Post on 18-Jul-2018
Building the Bridge
Sandra Ball Lillah Martin April 2013
~ A Meaningful Journey ~
Agenda
• Our Learners
• Research
• Tools and Stories
• Applications
• Next Steps
Who are our learners?
curious
eager
playful
social
full of ideas
The Early Learner is . . .
Are You Beginning to be a Reader?
1. Are you 4,5,6 or more years old?
2. Do you like to talk?
3. Do you like to listen?
4. Can you write your name?
5. Can you already read some words?
6. Can you make up a story?
7. Can you remember a story from a book?
8. Do you like books?
9. Do you like to learn new things?
10. Do you want to learn how to read?
The Early Reader is…..
• aware of our language systems
• curious about and engaged with the text
• aware that reading has a purpose/meaning
• confident they have strategies to problem solve
"Well see," said Sasha, "it just
happened one day and suddenly it
felt like 'Yippee, I CAN READ,'"
and she threw up her arms and
laughed, "and it made me feel
different inside my tummy. I felt
kind of powerful." V. Polakow
Are You Beginning to be a Writer?
• Do you see people writing?
• Do you explore with print?
• Do you “write” and then read your “writing”?
• Can you write your name?
• Do you know you can write your thoughts?
The Early Writer is…
• trying to make sense
• excited about communicating
• attending to the complexity of our language, as well as staying engaged!!
• being honoured at their developmental level
• amazed and proud when you can read their work
A grade one child (not Japanese!) proudly
sharing her writing, “this is my Japanese writing
(very wiggly writing). This kind is easier for me
than this, (she points to her first 2 lines that
were done in conventional writing, with a great
amount of effort). And after that announcement
read aloud her “story”.
“Classrooms filled with print, language and literacy play, storybook reading, and writing allow children to experience the joy and power associated with reading and writing while mastering basic concepts about print that research has shown are strong predictors of
achievement.” from position statement- IRA and NAEYC (1998)
Time to talk – reading writing
bridges/
The bridge between reading and writing….
Research Says …
• active engagement helps a child build a network of strategies
• reading and writing are different processes that share a reciprocal relationship
• teacher’s knowledge about this relationship and scaffolding instruction will lead to success
• what children know in reading can help them in writing and what they know in writing can help them in reading
• once they understand this they will be successful
Dr. Richard L. Allington
*Professor of Education
*highly respected for research on
reading and writing success
*his interests include reading/learning
disabilities and effective instruction
*he has written many articles and books
*he was schooled in a one room school
Every Child Every Day… ~Allington~
• reads something he or she chooses
• reads accurately
• reads something he or she understands
• writes something personally meaningful
• talks with peers about reading and writing
• listens to a fluent adult read aloud
Anna Ingham
Believed that … a balance of reading, writing and spelling techniques organized in a pleasant environment led to success. While describing her program she will emphasize character building, good discipline, goals and the opportunity for students to celebrate each other's success.
“Born in the classroom, proven by research,
tested by time”
Born in 1911
“retired from the
classroom but not
from loving kids
and instructing
teachers”.
Anna Ingham
• started teaching in a one room school house in Saskatchewan in 1930
• created “the blended sight sound program of learning” to meet the diverse needs
• in 1995 won the order of Canada for her outstanding contribution to education
• celebrated her 100 birthday in 2011
“I see children motivated and eager to learn about
reading, writing and spelling.” (when using the
blended sight sound method)
A wonder…
• natural differentiation
• passion for teaching
• joy in learning
• celebration of success
Was it the one room
school house?
Faye Brownlie
In the midst of teaching the practicalities of words,
we do not forget their magic.
Our literacy curriculum must be designed to foster
interest and joy in words and their use.”
Fountas and Pinnell
Tools and their Stories
• Tools = helping to fix or solve
• Stories = making connections
• Tools + Stories = success
Why They Work?
• Tools help with spelling
• Tools help in reading
• Tools make you curious about and want to explore the world of print
• Stories give an anchor
• Stories provide a connection
• Stories can be shared
• Stories are fun
What are They Called?
• Tool sounds
• Bits or chunks or parts
• Phonics
• Helpful clues
• Blended sounds
• Interesting!!
… All will help children with writing and reading, and will inspire curiosity and interest in our amazing English language and way sounds and
words work together.
Explicit Teaching
• Show a model of the tool sound in a word
• Say the sound in isolation and in the word
• Identify the letters in the sound
• Identify where the sound lives in the word
• Ask for connections
The Tools
• vowels
• “c” or “k’ and “ck”
• bossy “r”
• magic e
• “h” brothers
• sounds of “y”
• igh
• ing
• blends
• elephant words
Vowels
• a,e,i,o,u and sometimes y
• they have more than one sound
• every word needs at least one
• every syllable needs at least one
c or k and ck with the vowels
• big round c goes with round a, o and u
• tall k with his running shoes goes with e, i with their running shoes
• this works for either the long or short sound of the vowels and the “K” sound of “c” or “k”
• ck join together at the end after all short vowel sounds
_ ack _ eck _ ick _ ock _ uck
Magic e
• comes at the end of a word and jumps over one letter (consonant) to make the vowel say its name
Magic e (tune of Twinkle Twinkle…)
Hello my name is magic e And you will love to come meet me When I show up, Vowels say their name. Which changes words like Sam to same. Magic e will make no sound Whenever he will come around.
Bossy r
• changes the sound of the vowel
• when r is beside the vowels, he lets them go first but he always makes them change their sound
• ir, ur and er all sound the same
h brothers
• ch, wh, th, sh and ph are brothers with the same last name
• make a unit sound
• can be anywhere in the word
*always says the “f” sound *can be anywhere in words
Sounds of Y as a vowel
• if y is at the end of a one beat word it always says “i”
• if y is at the end of a 2 or more beat word it always says “e”
igh
• one sound chunk “i”
• gh are always silent
• often seen with a “t”
ing
• a one sound chunk
• also with ~ ang, ong, ung,
Blends
• letters blend into one sound
• human blender
l s sl
Elephant Words
• eating words bit by bit
• there must be a vowel in every bit
• “hear” each syllable by saying slowly
• mark with swing lines
• sometimes you look for chunks
Applying the Tools
• Sing the songs
• Find the sounds in words
• Make lists of found words
• Over enunciate the sounds – be playful
• Celebrate the bridging between writing and reading and vice versa
• Share the stories with home
• Literacy Centres
Authentic Application
• introduce through shared reading and writing experiences – modeling, reflecting and noticing
• explicitly teach the tool sounds in context and in isolation
• practice the tool sounds in playful ways that bring meaning to the learning and strengthen the bridging between reading and writing
“By using various techniques, educators reach children
through the three major learning styles:
• Auditory
• Visual
• Kinesthetic or tactile
When classroom activities seem like play, children
respond well. Songs and games easily fit the bill through
enjoyable, creative lessons.”
Dr. William Dolch
Vowels
C or K ck
*make lists *postie notes *search
Bossy r
Magic e
H brothers
Sounds of Y
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igh
ing
blends
Eliminate virtually all worksheets and workbooks and use the money to expand classroom libraries. ~ Richard Allington~
If you can say it, you can write it.
If you can write it, you can read it.