1. Beyond the Basal: Defining Literacy and What it Means to be Literate October 7, 2010 Presented by Dana Karraker and Tami Dean ROE #17 Please sign in Help yourselves to snacks

2. Outcomes Describe literacy experiences Define and describe types of texts Define multimodality Evaluate current literacy instruction Discuss Critical Literacy and it’s importance Describe Inquiry Process Identify an area of literacy instruction for Inquiry

3. Key Terms Multiple literacies/Multiliteracies Multimodality Semiotic Systems (Sign Systems) Cueing Systems Graphophonic Syntactic Semantic Pragmatic

4. Agenda VoiceThread of the Day Defining Literacy Describing Multimodality Discussion of Critical Literacy Contine the Inquiry Process

5. Relevant Information Wiki Blog VoiceThread Assignments

6. Web Discussing Literacy Experiences With a partner, share your literacy experiences Make a web showing: – Tool used – Purposes – Types of texts – Skills

7. Defining Literacy Online Mind map

8. Where are you? What Matters: Kids need to read a lot – The school day is organized in a way that allows students to engage in uninterrupted, meaningful reading – More emphasis on authentic reading tasks than isolated skill instruction Kids need books they can read – A variety of texts at various reading levels – Students make choices about what they want to read Kids need to read fluently – Use a variety of strategies to develop reading fluency Kids need thoughtful literacy – Students have the opportunity to engage in meaningful discussions with peers – Students connect reading to their lives and have the opportunity to take action based on what they read Instruction – Teachers have the opportunity to participate in Professional Development – There are materials and resources available for teachers to use Think about your literacy program. Where do you fall on the continuum?

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10. What is a Text?  Texts communicate a message, either written or spoken  Anything that can be the subject of analysis, interpretation  What would you describe as texts?  Music  Dance  Artwork  Clothing  Theatrical Production

11. Multimodal literacies Different literacy practices engage different and multiple semiotic systems (sign systems) to make meaning – Multiple contexts: The social situations, with particular norms (rules), that guide what we do and why – Multiple purposes: Why we engage in literacy practices – Multiple texts and tools: The things we use as we engage in literacy practices – Multiple skills: What we need to be able to do or know in order to use particular texts and tools Texts can exist in different semiotic modes and be both products and tools of literacy practices – What, then, are some examples of texts? (Also see Evans, p. 8) What does this mean for teaching?

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13. Semiotics Semiotics refers to making and representing meaning; broader than reading and writing A few key semiotic systems – Alphabetic/Character – Musical – Mathematical – Digital/technological – Artistic – Kinesthetic/physical

14. The Cueing Systems Used by readers to “unlock” the printed text Graphophonemic System – Phonics Semantic System – Meaning Syntactic System – Grammar Pragmatic System – How we use language based on our social situation

15. Grapho-phonemic System – Phonics Symbol systems of oral and written language and the relationship between them System of written language – orthographic system – how print is organized Spelling system Letters Words Punctuation Marks Phrases Phonics – Relationship between phonological and orthographic systems. What readers learn to understand as the complex relationship between how we talk and how language is organized in written texts.

16. Semantic System -- Meaning Heart of language Relationships between language and meaning What words and phrases mean and how that changes Strongly related to cultural group – Soda vs. pop – Milk shake vs. frappe – Sub vs. hoagie

17. Syntactic System – Grammar Relationship of words, sentences, paragraphs Word order Tense Number Gender Where parts of speech go in a sentence How we string words together to sound like English Structural rules of English Does this sound like language?

18. Pragmatic System – Language in Use Take into consideration the social, cultural, and historical context of language in use What we know about how and when to change language to particular social settings “Is your mother there?” (in a phone conversation) – implies “Is your mother at home? I’d like to speak to her.”

19. Read the following passage: The tam sat directly on top of his head. What is a tam? How did you know how to read this passage? What cues did you use?

20. Read the following R u home? OMG! LOL. BRB. What do these mean? How do you know? What cueing system did you use?

21. Read the following passage Them chicken jackin my style They try to copy my swagger I'm on that next s*** now I'm so 3008 You so 2000 and late What is a chicken? What is she saying? How do you know? What cueing system did you use?

22. Read the following passage: Jackie G. had 12 assists, 11 service points, and four aces. Taylor C. and Paige L. led the offensive attack with a combined 17 kills. Rachel F. and Jenny M. both added 10 digs. What is this passage talking about? What are “kills” and “digs.” How do you know? What cues did you use?

23. Read the following Within diasporic public spheres, where politics are played out across national boundaries, we are seeing the emergence of a “postnational political order”. What is this passage talking about? What is a “postnational political order?” How do you know? What cues did you use?

24. Take a look at the following: Es waren einmal drei Bären, die in einem kleinen Häuschen mitten im Wald wohnten. Es gab einen Papa Bär, einen Mama Bär und einen Baby Bär. Does this help?

25. Exercise #1 1. Grw11. dlghtfl 2. Knw12. Hnd 3. Nd13. crd 4. Ws14. rmn 5. Whn15. ths 6. Ld16. btwn 7. Grdn17. hncfrth 8. Flwr18. mst 9. t19. knw 10. Spps20. Tw Taken from: Wilde, S. (2000). Miscue Analysis Made Easy: Building on Student Strengths. Portsmouth, NH: Heinemann

26. Exercise #2 ll chldrn, xcpt n, grw p. thy sn knw tht thy wll grw p, nd th wy Wndy knw ws ths. N dy whn sh ws tw yrs ld sh ws plyng n a grdn, nd sh plckd nthr flwr nd rn wth t t thr mthr. I spps sh mst hv lkd rthr dlghtfl, fr Mrs. Drlng pt hr hnd t hr hrt nd crd, “h, why cn’t y rmn lk ths vr!” ths ws ll tht pssd btwn thm n th sbjct, bt hncfrth, Wndy knw th th, sh mst grw p. y lwys knw ftr y r tw. Tw s th begnnng f th nd.

27. What do “Good Readers” Do? Think about the previous exercises With a partner, make a list of the things that “good readers” do Discuss how you teach currently teach of these Is there anything missing? Why?

28. Common Core How does this connect to Common Core State Standards? Illinois Interactive Report Card http://iirc.niu.edu/CommonCoreStandards.aspx Take time to explore CCSS and think about the Sign Systems and Cueing Systems you are teaching Texts you are using Skills your will need to explicitly teach Questions you have

29. Putting it All Together Semiotic Systems- different modes for communicating messages. Cueing Systems- the tools readers use to unlock the messages 6 Language Arts- the literacy skills that are taught in the Elementary/Middle School Classroom

30. Read-Around Take time to explore the resources we have available Make notes in your notebook about what you learn Decide on a topic that you would like to learn more about.

31. Next week Reading on wiki- Look under articles – On Web 2.0 tools: Handsfield Continue reading Readicide Blog about your thoughts as you are reading and beginning to think about this class.