FINAL DRAFT-In-School and Out-of-School Literacy Practices Powerpoint

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In-School and Out-of-School Literacy Practices By: Emily Knox : 

In-School and Out-of-School Literacy Practices By: Emily Knox

The Reading Center and Cart : 

The Reading Center and Cart

Other Texts in the Classroom : 

Other Texts in the Classroom

Read-aloud : 

Read-aloud Ms. Abrams encouraged student participation during large group instruction Instructed them to discuss with three clock buddy partners This activity developed their oral skills as students were expected to relate the story to the varying types of connections Ms. Abrams called on a diverse group of students to answer questions

What does it mean to do literacy in this classroom literacy activity? : 

What does it mean to do literacy in this classroom literacy activity? By engaging in both large and small group discussions, students are better able to critically think about the text. Being able to relate story to self, another text and to our world- form connections as a collective group. Students understand they constructed these connections together.

About the Text : 

About the Text I Hate English by Ellen Levine Ms. Abrams chose the text and was responsible for conducting the read-aloud (held book) In order to have access to the texts, students listened during the read-aloud or viewed the text after Ms. Abrams was done reading

What did Ms. Abrams do with the text? : 

What did Ms. Abrams do with the text? Read the book I Hate English aloud to the children Prompted questions before, during, and after the read-aloud Encouraged all students to answer comprehension questions Asks students to partner with their “clock buddy” to discuss- no writing Language used to seek knowledge and find out more information (Flint 45). Language was also used as an “informative” tool. Because one student was Asian, he was able to speak up and tell Ms. Abrams that his parents are from China. I saw the “imaginative” component where “language is used to express creative thoughts” (Flint 45). Although students were not writing following this read-aloud, they were very “imaginative” in their discussions with their peers. Some students constructed possible scenarios or stories.

What Students do to Understand : 

What Students do to Understand Approximation (Cambourne’s Conditions) Codebreak by relying on context clues in text Codebreak by relying on images in the text Pay attention to individual sounds-phonemic awareness Figure out based on other words they know Example: In the Xu text a young boy is able to understand the meaning of “butterfly” because he previously knew the meaning of the word “fly.”

How is a student fluent in this read-aloud? What does it mean to be fluent? : 

How is a student fluent in this read-aloud? What does it mean to be fluent? Answer all comprehension questions Make accurate predictions, inferences, and connections. Understand vocabulary used by Ms. Abrams and peers “Engagement”-discussion during large group instruction and with clock buddy-allows for language to be viewed as “dialogic and evolving” (Flint 27).

Did the Students Understand? : 

Did the Students Understand? Comprehend by answering Ms. Abram’s questions, engaging in discussion, and forming own questions and connections. Forming connections is critical because according to the Flint text, “connections support the reader’s meaning making process.” Students who were reluctant to engage in large group discussion and share with clock buddies did not have an understanding of the text. Ms. Abrams ensured that all of her students spoke either during large group instruction or with clock buddy. If a student did not participate, she spoke with the student afterwards.

Literacy Practices for Read-aloud : 

Literacy Practices for Read-aloud Asked students to define the word connection and the three different types Asked students to make predictions based on cover and title Read story aloud to students on carpet and students listened intently Ms. Abrams asked comprehension questions after each page Told students to think of three types of connections and discuss with clock buddies

Skills Needed : 

Skills Needed Eager to remain still and listen to Ms. Abrams for an extended period of time since the read-aloud lasted for roughly 60 minutes. Ability to share and be open- discuss in both large group setting and with clock buddy Reading Comprehension skills- plot, characters, themes…Need to have basic comprehension of story so can assess story on a deeper level

Prior Knowledge : 

Prior Knowledge Vocabulary (see previous list) Knowledge of Chinese culture and diversity Geography- Ms. Abrams discussed a text to world connection at the end of the read-aloud, referencing NY City and immigration. Students who had an understanding of geography were better able to comprehend and relate to the connection. Ability to decide what is the most important part of the text

How might these practices be taught? : 

How might these practices be taught? Teach student how to rely on context clues Provide examples and then ask students to model your example Encourage all students to participate in both large group and clock buddy discussions Encourage students to draw from own experiences- “Literacy practices invite readers and writers to use their background knowledge and cultural understandings to make sense of texts” (Flint 15). Because Ms. Abrams has a very diverse group of students, each child enters her classroom with “cultural capital” or “resources at hand that the child draws upon as they make sense of the text and literacy practices surrounding the texts” (Flint 15). For example, because Ms. Abrams had several Asian and other students from various backgrounds, they were able to draw upon their own experiences in struggling to learn English.

