Building Literacy In The FLES Curriculum

Building Literacy Across the FLES Curriculum Lynn Fulton-Archer Richmond Drive Elementary (SC) [email_address] http://lynnfulton.wikispaces.com

Literacy Components
Exposure to language
Awareness of print
Access to texts
Comprehension instruction

Exposure to Language
Literacy research tells us
the single most important activity for building the knowledge for eventual success in literacy is reading aloud to children.
understanding oral language must precede recognition of written language.

World Language practices include
weekly read-alouds in the media center for all students.
Open to all students (K-5)
Held before morning bell rings
Stories tied to unit content
Language teacher and curriculum specialist working together

teachers providing instruction and classroom management exclusively in the target language.
Extensive visuals
Language Ladders
Gouin Series’

Awareness of Print
students need to hear words first then have multiple opportunities to see them.
associating text to image helps students process language and make meaning.

Awareness of Print
providing functional print, e.g., high-frequency written language used to function in class, work with content.
surrounding students with environmental print via authentic materials, e.g., real-world examples of the target language in use, oftentimes above the level of the student.

Awareness of Print
creating clusters of bulletin boards on each grade-level hall.
Filled with text and images students are learning in a unit
Used as thematic webs for organizing content
Highlight student writing
Spotlight on authentic materials

Awareness of Print
frequent use of individual whiteboards
Used during classroom lessons
Allow students to write and self-correct
Encourage students to manipulate the language on their own
Connect to more kinesthetic learners

Access to Texts
students need access to books at a variety of levels.
independent reading is an important part of the literacy development process.

Access to Texts
creating mini-libraries in each classroom
Filled with books related to the content of each unit
Provide books at several levels
Allow for checkout
Created pre-reading questions and post-reading surveys

Access to Texts
Types of books
Non-fiction
Literary non-fiction
Fiction
Riddles
ABC Books
Magazines and Readers

Comprehension Instruction
students must be taught how to access information in a text – they should not be left guessing how to comprehend.
using a variety of strategies helps students understand texts with more clarity.

teaching comprehension strategies
Joint lessons lead by the Spanish teacher / Curriculum Specialist
Quarterly presentations focusing on one of the four strategies
Work with grade-level teachers to reinforce during ELA block

Literacy strategies include
Schema
activating background knowledge
Context Cues
visual and textual aids
Inference
predicting what comes next
Connecting
to self, world, other texts

Strategies Lesson Plan
Present one strategy per lesson and ask students what they already know about it.
Read a text together, asking students to consciously apply that strategy.
Have students reflect out loud about their use of that strategy in comprehending the text.

Comprehension Sequence
Pre-reading Questions
Prompt thought about the text
Predict based on visuals
Suggest a strategy to help

Reading Activities
Skim for cognates
Scan for specific information
Read for detail
Use graphic organizers to assist with comprehension

Post-reading Survey
Comprehension checks
Student-perceived success with the text
Student reactions to the text

Literacy in the Curriculum
Appropriate literacy practices
surround students with comprehensible written and spoken language.
empower students to successfully navigate a text with appropriate strategies.
encourage students to focus on what they do understand and not what they don’t.

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Building Literacy In The FLES Curriculum

by Lynn Fulton

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