Santa Fe Community Educators Network
Meeting for April 27th, 2018
In Attendance: Rayna Dineen, Reading Quest; Amy Miller, May Center for Learning; Molly Timmins, VISTA; Carol Aubrey, Transformational Learning; Shannon Palermo, Railyard Park Conservancy; Leslie Fagve, MOIFA; Patricia Sigala, MOIFA; Kemely Gomez, SITE Santa Fe; Winoka, SITE Santa Fe; Katie Weeks, Audubon NM; Diego Medina, O’Keeffe Museum; Sarah Zurick, O’Keeffe Museum; Leona Hillary, SF Children’s Museum; Veronica Black, SITE Santa Fe; Amanda Lee, SITE Santa Fe; Shannon Bay, O’Keeffe; Emily McRae, VISTA; Alanna Herrera, Wise Fool NM; Mollie Parsons, SFBG; Mollie Toll, OAS/MNM; Shawna Jones, SFBG; Elysia Poon, SAR; Brenna Two Bear, SAR; Samuel Catanach, SAR.
Literacy Training: Rayna Dineen and Amy Miller
NOTE: This notes are in companion to the Power Point
Creating Group Norms
Kids might have different ideas for what it means to be respectful
Creating it WITH the kids, instead of just having rules being presented to them is empowering and increases the likelihood that they will adopt those agreements
Can use a custom name for the norms depending on your program
Question prompt: How do we want to learn as a group?
What do norms look like? Sound like? Feel like?
Norms can go beyond ground rules for respect, can also have norms that encourage the group to reach its highest potential
Ex: Courage. What does it mean to the group to be courageous?
Standing up for yourself
Be in charge of yourself
Ex: Don’t being afraid to try new things and make mistakes
Ex: Respect of material
Help the group reach key norms (kindness, respect, inclusivity, etc.)
Begin by brainstorming as a group, what norms would be? (4 min)
Then look at all suggestions and identify points that can be combined, make a comprehensive list.
2. Words recognition
→ Skilled Reader: has the ability to read and comprehend
Low income backgrounds → lower baseline knowledge of the world → leads to poorer comprehension
What background knowledge do you expect a student will have when they enter your program?
With no background knowledge what consequences might your students have?
2nd language learners don’t have as much context for literacy language (metaphors, etc)
Literacy language relies on background knowledge
Judgements you make (inferences) when entering a room based background knowledge and clues that you pick up.
Examples of how to build background knowledge → Creating a Knowledge Network
Visual anchor (cue) that they can continue returning to
Categories that they can sort information to
Provide opportunity during your summer program for read aloud
For your curriculum, what are relevant read-aloud texts that you can do?
Resource: Reading A - Z, print and make books, helps to address varying reading levels - provides same information at various reading levels
Build oral language bank for students
Often students are not engaging with text over summer
20 min a day for read aloud (by teacher) or independent reading helps bridge this gap
Having students read aloud to each other is not always best because it is not great for building vocabulary and forcing children to read aloud and induce anxiety
Choral Reading (reading altogether) is also a good option
Teacher reading aloud helps because students comprehension level is usually above their reading level
Figuring out vocabulary for YOUR program and focusing on those
Pick a word
Explain it using student - friendly definitions
Have them say it back to you
Reinforced definition, reinforced it in a complete sentence
Sentence Stem: framework so that THEY fill in the information
Notes and Tips:
Have kids repeat back instructions
A musical element helps group pay attention without teacher having to raise their voice (ex: metal xylophone)
Literacy is complex and there is no one way to teach a child to read
You can always be building language with your students in small ways
When you can't lead kids to the answer, tell them the answer and have them repeat it back to you
When you ask one student a question and they cannot answer right away, don’t let other students answer for them. This pattern can repeat hundreds of times throughout a students career and become an engrained pattern.