Curriculum and Instruction 208: Literacy I

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Curriculum and Instruction 208 Literacy I

• Reading and Language Arts in the
• Elementary School

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Today

• Sharing Childrens books. Self-Poems, etc.
• Read-Aloud Chrysanthemum by Kevin Henkes
• Beliefs about Literacy Learning and Teaching
• Language Cueing Systems
• Theoretical Models of Reading Instruction
• The Writing Process/Authoring Cycle
• Writing Workshop
• Quiz on Chapter 1
• Browsing of Diversity Text Set
• Homework

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Announcements

• This week or next Attend Spreadsheet Workshop DG
  307
• ISU Technology Support 438-HELP

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Sharing Groups

• Task 1 Sharing Self-Poems Each person reads
  Self-Poem aloud others respond before author
  tells more about it
• Task 2 Determine Genre Read handout on genre.
  Participants share books. As a group determine
  genre of each book.
• Task 3 Determine Readability Level Skim packet
  readability pages. Participants share books. As a
  group determine readability level of books.

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Beliefs About Literacy Learning

• What are your beliefs about literacy learning?
• What do children do when they read?
• How can teachers support this learning?
• What have researchers discovered about this?

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Language Cueing System (used by readers to
unlock the printed text)

• Graphophonemic System Phonics
• Semantic System Meaning
• Syntactic System Grammar
• Pragmatic System Language in Use

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Grapho-phonemic System Phonics

• Symbol systems of oral and written language and
  the relationship between them
• System of written language orthographic system
  how print is organized
• Spelling system
• Letters
• Words
• Punctuation Marks
• Phrases
• Phonics Relationship between phonological and
  orthographic systems. What readers learn to
  understand as the complex relationship between
  how we talk and how language is organized in
  written texts.

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Semantic System -- Meaning

• Heart of language
• Relationships between language and meaning
• What words and phrases mean and how that changes
• Strongly related to cultural group

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Syntactic System Grammar

• Relationship of words, sentences, paragraphs
• Word order
• Tense
• Number
• Gender
• Where parts of speech go in a sentence
• How we string words together to sound like
  English
• Structural rules of English
• Does this sound like language?

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Pragmatic System Language in Use

• Take into consideration the social, cultural, and
  historical context of language in use
• What we know about how and when to change
  language to particular social settings
• Is your mother there? (in a phone conversation)
  implies Is your mother at home? Id like to
  speak to her.

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Models of Literacy

• Subskills
• Skills
• Holistic

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Subskills Model of Literacy
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Skills Model of Literacy
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Holistic Model of Literacy
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Break

• Next
• Writing Workshop

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The Writing Process

• Brainstorming
• Prewriting
• Drafting
• Revising
• Editing
• Final Draft
• Sharing
• Publishing

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Brainstorming/Prewriting

• What to write?
• Draw on experiences
• Talk with others
• Use literature as a model
• How to get started?
• List, cluster, web, quickwrite, draw, talk,
  diagram, act

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Drafting

• Focus on meaning
• Form thoughts into logical sequence
• Try out possibilities
• Talk and rehearse some more

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Revising

• Reread and rethink
• Clarify meaning and expand ideas
• Modify draft change, add, delete
• Confer with adults and/or peers

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Revising Groups

• Writers can help each other revise in groups
• Teacher Assigned Groups
• Similar Interest Groups
• Teacher Request Groups
• Informal, Spontaneous, Self-Selected Groups

When students collaborate with others, they learn
how to explore meaning with an audience and how
to think critically about their writing.
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These similar interest groups are formed so
students acquire the ability to listen with
understanding to what others have to say and to
respond in relevant terms (Rosenblatt, 1938).
Similar Interest Groups
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Informal/Spontaneous Groups
Students pair up or form informal, temporary
groups to seek feedback from peers. They may seek
others they see as experts, such as
excellent listeners, good spellers, knowledgeable
about the type of writing being shared, etc.
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Editing

• Proofread revised piece
• Rephrase and refine
• Check spelling, punctuation, capitalization,
  usage, form
• Confer with teacher and peers

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Final Draft/Sharing/Publishing

• Legible and correct
• Can be shared in an authors chair, a readers
  circle, turning to a partner
• Variety of publishing formats letter, book,
  drama, display, etc.

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Writing Workshop

• What is it?
• A structured, routine part of the day to learn to
  talk on paper. All genres of writing are
  explored at this time, as well as focused study
  of conventions, which occasionally includes
  spelling and other word work.

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Writing Workshop

• Classroom Essentials for Successful Writing
  Workshops
• Students can work as a community of learners.
• Students know the steps of the writing process.

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Organization of a Writing Workshop

• Community Building (10-15 min)
• Morning Meeting
• Shared Reading/Writing
• Mini-Lesson (10 min)
• Brief (can be one of a series)
• Explicit (show how and why of particular skill)
• Teacher models own writing
• Writing Time (15-20 min)
• Individual or group projects
• Teacher confers with students
• Students confer with each other
• Sharing Time (5-10 min)
• Authors Chair or other sharing
• An opportunity to learn from each other
• A chance to get ideas for own writing

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Todays Writing Workshop

• Groups for Sharing
• Writing Time
• Next time Revising Groups Feedback Sheets
  bring 2 copies of first draft

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Next Time . . .

• Emergent Readers
• Kindergarten, 1st, 2nd Graders

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Homework

• Bring 2 triple-spaced copies of first draft of
  Literacy Memoir
• Bring a blank copy of the Feedback Sheet from
  your packet.
• Required readings on emergent literacy
• BTR Chapter 2
• PKT School Talk article The Teaching of
  Reading Strategies

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Quiz on Chapter 1

• Please hand in answer sheet and question sheet
  and browse diversity books quietly when finished.