Critical Components of Early Learning in ELA: A Comprehensive Workshop Overview
Explore the essential elements of early learning in English Language Arts (ELA) through a workshop designed to reflect on, plan, and assess students' progress. Topics covered include curriculum alignment, planning support, assessment practices, and principles of effective early learning, such as holistic development and creating stimulating environments for children.
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Critical Components of Early Learning - ELA Catch-up (K-3) September 14, 2011
Business Name Tags and Introductions Expense forms...
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
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
Early Learning What do I know and learn about Early Learning?
KWL What do I know about Early Learning? What do I want to learn about Early Learning? What did I learn about Early Learning?
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
Components of Early Learning Creating Moving Singing Interaction- Language Observing Literacy Playing
Friendship Groups 1. Debbie, Leanne, Alison, Nicole Alicia, Roberta, Carmen Melissa, Cathie, Alexis, Danielle Carina, Amanda Lisa, Kathy, Nadine, Desiree, Raquel, Charlie 1. Debbie, Roberta, Cathie, Amanda Alicia, Leanne, Kathy, Charlie Melissa, Alexis, Danielle, Carmen Carina, Lisa, Nicole Nadine, Alison, Desiree, Raquel 2. 2. 3. 3. 4. 4. 5. 5. 1. Debbie, Leanne, Cathie, Danielle Alicia, Alison Kathy, Amanda Melissa, Alexis, Charlie Carina, Lisa, Nicole, Raquel Nadine, Desiree, Carmen, Roberta, 1. Debbie, Amanda, Raquel, Carmen Alicia, Cathie Leanne, Charlie Melissa, Kathy, Roberta, Desiree, Carina, Alexis, Lisa, Danielle Nadine, Alison, Nicole 2. 2. 3. 3. 4. 4. 5. 5.
English Language Arts What is this subject all about?
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.
Friendship Groups 1. Debbie, Leanne, Alison, Nicole Alicia, Roberta, Carmen Melissa, Cathie, Alexis, Danielle Carina, Amanda Lisa, Kathy, Nadine, Desiree, Raquel, Charlie 1. Debbie, Roberta, Cathie, Amanda Alicia, Leanne, Kathy, Charlie Melissa, Alexis, Danielle, Carmen Carina, Lisa, Nicole Nadine, Alison, Desiree, Raquel 2. 2. 3. 3. 4. 4. 5. 5. 1. Debbie, Leanne, Cathie, Danielle Alicia, Alison Kathy, Amanda Melissa, Alexis, Charlie Carina, Lisa, Nicole, Raquel Nadine, Desiree, Carmen, Roberta, 1. Debbie, Amanda, Raquel, Carmen Alicia, Cathie Leanne, Charlie Melissa, Kathy, Roberta, Desiree, Carina, Alexis, Lisa, Danielle Nadine, Alison, Nicole 2. 2. 3. 3. 4. 4. 5. 5.
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.
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?
Why do we ask students to do the things we ask them to do?
What can we do to develop good listeners? good viewers? good speakers? good readers? good writers? good representers?
What do we do with students who are already good speakers? good writers? good listeners? good readers? good viewers? good representers?
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
ELA Curricular Document What can I learn from what I have been given?
Broad Areas of Learning & Cross Curricular Competencies
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
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
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
Comprehend and Respond (Receptive Viewing, Listening, Reading) Compose and Create (Expressive Representing, Speaking, Writing) Can students identify the message? Can they identify the key ideas? Supporting details? Can students create a clear message? Content Can students identify different ways to deconstruct the message (Before, during and after) Can students use the creative process to create/ construct the message? (Before, during and after) Strategies Can students identify: Pragmatic Who is the intended audience? What is the purpose for the text? Textual How was this text created? What organization patterns are used? What textual features do I notice? Semantic What word choices were made? Were they effective? Why or why not? Syntactic What types of sentences are used? Do all sentences begin the same? Are there sentences of different lengths? Graphophonic What sounds/letters do I recognize? Other How can examining the elements help me understand the message? Cues and Conventions Who am I creating this for? What is my purpose? How should I organize this text? What text features do I need to include? What words should I use to best convey my message? Have I used a variety of sentence types? Sentence openers? Sentence lengths? How well do I use sounds/letters to communicate? How can I use the elements to communicate my message most effectively? Are students able to monitor their own learning? Their use of strategies and language cues and conventions? Are they given opportunities to reflect, react, revise? Can they set goals for future learning? Assess and Reflect
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
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.
