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VSB May 1 and 2 2019 Literacy and Assessment

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Lisa Schwartz
Lisa Schwartz

This document provides guidance for teaching literacy skills in 3 main areas: 1) Reading strategies to support fluency and understanding, including interactive literacy talks on familiar texts. 2) The importance of time for independent reading and using literacy centers to build various skills. 3) Supporting primary writers through playful language exploration, feedback rather than perfection, and collaboration.

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TEACHING WITH BIG IDEAS Language and story can be a source of creativity and joy Playing with language helps us discover how language works
WHATS IMPORTANT Focus on Meaning Time in the day to read books for the head and heart Choice Explicit lessons around reading strategies Skill practice happens within running text (dont over do phonics) Eyes on Print- You get better at reading by reading Feedback- what is going well. A next step to move learning forward
READING STRATEGIES TO SUPPORT FLUENCY AND UNDERSTANDING
Highly interactive. A quick and focused time of the day (10 minutes). Instruction can be differentiated by calling on students to interact with the text appropriate to their needs. Becomes a familiar text for children to reread. LITERACY TALKS
Photo Taken from Pink is for Blobfish
Photo taken from Pink is for Blobfish
THE POWER OF FEEDBACK IN READING INSTRUCTION Constantly scanning and noticing how the students are engaged in this lesson Noticing who knows the letters, the sight words, the new vocabulary These literacy talks can inform future teaching (small group, whole class and individual)
Directionality and space between words The difference between a letter and a word Fluency and Self-monitoring while reading Reading Strategies Letter Sounds Punctuation Sight words (high frequency words) POSSIBLE POINTS OF FOCUS FOR LITERACY TALKS
What about more fluent readers who are Well on their reading journey?
VSB May 1 and 2 2019 Literacy and Assessment
VSB May 1 and 2 2019 Literacy and Assessment
TIME IN THE DAY TO READ BOOKS FOR THE HEAD AND HEART Just right for the head (books to build fluency) Just right for the heart (books that suit our passions, not necessarily at our just right reading level)
LITERACY CENTRES WHAT ARE SOME OTHER WAYS TO GET EYES ON PRINT? WHAT ARE THE REST OF THE STUDENTS DOING DURING SMALL GROUP READING EXPRESSION?
READ LIKE A ROCK STAR
READ LIKE A TEACHER
TEENY TINY TINS
VSB May 1 and 2 2019 Literacy and Assessment
WHAT WORDS LIVE IN THESE LETTERS? Centres to build on skills
READ TO A STUFFIE
CATS CRADLE How To Literacy Centres
WOULD YOU RATHER?
JOKE BOOKS
DID YOU KNOW?
If we dont have gravity, we will fly up to the sky Read Like a Scientist
VSB May 1 and 2 2019 Literacy and Assessment
READ LIKE AN AUTHOR
Early readers: Just right books, repeated reading of the same books, expert books. More developed readers: A variety of genres. Read to self, read to a friend, read to an adult. Reflection: I liked. I learned. I am wondering about. BROWSING BAGS
BROWSING BAGS
VSB May 1 and 2 2019 Literacy and Assessment
VSB May 1 and 2 2019 Literacy and Assessment
TIPS & TRICKS FOR LITERACY CENTRES Go slow. Be patient with you and your students Teach each centre explicitly Consider going from less choice to more choice as comfort increases Start with a few centres Keep it fresh Heterogeneous vs. homogeneous
DIFFERENT KINDS OF FEEDBACK DURING LITERACY CENTRES Reading with individual students and noticing the books they are reading and what strategies they are using. Modelling at different centres how to use the centre and all the possibilties Scanning
SUPPORTING OUR PRIMARY WRITERS
BIG IDEA: Playing with language helps us discover how language works. BIG IDEA: Language and story can be a source of creativity and joy English Language Arts Curriculum
BIG IDEAS Create a community of writers Find joy in writing Strategies and feedback Content over perfect spelling Better together (collaboration counts) Think carefully about scribing
BIG IDEAS FOR LESSONS We write for a purpose Writers use interesting hooks to draw the reader into our writing Writers add powerful words or details to help the reader get a picture in their minds.
ASSESSMENT AND FEEDBACK To move writing forward, give students immediate feedback. Conference with students as they are writing. Set personal goals for students and record it on their Things I am working on sheet. Determine whole class and small group mini lessons from the conferences.
Keep your target steady Set criteria for students and keep it simple Focus on content more than grammar and spelling (2/3 quality content and 1/3 mechanics) CRITERIA
An interesting hook Powerful words SAMPLE CRITERIA
VSB May 1 and 2 2019 Literacy and Assessment
VSB May 1 and 2 2019 Literacy and Assessment
WRITING STRATEGY: GIVING A BANK OF DESCRIPTIVE WORDS Pre- Reading Strategy: Pull words out of text that are powerful. Students word solve in partners or small groups. Explain how they word solved. Connect the words together as a group to build background knowledge and predictions about the story. Sort or group the words together through student connections.
VSB May 1 and 2 2019 Literacy and Assessment
WRITING STRATEGY PART 2 During Reading: Draw attention to the words as they are being read in the story. Check our predictions. Enjoy the story together.
WRITING STRATEGY PART 3 After Reading: Students write trying to incorporate the words from the pre-reading strategy. Students may retell the story or go in a totally new direction. Build criteria about their writing before they begin.
VSB May 1 and 2 2019 Literacy and Assessment
VSB May 1 and 2 2019 Literacy and Assessment
VSB May 1 and 2 2019 Literacy and Assessment

