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Environment as the Third Teacher: Characteristics & Principles

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Environment as the Third Teacher: Characteristics & Principles

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IS Bangkok EY Session 2 Our Environment Speaks

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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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fay@erinkentconsulting.com

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@literacylala

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"Finally, a book that has the power to stop the literacy pendulum swings! In Shifting the Balance, Burkins and Yates skillfully explore 'balanced literacy' and 'the science of reading' to find the sweet spots where they overlap, connect, and actually complement one another. The result is a resource that raises our level of instruction while helping children discover and reap the joyful rewards of reading."

"What are the research-based, critical elements for teaching reading? In Shifting the Balance, Jan and Kari give you the information, classroom examples, and tools to help you make the best decisions around six key shifts for instruction. After reviewing the misunderstandings, the science, and the needs of your students, you will be able to audit your current practices (individually, in a PLC, or system-wide) to provide responsive and effective literacy learning for all your students."

"In Shifting the Balance, Jan and Kari invite us to reflect and reexamine our beliefs about teaching reading. They gently nudge us to rethink and possibly adjust our early literacy practices. Jan and Kari have taken on this controversial topic by embracing vulnerability and modeling what it means to be truly reflective practitioners. This book is a must read for new and veteran teachers!"

"In Shifting the Balance, Kari and Jan have masterfully dispelled many of the myths and misunderstandings associated with reading instruction. Additionally, they offer classroom teachers and coaches six simple, practical shifts that have the power to transform the way we teach children how to read. Indeed, balanced literacy and science do exist in harmony, and we practitioners can offer our children both concurrently. Thank you, Kari and Jan, for this important work that is sure to change lives!"

"In Shifting the Balance, Jan Burkins and Kari Yates provide a safe space for teachers to courageously examine some long-held balanced literacy practices and turn a critical eye to where those practices have gotten out of balance. If you're willing to be vulnerable and move towards resolving the gap between research and practice, this book provides actionable steps you can take to shift your thinking and bring instruction into alignment with the scientific evidence."

"Shifting the Balance is a welcoming opportunity to reexamine our familiar teaching practices. Without judgment, Burkins and Yates invigorate these practices by inviting educators to make scientific shifts in the systems that have been in place for years. This book will revolutionize reading instruction and in turn, the lives of countless students."

"This book speaks to teachers. It is overwhelmingly clear that Jan Burkins and Kari Yates have been and are immersed in the world of today's classrooms. Shifting the Balance will help many rethink instruction in ways that will support all students. In the current version of the Reading Wars, it is difficult for any of us to say we were wrong about some of our beliefs or practices. And thus, few do. However, Jan Burkins and Kari Yates have done just that. This is as commendable as it is unusual."

"This book found me at just the right time! Shifting the Balance gives voice to the questions I've had in my mind about Balanced Literacy and the Science of Reading and provides clear insights on how to connect the best parts of both to benefit early readers. Throughout the book, Jan and Kari confirm practices worth holding onto while providing actionable next steps I can't wait to implement with students to strengthen my reading instruction."

Dr. Jan Burkins was an elementary classroom teacher for seven years and a literacy coach for seven years. She has worked as a part-time assistant professor, a district literacy leader, and is currently a fulltime writer and consultant.

Kari Yates is an author, speaker, consultant and staff developer with a passion for helping busy literacy educators thrive. Her experiences include classroom teacher, special education, Reading Recovery teacher, elementary principal and district literacy coordinator.

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Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom

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Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom

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Letter Lessons and First Words: Phonics Foundations That Work (The Research-informed Classroom)

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Amazon.com: Letter Lessons and First Words: Phonics Foundations That Work (The Research-informed Classroom): 9780325105444: Mesmer, Heidi Anne, Duke, Nell K: Books

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Buy What comes before phonics? Second by Neaum, Sally (ISBN: 9781529742244) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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TKS K12 Session 2 Exploring the Language of Story

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Seo-yoon, an early elementary learner in the EAL program, connects online with her multilingual classmates and gets ready to write a personal narrative. Using a translation app, her teacher translates the writing prompt to Korean to ensure Seo-yoon understands the instructions. Seo-yoon then sketches her ideas, labelling the sketches in English, and writing the body of the piece in Korean. Her teacher has the final piece translated into English and scores the work based on content knowledge, rather than English language proficiency.

