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Presented to CT K8 Methods Institute 2009: Strategies for strengthening literacy, connecting to English/Language Arts outcomes
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Building Literacy in K-8 Building Literacy in K-8 World Language World Language
ProgramsPrograms
Lynn Fulton-ArcherLynn Fulton-ArcherRichmond Drive Elementary (SC)Richmond Drive Elementary (SC)
[email protected]@gmail.comhttp://lynnfulton.wikispaces.comhttp://lynnfulton.wikispaces.com
Literacy ComponentsLiteracy Components
1.1. Exposure to languageExposure to language
2.2. Awareness of printAwareness of print
3.3. Access to textsAccess to texts
4.4. Comprehension instructionComprehension instruction
Exposure to LanguageExposure to Language
Literacy research tells usLiteracy research tells us• the single most important activity the single most important activity
for building the knowledge for for building the knowledge for eventual success in literacy is eventual success in literacy is reading aloud to children.reading aloud to children.
• understanding oral language must understanding oral language must precede recognition of written precede recognition of written language.language.
Exposure to LanguageExposure to Language
World Language practices includeWorld Language practices include• weekly read-alouds in the media weekly read-alouds in the media
center for all students.center for all students.– Open to all students (K-5)Open to all students (K-5)– Held before morning bell ringsHeld before morning bell rings– Stories tied to unit contentStories tied to unit content– Language teacher and curriculum Language teacher and curriculum
specialist working togetherspecialist working together
Exposure to LanguageExposure to Language
Student impact shown throughStudent impact shown through• rising numbers of students rising numbers of students
attending the read-alouds.attending the read-alouds.• students commenting on the students commenting on the
content of the story throughout the content of the story throughout the day.day.
• heritage learners expressing more heritage learners expressing more interest in reading in their native interest in reading in their native language.language.
Exposure to LanguageExposure to Language
World Language practices includeWorld Language practices include• teachers providing instruction and teachers providing instruction and
classroom management classroom management exclusively in the target language.exclusively in the target language.
– Extensive visualsExtensive visuals– Language LaddersLanguage Ladders– Gouin Series’Gouin Series’
Awareness of PrintAwareness of Print
Literacy research tells usLiteracy research tells us• students need to hear words first students need to hear words first
then have multiple opportunities to then have multiple opportunities to see them.see them.
• associating text to image helps associating text to image helps students process language and students process language and make meaning.make meaning.
Awareness of PrintAwareness of Print
World Language practices includeWorld Language practices include• providing functional printproviding functional print
e.g., high-frequency written e.g., high-frequency written language used to function in class, language used to function in class, work with content.work with content.
• surrounding students with surrounding students with environmental printenvironmental printvia authentic materials, e.g., real-via authentic materials, e.g., real-world examples of the target world examples of the target language in use, oftentimes above language in use, oftentimes above the level of the student.the level of the student.
Awareness of PrintAwareness of Print
World Language practices includeWorld Language practices include• creating clusters of bulletin boards creating clusters of bulletin boards
on each grade-level hall.on each grade-level hall.– Filled with text and images Filled with text and images
students are learning in a unitstudents are learning in a unit– Used as thematic webs for Used as thematic webs for
organizing content, help build a organizing content, help build a bank of site words for studentsbank of site words for students
– Highlight student writingHighlight student writing– Spotlight on authentic materialsSpotlight on authentic materials
text / image associationstext / image associations
Exposure to PrintExposure to Print
thematic organizerthematic organizer
Exposure to PrintExposure to Print
student writingstudent writing
Exposure to PrintExposure to Print
authentic materials / printauthentic materials / print
Awareness of PrintAwareness of Print
World Language practices includeWorld Language practices include• frequent use of individual frequent use of individual
whiteboardswhiteboards– Used during classroom lessonsUsed during classroom lessons– Allow students to write and self-Allow students to write and self-
correctcorrect– Encourage students to manipulate Encourage students to manipulate
the language on their ownthe language on their own– Connect to more kinesthetic Connect to more kinesthetic
learnerslearners
Access to TextsAccess to Texts
Literacy research tells usLiteracy research tells us• students need access to books at a students need access to books at a
variety of levels.variety of levels.• independent reading is an independent reading is an
important part of the literacy important part of the literacy development process.development process.
Access to TextsAccess to Texts
World Language practices includeWorld Language practices include• creating mini-libraries in each creating mini-libraries in each
classroomclassroom– Filled with books related to the Filled with books related to the
content of each unit, including content of each unit, including the culminating story for the unitthe culminating story for the unit
– Provide books at several levelsProvide books at several levels– Allow for checkoutAllow for checkout– Created pre-reading questions Created pre-reading questions
and post-reading surveysand post-reading surveys
Access to TextsAccess to Texts
Pre-reading QuestionsPre-reading Questions– Prompt thought about the textPrompt thought about the text– Predict based on picture walkPredict based on picture walk– Suggest a strategy to helpSuggest a strategy to help
Post-reading SurveyPost-reading Survey– Comprehension check (varied)Comprehension check (varied)– Perceived success with the bookPerceived success with the book– Strategy they used to helpStrategy they used to help
Access to TextsAccess to Texts
Types of booksTypes of books• Non-fictionNon-fiction• Literary non-fictionLiterary non-fiction• FictionFiction• RiddlesRiddles• ABC BooksABC Books• Magazines and ReadersMagazines and Readers
Comprehension InstructionComprehension Instruction
Literacy research tells usLiteracy research tells us• students must be taught how to students must be taught how to
access information in a text – they access information in a text – they should not be left guessing how to should not be left guessing how to comprehend.comprehend.
