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Teaching Literacy in the 21 st . Century Session 8

Teaching Literacy in the 21 st . Century Session 8. Ian Hauser. C:Documents and SettingsIanDesktop9111.wmv. The Importance of Good Spelling. Differentiating Instruction.

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Teaching Literacy in the 21 st . Century Session 8

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  1. Teaching Literacy in the 21st. Century Session 8 Ian Hauser

  2. C:\Documents and Settings\Ian\Desktop\9111.wmv The Importance of Good Spelling

  3. Differentiating Instruction The biggest mistake of past centuries in teaching has been to treat children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way. Howard Gardner

  4. Different students’ needs

  5. 9 Ways to Differentiate Instruction

  6. Critical Literacy Text Participating Code Breaking Text Using Text Analyzing Ian Hauser

  7. Critical Literacy The way to increase literacy levels is to look more closely at text in a systematic and thoughtful way.

  8. Critical Literacy speaks to a new 3 R’s for teachers Reflect Respond Relate Reflect – and learn from the past and present approaches to literacy learning and teaching in order to evaluate and adjust current practices Respond – flexibly to their students and the contexts of their schools and classrooms by drawing on appropriate aspects of the curriculum Relate – the emphasis of the curriculum, the characterization of the pedagogy and the focus of the assessment to make sure they align and articulate Critical Literacy

  9. Critical Literacy Text Participating Code Breaking Text Using Text Analyzing

  10. Code Breaking How do I crack this code? This involves making sense of communication codes such as print on a page, illustrations and moving images or gestures. Critical Literacy

  11. Code Breaking How do I crack this code? This involves: Recognizing and using semantic, syntactic and graphophonic sources of information Spelling accurately and understanding the functions of spelling Recognizing and using grammar, punctuation as well as intonation and rhyme Recognizing and shaping visual, nonverbal and auditory codes Critical Literacy

  12. Text Participating What does this mean to me? This involves comprehending and composing texts. Critical Literacy

  13. Text Participating What does this mean to me? This involves: Drawing on social and cultural background and prior knowledge to construct meaning from texts Comparing social and cultural experiences with those described in the text Relating previous experiences with similar texts Seeing own interests and lifestyle reflected in the text Interpreting and using literal and inferential meaning in texts Attending to the ways texts are constructed to make meaning Recognizing and constructing concepts and processes that characterize different ways of constructing knowledge from text Critical Literacy

  14. Text Using What do I do with this text? This involves understanding the purpose of texts and using texts for different social and cultural functions. Critical Literacy

  15. Text Using What do I do with this text? This involves: Understanding that different cultural and social contexts and purposes shape the way texts are constructed Understanding the purpose of a text and recognizing the purpose for using it Using appropriate text types for particular purposes, both inside and outside school Recognizing what to do with a text in a particular context and what others might do with it Critical Literacy

  16. Text Analyzing What does this text do to me? This involves ways in which texts are used to position readers, viewers and listeners. Critical Literacy

  17. Text Analyzing What does this text do to me? This involves: Recognizing the writer, speaker, or shaper’s purpose in creating a text and that texts influence people’s ideas Recognizing opinions, bias, points of view, gaps and silences, and dominant readings in texts Understanding how texts are crafted according to the values, views and interests of the writer, speaker or shaper Identifying the ways in which information or ideas are expressed and represented to influence and position readers, viewers and listeners Presenting an alternative position to the one taken by a text or deciding to endorse the position taken by the text Critical Literacy

  18. Critical Literacy Questions to develop Code Breaking in the Classroom • Which words are interesting? • Which other words might be used instead of these? • What does that word mean in that context? • Which other words come from the same root? • What is happening in this image? • What do you notice about the body language of the subjects?

  19. Critical Literacy Questions to develop Text Participating in the Classroom • What did you feel as you read this text? • Does this text remind you of something in your life? • What would you do in this situation? • Is this character like anyone you know? • What are the characters thinking / feeling? • What might lie outside the frame of this picture? • If you could ask the people in the picture a question, what might it be?

  20. Critical Literacy Questions to develop Text Using in the Classroom • What did you notice about the way this text looks? • How is the text put together? • Which special features does this text have? • What is the purpose of this text? • In what ways is this text like others that you have read? • How can you find information in this text? • If you wrote a text like this, which words would you make sure you used? • How would the text change if you were going to use these ideas in a poem or a brochure, or a poster? • Who might take this picture? Where might it have come from?

  21. Critical Literacy Questions to develop Text Analyzing in the Classroom • What did you notice about the way this text looks? • What opinions has the author expressed? Why? • What is fact and what is opinion in this text? • What story is not being told in this text? Why? • How is the author trying to make you feel? Why? • How would the story be different if it were told in another place or time? • Who does this text reject, silence, or marginalize? • How does this text construct a version of reality? • Having critically examined the text, what action are you going to take?

  22. Where do I start? Choose thoughtful texts - texts that are full of the juices of life! - texts that scream to be read or viewed, or heard. Choose thoughtful tasks - tasks that are meaningful - tasks that deserve the time they take to complete - tasks that are BIG Allowstudents time - time to read - time to think - time to respond Look closely at texts - Break the Code - Participate in the Text - Use the Text - Analyze the Text Critical Literacy

  23. Critical Literacy Text Participating Code Breaking Text Using Text Analyzing

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