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Thanks for your time! Your response helps me tailor our work with YOU in mind.

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To comprehend a story or text, young readers need a threshold of knowledge about the topic, and tougher state standards place increasing demands on children's prior knowledge. This article offers practical classroom strategies to build background knowledge such as using contrasts and comparisons and encouraging topic-focused wide reading.

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Print awareness (also called concepts of print) is the understanding that print carries meaning, that books contain letters and words. Print awareness also includes an understanding of what books are used for and how a book "works" - how to turn pages, how to find the top and bottom of a page, and how to identify the title and the front and back covers.

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Gots -

3 to 5 day planner

reassuring that we are doing the right thing

with nudges

reflecting on how we fit shared reading into our daily routine

Wants -

How can we set up an environment that promotes more flow or connectedness in the learning opportunities.

How can students have more voice in the documentation. Especially what goes up on the wall or on display.

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Strategy Overview

How This Strategy Supports Language Development

Showing students real objects (realia) in their natural contexts can be a vivid and engaging way to teach vocabulary and build comprehension and background knowledge. For example, a lesson about pollinators might include realia such as a beekeeper suit, like the one pictured above. These items can be brought into the classroom, discovered during actual or virtual museum visits and field trips, or found in the community.

Using realia can also involve all the senses and make concepts more concrete and memorable. For example, seeing a carburetor in an internal combustion engine, comparing different kinds of moss, or holding a replica of an ancient atlatl (spear thrower) cultivates curiosity and establishes comprehensible input.

In addition, manipulating objects like blocks, chips, or cards creates a hands-on path for understanding math, science, language arts, or other content concepts. Manipulating selected objects can make complex concepts more concrete, which is one effective way to scaffold comprehension of grade-level concepts.

Finally, it's important to remember that students can engage with all kinds of hands-on learning activities while developing new language skills. Hands-on activities can be a low-risk, high-reward way for students to show what they know, demonstrate their skills, and feel successful.

Step-by-Step Instructions

1. Review the unit or text for key concepts and new vocabulary.

2. Determine the realia (real items) or manipulatives that would best support students' comprehension of the key concepts of the unit.

3. Locate the realia or create the manipulatives needed for the unit and bring the objects to class.

4. Show the objects to the class during the lesson. Label them with vocabulary cards and refer to them throughout the class.

5. Choose a routine for students to view the realia or interact with the manipulatives. (See-Think-Wonder and Parts-Purposes-Complexities are two visible thinking routines from Harvard Project Zero that work well with realia.)

6. Look for opportunities to use peer learning. For example, partnerships working with manipulatives are effective in building comprehension. Students could take turns explaining why they are interacting with the manipulative (categorizing, sequencing, etc.) in a certain way.

7. Ask students to talk about and write about the realia as it applies to the unit or lesson.

8. After the experience with the realia or manipulatives, bring the whole group together to review the learning outcomes, check on comprehension, and answer questions that came up during the experience.

Lessons Learned

Whenever possible, make sure all students (or at the minimum, pairs of students) have a set of manipulatives. As many students as possible should have the opportunity to work with the objects.

Develop clear, consistent expectations for how students should interact with the realia or manipulatives.

Give students time to examine and touch the realia, whenever possible.

If the object is small and inexpensive, give every student one to hold, manipulate, and examine.

If the realia is fragile (bird's nest, artifact, etc.), show the real object and provide guidance on how to examine it.

If students do not respect the objects, put them away and try again at another time.

Invite parents, instructional coaches, administrators, or other adults into the room when introducing realia or using manipulatives. The extra adults in the room can support content and language development, as well as appropriate use of the materials.

In order for students to closely view different kinds of realia, consider creating small group stations on the day you introduce the realia. This way, students can get closer to or even touch (if appropriate) the objects.

Take a picture of the real object for reference after the object is no longer available in the classroom.

Once students have seen the real object, provide replicas or labeled pictures for them to manipulate and work with throughout the unit.

Digital realia (videos, pictures, artifacts) work, too, but the videos or pictures should show the actual size and color of the object, so students gain comprehension of the concept or key vocabulary.

