1. Literacy in the Language Classroom ETPRS16 Amersfoort
Laurie Clarcq and Michele Whaley
and
Michele Welcome

2. The purpose of language used in communication is to put a picture
in the heart, and/or mind
of another person.
Laurie Clarcq

3. Summer
The cox box wasn’t working. I was sitting stroke. At 100 meters out, the coxswain yelled, “Way enough!”
Attention! 1/2, 3/4, full slide. “Michele,” she screamed. “You’re at 42! Settle to 32 and High Ten!”
Wow, I couldn’t get above 33 on the erg, and for sure never in a scull. Next time I need to move my stretchers back or I’m running off the tracks.

4. Story What happens when students don’t have a picture in their minds?
The teacher has to help them create one.

5. There are steps that take place in the brain for reading comprehension to occur.

6. Step one:
Aural comprehension is the association of the sound to the meaning.

7. Step one: Hear It = Visualize It

8. “Dog”

9. Summer
The cox box wasn’t working. I was sitting stroke. At 100 meters out, the coxswain yelled, “Way enough!”
Attention! 1/2, 3/4, full slide. “Michele,” she screamed. “You’re at 42! Settle to 32 and High Ten!”
Wow, I couldn’t get above 33 on the erg, and for sure never in a scull. Next time I need to move my stretchers back or I’m running off the tracks.

11. Step two
Decoding is the association of the symbols to the sound.

12. Step two: Text is a code for language that you know.
“Sight words” “Decoding”
Your brain should always be going back to….

13. Reading for meaning
Reading comprehension is the end result of associating symbol to sound to meaning.

14. Students who are not accomplished readers…
…need to read text with language that creates a picture when they hear it.

15. Once a student reads familiar words and phrases easily,
attacking new words is the next skill.

16. Familiar in sound…
…..but NEW in meaning and in text.
(cox box)
Familiar in sound and meaning…
……but NEW in text.
(stroke, stretchers, way enough)
NEW in sound AND in meaning AND in text.
(coxswain)

17. Stage Three: Pictures in a Series or the Movie in the Head.
How many people see the movie in the head?

18. Stage Two: Stage Three:
Stage One: Hear It = Visualize It
Stage Two:
Text is a code for language that you know.
Text can be a code for all language.
Stage Three:
Pictures in a Series
“The Movie In The Head”

19. Summer
The cox box wasn’t working. I was sitting stroke. At 100 meters out, the coxswain yelled, “Way enough!”
Attention! 1/2, 3/4, full slide. “Michele,” she screamed. “You’re at 42! Settle to 32 and High Ten!”
Wow, I couldn’t get above 33 on the erg, and for sure never in a scull. Next time I need to move my stretchers back or I’m running off the tracks.

20. The Power of Context The picture created by that word
IN A GIVEN SITUATION.
The cox box wasn’t working.
I was sitting stroke.

21. Cox Box

22. What does “stroke” mean in this sentence?
I was sitting stroke.
a. very happily
b. in the position that sets rate and rhythm.
c. gently massaging

23. Stroke seat

24. The Power of Background Knowledge
The cox box wasn’t working.
I was sitting stroke.
At 100 meters, the coxswain yelled,
“Way enough!”

25. Coxswain

26. 100 meters to go

27. Stretchers

28. Scull

29. The slide Don’t rush the slide!
Start a race at the half-way position, making the stroke shorter and easier.

30. The monitor tells you how many strokes per minute and how many watts.
The ergometer
The monitor tells you how many strokes per minute and how many watts.

31. (at the) Catch
The blade drops into the water. The cox keeps track of strokes a minute.

32. The Power of Context
The cox box wasn’t working. I was sitting stroke. At 100 meters, the coxswain yelled, “Way enough!”
Half, 3/4, full slide. “Michele,” she screamed. “You’re at 42! Settle to 32 and High Ten!”
Wow, I couldn’t get above 33 on the erg, and for sure never in a scull. Next time I need to move my stretchers back or I’m running off the tracks.

33. What are the target phrases?
What are target phrases?
High frequency

34. The Power of Context
The cox box wasn’t working. I was sitting stroke. At 100 meters, the coxswain yelled, “Way enough!”
Half, 3/4, full slide. “Michele,” she screamed. “You’re at 42! Settle to 32 and High Ten!”
Wow, I couldn’t get above 33 on the erg, and for sure never in a scull. Next time I need to move my stretchers back or I’m running off the tracks.

35. Parallel Reading
The cox box wasn’t working. I was stroke. At 100 meters, the coxswain yelled, “Weigh enough!”

36. wasn’t working
yelled

37. The Power of Context
The cox box wasn’t working. I was sitting stroke. At 100 meters, the coxswain yelled, “Way enough!”
Half, 3/4, full slide. “Michele,” she screamed. “You’re at 42! Settle to 32 and High Ten!”
Wow, I couldn’t get above 33 on the erg, and for sure never in a scull. Next time I need to move my stretchers back or I’m running off the tracks.
When you saw this the first time, what was your frustration level?
How much do you comprehend now?
Two sides: what brain is trying to do and how your heart feels about it.

38. Why is reading so important?

39. “Readers have better reading ability, know more vocabulary, write better, spell better, and have better control of complex grammatical constructions.”
― Stephen D. Krashen

40. Laurie Justin story

41. What can we read? Articles, books, stories, poetry, editorials, poems, conversations, songs…
Michele

42. Create a reading uveedyila (she) saw nichevo nye didn’t…anything
skazala (she) said
Privyet Hi

43. Susie uveedyila Jeremy.
Jeremy uveedyil Susie.
– Privyet! – skazala Susie.
Jeremy nichevo nye skazal.

44. Susie uveedyila Jeremy. Jeremy uveedyil Susie.
– Privyet! – skazala Susie. Jeremy nichevo nye skazal.

45. Susie увидела Jeremy. Jeremy увидел Susie.
???

46. Michele увидела Laurie. Laurie увидела Michele.
П/нП

47. Maria увидела Claudio. Claudio не увидел Mariyu.

48. Reading activities Stand up/sit down true/false break into chunks
show pictures
use gestures
ask questions
translate
act out

49. Activities, continued Multiple choice Parallel story Stop
Share with partner
Comprehension check
Check comfort level
Metacognition
Personalization
Jobs
Change white space

50. Other activities Draw story Students add Students tweak the story
Students write prequel/sequel

51. Independent reading
“There is massive evidence that self-selected reading, or reading what you want to read, is responsible for most of our literacy development. Readers have better reading ability, know more vocabulary, write better, spell better, and have better control of complex grammatical constructions. In fact, it is impossible to develop high levels of literacy without being a dedicated reader, and dedicated readers rarely have serious problems in reading and writing.”
― Stephen D. Krashen

52. Questions?
Keep in touch. Work with your brain and your heart. What is the best for your students?
Thanks for coming! We hope to see you again.