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EA Training Day: Literacy Strategies for Educational Assistants

EA Training Day: Literacy Strategies for Educational Assistants. Ryan Anderson Treaty 6 Educator’s Conference January 2016. http://scnealiteracyhub.weebly.com/conference-presentations.html. Where does the material for this workshop come from?.

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EA Training Day: Literacy Strategies for Educational Assistants

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  1. EA Training Day: Literacy Strategies for Educational Assistants Ryan Anderson Treaty 6 Educator’s Conference January 2016

  2. http://scnealiteracyhub.weebly.com/conference-presentations.htmlhttp://scnealiteracyhub.weebly.com/conference-presentations.html

  3. Where does the material for this workshop come from? Maskwacis Cultural College is currently developing the coursework and preparing to offer an Educational Assistant Level 2 Certification Program. This material comes from the draft for EA 105 - Literacy Strategies that provides EAs with specific training on reading and writing strategies that can be used by EAs as they work with students in small groups and one-on-one situations.

  4. Current definition of Literacy in Alberta Literacy First: A Plan for Action 2010 (Alberta Education)

  5. Basic and Traditional Concept of Literacy

  6. Reading

  7. Decoding: Consonant Blending and Digraphs Objective • The students will decode unfamiliar words that contain consonant blends and digraphs by blending them with the remaining sounds/parts of the words. Materials: • Reading Material at the students’ instructional reading level • Blends and Digraphs Examples Chart

  8. Decoding Continued… Lesson: • Conduct a comprehension/vocabulary preview • Instruct the students that one way to read words that contain two consonants side by side (blends) or words with two consonants that make one sound (digraphs such as /th/), is to say the sounds of the two consonants or the digraph and blend the sounds with the sounds of the other parts of the word (ie. say them quickly, one right after the other). • Instruct the students to look carefully at any unfamiliar word to identify word or vowel patterns before they say the sounds of the letters/patterns. • ie. To decode “street” through blending, students should blend the /s/ and /t/. Then the student can say all the sounds /st/, /r/, /ee/, /t/, blend them, and state the word, “street”.

  9. Decoding Continued... • Practice a few words in isolation. • Ask the students to begin reading. Tell them that as they come to unfamiliar words, they should try blending the sounds together to read the word. • Tell students who misread a word to return to the beginning of the sentence containing the misread word and read the entire sentence again correctly. • Encourage comprehension by asking students questions about the content of the story.

  10. Blends and Digraphs Initial Consonant Blends: bl-, br-, cl-, cr-, dr-, dw-, fl-, fr-, gl-, gr-, pl-, pr-, scr-, sl-, spl-, sp-, spr-, squ-, st-, str-, sw-, thr-, tr-, tw- Final Consonant Blends: -ct, -ft, -ld, -lf, -lk, -lp, -lt, -mp, -nd, -pt, -rd, -rk, -rm, -rn, -rp, -rt, -sk, -sp, -st Consonant Digraphs: ch, ck, gh, kn, ng, ph, qu, sh, th, wh

  11. The Giving Tree By Shel Silverstein

  12. Reading and Rereading: How Speedy are you? Objective: • The students will conduct daily repeated readings of an independent-level reading selection and graph their speed. Materials: • A copy of a reading selection for each student at his or her independent reading level. • Timer • Graph paper and pencil or marker, one each per student

  13. Reading and Rereading Continued... Lesson: Remind students of the appropriate rate or speed of fluent reading (give examples). Explain that they will be practicing their reading speed by reading the same book or selection each day for a week and graphing their speed results. Then… • To keep the length consistent, determine at what point in the book or material each student will begin and end reading each day. • Time the students’ reading. Graph the length of time it took the student to read the selection, adding one second per misread word to the total time. • Have the student reread the same selection over several days. Mark the students’ speed for each day on the graph; reading time should decrease.

  14. Outer Space From far out in space, Earth looks like a blue ball. Since water covers three-fourths of the Earth’s surface, blue is the colour we see most. The continents look brown, like small islands floating in the huge, blue sea. White clouds wrap around the Earth like a light blanket. The Earth is shaped like a sphere, or a ball. It is 25,000 miles around! It would take more than a year to stroll around the whole planet. A spaceship can fly around the widest part of the sphere in only 90 minutes.

  15. Writing

  16. Some Common Writing Forms • Sentences • Journals • Letters (friendly, business) • Paragraphs (descriptive, persuasive, cause and effect, etc.) • Essays • Narrative stories

  17. Paragraphs Great resource for teaching types of paragraphs with paragraph frames and helps to work with students: Writing Frames for the Interactive Whiteboard rhondafriesen.weebly.com/uploads/2/9/8/7/2987791/writing_frames.pdf

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