Differentiation

Create small, purposeful groups for rotation stations to view realia or manipulate objects. Guide each group through the observation routine or interaction with the manipulatives so that they develop both language and concepts while at the station.

Label the parts of the realia or manipulatives in English and students' heritage languages whenever possible. If students are discovering the parts (during the Parts, Purposes, Complexities routine for example), label the parts after the exploratory phase.

Connect the realia and manipulatives to items from the students' background. Ask students to bring in something from their cultural background that represents the concept, if appropriate.

When students are working with manipulatives, provide clear written instructions with visual icons for steps they should follow. Include sentence frames and a word bank for them to use while interacting with the manipulatives.

Co-Teaching Considerations

Content or Grade-Level Teacher

1. Determine the key concepts students need to know for the unit.

2. Determine the language expectations for the lesson/unit. Which words will students need to use to show mastery of the content?

3. Collaborate with the ELD teacher to locate realia or make manipulatives for the unit.

English Language Development Teacher

1. Suggest realia or manipulatives that could support students in grasping that concept. Bring in some of these items.

2. Develop activities for students as they interact with the realia or manipulatives. (See-Think-Wonder and Parts, Purposes, and Complexities are two thinking routines that work well with realia.)

3. Show the realia or work with the manipulatives with a small group of entering/emerging level students. Provide heritage language labels and support as necessary.

4. Create sentence frames and visual word banks for partnerships as they interact with manipulatives.

Examples

Realia

Technology from previous eras: typewriter, old fashioned telephone, cassette tape

Items from nature: abandoned paper wasp nest, animal bones, snake skins, plants, flowers

Food: root vegetables, exotic fruit, whole spices and herbs

Clothing that people wear on their jobs: scrubs, firefighter uniform, construction helmet, postal worker uniform

Household items: spatula, whisk, egg beater

Connecting realia to content

Plants in a terrarium could support a science lesson on photosynthesis.

Typewriters and telephones with cords could introduce a unit on technological advancements.

Pieces of different rock types (igneous, metamorphic, sedimentary) could help students understand the rock cycle.

Herbs and spices could make a description of food in a novel come to life.

A circuit board could help explian concepts of electricity.

Manipulatives:

chips

beads

blocks

flashcards

sticky notes

fraction tiles

plastic figures (like teddy bear counters)

pictures from a text

puzzle pieces of a map or other document

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Strategy OverviewHow This Strategy Supports Language DevelopmentShowing students real objects (realia) in their natural contexts can be a vivid and engaging way to teach vocabulary and build comprehension and background knowledge. For example, a lesson about pollinators might include realia such as a beekeeper suit, like the one pictured above.

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Read Aloud Comprehension Planning EY-KG2

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akasky@asd.edu.qa
https://www.linkedin.com/in/abigail-kasky-1b8a7b72/

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Purposeful Play: A Teacher's Guide to Igniting Deep and Joyful Learning Across the Day

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Purposeful Play: A Teacher's Guide to Igniting Deep and Joyful Learning Across the Day

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Purposeful Play: A Teacher's Guide to Igniting Deep and Joyful Learning Across the Day

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Purposeful Play: A Teacher's Guide to Igniting Deep and Joyful Learning Across the Day [Mraz, Kristine, Porcelli, Alison, Tyler, Cheryl] on Amazon.com. *FREE* shipping on qualifying offers. Purposeful Play: A Teacher's Guide to Igniting Deep and Joyful Learning Across the Day

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What comes before phonics?

The teaching of phonics is now strongly embedded in early literacy teaching in schools and early years settings, and it has been shown to be an important part of becoming literate. There is, however, significant concern about the formalising of phonics teaching for very young children.

So what should we be focusing on in early years?
What comes before this formal teaching?
What do children need to know and experience to enable them to access phonics teaching with success?

This book looks in detail at the knowledge, understanding, skills and attitudes that children need to enable them to come to phonics teaching ready to learn and with a good chance of success. The second edition has been updated to include the latest research and enhanced support on working with parents and carers.