More Related Content

VSB May 1 and 2 2019 Literacy and Assessment

  • 1. TEACHING WITH BIG IDEAS Language and story can be a source of creativity and joy Playing with language helps us discover how language works
  • 2. WHATS IMPORTANT Focus on Meaning Time in the day to read books for the head and heart Choice Explicit lessons around reading strategies Skill practice happens within running text (dont over do phonics) Eyes on Print- You get better at reading by reading Feedback- what is going well. A next step to move learning forward
  • 3. READING STRATEGIES TO SUPPORT FLUENCY AND UNDERSTANDING
  • 4. Highly interactive. A quick and focused time of the day (10 minutes). Instruction can be differentiated by calling on students to interact with the text appropriate to their needs. Becomes a familiar text for children to reread. LITERACY TALKS
  • 5. Photo Taken from Pink is for Blobfish
  • 6. Photo taken from Pink is for Blobfish
  • 7. THE POWER OF FEEDBACK IN READING INSTRUCTION Constantly scanning and noticing how the students are engaged in this lesson Noticing who knows the letters, the sight words, the new vocabulary These literacy talks can inform future teaching (small group, whole class and individual)
  • 8. Directionality and space between words The difference between a letter and a word Fluency and Self-monitoring while reading Reading Strategies Letter Sounds Punctuation Sight words (high frequency words) POSSIBLE POINTS OF FOCUS FOR LITERACY TALKS
  • 9. What about more fluent readers who are Well on their reading journey?
  • 12. TIME IN THE DAY TO READ BOOKS FOR THE HEAD AND HEART Just right for the head (books to build fluency) Just right for the heart (books that suit our passions, not necessarily at our just right reading level)
  • 13. LITERACY CENTRES WHAT ARE SOME OTHER WAYS TO GET EYES ON PRINT? WHAT ARE THE REST OF THE STUDENTS DOING DURING SMALL GROUP READING EXPRESSION?
  • 14. READ LIKE A ROCK STAR
  • 15. READ LIKE A TEACHER
  • 18. WHAT WORDS LIVE IN THESE LETTERS? Centres to build on skills
  • 19. READ TO A STUFFIE
  • 20. CATS CRADLE How To Literacy Centres
  • 24. If we dont have gravity, we will fly up to the sky Read Like a Scientist
  • 26. READ LIKE AN AUTHOR
  • 27. Early readers: Just right books, repeated reading of the same books, expert books. More developed readers: A variety of genres. Read to self, read to a friend, read to an adult. Reflection: I liked. I learned. I am wondering about. BROWSING BAGS
  • 31. TIPS & TRICKS FOR LITERACY CENTRES Go slow. Be patient with you and your students Teach each centre explicitly Consider going from less choice to more choice as comfort increases Start with a few centres Keep it fresh Heterogeneous vs. homogeneous
  • 32. DIFFERENT KINDS OF FEEDBACK DURING LITERACY CENTRES Reading with individual students and noticing the books they are reading and what strategies they are using. Modelling at different centres how to use the centre and all the possibilties Scanning
  • 34. BIG IDEA: Playing with language helps us discover how language works. BIG IDEA: Language and story can be a source of creativity and joy English Language Arts Curriculum
  • 35. BIG IDEAS Create a community of writers Find joy in writing Strategies and feedback Content over perfect spelling Better together (collaboration counts) Think carefully about scribing
  • 36. BIG IDEAS FOR LESSONS We write for a purpose Writers use interesting hooks to draw the reader into our writing Writers add powerful words or details to help the reader get a picture in their minds.
  • 37. ASSESSMENT AND FEEDBACK To move writing forward, give students immediate feedback. Conference with students as they are writing. Set personal goals for students and record it on their Things I am working on sheet. Determine whole class and small group mini lessons from the conferences.
  • 38. Keep your target steady Set criteria for students and keep it simple Focus on content more than grammar and spelling (2/3 quality content and 1/3 mechanics) CRITERIA
  • 39. An interesting hook Powerful words SAMPLE CRITERIA
  • 42. WRITING STRATEGY: GIVING A BANK OF DESCRIPTIVE WORDS Pre- Reading Strategy: Pull words out of text that are powerful. Students word solve in partners or small groups. Explain how they word solved. Connect the words together as a group to build background knowledge and predictions about the story. Sort or group the words together through student connections.
  • 44. WRITING STRATEGY PART 2 During Reading: Draw attention to the words as they are being read in the story. Check our predictions. Enjoy the story together.
  • 45. WRITING STRATEGY PART 3 After Reading: Students write trying to incorporate the words from the pre-reading strategy. Students may retell the story or go in a totally new direction. Build criteria about their writing before they begin.

Editor's Notes

  • #4: These are my mini lessons. My points of focus
  • #7: A lesson for 7-10 minutes to focus on reading strategies and making meaning. See handout for more details.
  • #9: Give examples of how to differentiate during the lesson.
  • #11: Explode a sentence (see, think, wonder)
  • #22: Justin Heimberg and David Gomberg
  • #36: lisa
  • #37: lisa
  • #47: The good knight had a shimmery glimmery sword he lived in a casle he had a horse name max then he heard a noise he went in his horse and when the knight went clippety clopl then he saw a deep dark cave he was shy to jump in but he was a good knight so he jumped in and saw a dragon and it was about to
  • #48: In the deep dark cave lived a bear. He had a very loud roar. He saw a bat. The bear was hungry for fish. Every morning he was hungry for fish. He was a grizzly bear. He had a brother.
  • #49: Once upon a time a good knight drew drew a sword