Making Literature Live

Susan Hillyard B.Ed. (Hons)Susan Hillyard B.Ed. (Hons)
Pearson PeruPearson Peru
20132013
Making Literature LiveMaking Literature Live

Today's Questions:Today's Questions:
 Do students love reading?Do students love reading?
 What kinds of reading skills do you teach? What kinds of reading skills do you teach?
 What is literature? What is literature?
 What is LIVE?What is LIVE?
 What elements of the Peruvian context doWhat elements of the Peruvian context do
we need to consider?we need to consider?
 Can we exploit literature as a topic in anCan we exploit literature as a topic in an
exam?exam?

What is literatureWhat is literature
in thein the
ELTELT
classroom?classroom?

Think time Exercise 1Think time Exercise 1
 What kind of literature do you use in yourWhat kind of literature do you use in your
classrooms?classrooms?
 Why do you use literature?Why do you use literature?
 How do you teach it?How do you teach it?
 What do the students say about it?What do the students say about it?

Sandie’s BlogSandie’s Blog
http://picturebooksinelt.blogspot.com.ar/http://picturebooksinelt.blogspot.com.ar/

Student NeedsStudent Needs
We are caught up withWe are caught up with
concrete kids in a wordyconcrete kids in a wordy
worldworld ( Anon)( Anon)

Abstract to ConcreteAbstract to Concrete
How do we make the complex simple?How do we make the complex simple?
How do we make the abstract concrete?How do we make the abstract concrete?
How do we help young learnersHow do we help young learners
connect?connect?

Learning and ExperienceLearning and Experience
writing
formal WHOLE LANG informal
speaking
listening
visitors
walks nature
films plants
field trips
pictures literature
artefacts animals
EXPERIENCES
(Slaughter and Zarry)
(Learning to read and write
the whole Lang way)

Group Individual
Active Static
Concrete Abstract
Personal Lang S.Else’s Lang
Unstructured (time) Structured (time)
Ethereal Permanent
Thinking-Doing Thinking-Reading
Multisensory Written code
Relation
Characterization
Plot
Set
Theme
Conflict
Interpretation
Expression
Connection

IMMERSION
DEMONSTRATION
RESPONSE
APPROXIMATION
USE
RESPONSIBILITY
EXPECTATION
• texts of all kinds
• how texts are constructed
and used
• coercers of behaviour:
significant and hold high
expectations
• decisions about when, how
and what ≠ 'depowered'
• use, employ, and practise
in functional, realistic,
non-artificial ways
• 'feedback' response must be
non-threatening
• 'mistakes' are essential
(must be accompanied by)
ENGAGEMENT
Probability of Engagement is
increased if these conditions
are also optimally present.
occurs when learner
is
convinced that:
1. I am a ‘doer’.
2. Engaging the
purposes of my life.
3. Without fear.
‘artistic’
Cambourne’s ModelCambourne’s Model

A Look at School EnvironmentsA Look at School Environments
Traditional Classrooms
• curriculum : part to
whole
• emphasis on basic
skills
• fixed curriculum
• textbooks and
workbooks
• “blank slates” onto
which information is
etched by the teacher
Constructivist Classrooms
• curriculum: whole to part
• emphasis on big
concepts
• pursuit of student
questions
• primary sources of data
and manipulative
materials
• thinkers with emerging
theories about the world

• teachers: didactic,
disseminate info
• teachers seek correct
answers
• assessment: separate
from teaching – testing
• students primarily work
alone
• teachers: interactive,
mediate
• teachers seek the
students’ points of
view/approximation
• assessment: interwoven-
student exhibitions and
portfolios.
• students primarily work
in groups.

