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Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

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Page 1: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Literacy for Learning

Effective Literacy Instruction, Grades 4 to 6

Welcome

Page 2: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

The team: Catherine McVie – Superintendent of Program Donna McMillan – Education Coordinator Alison Craig – Vice Principal, Chimo Melody Stanton – Teacher, Front of Yonge Lianne Swann – Teacher, Linklater Judy Wilson – Teacher, Plantagenet Patricia Baker – Teacher, Maynard Tracy Staples – SAT Rideau Education Centre

Page 3: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Overview Day 1 (lead teacher)

One day collaboration at school Day 2 (lead teacher & junior teacher DECEMBER 1 or 2)

One day collaboration at school Day 3 (lead teacher & junior teacher FEBRUARY 8 or 9)

Page 4: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

In School Collaboration after Day 1

Literacy for the 21st Century

The Junior Learner

Knowing Ourselves as Learners (MI)

Multi-literaciesReciprocity of Literacy Processes

Speaking & Listening, Reading & Viewing, Writing & Representing

4 Roles of the Literacy LearnerMeaning Maker, Text User, Code User, Text Analyzer

Critical LiteracyKnowing the Learner

Assessment informing instructionThe Learning Environment

Effective Literacy InstructionGradual Release of Responsibility, Instructional Approaches

Teacher Collaboration

December

Critical Literacy Comprehension Strategies

Carousels:

Mining the Text

Literature Circles Reader’s Theatre

Comprehension Strategies

Gradual Release Model

Read Aloud

Shared Reading

Guided Reading

Independent Reading

Assessment & Planning

Visual Literacy Activities

February

In School Collaboration after Day 1

In School Collaboration after Day 2

Junior Writer

Shared Writing Lesson

Guided & Independent Writing

Word Work (spelling) & Vocabulary Development

October

Page 5: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

It’s finally our turn!!!

These training sessions will: validate; challenge; stretch; and support.

Page 6: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

These training sessions:

are based on Literacy for Learning The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario; current research and best practice;

reflect the information in the junior Guide to Effective Literacy Instruction; and

present material designed with the target audience in mind.

Page 7: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

So much to share… So little time…

During these training sessions, we will examine

literacy in the 21st century the junior learner, and context effective literacy instruction resources

Page 8: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

That’s Me/That’s Us

ActivityBuilding a Community of Learners

Page 9: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

That’s Me/That’s Us A number of criteria will be read (e.g.,

Like to write poetry.) If the criteria fits an individual stand and

respond “That’s Me”. OR If the criteria fits the group, members

stand and respond with “That’s Us”. Determine your similarities and

differences.

Page 10: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

What It Means to Be Literate

“Literacy is defined …as the ability to use language and images in rich and varied forms to read, write, listen, speak, view, represent, and think critically about ideas. It enables us to share information, to interact with others, and to make meaning. Literacy is a complex process.”

(Literacy For Learning, The Report of the Expert Panel on

Literacy in Grades 4 to 6 in Ontario, 2004 )

Page 11: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Activity:

What does it mean to be literate?

Working in groups of 3 or 4. Write 3 ideas on chart paper to

complete the sentence stem, “Being literate means…”. (5 minutes)

Table share

Page 12: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

What It Means to Be Literate

Debriefing the activity “What it means to be literate...”

Seven Guiding Principles (refer to handout in package)

Page 13: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Guiding Principles:

• Literacy learning in the junior grades can transform children’s lives.

• The goal of all literacy instruction is to enable students to make meaning from and in the wide range of texts they will encounter and produce at school and in the world.

• All junior students can develop as literate learners when they receive scaffolded support that prepares them for higher learning and growing independence.

• Students are motivated to learn when they encounter interesting and meaningful texts on topics that matter to them.

• Teachers continually assess the literacy learning of their students in order to design classroom activities that will promote new learning for each student.

• Teachers continually develop their professional knowledge and skills, drawing on lessons from research to improve their classroom practice.

• Successful literacy learning in the junior grades is a team effort, acquiring the support of the whole learning community – including teachers at all grade levels, school administrators, support staff, the board, the parents, and community members.

Page 14: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

What It Means to Be Literate

“Literacy is about more than reading and writing – it is about how we communicate in society. It is about social practices and relationships, about knowledge, language and culture. Literacy…finds its place in our lives alongside other ways of communicating. Indeed literacy itself takes many forms: on paper, on the computer screen, on TV, on posters and signs. 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)

Page 15: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Big Ideas - Overview

Multi-literaciesReciprocity of Literacy Processes

Speaking & Listening, Reading & Viewing, Writing & Representing4 Roles of the Literacy Learner

Meaning Maker, Text User, Code Breaker, Text Analyser

Critical LiteracyKnowing the Learner

Assessment informing instructionThe Learning Environment

Effective Literacy InstructionGradual Release of Responsibility, Instructional Approaches

Teacher Collaboration

Page 16: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Activity: 4 Roles of the Literate Learner

Using the puzzle pieces in the envelope, construct the four roles of the literate learner.

What are the implications of the four roles for teachers and students?

