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First,
we articulate the guiding principles and theoretical framework
of our approach. Then, we define the concept of a literacy attribute and the
components of literacy from which they are derived. From there, you can follow
literacy attributes to what we call non-negotiable instructional contributions,
which represent experiences and instruction that research insists are necessary
to help children acquire the attributes. These are the experiences
you must provide for every learner. Beyond that, links
will take you to valuable activities you can use to carry
out these non-negotiable instructional contributions. |
The framework
we are using, developed by Sean Walmsley, is based on several principles:
--language
arts experiences and instruction, from pre-school through
grade 12, should be focused on a common set of literacy attributes
(or expectations). These expectations should serve the literacy
goals for the 14 yearsof formal schooling, but also promote
literacy goals for the rest of a child's life.
--all
components of language arts (reading, writing, listening,
speaking, viewing, representing, knowledge of the world)
are critical to learning. Each of them should be included
in all language arts programs, although some are more important
at some stages of a child's literacy development than others
(e.g., viewing and representing are more important for very
young children than reading and writing).
--there
should be a thread that connects attributes/expectations,
instructional contributions (including
instructional support), assessment, and reporting.
--sustained
engagement in literacy experiences over a long period of
time is essential to children becoming life-long learners.
--all
literacy instruction should lead to children becoming self-sustaining learners.
--literacy
development should be a shared responsibility of the child,
family, school, and community.
all literacy experiences should be developmentally
appropriate
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The
framework comprises four major elements: articulating the
literacy attributes, agreeing on what we call the non-negotiable instructional contributions before school and throughout
the grades, defining instructional support (how we help children
who struggle with learning), creating appropriate ways to
assess children's progress towards the attributes, and reporting
on progress to parents, to the schools, and to the community.
Each
of these elements are defined below.
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Our overall approach to defining literacy
attributes comes from the work of Sean Walmsley, but it rests
on firm foundations laid by theorists such as James Kinneavy
(1971) and James Moffett (1968). All literacy behaviors fall
inside the Communication Triangle (SEE BELOW), in which people
create messages about topics which are received by others,
all within a social context.
We
assume that a good language arts program in settings for preschool
children as well as in grade school will include all components
of receptive and expressive literacy, and that it will engage
children in sustained experiences from ages three onwards that
give them instruction and practice in all components of the communication
triangle.
COMMUNICATION
TRIANGLE
The "communication
triangle" represents the basic relationships between
those who originate communications
(writers, speakers, representers), those who receive them
(readers, listeners, viewers), the messages themselves,
and the topics of the communications.
All of these lie within a social context that
defines and constrains the kinds of communications that
typically occur, the ways that language is used, and what's
counted as "appropriate" or "correct."
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A literacy
attribute represents a behavior or understanding that a literate
person should possess.These attributes derive from and directly support professional
literature in literacy and early childhood, research related to
emergent literacy, New York State English Language Arts standards, literacy
standards from the professional organizations (e.g., International
Reading Association, National Association for the Education of
Young Children, National Council of Teachers of English).
Attributes are defined in the following major
areas (background knowledge, receptive language, and expressive
language):
BACKGROUND KNOWLEDGE
Background knowledge
defines what a child knows about the world around and beyond
himself/herself
RECEPTIVE LANGUAGE
(reading, listening, viewing) is all about understanding meaning
that originates with others, and is understood through reading,
listening, or viewing.
EXPRESSIVE LANGUAGE
is all about creating and communicating meaning through
speaking, writing, or representing (e.g.,
drawing, drama, modeling, etc.) |
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A non-negotiable
instructional contribution represents a set of teaching and
learning activities that research insists are necessary for children
to acquire the attributes. These contributions are listed below:
| AREA |
NON-NEGOTIABLE INSTRUCTIONAL CONTRIBUTIONS |
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click
on arrow to see recommended instructional activities
Provide frequent opportunities
for children to interact directly with the world
around them, both inside and outside the home.
Provide frequent opportunities
for children to interact indirectly with the
world around and beyond them.
Engage children in activities
that develop and extend their interests in and understanding
of the world.
Model, teach, and have children
practice strategies for gaining access to knowledge, and
making it their own.
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RECEPTIVE
LANGUAGE
Receptive
language is all about understanding
meaning that originates with others, and is either read,
heard, or viewed. |
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Understands
What is Read
--Decodes
fluently
click on arrow to see recommended instructional activities
Model fluent reading
Teach early literacy concepts
Teach reading strategies that make
use of meaning, structural, and visual cues
--Understands
different types of text
click on arrow to see recommended instructional activities
Do frequent read-alouds
and shared readings of a wide variety of literary and informational
texts
Model, teach, and
have students practice strategies for understanding informational
texts
Model, teach, and have students
practice strategies for understanding literary texts
--Understands
"big ideas"
click on arrow to see recommended instructional activities
Engage children in books
and other texts with multiple layers of meaning
Model, teach, and have students practice strategies for
understanding big ideas
Have children synthesize
big ideas from related fiction and nonfiction texts
--Understands
meanings of words
click on arrow to see recommended instructional activities
Provide a vocabulary-rich environment
Model, teach, and have students practice strategies for
discovering the meanings of words
--Applies
comprehension strategies
click on arrow to see recommended instructional activities
Model, teach, and have children practice strategies for
making sense of text:
- understanding the organization of different kinds of
texts
- understanding organization within text
- making connections
- organizing one's understanding of text
- reflecting/monitoring
Reads
widely
click on arrow to see recommended instructional activities
Provide regular opportunities, encouragement, and support
for children to be read to, and to read widely in and out
of school
Engage children in materials drawn from a wide range of: literary genres, forms of print, topics, and diversity
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click on arrow to see recommended instructional activities
Provide
regular opportunities and appropriate structures for children
to listen to adults and peers
Model,
teach and have children practice strategies for critical
and reponsive listening
Use
appropriate strategies for speaking to facilitate critical and responsive listening.
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click on arrow to see recommended instructional activities
Provide
regular opportunities and appropriate structures for children
to engage in careful observation.
Model,
teach and have children practice strategies for critical
and reponsive viewing.
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EXPRESSIVE LANGUAGE
Expressive
language is all about creating and communicating meaning
through writing, speaking, and other media (e.g., drawing,
drama, photography, models, etc.).
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Communicates ideas effectively
click on arrow to see recommended instructional activities
Model, teach and have children practice generating, developing and expressing ideas in writing.
Provide regular opportunities for children to write across a wide range of topics, formats, and purposes.
Demonstrates effective language/style
click on arrow to see recommended instructional activities
Model, teach and have children practice strategies for developing effective language and style in their writing.
Provide regular opportunities for children to develop effective language/style in their own writing.
Organizes and develops writing
click on arrow to see recommended instructional activities
Model,
teach and have children practice strategies for organizing and developing their
writing.
Provide regular opportunities for children to organize and develop their own writing.
Uses appropriate mechanics
--spelling, grammar, punctuation/capitalization, presentation/handwriting
click on arrow to see recommended instructional activities
Model,
teach and have children practice appropriate mechanics, primarily in the context
of authentic writing.
Provide regular opportunities for children to apply their knowledge of writing mechanics in their own work.
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click on arrow to see recommended instructional activities
Provide
regular opportunities and appropriate purposes for children
to speak to a variety of audiences.
Model,
teach and have children practice appropriate speaking techniques.
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click on arrow to see recommended instructional activities
Provide regular opportunities for children to represent their ideas in a wide variety of ways.
Model,
teach and have children practice a variety of ways to express ideas through
different media.
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