Student Literacy Development of Phonemic Awareness using Heggerty

What is Phonemic Awareness?

Phonological awareness and phonemic awareness are oral and auditory, they focus on the sounds in words. Phonemic awareness and phonics are not the same.  Phonics involves print and focuses on letters and the sounds they represent.

Why Should We Teach Phonemic Awareness?

According to the Right to Read Report, written by The Ontario Human Rights Commission, “...the best way to teach all students to read words is through direct, explicit, systematic instruction in foundational word-reading skills” (p. 20).  This should include explicit instruction in phonemic awareness. 

 Effective Early Reading Instruction: A Guide for Teachers

This guide is intended to support teachers’ ongoing efforts to build students’ reading skills. It provides teachers with information on foundational early reading skills, an understanding of how these skills develop in young children, and examples of evidence-based systematic and explicit instructional strategies to support students to become proficient and fluent readers.

 How Can I Implement Phonemic Awareness Instruction?

The Heggerty Phonemic Awareness Curriculum is a 35-week curriculum of daily explicit and systematic phonological and phonemic awareness lessons that are done through teacher modeling. It is an evidence-based curriculum that uses a scope and sequence of phonemic awareness skills. 

Whole class instruction is considered Tier 1 Instruction.  Based on assessment data, the Heggerty Phonemic Awareness Curriculum can also be used to differentiate instruction and provide support to a small group of students who need additional practice of targeted phonemic awareness skills (Tier 2). The Heggerty Curriculum could also be used for one-on-one instruction (Tier 3).

 

Pre-K Heggerty Curriculum	Kindergarten Heggerty Curriculum	Primary Heggerty Curriculum
Supports JK Students	Supports SK Students	Supports Grade 1 & 2 Students

 

What are the Phonemic Awareness Skills?

Heggerty Skill Tutorials

1. Rhyming

2. Onset Fluency

3. Blending (Words, Syllables, Onset-Rime, & Phonemes)

4. Isolating Final or Medial Sounds

5. Segmenting (Words, Syllables, Onset-Rime, & Phonemes)

6. Adding

7. Deleting

8. Substituting (begins in Week 19 in Pre-K)

 

Heggerty Tips

·         Students should be learning with the curriculum designated for their grade (Pre-K for JK; K for SK; Primary for Grade 1 and Grade 2).
·        Daily Lessons (Monday-Friday) with a whole group (Tier 1)
·        A classroom lesson should not exceed 15 minutes. If it does…do not skip skills! Reduce the number of words used with each skill, but still practice all of the skills.
·         All students participate by responding orally.
·         The only print the students see is letter cards for teaching Letter Naming & nursery rhymes
·         Hand Motions or Gestures support the development of the skills.  Learn about them here- Phonemic Awareness Hand Motions
·         Lessons can be used in small groups to provide intervention and support for students who need additional support with targeted skills instruction (Tier 2)

·         Heggerty supports a component of developing skilled reading: Word Recognition: Phonological Awareness-one part of the "reading rope" for reading instruction

https://www.reallygreatreading.com/content/scarboroughs-reading-rope

 

Heggerty Resources:

·         Heggerty Website

·         Reading Benchmark Assessment System SharePoint there is a folder (in the documents section) for Heggerty screeners for assessing student’s phonemic awareness

·         Heggerty Blog: Check out numerous resources, how to videos, lessons etc.

·         Heggerty Phonemic Awareness on You Tube

·        LKDSB training Session for Heggerty:  June 7th at 4pm. 

Heggerty Recording June 

Don’t Read That! Read This!

Throughout the years I have seen lots of examples involving stereotypes of Indigenous people. From Clifford dressed in a headdress to the Berenstain Bears at camp, from Stone Fox to minimizing the sacred Tlingit culture in Touching Spirit Bear, you don’t have to look far to see examples of damaging stereotypes in our school libraries.

What is a stereotype, and why are they so hurtful?

Merriam-Webster defines a stereotype as a ‘standardized mental picture that is held in common by members of a group and that represents an oversimplified opinion, prejudiced attitude, or uncritical judgment.’ 

The image of Clifford wearing his “Indian Costume” is an example of an image that we have seen hundreds of times in cartoons, books, artwork, movies- the list goes on. What is damaging about this is that people begin to think of Indigenous people as all wearing headdresses, that it’s okay to dress up in costumes as Indigenous people, or that Indigenous people only exist in the past. We know these stereotypes are not true, because there are many First Nations, Metis and Inuit peoples that have unique customs, traditions, languages, stories and histories, AND, it’s important to note that when thinking and teaching about Indigenous people, only in the past, it minimizes the fantastic things Indigenous people are still doing today! 

