Literacy+Development

//This page contains ideas, information, and materials for assisting teachers in supporting literacy development in world language classrooms.//toc

=TODAY'S TOPIC:=

Literacy (Through Story-based Instruction)

=OBJECTIVES:=


 * Students will explain why narrative is an effective framework for organizing language teaching and learning.
 * Students will articulate key principles of story-based instruction.
 * Students will explain the purposes of pre-, during, and post-reading/listening/viewing activities.

=CAN DO STATEMENTS:=

1) I can explain why narrative is an effective framework for organizing teaching and learning. 2) I can articulate key principles of story-based instruction. 3) I can make both oral and written input comprehensible to students. 4) I can develop pre-, during, and post-reading activities and explain their purposes.

=GUIDING QUESTIONS:=


 * What are some of the key factors involved in literacy development and how are new technologies changing what it means to be literate?
 * Why is narrative an effective framework for organizing language teaching and learning?
 * How do pre-, during, and post-reading/listening/viewing activities make input more comprehensible?

= **KEY PRINCIPLES:** =




 * Guest Speaker: Bethany Daniel**
 * 0h00—0h05 || Welcome, introductions ||
 * 0h05—0h10 || Reading Activity


 * Find a partner.
 * Use the words to complete the excerpts from the text.
 * Discuss the statement with your partner. Rate yourself using the scale. How much do you agree with the statement? Why or why not? ||
 * 0h10—0h17 || Discussion on Reading

1) We use __narrative__ as a means of organizing our own __experience__.

a) Do you agree? Can you give examples? b) Gospel connections, parables, etc.

2) [Egan’s] emphasis on placing __meaning__ at center stage, through the use of story form, makes this design principle especially appropriate for the language classroom.

a) Why is story form such an effective organizing framework for content? b) Why is meaning especially important in the language classroom?

3) Lessons or units should be approached as __good stories__ to be told rather than sets of skills or objectives to be __accomplished__.

a) Why do we need objectives? b) Devil’s advocate: job is related to covering objectives/sets of skills—is there a way to do both? How?

4) The __emotional__ component of narrative permeates experiences of all kinds and makes them more __memorable.__

a) Flow, motivation, meaningful learning, and transfer b) Personal experiences?

5) One [strategy]…is to structure every unit and lesson toward some kind of __culminating__ activity—and every activity toward a sense of __accomplishment__ and __completion__

a) What are the advantages to approaching a lesson/unit this way? b) How can we apply the story form structure to a language lesson? (p. 159) ||
 * 0h17—0h25 || Inside/Outside Circles

Have students line up, take hands to form circle, have others find partner.

Use #1-4 ||
 * 0h25—0h32 || Recap/Discuss circles content

1) Things to consider when selecting stories:

a. Students b. “Good story” c. Illustrations d. Length and complexity of a text e. Teaching opportunities f. Cultural authenticity and content

2) Developing a Story into a Lesson

a. Brainstorm connections to story (content, culture, grammar) b. Plan pre-, during-, post-activities c. Consider several passes d. Read meaning first, then form

3) Brainstorm ways to “read” a text with students.

4) Strategies to make input comprehensible. ||
 * 0h32—0h45 || Book Selection and Discussion

Have students choose a book, consider things from #1-4 how it would apply to their texts (NOT pre-, during-, post- activities). ||
 * 0h45—0h55 || Pre-, During- and Post- Discussion

Discuss purposes of pre-, during, and post- activities. Distribute and discuss handout. Brainstorm examples, direct them to Dr. Montgomery’s lists. http://languagelinks2006.wikispaces.com/Story-based+Instruction ||
 * 0h55—0h10 || French Demo

-Introduce le petit Nicolas. Voici un petit garçon. Il s’appelle Nicolas. Moi, je m’appelle Bethany. Et vous ? Comment vous appelez-vous? Et lui, comment s’appelle-t-il? Voici l’ami de __Nicolas__. Il s’appelle __Alceste__. Nicolas est très, très __populaire__ en France.

Voici le __texte__ que nous allons lire. Le titre du texte s’appelle « Le petit Nicolas est malade ». Qu’est-ce que ça veut dire, « malade » ? Montrez-moi avec une __geste__.

Regardez les __images__. Est-ce que Nicolas est vraiment malade ? Dans la __réalité__ est-ce qu’il est malade ?

Go through each of the texts. Find the English (or Spanish) cognates. Slide 1—Pauvre, malade, médecin, prescrit, journée (faux ami—24 heures), repos, chocolat Slide 2—allergique, école Slide 3—copain, visite, adore

Match vocab for hard words : médecin, journée de repos, chocolat, allergique, école, malade, partager

Lisez encore, levez-vous chaque fois que vous entendez un mot sur la liste.

Lisez encore, levez la main quand vous entendez une question. (Cut if needed).

Lisez encore, act out. Have two volunteers. Raise cards when character is speaking. Redo and have students read.

Quel est le problème de Nicolas?

Questions de compréhension.

Expansion : Je suis comme… parce que…

Je n’aime pas l’école. Quelle était votre excuse ?

