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Topics for todayWikiMeaningful and Constructive LiteracyAssessing Concepts about print

WikiThis is our course shell and you need to be

checking it and your e-mail on a regular basis.

Where to find informationEditing a pageCommentingNotifications

Knowing Literacy- JigsawUsing the Key Concepts Organizer that you

filled out for your 3 chapters we will do the follow:Meet with the others who read the same chapters

Discuss the 5 key concepts that you each came up with

Get into groups of 4; one of each number in a group

Jigsaw each of your sections so that each member of the group has an understanding of each section

Concepts About PrintCAP refers to knowledge of the distinctive

features of print textChildren also develop concepts of other literate

forms and how they work (hypertext, downloading, etc)

In many ways, concepts about PRINT is outdated. We should be talking about concepts about literacy.

CAP will change depending on the writing system of the language

Children are not born with an understanding of these concepts

Procedures for CAP and other alternativesBrowse Clay’s CAP, watch videoCritiques of the CAP assessment (see

Johnston, ch. 12)Alternatives for assessing CAP

Print Awareness Checklist (Johnston, pp. 102-103)

Johns & Lenski, p. 87-88

For ThursdayTopics: Linguistic Diversity; review of the

cueing systemsReadings: IR- p.273-4; Codeswitching article

Today…Please come in and sign in-

Six Language ArtsReview of the Cueing SystemsReading with Linguistically diverse students

The Six Language ArtsSpeakingListeningReadingWritingViewingVisually Representing

These rarely stand alone, particularly with the advent of new digital literacies

How do humans learn language?Language development begins in the

wombHearing mother’s voiceIntonations, the “sounds” of language

Repetition of words and soundsMessages are important; mistakes are not

Meaning is the heart of languageCreates a risk-free environment for children to

experiment with languageLanguage and identity are inseparable

Family language and literacy practices vary greatly and therefore each child’s literacy enculturation is unique.

Language is used for and within specific social practices

Knowing that literacy acquisition is social, how do we engage students in meaningful, authentic activities and connect with families?

Language Acquisition as Social

Information, Strategies, tools and technologies used to accomplish daily life

Characteristics of people in an activity; they become a part of a child’s history

Knowledge is obtained rather than imposed by adults

Defining literacy based on political or institutional discourses limits access of learning to children

Funds of Knowledge

Who Defines the Standard“It is axiomatic that if Black people were in power in this country, Black English would be the prestige idiom. This is a point which cannot be stressed too often, for frequently we find even Black students themselves with a negative image of they speech. They too have been brainwashed about the ‘inherent and Absolute rightness’ of white, middle-class dialect” (Smitherman, 2000, pp. 128-129).

Because historically people with means (i.e. rich people,white people, and people from the north) have been in power, their ways of speaking have become the “standard” on which all other forms are judged.

Codeswitching

Codeswitching discussionUsing the discussion organizer that you

completed while reading, please discuss the reading in your small groupsBe sure to discuss the nine questions on your

discussion notes formWe will come back as a large group to touch

on your small group discussions

Possessive PatternsInformal English

Taylor cat is black.The boy coat is torn.A giraffe neck is long.Did you see the

teacher pen?

Pattern: owner + owned

Formal English

Taylor’s cat is blackThe boy’s coat is torn.A giraffe’s neck is

long.Did you see the

teacher’s pen?

Pattern: owner (+apostrophe-s) +owned

In a lesson on contractions, Joyce, a second year teacher, read Green Eggs and Ham, and then had her students make contractions with the text. In a post-reading activity, she gave them each a word (such as “can” or “not”) and had them join up with another student to build a contraction written on the backs of their words (“can’t). One student, Leslie, built her contraction (do+not=don’t) with another student, and then successfully used their contraction in a sentence in front of the class. A couple of minutes later when Joyce and a parent volunteer went to the front of the room to present their contraction, the class got a bit noisy. Leslie, in her booming voice, shouted to the other students, “Be quiet! The queen talkin’!” (the “queen” being Joyce). The class, indeed, got very quiet. Joyce gave Leslie a good humored glare to suggest that shouting was inappropriate, but did not comment on nor “correct” Leslie's English. (October, 2003)

DiscussionLeslie used African American Vernacular

English (AAVE) grammar, in which the verb “to be” is implied, so the Standard English contraction (queen’s) was not needed.

There can be more than one social context at play in a classroomWhat were the social contexts in this

vignette?How does this vignette differ from “Say

‘ask,’ Deneese”?

Engage in role play to lower the affective filter

Position, your students as linguistsUnless the focus of your lesson is on an

aspect of Standard English grammar, do not comment on students’ language form.

Teach grammatical differences in formal and informal mini-lessons

Use Contrastive AnalysisAnalyze grammar for patternsContrast; not correctionTeach children and signal to them when they

need to “flip the switch,” or codeswitch

Instructional implications

Making Sense of TextsCueing systems can be thought of as different

language resources, or information stores, that a person can draw on as they make sense of texts

The cueing systems are not used in isolation!Successful readers never use only graphophonics, or

only semantics, or only one other cueing system when they read.

Successful reading and writing involves the meaningful integration of multiple cueing systems.

Relate this to the readings for today

How do children use the cueing systems?Effective teachers know that children use

all four cueing systems when engaged in literacy activitiesExample

However, in any given circumstance, when trying to decipher a difficult text, one cueing system might be emphasized or relied upon more than the others.Example

Syntactic SystemHow words and parts of words are

combined into sentences Word order Tense Number Gender

How words and parts of speech go together to sound like meaningful language

Structural rules of a language--grammar

Phonological SystemThe symbol systems of oral and written

language and the relationship between them. Phonics – Relationship between phonological

and orthographic (spelling) systems (letter-sound correspondence)

This cueing system deals with the smallest chunks of language:Phonemes (units of sound)graphemes (units of written representation of

phonemes)

Semantic SystemRelationships between language and

meaning, the heart of language;Focus is on vocabulary: What words and

phrases meanSynonyms, antonyms, homonyms

Strongly related to social and cultural groupSoda vs. popMilk shake vs. frappeSub vs. hoagie

Pragmatic SystemFunction of language: Dependent on

the social, cultural, and historical contexts of language use

What we know about how and when to change language to particular social settings

“Is your mother there?” (in a phone conversation) – implies “I’d like to speak to your mother.”

Text: Sarah’s brother, who was only twelve and didn’t yet know how to drive, crashed the car on the side of the street.Reader 1: Sarah’s brother, who was only twelve and didn’t

yet know how to drive, crushed the car on the side of the street.

Reader 2: Sarah’s br- broker, who was only twenty and didn’t know how to dr- drip, crasled the car on the side of the st- steps.

Reader 3: Sarah bruvver, who was only twelve and didn’t yet know how to drive, crash the car on the side of the street.

Reader 4: Sarah’s brother, who was only twelve and didn’t know how to drive a car, crashed the car on the side of the road.

Reader 5: Sara’s brohther, who was only… twelve? and deedin’t yet k-now…know how to dreeveh…drive, crash the car on the side of the street.

What cueing systems are these readers using? Which reader(s) would you consider successful? Why? What other information could you use about these children?

For next timeKL: Ch 21-22Running Records and Miscue Analysis