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Filipa Saraiva

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Group 11

Literacy PD Session

By: Lindsay Robillard, Filipa Saraiva, and Emma Conners

WELCOME Intro

health health and safety finances rights and responsibilities success at work developing young children’s literacy skills community participation employment political involvement for earnings Equitable digital access

What is Literacy?

“Literacy is the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts.Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society.” – UNESCO 21

Why Literacy matters

Land acknoledgement

(Gough et al., 1896)

Language Models

Scarborough's Reading Rope (2021)

Gough & Tunmer's Simple View of Reading

The Scarborough's Reading Rope

Pearson, P. D., & Gallagher, M. C. (1983)

The model suggests that reading uses two processes: top-down (focused on meaning) and bottom-up (focused on the text itself). Readers use their prior knowledge and expectations (top-down) while also decoding the words on the page (bottom-up). For example, a skilled reader might guess the meaning of a text based on its structure and then adjust their understanding as they read on (International Reading Association, 2021).

Reading Rockets.com Decoda Language.com

The Active View of Reading Model

Starfall Education

STARFALL

Starfall is an innovative educational platform designed to support early literacy and learning for young students. It features interactive activities that engage learners while incorporating diverse characters and themes that resonate with students from various backgrounds Watch the video for a quick introduction on how to get started or follow the direct link to explore

A resource for Culturally Relevant and Responsive Pedagogy

StoryLine Online

STORYLINE

Check out the book "Abdul's Story" by Jamilah Thompkins-Bigelow. This book serves as a powerful tool for educators to engage students in conversations about identity, belonging, and the value of diversity. It can be used to encourage students to share their own stories and experiences, fostering a more inclusive classroom environment. Check out more stories by clicking the blue storyline button.

Storyline Online is a dynamic resource that provides an array of high-quality, engaging read-alouds featuring popular children’s books, narrated by renowned actors. This platform not only captivates young audiences but also supports educators in fostering a love for reading and enhancing literacy skills in an inclusive manner.

Commitment to Inclusive Storytelling

indigenous Story Books

One story included, titled “The Seasons”, teaches children about the changing weather while using illustrations which are symbolic of indigenous culture such as the medicine wheel. This story has been written in the Plains Cree dialect, with the English translation written directly beneath each line.

This site includes digital and audio stories for developing early literacy skills at various levels. The stories are available in various languages, including English, French, Cree, and Ojibway, which contributes to our goal of working towards being a culturally responsive school. It is made accessible for differentiated learning by having the audiobook option. https://indigenousstorybooks.ca

DI- Resource uses various means to teach lessons to students through games, modules, videos, etc. UDL- The program tests students to assess their skill level to accurately teach them skills they need extra help with.

Lexia Learning

CRRP

ELL

MI

UDL

DI

Gough & Tunmer's "Simple View of Reading"

Image retrieved from https://ufli.education.ufl.edu/foundations/

A clear and organized program that teaches students the basic skills needed for good reading. It is meant for main instruction in early grades or for helping students who are having difficulties in any grade. (UFLI, n.d.)

ufli - university of florida literacy institute

The Hand-Brain Connection Big Line Little Line Big Curve Little Curve Hop to the top

Handwriting without tears

CRRP

ELL

MI

UDL

DI

3. Would you have a world wall or a sound wall in your classroom? Why? 4. How could you incorporate social literacy in a diverse linguistic classroom? 5. How would you implement "The active view of reading model" in your classroom?
2. Did you learn to read by using a whole word approach or by using phonics? Which approach would you use in your teaching?

1.Would you consider using Storyline Online as a literacy resource in your classroom to support diverse and engaging read-aloud experiences for students?” A) Yes, I already do! B) Yes, I would consider it. C) Maybe, I need more information. D) No, I prefer other resources.

