The purpose of
education is
to enhance
understanding.
Howard Gardner
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Literacy and Language Learning
Cet atelier vous offre:
• de l’information basée
sur la recherche
• des idées
• des stratégies et
• des ressources…pour
vous aider B
enseigner la lecture
dans la salle de classe
de français langue
seconde
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Literacy for Learning
 is based on current research and best practice
cited in Literacy for Learning The Report of
the Expert Panel on Literacy in Grades 4 to 6
in Ontario
 reflects the information in the junior Guide to
Effective Literacy Instruction
 reflects the information in Education for All The
Report - The Expert Panel on Literacy and
Numeracy Instruction for Students With
Special Education Needs, Kindergarten to
Grade 6
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Complexities of Being Literate
“Literacy is defined …as the ability to use language
and images in rich and varied forms to read, write,
listen, speak, view, represent, and think critically
about ideas. It enables us to share information, to
interact with others, and to make meaning. Literacy
is a complex process.”
(Literacy For Learning, The Report of the Expert Panel on Literacy
in Grades 4 to 6 in Ontario, 2004 )
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What It Means to Be Literate
“Literacy is about more than reading and writing – it is
about how we communicate in society. It is about
social practices and relationships, about knowledge,
language and culture. Literacy…finds its place in our
lives alongside other ways of communicating. Indeed
literacy itself takes many forms: on paper, on the
computer screen, on TV, on posters and signs. Those
who use literacy take it for granted – but those who
cannot use it are excluded from much communication
in today’s world. Indeed, it is the excluded who can
best appreciate the notion of literacy as freedom.”
(UNESCO)
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If I have one tenet in
teaching, it is that no one
can make a student learn
anything.
You can only provide an
environment for
possibilities and hope.
Susan Ohanian, Who’s in Charge? 1994
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4.1
The Building Blocks of Language
Speaking
Writing
Reading
Listening Viewing
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Word Knowledge
Word knowledge encompasses spelling,
grammar, language conventions, literary
devices, and word choice.
Literacy for Learning: The Report of the Expert
Panel on Literacy in Grades 4 to 6 in Ontario, 2004, p.88
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Instruction
Instruction [in word knowledge] must be
developmentally appropriate, interactive,
and constructive, providing students with
genuine opportunities to make meaning
with words and to use them in real-world
contexts.
Literacy for Learning: The Report of the Expert Panel
on Literacy in Grades 4 to 6 in Ontario, 2004, p.88
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Considerations for Reading Instruction
in the Language Classroom
 Availability of and exposure to books
of a variety of types/forms
 What Teacher Read Aloud and
Shared Reading can look like in a
Core French classroom
 Opportunities for reading and writing
in French
 Opportunities to choose personally
significant topics, forms or texts
 Reading and writing are purposeful
– authentic, cross-curricular
 Reading and writing are reciprocal
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Reading – Key Messages
 Reading … (in the language classroom) is an interactive, problemsolving process, with the primary purpose of making meaning.
 All … students need to use higher-order thinking and criticalliteracy skills to read and understand increasingly complex texts.
 …students need high-quality texts of appropriate complexity and
variety, and many opportunities to read and talk about their
reading.
 Both successful and struggling readers need rich reading
experiences. Struggling readers should not be limited to low-level
activities focused on decoding and literal comprehension.
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Reading – Key Messages
 Reading begins with what the reader already knows. The
reader’s personal and cultural identity, first language, and
other knowledge, experiences, and interests all contribute to
the process of making meaning.
 Reading instruction is based on information about students’
learning needs gathered by the teacher from a variety of
assessments.
 (Language) students need purposeful and explicit reading
instruction to read successfully and to understand a range of
text forms in a variety of subjects.
 Engagement with a wide variety of text forms can help
students see the texts all around them and recognize the many
ways in which they read every day.
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To Begin…
 Provide sufficient, varied and appropriate
selection of books–genres, formats,
fiction,nonfiction, levels …
 Know your students as readers.
 Build background knowledge through Read
Aloud and Shared Reading.
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What Do My Students Need?
Students need experience with:

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questioning
accountable talk
reading response
retell, relate, reflect
making connections and other reading
comprehension strategies
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Planning with the End in Mind
To begin with the end in mind
means to start with a clear
understanding of your destination.
It means to know where you are
going so that you better
understand where you are now so
that the steps you take are always
in the right direction.
