Welcome to Shelagh Winkler's Home Page

Welcome to my workspace.  This year I am very excited to be the K-5 Learning Support Teacher and Early Literacy teacher for grades K-3 at Langdon School.  My roles include coordinating student supports such as: Speech and Language/OT support, providing guidance to parents and teachers as we work together to support students, developing curriculum modifications for students with specific learning needs and providing Literacy intervention to students in grades 1-3.  Please see the course folders on the left for specific programs, information or links relating to literacy.

If you wish to contact me, please email me at swinkler@rockyview.ab.ca or call 403-936-4579 ext. 8380

Family Literacy Impacts Lives

  • Simple things like reading and telling stories to a child at 18 months are powerful stimuli for brain development in the early years (Early Years Study Final Report: Reversing the Real Brain Drain, Government of Ontario, 1999).
  • Reading to children more than once a day has a substantial positive impact on their future academic skills. In addition, research indicates children with early exposure to books and reading are better at performing mathematical tasks (National Longitudinal Survey of Children and Youth, Statistics Canada, 1996-1997).
  • Children aged 2 to 3 who are read to several times a day do substantially better in kindergarten at the age of 4 and 5 than youngsters who are read to only a few times a week or less (National Longitudinal Survey of Children and Youth, Statistics Canada, 1996-1997).
  • Some experts say that for 80 per cent of children, simple immersion in reading and books will lead to independent reading by school age (How to Make Your Child a Reader for Life, Paul Kropp, Random House Canada, 2000).
  • Increased literacy levels among parents mean more reading and literacy-building activities in the home, preparing their children for success in school and encouraging a lifelong love of reading and learning.
  • Establishing a culture of learning encourages an exchange of ideas, enriches family relationships, and bolsters confidence and independent thinking.

How do we think about Literacy at Langdon?

Everything we do is literacy; even mathematics is entwined with literacy.  Below are ways in which we help students grow in literacy, and how we scaffold the learning.

Diagnostic Testing

Fountas and Pinnell (http://www.heinemann.com/fountasandpinnell/default.aspx)

and DRA (http://www.scholastic.com/parents/resources/article/book-selection-tips/assess-dra-reading-levels)

Methodology

Teachers use a balanced brain based approach of whole language and phonics.  Grades K-3 focus on learning to read, as students mature and progress they move towards reading to learn. This is where teachers use contextual reading strategies with students as well a specific vocabulary at all levels.

Intervention

Reading Intervention in Elementary

This occurs through the leadership of our literacy lead teacher, working with small groups of students who require in depth work for reading success.  Our goal is to move them up in their reading level, specific to the time of intervention, combined with parental involvement.  It is always about moving students along in their journey of reading. Some students will read earlier than others.  Below are ways in which students move forward in reading at Langdon School.

  • Parent readers
  • Middle Age Level readers
  • At home reading program
  • Learning Commons Program
  • School Wide initiatives
  • Daily 5 Program (https://www.thedailycafe.com/daily-5)
  • Rocky View Reads program
  • Pit Stop – Middle Levels for intervention on various aspects of literacy and numeracy
  • Individualized Program Plans for students who require accommodations or modifications to their school day/program.
  • Resource Program for specialized programs with Resource Aids and teachers

 

Teachers will use various techniques of teaching literacy in classes:

-       Brain Based Learning (http://www.ascd.org/publications/educational_leadership/summer09/vol66/num09/Brain-Friendly_Learning_for_Teachers.aspx)

-       Direct instruction of skills

-       Cooperative learning

-       Cross curricular assignments

-       Inquiry Based Assignments

-       Play Based experience

-       Technology Based– for example: Raz Kids

-       Portfolio

-       Leveled Books

-       Story Boards

-       Booster Block

-       Center Based Learning

-       Assistive Technology

-       Open Reading (Read Aloud)

-       Small Group Reading Instruction

-       Mentorship

-       Routine PD

-       And more…

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