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Critical Components of Early Learning - ELA

Critical Components of Early Learning - ELA

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Critical Components of Early Learning - ELA

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  1. Critical Components of Early Learning - ELA Catch-up (K-3) September 14, 2011

  2. Business • Name Tags and Introductions • Expense forms...

  3. Purpose for coming together • To explore and reflect on early learning • To examine ELA and how the new curriculum allows learning for all students • To introduce additional support materials for unit and year planning • To provide time to plan • To reflect on and respond to data

  4. Our day Early Learning What do I know about Early Learning? English Language Arts What is this subject all about? ELA Curricular Document What can I learn from what I have been given? Planning Supports How can I make sense of my year and the units I will teach? Assessment What is assessment? Why do I assess? What do I assess? • IF WE HAVE TIME: Book Leveling

  5. Early Learning What do I know and learn about Early Learning?

  6. KWL

  7. Principles of Early Learning • Children are competent learners • Children develop and learn holistically • Strong, positive relationships influence children • Stimulating and dynamic environments enhance student learning

  8. Components of Early Learning • Creating • Moving • Singing • Interaction-Language • Observing • Literacy • Playing

  9. Friendship Groups • Debbie, Leanne, Alison, Nicole • Alicia, Roberta, Carmen • Melissa, Cathie, Alexis, Danielle • Carina, Amanda Lisa, Kathy, • Nadine, Desiree, Raquel, Charlie • Debbie, Roberta, Cathie, Amanda • Alicia, Leanne, Kathy, Charlie • Melissa, Alexis, Danielle, Carmen • Carina, Lisa, Nicole • Nadine, Alison, Desiree, Raquel • Debbie, Leanne, Cathie, Danielle • Alicia, Alison Kathy, Amanda • Melissa, Alexis, Charlie • Carina, Lisa, Nicole, Raquel • Nadine, Desiree, Carmen, Roberta, • Debbie, Amanda, Raquel, Carmen • Alicia, Cathie Leanne, Charlie • Melissa, Kathy, Roberta, Desiree, • Carina, Alexis, Lisa, Danielle • Nadine, Alison, Nicole

  10. English Language Arts What is this subject all about?

  11. What is Early Literacy? Graffiti Activity 1. Individually think of words and phrases related to literacy and jot them down on a piece of paper. 2. With your “park” friends, brainstorm words and phrases related to literacy and jot them down on chart paper. 3. Create a group definition of literacy based on the words and phrases generated. Write the common definition of literacy at the bottom of the chart.

  12. Friendship Groups • Debbie, Leanne, Alison, Nicole • Alicia, Roberta, Carmen • Melissa, Cathie, Alexis, Danielle • Carina, Amanda Lisa, Kathy, • Nadine, Desiree, Raquel, Charlie • Debbie, Roberta, Cathie, Amanda • Alicia, Leanne, Kathy, Charlie • Melissa, Alexis, Danielle, Carmen • Carina, Lisa, Nicole • Nadine, Alison, Desiree, Raquel • Debbie, Leanne, Cathie, Danielle • Alicia, Alison Kathy, Amanda • Melissa, Alexis, Charlie • Carina, Lisa, Nicole, Raquel • Nadine, Desiree, Carmen, Roberta, • Debbie, Amanda, Raquel, Carmen • Alicia, Cathie Leanne, Charlie • Melissa, Kathy, Roberta, Desiree, • Carina, Alexis, Lisa, Danielle • Nadine, Alison, Nicole

  13. Developing Literacies p.3 and 4 Literacies are multi-faceted and provide a variety of ways, including the use of various language systems and media, to interpret the world and express understanding of it. Literacies involve the evolution of interrelated skills, strategies, and knowledge that facilitate an individual's ability to participate fully and equitably in a variety of roles and contexts – school, home, and local and global communities. To achieve this competency requires developing skills, strategies, and knowledge related to various literacies in order to explore and interpret the world and communicate meaning. English language arts requires students to use different literacies, including language literacy, effectively and contextually to represent ideas and understanding in multiple, flexible ways.

