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Session 1: Cultivating Reading & Writing Identities

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Session 1: Cultivating Reading & Writing Identities

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Stamford KG1 Session 1_ Reading & Writing Identities (2)

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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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pypcoordinator@asbindia.org

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@literacylala

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Stamford KG1 Session 1_ Reading & Writing Identities

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Sulzby Classification - Emergent Readers

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Sulzby Classification - Emergent Readers

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Sulzby - Stages of Emergent Storybook Reading

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Sulzby - Stages of Emergent Storybook Reading

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For each child to be able to access the learning.

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To have fun and safe learning experiences

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To have fun and safe learning experiences

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To provide learning opportunities that support each child's learning pace

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To have fun learning and always asking questions.

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to enjoy learning
-shariffah

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letting them to explore

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to motivate them to be lifelong learners and enjoy learning and make a difference

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to motivate them to be lifelong learners and enjoy learning and make a difference

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Learning as fun and meaningful experience.

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To support them in their growth

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Meghana - To be their biggest advocate, provide them with a secure environment that allows them freedom within a framework to inquire, be curious. Be a partner in their learning journey

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Meghana - To be their biggest advocate, provide them with a secure environment that allows them freedom within a framework to inquire, be curious. Be a partner in their learning journey

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I will help you to be independent

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How do we maximise/ optimise those learning opportunities that may take place throughout the day?

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How do we maximise/ optimise those learning opportunities that may take place throughout the day?

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How do you do documentation?

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How to be intentional in collaborating with students to create and share literacy spaces and documentation?

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How to be intentional in collaborating with students to create and share literacy spaces and documentation?

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Sessions for parents so they understand the process of learning & literacy development in children - Meghana 

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Sessions for parents so they understand the process of learning & literacy development in children - Meghana 

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How do we promote/encourage writing words/letters. For cases whereby students would only want to do drawings during bookmaking. How and when do we know if it's right to move forward and start introducing words as we wouldn't want to force writing to children.

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Gots: I learned many different teachers' roles I can play. I learned the power of pause and the value of book making. I got to think of the process of documentation, which can be child-oriented and organic.

Wants: I want to know in what other ways we capture their stories other than book making?
I would like to explore more ideas we can cater for all different levels of language learners in class.
I would like to learn how I can support undisrupted play with half-day children in class?

Thank you so much for the session.

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I got to reflect on my own practice and reminded me on what is important - the bookmaking corner is something we will focus on in our class.

Want - to be able to facilitate more uninterrupted play and get children to be co-creators of our documentation in the classroom

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Got: Inspired in terms of how we can collaboratively create displays to celebrate children's work. Excited to explore making a book making centre and make books as a co-learner with the children.

Want: Grasp how I can facilitate more provocations and uninterrupted play with the time constraints for my 8 half-day children.

Thank you for a wonderful session :)

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I've learnt about children being the epi-centre of learning. It got me reflect on ways to promote that learning in classrooms, adding more opportunities and resources for bookmaking and reading sessions on a daily basis.

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Got: This session highlighted different ways in which children can be supported in their developing literacy knowledge. Also, it got me reflecting on how I set provocations and how mark-making can incorporate more resources.
Want: How to be a provocateur for the children so each child has the chance to extend on their current skill.

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Sil- purposeful play and how I can set up the environment to spark their interest in reading and writing

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Sil- purposeful play and how I can set up the environment to spark their interest in reading and writing

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I got to look around on my classroom practice.

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Reminded to be intentional in inviting children to write and read.

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Spelling Stages - Determining Instructional Focus

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Spelling Stages - Determining Instructional Focus

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Spelling Stages - Determining Instructional Focus

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Stamford KG1 Session 2_ Taking a Word Curious Stance

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Stamford KG1 Session 2_ Taking a Word Curious Stance (1)

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GOT: strategies and activity ideas to deliver the scope & sequence; reminder to be more intentional in teaching phonics; the importance of setting a strong foundation for children's lang and lit

WANT: strategies to bridge and teach literacy transculturally/cross-culturally to language learners and bilingual students

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Got: Fun techniques to use informally throughout the day to increase phonological awareness

Want: Strategies for teaching and learning about no information letters - w, x, h

Thanks again!

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reciprocal relationship between phonological and phonemic awareness

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GOTS - loved the ideas for teaching informally and a reminder that phonological awareness doesn't always need to be taught explicitly.

WANTS - ideas to teach/ expose children to learning more about the 'no information' letters.

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Wants: Phonological awareness strategies for EAL students. how we can differentiate while teaching sounds in a group setting. 

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Wants: Phonological awareness strategies for EAL students. how we can differentiate while teaching sounds in a group setting. 

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Gots:
I have learned some practical games and strategies that I can implement in class. Endorsed by Fay that songs, rhymes, and stories are effective learning tools.
Wants:
1) If there is any assessment (suitable for the KG1 level) to identify the children's phonological awareness, phonemic awareness or print knowledge could you share it with us?
2) Any phonemic awareness activities based on different learning styles (auditory, visual, kinaesthetic)
3) Any suggested activities with regards to onset and rime?
4) When is the optimal time to introduce letter sounds (phonics)? How to determine?

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3 things I learned that I'm excited about!
2 things I'm going to implement straight away (or I've already implemented).
1 wondering I still have....

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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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Shared Reading - Brown Bear, Brown Bear, What Do You See?

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Shared Reading - Brown Bear, Brown Bear, What Do You See?

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3. Shared writing, balanced literacy and campfire stories.
2. Will start share writing. children are enjoying stories so will invite some to retelling through enactment.
1. When children have a sound knowledge of their phonics and are inventive writers, when it comes to /c/ & /k/ - do we start explaining to them in words?

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3: balanced literacy
Shared writing around the classroom, teacher's role in teaching literacy, how to set up literacy rich environment

2: more shared reading, storytelling and retelling

1 Wondering: challenges for children with language difficulties and EAL learners and modifications for these children

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3 things I learned today - small campfire story sharing
Shared writing - I don't do enough :)
5 day shared reading planner

2 things - I have already got a book making center ( children are loving it)
shared writing this week (Christmas concert invitations for parents)

1 thing -  support/modifications to support our student with different learning needs...

I feel that you have helped clear any doubts I had and also reinforced some of my early literacy beliefs. Thank you

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3: shared writing, storytelling campfire, storybook making
2: writing workshop - write to Santa; shared reading
1:

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Planning out a story focus for the week.
Creating campfire story telling sessions.
Start doing read aloud sessions with the class as we teach phonics.

I will start using the planner to think about story telling session across the week.
Make my book corner and storytelling area more inviting.

Wondering how to support the EAL students.

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3:  - Book making area
- Campfires
- Collaborative displays

2: Shared writing using chns names and alliteration or rhyme when learning about the letter-sound 'A' for phonics - Ahmed ate an apple!
Implemented already - Cross curricular teaching of the letter-sound 'S' using Skittles and water for an experiment

1: More of an interest than a wondering, but it relates to the statement shared - Scientists believe that children who listen to read-alouds have the best prospects in life! Wow!

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1- Story telling campfires
- Sharing writing
-The importance of read-aloud

2- Sharing writing on their experiences as a group such as specialists, the topic that we are covering such as shapes, patterns
- Reread a story for a week focusing on different components (Balanced literacy)

3. How do I inspire the children who do not have any exposure (do not show any interest)  in sounds or letters or both?

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Stamford KG1 Session 2_ Taking a Word Curious Stance (2)

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Stamford KG1 Session 3_ Balanced Literacy