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 Fostering Reading and Literacy in ESD/ELT: Strategies for Providers Lisa Hiley, PhD EnCompass: Resources for Learning October 2013.

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Presentation on theme: " Fostering Reading and Literacy in ESD/ELT: Strategies for Providers Lisa Hiley, PhD EnCompass: Resources for Learning October 2013."— Presentation transcript:

1  Fostering Reading and Literacy in ESD/ELT: Strategies for Providers Lisa Hiley, PhD EnCompass: Resources for Learning October 2013

2 21 st Century Skills  Learning and Innovation: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration  Media and Tech: Information Literacy Media Literacy Information, Communications and Technology (ICT) Literacy  Life and Career: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility Partnership for 21 st Century Skills The Role of ESD/ELT Programs:

3 Reading Habits  What are Reading Habits?  Those literacy practices we engage in as part of learning and our social processes.  Critical Literacy - Reading and interacting with various texts in an active, reflective manner in order to better understand human relationships.  Why do Reading Habits Matter?  For youth to be ready for college and career expectations they must have AMPLE opportunities to take part in a variety of rich and structured reading and literacy opportunities.

4 Reading Habits  A note on “independent reading” and literacy  Youth need opportunities to practice reading on their own – ahead is a “ lifetime of both academic and extracurricular reading adventures: analyzing primary history sources, reviewing the findings of laboratory reports, or just picking up a novel for pleasure ” (Bambrick-Santoyo, 2013)  Remember, youth can’t fall in love with reading if they are not reading in the first place.  Choosing texts (with kids) is a critical part of fostering independent reading.

5 Reading Habits  Applying Strategies with a “Growth Mindset”  Remember people (kids too) grow in steps, not leaps…intentional opportunities to interact with various texts are critical.  Giving praise and feedback is critical to build confidence and to reinforce reading habits – consider the structures you have in place and the language you’re using.  Making growth evident allows for the celebrations of success. Pairing success with purpose (goals) allows you to build relevance. Consider how reading can help youth reach their goals (e.g., career) and foster commitment to reading, writing, critically thinking, connecting, etc.

6 CCSS Shifts - ELA

7 Strategies Program Level (G)  Audit Trail  Research Journals  Literacy Circles  Reader’s Theatre Individual Level (I)  Close Reading Protocols  Graphic Organizers and Thinking Maps  Vocabulary Instruction to support word learning  Spelling Strategies

8 Audit Trails (G)  What is it?  Community representation of reading, writing, learning and research - interactive and creative over time with perspectives of many.  Artifacts are created by youth and become opportunities to represent learning.  Creates a space for youth to re-visit, re-read, analyze and connect various topics and issues.  Who uses it? How?  Anyone.  Need space to represent learning, ground rules for posting and creating. You only need simple office materials and IDEAS!  How can afterschool providers adopt critical concepts in programming?

9 Research Journals (G)  What is it?  Youth representation of reading, writing, learning, research and reflection – various texts are collected, reflected upon, and synthesized.  An opportunity to question, record and synthesize. Youth learn critical skills around researching (text sources, reliable resources) and providing evidence for their claims – just like a scientist would.  Provides an opportunity to collect work samples and create additional projects.  Who uses it?  Anyone – who wants to foster writing and reflection.  How can afterschool providers adopt critical concepts in programming?

10  Discuss It.  Discuss current writing performance and strategies  Review current use of the writing process  Reflect on the value and application of the writing process  Model It.  Use self-talk and self-instructions to work through the writing process  Analyze your own use of writing process and share successes and challenges with others  Share your own goals and strategies used in the writing process  Support It.  Offer direct assistance in specific steps of the writing process  Offer corrective praise and constructive feedback on process  Provide reminders of the steps of the writing process  Promote Independent Performance.  Identify opportunities to use writing process in other situations  Examine possible modifications based on assignment  Set goals for using the writing process in other situations Research Journals (G) Supporting the Writing Process