  14. ELA Word Sort • Consider the key ideas generated in the literacy definition activity. What was important? What are the key words and ideas that stand out in your mind? • How could you present these ideas in an effective and coherent graphic organizer, illustration, or mind map that represents the big picture of Language Arts?

  15. Why do we ask students to do the things we ask them to do?

  16. What can we do to develop… • good listeners? • good viewers? • good speakers? • good readers? • good writers? • good representers?

  17. What do we do with students who are already… • good speakers? • good writers? • good listeners? • good readers? • good viewers? • good representers?

  18. Learning in ELA…… is about reading and creating a variety of texts that examine the world, with all its beauty and flaws, and deciding for ourselves what it means to live and act in the world.Schnellert, Datoo, Ediger & Panas, 2009

  19. ELA Curricular Document What can I learn from what I have been given?

  20. Broad Areas of Learning &Cross Curricular Competencies

  21. Goal Areas • Compose and create - expressive strand and includes speaking, representing and writing • Comprehend and respond – receptive strand and includes listening, viewing and reading • Assess and reflect – reflecting on self and others and setting goals for language learning

  22. Emphasis • In the C and C goal area, the greatest emphasis rests on the work students do before producing a product • In C and R, this emphasis shifts to the work students do during their interaction with texts

  23. Goal area connections • Children demonstrate their learning and understanding in the receptive strands (comprehend and respond) through expressive means (compose and create). • Example: I show I can comprehend what I read by talking about it, writing down my thoughts and representing myself through drawings, charts, diagrams, videos and so on. • Therefore: You cannot teach each goal area in isolation. • EVERYTHING IS CONNECTED

  24. Contexts • Broaden and deepen students’ understanding of themselves, others, life and the world • Language learning happens within a context…we communicate and think about things -not as isolated skills

  25. Contexts • The contexts connect to the Broad Areas of Learning and the Cross Curricular Competencies. • They help us get students to where they need to be in their K-12 learning.

  26. Students need opportunities to: • Learn to use language • Learn about language • Learn through language

  27. What we do with students before, during and after engaging in a text will determine their growth, engagement and success.

  28. We must continually ask ourselves if our students are thinking and learning, and what we need to do differently in order to help them.

  29. Find your “restaurant” friends. • Consider: • How do we know students are thinking when they are viewing, listening, and reading? • How do we measure growth in the receptive strands?

  30. Friendship Groups • Debbie, Leanne, Alison, Nicole • Alicia, Roberta, Carmen • Melissa, Cathie, Alexis, Danielle • Carina, Amanda Lisa, Kathy, • Nadine, Desiree, Raquel, Charlie • Debbie, Roberta, Cathie, Amanda • Alicia, Leanne, Kathy, Charlie • Melissa, Alexis, Danielle, Carmen • Carina, Lisa, Nicole • Nadine, Alison, Desiree, Raquel • Debbie, Leanne, Cathie, Danielle • Alicia, Alison Kathy, Amanda • Melissa, Alexis, Charlie • Carina, Lisa, Nicole, Raquel • Nadine, Desiree, Carmen, Roberta, • Debbie, Amanda, Raquel, Carmen • Alicia, Cathie Leanne, Charlie • Melissa, Kathy, Roberta, Desiree, • Carina, Alexis, Lisa, Danielle • Nadine, Alison, Nicole

  31. We can’t see their minds at work so we must rely on their behaviours… • Are they engrossed in the text? • Are they asking questions? • Are they recording connections? • Are they noting significant or key ideas from quotations, illustrations, or a speech? • Can they summarize what they’ve read? • Can they make inferences? • Can they have deep conversations about what they are reading? • Are they open to other viewpoints? • Do they reread or revisit portions of the text?

