Please enable JavaScript.

Coggle requires JavaScript to display documents.

(2/2) APD 2211H: Growth & Change Graphic - Coggle Diagram

- - - - Think carefully about the learning potential of the read-aloud, considering: illustrations, how children might relate to it, rhyming text (phonological awareness), vocabulary, connections to classroom learning opportunities (Dollins, 2014)
      - Purposes of a Read Aloud
        
        Build background knowledge in necessary components for literacy development: vocabulary, print concepts, phonemic awareness, fluency → supported by key pre-literacy activities (Dollins, 2014)
        
        Motivate children to learn and explore through books → model expression and excitement (Dollins, 2014)
        
        Contextualize literacy learning: “By starting with the whole text, as opposed to isolated skills out of context, children can eventually connect and apply the skills shown to their own independent reading and writing endeavours” (Dollins, 2014, p.9)
      - Choose literature that will invite tier two vocabulary words into children’s vocabulary, particularly around vivid imagery (Dollins, 2014)
      - Ask both thin/thick (alternatively called) dry/juice questions because both are important: dry questions help students listen carefully and focus on facts while juicy questions give students opportunities to think and experiment with language (Dollins, 2014)
      - Learning concepts about print: knowledge that reading and writing are performed for various reasons and have many different purposes, including learning that English is read from top to bottom and left to right, identifying letters, words, punctuation marks (Dollins, 2014)
        
        Big book versions are helpful in making visible the learning about concepts of print, i.e. pointing to ! while using energetic tone and making this connection explicit (Dollins, 2014)
        
        Pointing out text features (table of contents, glossary, graphs) and their functions (Dollins, 2014)
        
