Links to Literacy
Transcription
Links to Literacy
Links to Literacy Presented by the Polk Local Assistive Technology Team WHAT ARE LITERACY CENTERS? Our Goal Literacy Stations are: Areas within the classroom where students can work alone or interact with one another using instructional materials to teach, reinforce and/or enrich a skill or concept. Diller, Debbie. Literacy Work Stations. Portland: Stenhouse Publishers, 2003. Why are they important: Eric Jensen writes “A change in location is the easiest way to get the brain’s attention” • Gives students the opportunity to practice previously learned skills • Helps to promote independence as well as collaboration Differences between Traditional Centers and Literacy Stations Traditional Centers • Materials may have only been introduced once • Centers change on a weekly basis Literacy Stations • Materials are taught first then placed in station • Stations stays up all year. The material is changed to reflect topics, level or strategies taught Differences between Traditional Centers and Literacy Stations Traditional Centers Literacy Stations • Centers are often used by students when they finish their work • All students do the same activity • Student use stations in a meaningful independent manner daily • Materials are differentiated to meet different needs and levels Three Core Literacy Centers • Reading Comprehension • Fluency • Word Study – Oral Language, Phonemic Awareness, Phonics, Vocabulary *Each activity should be leveled for independent reading (95-100% accuracy) Southall, Margo. Differentiated Literacy Centers. New York City: Scholastic, 2007. Planning to Meet Needs • Assessment Data – Formal and Informal Assessment • Level of Support • Learner Profile – Interest Inventory Southall, Margo. Differentiated Literacy Centers. New York City: Scholastic, 2007. Teachers Role • Modeling – Students must first see many demonstrations • Risk Free – Practice with a peer when learning something new • Independent Work Level – Differentiate assignments to meet students individual levels and avoid behavior problems • Clear Explicit Expectations – Be sure that students really understand the activities and review the rules often • Accountability – Tracking student use and progress Ideas for Setting Up a Station • Directions – Auditory; Tape recorder, Single message device(BigMacK) – Visual;(Microsoft Word with clipart, Boardmaker, Writing with Symbols. Pix writer) • Buddy or Me • Activity easily accessible and differentiated for all students (responses-verbal, typed, written) • Assistive Technology – Is not always a computer • Special Activity – supplemental/differentiated activity • Accountability log Organizing • Rotations – Avoid catch up time •Rotate twice •Add a work study center •Choice menu for those who finish quickly • Time each center 20-25 minutes – Allow 3 minutes for clean up • Have visuals to label centers • Do Not Disturb for the teacher • Tracking and Organizing Southall, Margo. Differentiated Literacy Centers. New York City: Scholastic, 2007. FLORIDA’S READING FORMULA Florida's Formula for Reading Success 6+4+ii=iii THE SWEET SIX Oral language (New!) Phonemic awareness Phonics Fluency Vocabulary Comprehension And we include writing Florida Center for Reading Research http://fcrr.org/SCASearch/ Fab 4 • Screening Progress monitoring Diagnosis Outcome measures (New!) Ii: Initial Instruction 90 Minute block * An effective reading program has to integrate the six instructional components of effective reading instruction into a comprehensive and cohesive instructional design. * Classroom teachers must use assessment data to plan for and provide "student-tailored" instruction that includes the following: Explicit instructional strategies Coordinated instructional sequences Differentiated instruction Print-rich instruction * Whole group/small group * All students, using differentiated instruction iii=Immediate Intensive Intervention 90-minute reading block * Small group or one-on-one * Students with reading deficiencies * Minimum of 20 minutes/day until deficiency is remedied May be provided by: * Classroom teacher * SAI teacher * ELL teacher * Reading recovery teacher * Reading resource teacher Oral Language • Oral language involves both speaking and listening for vocabulary development. • Children need opportunities to engage in frequent conversations talking and listening to responsive adults as well as with their peers. Oral Language • Oral language as the primary support for thinking, leads naturally to written communication, which, in turn helps readers expand their thinking and use oral language with greater skill. • It is a way for readers to construct knowledge, generate new thinking, clarify their own thinking and rehearse thoughts for writing Oral Language Strategies Generating Questions • Students who ask questions about what they read comprehend more… • Readers practice generating questions & answers as they read text using sticky notes or they may orally ask questions during partner reading • Increase student talk by teaching students how to ask questions and use partner talk opportunities Oral Language Strategies Class Discussion Text discourse guides students to understand text at a more sophisticated level. Wilkinson & Silliman, 2000 Text discourse builds on ideas and promotes meaningful connections between ideas. Gersten et al., 2001 Oral Language Strategies Summarizing and Retelling • Prompt students to talk in complete sentences • When you model a retell, try to use some of the target vocabulary in the retell if possible • Demonstrate how to use simple sketches and diagrams when completing retell sheets • Retell sheets may be used for monitoring and student partner checks (evidence of learning) Santoro, Chard, Howard & Baker, 2008 Oral Language Strategies • Recognize when students have contributed to a discussion by repeating or rephrasing: T: Brian noticed that the mother in the story