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Purpose of Text Types for Shared Reading

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SCIS EY Session 1 Play, Inquiry, Literacy Oct 2022 (English)

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IBPYP Early Years Approaches to Learning (Student)

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IBPYP Early Years Approaches to Learning (Student)

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molly@erinkentconsulting.com

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aiqinli86@gmail.com

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SCIS EY Session 1 Play, Inquiry, Literacy Oct 2022 (English) (1)

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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Reading and Writing Workshop in International Schools FB Group

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Reading and Writing Workshop in International Schools FB Group

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Gots: What was most helpful? What will you carry with you?

Wants: What content would you like to dig into in upcoming sessions? What are you wondering?

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Resources, ideas, and examples of it in action. (the majority of information covered in Session 1 is already know and established)

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How to balance explicit teaching and play?

Focusing on how to be truly IB and play-based.

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如何将 语言结构和认读汉子学习融入到探究

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如何将 语言结构和认读汉子学习融入到探究形式中

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玩耍和游戏为学习者的探究提供了重要机会。

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玩耍和游戏为学习者的探究提供了重要机会。

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游戏也是重要的学习语言的方法

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游戏也是重要的学习语言的方法

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If  there is a kid can not understand both English and Mandarin, and her behavior is always moving, how can we help her engaged into the class learning.

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能动性对于孩子的生活、学习等都非常重要。

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能动性对于孩子的生活、学习等都非常重要。

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Is there any recommendation Mandarin book for nursery and preschool students? Any theme is fine.

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Is there any recommendation Mandarin book for nursery and preschool students? Any theme is fine.

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Gots: Connect texts and actions, knowing the meaning of Play more. Every structure in school has its meaning.

Wants: How we connect more and thinking more

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学生的能动性能够促使他们对于符号探索以及

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学生的能动性能够促使他们对于符号探索以及表达产生更深入的学习和发现。
作为教师如何成为一位优秀的Provacateur来激发孩子们对于学习探索的好奇心。

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幼儿的不同年龄段对语言表达和阅读能力的不同表现

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Examples on how can we extend children inquiry.
Ideas on how to integrate literacy in childrens' play and inquiries using our units of inquiry.

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Interactive Read Aloud vs. Shared Reading Chart

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Interactive Read Aloud vs. Shared Reading Chart

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Heidi Anne Mesmer - Print Concepts Shared Reading Example

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Heidi Anne Mesmer - Print Concepts Shared Reading Example

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How to Do a Shared Reading With Print Referencing

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Flyleaf Publishing - Online Materials Portal

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For Students - Flyleaf Publishing - Online Materials Portal

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Brown Bear, Brown Bear, What Do You See?

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Brown Bear, Brown Bear, What Do You See?

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What Made This Shadow_Jan Burkins & Kim Yaris_Level C

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Shadows come in all shapes and sizes. Do shadows sometimes bring surprises? Can you tell what made these shadows?

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The Sounds Around Town by Maria Cariuccio

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Gots: What was most helpful? What will you carry with you?

Wants: What content would you like to dig into in upcoming sessions? What are you wondering?

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Preschool - Going through each of the steps for the Reading Focused Read Aloud was really helpful. Also, having time with my team to discuss was helpful!

After reflection and digestion of the session, I think finding books to go with our current units of inquiry would be incredibly beneficial. I would also like to have reflection time with my team again to look at a text and plan out what the focus points would be for the week.

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I'm excited to find books that highlight these different ideas

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Being reminded of the different focus for each type of reading with students was helpful.

Having time to plan with others was also important to us as it allowed us time to use and digest what we have been learning.

We would like to dig into finding texts for responsive literacy practices that fit well with our units of inquiry as well as our other curricular elements such as HWWT and Writing Focused Read-Alouds. Perhaps this looks like generating a title list with fits for "types" of reading

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SCIS EY Shared/Interactive Writing Planning Template

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Gots: What was most helpful? What will you carry with you?