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Amazon.com: What comes before phonics? eBook : Neaum, Sally: Tienda Kindle

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StoryMaking: The Maker Movement Approach to Literacy for Early Learners

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StoryMaking: The Maker Movement Approach to Literacy for Early Learners

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Learning ® Magazine 2020 Teachers' Choice℠ Award for Preschool winner!
2019 Midwest Book Award Winner in the Education category!

After studying the current research on literacy learning for young children, delving into the beliefs and schools of Reggio Emilia, and discovering the Maker Movement, the authors created StoryMaking. With great success, they implemented it in their diverse and large public school district. StoryMaking shares the processes, first steps, next steps, uses for materials, and lessons learned so teachers can implement their own versions in their classrooms. The book shares practical suggestions, student samples, photographs, anchor charts, and other forms of documentation.

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StoryMaking: The Maker Movement Approach to Literacy for Early Learners

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Amazon.com: StoryMaking: The Maker Movement Approach to Literacy for Early Learners: 9781605546032: Compton, Michelle Kay, Thompson, Robin Chappele: Books

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Story Workshop New Possibilities for Young Writers

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Story Workshop New Possibilities for Young Writers

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Even our youngest students have lots of stories to tell, whether real or imagined. How can we create entry points for writing, so that all writers feel confident and motivated to share their stories? How can we establish a classroom community of beginning writers where equity, empathy, and compassion become part of the process and vital by-products of story writing?

Enter story workshop, a structure for early literacy that amplifies the relationship between play, art, and writing. Children develop ideas and stories through choices of art materials. By creating images through play, story workshop invites children to explore the "amazingness" (Nisa, age 10) of their ideas in a variety of art forms. "Through their stories," Susan writes, "students share the meaning they make of their experiences in the world." Children in every classroom environment feel empowered to transition from play to pencil as they add words to their stories.

Story Workshop includes an abundance of classroom videos, photos, and student samples that illustrate what is possible when children use words, colors, textures, shapes and all kinds of materials to create the stories they want to tell. Watch how students' imaginations soar, their love of writing blossoms, and their connections with one another become the focal point of your classroom.

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Story Workshop: New Possibilities for Young Writers

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Amazon.com: Story Workshop: New Possibilities for Young Writers: 9780325120348: MacKay, Susan Harris: Books

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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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Connect with other international educators who are passionate about all things literacy!

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

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The multiage classroom is becoming an increasingly popular way to restructure schools. Kentucky, for example, has mandated multiage classrooms in all primary grades (K-3). Mississippi and Oregon have similar mandates. Alaska, California, Florida, Georgia, New York, Pennsylvania, Tennessee and Texas are also considering implementation of multiage classrooms (Gaustad, 1992; Kentucky Department of Education, 1992; Lodish, 1992).

In a multiage classroom a group of mixed-age children stay with the same teacher for several years. Typical primary grade age groups are 5-6-7, 6-7-8 or 7-8-9. The children spend three years with the same teacher (Connell, 1987). While the current multiage movement generally focuses on the primary years, multiage classrooms are also being implemented in upper elementary classes with age groups of 8-9-10 and 9-10-11.

Multiage teachers are frequently asked, "How does one teach students with such a wide range of abilities?" The question implies that teaching several grades of children is impractical and too difficult. On the surface, teaching mixed ages does appear to be overwhelming.

Successful multiage classrooms require teachers to shift attention from teaching curriculum to teaching children. A multiage class requires teachers to consider children as individuals, each with his or her own continuum of learning. Teachers who try to teach grade-specific curriculum to multiple-grade classrooms may become frustrated and often return to same-age classrooms. Teachers who have instituted appropriate instructional strategies, however, find multiage classes to be exhilarating and professionally rewarding. What are some teaching strategies that will help make multiage classroom teaching successful?

