Presentation is loading. Please wait.

Presentation is loading. Please wait.

Creating a Literacy-Rich Environment March Focus Group Presented by: Tonya Kepner.

Similar presentations

Presentation on theme: "Creating a Literacy-Rich Environment March Focus Group Presented by: Tonya Kepner."— Presentation transcript:

1 Creating a Literacy-Rich Environment March Focus Group Presented by: Tonya Kepner

2 Perks of attending today… ACT 48 hours if you combine today’s hour with two more focus group hours this year.

3 Reading engagement + motivation = MORE MILES ON THE PAGE! NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholde r to insert your own image. $25 Gift Card Drawing!!!

4  Research says…  Components of literacy-rich environment - Room Arrangement & Materials - Teacher’s Role - Student’s Role - Motivation (key component) Agenda for today:

5 On a notecard, record how many minutes you think elementary students read during the language arts instruction block each school day. The language arts instruction block was estimated as an average of 90-120 minutes in an elementary classroom.

6 8 minutes per day!!! Research shows students read an average of…

7 A student in the 20th percentile reads books.7 minutes per day ***This adds up to 21,000 words read per year. A student in the 80th percentile reads books 14.2 minutes per day ***This adds up to 1,146,000 words read per year. A student in the 98th percentile reads 65.0 minutes per day ***This adds up to 4,358,000 words per year Cunningham & Stanovich Correlations:

8 LITERACY-RICH ENVIRONMENTS! Let’s start our tour… Research ALSO shows good readers can be fostered through:

9 To have students engaged in language, literacy-rich classrooms often include items from the next few slides. Please feel free to take notes of items you would consider adding to your environment on the provided organizer. (Pencil icon side)

10 PRINT MATERIALS: Labels Word Walls Signs Charts Posters Calendars Job charts Daily schedules

11 READING MATERIALS: Phone books Menus Cookbooks/Recipes Books (Fiction, Nonfiction, Poetry) Magazines Pamphlets Catalogs Class-compiled books Children’s dictionaries Atlases Newspapers Store flyers * Classrooms with varied, often- refreshed books in close proximity had a 60% increase in students reading. ~ Susan Neuman, 1999

12 WRITING MATERIALS: Utensils Pencils Markers Crayons Paint brushes and paint Dry erase markers Chalk Letter stamps & inkpads Shape sponges Surfaces Different types of paper Easel & Chart Paper Dry erase board Chalkboard Pavement Envelopes Clipboards

13 OTHER EVIDENCE OF LANGUAGE OPPORTUNITIES: CD players Headphones Music and Books on CD Computers/iPads Felt board with flannel story pieces Magnetic board with magnetic letters Modeling clay or dough Wikki stix Puppets Containers with labels/logos Stamps Personal book baskets or baggies Defined reading “nook” or area

14 Quick Write: As a table, make a Word Splash of any words or phrases that remind you of a literacy-rich classroom.

15 TEACHER’S ROLE: 50% Fiction, 50% Nonfiction Instructional Purpose:Text level: Read Alouds/Modeling Choose & scaffold complex texts Model metacognitive strategies, as well as comprehension strategies Model fluency, intonation, volume Guided Reading Group ELO Group (Skill & Strategy Practice) Comfortable to instructional level Observe/support students & prompt to use strategies: highlight unfamiliar words, sticky notes to record text-to-self /text-to-text/text- to-world connection or character trait, “word walk” to transact with text *Post-it flags!!! Independent Reading Very comfortable text level Students use strategies independently or with partner

16 TEACHER’S ROLE: Providing purpose; Accountability  Alphaboxes Students provided with sheet with individual alphabet letters in boxes. Can be a pre-reading, during, or after reading activity for students to generate questions, highlight key concepts, make connections, list unfamiliar words, etc.  Discussion Webs Graphic organizer for students to examine both sides of an issue before agreeing on a conclusion. (Open-ended ?, I agree…, I disagree…) Individual students think of own response to an open-ended question; Pair & discuss viewpoints; Join another pair; Choose a reporter to present final feelings to class Encourages collaboration, thinking, listening, reading, writing, higher order thinking, & is aligned with the Common Core.

17 CHANGING GEARS FROM TEACHER-LED TO… “What can the students do independently while the teacher is busy with other students?” “Perhaps workbooks and worksheets should be required to carry a warning: Caution. Sustained use of this product may cause reading/learning difficulties. Conversely books might carry a label that said: Research has demonstrated that regular reading of this product can reduce the risks of acquiring a reading/learning disability.” -Richard Allington, 2006

18 Magic Spoons…

19 STUDENT’S ROLE:  Students read, write, and speak about topics and participate in cooperative learning activities daily.  To work independently, centers initially need practiced for up to one month. Then, rotations need established.  Students can be taught a “whisper voice” by being shown that your vocal cords do not vibrate if talking at the proper volume.  “Use pass & don’t ask” rule in which you acknowledge students showing you a bathroom pass with a head shake to help decrease interruptions.  Another rule: Ask three friends before asking an adult.

20 Feel free to use the other side of your organizer to record your responses/thoughts as you watch the following video about centers: google&gl=US&hl=en&v=mYhiZah8vgE&nomobil e=1 google&gl=US&hl=en&v=mYhiZah8vgE&nomobil e=1 (Video icon side)

21  JUST A FEW EXAMPLES OF LITERACY-BASED ACTIVITIES (Could be a whole focus group!!!): Graphic organizers for accountability (SSR/buddy reading) Shopping lists, thank you notes, old calendar pages, icons/clipart, 6-word memoirs, handwriting practice (writing) “Guess the Reader”-Audacity recordings (listening) “Right Brain Reading” – Partner reading in which one student sits to the right and a little bit behind another student. The student in the back reads while the partner follows along. “Headbandz,” “Guess Who?,” hidden pictures or “I Spy,” retells with props/puppets (oral language) Charades, use all words in a story to be turned into an overhead transparency, memory match (vocabulary) (Writing as simple as icons to spark ideas)

22 Sheer volume of reading was a distinguishing feature of the high achievement classrooms. -Richard Allington, 2006

23 For the love of reading… Let’s put more miles on the page!!! (14.2+ minutes worth a day per student, to be exact)

24 Thank you for attending… Questions/Comments? Evaluation Did you sign in? Gift card winners

Download ppt "Creating a Literacy-Rich Environment March Focus Group Presented by: Tonya Kepner."

Similar presentations

Ads by Google