1. Come in and be sure to sign in

2. Topics for today Wiki Meaningful and Constructive Literacy Assessing Concepts about print

3. Wiki This is our course shell and you need to be checking it and your e-mail on a regular basis. Where to find information Editing a page Commenting Notifications

4. Knowing Literacy- Jigsaw Using the Key Concepts Organizer that you filled out for your 3 chapters we will do the follow: Meet with the others who read the same chapters Discuss the 5 key concepts that you each came up with Get into groups of 4; one of each number in a group Jigsaw each of your sections so that each member of the group has an understanding of each section

5. Concepts About Print CAP refers to knowledge of the distinctive features of print text Children also develop concepts of other literate forms and how they work (hypertext, downloading, etc) In many ways, concepts about PRINT is outdated. We should be talking about concepts about literacy. CAP will change depending on the writing system of the language Children are not born with an understanding of these concepts

6. Procedures for CAP and other alternatives Browse Clay’s CAP, watch video Critiques of the CAP assessment (see Johnston, ch. 12) Alternatives for assessing CAP Print Awareness Checklist (Johnston, pp. 102-103) Johns & Lenski, p. 87-88

7. For Thursday Topics: Linguistic Diversity; review of the cueing systems Readings: IR- p.273-4; Codeswitching article

8. Today… Please come in and sign in- Six Language Arts Review of the Cueing Systems Reading with Linguistically diverse students

9. The Six Language Arts Speaking Listening Reading Writing Viewing Visually Representing These rarely stand alone, particularly with the advent of new digital literacies

10. How do humans learn language? Language development begins in the womb Hearing mother’s voice Intonations, the “sounds” of language Repetition of words and sounds Messages are important; mistakes are not Meaning is the heart of language Creates a risk-free environment for children to experiment with language Language and identity are inseparable

11. Family language and literacy practices vary greatly and therefore each child’s literacy enculturation is unique. Language is used for and within specific social practices Knowing that literacy acquisition is social, how do we engage students in meaningful, authentic activities and connect with families? Language Acquisition as Social

12. Information, Strategies, tools and technologies used to accomplish daily life Characteristics of people in an activity; they become a part of a child’s history Knowledge is obtained rather than imposed by adults Defining literacy based on political or institutional discourses limits access of learning to children Funds of Knowledge

13. Who Defines the Standard“ It is axiomatic that if Black people were in power in this country, Black English would be the prestige idiom. This is a point which cannot be stressed too often, for frequently we find even Black students themselves with a negative image of they speech. They too have been brainwashed about the ‘inherent and Absolute rightness’ of white, middle-class dialect” (Smitherman, 2000, pp. 128-129). Because historically people with means (i.e. rich people,white people, and people from the north) have been in power, their ways of speaking have become the “standard” on which all other forms are judged. Codeswitching

14. Codeswitching discussion Using the discussion organizer that you completed while reading, please discuss the reading in your small groups Be sure to discuss the nine questions on your discussion notes form We will come back as a large group to touch on your small group discussions

15. Possessive Patterns Informal English Taylor cat is black. The boy coat is torn. A giraffe neck is long. Did you see the teacher pen? Pattern: owner + owned Formal English Taylor’s cat is black The boy’s coat is torn. A giraffe’s neck is long. Did you see the teacher’s pen? Pattern: owner (+apostrophe-s) + owned

16. In a lesson on contractions, Joyce, a second year teacher, read Green Eggs and Ham, and then had her students make contractions with the text. In a post-reading activity, she gave them each a word (such as “can” or “not”) and had them join up with another student to build a contraction written on the backs of their words (“can’t). One student, Leslie, built her contraction (do+not=don’t) with another student, and then successfully used their contraction in a sentence in front of the class. A couple of minutes later when Joyce and a parent volunteer went to the front of the room to present their contraction, the class got a bit noisy. Leslie, in her booming voice, shouted to the other students, “Be quiet! The queen talkin’!” (the “queen” being Joyce). The class, indeed, got very quiet. Joyce gave Leslie a good humored glare to suggest that shouting was inappropriate, but did not comment on nor “correct” Leslie's English. (October, 2003)

17. Discussion Leslie used African American Vernacular English (AAVE) grammar, in which the verb “to be” is implied, so the Standard English contraction (queen’s) was not needed. There can be more than one social context at play in a classroom What were the social contexts in this vignette? How does this vignette differ from “Say ‘ask,’ Deneese”?

18. Engage in role play to lower the affective filter Position, your students as linguists Unless the focus of your lesson is on an aspect of Standard English grammar, do not comment on students’ language form. Teach grammatical differences in formal and informal mini-lessons Use Contrastive Analysis Analyze grammar for patterns Contrast; not correction Teach children and signal to them when they need to “flip the switch,” or codeswitch Instructional implications

19. Making Sense of Texts Cueing systems can be thought of as different language resources, or information stores, that a person can draw on as they make sense of texts The cueing systems are not used in isolation! Successful readers never use only graphophonics, or only semantics, or only one other cueing system when they read. Successful reading and writing involves the meaningful integration of multiple cueing systems. Relate this to the readings for today

20. How do children use the cueing systems? Effective teachers know that children use all four cueing systems when engaged in literacy activities Example However, in any given circumstance, when trying to decipher a difficult text, one cueing system might be emphasized or relied upon more than the others. Example

21. Syntactic System How words and parts of words are combined into sentences Word order Tense Number Gender How words and parts of speech go together to sound like meaningful language Structural rules of a language--grammar

22. Phonological System The symbol systems of oral and written language and the relationship between them. Phonics – Relationship between phonological and orthographic (spelling) systems (letter-sound correspondence) This cueing system deals with the smallest chunks of language: Phonemes (units of sound) graphemes (units of written representation of phonemes)

23. Semantic System Relationships between language and meaning, the heart of language; Focus is on vocabulary: What words and phrases mean Synonyms, antonyms, homonyms Strongly related to social and cultural group Soda vs. pop Milk shake vs. frappe Sub vs. hoagie

24. Pragmatic System Function of language: Dependent on the social, cultural, and historical contexts of language use What we know about how and when to change language to particular social settings “Is your mother there?” (in a phone conversation) – implies “I’d like to speak to your mother.”

25. Text: Sarah’s brother, who was only twelve and didn’t yet know how to drive, crashed the car on the side of the street. Reader 1: Sarah’s brother, who was only twelve and didn’t yet know how to drive, crushed the car on the side of the street. Reader 2: Sarah’s br- broker, who was only twenty and didn’t know how to dr- drip, crasled the car on the side of the st- steps. Reader 3: Sarah bruvver, who was only twelve and didn’t yet know how to drive, crash the car on the side of the street. Reader 4: Sarah’s brother, who was only twelve and didn’t know how to drive a car, crashed the car on the side of the road. Reader 5: Sara’s brohther, who was only… twelve? and deedin’t yet k-now…know how to dreeveh…drive, crash the car on the side of the street. What cueing systems are these readers using? Which reader(s) would you consider successful? Why? What other information could you use about these children?

26. For next time KL: Ch 21-22 Running Records and Miscue Analysis