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Week 2

Week 2. Come in and be sure to sign in. Topics for the week. Wiki Meaningful and Constructive Literacy Overview of literacy assessment options Authentic, contextualized assessment measures Observations, Anecdotal Records, Interviews, Interest Inventories. Wiki .

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Week 2

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  1. Week 2 Come in and be sure to sign in

  2. Topics for the week • Wiki • Meaningful and Constructive Literacy • Overview of literacy assessment options • Authentic, contextualized assessment measures • Observations, Anecdotal Records, Interviews, Interest Inventories

  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. Assess/Analyze Teach Hypothesize Teach Hypothesize Assess/Analyze The Analytic Teaching Cycle (Gipe, 2006)

  6. What is Assessment? • What is the difference between assessing FOR learning and OF learning? • What “counts” as assessment?

  7. Types of Assessment • Observations • Anecdotal records • Interviews • Interest Inventories • Standards • Benchmarks • Running Records • Miscue Analysis • Writing sample • Checklists

  8. For Thursday • Readings: KL ch 25; Codeswitching article • Please fill out and bring the graphic organizer with you to class on Thursday • We will go over assignment guidelines; I will post them to the wiki

  9. Today… • Please come in and sign in- • Reading with Linguistically diverse students • Assignment Guidelines

  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. Language Acquisition as Social • 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?

  12. Funds of Knowledge • 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

  13. Codeswitching • 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.

  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. 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 Possessive Patterns

  16. Instructional implications • 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

  17. Assignment Guidelines • What to expect…. • Due Dates • Choosing partners for microteaching

  18. For next time • KL: Ch 21-22 • Running Records and Retelling section in PKT

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