1. Copyright© 2013 Pearson Education. All Rights Reserved Chapter 1 The Nature of Literacy This multimedia product and its contents are protected under copyright law. The following are prohibited by law: –any public performance or display including transmission of any image over a network; –preparation of any derivative work, including the extraction, in whole or in part, of any images; –any rental, lease, or lending of the program.

2. Copyright © 2013 Pearson Education. All Rights Reserved. Chapter 1 Anticipation Guide

3. Copyright © 2013 Pearson Education. All Rights Reserved. Major Theories of Literacy Learning and Language Development Behaviorism Cognitivism Cognitive Behavioral Approach Top-Down and Bottom-Up Approaches Reader Response Theory

4. Copyright © 2013 Pearson Education. All Rights Reserved. Behaviorism **Notes: A philosophy of learning that describes all the activities of an organism in terms of observable actions or behaviors. (Scripted programs)  Views the teacher’s role as providing information and supervising practice  Describes learning as the result of stimulus-response actions  Uses incentives and rewards for motivation

5. Copyright © 2013 Pearson Education. All Rights Reserved. Cognitivism **Notes** A philosophy of learning that describes the activities of an organism in terms of observable actions or behaviors and internal or mental states. –Piaget –Social Cognitive Views Vygotsky  Humans active participants in learning  Reinforce used as source of information or feedback

6. Copyright © 2013 Pearson Education. All Rights Reserved. Piaget’s Theories Stages of Cognitive Development –According to Piaget, children’s thinking is different from adults’ and evolves through stages. Adaptation –Through adaptation (interaction with the environment), the child constructs schemes (ways of making sense of the world). –Adaptation includes two complementary processes: assimilation and accommodation.

7. Copyright © 2013 Pearson Education. All Rights Reserved. Constructivism **Notes:*** A cognitive philosophy of learning that describes learning as an active process in which the learner constructs mental models of reality.  Recognizes the importance of background knowledge  Advocates collaboration, not competition  Suggests ways to engage students so they can be successful

8. Copyright © 2013 Pearson Education. All Rights Reserved. Social Cognitive Views of Learning L.S. Vygotsky was an adherent of social constructivism. –Zone of Proximal Development Vygotsky’s best known concept The difference between independent performance and potential performance as determined through problem solving under guidance of an adult or more capable peer –Scaffolding The support and guidance provided by an adult or more capable peer that helps a student function on a higher level

9. Copyright © 2013 Pearson Education. All Rights Reserved. Cognitive Behavioral Approach Cognitive behavioral modification –the combination of behavioral and cognitive principles. –An approach to learning in which self-talk and rewards are used to replace faulty learning habits and beliefs with effective habits and strategies and realistic beliefs.

10. Copyright © 2013 Pearson Education. All Rights Reserved. Top-Down and Bottom-Up Approaches **NOTES** Bottom-Uppers –Derive meaning from the accurate, sequential processing of words; emphasis is on the text rather than the reader’s background knowledge or language ability –Ex: learning names and shapes of letters, then consonant sounds and vowel sounds. Top-Downers –Derive meaning by using background knowledge, language ability, and expectations; emphasis is on the reader rather than the text EX: having children learn to read some simple stories and then introducing phonics based on the words they have learned to read. Interactionists –Derive meaning in reading from processing text and using background knowledge and language ability

11. Copyright © 2013 Pearson Education. All Rights Reserved. Reader Response Theory A literary way of looking at reading. Transaction –The relationship between the reader and the text in which meaning is created as the text is conditioned by the reader and the reader is conditioned by the text. Stance –The position or attitude that the reader takes. –The two stances are aesthetic and efferent.

