Building Literacy in K-8 Building Literacy in K-8 World Language World Language

ProgramsPrograms

Lynn Fulton-ArcherLynn Fulton-ArcherRichmond Drive Elementary (SC)Richmond Drive Elementary (SC)

fulton.lynn@gmail.comfulton.lynn@gmail.comhttp://lynnfulton.wikispaces.comhttp://lynnfulton.wikispaces.com

Literacy ComponentsLiteracy Components

1.1. Exposure to languageExposure to language

2.2. Awareness of printAwareness of print

3.3. Access to textsAccess to texts

4.4. Comprehension instructionComprehension instruction

Exposure to LanguageExposure to Language

Literacy research tells usLiteracy research tells us• the single most important activity the single most important activity

for building the knowledge for for building the knowledge for eventual success in literacy is eventual success in literacy is reading aloud to children.reading aloud to children.

• understanding oral language must understanding oral language must precede recognition of written precede recognition of written language.language.

Exposure to LanguageExposure to Language

World Language practices includeWorld Language practices include• weekly read-alouds in the media weekly read-alouds in the media

center for all students.center for all students.– Open to all students (K-5)Open to all students (K-5)– Held before morning bell ringsHeld before morning bell rings– Stories tied to unit contentStories tied to unit content– Language teacher and curriculum Language teacher and curriculum

specialist working togetherspecialist working together

Exposure to LanguageExposure to Language

Student impact shown throughStudent impact shown through• rising numbers of students rising numbers of students

attending the read-alouds.attending the read-alouds.• students commenting on the students commenting on the

content of the story throughout the content of the story throughout the day.day.

• heritage learners expressing more heritage learners expressing more interest in reading in their native interest in reading in their native language.language.

Exposure to LanguageExposure to Language

World Language practices includeWorld Language practices include• teachers providing instruction and teachers providing instruction and

classroom management classroom management exclusively in the target language.exclusively in the target language.

– Extensive visualsExtensive visuals– Language LaddersLanguage Ladders– Gouin Series’Gouin Series’

Awareness of PrintAwareness of Print

Literacy research tells usLiteracy research tells us• students need to hear words first students need to hear words first

then have multiple opportunities to then have multiple opportunities to see them.see them.

• associating text to image helps associating text to image helps students process language and students process language and make meaning.make meaning.

Awareness of PrintAwareness of Print

World Language practices includeWorld Language practices include• providing functional printproviding functional print

e.g., high-frequency written e.g., high-frequency written language used to function in class, language used to function in class, work with content.work with content.

• surrounding students with surrounding students with environmental printenvironmental printvia authentic materials, e.g., real-via authentic materials, e.g., real-world examples of the target world examples of the target language in use, oftentimes above language in use, oftentimes above the level of the student.the level of the student.

Awareness of PrintAwareness of Print

World Language practices includeWorld Language practices include• creating clusters of bulletin boards creating clusters of bulletin boards

on each grade-level hall.on each grade-level hall.– Filled with text and images Filled with text and images

students are learning in a unitstudents are learning in a unit– Used as thematic webs for Used as thematic webs for

organizing content, help build a organizing content, help build a bank of site words for studentsbank of site words for students

– Highlight student writingHighlight student writing– Spotlight on authentic materialsSpotlight on authentic materials

text / image associationstext / image associations

Exposure to PrintExposure to Print

thematic organizerthematic organizer

Exposure to PrintExposure to Print

student writingstudent writing

Exposure to PrintExposure to Print

authentic materials / printauthentic materials / print

Awareness of PrintAwareness of Print

World Language practices includeWorld Language practices include• frequent use of individual frequent use of individual

whiteboardswhiteboards– Used during classroom lessonsUsed during classroom lessons– Allow students to write and self-Allow students to write and self-

correctcorrect– Encourage students to manipulate Encourage students to manipulate

the language on their ownthe language on their own– Connect to more kinesthetic Connect to more kinesthetic

learnerslearners

Access to TextsAccess to Texts

Literacy research tells usLiteracy research tells us• students need access to books at a students need access to books at a

variety of levels.variety of levels.• independent reading is an independent reading is an

important part of the literacy important part of the literacy development process.development process.

Access to TextsAccess to Texts

World Language practices includeWorld Language practices include• creating mini-libraries in each creating mini-libraries in each

classroomclassroom– Filled with books related to the Filled with books related to the

content of each unit, including content of each unit, including the culminating story for the unitthe culminating story for the unit

– Provide books at several levelsProvide books at several levels– Allow for checkoutAllow for checkout– Created pre-reading questions Created pre-reading questions

and post-reading surveysand post-reading surveys

Access to TextsAccess to Texts

Pre-reading QuestionsPre-reading Questions– Prompt thought about the textPrompt thought about the text– Predict based on picture walkPredict based on picture walk– Suggest a strategy to helpSuggest a strategy to help

Post-reading SurveyPost-reading Survey– Comprehension check (varied)Comprehension check (varied)– Perceived success with the bookPerceived success with the book– Strategy they used to helpStrategy they used to help

Access to TextsAccess to Texts

Types of booksTypes of books• Non-fictionNon-fiction• Literary non-fictionLiterary non-fiction• FictionFiction• RiddlesRiddles• ABC BooksABC Books• Magazines and ReadersMagazines and Readers

Comprehension InstructionComprehension Instruction

Literacy research tells usLiteracy research tells us• students must be taught how to students must be taught how to

access information in a text – they access information in a text – they should not be left guessing how to should not be left guessing how to comprehend.comprehend.