Discuss how exploit for grammar, authenticity. ||
 * 0h10—0h15 || Discuss demo in English

1. What did I do to make the input comprehensible? 2. What were my pre-, during, post-activities? 3. Did they do what they were supposed to? ||
 * 0h15—0h20 || Assign Homework

10-minute mini-lesson Choose a piece of literature Create pre-, during-, and post-activities || =Activity 0: Log into TitanPad=

- Use this to discuss each activity.

=Activity 1: Inside-Outside Circles= **Read the following handout.**

- A list of principles for selecting children's books appropriate for use with second language learners

=Activity 2: Explore each site=

a) Explore the library of children's stories on each site below. b) Use the principles from the handout in Activity 1 to make a list of at least 5 stories you could use as a teaching tool here:

- Extensive library of digital texts (including children's literature and museums) from Colombia

- Common fairy tales in Catalán, English, Euskara, French, & Spanish

- Read by native speakers (click on Biblioteca to access fairy tales, regional stories, original stories, etc.). You can also download the mp3s. I don't think this one works user:krothert

- Available in Danish, Dutch, English, French, German, Italian, & Spanish

- Searchable database of children's books in a wide variety of languages (including Arabic, Chinese, Croation, Farsi, Filipino, French, German, Hebrew, Italian, Mongolian, Portuguese, Russian, Spanish, Tagalog, & Thai), categorized by age, color of cover, genre, length, topic, etc., that can be read online - [|richa521]

- Links to audio and stories online in French and Spanish I'm not getting this one to work either user:krothert

- Lists of the children's picture books currently available for check-out from the collection (organized by year of publication)

- Click on the map to launch the animated folktales in a separate tab. Folktales are subtitled in the language in which they are spoken. Some of them offer choices of English or Arabic, Chinese, Hebrew, etc.

[|Spanish Children's Stories] - A list of links from Dr. Lori Langer de Ramirez posted to FLTEACH

This link doesn't work) user:unklesbay

- Interactive, online stories in English and Spanish, links to printable activities (find the difference btwn 2 pix), list of children's books in Spanish with descriptions in Spanish and links to Amazon, and interactive games and activitie

=Activity 3: Explore this site.= //How could it help you make the texts you have selected more accessible?//

[|Reading Strategies That Benefit All Learners] - An annotated list with some templates and examples

- Use this to converse with your colleagues about each of the activities below.

=Activity 4: Explore [|Inanimate Alice] in the language of your choice.= // Which reading strategies are embedded in it? //

=Activity 5: Read these handouts:=

- Outlines key considerations in developing a story-based lesson and includes lists of possible pre-, during, and post-reading activities

- Outlines the key purposes of pre-, during, and post-reading activities

- Tips for reading stories to your students

=**Activity 6: Skim these just so you are aware of what they contain.**= [|Me encanta escribir en espanol]- A great blog with tons of printable writing assignments for beginning level Spanish classes [|Spanish AP Literature & Culture Required Reading List] Topical Listing of Children's Books

=Homework: Choose ONE of these two readings and skim it.=


 * Escamilla, K. (1999). [|Teaching literacy in Spanish]. In R. DeVillar & J. Tinajero (eds.). (2000). //The Power of Two Languages//. New York: McMillan/McGraw-Hill, 126-141. Retrieved July 23, 2009, from []


 * Taylor, James, & Luckau, Paul F. (1996/1986). Chapter 8 - What have you read lately? //Fundamentals of language teaching: What every Spanish teacher needs to know.// Brigham Young University. ( **Required:** Use this template to provide feedback on this chapter to the writers of the chapter:

Use one of these free, online tools to create a one-page, graphic organizer that summarizes the main ideas from the article:  )

// **Additional Information on Reading** //

Agger, Michael. (2008, June 13). [|How we read online]. // Slate Magazine. //

[|Baratijas Blog] - Anime, videojuegos, tecnología, cine, y noticias de actualidad

Gray, Peter. (2013, November 19). [|The reading wars: Why natural learning fails in classrooms]. // Psychology Today Blog. // Retrieved November 19, 2013, from []

Leu Jr., Donald J., Kinzer, Charles K., Coiro, Julie, & Cammack, Dana W. (2004). [|Toward a theory of new literacies emerging from the Internet and other information and communication technologies]. // Theoretical Models and Processes of Reading, 5, // 1570-1613. Retrieved December 15, 2007, from []

Mora, Pat. [|Listen to the desert/Oye al desierto interview] //. // Google Videos. Describes how her books include the pieces of her experience that were missing in her own educational experiences and how important such connections are for bilingual children in order to motivate them to develop literacy skills in both languages

Quintero, Esther. [|Can knowledge level the learning field for children?] // The Shanker Blog //. Retrieved December 11, 2013, from []

Story-based Lesson Plans =Ways to Read a Story:=

Hear/Say

Draw a Paragraph

Audacity Recordings

Act What You Hear

Pre-reading (La Hora de Francisca)

La gallinita roja //-// Good for direct object pronouns

La hora de acostarse de Francisca - Useful for units involving commands, present subjunctive, and childhood

Corduroy - Useful for working with preterit v. imperfect

=** Sample Pre-reading Activities: **=

Max y los monstruos Donde viven los monstruos [|Two women] ([|Poem]; [|Lesson Plan]) La hora de acostarse de Francisca

= Sample During Reading Activities: =

Chumba, la cachumba - Useful for working with time and verbs in Spanish

Oye al desierto/Listen to the Desert

La niña invisible - A great book for discussing bullying, gangs, human rights, and prejudice

El canto de las palomas

La casa que Juan construyó - House That Jack Built

Salta, ranita, salta

El secreto en la caja de fósforos

Froggy se viste - A great way to teach/reinforce clothing and reflexive verbs!

