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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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©Maiers,2007
ENGAGING OUR ENGAGING OUR YOUNGEST MINDS:YOUNGEST MINDS:keys to successful language keys to successful language
and literacy developmentand literacy development
Presented by Angela Maiers, 2007Presented by Angela Maiers, 2007
ENGAGING OUR ENGAGING OUR YOUNGEST MINDS:YOUNGEST MINDS:keys to successful language keys to successful language
and literacy developmentand literacy development
Presented by Angela Maiers, 2007Presented by Angela Maiers, 2007
©Maiers,2007
Today’s Goals•Engage students meaningful
language and literacy learning
•Teaching language and literacy
©Maiers,2007
Speaking of Brains…
Past
Present
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What have you noticed?
• Attention span• Motivation• Aptitude for learning• Background knowledge• Attitude• Intellectual Strengths and challenges• Other changes/trends
©Maiers,2007
Different Times; Different BrainsLeft: words, sequence, parts
Right: Big Picture, Visual, Emotion, Kinesthetic
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TeachingImplication
s?
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I never teach pupils; I only attempt
to provide conditions in which they
ALL can learn.
©Maiers,2007
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
TURN and TALKThink back to a time when you enjoyed
learning something new…
What made that learning rewarding?
How did they facilitate your learningsuccess?
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Cambourne’s Conditions for Learning
• Immersion• Demonstration• Expectations• Responsibility• Approximations• Employment/Practice• Response
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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.
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The Alphabetic Principle
Matching what you SEE
with
What you HEAR with
What makes SENSE inSocial/Cultural CONTEXT
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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
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
Immersion
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Learners that are…Saturated byEnveloped inFlooded bySteeped inBathed in That which is to be learned.
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Immersion By…
• Rich Experiences
• Rich Language Experiences-Reading and Writing
• Rich Text /(Image)
• Rich Talk-DAILY!
• Rich Questions
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Demonstration
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Learners…• Observe• See• Witness• Experience• Feel• Study• Explore
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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
Demonstrate Writing• Connect their language to print
• Their words=meaning
• PICTURES ARE WRITING
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Expectation
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Expectations• Change performance
• Attitude
• Behavior
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“STATE”
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STATE• Tell your face you are happy!
• Good Shot-YES!
• More Strength/energy in Positive State
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Responsibility
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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…
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Discovering Responsibility• OPPORTUNITY
• CHOICE
• LONG TERM LEARNING PROJECT
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Practice
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“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
SHOW ME THE “WAYS”• Centers
• Morning Message
• Writing
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PRACTICE
Vs.
FREETIME
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Approximation
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Feedback
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Response..• Relevant• Appropriate• Timely• Readily Available• Non-threatening• No stings attached
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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
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
•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
Cambourne’s Conditions for Learning
• Immersion• Demonstration• Expectations• Responsibility• Approximations• Employment/Practice• Response
©Maiers,2007
No Fail Lesson Plan
1. Novelty/Purpose
2. Challenge
3. Practice/Use
4. Feedback
©Maiers,2007
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
How does a young brain acquire
language?
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Language Acquisition of the Young Brain
Broca’s Area
Wernicke’sArea
VisualCortex
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Reading in Action!
Limbic: Emotion
Visual Cortex:See the WordVisualize
Auditory: Hear the soundsLong Term Storage Sites:
High frequency words Background Experiences
Brocha’s and Wernicke’s Areas
©Maiers,2007
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
Key Findings from the Research, continued
– Children are active participants in theprocesses of learning language and Literacy.– Storybook reading, particularly family storybook reading has a special role inyoung children’s literacy development.
©Maiers,2007
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
National Early Literacy Panel Strong 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)
