Literacy in the Language Classroom ETPRS16 Amersfoort

1. Literacy in the Language Classroom ETPRS16 Amersfoort Laurie Clarcq and Michele Whaley www.EmbeddedReading.com laurieclarcq@gmail.com and michelewhaley@gmail.com

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.

18. 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 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?

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 boxwasn’t working. I was stroke. At 100 meters, the coxswainyelled, “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.

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

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

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. – Привет! – сказала Susie. Jeremy ничего не сказал. ???

46. Michele увидела Laurie. Laurie увидела Michele. – Привет! – сказала Michele. Laurie ничего не сказала. П/нП

47. Maria увидела Claudio. Claudio не увидел Mariyu. – Привет! – сказала Maria. Claudio ничего не сказал. – Привет! Привет! Привет!– сказала Maria. Claudio увидел Mariyu. – Привет! – сказал Claudio.

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