Literacy 2.0

Literacy 2.0Literacy 2.0

Sharon CollinsSharon Collins

Nancy MangumNancy Mangum

Participants will …Participants will …

• Develop an understanding of Web 2.0 Develop an understanding of Web 2.0 tools.tools.

• Develop an understanding of Literacy 2.0.Develop an understanding of Literacy 2.0.

• Increase understanding of the five Increase understanding of the five components of effective literacy components of effective literacy instruction.instruction.

• Plan ways to incorporate Web 2.0 tools in Plan ways to incorporate Web 2.0 tools in their classroom to increase literacy their classroom to increase literacy learning.learning.

Code of CooperationCode of Cooperation

• Honor timeHonor time

• ParticipateParticipate

• Discuss openly and honestlyDiscuss openly and honestly

• Seek constructive solutionsSeek constructive solutions

• Put phone on vibratePut phone on vibrate

• Limit sidebar conversationsLimit sidebar conversations

““Let’s Talk 2.0”Let’s Talk 2.0”

Text Rendering ProtocolText Rendering Protocol

• Read the article.Read the article.• Underline a sentence, a phrase, and Underline a sentence, a phrase, and

a word that you believe important.a word that you believe important.• Share your sentence and why you Share your sentence and why you

selected it.selected it.• Share your phrase and why you Share your phrase and why you

selected it.selected it.• Share your word and why you Share your word and why you

selected it.selected it.

Create a Word PoemCreate a Word Poem

www.wordle.netwww.wordle.net

Physical Cultural Social Em

otio

nal C

og

nitive

Classroom Environment

Foundational Literacy

Skills

Word RecognitionVocabulary & Concept

Development

Fluency

Comprehension

Modeled Shared

Guided Collaborative

Independent

Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

The Many Strands that are Woven into Skilled Reading(Scarborough, 2001)

BACKGROUND KNOWLEDGE

VOCABULARY KNOWLEDGE

LANGUAGE STRUCTURES

VERBAL REASONING

LITERACY KNOWLEDGE

PHON. AWARENESS

DECODING (and SPELLING)

SIGHT RECOGNITION

SKILLED READING:fluent execution andcoordination of word recognition and textcomprehension.

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Skilled Reading-fluent coordination of

word reading and comprehension

processes

C

once

pts

of P

rint

Lette

r K

now

ledge

Alp

habetic

Prin

ciple

Phonem

ic A

ware

ness

Word

Reco

gn

ition

Voca

bula

ry a

nd

Conce

pt D

evelo

pm

ent

Fluency

Comprehension

Foundational Literacy Skills

Building on a strong

foundation

Comprehension

Listening

Rhyming Receptive Expressive

Sentences

Words

Syllables

Onsets & Rimes

Sounds Awareness

Blending

Segmenting

Manipulating

Shallow

Deep

Phonological

Phonemic

Word Level

Syllable Level

Sound Level

Phonics instruction teaches Phonics instruction teaches students the relationships students the relationships between the letters (graphemes) between the letters (graphemes) of written language and the of written language and the individual sounds (phonemes) of individual sounds (phonemes) of spoken language.spoken language.

letters

Good phonics instruction should…

Teach the relationship

between letters and sounds

Teach children how to blend and

segment sounds

Teach children how to connect

letters and sounds

Help children to apply what they learn about sounds and letters to read words, sentences, and text

Help children to apply what they learn about sounds and letters to their writing

If a teacher teachers 10 words by sight, the students learn 10 words. But if students are taught 10 sounds and blending, they read:

and over 21,000 5-sound words.

4,320 4-sound words,

720 3-sound words,

rush

brush

brushing

Why Teach Phonics?

Poems for Word-Family Poems for Word-Family Practice Practice

By: Laureen ReynoldsBy: Laureen Reynolds

AnalyzingAnalyzing Word-Part Clues Word-Part Clues(Adapted from Baumann, Font, Edwards and Boland, 2005)(Adapted from Baumann, Font, Edwards and Boland, 2005)

1.1. Look for theLook for the WORD STEMWORD STEM and see and see if you know what it means.if you know what it means.

2.2. Look for aLook for a PREFIXPREFIX and see if you and see if you know what it means.know what it means.

3.3. Look for a Look for a SUFFIXSUFFIX and see if you and see if you know what it means.know what it means.

4.4. Put the meanings of the parts Put the meanings of the parts togethertogether and see if you can build and see if you can build the meaning of the word.the meaning of the word.