Students need opportunities to: Learn to use language Learn about language Learn through language
What we do with students before, during and after engaging in a text will determine their growth, engagement and success.
We must continually ask ourselves if our students are thinking and learning, and what we need to do differently in order to help them.
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?
Friendship Groups 1. Debbie, Leanne, Alison, Nicole Alicia, Roberta, Carmen Melissa, Cathie, Alexis, Danielle Carina, Amanda Lisa, Kathy, Nadine, Desiree, Raquel, Charlie 1. Debbie, Roberta, Cathie, Amanda Alicia, Leanne, Kathy, Charlie Melissa, Alexis, Danielle, Carmen Carina, Lisa, Nicole Nadine, Alison, Desiree, Raquel 2. 2. 3. 3. 4. 4. 5. 5. 1. Debbie, Leanne, Cathie, Danielle Alicia, Alison Kathy, Amanda Melissa, Alexis, Charlie Carina, Lisa, Nicole, Raquel Nadine, Desiree, Carmen, Roberta, 1. Debbie, Amanda, Raquel, Carmen Alicia, Cathie Leanne, Charlie Melissa, Kathy, Roberta, Desiree, Carina, Alexis, Lisa, Danielle Nadine, Alison, Nicole 2. 2. 3. 3. 4. 4. 5. 5.
We cant 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?
We know our students have learned something when they
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
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
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
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
Find your theatre friends. Consider: What are the characteristics of an effective ELA program? Post on chart paper.
Friendship Groups 1. Debbie, Leanne, Alison, Nicole Alicia, Roberta, Carmen Melissa, Cathie, Alexis, Danielle Carina, Amanda Lisa, Kathy, Nadine, Desiree, Raquel, Charlie 1. Debbie, Roberta, Cathie, Amanda Alicia, Leanne, Kathy, Charlie Melissa, Alexis, Danielle, Carmen Carina, Lisa, Nicole Nadine, Alison, Desiree, Raquel 2. 2. 3. 3. 4. 4. 5. 5. 1. Debbie, Leanne, Cathie, Danielle Alicia, Alison Kathy, Amanda Melissa, Alexis, Charlie Carina, Lisa, Nicole, Raquel Nadine, Desiree, Carmen, Roberta, 1. Debbie, Amanda, Raquel, Carmen Alicia, Cathie Leanne, Charlie Melissa, Kathy, Roberta, Desiree, Carina, Alexis, Lisa, Danielle Nadine, Alison, Nicole 2. 2. 3. 3. 4. 4. 5. 5.
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
Minimum of five units in five contexts Five Contexts: 1. Personal and Philosophical 2. Social, cultural and historical 3. Imaginative and literary 4. Communicative 5. Environmental and technological TYPE OF UNIT Multi-genre thematic Multi-genre inquiry and/or interdisciplinary Author or genre study NUMBER OF UNITS per YEAR 3 (minimum) 1 (minimum) 1 (maximum)
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
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
Indicators Before, during, and after strategies Cues and Conventions b. c.
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?
Friendship Groups 1. Debbie, Leanne, Alison, Nicole Alicia, Roberta, Carmen Melissa, Cathie, Alexis, Danielle Carina, Amanda Lisa, Kathy, Nadine, Desiree, Raquel, Charlie 1. Debbie, Roberta, Cathie, Amanda Alicia, Leanne, Kathy, Charlie Melissa, Alexis, Danielle, Carmen Carina, Lisa, Nicole Nadine, Alison, Desiree, Raquel 2. 2. 3. 3. 4. 4. 5. 5. 1. Debbie, Leanne, Cathie, Danielle Alicia, Alison Kathy, Amanda Melissa, Alexis, Charlie Carina, Lisa, Nicole, Raquel Nadine, Desiree, Carmen, Roberta, 1. Debbie, Amanda, Raquel, Carmen Alicia, Cathie Leanne, Charlie Melissa, Kathy, Roberta, Desiree, Carina, Alexis, Lisa, Danielle Nadine, Alison, Nicole 2. 2. 3. 3. 4. 4. 5. 5.
Planning supports How can I make sense of my year and the units I will teach?
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
Supporting Documents Rubrics (Stage 2 UbD)
