Prepared by Luigi Iannacci Trent University Copyright © 2013 by Nelson Education Ltd

Prepared by Luigi IannacciTrent University

Copyright © 2013 by Nelson Education Ltd.

Chapter Two

Teaching the Language Arts, K-8

2Copyright © 2013 Nelson Education Ltd.

OVERVIEW•Multiliteracies Pedagogies

-Components and principles - Cambourne’s Conditions: Instructional

framework -Whole-part-whole: Instructional

framework

•Curriculum Planning and Classroom Organization

-decisions and factors


David Paul’s Grade 2 class

•Re-read the vignette that opens the chapter

•What do you notice?•What instructional reading and writing

strategies are demonstrated?•How is Guided Reading being delivered?•What options do the children have?•How is the space organized to maximize

learning?Copyright © 2013 Nelson Education Ltd.

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MULTILITERACIES PEDAGOGIES


Components

1) Situated Practice -immersion, interests, backgrounds and experiences, community, needs

2) Overt Instruction-scaffolding, funds of knowledge, support

3) Critical Framing -contextualize, relations of power

4) Transformed Practice -transfer, critical reflection, assessment


Principles

•Gradual release of responsibility model•All aspects of the language arts receiving

context-appropriate emphasis •Basing teaching on students’ funds of

knowledge •Ongoing professional development•Responding to context and discriminating

among a variety of resources and teaching strategies

•Negotiating socio-cultural and political factors that affect the classroom and learning

•Whole-part-whole instruction 7Copyright © 2013 Nelson Education Ltd.

Cambourne’s Conditions

•Can you see yourself using this model as a framework for your literacy teaching?

•You will use different instructional approaches but this template could exist in all of your classrooms, K through 6

Copyright © 2013 Nelson Education Ltd.8

ImmersionStudents need to be surrounded by a language rich environment that includes oral, visual, and written communication.

DemonstrationStudents need opportunities to observe models of the way language is used by making explicit the invisible processes.

EngagementStudents need to understand the powerful reasons for wanting to join what Frank Smith (1998) has called “the literacy club”.


Cambourne’s Conditions: Instructional Framework


Expectation Students need to be in an environment where adults believe they will acquire literacy skills.

ResponsibilityStudents need to be given opportunities to make learning decisions that facilitate ownership and independence.

Approximation Students need to feel free to make attempts as they test their language hypotheses that move them closer and closer to conventional language use.



UseStudents need to have opportunities to apply their developing literacy abilities in meaningful ways.

ResponseStudents need to receive feedback from knowledgeable people on their attempts at using language.


Whole-Part-Whole: Instructional Framework

Focus on Meaning (whole) • Immerse students to a variety of texts (visual, behavioral, print-based etc.

and discuss their meaning)• Access students’ funds of knowledge in order to connect them to the texts

and affirm identity• Learning with, through, and about whole texts

Focus on Language (part)

• Explicit teaching of skill, strategy or textual features

• Activate students’ prior knowledge about the skill, strategy or textual feature L

• Learning about how the parts function

Focus on Use (whole)• Students transfer or use what they learned• Create texts to make sense and use of new knowledge and allow students to

explore and further their identities.• Learning to apply what was learned with, through, and about texts


CURRICULUM PLANNING AND ORGANIZATION


Decisions and Factors

Long-Range Planning

Cycle: planning, implementing, assessing, evaluating,

revising



Materials and Resources

• basal reading series• anthologies • media• levelled readers• authentic children’s literature• non-book resources



Organizing Learners

• whole-class teaching• ability grouping• interest groups• research groups• next step groups• pairs • peer tutoring• cooperative learning• individual activities


Time• Short time blocks

• Long time blocks

• Time Guidelines-every day, 2-3 times a week, once a week

• Integration



Think back to the template …•Heather’s framework for working with

her students captures; a daily focus that is expectation based, whole group, small group and one-on-one support and the use of a range of mentor texts to enhance literacy instruction

Copyright © 2013 Nelson Education Ltd.18

Space

• layout and learner organization

• learning centres

• technology and media



Diversity

•Culturally and Linguistically Diverse (CLD) Learners

•Learners who struggle•Aboriginal students•Learners identified as exceptional



Planning for Learners Who Struggle with Literacy Achievement•Start at the classroom level•Offer instruction in different modes•Provide increased reading and writing

time•Match materials/context and readers•Increased time for literacy instruction•Ensure quality instruction•Take appropriate measures when

intervention is neededCopyright © 2013 Nelson Education Ltd.

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Family Partnerships

•encouraging•sharing information•public library use•providing materials and methods•bridging home and school literacy•homework club• translation services



SUMMARY• Multiliteracies pedagogies draw on theories,

components and principles that are dynamic and commensurate with a broad understanding of literacy.

• Instructionally, mulitiltieracies pedagogies can be organized using frameworks such as Cambourne’s conditions and the whole-part-whole model.

• Many decisions and factors must be made and considered when developing programming informed by multiliteracies theory and pedagogies.


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Prepared by Luigi Iannacci Trent University Copyright © 2013 by Nelson Education Ltd