was angry. • Present questions that turn the thinking back to students for further consideration. T: Maria thinks the girl is upset. Does anyone know why she is upset? Phonemic Awareness • The ability to hear, identify, and manipulate sounds of spoken words. – – – – – Recognizes individual sounds (phonemes) Recognizes same sounds Recognizes odd sounds in words Combines sequence of sounds (blending) Breaks a word into separate sounds (segmenting) Phonemic Awareness Resources • Software – Phonics Companion – Earobics 1,2 & Adolescent – Kidspiration • Internet Resources – – – – – http://www.songsforteaching.com http://www.findsounds.com www.enchantedlearning.com/Rhymes.html http://www.uiowa.edu http://www.freereading.net/ Phonemic Resources • Lite Tech – Tape Recorder • DLM • Jack Hartman – Language Master/ Tutorette – Whisper Phones • Mid Tech – Leap Frog Desk, Mat, Pad Phonics • Understands the relationship between letters of written language and sounds of spoken language – Identifies useful series of sounds – Teach them in a logical sequence – Apply sounds to reading and writing Phonics Resources • Software – – – – – Startwrite Phonics Companion Reader Rabbit Baileys Book House Lets Go Read • Internet – – – – – Starfall.com www.kizclub.com http://pbskids.org/lions/ http://pbskids.org/lions/videos http://www.earobics.com/gamegoo/gooey.html Phonics Resources • Lite Tech – Page up – Magnetic or stamp Letters – Word Walls • Mid Tech – Franklin Homework Wiz – Cheap Talk /Partner 4 Fluency • Read text accurately and quickly – Bridge between word recognition and comprehension – With Fluency a child needs to read & reread decodable words and connect the text – Two approaches to improve Fluency •Direct •Indirect Fluency and Automaticity 1. Have the students read orally for one minute from text at their grade level. Ask students to read in a normal manner, not too fast or too slow. 2. Administer 3 probes. 3. Count the number of correct words in one minute. Include errors in the one minute period. Grade Fall Winter 1 Spring 60 WPM 2 53 78 94 3 79 93 114 4 99 112 118 5 105 118 128 6 115 132 145 7 147 158 167 8 156 167 171 Fluency Resources • Software – – – – Kurzweil, Wynn,textHelp Soliloquy Living Books Fluent Reader • Internet Resources – – – – www.magickeys.com/books www.readingrockets.org www.LDonline.org Readers theater website (www.Reading Lady.com) (3 Little Wolves) – Dolch Powerpoint List Fluency Resources • Lite Tech – Timers & Time timer software – Taped recorded stories – Students read to a tape • High Tech – Scanners & Computers Vocabulary Vocabulary is expressive (what you say) and receptive (what you understand) – Words used to verbally communicate effectively – Words that you use to write – Words that you recognize in print Selecting Vocabulary • Tier 1 - basic words (baby, happy) • Tier 2 – high-frequency words for mature language users – key focus for instruction (prefer, absurd) • Tier 3 – low frequency words with meaning limited to specific domains (peninsula, isotope) Center Possibilities • Students tell what words mean using their own words • Have students give examples and non examples • Pair words and have students consider how they are related: Would you suppress a profound thought? • Match words to pictures • Fit words into closed sentences • Match words to definitions in timed activity. • Give examples of word use in alternate contexts Vocabulary Resources • Software – – – – – – – – Kidspiration/Inspiration Boardmaker Reader Rabbit Writing with Symbols Pix Writer Picture It StartWrite Intellitools programs – – – – – merriam-webster.com /wordcentral.com vocabulary.com readwritethink.org/materials/comic/index.html www.readwritethink.org/materials/wordbuild/ Factmonster.com/WordWise • Internet Vocabulary Resources • Lite Tech – Franklin Dictionary – Reading Pen – All-Turn-It Spinner Comprehension • Understanding what is read – Make connections to self or real world – Graphic Organizers – Find Main idea and details •Drawing conclusions – Retelling/Summarizing – Asking and answering “WH” questions Comprehension Resources • Software – Kurzweil/Wynn/ Read&Write Gold/ eReader – NaturalReaders – Inspiration/Kidspiration – Don Johnston, Start-to-Finish Books – Intellitools, BalanceLiteracy • Internet – – – – – www.storyplace.org www.tumblebooks.com http://www.storylineonline.net/ http://www.janbrett.com/ www.readprint.com Comprehension Resources • Symbol World • Lite Tech – – – – – – Color filters Reading guides Post It Notes Highlighter pens & tapes Arrow Page Fluffers • Mid Tech – Iris Pen II – Reading Pen • High Tech – Scanners & Computer EliveSymbol World Contains: News Films Fun(Jokes) Games Features Community Recipes Writing • Writing Centers can help students develop, practice and demonstrate their literacy skills. • Recent research that 70% of the students graded classroom responses are a result of written communication Writing • Writing Mechanics – Raised Line Paper – Pencil Grips – Highlighters, pencils, pens – Writing Guides – Slant Board – Alpha Smart, Neo, DANA, Writer – Intellikeys – Mini keyboards – Software StartWrite – Wikkistix • Lite Tech – Electronic Spell Check – Digital Recorder • High Tech – Discover – Computers Writing Software • Software – Talking word Processors • • • • • • Scholastic Key Customize Office Toolbar Co: writer Write Outl oud IntelliTalk3 Kurzweil, Wynn, Read & Write Gold • Speak Write 101 (Polk County only) – Voice Recognition • Dragon Naturally Speaking • Word 2000 & XP • Symbols to Text – – – – Clicker 4 Writing With Symbols Pix Writer Picture IT • Multi Media – BuildAbility – PowerPoint – IntelliPics Studio Writing Internet Resources • Internet – – – – www.readwritethink.org/materials/storymap www.eduplace.com/graphicorganizer www.literacycenter.net/parents_teacher www.dltk-kids.com/type/writing_paper.htm • Inspiration/Kidspiration • Draft: Builder http://www.polk-fl.net/staff/resources/ese/resources.htm