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Engaging Literacy Activities

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Spellagories: This activity is similar to Scattagories, where categories are given/elicited from learners, and could include: Something in the classroom/kitchen/hotel/at the beach/park/cinema/mall, something you wear/feel/watch on TV, etc. A letter is selected, and each word must start with that letter. In pairs/groups/ alone, learners come up with words for each category, and I usually use four to six categories. They are awarded one point for the word and another point if it is spelled correctly. There can either be a time limit, or when a team has one word for each category, the round is finished. 

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Alphabet Scavenger: Learners must identify words for each letter, and this could be determined by lexical category (Noun, verb or adjective), topic or even visible items in the classroom. One point is given for the word, and another for the correct spelling. 

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Letter of the Day: Each day a new letter is selected, and learners brainstorm words that start with this letter. This could be done on the board, or in groups, and could also be learner-led with each learner being responsible for a day. It could also be based on challenging spelling patterns such as [au] or [gh].

 

BINGO: The teacher elicits many words, their spelling, and records these on the board. This could be based on a letter, spelling pattern or topic. Learners then create a grid, and the teacher/learner/learners around the class choose one of the words. Another option is to write the words on slips of paper and pull these from a hat. The first learner to create a line, X or whichever predetermined pattern wins. For first language speakers, this develops decoding skills, and for second language learners, this also strengthens bottom-up listening skills. 

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Dictation: Learners each orally dictate a sentence to the class while the others write it down. The teacher types the sentences on the computer, and projects it after so everyone can check their answers. Another option is a running dictation where in pairs/groups each learner is assigned the role of either runner or writer. The writer sits at the back, while the runner runs to the front of the room, reads part of a paragraph taped to the board, and then returns to the writer, who must write down what they have heard. This activity highlights spelling, capital letters and punctuation.

Mustard Seed Family Centre Literacy Workshops

Literacy is a key area of a child's development, and this can happen at home! Here is information about the Mustard Seed parenting group literacy workshops, and the facilitator's notes are below. 

Family Literacy.png

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Resources:

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https://www.decoda.ca/support-us/events/family-literacy-week/

https://www.readingrockets.org/audience/parents

https://improvingliteracy.org/brief/supporting-your-childs-literacy-development-home

https://www.pacer.org/ec/early-literacy/parents-play-a-key-role.asp

https://abclifeliteracy.ca/family-literacy/

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https://www.apmreports.org/story/2019/08/22/whats-wrong-how-schools-teach-reading?fbclid=IwAR3I4jM0gHJLQLg2sqwn1ATcCwrXgvU_njOkp5x7xtCKqsUEychVbkd3ux4

Comprehensive history of literacy education

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Mustard Seed Family Centre Literacy Workshops

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Mustard Seed Family Centre Literacy Workshops - Session One ‘Let’s Learn Together’

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Session Outcomes:

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  • Participants will define literacy, critically examine its role in their lives, and identify how it could be of further benefit.

  • Participants will evaluate relevant and useful literacy strategies for their families, and determine how to implement these.

           

  1. Introductions (Parents and describe children – age, sex, interests, other)

  2. Overview of session

  3. Reflection: Close eyes and think back to family/school and stories. (YM and 17 subscription – escape from GB) Share childhood memories and experiences with parents/family/school/friends reading.

  4. Elicit definition of literacy and why it is important (Not only ‘how to read’, but reading to children and books beneficial. Literacy includes physical, spatial, mathematical, emotional, digital, media, food, other?

  5. Share 1000x5 programme info

  6. What stories/things do they read now to babies? Toddlers? Children? Differences? Help and support one another!

  7. Tips to make reading positive and successful. Elicit and record on flipchart.

  8. Ranking activity: Which MS poster strategies most useful? Why? Which try this week? How to implement?

  9. Application: Choose a book from shelf. Why choose that book? How would they read it to their child (strategies/creative ideas)? Model for group next week.

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Homework: Family Reading Week (FRW) Challenge: Read a book a day! Parents fill in the table with title of book and notes about the techniques used, as well as successes and challenges. 

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Mustard Seed Family Centre Literacy Workshops - Session Two ‘Let’s Read Together’

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Session Outcomes:

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  • Participants will evaluate the strategies they used with their families, and identify which were helpful, as well as whether additional strategies are needed.

  • Participants will develop their reading aloud skills with stories, including how to incorporate child-centred questions, questions about images and text, prediction, summarizing and analysis/evaluation.

  • Participants will identify potential read aloud challenges, as well as strategies to address these.

 

  1. Welcome and overview of session

  2. Guided meditation activity: Debrief: What did the room and book look like? What could the book represent? Inner thoughts, future plans, ideas about self? Analogous to parents reading to children – soothing, rhythm and flow, calming, focus; transport to another world of imagination. Self-care: Nice to take a moment to breathe, reflect and devote time to self.

  3. Discuss FRC homework chart and share experiences. Times? Places? Try again this week?

  4. Review Decoda and MS poster cards: Which did they use? Continue to use? Change? Take a photo and set intention for week.

