Join early years educators to learn more about the power of socio-dramatic play in the development of children’s thinking and communication skills. See and hear examples of authentic, co-constructed classroom play experiences in a variety of learning areas that support the development of children’s literacy behaviours (reading, writing, listening and speaking). Explore the role of an intentional and responsive educator in recognizing and fostering this dynamic and powerful vehicle for learning.
Presenters: Olivia Barajas, Joanne Trim, Maxelle Yablon
Olivia Barajas, DECE
Joanne Trim, YRDSB Early Years Curriculum Consultant
Maxelle Yablon, OCT
We will explore the changes evident in children’s fluency and phrasing over the course of the lesson series and use Literacy Lessons, texts, and children’s reading samples to understand the opportunities available to get shifts in the way the reading sounds.
Presenter: Allyson Matczuk, CIRR (Western Region)
Allyson Matczuk is a Trainer for the CIRR in Winnipeg, Manitoba.
“Effective monitoring is a highly skilled process constructed over many years of reading” (Clay, 2005, p.108) and is essential to the development of independent, self-regulated readers and writers. Do you notice the signs of self-monitoring, and do you know how to teach for changes in the complexity of monitoring over time? How do you check on yourself as a teacher to ensure your students take on this important strategic activity? In this session you will explore self-monitoring in our youngest readers through grade two, with research highlights and video examples from lessons.
About Betsy: Betsy Kaye is a Reading Recovery trainer and Assistant Professor at Texas Woman’s University. She has been involved with Reading Recovery for more than 25 years. Early in her career, she also taught special education and fifth grade. Betsy has published several articles about Reading Recovery teaching, early intervention, and assessment and frequently shares her expertise at literacy conferences in the US and Canada. Betsy enjoys working with international colleagues and RRCNA on projects that support teachers’ professional learning, and she currently serves as editor of the Teaching section of the Journal of Reading Recovery.