Building Literacy In K8 World Language Programs

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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 K8 World Language Programs

  1. 1. Building Literacy in K-8 World Language Programs Lynn Fulton-Archer Richmond Drive Elementary (SC) fulton.lynn@gmail.com http://lynnfulton.wikispaces.com
  2. 2. Literacy Components 1. Exposure to language 2. Awareness of print 3. Access to texts 4. Comprehension instruction
  3. 3. 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.
  4. 4. Exposure to 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
  5. 5. Exposure to Language Student impact shown through • rising numbers of students attending the read-alouds. • students commenting on the content of the story throughout the day. • heritage learners expressing more interest in reading in their native language.
  6. 6. Exposure to Language World Language practices include • teachers providing instruction and classroom management exclusively in the target language. – Extensive visuals – Language Ladders – Gouin Series’
  7. 7. Awareness of Print Literacy research tells us • students need to hear words first then have multiple opportunities to see them. • associating text to image helps students process language and make meaning.
  8. 8. Awareness of Print World Language practices include • 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.
  9. 9. Awareness of Print World Language practices include • 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, help build a bank of site words for students – Highlight student writing – Spotlight on authentic materials
  10. 10. text / image associations
  11. 11. Exposure to Print thematic organizer
  12. 12. Exposure to Print student writing
  13. 13. Exposure to Print authentic materials / print
  14. 14. Awareness of Print World Language practices include • 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
  15. 15. Access to Texts Literacy research tells us • students need access to books at a variety of levels. • independent reading is an important part of the literacy development process.
  16. 16. Access to Texts World Language practices include • creating mini-libraries in each classroom – Filled with books related to the content of each unit, including the culminating story for the unit – Provide books at several levels – Allow for checkout – Created pre-reading questions and post-reading surveys
  17. 17. Access to Texts Pre-reading Questions – Prompt thought about the text – Predict based on picture walk – Suggest a strategy to help Post-reading Survey – Comprehension check (varied) – Perceived success with the book – Strategy they used to help
  18. 18. Access to Texts Types of books • Non-fiction • Literary non-fiction • Fiction • Riddles • ABC Books • Magazines and Readers
  19. 19. Comprehension Instruction Literacy research tells us • 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.
  20. 20. Comprehension Instruction World Language practices include • 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
  21. 21. Comprehension Instruction Literacy strategies include Schema activating background knowledge Context Cues visual and textual aids Inference predicting what comes next Connecting to self, world, other texts
  22. 22. Comprehension Instruction 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.
  23. 23. Comprehension Sequence Pre-reading Questions – Prompt thought about the text – Predict based on visuals – Suggest a strategy to help
  24. 24. Comprehension Sequence Reading Activities – Skim for cognates – Scan for specific information – Read for detail – Use graphic organizers to assist with comprehension
  25. 25. Comprehension Sequence Post-reading Survey – Comprehension checks – Student-perceived success with the text – Student reactions to the text
  26. 26. Comprehension Frameworks World Language practices include • teaching comprehension frameworks to help students navigate texts – SOAPS – Annolighting – Reciprocal Teaching
  27. 27. Comprehension Frameworks SOAPS • S = speaker • O = occasion • A = audience • P = purpose • S = subject
  28. 28. Comprehension Frameworks Annolighting • Highlight the main idea • Underline supporting details • Annotate to the side
  29. 29. Comprehension Frameworks Reciprocal Teaching • Predict • Question • Clarify • Summarize
  30. 30. Literacy through Song Curriculum Cornerstone 3 songs integrated into each unit – Reach musical learners – Combine language and rhythm – Provides contextualized repetition – Help connect oral language to text with songbooks and visuals
  31. 31. Literacy through Song Curriculum Cornerstone 3 songs integrated into each unit – Serve as point of departure for interpersonal activities – Students can write their own verses to the song to follow-up – Singing a line or humming the melody prompts student recall
  32. 32. Measuring Results • NOELLA (National Online Early Language Learning Assessment) • MAP (Measure of Academic Progress) • State Standardized test scores
  33. 33. 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.
  34. 34. "There are perhaps no days of our childhood we lived so fully as those we spent with a favorite book." ~Marcel Proust
  35. 35. Building Literacy Across the FLES Curriculum Lynn Fulton-Archer Richmond Drive Elementary (SC) fulton.lynn@gmail.com http://lynnfulton.wikispaces.com

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