Reading and Writing Through Inquiry in the PYP

Report on Regional WorkshopLima, October 7-9, 2009

Patricia Escobar, Head of PrimaryClaudia Fayad, PYP Coordinator

Reading and Writing through inquiry is an effective way for learners to be actively involved in constructing their own meaning by reading, writing, listening, speaking, viewing and presenting.

Central Idea

CONNECTION Communication PERSPECTIVE Beliefs

RESPONSIBILITY Initiative

Concepts

Lines of Inquiry

Our own literacy histories

Our beliefs, theories and practices

Language as a tool for inquiry and thinking

Developing balance in Language Arts

OUR OWN LITERACY HISTORIES

Our Own Literacy Histories II

Our Own Literacy Histories III

OUR BELIEFS, THEORIES AND PRACTICES

Who are you as a reader and a writer now?How would I know if you are a reader and a writer if I walked into your classroom?What kind of a reader and writer would I assume you are?How do you make it explicit to your students who you are as a writer and a reader?Why is this important?

Our

Bel

iefs

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orie

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d Pr

actic

es II

Our

Bel

iefs

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orie

s and

Pra

ctice

s III

Our Beliefs, Theories and Practices IV

Decoding Perspective

Skills Perspective

Whole Language Perspective

BALANCED APPROACH

LAN

GUAG

E AS

A T

OO

L FO

R IN

QU

IRY

AND

THIN

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Language as a Tool for Inquiry and Thinking II

Language as a Tool for Inquiry and Thinking III

Inquiry enhances learning

Inquiry weds the Social, the Intellectual and the Personal Self

Inquiry requires the managing of imposition

Lang

uage

as a

Tool

for I

nqui

ry a

nd T

hink

ing

IV

Students engaged in InquiryCuriousSearching for meaningIntelligent in a range of waysExperienced/something to offerThinkersCollaboratorsActiveRisk-takersCo-learners and co-teachers

Kathy Murdoch

I N Q U I R YINFORMATION-SEEKING

Inclined toward closure

Elicit information

Work-fulThe goal is product

Something to be known, confirmed or explainedGOING AFTER SOMETHINGHome is actual worldDealing with the factual

WONDERINGAttempt to hold discourse open Inviting conjecture and speculationPlayfulThe goal is engaging in the process itselfReflecting primarily for its own self REFLECTING ON SOMETHINGHome is possible worldsDealing with possibility

Supporting Inquiry ActsConnections—elicitedCreativity—safe & trusting environmentCollaboration—active listening enforcedIn-Process—‘rough-draft’ talk encouragedVariety—expressive forms & discourse, diverse perspectives valued

Frontloading (Building on Background Knowledge)

Present information and skillsActivities need to be structured in open-ended ways:

Case-study comparisonVenn Diagram summarisingMind-mapping discoveriesSharing in groupsArticle jigsawReflective journals

Frontloading (II)(Building on Background Knowledge)

Students needEXPOSUREEXPERIENCETIME

Teach skillsDiscuss perspectivesConnect to central idea

DEVELOPING BALANCE IN LANGUAGE ARTS

How to get students to be better readers and writers?BY HAVING THEM READ AND WRITE!

The more they read, the better readers they will become!The more they write, the better writers they will become!

Developing Balance in Language Arts IIPRESCHOOL YEARS

Make children WANT TO LEARN to Read and Write (fun & useful)Make sure you have Reading and Writing activities with children EVERY DAYReading and Writing with young children:

TO themWITH themBY themselves

Developing Balance in Language Arts IIILOWER PRIMARY (1st Grade up)

Guided ReadingReading Comprehension strategies

Independent ReadingRead-aloudSustained Silent Reading & conferencing“Recommend a Book”

Developing Balance in Language Arts IVLOWER PRIMARY (1st Grade up)

WritingWriting mini-lessonIndependent Writing & conferencing“Author’s Chair”

Word WorkPhonemic Awareness & PhonicsRhyming words, beginning & ending sounds CVC, CVCe patternsSpelling

Developing Balance in Language Arts VUPPER PRIMARY (4th Grade up)

ReadingShared Reading (with)Guided Reading (with and by)Independent Reading (reading by)

Developing Balance in Language Arts VIUPPER PRIMARY (4th Grade up)

WritingExpressive Writing Personal—e.g.: newsboard, personal recounts, shopping lists, Christmas lists, diariesPoetic writing Retelling known stories, poetry labels for illustrations, language experiences, picture webs, books reports, comicsTransactional Writing Factual—e.g.: writing instructions and recount events

The Mother TongueL1 is empoweringL1 lowers affective filter, makes it easierL1 makes input comprehensiveL1 allows successful predictions about target languageL1 allows transfer (e.g.: knowledge of literacy, concepts)L1 is a tool for authentic inquiry“No understanding—no engagement— no learning!”

Steven Krashen

Suggested ReadingsMaking the PYP Happen: Language in the Primary Years Programme (pg. 68)Language Scope & Sequence: IntroductionProgramme Standards & Practices (best reference!)Children’s Picturebooks (University of Miami Ohio) Database of more than 9000 bookshttp://www.lib.muohio.edu/pictbks/search/

Summative Assessment

In groups of 4

Select a picture book

Design a literature-based engagement

Children (and teachers) have beliefs about what good reading/writing is, which affects how they learn

Enduring Understandings

Enduring Understandings II

Inquiry is a philosophical stance that underlies everything we do in school

Enduring Understandings III

The PYP holds a specific philosophy and belief system about the teaching of Reading and Writing to which we have a responsibility to adhere

Enduring Understandings IV

Reading and Writing are tools for thinking about the self and the world

Enduring Understandings V

There are authentic opportunities for the development of Reading and Writing through the units of inquiry

Enduring Understandings VI

There are connections between oral, visual and written language

Enduring Understandings VII

A balanced literacy curriculum is comprised of three interdependent aspects:

Learning LANGUAGELearning ABOUT languageLearning THROUGH language

Enduring Understandings VIII

Reading and Writing in the PYP can be supported by a variety of resources that align with the philosophy of the programme

“Where you are is an ok place to be

—it is not an ok place to stay.”

Thank you!