Wants: What content would you like to dig into in upcoming sessions? What are you wondering?

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NAEYC Emergent Writing through Expression

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NAEYC Emergent Writing through Expression

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April chen
尝试让学生分角色阅读，然后学生之间讨论，再选取认为比较出色的。

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Rose/AT：阅读时语气的轻重变化对学

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Rose/AT：阅读时语气的轻重变化对学生带入情景很有帮助，可以通过两种阅读语气不同感到不同。

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当我们在了解故事人物时，如何进行探究式提问。

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Joyce/ preschool：通过提问引发学生思考，激发阅读兴趣。

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Lillian/PS：不同的朗读方式可以引导孩子们不同的思考，以及新的创新思想。

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开放式阅读很重要

未来引导全面理解性阅读

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开放式阅读重要

引导全面理解深入情感阅读

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通过开放式的阅读方式让 不同程度的学生得到全面的阅读 感受故事中作者和人物的情感感受。

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Eva：全面的朗读的重要性，通过图文/鼓

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Eva：全面的朗读的重要性，通过图文/鼓励思考/阅读/学习。老师可以用不同的朗读方法（改变声调，感情，语言）表达文本。

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互动阅读中教师通过语音语调以及嗓音强弱帮助孩子们代入故事，同时提出问题使孩子们进行思考。孩子们产生思考后也会开始拥有新的思考。
全面的朗读：孩子们不出声的阅读也是阅读的一种，他们通过阅览图文了解故事的内容，并且可以进行思考。

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SCIS EY Session 4 Responding to Each Learner through Play & Literacy  (9)

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SCIS EY Session 4 Responding to Each Learner through Play & Literacy 

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SCIS EY Session 4 Responding to Each Learner through Play & Literacy  (1)

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SCIS EY Session 4 Responding to Each Learner through Play & Literacy  (2)

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SCIS EY Session 4 Responding to Each Learner through Play & Literacy  (3)

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SCIS EY Session 4 Responding to Each Learner through Play & Literacy  (4)

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SCIS EY Session 4 Responding to Each Learner through Play & Literacy  (5)

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SCIS EY Session 4 Responding to Each Learner through Play & Literacy  (6)

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SCIS EY Session 4 Responding to Each Learner through Play & Literacy  (7)

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SCIS EY Session 4 Responding to Each Learner through Play & Literacy  (8)

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3 I learned the structure of shared read alouds. I was reassured about how we are using loose parts and materials to support symbolic thinking and representation. It also reaffirmed that "nutritious language" is important during play.

2 I will try to be mindful of the compliment structure when conferring with students. I will try making story props and story boards with my class as another way to support literacy and oral language development.

1. How can we share this learning with our parent community?

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2 Things I want to try:
- Keep track of the compliments I give to children (never thought about that)
- More shared writing with the children

1 Thing I'm still wondering:
- How to create a better book list for our units

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3 Things I've learned:

1. I liked the Reading Focused Read Alouds and the idea of asking new pointed questions during multiple readings.

2. I like the video where the child was creating the props and elements for his story, and I think this would be a wonderful opportunity for my students, especially for our current UOI.

3. Pre-K utilizes many of these strategies already, and this was a great reinforcer of all that we are doing to help encourage and nourish our student's learning.

2 Things I want to try:

1. Have students create props and elements for their stories.
2. Continue to build on stepping back, pausing, observing, and documenting.

1 Thing I'm still wondering:

What is the most effective method for gaining parental support and comprehension of this learning?

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3. Oral language is the basis for all literacy development.
3. Children need to have speaking partners who are responsive and can provide "nutritious" language at the right time.
3. Play is the optimal vehicle for early learning.
2. The documenting proforma to track writing development compliments and nudges.
2. Differentiate media for children who are not inclined to use mark making tools to record their stories, eg photos, videos
1. I wonder if I pause effectively...