Session 3, Part 2 Literacy. Objective 1: Knows the relationship between English Phonemes and...
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Transcript of Session 3, Part 2 Literacy. Objective 1: Knows the relationship between English Phonemes and...
Session 3, Part 2
Literacy
Objective 1: Knows the relationship between English Phonemes and graphemes as well as the differences between English pronunciation and spelling
• The relationship between English phonemes (speech sound) and graphemes (written symbol) can cause language learners considerable difficulty because English is not a phonetic language as is Spanish, for example.
• Students must learn to identify the approximately 44 sounds of English with their visual counterpart. Since there are only 26 letters in English the letters must be combined in different ways to produce the 44 sounds
Advantages and Disadvantages of Phonics
• Advantages:– Students receive the tools for decoding the written word– Auditory learners can usually associate the sound with the
written word– Emphasis on sound-symbol often transfers to spelling
• Disadvantages of phonics:– Visual learners may not read well with this method– The rules are not universal– The numerous exceptions and inconsistencies are
problematic for students who process information using logical-mathematical intelligence.
Objective 2: Knows the conventions of standard written English and the range of genres and rhetorical patterns used in written English • Text Types• Genres• Strategies for Development of Academic
English
Text Types
• Novels, short stories, essays• Plays• Poems• Newspapers and magazines• Textbooks• Recipes• Advertisements• Instructions• Comic strips, cartoons
Genres of Children’s LiteratureGenres Characteristics Types
Picture Books Designated as a genre because of format rather than style
Traditional Literature Stories, wise sayings, rhymes passed down by storytellers. Folk tales , fairy tales, cumulative tales , pourqoui tales , noodlehead tales , animal tales , myths , fables , legends , tall tales , rhymes .
Modern Fantasy Similar to traditional literature , but has known author Characterized by at least one magical element
Modern fairy tales , high fantasy , modern animal tales , science fiction
Contemporary Realistic Fiction
Main characters are common people , usually about the same age as the audience
Contemporary time frame Believability Deals with familiar everyday situations or serious life issues.
Historical Fiction Realistic stories set in past ( dividing point between past and contemporary varies )
Multicultural Literature Works that represent a distinct group though accurate portrayal and rich detail ( Hancock , 2000)
Poetry Broad category that includes songs and raps , word pictures , novel in form of free verse
Picture book version of single poem , specialized collections m comprehensive m anthologies
Nonfiction Informational books Encyclopedias and textbooks , trade books , including real – life adventures and history
Biographies / Autobiographies
Describes the life or part of the life of a real historical or contemporary individual
Authentic biography , fictionalized biography , collective biography
Strategies for Development of Academic English
Strategies for development
Purposes Arrangements of ideas
Description Reporting on individual features of a particular subject. Uses sensory details for support and spatial order
Spatial Order
Narration Studying the changes of a subject over a period of time. Tell a story or incident Explain a process Explain cause and effect
Chronological order
Classification Analyzing a subject in relationship to others using one of 3 methods: Dividing Defining Comparing and contrasting
Logic Order
Evaluation Judging the value of a subject. Used to: Inform people Persuade them to act or think differently about the topic
Order Of importance
Objective 3: Is familiar with current approaches to literacy development
• Top down strategies: emphasize the global meaning of a text. – In a top down strategy, cues such as they layout if
the text (title, length, typeface, and pictures) are studied. Students then make a guess about what is going to happen, and anticipate the contents of the text.
• Bottom up strategy: the reader goes from words and phrases to general understanding
Bottom-up or Top-down Reading Strategies
http://youtu.be/7BZY3cP1nd0
Objective 4: Understands the stages of English literacy development and the importance of oral language skills to literacy development 1. Pre-reading: typical of preschool though late
kindergarten 2. Initial reading or alphabetic decoding: Typical of
kindergarten though early second grade3. Confirmation and fluency: Typical of second and third
grades4. Reading to learn: Typical of fourth to eight grades5. Multiple points of view: Typical of high school6. Construction and reconstruction: Typical of college
and adulthood
The Logographic Phase
• Try to remember words by incidental visual characteristics
• Treat words as pictograms and make a direct association to meaning
• Equate the length of the word with its meaning
The Novice Alphabetic Phase
• Identify first consonant in word; must learn to separate all sounds
• Rely on letter names to identify word ; need to distinguish between letter sounds and their names
• Confuse similar words; need to decode the whole word, left to right, with sound-symbol links
The Mature Alphabetic Phase
• Can sound out regular, one-syllable words• Can increase speed of whole word recognition
when decoding becomes accurate• Has well established phonemic awareness• Can represent almost every sound with logical
letter choice• Can represent and recognize spelling patterns,
word of more than one syllable, meaningful parts of words, and basic straight vocabulary
The orthographic phase
• Read words using phonemes, syllabic units, morpheme units, and whole words
• Use sequential and hierarchical decoding, i.e., notice familiar parts first then can decode unfamiliar parts
• Remember multisyllabic words• Use knowledge of word origin, syntactic role,
ending rules, prefix, suffix and root forms to decode words and their meanings
Objective 5: Understands how first language literacy influences the development of English literacy
• Many studies have found that cognitive and academic development in the first language has an extremely important and positive effect on second language schooling. It is important, therefore, that language learners continue to develop their first language.
• When ELLs already know how to read and write in their first language, they can transfer many of their primary language skills to their target language. They have already learned the relationship between print and spoken language. Thus, teachers can build on this previous knowledge and address specifics in English as they arise.