Making Literature Live
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The document explores the relevance of literature in education, particularly focusing on teaching reading skills and fostering student engagement through various methods. It emphasizes the importance of understanding individual learning styles and adapting teaching strategies accordingly to create meaningful learning experiences. Additionally, it highlights the need for a supportive, interactive classroom environment that encourages exploration and the use of real-life contexts in literature-based learning.
Making Literature Live
- 1. Susan Hillyard B.Ed. (Hons)Susan Hillyard B.Ed. (Hons) Pearson PeruPearson Peru 20132013 Making Literature LiveMaking Literature Live
- 2. Today's Questions:Today's Questions: Do students love reading?Do students love reading? What kinds of reading skills do you teach? What kinds of reading skills do you teach? What is literature? What is literature? What is LIVE?What is LIVE? What elements of the Peruvian context doWhat elements of the Peruvian context do we need to consider?we need to consider? Can we exploit literature as a topic in anCan we exploit literature as a topic in an exam?exam?
- 3. What is literatureWhat is literature in thein the ELTELT classroom?classroom?
- 4. Think time Exercise 1Think time Exercise 1 What kind of literature do you use in yourWhat kind of literature do you use in your classrooms?classrooms? Why do you use literature?Why do you use literature? How do you teach it?How do you teach it? What do the students say about it?What do the students say about it?
- 6. Student NeedsStudent Needs We are caught up withWe are caught up with concrete kids in a wordyconcrete kids in a wordy worldworld ( Anon)( Anon)
- 7. Abstract to ConcreteAbstract to Concrete How do we make the complex simple?How do we make the complex simple? How do we make the abstract concrete?How do we make the abstract concrete? How do we help young learnersHow do we help young learners connect?connect?
- 9. Learning and ExperienceLearning and Experience writing formal WHOLE LANG informal speaking listening visitors walks nature films plants field trips pictures literature artefacts animals EXPERIENCES (Slaughter and Zarry) (Learning to read and write the whole Lang way)
- 10. Group Individual Active Static Concrete Abstract Personal Lang S.Else’s Lang Unstructured (time) Structured (time) Ethereal Permanent Thinking-Doing Thinking-Reading Multisensory Written code Relation Characterization Plot Set Theme Conflict Interpretation Expression Connection
- 11. IMMERSION DEMONSTRATION RESPONSE APPROXIMATION USE RESPONSIBILITY EXPECTATION • texts of all kinds • how texts are constructed and used • coercers of behaviour: significant and hold high expectations • decisions about when, how and what ≠ 'depowered' • use, employ, and practise in functional, realistic, non-artificial ways • 'feedback' response must be non-threatening • 'mistakes' are essential (must be accompanied by) ENGAGEMENT Probability of Engagement is increased if these conditions are also optimally present. occurs when learner is convinced that: 1. I am a ‘doer’. 2. Engaging the purposes of my life. 3. Without fear. ‘artistic’ Cambourne’s ModelCambourne’s Model
- 12. A Look at School EnvironmentsA Look at School Environments Traditional Classrooms • curriculum : part to whole • emphasis on basic skills • fixed curriculum • textbooks and workbooks • “blank slates” onto which information is etched by the teacher Constructivist Classrooms • curriculum: whole to part • emphasis on big concepts • pursuit of student questions • primary sources of data and manipulative materials • thinkers with emerging theories about the world
- 13. • teachers: didactic, disseminate info • teachers seek correct answers • assessment: separate from teaching – testing • students primarily work alone • teachers: interactive, mediate • teachers seek the students’ points of view/approximation • assessment: interwoven- student exhibitions and portfolios. • students primarily work in groups.
- 14. } Process + Content respect valued Atmosphere supportive school rôle models class spirit recognition acceptance of feelings how to handle Empathy anger is the conflict basis of sorrow morality Self esteem civilisation + healthy body quality of sound mind life Education shapes beliefs about self To feel Self fulfilling prophecy To Identify feelings survival - labelling To Express (The Board of Education East York Schools East York Borough)
- 15. New paradigmsNew paradigms Commonsense AssumptionsCommonsense Assumptions 1.1. Learning proceeds from partLearning proceeds from part to whole.to whole. 2.2. Lessons should be teacherLessons should be teacher centered because learning iscentered because learning is the transfer of knowledgethe transfer of knowledge from the teacher to thefrom the teacher to the student.student. 3.3. Lessons should prepareLessons should prepare students to function instudents to function in society after schooling.society after schooling. Live Language PrinciplesLive Language Principles 1.1. Learning proceeds fromLearning proceeds from whole to part.whole to part. 2.2. Lessons should be learnerLessons should be learner centered because learning iscentered because learning is the active construction ofthe active construction of knowledge by the student.knowledge by the student. 3.3. Lessons should haveLessons should have meaning and purpose formeaning and purpose for students now.students now.