        Model tracking the print: running a finger beneath the text to connect spoken words with the letters on the page (Dollins, 2014)
- - - - Recognizing which words in a set of words begin with the same sound
      - Isolating and saying the first or last sound in a word
      - Combining or blending the separate sounds in a word to say the word
      - Breaking or segmenting a word into its separate sounds
    - - Phonemic awareness instruction is most effective when children are taught to manipulate phonemes by using the letters of the alphabet; teach phonics and phonemic awareness concurrently in sequence (Put Reading First, 2001)
      - Phonemic awareness instruction is most effective when it focuses on only one or two types of phoneme manipulation, rather than several types (Put Reading First, 2001)
      - Generally, over the school year, your entire phonemic awareness program should take no more than 20 hours (Put Reading First, 2001)
      - Phonemic awareness is not the end goal, but rather a step towards learning letter-sounds and then decoding words and comprehending (Mesmer & Kambach, 2022)
      - Coordinate phonemic awareness with phonics instruction and ensure that your phonemic awareness and phonics instruction are targeting coordinated skills: “When teaching letter–sounds, PA instruction should focus on hearing beginning sounds and specifically, the focal sounds in the phonics lesson. When teaching word decoding, PA instruction should focus on blending and segmenting.” (Mesmer & Kambach, 2022, p. 63)
- - - - Wider performance audience: podcasts are accessible from any computer with Internet access, meaning families could watch it and broader audiences → amplified the authenticity of the reading context and deepened the validation they received for their work (Vasinda & McLeod, 2011)
      - Permanency: creating a lasting record of student work allowed students to find their voice and evaluate their own performances (Vasinda & McLeod, 2011)
      - Audio as visualizing medium: using technology as a visual cue (i.e. watching the volume tab and adjusting their volume to make the waves big enough, seeing visuals of the pauses that they were taking in their performance) and students using visual vocabulary to describe auditory work → visualization is a critical comprehension strategy closely related to inferring and students commenting that the podcasting helped them visualize the story (Vasinda & McLeod, 2011)
  - - - What students should read: text containing mostly words that students know or can decode easily (at independent reading level = 95% accuracy/misread only 1/20 words) and texts that are short (50-200 words); poetry is great because they can be short and contain rhythm, rhyme and meaning (Put Reading First, 2001)
- - - - Teaching specific words before reading helps both vocabulary learning and reading comprehension (pre-teaching) (Put Reading First, 2001)
      - Extended instruction that promotes active engagement with vocabulary improves word learning (Put Reading First, 2001)
      - Repeated exposure to vocabulary in many different contexts aids word learning (Put Reading First, 2001)
    - - Using dictionaries and other reference aids to learn word meanings and to deepen knowledge of word meanings (Put Reading First, 2001)
      - Using information about word parts to figure out meanings of words in text: knowing some common prefixes and suffixes, base words, and root words (Put Reading First, 2001)
      - Using context clues to determine word meanings: context clues are hints about the meaning of an unknown word that are provided in the words, phrases, and sentences that surround the word (Put Reading First, 2001)
- - - - Linking Instruction to Independent Writing: i.e., “When you are writing in your journals, you can…” to help students recognize the similarities between the modelled/shared contexts and the independent context (Williams, 2017)
    - - Resources for Topics: (1) Books as primary resource for identifying writing topics: “good writers write about the things they’ve read about” and (2) Students’ knowledge and experiences as resources for identifying writing topics: “good writers write about things they know about” (Williams, 2017)
      - Characteristics of Genre: Interactive writing to respond to a variety of genres that the students were reading: picture books, informational texts, realistic and fantastical fiction (Williams, 2017)
      - Monitoring Meaning and Sustaining Composing: Creating a comprehensible text involves rereading, revising, and editing with a distinction made between revising macrostructural aspects (i.e., add more information) and surface features of the text (i.e., grammar) (Williams, 2017)
      - Understanding the Orthography: Teaching specific characteristics of English orthography: concepts about print (i.e., spacing, left-to-right directionality), vowels/consonants, inflectional endings, “tricky” letters (i.e., silent letters) – using literate terms (i.e., vowel, proper noun, verb) to give students vocabulary for talking about written language) (Williams, 2017)
      - Word Solving: Problem-solving approach to spelling where teacher models practicing spelling away from text that students are writing with Elkonin boxes (phoneme segmentation) (Williams, 2017)
  - - - Children need to choose most of their own topics
      - Children need regular response to their writing
      - Children need to write a minimum of 3 days out of 5
      - Children need to publish/have authentic purposes for writing
      - Children need to hear their teacher talk through what they are doing as they write
      - Children need to maintain collections of their work
    - - Highly literate
      - Intensely interested in their students
      - committed to ensuring that their students have primary place in the classroom
      - committed to instilling a sense of responsibility in their students
      - high expectations
      - habits of teaching by showing, not telling
- - - - Problematizing all subjects of study and understanding existing knowledge as a historical product (Lewison et al., 2002)
      - Interrogating texts by asking questions such as “How is this text trying to position me?” (Lewison et al., 2002)
      - Including popular culture and media as a regular part of the curriculum for purposes of pleasure and for analysing how people are positioned and constructed by media (Lewison et al., 2002)
      - Developing the language of critique and hope (disruptive of traditional understanding of teacher as transmitters of knowledge and curriculum, uncritical) (Lewison et al., 2002)
      - Studying language to analyse how it shapes identity, constructs cultural discourses, and supports/disrupts the status quo (Lewison et al., 2002)
      - Select high-quality children’s literature - choose stories that centre the experiences of marginalised people; seek out stories that marginalised people have produced about themselves (Butterfield, 2020)
    - - Reflecting on multiple and contradictory perspectives (Lewison et al., 2002)
      - Using multiple voices to interrogate texts by asking questions such as “Whose voices are heard and whose are missing?” (Lewison et al., 2002)
      - Paying attention to and seeking out the voices of those who have been silenced or marginalised (Lewison et al., 2002)
      - Examining competing narratives and writing counternarratives to dominant discourses (Lewison et al., 2002)
      - Making difference visible (Lewison et al., 2002)
      - Offer opportunities for students to reflect on, express, and challenge their own perspective (Butterfield, 2020)
    - - Going beyond the personal and attempting to understand the sociopolitical systems to which we belong (Lewison et al., 2002)
      - Challenging the unquestioned legitimacy of unequal power relationships by studying the relationship between language and power (Lewison et al., 2002)
      - Using literacy to engage in the politics of daily life (Lewison et al., 2002)
      - Redefining literacy as a form of cultural citizenship and politics that increases opportunities for subordinate groups to participate in society and as an ongoing act of consciousness and resistance (Lewison et al., 2002)
      - Highlight local issues: bring in social media posts, new articles about local issues (Butterfield, 2020)
    - - Engaging in praxis - reflection and action upon the world in order to transform it (Lewison et al., 2002)
      - Using language to exercise power to enhance everyday life and to question practices of privilege and injustice (Lewison et al., 2002)
      - Analysing how language is used to maintain domination, how nondominant groups can gain access to dominant forms of language without devaluing their own language and culture, how diverse forms of language can be used as cultural resources, and how social action can change existing discourses (Lewison et al., 2002)
      - Challenging and redefining cultural borders, encouraging students to be border crossers in order to understand others, and creating borderlands with diverse cultural resources (Lewison et al., 2002)
      - “We are not interacting in class dialogue solely as individuals, but as members of larger social groups” (Ellsworth, 1992, p. 109) - address discrimination in our classrooms and work with marginalised students to ensure that they can engage as safely as possible in the way that works for them (Butterfield, 2020)