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

Chapter Two Teaching the Language Arts, K-8 2 Copyright © 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 3 Copyright © 2013 Nelson Education Ltd.

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. 4

MULTILITERACIES PEDAGOGIES 5 Copyright © 2013 Nelson Education Ltd.

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 6 Copyright © 2013 Nelson Education Ltd.

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 7 Copyright © 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

Immersion Students need to be surrounded by a language rich environment that includes oral, visual, and written communication. Demonstration Students need opportunities to observe models of the way language is used by making explicit the invisible processes. Engagement Students need to understand the powerful reasons for wanting to join what Frank Smith (1998) has called “the literacy club”. 9 Copyright © 2013 Nelson Education Ltd. Cambourne’s Conditions: Instructional Framework

Expectation Students need to be in an environment where adults believe they will acquire literacy skills. Responsibility Students 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. 10 Copyright © 2013 Nelson Education Ltd.

Cambourne’s Conditions: Instructional Framework Use Students need to have opportunities to apply their developing literacy abilities in meaningful ways. Response Students need to receive feedback from knowledgeable people on their attempts at using language. 11 Copyright © 2013 Nelson Education Ltd.

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 12 Copyright © 2013 Nelson Education Ltd.

CURRICULUM PLANNING AND ORGANIZATION 13 Copyright © 2013 Nelson Education Ltd.

Decisions and Factors Long-Range Planning Cycle: planning, implementing, assessing, evaluating, revising 14 Copyright © 2013 Nelson Education Ltd.

Decisions and Factors Materials and Resources basal reading series anthologies media levelled readers authentic children’s literature non-book resources 15 Copyright © 2013 Nelson Education Ltd.

Decisions and Factors Organizing Learners whole-class teaching ability grouping interest groups research groups next step groups pairs peer tutoring cooperative learning individual activities 16 Copyright © 2013 Nelson Education Ltd.

Time Short time blocks Long time blocks Time Guidelines -every day, 2-3 times a week, once a week Integration 17 Copyright © 2013 Nelson Education Ltd. Decisions and Factors

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 19 Copyright © 2013 Nelson Education Ltd. Decisions and Factors

Diversity Culturally and Linguistically Diverse (CLD) Learners Learners who struggle Aboriginal students Learners identified as exceptional 20 Copyright © 2013 Nelson Education Ltd. Decisions and Factors

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 needed Copyright © 2013 Nelson Education Ltd. 21

Family Partnerships encouraging sharing information public library use providing materials and methods bridging home and school literacy homework club translation services 22 Copyright © 2013 Nelson Education Ltd. Decisions and Factors

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. 23 Copyright © 2013 Nelson Education Ltd.