- 16. LEARNING STYLE CHARACTERISTICS EXAMPLES SUPPORTING CLASSROOM ACTIVITIES BODILY/ KINESTHETIC good motor control, co- ordinated; good sense of timing; physically active; relies on gestures and touching dancer, athlete, juggler, mechanic crafts dance drama tactile and movement games INTERPERSONAL aware of, can influence, and can lead others; socially active; good communicator and negotiator politician, teacher, counsellor, salesperson group activities discussions debates sharing and comparing INTRAPERSONAL strong sense of self; likes working alone; focuses on own feelings, dreams, interests; intuitive and original novelist, philosopher, psychologist self-paced learning independent projects individual workspace personal responses LINGUISTIC sensitive to language and words; loves to read, write, and tell stories; good memory for names, places, and dates editor, reporter, writer, poet creative writing oral reading storytelling writing reports memorisation LOGICAL/ MATHEMATICAL good at reasoning and abstract thought; organised and precise; a problem solver; good with numbers; asks logical questions mathematician, scientist, engineer, lawyer math problems problem solving experiments categorisation classifying creating or solving riddles SPATIAL visual thinker; good observer; imaginative; daydreams; likes to make and use designs, diagrams, etc chess player, architect, artist, physicist spatial games puzzles making maps or charts art projects
- 17. Standing Up the Text andStanding Up the Text and Making it LIVE!Making it LIVE! **Analysis of texts.Analysis of texts. * Split level story or poetry creation from text.* Split level story or poetry creation from text. * Throwing stories and poems.* Throwing stories and poems. * Character development.* Character development. * Choral poems.* Choral poems. * Improvisation and role play.* Improvisation and role play. * Songs and games.* Songs and games. *Storytelling, Storying and Storyboarding*Storytelling, Storying and Storyboarding * Web 2 Tools for developing creativity* Web 2 Tools for developing creativity
- 18. A Thinking StoryA Thinking Story (Learning Styles)(Learning Styles) Listening: notes and reconstructionListening: notes and reconstruction Storyboarding and freeze framingStoryboarding and freeze framing Scene creation and acting outScene creation and acting out
- 19. More StrategiesMore Strategies Keeping a reading DiaryKeeping a reading Diary Storytelling Project to peers/to primary/ KGStorytelling Project to peers/to primary/ KG Comic StripsComic Strips Drama conventions like Hotseating/Role on theDrama conventions like Hotseating/Role on the wall/Vox Populi/Freeze Frame/ Carouselwall/Vox Populi/Freeze Frame/ Carousel Doing a musical comedyDoing a musical comedy VideomakingVideomaking
- 20. The DiaryThe Diary Read pg 16-21 today. Best bit:Read pg 16-21 today. Best bit: I predict:I predict: Great vocabulary:Great vocabulary: Character graphic organisers.Character graphic organisers. Setting notes/drawingsSetting notes/drawings Comment on illustrations/copy style of picturesComment on illustrations/copy style of pictures Reports/InterviewsReports/Interviews EvaluationEvaluation
- 21. REAL QuestionsREAL Questions in Circle time.in Circle time. Was the book enjoyable for you? Why or whyWas the book enjoyable for you? Why or why not?not? What were your favourite or least favouriteWhat were your favourite or least favourite moments?moments? Who were your favourite or least favouriteWho were your favourite or least favourite characters?characters? Was the book easy for you to read? Why or whyWas the book easy for you to read? Why or why not?not? Would you recommend it to your friends? WhyWould you recommend it to your friends? Why or why not?or why not?
- 22. What did you learn from the book? ForWhat did you learn from the book? For example, useful language,example, useful language, factual, cultural,factual, cultural, historical, geographical information, etc.historical, geographical information, etc. Would you like to read another story by theWould you like to read another story by the same author? Why orsame author? Why or why not?why not? Would you like to find out about the author?Would you like to find out about the author? Would you like to try writing your own book?Would you like to try writing your own book?
- 23. Using your Work for Exams:Using your Work for Exams: The interview.The interview. Take in the real book: Show and TellTake in the real book: Show and Tell Talk about the cover/ spine/blurb/yrTalk about the cover/ spine/blurb/yr Show knowledge of author’s/publisher’sShow knowledge of author’s/publisher’s /illustrator’s name/illustrator’s name Author’s biography/ other worksAuthor’s biography/ other works Ask Examiner some real Qs related to realAsk Examiner some real Qs related to real books.books.