Q & A

American Speech-Language-Hearing Association. (n.d.). www.asha.org Best for All. (n.d.). https://bestforall.tnedu.gov/ Flyleaf Publishing. (n.d.). https://portal.flyleafpublishing.com/learners-resources/ Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. Half Pint Kids. (n.d.). Decodable books. https://halfpintkids.com/ Handwriting Without Tears. (n.d.). https://www.lwtears.com/solutions/writing/handwriting-without-tears Indigenous StoryBooks. (n.d.). Indigenous Storybooks. https://indigenousstorybooks.ca Lexia Learning. (n.d.). Lexia. https://www.lexialearning.com National Reading Panel. (n.d.). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. https://www.nichd.nih.gov/publications/pubs/nrp/smallbook National Research Council. (1998). Preventing reading difficulties in young children. Washington, DC: The National Academies Press. https://doi.org/10.17226/6023 Pearson, P. D., & Gallagher, M. C. (1983). The role of responsibility in reading comprehension. Reading Teacher, 36(6), 501–508. Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 97–110). New York, NY: Guilford. Starfall Education Foundation. (n.d.). Starfall. https://www.starfall.com Storyline Online. (n.d.). Storyline Online. https://www.storylineonline.net University of Florida Literacy Institute. (n.d.). https://ufli.education.ufl.edu/foundations/

REferences

Canadian Children's Literacy Foundation https://childrensliteracy.ca/ ABC Life Literacy - Family Literacy Program for Parents and Children https://abclifeliteracy.ca/ The Right to Read Inquiry https://www3.ohrc.on.ca/sites/default/files/FINAL%20R2R%20REPORT%20DESIGNED%20April%2012.pdf Digital Sound Wall https://www.reallygreatreading.com/sites/default/files/sound_wall_preview_march_2023.pdf The Right to Read - Lots of really good resources https://right2readinitiative.com/free-decodable-texts/ Monarch Reader https://monarchreader.com/ Books written and published online for students of all ages with reading impairments or who use AAC JbraryJbrary is a library of storytime resources for those of us working with children. Songs, rhymes, fingerplays, and more!https://jbrary.com/category/storytime-resources/flannel-friday/ American Speech-Language-Hearing Associationwww.asha.orgImportant resources for children with special needs and speech impairments Best for All Units and Lesson Plans for Kindergarten Literacyhttps://bestforall-cms.tnedu.gov/sites/default/files/inline-files/Kindergarten%20Unit%202%20Teacher%20Guide.pdf#page=5

Resources

Canadian Children's Literacy Foundation https://childrensliteracy.ca/ ABC Life Literacy - Family Literacy Program for Parents and Children https://abclifeliteracy.ca/ The Right to Read Inquiry https://www3.ohrc.on.ca/sites/default/files/FINAL%20R2R%20REPORT%20DESIGNED%20April%2012.pdf Digital Sound Wall https://www.reallygreatreading.com/sites/default/files/sound_wall_preview_march_2023.pdf The Right to Read - Lots of really good resources https://right2readinitiative.com/free-decodable-texts/ Monarch Reader https://monarchreader.com/ Books written and published online for students of all ages with reading impairments or who use AAC JbraryJbrary is a library of storytime resources for those of us working with children. Songs, rhymes, fingerplays, and more!https://jbrary.com/category/storytime-resources/flannel-friday/ American Speech-Language-Hearing Associationwww.asha.orgImportant resources for children with special needs and speech impairments Best for All Units and Lesson Plans for Kindergarten Literacyhttps://bestforall-cms.tnedu.gov/sites/default/files/inline-files/Kindergarten%20Unit%202%20Teacher%20Guide.pdf#page=5

Resources

Amazing Resources

Flyleaf publishing

It is the belief of the CLDS that disabilities are only one of many factors that influence an individuals ability to learn to read and write and to use print throughout their life and across their living environments. All individuals, regardless of their abilities or disabilities, have the right to an opportunity to learn to read and write in order to increase and enhance their educational opportunities, vocational success, communicative competence, self-empowerment capabilities, and independence.

Center for Literacy and Disability Studies