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Booktalk presentation

Booktalk presentation






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  • The text allows children to access literacy without the emphasis on the written word. According to Hall, “there are literacies rather than literacy and that the use of these literacies creates engagement, involves wider networks, and is consistenlty related to the everyday lives of people in their communities (p. 479). Hall continues with the following points regarding ideological literacy: What if the children were not distanced from real-world purposes for literacy, language were not distanced by being used solely for analytic purposes, and literacy experiences were derived from a complex social situation rather than from the ritualistic performance demands of school literacy tasks? What if narrative were not privileged and the genres used derived from the social need, if texts were problematic and raised issues that confronted children’s beliefs about the world and their roles and rights, and if children were treated as knowers and doers rather than as ignorant and passive? What if children’s work were not assessed, if situations explored transcended the artificial barriers of school and classroom walls, and if children were not even conscious that they were learning about literacy? What if children really cared about the situation and felt they could act toward it in a literate way? (p. 479).
  • It is important that English Language Learners are given the opportunity to explore and expand their language experiences naturally. According to Andrews, experiences are best if they are “intertwined.” He suggests using wordless picture books and encouraging students to create the narration and dialogue to build oral language skills and story structures (Andrews p. 323). It is important that struggling readers and ELL students are challenged cognitively while being supported within their skills (Richardson, Morgan, Fleener, p. 395). Integrated curriculum is encouraged by Andrews as a way for English Language Learners to build on existing knowledge (p. 327).
  • Making connections has been widely described by Keene and Zimmerman. They discuss three major types of connections (text-to-self; text-to-text and text-to-world. This text lends itself to supporting learners in making all three types of connections. The process of making connections is one that needs to be supported through teacher modeling and explicit instruction. It is, according to Keene and Zimmerman, important that learners are being supported in making “meaningful” connections (Keene and Zimmerman).

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