Process Approach to Learning

A key factor in multiage classrooms' success is the use of a process approach to education. This approach emphasizes teaching children, rather than curriculum. Each child is treated as a whole person with a distinct continuum of learning and developmental rate and style. The teacher focuses on developing children's social skills and on teaching broad academic subjects such as reading, writing and problem-solving. Each goal reflects a developmental process, not the learning of discrete skills in a prescribed curriculum.

To facilitate the writing process, for example, the teacher provides daily opportunities to write. First, she models writing and includes broad-based writing conventions. The children's writing is based on their individual developmental continuum. The younger child may write one sentence, using only beginning sounds, while the older child may write paragraphs.

The teacher also provides daily opportunities for children to read. Children read independently and in large and small groups. In large groups, the teacher presents a shared reading experience and focuses on broad-based skills, such as recognizing initial consonants, predicting outcomes and finding compound words. In small groups, the teacher chooses teaching points to fit the children's individual needs, nurturing effective reading strategies and increased comprehension.

Opportunities for children to use math are also available. Children studying dinosaurs, for example, may choose to set up a dinosaur store. Younger children learn to distinguish between nickels and dimes or to compute how many dimes are needed to buy a 30-cent dinosaur. Older children may try more complex calculations, such as adding a series of numbers.

A teacher using the process approach provides opportunities, open-ended activities, experiences or projects in which all the children can participate on their own developmental levels. The strategy is to provide the context where the learning process occurs. Children learn to read by reading, and to write by writing, in meaningful and relevant contexts. The process approach helps children to see themselves as progressive, successful learners.

Facilitator of Learning

The teacher must become a facilitator of learning in order to successfully implement a multiage classroom. A teacher must guide, nurture and support the learning process. Rather than acting simply as the "giver of knowledge," she must facilitate each child's growth in all areas according to individual developmental needs and interests. Therefore, teachers must know the children. A teacher can guide a younger child to use beginning sounds in writing only if she knows where the child is in the writing process. By facilitating learning, the teacher focuses on teaching children, not curriculum.

An Integrated Curriculum

Teachers choose an integrated curriculum in multiage classrooms that not only applies a holistic approach to learning, but also provides an excellent context for the process of learning. Teachers and/or children select a yearly, quarterly, monthly or even weekly theme. Children's reading, writing, problem-solving, graphing, measuring, painting and playing are based upon that thematic choice. As Connell (1987) notes, "integrating a curriculum around a theme allows children of different ages and stages to work together in a group as well as to practice skills at different levels".

Appropriate Learning Environment

The learning environment should permit all children to engage in the processes of learning. Such an environment includes active, hands-on learning experiences that are based on children's interests and choices. The center and/or the project approach is very effective in multiage classrooms. Centers may include library, writing, listening, art, play, science, social science, social studies, math, drama and computers.

Using bears as a theme, children at the writing center might create stories based on a group reading of "Goldilocks and the Three Bears." At the listening center, children may choose from a selection of fictional and non fictional stories about bears or related themes. Younger children at the science center could classify bears by type, while older children write descriptive paragraphs for each bear. At the play center, children of mixed ages can dramatize "Goldilocks and the Three Bears." Mixed-age groups could also design and build bear habitats or create a poster campaign to inform the public about endangered bear species.

Children choose their own open-ended activities and monitor their own time. The teacher is free to work with the children in small groups or individually as they become autonomous learners in charge of their own learning. The center and/or project approach allows children to be involved in active, hands-on learning within the social context of mixed ages.

Cross-age Learning

An effective multiage classroom encourages opportunities for cross-age learning. Social interaction in mixed-age groupings positively affects all areas of a child's development. Vygotsky (1978) suggests that children's learning can be enhanced by adults or more capable peers. In a multiage classroom where cooperation replaces competition, older children become mentors to younger children. A multiage classroom is not effective if the children are predominantly isolated in same-age groups or even same-ability groups. Cooperative learning groups and peer tutoring are effective strategies. Collaboration through social interaction positively affects the children's learning.

Flexible Groupings

The predominant instructional strategy in multiage classrooms relies on small, flexible groupings. Children spend most of their class time in small groups, pairs or on their own.