- 24. Animoto: photos into video withAnimoto: photos into video with musicmusic
- 25. An Animoto I made from photosAn Animoto I made from photos
- 26. Storybird: Artful storymakingStorybird: Artful storymaking
- 28. Voicethread: using photos withVoicethread: using photos with voice over and collaborationvoice over and collaboration
- 29. Wallwisher: multiple notesWallwisher: multiple notes
- 30. MyBrainshark: vids from PPTMyBrainshark: vids from PPT
- 31. PiclitsPiclits
- 33. The Birth of a StoneThe Birth of a Stone In those deep mountain ravinesIn those deep mountain ravines I wonder if there are stonesI wonder if there are stones that no one has ever visited?that no one has ever visited? I went up to the mountainI went up to the mountain in quest of a stone no one had ever seenin quest of a stone no one had ever seen from the remotest of timesfrom the remotest of times Under ancient pinesUnder ancient pines
- 34. on steep pathless slopeson steep pathless slopes there was a stonethere was a stone I wonderI wonder how longhow long this stone all thick with mossthis stone all thick with moss has beenhas been here?here? Two thousand years? Two million? TwoTwo thousand years? Two million? Two billion?billion?
- 35. NoNo Not at allNot at all If really till now no oneIf really till now no one has ever seen this stonehas ever seen this stone it is onlyit is only herehere from now onfrom now on This stoneThis stone was only bornwas only born the moment I first saw it Kwang –kyu Kimthe moment I first saw it Kwang –kyu Kim
- 36. See handoutsSee handouts Animoto, a simple photo into video app with music:Animoto, a simple photo into video app with music: http://animoto.com/http://animoto.com/ Storybird,write your own illustrated storyStorybird,write your own illustrated story http://storybird.com/books/chchch-changes/http://storybird.com/books/chchch-changes/ Voicethread, use photos and voice to make a presentationVoicethread, use photos and voice to make a presentation http://voicethread.com/http://voicethread.com/ Wallwisher, a simple collaborative tool:Wallwisher, a simple collaborative tool: http://wallwisher.com/http://wallwisher.com/ Mybrainshark,videopresentations with sound:Mybrainshark,videopresentations with sound: http://www.brainshark.com/mybrainshark.aspxhttp://www.brainshark.com/mybrainshark.aspx Piclits, a drag and drop picture poem maker:Piclits, a drag and drop picture poem maker: http://www.piclits.com/compose_dragdrop.aspxhttp://www.piclits.com/compose_dragdrop.aspx
- 37. 4.4. Learning takes place asLearning takes place as individuals practice skillsindividuals practice skills and form habits.and form habits. 5.5. In a second language, oralIn a second language, oral language acquisitionlanguage acquisition precedes the development ofprecedes the development of literacy.literacy. 6.6. Learning should take placeLearning should take place in English to facilitate thein English to facilitate the acquisition of English.acquisition of English. 7.7. The learning potential ofThe learning potential of bilingual students is limited.bilingual students is limited. 4.4. Learning takes place asLearning takes place as groups engage in meaningfulgroups engage in meaningful social interaction.social interaction. 5.5. In a second language, oralIn a second language, oral and written language areand written language are acquired simultaneously.acquired simultaneously. 6.6. Learning should take placeLearning should take place in the first language to buildin the first language to build concepts and facilitate theconcepts and facilitate the acquisition of English.acquisition of English. 7.7. The learning potential isThe learning potential is expanded through faith inexpanded through faith in the learner.the learner.