  32. We know our students have learned something when they…

  33. Get better at a skill over time… • Listening, viewing, and reading closely and thoughtfully • Discussing topics and texts critically and insightfully • Creating and revising a variety of texts • Choosing, using, creating and adapting strategies for these skills

  34. Pull together ideas/ concepts from a variety of texts • Using various texts to speak about, write about, or represent a concept • Putting together various concepts to create a new concept or idea

  35. Apply acquired strategies and approaches to new situations • Finding themes in a poem or illustration, or drama using a strategy for finding themes in a story • Using symbolism in a representation of their learning • Using methods for holding thinking in their independent novels • Thinking critically about their own beliefs and values

  36. Engage in metacognition and self-regulation • Reflecting on their methods and learning • Engaging in self-assessment and goal-setting • Adjusting methods to be more successful in their learning

  37. Find your “theatre” friends. • Consider: • What are the characteristics of an effective ELA program? Post on chart paper.

  38. Friendship Groups • Debbie, Leanne, Alison, Nicole • Alicia, Roberta, Carmen • Melissa, Cathie, Alexis, Danielle • Carina, Amanda Lisa, Kathy, • Nadine, Desiree, Raquel, Charlie • Debbie, Roberta, Cathie, Amanda • Alicia, Leanne, Kathy, Charlie • Melissa, Alexis, Danielle, Carmen • Carina, Lisa, Nicole • Nadine, Alison, Desiree, Raquel • Debbie, Leanne, Cathie, Danielle • Alicia, Alison Kathy, Amanda • Melissa, Alexis, Charlie • Carina, Lisa, Nicole, Raquel • Nadine, Desiree, Carmen, Roberta, • Debbie, Amanda, Raquel, Carmen • Alicia, Cathie Leanne, Charlie • Melissa, Kathy, Roberta, Desiree, • Carina, Alexis, Lisa, Danielle • Nadine, Alison, Nicole

  39. An effective ELA Program… • Focuses on grade-specific outcomes • Provides meaningful contexts • Encourages inquiry, questioning and efficacy • Focuses on language • Teaches critical and powerful learning strategies • Includes a range of texts

  40. Minimum of five units in five contexts Five Contexts: Personal and Philosophical Social, cultural and historical Imaginative and literary Communicative Environmental and technological

  41. Engaging in curricula Identity, Community, and Social Responsibility • Kindergarten: “make connections; share and relate personal experiences” • Grade 1: “relate to own feelings, ideas, and experiences” • Grade 2: “make connections to prior learning and experiences” • Grade 3: “make comparison with personal experiences and across areas of study”

  42. Outcomes CR _. 2 Viewing CR _. 3 Listening CR _. 4 Reading CC _. 2 Representing CC _. 3 Speaking CC _. 4 Writing AR _. 1 Reflect & Assess all strands AR _. 2 Goal Setting

  43. Indicators • Before, during, and after strategies • Cues and Conventions

  44. Engaging in curricula With your “home” friends: • Looking at the outcomes and indicators what are the “Whats” (tasks), “Hows” (before, during, and after strategies) and “Criteria”…where does this information come from?

  45. Friendship Groups • Debbie, Leanne, Alison, Nicole • Alicia, Roberta, Carmen • Melissa, Cathie, Alexis, Danielle • Carina, Amanda Lisa, Kathy, • Nadine, Desiree, Raquel, Charlie • Debbie, Roberta, Cathie, Amanda • Alicia, Leanne, Kathy, Charlie • Melissa, Alexis, Danielle, Carmen • Carina, Lisa, Nicole • Nadine, Alison, Desiree, Raquel • Debbie, Leanne, Cathie, Danielle • Alicia, Alison Kathy, Amanda • Melissa, Alexis, Charlie • Carina, Lisa, Nicole, Raquel • Nadine, Desiree, Carmen, Roberta, • Debbie, Amanda, Raquel, Carmen • Alicia, Cathie Leanne, Charlie • Melissa, Kathy, Roberta, Desiree, • Carina, Alexis, Lisa, Danielle • Nadine, Alison, Nicole

  46. Planning supports How can I make sense of my year and the units I will teach?

  47. Supporting Documents • “Task Sheets” (Unpacking- Stage 1 UbD)- Comprehend & Respond and Compose & Create Outcomes: • Includes: • ELA Task • BDA • Knows & Do’s • Essential Questions & Enduring Understandings • Connections with other Outcomes

  48. Supporting Documents • Rubrics (Stage 2 UbD)