While children participate in independent, cooperative groupings at centers or projects, the teacher works with small groups characterized by student needs or interests. For example, a teacher may conduct a literature study with a mixed-ability grouping, gather beginning readers together for support on using reading strategies and engage another group that showed interest in solving a particular problem. She may work individually with a child needing help in letter recognition. The breakdown of small groupings and independent study is not based on a predetermined, prescribed curriculum, but rather on the needs and interests of the children.

There is very little large-group instruction in the multiage classroom. Large group instruction times do provide a forum for broad-based skills. These instructional times allow for a wider curriculum presentation. Multiage teachers are amazed at how opening up the curriculum engages children to whom they ordinarily would not have presented certain concepts or skills.

Portfolio Assessment

Because the multiage classroom approach frees teachers to see children as individuals and relies on process learning, a new type of assessment is necessary. Portfolio assessment is an ideal strategy for documenting the progress of each child. Children are assessed according to their own achievement and potential and not in comparison with other children (Goodlad & Anderson, 1987). The teacher holds different expectations for different children, does not grade portfolios and relies on using report cards that are narrative, rather than traditional.

Portfolios also help the teacher support and guide instruction. The authentic assessments in the portfolio enable teachers to know their students' strengths as well as areas that need further development. Portfolio assessment is an excellent tool for communicating with children and parents. It allows children to see themselves as successful learners and parents to better understand the learning process.

Conclusion

Strategies such as the process approach to learning, teacher as facilitator, appropriate learning environments, cross-age learning, flexible groupings and portfolio assessment all help teachers focus on teaching children. These strategies support the implementation of a successful and effective multiage program.

References and Other Resources

American Association of School Administrators. (1992). The nongraded primary: Making schools fit children. Arlington, VA: Author.

Anderson, R. H., & Pavan, B. N. (1993). Nongradedness: Helping it to happen. Lancaster, PA: Technomic Press.

Barbour, N. H., & Seefeldt, C. (1993). Developmental continuity across preschool and primary grades: Implications for teachers. Wheaton, MD: Association for Childhood Education International.

Bredecamp, S. (Ed.). (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (expanded edition). Washington, DC: National Association for the Education of Young Children.

Connell, D. R. (1987). The first 30 years were the fairest: Notes from the kindergarten and ungraded primary (K-1-2). Young Children, 42(5), 30-39.

Cushman, K. (1990). The whys and hows of the multi-age classroom. American Educator, 14, 28-32, 39.

Elkind, D. (1989). Developmentally appropriate practice: Philosophical and practical implications. Phi Delta Kappan, 17(2), 113-117.

Gaustad, J. (1992). Nongraded primary education: Mixed-age, integrated and developmentally appropriate education for primary children. Oregon School Study Council Bulletin, 35(7).

Goodlad, J. I., & Anderson, R. H. (1987). The non-graded elementary school (rev. ed.). New York: Teachers College Press.

Kasten, W. C., & Clarke, B. K. (1993). The multiage classroom. Katonah, NY: Richard C. Owen.

Katz, L. G., & Chard, S. C. (1989). Engaging children's minds: The project approach. Norwood, NJ: Ablex.

Katz, L. G., Evangelou, D., & Hartman, J. A. (1990). The case for mixed-age grouping in early education. Washington, DC: National Association for the Education of Young Children.

Kentucky Department of Education. (1992). Kentucky's primary school: The wonder years. Frankfort, KY: Author.

Lodish, R. (1992). The pros and cons of mixed-age grouping. Principal, 71(6), 20-22.

Oberlander, T. M. (1989). A nongraded, multiage program that works. Principal, 68(5), 29-30.

Vygotsky, L. S. (1978). Mind in society: The development of psychological processes. Cambridge, MA: Harvard University Press.

Sandra J. Stone is Assistant Professor, Early Childhood/Literacy Education, Center for Excellence in Education, Northern Arizona University, Flagstaff.

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Strategies for teaching children in multiage classrooms.

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Free Online Library: Strategies for teaching children in multiage classrooms. by "Childhood Education"; Family and marriage Methods Multigrade and nongraded instruction Management Nongraded schools Teaching

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Student work on walls.