Using Word-Part CluesUsing Word-Part Clues

My mom said she thought My mom said she thought the winner of the reality TV the winner of the reality TV show was show was predeterminedpredetermined. .

predetermined

decide + past tensebefore +

For example, if a student For example, if a student knows the wordknows the word clearclear andand affixes, he or she also knows:affixes, he or she also knows:

ununclearclear

clearclearss clearclearerer

clearcleareded clearclearestest

clearclearinging clearclearlyly

clearclearableable clearclearnessness

Looping Power PointLooping Power Point

Fluency is important Fluency is important because…because…

it provides a bridge between word recognition it provides a bridge between word recognition and comprehension!and comprehension!

Critical Levels for Automaticity

Letter

Word

Phrase

Sentence

Connected Text

Children also need to be able to Children also need to be able to read with prosody and read with prosody and expression.expression.

Fluency is more than Fluency is more than automatic word automatic word

recognition.recognition.

•exposure to rich and varied exposure to rich and varied models of fluent reading.models of fluent reading.

•explicit feedback, guidance, and explicit feedback, guidance, and instruction.instruction.

•processing appropriately processing appropriately challenging and varied text.challenging and varied text.

•oral reading practice on a oral reading practice on a regular basis.regular basis.

Readers become fluent from…

A BCD?EFG!HI?JKL.MN?

OPQ.RST!UVWX.YZ!

Dogs bark.

Dogs bark?Dogs bark!

I am tired.I am tired.I am tired.

Teacher does solo.Children say refrain.

Dance of the Leaves by Louise AbneySolo: The autumn leaves are dancing down

Refrain: Dance, leaves, dance!

Solo: Leaves of crimson, gold, and brown

Refrain: Dance, leaves, dance!

Solo: Let the wind whirl you around, Make a carpet for the ground,

(softly) Soon you’ll sleep without a sound.

Refrain: (excitedly and loudly) Dance, leaves, dance!

Choral Reading

•Each child speaks a line. •All say the last line in unison.

Monday’s Child Mother Goose Rhyme1. Monday’s child is fair of face,2. Tuesday’s child is full of grace,3. Wednesday’s child is full of woe,4. Thursday’s child has far to go,5. Friday’s child is loving and giving,6. Saturday’s child works hard for a living,7. (unison) But the child that is born on the

Sabbath day is lucky and happy and good.

Line - A - Child

The Fishing CatA cat went down to the sea to fish.He wanted to catch a whale.Did he catch a big, big whale?No! He caught a big, big log.Did he toss the log back into the sea?No. The cat did not.He took out his knife and he cut the log.He cut it here and there.Now why did the cat do that?He did it to make a fine fishing boat.So LOOK OUT all you whales! Richard Scarry

Echo Reading

Giggle PoetryGiggle Poetry

““I Call First”I Call First”

““Get Out of Bed!”Get Out of Bed!”

““Rules for the Bus”Rules for the Bus”

““Ish”Ish”

http://www.gigglepoetry.com

Fluency is important Fluency is important because …because …

it frees students to understand what they read.

Reading fluency Reading fluency can be developed by …can be developed by …

engaging students in repeated reading activities.

Reading is like learning to Reading is like learning to ride a bike: if you go too ride a bike: if you go too slowly, you fall off.slowly, you fall off.

Susan Hall and Louisa Moats, Straight Talk About Reading

Differences in exposure to Differences in exposure to words over one yearwords over one year

0

2

4

6

8

10

12

Million Words

Hart and Risley, 1995

Professional

Working Welfare

The Effects of Weaknesses in Oral Language

on Reading Growth(Hirsch, 1996)

5 6 7 8 9 10 11 12 13 14 15 16

16

15

14

13

12

11

10

9

8

7

6

5

Read

ing

Ag

e

Level

Chronological Age

Low Oral Language in Kindergarten

High Oral Language in Kindergarten

5.2 years difference

Vocabulary Instruction

Students need to learn an average of 3000 words per year. (Stahl, 2003).

We can effectively teach 400-500 words per year.

(Block and Mangieri, 2005; Jenkins, Stein, and Wysocki, 1984; Stahl, 2005).