What books should I use? 

For too long Indigenous people have not had control over how we are represented in movies or on the news, or how we are taught about in schools. There are so many great resources available to teachers that are authored by Indigenous people that allow us to tell our stories in ways that are appropriate and DO NOT perpetuate stereotypes. 

While I would love to give a list of “DO NOT READ THESE BOOKS”, there are far too many to include in this blog post.

I will however remind everyone what you can do to ensure the books you are reading are appropriate:

 

• Make sure books about Indigenous people are written by Indigenous people: A quick Google search will help you find this out. It’s what I do when researching resources! Ensure you are using resources that include current representation of Indigenous people so students understand that Indigenous people are still here doing great things!

• Check the date on the resource: Just because you’ve been reading a book to your class for years and no one has said anything about it doesn’t mean it’s appropriate. We have learned so much about cultural appropriation, systemic racism, and accurate representation of Indigenous people in just the past 10 years, and we really need to take time to reflect on our resources and our practices. 

• Remember: Nothing about us without us: I know I’ve said it a million times, but find resources ABOUT Indigenous people CREATED BY Indigenous people.

I Think I’ve Made A Mistake!

So, you’ve been reading a book that you now realize is problematic? What now? 

First, it’s great that you have become aware of this and have taken the time to question your resources. Good job! 

If you are in the middle of reading the book to your students, it’s time to stop and have a conversation about it, and why you probably shouldn’t finish it. Talk about stereotypes and why they are damaging. Discuss with the students what steps you should all take to fix this problem. This could be writing a letter to the publishing company explaining why this book is problematic, researching Indigenous authors, or perhaps making a list of books that your students would like to read. Using a fabulous book like, Go Show the World by Anishinaabe author, Wab Kinew can lead to great inquiry projects researching Indigenous heroes that challenge stereotypes.

If a student in your class, or someone else, points out that a book you are reading has stereotypes in it, or a book in the Learning Commons is offensive, have a conversation with that student. Listen to their concerns and take them seriously. Apologize and commend them for speaking up. It takes a lot of courage to do this! It is important for students to see that we as teachers can make mistakes, grow and learn together.  

Books Can Be Windows or Mirrors

If you have been to one of my workshops you will recognize this infographic. 

This shows us that White children see themselves represented and reflected in really great, positive ways, in children’s literature, 50% of the time. As we look to the left, the percentage gets smaller and smaller. Not only does that mirror reflecting the students get smaller, but it also becomes cracked and damaged. This represents the ways that students are being reflected in books. These include stereotypes, inaccuracies, and in the case of the Indigenous student, not hearing the stories of their people actually told by Indigenous voices. 

Not only is the Indigenous student only seeing themselves 1% of the time in often damaging and stereotypical ways, but all the other students are also seeing this as well. The damaging images, outdated and offensive vocabulary and inaccuracies perpetuate oppression that has been happening for a very long time.

Be Wary of Teacher Pay Teachers! 

There are lots of novel studies, or lessons for some of the books mentioned above on Teachers Pay Teachers. There are lots more that I haven’t even mentioned. 

Go to the LKDSB Indigenous Education website to find lists of books written by Indigenous authors that are in every LKDSB Elementary School.

https://sites.google.com/lkdsb.com/lkdsb-indigenous-ed/home

Click on the “Books By Indigenous Authors” Tab at the top to see the list. 

You can also go to: https://sites.google.com/lkdsb.com/schoolwidereadaloud to see some of my favourite picture books that have been paired with Ojibwe words and curriculum connections. 

As always, if you have any questions or concerns, please feel free to reach out! 

Gretchen.sands-gamble@lkdsb.com

Learning about the Upcoming EQAO Assessments

Grade 3 and 6 students will be taking part in the EQAO assessments May4th -June 24th.

The EQAO website has information that teachers will find helpful in preparing for the assessments:

• Sample Tests
• Administration User Guides
• Frameworks
• Webinars and Learning Modules

The Self Paced Learning Module was easy to access and clarified much information.  Click on the link below to register.

Learning Module, Principals and Teachers: Primary and Junior Assessments

Register for this self-paced learning module and learn the details of administering the digitalized Primary and Junior Assessments of Reading, Writing, and Mathematics. This module takes approximately 45 minutes. Following your registration, you will receive an invitation email to EQAO’s Virtual Learning Environment.