Documentation

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Good refresher of Shared Reading targeting multi-age based on their developmental needs.

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-Concept Boards

-Student work

-Reference materials that they can use and easily access

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1. Efficient classroom management (routines, transitions)
2. How to support students with needs in multi-age classrooms
3. How to balance observing, doing small groups, collecting evidence and documenting, while ensuring student safety during free flow intentional play.

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Commercially made wall display

Colorful furniture (working on ordering natural materials over time)

Bright carpets (ordered muted ones)

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-The big ugly curtain (very distracting)

-Turn down the fluorescent lights

-Extra stuff and limit store-bought decorations

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Change costumes to fabric in dramatic play.

Bring in more cultural items.

More real items in dramatic play.

Names in multi language

Multi lingual environment (arabic)

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-documentation and our approach to it.

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Using Loose Parts in Story Workshop (Opal School)

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Using Loose Parts in Story Workshop (Opal School)

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NAEYC Emergent Writing Through Exploration

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NAEYC Emergent Writing Through Exploration

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Lower bulletin boards to increase students agency in co-creating the learning display.

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-better documentation panels

-wall spaces that our students could interact with (i.e. middle white board partition)

-eye-level displays for students

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1. Efficient classroom management (routines, transitions)
2. How to support students with needs in multi-age classrooms
3. How to balance observing, doing small groups, collecting evidence and documenting, while ensuring student safety during free flow intentional play.

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1. Watch an actual lesson being implemented
2. What structures are in place to make the story workshop successful?
3. How does transfer writing happen if you are doing dramatic play or collaborative play/storymaking?
4. Small groups, what does this look like? What does tracking look like?

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Working in the Reggio Way: A Beginner's Guide for American Teachers

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introduction to educational practices used with children in Reggio Emilia, Italy

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Early years documentation: Tensions and truths

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Early years documentation makes a contribution to childhood and learning. Yet the process can have tensions for many educators.

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Gots: Power of collaboration

Skill vs. whole child observation. Looking beyond the skills and lens view.

Wants: Phonemic awareness, Handwriting readiness. Growing verbal communication for quiet students.

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1. More on handwriting readiness.

2. more on small group teaching

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Gots - Guided Play Planner

Wants - Uninterrupted play, classroom management during play focusing on observation, documentation, safety and ensuring that there is purposeful play.

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Wants:

-Challenging explorations that keep them engaged for a meaningful amount of time.

-How does an invitation/provocation lead to a sustained and growing engagement?

-How do I extend the learning for high fliers and support struggling learners? How do we cater for all needs especially with learning standards?

-A class demo that shows the above in the context of a math and/or science block.

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Gots: Planner, reminder that play is active students are engaged and the adult is a support.

Wants: More examples of literacy play (centers, provocations, invitations) that are more open-ended.

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Keep- Print concept

Shift- Strategies for building background knowledge

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Keep - Print Concepts

Shift - Strategies for building background knowledge

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Keep:

-Explicit pre-teach of vocabulary

-Explaining while reading

Shift:

-Intentional planning

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Keep:

background knowledge

pre-teaching some words or vocabulary

Shift:

teaching too many words or vocabulary as we read along, choose important ones only

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Keep: Pre-planning vocab for before, during and after. Topic focused wide reading.

Shift: more word category as part of my regular instruction practices. Focused print concepts, it's always there but it is not preplanned.

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Keep: All

Shift: In the vocabulary section --> New meanings for known words

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Gots:

-Quick planner

-Photo examples

Wants:

-More photo examples and if possible video examples of children using them and how they are differentiated.

-Tips for starting the next school year.

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GOTS:

A clearer understanding of provocation vs. invitation.

The baskets of simplified planning (letters and sounds, phonological awareness...)

WANTS:

Student voice in our classroom documentation.

Practical examples

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Gots - Lots of creative provocation/Invitation ideas. Categorizing into groups really helped us understand and better focus on the needs of the students.

Wants - We are open to new ideas