- 38. Basic StrategiesBasic Strategies building on prior knowledge concepts of print and book language awareness recognising patterns……..repetition, rhyme, rhythm before, during and after reading strategies spelling and phonics instruction and practice making connections to real life response activities……… drawings, graphic organizers, journals recognising genre building vocabulary starting writing processes in tandem with reading processes starting speaking and listening skills immediately
- 39. Children learn best when reading authenticChildren learn best when reading authentic literature.literature. Children respond best when learning takes placeChildren respond best when learning takes place in meaningful contexts.in meaningful contexts. Children grow in language development throughChildren grow in language development through an integrated curriculum.an integrated curriculum. Children participate actively as members of theChildren participate actively as members of the community of readers and writers.community of readers and writers. Children benefit from ongoing assessment thatChildren benefit from ongoing assessment that informs instruction.informs instruction. (from Celebrate Reading )(from Celebrate Reading )
- 40. What is whole language?What is whole language? • AttitudeAttitude • A set of beliefsA set of beliefs • ResearchResearch • Fulltime programFulltime program ## • Part of everyday life, not a textbook,Part of everyday life, not a textbook, not a worksheet, not a workbook, notnot a worksheet, not a workbook, not a graded readera graded reader
- 41. Why children like wholeWhy children like whole language so much.language so much. • Already knowsAlready knows • HowHow • Real booksReal books • NaturalNatural • CelebrateCelebrate • Something to saySomething to say • RespondRespond • EncourageEncourage • AcknowledgeAcknowledge • ExploringExploring ## • Risk takingRisk taking
- 42. There's nothing pretendThere's nothing pretend about "pretend" reading.about "pretend" reading. • PracticePractice readingreading • PracticePractice listeninglistening • PracticePractice writingwriting ## • PracticePractice talkingtalking
- 43. What does it take to support theseWhat does it take to support these emerging literacy abilities?emerging literacy abilities? • Rich with printRich with print • Want toWant to • To exploreTo explore • Shopping listsShopping lists • Messages – REMINDMessages – REMIND ME TO...ME TO... • BooksBooks • CataloguesCatalogues • Science booksScience books • MagazinesMagazines • Well-organizedWell-organized bookstorebookstore • Dramatic play areaDramatic play area • Places to writePlaces to write • ‘‘Office’Office’ • AuthorsAuthors • PublishersPublishers ## • Real stories by realReal stories by real childrenchildren
- 44. The most important attitude in makingThe most important attitude in making whole language work is yours.whole language work is yours. • Active learnersActive learners • Make decisionsMake decisions • InterestInterest • Life-long learnersLife-long learners • Mutual respectMutual respect • A community of learnersA community of learners • On-going evaluationOn-going evaluation • Own progressOwn progress • Successful learningSuccessful learning • See the resultsSee the results • Problem-solveProblem-solve ## • CLILCLIL
- 45. Reading and writing emerges inReading and writing emerges in stages, just like talking and walkingstages, just like talking and walking • Pretend gamesPretend games • PlayPlay • Pretend scenariosPretend scenarios • ArtworkArtwork • Children’s namesChildren’s names • InventingInventing • WholeWhole ## • Whole language is holistic!Whole language is holistic!
- 46. 4.4. Learning takes place asLearning takes place as individuals practice skillsindividuals practice skills and form habits.and form habits. 5.5. In a second language, oralIn a second language, oral language acquisitionlanguage acquisition precedes the development ofprecedes the development of literacy.literacy. 6.6. Learning should take placeLearning should take place in English to facilitate thein English to facilitate the acquisition of English.acquisition of English. 7.7. The learning potential ofThe learning potential of bilingual students is limited.bilingual students is limited. 4.4. Learning takes place asLearning takes place as groups engage in meaningfulgroups engage in meaningful social interaction.social interaction. 5.5. In a second language, oralIn a second language, oral and written language areand written language are acquired simultaneously.acquired simultaneously. 6.6. Learning should take placeLearning should take place in the first language to buildin the first language to build concepts and facilitate theconcepts and facilitate the acquisition of English.acquisition of English. 7.7. The learning potential isThe learning potential is expanded through faith inexpanded through faith in the learner.the learner.
- 47. Basic StrategiesBasic Strategies building on prior knowledge concepts of print and book language awareness recognising patterns……..repetition, rhyme, rhythm before, during and after reading strategies spelling and phonics instruction and practice making connections to real life response activities……… drawings, graphic organizers, journals recognising genre building vocabulary starting writing processes in tandem with reading processes starting speaking and listening skills immediately
- 48. Children learn best when reading authenticChildren learn best when reading authentic literature.literature. Children respond best when learning takes placeChildren respond best when learning takes place in meaningful contexts.in meaningful contexts. Children grow in language development throughChildren grow in language development through an integrated curriculum.an integrated curriculum. Children participate actively as members of theChildren participate actively as members of the community of readers and writers.community of readers and writers. Children benefit from ongoing assessment thatChildren benefit from ongoing assessment that informs instruction.informs instruction. (from Celebrate Reading )(from Celebrate Reading )