Indirect Vocabulary Indirect Vocabulary InstructionInstructionChildren learn word meanings indirectly in three different ways:

• Engage in oral language

• Listen to adults read to them

• Read extensively on their own

Effective Word Effective Word InstructionInstruction(Block and Mangieri, 2005; Jenkins, Stein, and Wysocki, 1984; (Block and Mangieri, 2005; Jenkins, Stein, and Wysocki, 1984; Stahl, 2005)Stahl, 2005)

Includes multiple exposures and review.

Number of exposures to a word needed by most students

6-14

Number of exposures to a word needed by students with learning disabilities

40

Direct Vocabulary Instruction helps Direct Vocabulary Instruction helps children learn difficult words and concepts children learn difficult words and concepts by:by:

Direct Vocabulary Direct Vocabulary InstructionInstruction

•Providing students with specific word instruction

•Teaching students word-learning strategies

Choosing Words to TeachChoosing Words to Teach

Tier 1 Words - The most basic wordsRarely require instruction in schoolExamples: clock, baby happy

Tier 2 Words - High-frequency words for mature language users. Instruction in these words can add productively to an individual’s language abilityExamples: coincidence, industrious

Tier 3 Words - Low-frequency words, often limited to specific domainsExamples: isotope, peninsula

Jack Was NimbleJack Was NimbleJack was nimble,Jack was quick.

Jack jumped over the candlestick.

Jack kept jumping,much too close.Now his pants

smell like burnt toast.

Bruce Lansky

Jack Was NimbleJack Was NimbleJack was nimble,Jack was quick.

Jack jumped over the candlestick.

Jack kept jumping,much too close.Now his pants

smell like burnt toast.

Bruce Lansky

From within PowerPoint

From within Camtasia Studio

Explore and experiment with language

Ask and answer how and why questions

Hear good models of language use

Explore and experiment with language

www.voicethread.com

Comprehension

Comprehension It’s the one thing we all agree is

the most important goal in reading instruction…

So why is it so difficult?

Text Purpose

Reader

Comprehension Depends on Comprehension Depends on Student Thinking…..Student Thinking…..• Before ReadingBefore Reading

– Activate prior knowledge (make Activate prior knowledge (make connections)connections)

– Ask questions (I wonder….)Ask questions (I wonder….)

Comprehension Depends on Comprehension Depends on Student Thinking…..Student Thinking…..• During ReadingDuring Reading

– Activate prior knowledge (make Activate prior knowledge (make connections)connections)

– Ask questions (I wonder…)Ask questions (I wonder…)– VisualizeVisualize– Synthesize and retellSynthesize and retell– Use fix up strategiesUse fix up strategies

Comprehension Depends on Comprehension Depends on Student Thinking…..Student Thinking…..• After ReadingAfter Reading

– Determine most important ideasDetermine most important ideas– Activate prior knowledge (make Activate prior knowledge (make

connections)connections)– Ask questions (I wonder…)Ask questions (I wonder…)– Draw inferencesDraw inferences– Retell and synthesizeRetell and synthesize

Linking Assessments toLinking Assessments to thetheWCPSS Reading ModelWCPSS Reading Model

Oral Language Checklist

Conversations

Oral Reading Fluency Fluency Rubric on the Running Record

Nonsense Word FluencyRunning Record

High Frequency Word ListEarly Names Test

Names TestUnassisted Writing Samples

Letter Naming FluencyPhoneme Segmentation Fluency

PAST Letter/Sound IDConcepts of Print

RetellingConversations about booksPerformance Assessments

www.edublogwww.edublog

What are 21What are 21stst Century Century Literacies?Literacies?

Create your definitionCreate your definition

For tomorrow …For tomorrow …

• Think about how you might use these Think about how you might use these tools in your classroom in the coming tools in your classroom in the coming year.year.

Literacy 2.0Literacy 2.0

Day 2Day 2

What are 21What are 21stst Century Century Literacies?Literacies?

Adopted by NCTE Adopted by NCTE

Executive CommitteeExecutive Committee

February 15, 2008February 15, 2008

Reading Model for the Reading Model for the Wake County Public School Wake County Public School SystemSystem

Physical Cultural Social Em

otio

nal C

og

nitive

Classroom Environment

Foundational Literacy

Skills

Word Recognition

Vocabulary

& Concept Development

Fluency

Comprehension

Modeled Shared

Guided Collaborative Independent

Classroom SimulationsClassroom Simulations

PhotostoryPhotostory

VoicethreadVoicethread

BloggingBlogging