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Report on Regional Workshop Lima, October 7-9, 2009 Patricia Escobar, Head of Primary Claudia Fayad, PYP Coordinator.

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Presentation on theme: "Report on Regional Workshop Lima, October 7-9, 2009 Patricia Escobar, Head of Primary Claudia Fayad, PYP Coordinator."— Presentation transcript:

1 Report on Regional Workshop Lima, October 7-9, 2009 Patricia Escobar, Head of Primary Claudia Fayad, PYP Coordinator

2 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.

3 CONNECTIONCommunication PERSPECTIVEBeliefs RESPONSIBILITYInitiative

4 Our own literacy histories Our beliefs, theories and practices Language as a tool for inquiry and thinking Developing balance in Language Arts

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8 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?

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11 Decoding Perspective Skills Perspective Whole Language Perspective BALANCED APPROACH

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14 Inquiry enhances learning Inquiry weds the Social, the Intellectual and the Personal Self Inquiry requires the managing of imposition

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16 Curious Searching for meaning Intelligent in a range of ways Experienced/something to offer Thinkers Collaborators Active Risk-takers Co-learners and co-teachers

17 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

18 Connections—elicited Creativity—safe & trusting environment Collaboration—active listening enforced In-Process—‘rough-draft’ talk encouraged Variety—expressive forms & discourse, diverse perspectives valued

19 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

20 Students need EXPOSURE EXPERIENCE TIME Teach skills Discuss perspectives Connect to central idea

21 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!

22 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

23 Guided Reading Reading Comprehension strategies Independent Reading Read-aloud Sustained Silent Reading & conferencing “Recommend a Book”

24 Writing Writing mini-lesson Independent Writing & conferencing “Author’s Chair” Word Work Phonemic Awareness & Phonics Rhyming words, beginning & ending sounds CVC, CVCe patterns Spelling

25 Reading Shared Reading (with) Guided Reading (with and by) Independent Reading (reading by)

26 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

27 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!”

28 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

29 In groups of 4 Select a picture book Design a literature-based engagement

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31 Children (and teachers) have beliefs about what good reading/writing is, which affects how they learn

32 Enduring Understandings II Inquiry is a philosophical stance that underlies everything we do in school

33 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

34 Enduring Understandings IV Reading and Writing are tools for thinking about the self and the world

35 Enduring Understandings V There are authentic opportunities for the development of Reading and Writing through the units of inquiry

36 Enduring Understandings VI There are connections between oral, visual and written language

37 Enduring Understandings VII A balanced literacy curriculum is comprised of three interdependent aspects: Learning LANGUAGE Learning ABOUT language Learning THROUGH language

38 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

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