Page 17: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

4 Roles of the Literate Learner

Students must learn to make meaning of texts, break the code of texts, use texts functionally and to analyze and critique texts.

Students integrate all four roles as they read, write, listen, speak, view and represent.

Meaning Maker

Uses prior knowledge and experience to construct and communicate meaning when reading, writing, and speaking.

Code User

Recognizes and uses the features and structures of written, visual, and spoken texts, including the alphabet, sounds in words, spelling, conventions, sentence structure, text organization, graphics and other visuals to break the “code” of text.

Text User

Understands that the purpose and audience help to determine the way a text is structured, the tone, the degree of formality, and the sequence of components, and uses this knowledge to read, write and speak.

Text Analyser

Understands that texts are not neutral, that they represent particular views and perspectives may be missing, and that the design and messages of texts can be critiques and alternatives considered.

Literacy For Learning, The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario, 2004, p. 9

Page 18: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Reading(and viewing)

Writing (andRepresenting)

TalkingAnd Listening

MakingMeaning

Thinking

Thinking Thinking

Literacy For Learning, The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario, 2004, p.14

Page 19: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

4 Roles of the Literate Learner

Implications for teachers: explicit and systematic teaching of the 4 roles; appropriate resources to demonstrate the roles.

Implications for students: multiple opportunities to practise the 4 roles; exposure to texts of many types.

Page 20: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Activity: Code Breaker

Read the text entitled “Meager Maroon Capuchin”.

Note (record on sticky notes) the strategies you used to help “crack the code”.

Page 21: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Code Breaker

Draws on a repertoire of known words Continuously develops a reading

vocabulary Uses word-solving strategies Uses language conventions and text

features Recognizes and uses visual

information

Page 22: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Activity: Meaning Maker

Say Something• Work with a partner.• Listen to the text being read aloud.• When reading stops, say something

to your partner about what has been read (make connections, predictions, inferences).

Page 23: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Rules for Say SomethingRules for Say Something 1. With your partner, decide who will say something first. 2. When you say something, do one or more of the following:

make a prediction

ask a question

clarify something you had misunderstood

make a comment

make a connection

3. If you can’t do one of those five things, then you need to reread.

Source: When Kids Can’t Read - What Teachers Can Do by Kylene Beers p. 107, 108

Page 24: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Say Something

Make a connection text-to-text text-to-self text-to-world

Page 25: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Make a Connection

• This reminds me of...

• This part is like...

• This character (fill in name) is like (fill in name) because...

• This is similar to...

• The differences are...

• I also (name something in the text that has also happened to you)...

• I never (name something in the text that has never happened to you)...

• This character makes me think of...

• This setting reminds me of...

Page 26: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Make a prediction – What do you think is the cause Make a prediction – What do you think is the cause of Sergei’s change?of Sergei’s change?

Make a PredictionMake a Prediction

I predict that...I predict that...

I bet that...I bet that...

I think that...I think that...

Since this happened (fill in detail), then I bet the next thing that is going to Since this happened (fill in detail), then I bet the next thing that is going to happen is...happen is...

Reading this part makes me think that this (fill in detail) is about to happen...Reading this part makes me think that this (fill in detail) is about to happen...

I wonder if...I wonder if...

Page 27: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Meaning Maker

Recognizes that reading always involves a search for meaning

Knows and applies a variety of comprehension strategies

Self-monitors when reading, recognizes when comprehension breaks down and takes steps to restore it

Page 28: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Meaning Maker Continued

Sustains comprehension and maintains interest over extended periods of time

Demonstrates a continuous awareness of personal reading strategies and processes (metacognition)

Responds to texts in a variety of ways

Page 29: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Activity: Text User

Use your knowledge of the comic strip

format to generate a thought that could be running through

the teacher’s mind.

Page 30: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Text User Recognizes and understands the

structures of a variety of text forms Writes for a variety of purposes Matches the text form to the audience

and to the purposes for writing Effectively uses the language features

and conventions of a variety of text forms

Recognizes and conveys voice

Page 31: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Activity: Text Analyser

While viewing the video-clip, consider two perspectives to analyse.

Page 32: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Video-clip

Page 33: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Activity: Text Analyser

Draw two head silhouettes. Represent one perspective in the

first head and another perspective in the second head.

Share your mind and alternative mind portraits with a partner.

Page 34: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Activity: Text Analyser

Mind and Alternative Mind Portraits

This technique allows readers/viewers to examine two different points of view.

Each perspective is represented on a “mind” graphic organizer through words, drawings or collages.

Page 35: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Text Analyser

Is aware of and can identify how texts are crafted to represent the views and interests of the writer.

Understands that information, ideas and language in texts influence the reader’s perceptions and texts empower or disempower certain groups

Page 36: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Text Analyser: applies higher-order thinking skills

to deepen understanding and to deconstruct the author’s message

analyses ideas, information and perspectives in texts

engages in critical literacy/inquiry recognizes bias, omission and

multiple perspectives.

Page 37: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Wrap up

Code User

Text User

Meaning Maker

Text Analyser

Page 38: Literacy for Learning Effective Literacy Instruction, Grades 4 to 6 Welcome

Break

Snacks and washroom break…

Be back on time for a door prize!