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Examining Literacy Instruction
Transcript of Examining Literacy Instruction
Eating Boy" Examining Literacy Instruction for Students: Grades K-3
Jamey Durnin The theme of this multimodal text is the desire to acquire information in an unconventional way.
I chose this text because of its potential to support
the enjoyment of reading, the possibility of evoking critical thinking skills, as well as the inclusion of visual literacy within the text. The Alberta Program of Studies:
Five General Outcomes General Outcome 3: Students will...manage ideas and information. The Alberta Program of Studies:
Five General Outcomes General Outcome 2: Students will...comprehend and respond personally and critically to oral, print, and other media texts. Alberta Program of Studies:
Five General Outcomes General Outcome 4: Students will...enhance the clarity and artistry of communication. Alberta Program of Studies:
Five General Outcomes General Outcome 5 : Students will...respect, support, and collaborate with others. This page illustrates the unique use of font and the
interesting background Alberta Program of Studies:
Five Learning Outcomes General Outcome 1: Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences. I believe one of the best methods to explore language is through talk and conversation. Dialogue can be created amongst students by encouraging them to make observations, ask questions, and predict what will happen next within texts. According to the Program of Studies, skills in exploratory talk are important to achieve other language arts outcomes, like comprehension. A large aspect of this general outcome is exploratory language and writing. The ensuing slide is an example of a natural break in the text where students can envision and talk about what will occur next... Students can also explore this text by viewing their ideas on paper. The Program of Studies states that exploratory writing also improves comprehension. For an activity, I suggest getting students to write their first impressions of the book on paper. In this stage, they can only view the title. Then, students can describe why the book was or was not what they expected after reading it. To support collaboration among students, this could also be a great partner activity. To achieve this outcome, it is important for students to respond to texts in a variety of ways to gain new insights. It is also important to think critically by evaluating different forms and techniques. Take a look at this video of the author, Oliver Jeffers... When viewed by the class, this video has the potential to elicit questions. As an activity, I would encourage students to think of critical questions they could ask the author.
To incorporate two learning Competencies, which are Digital and Technological Fluency as well as Communication, I would advocate students to write their questions and comments on a blog. Blogging allows students to have an open forum where they can ask questions and possibly provide answers to some of their peers' questions as well. A main result of this general outcome is for students to be able to enhance their abilities to manage ideas and information in collaboration with others. This general outcome also supports the Leadership and Collaboration Competency.
An activity I think would incorporate these aspects into students' learning is encouraging students to create, in partners, their own stories about someone eating a text or something abnormal. This will allow students to manipulate aspects of a story-line, therefore regulating their ideas in a collaborative environment. Another important aspect of this outcome, as outlined in the Program of Studies, is for students to select forms that are appropriate to specific purposes, content, and audiences. Therefore, for the activity, students should be able to choose the mode in which they portray their stories, which can include: performing the story using people or puppets, creating a PowerPoint or prezi, manipulating voice-recording, or writing it on paper. Encouraging students to reflect on who the audience is and why they chose the particular presentation method is important for reflection, and is also important for improving how they manage ideas. This General Outcome stresses the importance of the ability to communicate ideas and information using well-organized, clear, and precise language. Building off of the activity described in General Outcome 3, which is creating a story, students can enhance their works by attending to writing conventions. By adhering to conventions, they will be able to revise and edit their works to clarify meaning. An important aspect of this outcome is working collaboratively as well as celebrating and participating in community events. An activity I believe would support this initiative is working in groups to discuss the food choices, Henry, the main character of the book, should have made instead of eating books. The students can create pamphlets about making healthy choices and hand them out to the students and teachers in the school community. They could also express the importance of eating healthy by distributing the pamphlets to their family and friends outside of school to help the community. This literacy endeavor supports the community and follows General Outcome 5 because it involves creating and communicating with language to enhance collaboration and build a better society.
It also adheres to the Social, Cultural, Global, and Environmental Responsibility Competency because students are contributing positively to the sustainability of their community. This activity relates to the Program of Studies General Outcome 1 because "exploratory talk and writing enhance student comprehension by focusing their prior knowledge and experiences...and subsequently helps them understand and manage information." This activity relates to General Outcome 2 because it provides students with opportunities to interact with texts, both written and oral, by reflecting, creating, analyzing, and evaluating information. Since conventions are tedious, I would suggest students work with other groups to increase the level of excitement by exploring texts that are not their own. I believe this activity also supports another Competency, which is Critical Thinking, Problem Solving and Decision-Making because students are provided opportunities to review, assess, and analyze information from a variety of points of view. The Creativity and Innovation Competency can be addressed with this activity because it has the potential to provide students with opportunities to appreciate the creative works of others and value esthetic expression as a whole. I feel like the Competency I had the most issue with in regards to instruction was the "Lifelong Learning, Personal Management, and Well-Being" section. I feel like the pamphlet activity I described for General Outcome 5 has the potential to address the well-being section of this Competency, however, it is too broad for me to encompass all aspects into my instruction. I also questioned whether or not this Competency considers very young children in its description. For example, I think most K-3 students are too young to take responsibility for their "emotional, intellectual, physical, spiritual, and social well-beings." Overall, I feel like the Program of Studies and the Competencies could be more specific. The Program of Studies does a great job of providing expectations based on grade-level, however, I think examples of how these outcomes could be achieved would be really helpful in some instances. The Competency descriptions are very important and need to be expanded upon so instructors are clear about what is expected from their students. It would even help to state what is required from elementary, junior high, and high school students to provide more direction. Conclusion