LKDSB recently offered after-school sessions.  Check out the recordings.

EQAO: Here is what we know...so far

Overview of the Assessments, Framework and Sample Tests.  

New to EQAO: Language

Overview of the Reading and Writing Assessments and suggestions for helping students prepare.

New to EQAO: Math 

Overview of the Math Assessment and suggestions for helping students prepare.

NEW

EQAO Update

Sharing information about the EQAO eAssessment system and responding to questions.

Learning and Unlearning: Cultural Appropriation and the Arts

Appropriately including Indigenous Art, Music, Dance, Drama brings voices and perspectives of Indigenous People into the learning helps to build student capacity for intercultural understanding, empathy, and mutual respect. 

As we learn and unlearn, we should reflect on the activities and examples we share with students.  Do these contributions show appreciation or is it cultural appropriation?

Learning What To Do: Actions I Can Take

• Share Indigenous Art

• Reference and honour the artist- Share their Nation, if known

• Make space in your classroom for marginalized voices

• Teach History and Current Events

• Be inspired by Indigenous Art (DO NOT COPY)

• Use The Arts Curriculum as your guide 

• Creating and Presenting 

• Reflecting, Responding and Analyzing

• Exploring Forms and Cultural Contexts

IN SCHOOL Resource: "Take Action For Reconciliation" is a place to start.

This resource is in every LKDSB School and it can be used for

Language and Social Studies/History too! Grades 3-8

Looking for a learning experience, check out this!

Cultural Understanding of Water: Learning Through the Arts

Continuing to Learn and Unlearn: Take a look at this Blog Post from early 2020.  

How can I incorporate Indigenous Art in my class without appropriating the culture? 

 This is a great question!! 

Many teachers want to use Indigenous styles of art and music in their classrooms. There are so many really amazing First Nation, Metis and Inuit artists creating beautiful and thought-provoking works of art. This art includes visual arts, music, dance and drama. These works of art are excellent avenues to ensure you are sharing the perspectives and experiences of Indigenous people with your students. It is through this sharing we can build understanding.  Please keep reading to discover ways we can appreciate the works of Indigenous artists.

 First of all, let’s talk about what cultural appropriation actually is. Cultural Appropriation is taking parts of someone else’s culture that you find interesting, beautiful or “cool” and using it in ways that it was originally not intended. If the action doesn’t allow for the cultural context to be shared, then it can perpetuate stereotypes and minimize cultures to simple tropes or cliches. It silences the voices that need to be shared. 

 The best way to avoid cultural appropriation is to make sure you are making space for voices that have generally been silenced to be shared. Cultural appropriation is something that we should all be aware of. Sometimes we need to take a step back and look at our classroom activities from a different perspective to see if we are appropriating someone else’s culture. This also extends beyond First Nation, Metis and Inuit cultures. 

 This is a really interesting article about Cultural Appropriation and Indigenous Artwork that you could share with your students. It also comes with a call to action around speaking up against cultural appropriation supporting Indigenous artists. 

Indian Horse Authentic Indigenous Arts

 

If you are looking for more information about Cultural Appropriation please see this earlier post with a recording of our online session: Sharing and Appreciating First Nation, Metis and Inuit Perspectives: Appropriation vs. Appreciation

What About Indigenous “Inspired” Art?

Creating and Presenting: Share the artwork, ensure the students are creating their own instead of copying artwork that is unique to Indigenous Peoples.

As the curriculum guides us we want to give students opportunities to be inventive and imaginative in their thinking, rather than copy the artwork of another artist or group of people.

Instead of using them as something from which to copy, we can use these works of art as a starting point for an Inquiry (Inquiry can be conducted in the Art classroom!!).  

Who is the artist?  Where are they from?  What is their nation?  Why did they choose the medium?  Who/what are the inspirations for their artwork?  Is there an artist from a local First Nation we can contact who can tell us more about the style of art? Is there an artist we can contact via an online platform like Google Meet Zoom or YouTube?

One way you can utilize artworks by First Nation, Metis and Inuit artists is to use it to teach critical analysis.  The above flow chart comes from the Ontario Arts Curriculum.  

Here is an example:

Christi Belcourt is a Metis artist and Isaac Murdoch is an Ojibwe artist who create prints and paintings.  On their website, http://onamancollective.com/ you can download their Water Is Life prints to use as posters, or for your classroom.  These are excellent examples of Indigenous voices being shared through visual arts. 

With your students have a discussion about why Christi Belcourt and Isaac Murdoch would just give away their artwork in this way?  

