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Literacy (Parts of Language (Knowledge, Skills & Attitudes (LLP) '…

- - - - Analyzing & responding to texts & bringing a critical awareness to literacy.
- - - - "Creativity is now as important in education as literacy." - Sir Ken Robinson
        
        "Educating the mind without educating the heart is no education at all." - Aristotle
      - Whole Language Model: immersive holistic reading writing, and listening are interrelated
        
        Set of beliefs: values learning in a meaningful context, language use is purposeful and authentic
      - Psycholinguistics - Top-down theory: context learned first then parts broken down
        
        Student-centered approach
        
        Students seen as intelligent, background knowledge draws meaning from text
        
        a progressive ideology that supports learners as knowledgeable beings able to construct meaning from texts
        
        emphasis on integrating students’ needs and interests into the curriculum, as seen with the inquiry model of schooling
        
        Reading as an intellectual process where access to background knowledge plays a critical role* in reading to learn.
        
        “Readers do not engage with a text if they do not make sense of the text”. (Flint et al, 2012)
      - EAL PRACTICES
        
        Language is the window to the curriculum. A clear window = learning
        
        Potential Barriers
        •Educational experiences – assumptions, learning preferences •Life experiences – trauma
        •Acculturation process – culture shock
        •Language
        
        Socially Effective
        
        being socioculturally conscious
        
        affirming students from diverse backgrounds
        
        having agency
        
        knowing about the lives of my students
        
        using my students’ experiences in the learning programme
        
        (Villegas & Lucas, 2002)
      - Behaviourism - Bottom-up theory: learning to read as a series of small, discrete steps, from simple to more complex
        
        The meaning is in the text. There is one right meaning.
        
        Using the visual information to sound out the words will give the meaning
        
        Part to whole
      - Sociocultural - Interactive & transactional
        
        Top down and bottom up
        A social practice
        Readers interact with text using life experiences AND knowledge of language
        Whole-to-part-to-whole
        
        Vygotsky - ZPD - Scaffolding
      - Constructivism
        
        Incorperates questions, exploring, and reflecting into meaningful learning experiences based on child-centered and child-directed learning
- - - - ◦ Social aspects
        
        ◦ Turn taking
        
        ◦ Initiating
        
        ◦ Asking questions
        
        ◦ Responding
        
        ◦ Delivery
        
        ◦ Volume
        
        ◦ Pace
        
        ◦ Clarity
        
        ◦ Fluency
        
        ◦ Organisation
  - - - Learning to decode (active processing of sentences & paragraphs cannot occur unless reader can recognize individual words reliably and efficiently) (Pressley, 2006) Most students achieve this fluently after 3 years at school
      - Unconstrained & dynamic knowledge and skills by end of year 6 - Curriculum becoming more complex. Students must respond to reading in ways that relate to their purpose for reading.
      - Asked to think critically about ideas, information in text
      - writers purposes, readers different perspectives, and the impact of texts on audiences
      - Fluent Readers: Adjust rate of reading to take into account factors such as their purpose for reading, the density of the text, and how much time they have.
      - Then come cognitive resources - engaging meaning, examining texts critically, controlling reading strategies flexibly.
  - - - Students use writing to 'Think about, record, and communicate, experiences, ideas and information.'
      - Words lists by NZCER & other high frequency word lists
      - authentic and purposeful context
      - Once encoding fluently, can use cognitive resources to convey meaning.
      - texts become more complex as the content becomes more specialized
      - Encoding = spelling words
- - - - What shall I write about?’
      - Purpose and audience
      - Text type/genre
      - Build vocabulary
      - Build shared context and understandings
      - Experiments
      - Discussions
      - Brainstorming
      - Field trips
    - - Shared reading of texts can be used to draw children’s attention to some text features and to build conceptual understandings about the topic.
      - Skimming & Scanning, Comprehension & Fluency
    - - More building the field
      - Make a writing plan
      - Talk about your topic with others
      - Visual overview
      - Word bank or vocabulary board
    - - Collaborative writing of a text
      - Turn spoken ideas into written text
      - Dialogic but teacher directed
      - questioning,
      - prompting,
      - recasting,
      - making suggestions,
      - reminding of purpose,
      - think alouds
    - - Analyse purpose of this kind of text
        
        Structure and specific language features
        
        patterns of language that are common to the text type/genre
        
        Link to other texts
        
        Annotating & highlighting texts
        
        Activities:Sorting and sequencing texts, Graphic organisers, Vocabulary building, Gap fill