• using a variety of strategies helps using a variety of strategies helps students understand texts with students understand texts with more clarity.more clarity.

Comprehension InstructionComprehension Instruction

World Language practices includeWorld Language practices include• teaching comprehension strategiesteaching comprehension strategies

– Joint lessons lead by the Spanish Joint lessons lead by the Spanish teacher / Curriculum Specialistteacher / Curriculum Specialist

– Quarterly presentations focusing Quarterly presentations focusing on one of the four strategieson one of the four strategies

– Work with grade-level teachers Work with grade-level teachers to reinforce during ELA blockto reinforce during ELA block

Comprehension InstructionComprehension Instruction

Literacy strategies includeLiteracy strategies includeSchemaSchema

activating background knowledgeactivating background knowledgeContext CuesContext Cues

visual and textual aidsvisual and textual aidsInferenceInference

predicting what comes nextpredicting what comes nextConnectingConnecting

to self, world, other textsto self, world, other texts

Comprehension InstructionComprehension Instruction

Strategies Lesson PlanStrategies Lesson Plan• Present one strategy per lesson Present one strategy per lesson

and ask students what they and ask students what they already know about it.already know about it.

• Read a text together, asking Read a text together, asking students to consciously apply that students to consciously apply that strategy.strategy.

• Have students reflect out loud Have students reflect out loud about their use of that strategy in about their use of that strategy in comprehending the text.comprehending the text.

Comprehension SequenceComprehension Sequence

Pre-reading QuestionsPre-reading Questions– Prompt thought about the textPrompt thought about the text– Predict based on visualsPredict based on visuals– Suggest a strategy to helpSuggest a strategy to help

Comprehension SequenceComprehension Sequence

Reading ActivitiesReading Activities– Skim for cognatesSkim for cognates– Scan for specific informationScan for specific information– Read for detailRead for detail– Use graphic organizers to assist Use graphic organizers to assist

with comprehensionwith comprehension

Comprehension SequenceComprehension Sequence

Post-reading SurveyPost-reading Survey– Comprehension checksComprehension checks– Student-perceived success with Student-perceived success with

the textthe text– Student reactions to the textStudent reactions to the text

Comprehension Comprehension FrameworksFrameworksWorld Language practices includeWorld Language practices include• teaching comprehension teaching comprehension

frameworks to help students frameworks to help students navigate textsnavigate texts

– SOAPSSOAPS– AnnolightingAnnolighting– Reciprocal TeachingReciprocal Teaching

Comprehension Comprehension FrameworksFrameworksSOAPSSOAPS• S = speakerS = speaker• O = occasionO = occasion• A = audienceA = audience• P = purposeP = purpose• S = subjectS = subject

Comprehension Comprehension FrameworksFrameworksAnnolightingAnnolighting• Highlight the main ideaHighlight the main idea• Underline supporting detailsUnderline supporting details• Annotate to the sideAnnotate to the side

Comprehension Comprehension FrameworksFrameworksReciprocal TeachingReciprocal Teaching• PredictPredict• QuestionQuestion• ClarifyClarify• SummarizeSummarize

Literacy through SongLiteracy through Song

Curriculum CornerstoneCurriculum Cornerstone

3 songs integrated into each unit3 songs integrated into each unit– Reach musical learnersReach musical learners– Combine language and rhythmCombine language and rhythm– Provides contextualized Provides contextualized

repetitionrepetition– Help connect oral language to Help connect oral language to

text with songbooks and visualstext with songbooks and visuals

Literacy through SongLiteracy through Song

Curriculum CornerstoneCurriculum Cornerstone

3 songs integrated into each unit3 songs integrated into each unit– Serve as point of departure for Serve as point of departure for

interpersonal activitiesinterpersonal activities– Students can write their own Students can write their own

verses to the song to follow-upverses to the song to follow-up– Singing a line or humming the Singing a line or humming the

melody prompts student recallmelody prompts student recall

Measuring ResultsMeasuring Results

• NOELLA (National Online Early NOELLA (National Online Early Language Learning Assessment)Language Learning Assessment)

• MAP (Measure of Academic MAP (Measure of Academic Progress)Progress)

• State Standardized test scoresState Standardized test scores

Literacy in the CurriculumLiteracy in the Curriculum

Appropriate literacy practices Appropriate literacy practices • surround students with surround students with

comprehensible written and comprehensible written and spoken language.spoken language.

• empower students to successfully empower students to successfully navigate a text with appropriate navigate a text with appropriate strategies.strategies.

• encourage students to focus on encourage students to focus on what they do understand and not what they do understand and not what they don’t.what they don’t.

"There are perhaps no days "There are perhaps no days of our childhood we lived so of our childhood we lived so fully as those we spent with a fully as those we spent with a favorite book."favorite book."

~Marcel Proust~Marcel Proust

Building Literacy Across Building Literacy Across the FLES Curriculumthe FLES Curriculum

Lynn Fulton-ArcherLynn Fulton-ArcherRichmond Drive Elementary (SC)Richmond Drive Elementary (SC)

fulton.lynn@gmail.comfulton.lynn@gmail.comhttp://lynnfulton.wikispaces.comhttp://lynnfulton.wikispaces.com