I was also inspired by an assessment idea that provided choices for every seventh word in a text. In this assessment students choose which word, of three, would be most appropriate to complete that portion of the text. I would like to adapt this to assess my students' understanding of the parts of speech we have been covering in the current unit of P6.

We have been busy planning our next unit by looking for different text types (field trips, narrative stories, infographics, etc.) following the text sets planner (visual, inform, accessible, mentor, ...).

Apart from gathering these texts, we are also creating activities to teach the students more background knowledge and connect them to literacy strategies.

Incorporate a story /lesson - relevant to my lesson. Since storytelling is a powerful tool, I can use it to support my lessons.

Use visual images that summarize concepts, making difficult information easier. It helps a lot with understanding the reading materials.

Include images by vocabulary list to help students better understand and remember.

Shared Reading/teacher-guided reading: Read texts aloud as a class, discussing them together.

It’s okay if the lesson becomes longer or if extra time is needed to help students comprehend the learning material, particularly when working with texts.

E- I think the cognitive load desk visualization applies to a lot of areas and we should consider staying within these limits in order to maximize learning potential.

C- I will commit to paying more attention to eliminating schwa from phonics pronunciation and ensure I myself am modeling this correctly.

-I will extend the reading strategies that we have explored during this workshop.

-I will commit to giving students a better learning heart words experience.

Connect: 

Understanding the progression of phonics patterns connects directly to my current work by helping me identify where my students are and tailoring instruction accordingly. 

Extend:

This learning extends my practice by providing clearer strategies for scaffolding and using assessments to monitor progress systematically. 

Commit: 

I will commit to using structured phonics assessments and targeted strategies to set realistic goals and support my students' literacy development effectively. 

I will extend my phonics instruction by following the progression outlined in this course. I also plan to increase my focus on small group instruction and guided reading sessions to provide more tailored support for my students.

I commit to teaching "Heart words" using the strategies I’ve learned, as this was a new concept for me. I will help my students understand tricky words and ensure that explicit phonics instruction is a consistent part of my daily teaching routine.

I can first generate "shared knowledge" in language, especially in Tier 2 vocabulaires with grade level teachers when we are having a collaborative unit. Then in the teaching process of that unit, I can teach and assess in the Makerspace.

My wonder is where the "shared knowledge" coming from. Maybe part of them can be from our LOs, PYP elements.

To connect, we use activities (rhyming games, storytelling, etc.)that not only promote language skills but also make learning engaging and enjoyable.

Extend:

One thing that has extended our thinking is to create a more dynamic learning environment where children can explore the language through play, movement, and creativity, ultimately deepening their appreciation for wordplay and symbolic expression.

Commit/ Reflection:

One thing that we can commit to is to create a consistent and playful environment that encourages children to explore and enjoy the nuances of languages, enhancing their literacy skills in a fun way.

Extend: Verbalizing the thinking process can help reinforce students’understanding of the strategies that good readers use to construct meaning by demonstrating how to infer, question, predict, and connect the text with their prior knowledge.

Commit: In order for students to understand a text, they must be able to relate it to other texts they have read and to life experiences.

Early literacy development practices & what we're doing in my classroom

Extend

How to choose a text that's suitable for the class

Commit

Incorporating more learning goals through reading books

Extend
We will build on this connection by creating story provocations with loose parts to further encourage symbolic thinking and language development.

Commit
We are committed to taking these ideas forward by enhancing our mark-making area, incorporating loose parts to foster creativity and support symbolic expression in language and literacy.

We support our teachers in using and practicing skills to teach phonics. The skills we use more are decoding and sight recognition.

We also support the students in setting up small groups and using reading strategies to guide them in reading accurately and comprehending our daily learning and teaching.

Extend:

We will set clear goals before we choose the text for students to read.

We learned 3 Tires for learning the vocabulary. Before, we focus on Tire 1 and Tire 3; later, we will focus on the vocabulary in all, especially Tire 2, when guiding the students to do the reading.

Commit:

We will get familiar with students' data and we should be clear about the comprehension skills that students are learning and improving in different groups.