Reading and Writing Through Inquiry in the PYP - PowerPoint PPT Presentation

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Reading and Writing Through Inquiry in the PYP

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  1. Reading and Writing Through Inquiry in the PYP Report on Regional Workshop Lima, October 7-9, 2009 Patricia Escobar, Head of Primary Claudia Fayad, PYP Coordinator

  2. Central Idea Reading and Writing through inquiry is an effective way for learners to be actively involved in constructing their own meaning by reading, writing, listening, speaking, viewing and presenting.

  3. Concepts CONNECTION Communication PERSPECTIVE Beliefs RESPONSIBILITY Initiative

  4. Lines of Inquiry • Our own literacy histories • Our beliefs, theories and practices • Language as a tool for inquiry and thinking • Developing balance in Language Arts

  5. OurOwnLiteracy Histories

  6. OurOwnLiteracy Histories II

  7. OurOwnLiteracy Histories III

  8. Our Beliefs, Theories and Practices • Who are you as a reader and a writernow? • Howwould I knowifyou are a reader and a writerif I walkedintoyour classroom? • Whatkind of a reader and writerwould I assumeyou are? • How do youmakeitexplicittoyourstudentswhoyou are as a writer and a reader? • Whyisthisimportant?

  9. Our Beliefs, Theories and Practices II

  10. Our Beliefs, Theories and Practices III

  11. Our Beliefs, Theories and Practices IV • DecodingPerspective • SkillsPerspective • WholeLanguagePerspective BALANCED APPROACH

  12. Language as a ToolforInquiryand Thinking

  13. Language as a ToolforInquiry and Thinking II

  14. Language as a ToolforInquiry and Thinking III • Inquiryenhanceslearning • Inquirywedsthe Social, theIntellectual and the Personal Self • Inquiryrequiresthemanaging of imposition

  15. Language as a ToolforInquiry and Thinking IV

  16. Studentsengaged in Inquiry • Curious • Searchingformeaning • Intelligent in a range of ways • Experienced/somethingtooffer • Thinkers • Collaborators • Active • Risk-takers • Co-learners and co-teachers KathyMurdoch

  17. I N Q U I R Y INFORMATION-SEEKING • Inclinedtowardclosure • Elicitinformation • Work-ful • Thegoalisproduct • Somethingtobeknown, confirmedorexplained • goingaftersomething • Home is actual world • Dealingwiththe factual WONDERING • Attempttoholddiscourse open • Invitingconjecture and speculation • Playful • Thegoalisengaging in theprocessitself • Reflectingprimarilyforitsownself • reflectingonsomething • Home ispossibleworlds • Dealingwithpossibility

  18. SupportingInquiryActs • Connections—elicited • Creativity—safe & trustingenvironment • Collaboration—active listeningenforced • In-Process—‘rough-draft’ talkencouraged • Variety—expressiveforms & discourse, diverseperspectivesvalued

  19. Frontloading(BuildingonBackgroundKnowledge) • Presentinformation and skills • Activitiesneedtobestructured in open-endedways: • Case-studycomparison • VennDiagramsummarising • Mind-mappingdiscoveries • Sharing in groups • Articlejigsaw • Reflectivejournals

  20. Frontloading (II)(BuildingonBackgroundKnowledge) • Studentsneed • EXPOSURE • EXPERIENCE • TIME • Teachskills • Discuss perspectives • Connect to central idea

  21. Developing Balance in Language Arts • Howtogetstudentstobebetterreaders and writers? • BY HAVING THEM READ AND WRITE! • The more theyread, thebetterreaderstheywillbecome! • The more theywrite, thebetterwriterstheywillbecome!

  22. Developing Balance in Language Arts IIPRESCHOOL YEARS • Makechildren WANT TO LEARN toRead and Write(fun & useful) • Makesureyouhave Reading and Writingactivitieswithchildren EVERY DAY • Reading and Writingwithyoungchildren: • TO them • WITH them • BY themselves

  23. Developing Balance in Language Arts IIILOWER PRIMARY (1st Grade up) • Guided Reading • Reading Comprehensionstrategies • Independent Reading • Read-aloud • SustainedSilent Reading & conferencing • “Recommend a Book”

  24. Developing Balance in Language Arts IVLOWER PRIMARY (1st Grade up) • Writing • Writing mini-lesson • IndependentWriting & conferencing • “Author’sChair” • Word Work • PhonemicAwareness & Phonics • Rhymingwords, beginning & endingsounds • CVC, CVCepatterns • Spelling

  25. Developing Balance in Language Arts VUPPER PRIMARY (4thGrade up) Reading • Shared Reading (with) • Guided Reading (with and by) • Independent Reading (readingby)

  26. Developing Balance in Language Arts VIUPPER PRIMARY (4th Grade up) Writing • ExpressiveWriting Personal—e.g.: newsboard, personal recounts, shopping lists, Christmas lists, diaries • Poeticwriting Retellingknownstories, poetrylabelsforillustrations, languageexperiences, picture webs, booksreports, comics • TransactionalWriting Factual—e.g.: writinginstructions and recountevents

  27. TheMotherTongue • L1 isempowering • L1 lowersaffectivefilter, makesiteasier • L1 makes input comprehensive • L1 allowssuccessfulpredictionsabout target language • L1 allows transfer (e.g.: knowledge of literacy, concepts) • L1 is a toolforauthenticinquiry • “No understanding—no engagement— no learning!” StevenKrashen

  28. SuggestedReadings • Makingthe PYP Happen: Language in thePrimaryYearsProgramme (pg. 68) • LanguageScope & Sequence: Introduction • ProgrammeStandards & Practices (bestreference!) • Children’sPicturebooks (University of Miami Ohio) Database of more than 9000 books http://www.lib.muohio.edu/pictbks/search/

  29. Summative Assessment • In groups of 4 • Select a picture book • Design a literature-based engagement

  30. Enduring Understandings Children (and teachers) have beliefs about what good reading/writing is, which affects how they learn

  31. Enduring Understandings II • Inquiry is a philosophical stance that underlies everything we do in school

  32. Enduring Understandings III • The PYP holds a specific philosophy and belief system about the teaching of Reading and Writing to which we have a responsibility to adhere

  33. Enduring Understandings IV • Reading and Writing are tools for thinking about the self and the world

  34. Enduring Understandings V • There are authentic opportunities for the development of Reading and Writing through the units of inquiry

  35. Enduring Understandings VI • There are connections between oral, visual and written language

  36. Enduring Understandings VII • A balanced literacy curriculum is comprised of three interdependent aspects: • Learning language • Learning ABOUT language • Learning THROUGH language

  37. Enduring Understandings VIII • Reading and Writing in the PYP can be supported by a variety of resources that align with the philosophy of the programme

  38. “Whereyou are isan ok place tobe—itisnotan ok place tostay.”

  39. Thank you!