• using a variety of strategies helps using a variety of strategies helps students understand texts with students understand texts with more clarity.more clarity.
Comprehension InstructionComprehension Instruction
World Language practices includeWorld Language practices include• teaching comprehension strategiesteaching comprehension strategies
– Joint lessons lead by the Spanish Joint lessons lead by the Spanish teacher / Curriculum Specialistteacher / Curriculum Specialist
– Quarterly presentations focusing Quarterly presentations focusing on one of the four strategieson one of the four strategies
– Work with grade-level teachers Work with grade-level teachers to reinforce during ELA blockto reinforce during ELA block
Comprehension InstructionComprehension Instruction
Literacy strategies includeLiteracy strategies includeSchemaSchema
activating background knowledgeactivating background knowledgeContext CuesContext Cues
visual and textual aidsvisual and textual aidsInferenceInference
predicting what comes nextpredicting what comes nextConnectingConnecting
to self, world, other textsto self, world, other texts
Comprehension InstructionComprehension Instruction
Strategies Lesson PlanStrategies Lesson Plan• Present one strategy per lesson Present one strategy per lesson
and ask students what they and ask students what they already know about it.already know about it.
• Read a text together, asking Read a text together, asking students to consciously apply that students to consciously apply that strategy.strategy.
• Have students reflect out loud Have students reflect out loud about their use of that strategy in about their use of that strategy in comprehending the text.comprehending the text.
Comprehension SequenceComprehension Sequence
Pre-reading QuestionsPre-reading Questions– Prompt thought about the textPrompt thought about the text– Predict based on visualsPredict based on visuals– Suggest a strategy to helpSuggest a strategy to help
Comprehension SequenceComprehension Sequence
Reading ActivitiesReading Activities– Skim for cognatesSkim for cognates– Scan for specific informationScan for specific information– Read for detailRead for detail– Use graphic organizers to assist Use graphic organizers to assist
with comprehensionwith comprehension
Comprehension SequenceComprehension Sequence
Post-reading SurveyPost-reading Survey– Comprehension checksComprehension checks– Student-perceived success with Student-perceived success with
the textthe text– Student reactions to the textStudent reactions to the text
Comprehension Comprehension FrameworksFrameworksWorld Language practices includeWorld Language practices include• teaching comprehension teaching comprehension
frameworks to help students frameworks to help students navigate textsnavigate texts
– SOAPSSOAPS– AnnolightingAnnolighting– Reciprocal TeachingReciprocal Teaching
Comprehension Comprehension FrameworksFrameworksSOAPSSOAPS• S = speakerS = speaker• O = occasionO = occasion• A = audienceA = audience• P = purposeP = purpose• S = subjectS = subject
Comprehension Comprehension FrameworksFrameworksAnnolightingAnnolighting• Highlight the main ideaHighlight the main idea• Underline supporting detailsUnderline supporting details• Annotate to the sideAnnotate to the side
Comprehension Comprehension FrameworksFrameworksReciprocal TeachingReciprocal Teaching• PredictPredict• QuestionQuestion• ClarifyClarify• SummarizeSummarize
Literacy through SongLiteracy through Song
Curriculum CornerstoneCurriculum Cornerstone
3 songs integrated into each unit3 songs integrated into each unit– Reach musical learnersReach musical learners– Combine language and rhythmCombine language and rhythm– Provides contextualized Provides contextualized
repetitionrepetition– Help connect oral language to Help connect oral language to
text with songbooks and visualstext with songbooks and visuals
Literacy through SongLiteracy through Song
Curriculum CornerstoneCurriculum Cornerstone
3 songs integrated into each unit3 songs integrated into each unit– Serve as point of departure for Serve as point of departure for
interpersonal activitiesinterpersonal activities– Students can write their own Students can write their own
verses to the song to follow-upverses to the song to follow-up– Singing a line or humming the Singing a line or humming the
melody prompts student recallmelody prompts student recall
Measuring ResultsMeasuring Results
• NOELLA (National Online Early NOELLA (National Online Early Language Learning Assessment)Language Learning Assessment)
• MAP (Measure of Academic MAP (Measure of Academic Progress)Progress)
• State Standardized test scoresState Standardized test scores
Literacy in the CurriculumLiteracy in the Curriculum
Appropriate literacy practices Appropriate literacy practices • surround students with surround students with
comprehensible written and comprehensible written and spoken language.spoken language.
• empower students to successfully empower students to successfully navigate a text with appropriate navigate a text with appropriate strategies.strategies.
• encourage students to focus on encourage students to focus on what they do understand and not what they do understand and not what they don’t.what they don’t.
"There are perhaps no days "There are perhaps no days of our childhood we lived so of our childhood we lived so fully as those we spent with a fully as those we spent with a favorite book."favorite book."
~Marcel Proust~Marcel Proust
Building Literacy Across Building Literacy Across the FLES Curriculumthe FLES Curriculum
Lynn Fulton-ArcherLynn Fulton-ArcherRichmond Drive Elementary (SC)Richmond Drive Elementary (SC)
[email protected]@gmail.comhttp://lynnfulton.wikispaces.comhttp://lynnfulton.wikispaces.com