Si le das una galletita a un raton

Si llevas un ratón a la escuela

**21st Century Literacy** media type="youtube" key="NLlGopyXT_g?rel=0" width="420" height="315"
 * La alfabetización en el siglo XXI**

Summary of Michael Wesch Forum

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[|Twitter]


 * What is it?
 * How is it used?
 * What are hashtags?
 * How does one use a Twitter handle?
 * How does one use links/images?
 * Why is Twitter such a professionally valuable tool?
 * Why would someone link Twitter to Facebook?

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[|Literacy by Design: Why Is All This Technology So Important?]

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[|Splicd: Surface Computing (Intro)]

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=Homework=

1) CHOOSE ONE of the following 2 readings.


 * Escamilla, K. (1999). [|Teaching literacy in Spanish]. In R. DeVillar & J. Tinajero (eds.). (2000). //The Power of Two Languages//. New York: McMillan/McGraw-Hill, 126-141. Retrieved July 23, 2009, from []


 * Taylor, James, & Luckau, Paul F. (1996/1986). Chapter 8 - What have you read lately? //Fundamentals of language teaching: What every Spanish teacher needs to know.// Brigham Young University.

b) Prepare for the quiz.


 * The Taylor and Bateman quiz requires you to respond to prompts about:
 * The skills and processes that influence reading
 * How principles of copyright influence reading instruction
 * Pedagogical purposes of different types of reading and writing activities
 * How different levels of reading proficiency affect student performance
 * Definitions of terms related to various theories about how students learn to read (including different types of reading and processing)
 * The Moeller quiz requires you to respond to prompts about:
 * The role of reading in a proficiency-oriented classroom
 * The author's definition of literature
 * Differences between traditional approaches to teaching literature v. more contemporary approaches
 * Criteria for selecting texts for classroom use
 * Pedagogical purposes of different types of reading and writing activities
 * What you learned from the article


 * 2) Read Handouts #1-5 from the top of this page.**


 * A. Explore this list of Reading Strategies.**


 * B. Explore the links under Book Lists.**

a) The text should be in Spanish. b) Bring something that is relatively short. c) Bring a text that you enjoy reading. d) Ideally, bring a text you might use in an upper-level language class. e) Here is a link to the [|AP Reading List] for those who need ideas:
 * C.**
 * 1) Bring a culturally authentic, __LITERARY__ text to class.**
 * Crónica
 * Essay
 * Poem
 * Short story
 * OR an EXCERPT from a longer text

a) The story should be in Spanish. b) The story can be one you find online. c) If you use something in print, bring a copy with you to class.
 * 2) Bring a culturally authentic children's story to class.**

a) We will probably have two literature professors visit class soon. b) Think about the literature classes you have taken. c) Think about the literature professors you know. d) How could you leverage the expertise of our visitors? e) What questions do you have for literature professors about literacy development in a foreign language that would help you become a better teacher? f) What questions do you have about the pedagogy of literacy development?
 * 3) Post 3 questions about literacy development here. (Scroll to the bottom of the page to post, but read the instructions below first.)**
 * D. Create a pre-, during, and post-reading activity for a culturally authentic text.**

1) Select a culturally authentic text. 2) Prepare a pre-reading activity for the story. 3) Prepare a during reading activity for the story. 4) Prepare a post-reading activity for the story. 5) Be ready to "teach" at least one of your activities next Tuesday.


 * 3) Post presentation materials under the //Lesson Plans// section of this page **

//**Create a new page for your story (if one does not already exist for it).**// a) Click on the link above. b) Click the Edit button. c) Type the name of your story (or text). d) Highlight the name and click the link button. e) Click the blue //Add Link// button that appears and then //Save// the page.

//**Upload your materials.**// f) Click the name of your story. g) When the new page opens, click Edit. h) Upload your materials (using the File button). i) Type ~ three times to sign your work. j) Save the page.
 * Lesson Plan (or you can type it right onto the page)
 * Link to the story (if available online, or at least to Amazon or a site where the book could be purchased)
 * PowerPoint (if applicable)
 * Video Clips (if applicable)
 * Worksheets


 * 4) Optional Reading:**

D. OPTIONAL: Skim this blog post: http://www.edutopia.org/blog/communication-rules-world-language-classroom-sarah-wike-loyola [|What is Studying a Foreign Language Worth?] [|LimonAid] - Think service learning