- 49. What is whole language?What is whole language? • AttitudeAttitude • A set of beliefsA set of beliefs • ResearchResearch • Fulltime programFulltime program ## • Part of everyday life, not a textbook,Part of everyday life, not a textbook, not a worksheet, not a workbook, notnot a worksheet, not a workbook, not a graded readera graded reader
- 50. Why children like wholeWhy children like whole language so much.language so much. • Already knowsAlready knows • HowHow • Real booksReal books • NaturalNatural • CelebrateCelebrate • Something to saySomething to say • RespondRespond • EncourageEncourage • AcknowledgeAcknowledge • ExploringExploring ## • Risk takingRisk taking
- 51. There's nothing pretendThere's nothing pretend about "pretend" reading.about "pretend" reading. • PracticePractice readingreading • PracticePractice listeninglistening • PracticePractice writingwriting ## • PracticePractice talkingtalking
- 52. What does it take to support theseWhat does it take to support these emerging literacy abilities?emerging literacy abilities? • Rich with printRich with print • Want toWant to • To exploreTo explore • Shopping listsShopping lists • Messages – REMINDMessages – REMIND ME TO...ME TO... • BooksBooks • CataloguesCatalogues • Science booksScience books • MagazinesMagazines • Well-organizedWell-organized bookstorebookstore • Dramatic play areaDramatic play area • Places to writePlaces to write • ‘‘Office’Office’ • AuthorsAuthors • PublishersPublishers ## • Real stories by realReal stories by real childrenchildren
- 53. The most important attitude in makingThe most important attitude in making whole language work is yours.whole language work is yours. • Active learnersActive learners • Make decisionsMake decisions • InterestInterest • Life-long learnersLife-long learners • Mutual respectMutual respect • A community of learnersA community of learners • On-going evaluationOn-going evaluation • Own progressOwn progress • Successful learningSuccessful learning • See the resultsSee the results • Problem-solveProblem-solve ## • CLILCLIL
- 54. Reading and writing emerges inReading and writing emerges in stages, just like talking and walkingstages, just like talking and walking • Pretend gamesPretend games • PlayPlay • Pretend scenariosPretend scenarios • ArtworkArtwork • Children’s namesChildren’s names • InventingInventing • WholeWhole ## • Whole language is holistic!Whole language is holistic!
- 55. The whole language approach "followsThe whole language approach "follows the child“ rather than having the childthe child“ rather than having the child follow the curriculum.follow the curriculum. • Are ready for itAre ready for it • Makes senseMakes sense • Talk aboutTalk about • Dramatize aboutDramatize about • Draw aboutDraw about • Sing aboutSing about • Write aboutWrite about • InteractiveInteractive • SocialSocial • Academic processAcademic process ## • MeaningfulMeaningful
- 56. Reading aloud WITH childrenReading aloud WITH children is key.is key. • Teacher reads to...Teacher reads to... • Drawn into the storyDrawn into the story • Beyond their own experiencesBeyond their own experiences • MeaningMeaning • ‘‘Talk’ aboutTalk’ about • FormatsFormats ## • How books are put togetherHow books are put together
- 57. ImmersionImmersion At HomeAt Home • SpeakingSpeaking • Functional printFunctional print At SchoolAt School • Sings, labels, lists, diagrams, charts, graphsSings, labels, lists, diagrams, charts, graphs • LiteratureLiterature • Inquiry projectsInquiry projects • DisplaysDisplays • Fiction, non fictionFiction, non fiction • Reference materialsReference materials • Cover the walls with wordsCover the walls with words
- 58. DemonstrationDemonstration At HomeAt Home • How language is usedHow language is used • How it is tied to actionsHow it is tied to actions • Purposeful situationsPurposeful situations At SchoolAt School • How reading and writing are usedHow reading and writing are used • Teachers read and writeTeachers read and write • ““Thinking out loud”Thinking out loud”
- 59. ExpectationExpectation At HomeAt Home • Caretakers assume they will be efficientCaretakers assume they will be efficient At SchoolAt School • Recognized as a reader and writerRecognized as a reader and writer • Gain confidenceGain confidence • EmpowerEmpower • Responsible and accountableResponsible and accountable
- 60. ResponsibilityResponsibility At HomeAt Home • Accomplish a taskAccomplish a task • Purpose in their livesPurpose in their lives • Safe to make mistakesSafe to make mistakes At SchoolAt School • Literacy learningLiteracy learning • SafeSafe • Risk takingRisk taking • PurposefulPurposeful • Variety of contextsVariety of contexts • GroupingsGroupings
- 61. UseUse At HomeAt Home • Use their languageUse their language At SchoolAt School • In useIn use • Cannot waitCannot wait • Opportunities to read other’s writingOpportunities to read other’s writing • Try out their own strategiesTry out their own strategies
- 62. ApproximationApproximation At HomeAt Home • Do not speak perfectlyDo not speak perfectly At SchoolAt School • SpellingSpelling • ReadingReading • InquiryInquiry • ResearchersResearchers • Conventional reading and writing will developConventional reading and writing will develop
- 63. ResponseResponse At HomeAt Home • Expand on itExpand on it • Rarely correctRarely correct At SchoolAt School • Expand students’ languageExpand students’ language • Children are tryingChildren are trying • RecognizedRecognized • Not the productNot the product