  5. Practice reading together: Laura (Fernwood) demo for us? Each choose a book and practice techniques together? Each read a page? What techniques were used? Positive peer feedback and support!

 

IF TIME/Other:

  • Challenges and Strategies: T chart (Elicit based on experiences or anticipated experiences – not enough time, won’t sit still, destroys books, doesn’t like reading)

  • Watch a video of someone reading to a child, and evaluate using MS/own ideas.

 

Homework: FRW challenge con’d.

  • Continue using reading aloud and literacy techniques

  • Reading Rockets resource sheet – Raise a Reader

 

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Mustard Seed Family Centre Literacy Workshops - Session Three ‘Let’s Play Together’

 

Session Outcomes:

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  • Participants will be able to critically evaluate a variety of literacy related activities and determine their potential efficacy with their children.

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  1. Feedback on FRW chart, tips for others? Need more 1000x5 books?

  2. Warmer: Walk around and trace letters on their backs: Spell: ABCD, LOVE, BOOK. Have used before with children? Extensions/Modifications? Do on hands, copy/mirror each other and check. Tactile and multi-modal: Get a set of letters – laminated, magnets, blocks, other?

  3. Elicit ways to support literacy beyond books: Gamification/Game-Based Learning, Experiential, LBD, Inquiry-Based/Discovery Learning – Early Childhood and Care/ECE innovative!    

  4.  Activities: Introduce, share benefits, challenges, experiences, suggestions, modifications

     - Sandbox: Or salt/sugar/flour – can add colour/put letters in the sandbox

       and practice alphabet. Other locations: ?

     - Play Do/Putty/Plasticine – colours, numbers, letters and shapes -  develops motor skills 

     - Total Physical Response (TPR): Touch all red things in the room; bring me 1 or 2 things that start with ‘B’ (You            can hide different ‘B’ things in room; Stations (A,B,C,D,E,F), and go to sound/word starts with; Ball toss/balloon            float and say alphabet/count; Memory: ‘balloon, ball, book’; Say letter/word and they draw/write on paper/dry                erase board

     - Silent Way: After, they are the teacher (They love and gives them responsibility) and parent follows instructions.          Child says if parent/teacher is correct (Make a few intentionally incorrect!)

     - Low-Tech: Eye Spy with my Little Eye: Colours, letters, numbers; Fruit Basket; Simon Says; Can you ?: Say                alphabet backwards, ‘br’ words, touch head and rub stomach, etc; Letter of the day ‘A’ and a point for each object        identify out and about; Make a story together – each say a word.  

     - Magic: Use a wand (Made at MS) and cast a spell – to spell (homophone) a word (From memory or mixed up              letters) or things that start with ‘A’: in imagination, room or magazine. Use magic sparkles/glitter to change ‘                  'Whisper the alphabet, jump up and down and say the alphabet, say it like a dog/monkey, etc. FUN IS KEY!

 

Homework: Next session: Sing Together:

  • Find a song/chant to promote literacy/language development and share it with us. How did they implement it with child? Strengths and challenges?

  • Retell a fable or fairy tale using strategies learned at workshops (5-10 min. each) Practice at home with child?

  • FRW chart? Try some of the games!

 

 

Mustard Seed Family Centre Literacy Workshops - Session Four ‘Let’s Sing Together’

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Session Outcomes:

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  • Participants will strengthen their ability to provide language development opportunities for their children by demonstrating these and receiving peer feedback and support.

  • Participants will be able to critically evaluate a variety of oral language development activities, and determine their potential efficacy with their children.

 

1. Check in: FRW chart? Activities and games from Session Three: Feedback, suggestions, etc.

2. Parents share their HW songs: Experience, strengths, challenges and suggestions

3. Additional educational songs: Try a few together. Add more to list and create online resource.

Down by the Bay: https://www.youtube.com/watch?v=Yt1czlnCUCg 

Teddy Bear's Picnic: https://www.youtube.com/watch?v=uxFIGWm9M6w

Animal Crackers: https://www.youtube.com/watch?v=vnZ3duEwQ-M

I am a Pizza: https://www.youtube.com/watch?v=0O16-V_JtYs

The Itsy Bitsy Spider: https://www.youtube.com/watch?v=U9ey2k0Zis8

If You're Happy and You Know it: https://www.youtube.com/watch?v=gKd58Nfr-dM

The Hokey Pokey: https://www.youtube.com/watch?v=_BXvrX1GxQY​

The Wheels on the Bus: https://www.youtube.com/watch?v=iwgfEQk4p4U

 

4.Tongue twisters and chants: Share and try a few: https://busyteacher.org/4050-top-10-tongue-twisters-true-teachers-treasure.html

 

5. Musical instruments: Made at MS (1/2 paper plate folded with beans inside). Make together?

 

6. Songs for other purposes: Clean up song: https://www.youtube.com/watch?v=oY-H2WGThc8, doing teeth, etc.

 

7. Fable/Fairy Tale: Parents retell their fable/fairy tale to us. Share experience of being the listener. Moral/lesson. Other activities to incorporate?

 

8. Wrap up and ways forward

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