}
Process + Content respect
valued
Atmosphere supportive
school rôle models
class spirit
recognition
acceptance
of feelings
how to handle
Empathy anger
is the conflict
basis of sorrow
morality
Self esteem
civilisation +
healthy body
quality of sound mind
life
Education shapes beliefs
about self
To feel Self fulfilling prophecy
To Identify feelings survival - labelling
To Express
(The Board of Education
East York Schools
East York Borough)

New paradigmsNew paradigms
Commonsense AssumptionsCommonsense Assumptions
1.1. Learning proceeds from partLearning proceeds from part
to whole.to whole.
2.2. Lessons should be teacherLessons should be teacher
centered because learning iscentered because learning is
the transfer of knowledgethe transfer of knowledge
from the teacher to thefrom the teacher to the
student.student.
3.3. Lessons should prepareLessons should prepare
students to function instudents to function in
society after schooling.society after schooling.
Live Language PrinciplesLive Language Principles
1.1. Learning proceeds fromLearning proceeds from
whole to part.whole to part.
2.2. Lessons should be learnerLessons should be learner
centered because learning iscentered because learning is
the active construction ofthe active construction of
knowledge by the student.knowledge by the student.
3.3. Lessons should haveLessons should have
meaning and purpose formeaning and purpose for
students now.students now.

LEARNING
STYLE
CHARACTERISTICS EXAMPLES SUPPORTING
CLASSROOM
ACTIVITIES
BODILY/
KINESTHETIC
good motor control, co-
ordinated; good sense of
timing; physically active;
relies on gestures and
touching
dancer, athlete,
juggler, mechanic
crafts
dance
drama
tactile and
movement games
INTERPERSONAL aware of, can influence, and
can lead others; socially
active; good communicator
and negotiator
politician, teacher,
counsellor,
salesperson
group activities
discussions
debates
sharing and
comparing
INTRAPERSONAL strong sense of self; likes
working alone; focuses on
own feelings, dreams,
interests; intuitive and
original
novelist,
philosopher,
psychologist
self-paced
learning
independent
projects
individual
workspace
personal
responses
LINGUISTIC sensitive to language and
words; loves to read, write,
and tell stories; good
memory for names, places,
and dates
editor, reporter,
writer, poet
creative writing
oral reading
storytelling
writing reports
memorisation
LOGICAL/
MATHEMATICAL
good at reasoning and
abstract thought; organised
and precise; a problem
solver; good with numbers;
asks logical questions
mathematician,
scientist, engineer,
lawyer
math problems
problem solving
experiments
categorisation
classifying
creating or
solving riddles
SPATIAL visual thinker; good
observer; imaginative;
daydreams; likes to make
and use designs, diagrams,
etc
chess player,
architect, artist,
physicist
spatial games
puzzles
making maps or
charts
art projects

Standing Up the Text andStanding Up the Text and
Making it LIVE!Making it LIVE!
**Analysis of texts.Analysis of texts.
* Split level story or poetry creation from text.* Split level story or poetry creation from text.
* Throwing stories and poems.* Throwing stories and poems.
* Character development.* Character development.
* Choral poems.* Choral poems.
* Improvisation and role play.* Improvisation and role play.
* Songs and games.* Songs and games.
*Storytelling, Storying and Storyboarding*Storytelling, Storying and Storyboarding
* Web 2 Tools for developing creativity* Web 2 Tools for developing creativity

A Thinking StoryA Thinking Story
(Learning Styles)(Learning Styles)
 Listening: notes and reconstructionListening: notes and reconstruction
 Storyboarding and freeze framingStoryboarding and freeze framing
 Scene creation and acting outScene creation and acting out

More StrategiesMore Strategies
 Keeping a reading DiaryKeeping a reading Diary
 Storytelling Project to peers/to primary/ KGStorytelling Project to peers/to primary/ KG
 Comic StripsComic Strips
 Drama conventions like Hotseating/Role on theDrama conventions like Hotseating/Role on the
wall/Vox Populi/Freeze Frame/ Carouselwall/Vox Populi/Freeze Frame/ Carousel
 Doing a musical comedyDoing a musical comedy
 VideomakingVideomaking

