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Creating a Literacy-Rich Environment

Creating a Literacy-Rich Environment. March Focus Group Presented by: Tonya Kepner. Perks of attending today…. ACT 48 hours if you combine today’s hour with two more focus group hours this year. NOTE:

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Creating a Literacy-Rich Environment

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

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

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

  7. Correlations: • 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

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

  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. 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 READING MATERIALS:

  12. 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 WRITING MATERIALS:

  13. 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 OTHER EVIDENCE OF LANGUAGE OPPORTUNITIES:

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

  15. TEACHER’S ROLE: 50% Fiction, 50% Nonfiction

  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: http://www.youtube.com/watch?client=mv-google&gl=US&hl=en&v=mYhiZah8vgE&nomobile=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) http://www.youtube.com/watch?client=mv-google&gl=US&hl=en&v=aThOZNFrCEM&nomobile=1 (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. Thankyoufor attending… • Questions/Comments? • Evaluation • Did you sign in? • Gift card winners

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