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ENGAGING OUR YOUNGEST MINDS

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Angela Maiers
Angela Maiers

Building a language and literacy foundation happens well before students enter our classrooms. It is important to surround young children with many different language and literacy experiences. This presentation explores ways to provide students with rich, engaging environments to support their growth and development as readers,writers, and thinkers.

EducaciónTecnología
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ENGAGING OUR YOUNGEST MINDS: keys to successful language and literacy development Presented by Angela Maiers, 2007
Today’s Goals ,[object Object],[object Object]
Speaking of Brains… Past Present
What have you noticed? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Different Times; Different Brains Left: words, sequence, parts Right: Big Picture, Visual, Emotion, Kinesthetic
[object Object],[object Object]
I never teach pupils; I only attempt to provide conditions in which they ALL can learn.
Learning With Cambourne ,[object Object]
TURN and TALK ,[object Object],[object Object],[object Object],[object Object]
Cambourne’s Conditions for Learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Engagement!
Language Before Reading Katherine needs to hear the word before she can say the word, decode or read the word, and then write the word.
The Alphabetic Principle ,[object Object],[object Object],[object Object],[object Object],[object Object]
Students with Language Problems ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What are Phonological awareness? Phonemic awareness? Phonics? ,[object Object],[object Object],[object Object]
[object Object]
Learners that are… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Immersion By… ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object]
Learners… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Thinking Aloud ,[object Object],[object Object],[object Object],[object Object],[object Object]
Demonstrate Writing ,[object Object],[object Object],[object Object]
[object Object]
Expectations ,[object Object],[object Object],[object Object]
“STATE”
STATE ,[object Object],[object Object],[object Object]
[object Object]
Have you ever said? ,[object Object],[object Object],[object Object]
Discovering Responsibility ,[object Object],[object Object],[object Object]
[object Object]
“Principals of Use” ,[object Object]
SHOW ME THE “WAYS” ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
[object Object]
[object Object]
 
Response.. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Response vs. Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Reflect On… ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],CHOICE WORDS
Cambourne’s Conditions for Learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Engagement!
No Fail Lesson Plan ,[object Object],[object Object],[object Object],[object Object]
Failure IS Learning! ,[object Object],[object Object],[object Object],[object Object]
How does a young brain acquire language?
Language Acquisition of the Young Brain Broca’s Area Wernicke’s Area Visual Cortex
Reading in Action! Limbic: Emotion Visual Cortex : See the Word Visualize Auditory: Hear the sounds Long Term Storage Sites: High frequency words Background Experiences Brocha’s and Wernicke’s Areas
Key Findings from the Research ,[object Object],[object Object],[object Object]
Key Findings from the Research, continued ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Key findings from the Research continued ,[object Object],[object Object]
National Early Literacy Panel Strong Predictors of Success in Reading, Writing, & Spelling ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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ENGAGING OUR YOUNGEST MINDS

  • 1. ENGAGING OUR YOUNGEST MINDS: keys to successful language and literacy development Presented by Angela Maiers, 2007
  • 2.
  • 3. Speaking of Brains… Past Present
  • 4.
  • 5. Different Times; Different Brains Left: words, sequence, parts Right: Big Picture, Visual, Emotion, Kinesthetic
  • 6.
  • 7. I never teach pupils; I only attempt to provide conditions in which they ALL can learn.
  • 8.
  • 9.
  • 10.
  • 11. Language Before Reading Katherine needs to hear the word before she can say the word, decode or read the word, and then write the word.
  • 12.
  • 13.
  • 14.
  • 15.
  • 16.
  • 17.
  • 18.
  • 19.
  • 20.
  • 21.
  • 22.
  • 23.
  • 25.
  • 26.
  • 27.
  • 28.
  • 29.
  • 30.
  • 31.
  • 32.
  • 33.
  • 34.
  • 35.  
  • 36.
  • 37.
  • 38.
  • 39.
  • 40.
  • 41.
  • 42.
  • 43. How does a young brain acquire language?
  • 44. Language Acquisition of the Young Brain Broca’s Area Wernicke’s Area Visual Cortex
  • 45. Reading in Action! Limbic: Emotion Visual Cortex : See the Word Visualize Auditory: Hear the sounds Long Term Storage Sites: High frequency words Background Experiences Brocha’s and Wernicke’s Areas
  • 46.
  • 47.
  • 48.
  • 49.