabulary, develop semantic knowledge, syntactic knowledge all of which form the foundation for reading and writing.

  14. phonemic awareness: the ability to identify and manipulate phonemes (the different sounds that make up a language, they may be represented by more than one letter – ch, ph, ough etc) semantic knowledge: awareness of how words work together to create meaning syntactic knowledge: awareness of the structure of language

  15. Oral Communication

  16. Dr. Creveola on the role of talk in the classroom. As you watch , use the organiser ‘ The Role of Talk’ to help you take notes.

  17. Does this just apply to a kindergarten classroom?

  18. Forms of Oral Language

  19. Informal talk: Brainstorming, asking questions, impromptu book talks etc. Accountable Talk: Focused discussion on any topic, i.e. Current affairs, community issues, a concept in math etc. Formal Talk: Prepared, rehearsed situations i.e. Role play, reader’s theatre, debates etc.

  20. Encouraging Purposeful Talk LNS webcast: Kindergarten Matters: Building Blocks for Learning January 2007 http://resources.curriculum.org/secretariat/january30.shtml

  21. Now you – turn and talk Brainstorm the key learnings you have taken from the video clip. Be prepared to share your ideas.

  22. Why does talk matter? Why does it come first in the curriculum document? What about English Language Learners? How do we help them? Keep a note of your thoughts!

  23. 15 minutes please 

  24. How do you ‘teach’ talk? Think about the article: ‘Grand Conversations in Primary Classrooms’ and the material we have viewed today. What are the key points relating to instructional strategies for encouraging and actively teaching mindful talk? Create a graphic organiser to show your thinking.

  25. Snapshots of Effective Practice: http://199.166.206.20/secretariat/snapshots/primaryliteracy.html As you watch these clips please keep note of the major message in each one. What is the teacher doing/ what are the students doing? You may want to create your own organiser to help with this.

  26. Do these strategies only apply in primary classrooms?

  27. Weekend Headlines

  28. Brainstorm the differences between talk in primary and junior classrooms: What might be the same What might be different Why?

  29. What’s the point? Gradual Release of Responsibility: model, instruct, practice, perform might take all year!

  30. Responsibilities?

  31. Starting points for conversations:

  32. How do you assess and evaluate ‘talk? • Observation: • Target observation • on a few students at a time • on a key skill or concept • Keep notes, use checklists

  33. The other side of the coin – listening... the inner conversation, our inner voice. First explicitly teach the skills of listening and responding. Next model, demonstrate and give explicit practice in the use of the inner voice.

  34. Assessment in listening also depends on observation ... and listening!

  35. Let’s read... In groups of 6, pick one section each, read and synthesize then share. Can we summarize?

  36. Exit Card – please complete and hand in as your ticket out the door! Don’t forget the reading for next week: ‘What Children Need to Learn and How Teachers Can Help Them’ Henrietta Dombey, IRA, Jan 1999

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