Stephen R. Covey
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Planning for Inclusion
“In a diverse classroom, no
single method can reach all
learners. Multiple pathways
to achieving goals are
needed.” (Hitchcock et al., 2002,p.18)
Education for All – The Report of the Expert Panel on Literacy and Numeracy Instruction
for Students With Special Education Needs, Kindergarten to Grade 6, 2005.
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The Instructional Process
for Comprehension
Before
Before
During
During
After
After
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Gradual Release of Responsibility
Teacher models
 explains, demonstrates, thinks aloud
Shared Practice
 teacher and student practise strategy together
Guided Practice
 students practise the strategy with coaching from the teacher
Independent Practice
 students apply strategy on their own
 get feedback
Student Application
 new genre or format/more difficult text
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Scaffolding Strategies Instruction
Making Connections
Questioning
Visualizing
Inferring
Determining Importance
Synthesizing
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The Comprehension Strategies
 Activating Prior
Knowledge
 Making Connections
 Questioning
 Making Predictions
 Inferring
 Visualizing
 Determining Important
Information
 Synthesizing
 Monitoring And
Repairing
Comprehension
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Making Connections
The reader cannot create. That has
been done for him by the author. The
reader can only interpret, giving the
author a chance to make his
impression.
Robertson Davies
“When you use your schema, it wakes up memories.” (Nina)
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Questioning
We must strive to create
classrooms that celebrate
curiosity.
In fact, schools often appear
more interested in answers
than in questions.
Harvey and Goodvis, Strategies That Work
Asking questions is smart. It means you don’t understand
something and you know you don’t understand it.” (Bret)
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Visualizing
When we visualize, we are in fact,
inferring, but with mental images
rather than words and thoughts.
When we visualize, we create
pictures in our mind that belong to
us and no one else.
Children can share their mental
images by talking,
drawing/illustrating, acting them out.
Goudvis and Harvey, Strategies That Work
“When my mom reads me Harry Potter, it’s like I have a paint
set inside my brain. And I never run out of paint.” (Ben)
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Balanced Literacy
Components of a Balanced Literacy Program
•
Read Aloud
•
Shared Reading
•
Guided Reading
•
Independent Reading
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On reading aloud . . .
When words
are infused
with the human voice,
they come alive.
MAYA ANGELOU
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Why Read-aloud?
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to entertain
to inform
to explain
to reassure
to arouse curiosity
to inspire
to model
Jim Trelease, The Read Aloud Handbook
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What does the Expert Panel say about Read-aloud:
 relatively uninterrupted
 students to experience the
whole before examining the
parts
 students experience global
aspects of text: story grammar,
characterization,
cause and effect, character
motivation, etc.
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Shared Reading
“We can make the most of our reading
time with students by making it a richer
instructional context: demonstrating a
new literary form, connecting it to the
curriculum, and inviting active
participation.”
Routman
p.147
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Shared Reading
Shared Reading involves:
 direct instruction of reading skills, strategies and
behaviours
 creating an environment that supports risk taking
 revisiting text to build fluency, deepen
understanding and provide opportunity for critical
thinking
 building a class repertoire of texts
 offering an entry point for all students
 allowing students to build on the ideas of others
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Reflecting in the Shared Reading Lesson
 Clarifies and affirms the reader’s thinking
 Deepens reader’s understanding
 Provides future direction for the teacher - short and
long term
 Targets largest group of “like” readers
 Text is at instructional level
 Explicit instruction occurs in shared reading
 Balances needs of students with expectations to be
taught.
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Sharing and Reflecting
 Reading time is always
followed by the
opportunity to share what
they have learned as
readers.
 This encourages
students to be aware of
their own learning
(metacognition).
 Sharing is often oral.
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Readers Theatre and Boys
“Boys often enjoy working with
readers theatre scripts, which
allow them to feel like active
participants in a story.”
p.22
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Give One! Get One!
Consultation Line –
Favourite Mises-en-train
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Carousels
 Model Lessons
for Read Aloud
and Shared
Reading
 Grades 4,6 & 8
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BREAK
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Carousels
 Model Lessons
for Read Aloud
and Shared
Reading
 Grades 4,6 & 8
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Conclusion
 Reading in the
Core French
classroom is…
 One strategy I plan
to use soon is…
 One strategy I plan
to use next year
is…
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Célébrons la lecture et la littératie
…en français, et partout!
Merci de votre participation aujourd’hui.
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