What to Know to be a Successful Literacy Learner : 

What to Know to be a Successful Literacy Learner Understand the importance of communication- be able to verbalize thoughts as well as listen and learn from the thoughts of others How to analyze and provide thoughtful critique

What needs to be taught to be a successful literacy learner? : 

What needs to be taught to be a successful literacy learner? How to make connections Text to self, text to text, text to world How to decipher words students may or may not know Various practices of cultures- After reading I Hate English and engaging in thoughtful discussions, they developed an understanding for a culture different from their own. Understanding a culture is also essential towards a student being open and sensitive to the differences of others.

Motivation : 

Motivation Share feelings, thoughts, or ideas with others Understand various cultures and how to accept the differences of others. By understanding the battle Mei-Mei had with whether to fully assimilate into American culture, students are better able to grasp the difficulties many multi-racial students experience. Traveling to China or a different country

Pictures of SportsCenter : 

Pictures of SportsCenter

Doing Literacy- SportsCenter : 

Doing Literacy- SportsCenter Understand a variety of differing texts at one time in a specified, contained space Ability to critique and analyze texts with other people- “doing” literacy is a socially constructed practice! Ability to formulate opinions and express them clearly to others in discussions and debates

SportsCenterAbout the texts : 

SportsCenterAbout the texts Statistics Scripts Rules Player Profiles Upcoming games Injury reports/ other reports Potential awards Comparisons of games All of the above are read Plays and scenarios are written by the sports announcers Producers are also responsible for writing scripts for the announcers

SportsCenterMore about the texts : 

SportsCenterMore about the texts Who controls the texts? The producers Who holds the texts? The sports announcers Sometimes coaches and players How do people have access? Watching SportsCenter Visiting website

Codebreaking : 

Codebreaking Use prior sports knowledge to decipher abbreviations Context clues Listen for sports announcers to verbalize abbreviations Look for abbreviations to be written out on other pop-up screens One example was my confusion over the meaning of “TE”. I first saw this abbreviation presented on a chart beside a player’s name. The player’s name above had “WR” listed next to it. Because I knew that “WR” stood for wide receiver, I was able to conclude that “TE” also stood for a position. Later, the sports announcer spoke of how this player was a “tight end.” I then concluded that “TE” = “tight end.”

Comprehension of SportsCenter : 

Comprehension of SportsCenter How do you know you comprehend? Able to talk about statistics/plays/games/players… Critique/Argue information presented How do you know when you have not comprehended? Who tells you? If you are unable to verbalize your knowledge of statistics, plays, players, or teams Someone who is familiar with or plays sports

What does it mean to be fluent in SportsCenter? : 

What does it mean to be fluent in SportsCenter? Fully recount statistics, injuries, upcoming games, past plays, players, and teams Have the ability to formulate an opinion and provide statistical proof draw out plays and analyze Have the ability to understand a large amount of information at one time Make comparisons between teams

Literacy Practices in SportsCenter : 

Literacy Practices in SportsCenter Reading of statistical information and other data (see types of texts slide) at one time in a certain amount of space Discussion with others about information provided Formulating own opinions and perspectives

Skills : 

Skills Ability to discuss with other sports fans Professionally argue Ability to decipher abbreviations (codebreak) Analyze statistics and opinions provided Make comparisons between teams Read quickly Decipher which text is most important Multi-task

Prior Knowledge : 

Prior Knowledge Background sports knowledge such as teams Statistics Players Rules past games upcoming games

What to Know : 

What to Know How to handle a large amount of text at one time How to properly read and present sports statistics and other vocabulary/information

What Needs Taught? : 

What Needs Taught? Meaning of abbreviations and sports vocabulary Meaning of rules and regulations How to use vocabulary and abbreviations properly in discussion How to decipher a variety of differing texts at one time

How should these practices be taught? : 

How should these practices be taught? Encourage someone to watch the sport or even participate in the sport to learn rules/regulations and vocabulary they are unfamiliar with Provide examples of vocabulary Purposely ask specific questions to prompt discussions and debates

Motivation : 

Motivation Have the ability to engage in discussion with peers or adults who enjoy sports Considering playing a particular sport and want to become knowledgeable To become an informed individual

Summary of Findings Juxtaposition of Read-aloud and SportsCenter : 

Summary of Findings Juxtaposition of Read-aloud and SportsCenter -oral discussion shows comprehension -able to relate texts to self and to other texts -Language used as informative tool -rely on code breaking -need ability to share openly -prior knowledge-vocabulary, understand what part of text is most important -practices taught through participation and hands-on learning