What imagery do you see in their work?  

What makes it powerful? 

Look to the curriculum to guide your discussion as well: 

• How does the artist use: 

• Colour, Line, Value, Texture, Space, Shape and Form (Elements of Design)

•  Pattern, Contrast, Proportion/Scale, Harmony, Variety, Movement, Balance, Emphasis, Unity (Principles of Design)

• 
  

 

Should students copy the images/symbols represented?  

Nope.  BUT, students can look at these symbols and create their own posters about protecting water or advocate for an issue that they wish to support or draw attention to. They can use their own symbols and imagery to get their point across.

Christi and Isaac use printmaking to create their posters.  You can introduce your students to the art of printmaking!  

Exploring Forms and Cultural Contexts

I really like totem poles.  If I take the time to teach my students about them and their history, is it okay to make them?

Well no.

Totem poles and the styles of art seen above are very beautiful and are very distinct to unique groups of Indigenous people.  We’ve all seen them, maybe we’ve even used them in our art classroom as inspiration or a template from which to copy.  These styles of art have had generations of stories, experiences, and traditions behind them.  To feel like we as teachers can give them the respect they need in a 40-minute lesson is showing the artists and their ancestors a great deal of disrespect.

Claire Kennedy, a teacher from Sir John Moore created a unit plan for the visual arts strand.  She has made sure to include many First Nation, Metis and Inuit artists in the plan.  

You can find this unit plan here: Visual Arts Unit Plan

It can easily be adapted for many grades and includes a lot of resources for further exploration.  Miigwech for sharing, Claire!

Can I invite an artist from a local First Nation to my class to share their work?

Yes!  Please do!  

Some teachers have invited artists from Kettle and Stony Point, Aamjiwnaang, Bkejwanong and Eelunaapeewi Lahkeewiit to their classes.  Many of these artists share their stories, traditions and their styles of artwork with the students.  While the visiting artists are sharing with the students and teachers, these styles and stories still belong to the artist and their ancestors.  They are not to be later taught by the teacher.

When in doubt, reach out!

Cultural appropriation is sometimes difficult to navigate, but it can be very hurtful, damaging and can perpetuate stereotypes.  When in doubt, please ask!  I get many questions from teachers, and I really appreciate the time they take, and the bravery they show when asking! Send me an email!  gretchen.sands-gamble@lkdsb.net

Representing Math Thinking Using Manipulatives

Students represent mathematical ideas and relationships and model situations using tools, pictures, diagrams, graphs, tables, numbers, words, and symbols. 

Tools, like concrete and digital manipulatives, support student learning of mathematical concepts.  Manipulatives are concrete objects that can be viewed and physically handled by students in order to represent mathematical ideas and relationships and demonstrate or model abstract concepts.

   

The use of tools and representations supports a conceptual understanding of mathematics at all grade levels.

Chosen carefully, tools and representations provide a way for students to think through problems and then communicate their thinking. Tools and representations explicitly and visually represent math ideas that are abstract. When paired with discussion, they help to demonstrate concepts and thinking.

Concrete

Pictorial

Abstract

Learn more about Tools and Representations here.

High-Impact Instructional Practices in Mathematics

While students work with concrete manipulatives, teachers find it helpful to be able to visually share the manipulative in use.  There are many virtual manipulatives available online; each having its strengths and limitations. Here are some examples that LKDSB Teachers and students regularly access.

Check them out.  Which ones work for you?

Manipulative	Division	Take Note
Mathies Learning Tools	Primary  Junior Intermediate	Introducing math concepts, Number Talks, Virtual supports Teacher Tip Sheets are excellent
Math Learning Centre Math Apps | The Math Learning Center	Primary  Junior Intermediate	Shareable links and Virtual worksheets save as pictures or copy individual links to hand in iPad: Each Manipulative is a unique app
Mathigon Polypad – Virtual Manipulatives – Mathigon	Primary  Junior Intermediate	The ‘For Teachers’ tab has some great resources: Activities and Lesson Plans
Toy Theater Virtual Manipulatives | Mathematical Modelling | Toy Theater	Primary  Junior Intermediate	Fun games to support Math concepts, Easy to use  Free
Didax https://www.didax.com/math/virtual-manipulatives.html	Primary  Junior Intermediate	Instructional Videos and activities available
Desmos Desmos	Junior Intermediate	Teachers create a free account to access activities(use a code like Kahoot). Ready-made lessons are available. Teachers can control the pace.  Real-time view of student work and easy sharing. Can anonymize names.