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 Literature GenresCharacteristicsTypes Picture BooksDesignated as a genre because of format rather than style Traditional LiteratureStories, 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 NonfictionInformational 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 EvaluationJudging 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

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 grade 3.Confirmation and fluency: Typical of second and third grades 4.Reading to learn: Typical of fourth to eight grades 5.Multiple points of view: Typical of high school 6.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.