Translanguaging is the adaptable way in which multilingual people use their languages to communicate. It is the action and practice of using a person's full linguistic repertoire to construct meaning. Translanguaging acknowledges that languages are interdependent and interchangeable; challenging the antiquated idea that multilingual learners have separate language systems which do not impact each other. This practice supports the intentional use of one language to leverage the acquisition of another language(s). The use of translanguaging in schools challenges assumptions that are rooted in linguistic inequality and monolingual policies and practices (e.g. English-only policies). Teachers may demonstrate translanguaging pedagogy as instructional strategies for learning, administrators may adhere to this pedagogy to convey a school-wide vision of linguistic inclusion, and multilingual students translanguage to enhance learning.

When we use translanguaging strategies in schools, we communicate support for multilingualism; an asset-based view of the practices of culturally and linguistically diverse populations. When used as a part of instruction, translanguaging conveys the exercise of purposeful planning. When used within assessments, it demonstrates that multilinguals CAN understand and engage with grade-level content - as they can show their knowledge in their home language.

When a translanguaging pedagogy is adopted in schools, it conveys a belief in developing additive bilingualism/multilingualism, as many of the international schools following the International Baccalaureate programmes strongly support. When content is taught by incorporating the home language as a resource within instruction, students develop both the language of school and their home language, making rigorous content learning achievable. Translanguaging pedagogy highlights the development of multiple languages and shows respect for and attention to multilingual and multicultural identities; when this is accomplished, these beliefs become the norm, not the exception.

Trauma resulting from a post-COVID environment and the isolation of online learning makes it more crucial than ever for teachers to focus on social and emotional learning. The intentional use of the home language in virtual learning lowers the affective filter of multilingual students and makes learning more accessible. To explore more about how to support the social and emotional needs of your multilingual learners, visit the recent Voices from the Field article by Matt Hajdun and Esther Bettney, Build social-emotional support and maintain community.

At the American School of Bombay (ASB), translanguaging beliefs and strategies are embedded throughout the curriculum and the culture. Students are encouraged to use their home language to engage with and process content. For example, in the online Jamboard activity pictured, instructions are provided visually in multiple languages. Through the chat function or virtual breakout rooms, students with the same home language can talk about their ideas in their home language, before sharing with the class in English.

Students in the earlier stages of language development can use their home language during online assessments. As students submit work virtually in their home language, community interpreters help teachers translate student work. This shows value in understanding whether or not a student understands grade-level content in any language, not only in English.

Translanguaging occurs in parent outreach, as well. For example, translation is available for both in person and virtual school presentations to provide access points for multilingual families, as shown in this slideshow. Schoolwide surveys show families are actively engaging with these translanguaging tools.

Create school and classroom environments that value and represent diverse cultures and languages

Multilingual and culturally diverse resources (texts, anchor charts, labels, multilingual word walls/word banks, journals, signs, greetings, songs, etc.)

Involve parents in sharing stories, traditions, and words/phrases in home languages through videos and joining online classrooms

Encourage families to discuss subject/concepts learned in school (e.g. units of inquiry) in their home language

Adopting an assets-based approach by getting to know your students' linguistic and cultural strengths through student portraits and activities that highlight their multicultural and multilingual identities

Use technology tools to encourage translanguaging practices for both receptive and expressive use

Use online translators (Google Translate, Microsoft Translator and Immersive Reader, iTranslate, wordreference.com, etc.) to translate key vocabulary or transcribe text for online lessons and record lessons so students can listen to them again in their language of choice

Use multimedia reading resources in many languages such as Unite for Literacy, International Children's Digital Library, and Global Storybooks Portal so students can read the text first in their home language, then in English

Provide research tools for students, such as EBSCO, Britannica School, and PowerKnowledge, which have translation and audio features

Have students engage in discussions in same-language groupings (such as in breakout rooms) for cooperative learning in their home language

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Voices from the Field: Encourage Translanguaging

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Seo-yoon, an early elementary learner in the EAL program, connects online with her multilingual classmates and gets ready to write a personal narrative. Using a translation app, her teacher translates the writing prompt to Korean to ensure Seo-yoon understands the instructions.

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EKC

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Using Translanguaging to Grow Multilingual Readers and Writers

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Using Translanguaging to Grow Multilingual Readers and Writers

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EKC Connections: Interview with

Dr. Cecilia M. Espinosa & Dr. Laura Ascenzi-Moreno

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A two-minute overview of pedagogical translanguaging from
Eowyn Crisfield

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EKC

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One of the questions I get asked frequently, is why do my tracing boards (and other tracing toys) not include a 'pen'.