11 Literature Circles (G)  What is it?  Small groups of students gathering together to discuss a piece of literature in depth. The discussion is guided by students' response to what they have read.  What are the roles within the Literature Circle?  Literary Luminary: finds interesting sections where the author uses language Literary Luminary  Discussion Director: asks questions Discussion Director  Illustrator: illustrates scenes or ideas from the selection Illustrator  Vocabulary Extender: finds and teaches new words from the selection to the group) Vocabulary Extender  Connector: makes connections between the selection to other literature, authors, movies, life experiences, etc.) Connector **A Discussion Debriefing Sheet is also included for use after the in-class discussion.Discussion Debriefing Sheet  How can afterschool providers adopt critical concepts in programming?

12 Reader’s Theatre (G)  What is it?  A dramatic presentation of a script. No memorization, costumes, blocking, or special lighting is needed. Lines are not memorized.  The focus is on reading the text with expressive voices and gestures. Making comprehending the text meaningful and fun for the student!  Who uses it?  Small groups of youth – potentially mixed ages. Facilitated by an adult to promote reading habits and natural practice.  How can afterschool providers adopt critical concepts in programming?

13 Reader’s Theatre (G)


15 Close Reading (I)  What is it?  Close reading describes the careful, sustained interpretation of a brief passage of text.  Close reading emphasizes paying close attention to individual words, syntax, and the order in which sentences and ideas unfold as they are read.  Develops meta-cognitive skills where a youth is thinking about their own reading, understanding, and meaning making.  Intentional reading that is focused on learning new information/vocab.  Who uses it?  Many secondary aged youth who are learning core content specific material and vocabulary.  Can be reinforced by afterschool providers to encourage youth to go deeply into complex texts.  How can afterschool providers adopt critical concepts in programming?


17 Graphic Organizers (I)  What are they?  Visual representations of thinking – allows us to have concrete images of abstract thoughts.  Graphic organizers assist youth in brainstorming and/or organizing information to make it easier to understand how ideas connect.  Who uses it?  Adults to have a common language to support youth in writing and understanding texts.  Youth use these to produce and distribute a variety of texts and for various purposes (academic, extracurricular)  How can afterschool providers adopt critical concepts in programming?


19 Vocabulary Teaching (I) “One should not underestimate the value of any meaningful encounter with word, even if the information gained from the encounter is relatively small” (Nagy and Herman, 1987, p ) 6 Step Process for Vocabulary Learning  Provide a Description, Explanation or Example  Ask youth to re-state.  Ask youth to construct a picture, symbol or graphic to represent.  Engage them in activities where they can use the new word.  Ask youth to discuss terms with others.  Provide opportunities to play games with the terms.  Let’s Practice!! GIRN – YERD – DENDROFILOUS – WAMBLE – RIBAZUBA  How can afterschool providers adopt critical concepts in programming?

20 Spelling Support (I) Factors we know are critical for spelling:  Phonological awareness – sound awareness  Orthographic knowledge - understanding of patterns and rules  Vocabulary & Knowledge of Semantic Relationships  Morphological knowledge – understanding of word parts What we can do to support:  Sounding it out (e.g., c-a-t)  Spelling Forward and Backward (e.g., c-a-t, t-a-c, c-a-t)  Thinking about rhyming words (e.g., flame-same-dame)  Asking “does it look right/write?” – looking for common word patterns (e.g., been, bean, Ben)  Create a word wall  Tap out syllables (e.g., rain-bow)  Highlight the hard parts (e.g., belIEve)

21 Actions that Support Learning Explaining Showing Practicing Reflecting Sharing Teaching Assessing Checking-in Making a plan General Points to Support Literacy Actions that Support Learning Environment Instructions and Expectations Visuals and Technology Vocabulary and Language Background Knowledge Values and Beliefs Wait time Question types Giving feedback and praise

22 Reflecting and Perfecting. Lisa Hiley PhD EnCompass: Resources for Learning

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