literacy

=The Literacy Connection=

Literacy?
In its broadest sense literacy is about making meaning. Making meaning from the texts around us such as books, signs, maps and billboards. But also making meaning from media such as digital resources and media, being able to read and decode a URL on the Internet and being able to discern subtle messages in advertising and other popular media. Literacy is about making meaning from the coins in our pockets and the total displayed on a cash register, not only in our own country but as we travel and experience the world around us. Literacy also means making meaning from other ways of doing, past present and into the future.

Literacy in the Field
Okay - this is a perspective and an opinion...... The last number of years have seen a growing emphasis on assessment and accountability. How do we increase student achievement? This has sparked a response through focused examination of best practices and increased expectations of teacher professionalism. But it has also created a sense of panic. Some say, let's focus our time and energy on what is being tested. What is being tested? Reading, writing and math. Since the Ministry of Education has stated that increased levels of achievement in literacy and numeracy are a priority in this province, it is easy to see how literacy has become a focus, albeit a narrowly defined focus.

So, all of a sudden we have have a focus on "literacy" and for many, that literacy is all about the "reading" and "writing" assessments that are taking place within school divisions, but also taking place provincially, nationally and internationally.

**Connecting the "Language Arts" Aspects of Literacy to Social Studies**
- requires that Language Arts be integrated in all areas of instruction - working towards common goals - involves listening, speaking, reading, writing, viewing and representing > Or each student could illustrate each event of the story. This sequencing could be extended to writing activity. Serves as a draft for retelling story. (Ferris p. 48.)
 * Literacy Learning – begin with a story to model**
 * Listening** – Value other’s ideas and contributions
 * 1) Challenges to English Language Learners – pace of story/resource being read aloud; colloquialisms, idioms and slang phrases in stories; few opportunities to “relisten"; reinforce vocabulary; modify pace; use visual references
 * 2) Circle stories – Story recount activity. Students determine the six main events of story. Could be group activity – groups of 6 – each individual has one ‘slice of circle’ and illustrates one of the 6 events for the group “Circle”.
 * 1) Folktales – help children appreciate other cultures; help promote comprehension, vocabulary and sequencing.


 * Speaking** – Provide lots of opportunity for children to talk about what they are thinking, wondering, hearing, and learning about in Social Studies.

> Children’s literature can bring learning to life through the discovery of new worlds and experiences creating opportunities for rich discussions. Incorporate fiction and nonfiction in picture books, newspapers, magazines, websites. > * Always consider your learners, their skills and background experiences
 * Reading** – Students needs to be taught how to approach different kinds of materials, be they paper, electronic or multimedia media as they explore and inquire in Social Studies
 * 1) Incorporate varied literature resources to help students make connections beyond the old facts and figures of Social Studies. Literature can help students appreciate their world, their place in the world and understand others.
 * 1) Incorporate plays, skits, and reader’s theatre
 * 2) Reading includes time lines, pictures, and maps of various kinds.


 * Writing** – Reading and writing are considered essential processes in making meaning. Provide opportunities for varied writing experiences in Social Studies – journals, poetry, letters, email, plays/skits, graphic organizers, story maps, diagrams, and time lines.

How can we help children to look beyond the "surface" and probe for deeper meaning?
 * Viewing** – Visual literacy requires critical thinking skills. When students examine images, signs, videos or other visual representations, what messages are they getting? What messages are intended? Unintended?


 * Representing** – What are the different ways that students can "show what they know"? While some students can effectively demonstrate their learning in tests, many other students can show much deeper and more personal connections to learning by representing their ideas and knowledge in stories, digital media, art, performance and more. Keep in mind what you need students to demonstrate and build your criteria for assessment from there.

**Making Literacy Learning and Thinking Visible**

 * model thinking processes to help students relate to prior knowledge
 * share a piece of text on overhead (non fiction or other) – National Geographic, newspapers
 * deconstruct the text – title, subtitles, illustration captions, bold print, side bars, graphs etc.
 * as you read/explore the various parts of the text, stop and ponder aloud to demonstrate how to incorporate that information. Reread for clarification.