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Reading and Writing Through Inquiry in the PYP. Report on Regional Workshop Lima, October 7-9, 2009 Patricia Escobar, Head of Primary Claudia Fayad, PYP Coordinator. Central Idea.
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Reading and Writing Through Inquiry in the PYP Report on Regional Workshop Lima, October 7-9, 2009 Patricia Escobar, Head of Primary Claudia Fayad, PYP Coordinator
Central Idea Reading and Writing through inquiry is an effective way for learners to be actively involved in constructing their own meaning by reading, writing, listening, speaking, viewing and presenting.
Concepts CONNECTION Communication PERSPECTIVE Beliefs RESPONSIBILITY Initiative
Lines of Inquiry • Our own literacy histories • Our beliefs, theories and practices • Language as a tool for inquiry and thinking • Developing balance in Language Arts
Our Beliefs, Theories and Practices • Who are you as a reader and a writernow? • Howwould I knowifyou are a reader and a writerif I walkedintoyour classroom? • Whatkind of a reader and writerwould I assumeyou are? • How do youmakeitexplicittoyourstudentswhoyou are as a writer and a reader? • Whyisthisimportant?
Our Beliefs, Theories and Practices IV • DecodingPerspective • SkillsPerspective • WholeLanguagePerspective BALANCED APPROACH
Language as a ToolforInquiry and Thinking III • Inquiryenhanceslearning • Inquirywedsthe Social, theIntellectual and the Personal Self • Inquiryrequiresthemanaging of imposition
Studentsengaged in Inquiry • Curious • Searchingformeaning • Intelligent in a range of ways • Experienced/somethingtooffer • Thinkers • Collaborators • Active • Risk-takers • Co-learners and co-teachers KathyMurdoch
I N Q U I R Y INFORMATION-SEEKING • Inclinedtowardclosure • Elicitinformation • Work-ful • Thegoalisproduct • Somethingtobeknown, confirmedorexplained • goingaftersomething • Home is actual world • Dealingwiththe factual WONDERING • Attempttoholddiscourse open • Invitingconjecture and speculation • Playful • Thegoalisengaging in theprocessitself • Reflectingprimarilyforitsownself • reflectingonsomething • Home ispossibleworlds • Dealingwithpossibility
SupportingInquiryActs • Connections—elicited • Creativity—safe & trustingenvironment • Collaboration—active listeningenforced • In-Process—‘rough-draft’ talkencouraged • Variety—expressiveforms & discourse, diverseperspectivesvalued
Frontloading(BuildingonBackgroundKnowledge) • Presentinformation and skills • Activitiesneedtobestructured in open-endedways: • Case-studycomparison • VennDiagramsummarising • Mind-mappingdiscoveries • Sharing in groups • Articlejigsaw • Reflectivejournals
Frontloading (II)(BuildingonBackgroundKnowledge) • Studentsneed • EXPOSURE • EXPERIENCE • TIME • Teachskills • Discuss perspectives • Connect to central idea
Developing Balance in Language Arts • Howtogetstudentstobebetterreaders and writers? • BY HAVING THEM READ AND WRITE! • The more theyread, thebetterreaderstheywillbecome! • The more theywrite, thebetterwriterstheywillbecome!
Developing Balance in Language Arts IIPRESCHOOL YEARS • Makechildren WANT TO LEARN toRead and Write(fun & useful) • Makesureyouhave Reading and Writingactivitieswithchildren EVERY DAY • Reading and Writingwithyoungchildren: • TO them • WITH them • BY themselves
Developing Balance in Language Arts IIILOWER PRIMARY (1st Grade up) • Guided Reading • Reading Comprehensionstrategies • Independent Reading • Read-aloud • SustainedSilent Reading & conferencing • “Recommend a Book”
Developing Balance in Language Arts IVLOWER PRIMARY (1st Grade up) • Writing • Writing mini-lesson • IndependentWriting & conferencing • “Author’sChair” • Word Work • PhonemicAwareness & Phonics • Rhymingwords, beginning & endingsounds • CVC, CVCepatterns • Spelling
Developing Balance in Language Arts VUPPER PRIMARY (4thGrade up) Reading • Shared Reading (with) • Guided Reading (with and by) • Independent Reading (readingby)
Developing Balance in Language Arts VIUPPER PRIMARY (4th Grade up) Writing • ExpressiveWriting Personal—e.g.: newsboard, personal recounts, shopping lists, Christmas lists, diaries • Poeticwriting Retellingknownstories, poetrylabelsforillustrations, languageexperiences, picture webs, booksreports, comics • TransactionalWriting Factual—e.g.: writinginstructions and recountevents
TheMotherTongue • L1 isempowering • L1 lowersaffectivefilter, makesiteasier • L1 makes input comprehensive • L1 allowssuccessfulpredictionsabout target language • L1 allows transfer (e.g.: knowledge of literacy, concepts) • L1 is a toolforauthenticinquiry • “No understanding—no engagement— no learning!” StevenKrashen
SuggestedReadings • Makingthe PYP Happen: Language in thePrimaryYearsProgramme (pg. 68) • LanguageScope & Sequence: Introduction • ProgrammeStandards & Practices (bestreference!) • Children’sPicturebooks (University of Miami Ohio) Database of more than 9000 books http://www.lib.muohio.edu/pictbks/search/
Summative Assessment • In groups of 4 • Select a picture book • Design a literature-based engagement
Enduring Understandings Children (and teachers) have beliefs about what good reading/writing is, which affects how they learn
Enduring Understandings II • Inquiry is a philosophical stance that underlies everything we do in school
Enduring Understandings III • The PYP holds a specific philosophy and belief system about the teaching of Reading and Writing to which we have a responsibility to adhere
Enduring Understandings IV • Reading and Writing are tools for thinking about the self and the world
Enduring Understandings V • There are authentic opportunities for the development of Reading and Writing through the units of inquiry
Enduring Understandings VI • There are connections between oral, visual and written language
Enduring Understandings VII • A balanced literacy curriculum is comprised of three interdependent aspects: • Learning language • Learning ABOUT language • Learning THROUGH language
Enduring Understandings VIII • Reading and Writing in the PYP can be supported by a variety of resources that align with the philosophy of the programme
“Whereyou are isan ok place tobe—itisnotan ok place tostay.”