The 'pen' being referred too, is a blank wooden stick to grasp and 'write over' tracing board letters. In a similar view, I have been asked if I will make a fashionable 'copy me' writing board. Copying boards involve the use of chalk or a whiteboard pen, where preschool children can repeatedly practice handwriting.

I often feel with these questions that there is a perception of tracing toys being ok, but children are in need of getting on with 'writing properly'. So, I want to look at the notion of needing a pen or pencil (or imitation like pen toy) in order to facilitate handwriting development optimally.

Safety and Research

A child's interest in and benefit from using tracing toys, starts much younger than often assumed. Children will typically engage with letters from age two onwards, especially their own names. This is why my tracing toys are CE certified from 12 months, so name boards and simple alphabet boards (with sign language) can be safely introduced to a play environment without concern.

Any small thin wooden pen tool is a potential play hazzard. Small parts shouldn't be introduced to children under the age of 36m due to the risk of choking. So introducing a pen-like a tool, would result in a child having to wait until the age of three to safely access the toy. However, safety is not the main reason for the 'missing pen' . I believe pen-like toys are actually a red herring.

Play Based Learning

Children prefer dough, fingerpaints, building blocks and threading activities for a long time before becoming really capable or interested in pen/ tool focused handwriting practice. This broader play-based learning, seen through the accumulation of refined fine motor skills, hand-eye coordination, core body strength and postural control, really is creating the foundations handwriting sits upon.

How a child holds a pen is a learning process in itself. In terms of grasp, we see children moving through phases of palmar supinate, digital pronate, static tripod and eventually to a dynamic tripod grasp (at 4-6yrs). Children move through these phases gaining overall dexterity at their own pace too.

An x ray of a developed hand (around the age of 7) compared to an EYFS age child's hand is pretty informative. Also occupational therapists issue fantastic advice on how to develop handwriting in an age appropriate way matched to children's physical development. pic.twitter.com/DambEmTKLg
- Ruth Swailes #antiracist #consultant (@SwailesRuth) July 11, 2019

Ruth Swailes, a School Improvement Advisor recently shared insightful x-rays of a child hands at approximately 7 years old in comparison to x-rays from a 5 year old child during the Early Years Foundation Stage. It is the main photograph feature of this blog post.

In a discussion on Twitter, Ruth commented: "An x-ray of a developed hand (around the age of 7) compared to an EYFS age child's hand is pretty informative". As an image, she believes it prompts us to think about handwriting and handwriting development occurring 'in an age-appropriate way, matched to children's physical development."

"It's worth noting that it's not just the size of the child's hand which changes. The younger child has cartilage which will eventually become bone through the process of endocrinal ossification. This occurs around the ages of 6-8yrs."

Ruth's comments: "The physiology of young children's hands needs to be taken into consideration". Ruth points out hand maturation takes many years longer than assumed and that overall dexterity takes time. Handwriting practice starts AFTER the foundations have been thoroughly laid.

You can find the original thread here which is enlightening read: https://twitter.com/swailesruth/status/1149344734097264640?s=21.

I highly recommend a dig through and a resource shared by Ruth called 'Children, Young People and Families Occupational Therapy Team - Handwriting Development' by South Warwickshire NHS Foundation Trust.

It lists the play-based learning activities children will enjoy and the foundations of handwriting to start with. Many of which you will have seen illustrated on our feeds through tweezers, tongs, eyedroppers, craft activities involving lots of tracing and copying too: https://www.swft.nhs.uk/application/files/5614/5995/2571/handwriting_development.pdf

Another resource mentioned is : The Ultimate Guide to Mark Making in the Early Years, a book by internationally renowned teacher trainer Sue Cowley.

So to summerise, nurturing the whole body and not focusing in on the tool, the pen or pencil, allows children to grow into their capabilities. Pen like toys, too early, just limit safe play in toddlers and distract us of where the real work is happening in pre-schoolers: in play!

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Where is the Pen?! Nurturing Handwriting Through Play

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One of the questions I get asked frequently, is why do my tracing boards (and other tracing toys) not include a 'pen'. The 'pen' being referred too, is a blank wooden stick to grasp and 'write over' tracing board letters. In a similar view, I have been asked if I will make a fashionable 'copy me' writing board.

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NAEYC Emergent Writing Through Exploration

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NAEYC Emergent Writing Through Exploration

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https://www.naeyc.org/resources/pubs/yc/nov2017/emergent-writing