A few hastily scrawled notes to go along with the presentation:
- Constructivist Theory: play-based learning is underpinned by this theory; this philosophy needs to feed into the teaching of Literacy
- N.B. Brewer's writing
- respect needs to underpin everything we do (brainstorm with the children what respect means, sounds like, looks like)
- Authentic play: a fresh look at how we've always done things is needed
- N.B., one size doesn't fit all
- we need to revisit the teaching of speaking, reading and writing
- move from the known to the unknown, connecting with previous knowledge
- observe the children at play and listen to their use of language
- all children come to school with a large skill set
- Important not to treat a 'different' skill as a deficit
- National Standards didn't allow for respect for the child
The Role of the Teacher:
- Slow down
- Listen to the learner
- allow student responses to drive the lesson
- Give 'wait time' (and therefore respect); if we wait for 5 seconds the breadth and depth of understanding in students will jump exponentially)
- Time is the issue and we need to rethink this from the child's perspective
Linking Constructivim and Literacy:
- Active participation is essential
- Phonics needs to be taught intentionally rather than in isolation
- Think about 'activities' during guided reading time
- We're after JOYFUL ENGAGEMENT
Linking theory and practice:
Some of the challenges are:
- noise level
- organisation and storage
- finding the appropriate texts (if we take an interest-based approach)
- behaviour challenges (this might eliminate itself); self-regulation skills?
N.B. Storage - we need more loose parts, and remember to 'reset' during the day rather than tidying everything away.
Time - large, uninterrupted chunks of time are important.
Resources - loose parts:
- go to builders
- recycling centres
- whānau
- the environment
- have endless sellotape available
- also have hot glue guns available
Reading:
- more of reading to
- shared reading
- refer back to E.L.P. and Lighting the Literacy Fire
Check the Dramatic Play slide.
Invitations can be story tables: picture books and loose parts/items to go along with.
Browsing boxes: reorganise asap!
A wide range of loose parts might include:
- felt pens
- paper
- buckets for water
- brushes
- clipboards
- woodwork table for wooden signs
- little notebooks
- chalk
- post it notes
- laminated white paper and sharpies
The teacher's job is to:
- Observe
- Notice
- Respond
Use social and emotional coaching and descriptive commenting.
Think about what the literacy might be that we could see in any play photo.
Perhaps we could invite the Kahikatea and Kōwhai teachers to come and visit?
Literacy in play always needs to be authentic and 'timely' (contextual).
Story Table ideas:
Some possible ideas to put in place in our learning space:
- story table/story baskets
- laminated paper and sharpies
- long roll of paper and feltpens/stamps
- whiteboards and whiteboard pens
- playing schools: whiteboard easel, magnetic letters, etc.
- big whiteboard with HFWs around the edge
- Upwords
- Dinosaur Dance
- Scrabble
- Playdough and HFWs
- gemstones/loose parts and HFWs or alphabet letters
- writing friends' names
- clipboards and paper/pens
- rainbow words
- alphabet stones
- literacy books for free writing
- laminated alphabet letter shapes
- Bingo: alphabet and HFWs
- alphabet making activities
- book-making: fairy books.
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