Who are you as a reader and a writer now? How would I know if you are a reader and a writer if I walked into your classroom? What kind of a reader and writer would I assume you are? How do you make it explicit to your students who you are as a writer and a reader? Why is this important?
Curious Searching for meaning Intelligent in a range of ways Experienced/something to offer Thinkers Collaborators Active Risk-takers Co-learners and co-teachers
INFORMATION-SEEKING Inclined toward closure Elicit information Work-ful The goal is product Something to be known, confirmed or explained GOING AFTER SOMETHING Home is actual world Dealing with the factual WONDERING Attempt to hold discourse open Inviting conjecture and speculation Playful The goal is engaging in the process itself Reflecting primarily for its own self REFLECTING ON SOMETHING Home is possible worlds Dealing with possibility
Connections—elicited Creativity—safe & trusting environment Collaboration—active listening enforced In-Process—‘rough-draft’ talk encouraged Variety—expressive forms & discourse, diverse perspectives valued
Present information and skills Activities need to be structured in open-ended ways: Case-study comparison Venn Diagram summarising Mind-mapping discoveries Sharing in groups Article jigsaw Reflective journals
Students need EXPOSURE EXPERIENCE TIME Teach skills Discuss perspectives Connect to central idea
How to get students to be better readers and writers? BY HAVING THEM READ AND WRITE! The more they read, the better readers they will become! The more they write, the better writers they will become!
Make children WANT TO LEARN to Read and Write (fun & useful) Make sure you have Reading and Writing activities with children EVERY DAY Reading and Writing with young children: TO them WITH them BY themselves
Writing Expressive Writing Personal—e.g.: newsboard, personal recounts, shopping lists, Christmas lists, diaries Poetic writing Retelling known stories, poetry labels for illustrations, language experiences, picture webs, books reports, comics Transactional Writing Factual—e.g.: writing instructions and recount events
L1 is empowering L1 lowers affective filter, makes it easier L1 makes input comprehensive L1 allows successful predictions about target language L1 allows transfer (e.g.: knowledge of literacy, concepts) L1 is a tool for authentic inquiry “No understanding—no engagement— no learning!”
Making the PYP Happen: Language in the Primary Years Programme (pg. 68) Language Scope & Sequence: Introduction Programme Standards & Practices (best reference!) Children’s Picturebooks (University of Miami Ohio) Database of more than 9000 books http://www.lib.muohio.edu/pictbks/search/
In groups of 4 Select a picture book Design a literature-based engagement