12. Copyright © 2013 Pearson Education. All Rights Reserved. Importance of Literacy Theories Your personal beliefs are the foundation for your instruction. Your theory of teaching reading determines: –Goals –Instructional techniques –Materials –Classroom organization –Expected student reading and writing behaviors –Evaluation criteria

13. Copyright © 2013 Pearson Education. All Rights Reserved. Approach Taken by this Book Draws on research from cognitive psychology Combines an interactionist point of view with a holistic orientation Takes an integrated approach that uses either top-down or bottom-up processes depending on circumstances

14. Copyright © 2013 Pearson Education. All Rights Reserved. Figure 1.1: Modeling the Reading Systems: Four Processors Source: Adams, M. J. (1990). Beginning to read: Thinking and learning about print: A summary. Prepared by S. A. Stahl, J. Osborne, & F. Lehr. Urbana- Champaign, IL: Center for the Study of Reading, University of Illinois.

15. Copyright © 2013 Pearson Education. All Rights Reserved. Role of Language Components of Language (**Notes: Pg. 15) Developing Language **How do you think language is developed?** Learning a Second Language **Do you think learning a second language is easier than learning a first? Growth of Vocabulary.... based on quality of talk (descriptions, explanations…) 1, 000 word by age 3; Kindergarten-5,000+ Range of words children is 500 – 300 per hour

16. Copyright © 2013 Pearson Education. All Rights Reserved. Components of Language Phonology Morphology Syntax Semantics Prosody Pragmatics

17. Copyright © 2013 Pearson Education. All Rights Reserved. Developing Language Behavioral viewpoint –Language is learned through reinforcement. Nativist viewpoint –Children are born with a language acquisition device (LAD) that predisposes them to learn and generate language structures. –Noam Chomsky Interactionist viewpoint –Interaction of children’s cognitive abilities and environmental factors

18. Copyright © 2013 Pearson Education. All Rights Reserved. Learning a Second Language **Notes** Help English language learners (ELLs) by: –Accepting their native language –Providing comprehensible input –Making sure they know 98% of the words in the text –Using boldfaced vocabulary words, marginal glossaries, and illustrations –Speaking slowly, using gestures and visuals, and explaining new words –Providing friendship opportunities through groups and buddies

19. Copyright © 2013 Pearson Education. All Rights Reserved. Growth of Vocabulary Age 3: Children have a speaking vocabulary of about 1,000 words. Kindergarten: Children know 5,000 words or more. High-quality, language-rich social interactions increase children’s vocabularies and improve their success in school.

20. Copyright © 2013 Pearson Education. All Rights Reserved. Importance of the Students’ Cultures In students’ culture(s), how are reading and writing used? What values are placed on them? What are the ways in which the students have observed and participated in reading and writing? Is literacy in their environment primarily a group or an individual activity?

21. Copyright © 2013 Pearson Education. All Rights Reserved. Literacy and Technology: The New Literacies New Literacies –Reading, writing, and communication skills required for successful use of information and communications technologies, especially the Internet

22. Copyright © 2013 Pearson Education. All Rights Reserved. Adapting Traditional Skills Traditional literacy skills that adapt to technology: Ability to decide whether an article or other document merits reading Organizing information Evaluating information Drawing conclusions Conveying essence of information to others

23. Copyright © 2013 Pearson Education. All Rights Reserved. Program for Today’s Students 1.Children learn to read by reading. 2.Reading should be easy—but not too easy. 3.Instruction should be functional and contextual. 4.Teachers should make connections. 5.Teachers should promote independence. 6.Teachers should believe that all children can learn to read and write. 7.The literacy program should be goal-oriented and systematic.

24. Copyright © 2013 Pearson Education. All Rights Reserved. 8.Teachers should build students’ motivation and sense of competence. 9.Teachers should build students’ language proficiency. 10. Teachers need to know how students are progressing so that they can give them extra help or change the program, if necessary. Program for Today’s Students (cont.)

25. Copyright © 2013 Pearson Education. All Rights Reserved. Highly Effective Teachers **Notes** Are caring and have high expectations Offer balanced instruction Provide extensive instruction and reinforcement Scaffold students’ responses Have effective classroom management skills Emphasize effort & cooperation Build independence Use high-quality materials Match materials and tasks to student competence

26. Copyright © 2013 Pearson Education. All Rights Reserved. Essentials for an Effective Lesson Objectives Content/Texts/Activities Instruction Evaluation Differentiation Classroom Atmosphere