The DiaryThe Diary
 Read pg 16-21 today. Best bit:Read pg 16-21 today. Best bit:
 I predict:I predict:
 Great vocabulary:Great vocabulary:
 Character graphic organisers.Character graphic organisers.
 Setting notes/drawingsSetting notes/drawings
 Comment on illustrations/copy style of picturesComment on illustrations/copy style of pictures
 Reports/InterviewsReports/Interviews
 EvaluationEvaluation

REAL QuestionsREAL Questions
in Circle time.in Circle time.
 Was the book enjoyable for you? Why or whyWas the book enjoyable for you? Why or why
not?not?
 What were your favourite or least favouriteWhat were your favourite or least favourite
moments?moments?
 Who were your favourite or least favouriteWho were your favourite or least favourite
characters?characters?
 Was the book easy for you to read? Why or whyWas the book easy for you to read? Why or why
not?not?
 Would you recommend it to your friends? WhyWould you recommend it to your friends? Why
or why not?or why not?

 What did you learn from the book? ForWhat did you learn from the book? For
example, useful language,example, useful language, factual, cultural,factual, cultural,
historical, geographical information, etc.historical, geographical information, etc.
 Would you like to read another story by theWould you like to read another story by the
same author? Why orsame author? Why or why not?why not?
 Would you like to find out about the author?Would you like to find out about the author?
 Would you like to try writing your own book?Would you like to try writing your own book?

Using your Work for Exams:Using your Work for Exams:
The interview.The interview.
 Take in the real book: Show and TellTake in the real book: Show and Tell
 Talk about the cover/ spine/blurb/yrTalk about the cover/ spine/blurb/yr
 Show knowledge of author’s/publisher’sShow knowledge of author’s/publisher’s
/illustrator’s name/illustrator’s name
 Author’s biography/ other worksAuthor’s biography/ other works
 Ask Examiner some real Qs related to realAsk Examiner some real Qs related to real
books.books.

Animoto: photos into video withAnimoto: photos into video with
musicmusic

An Animoto I made from photosAn Animoto I made from photos

Storybird: Artful storymakingStorybird: Artful storymaking

Voicethread: using photos withVoicethread: using photos with
voice over and collaborationvoice over and collaboration

Wallwisher: multiple notesWallwisher: multiple notes

MyBrainshark: vids from PPTMyBrainshark: vids from PPT

The Birth of a StoneThe Birth of a Stone
In those deep mountain ravinesIn those deep mountain ravines
I wonder if there are stonesI wonder if there are stones
that no one has ever visited?that no one has ever visited?
I went up to the mountainI went up to the mountain
in quest of a stone no one had ever seenin quest of a stone no one had ever seen
from the remotest of timesfrom the remotest of times
Under ancient pinesUnder ancient pines

on steep pathless slopeson steep pathless slopes
there was a stonethere was a stone
I wonderI wonder
how longhow long
this stone all thick with mossthis stone all thick with moss
has beenhas been
here?here?
Two thousand years? Two million? TwoTwo thousand years? Two million? Two
billion?billion?

NoNo
Not at allNot at all
If really till now no oneIf really till now no one
has ever seen this stonehas ever seen this stone
it is onlyit is only
herehere
from now onfrom now on
This stoneThis stone
was only bornwas only born
the moment I first saw it Kwang –kyu Kimthe moment I first saw it Kwang –kyu Kim

See handoutsSee handouts
 Animoto, a simple photo into video app with music:Animoto, a simple photo into video app with music:
http://animoto.com/http://animoto.com/
 Storybird,write your own illustrated storyStorybird,write your own illustrated story
http://storybird.com/books/chchch-changes/http://storybird.com/books/chchch-changes/
 Voicethread, use photos and voice to make a presentationVoicethread, use photos and voice to make a presentation
http://voicethread.com/http://voicethread.com/
 Wallwisher, a simple collaborative tool:Wallwisher, a simple collaborative tool:
http://wallwisher.com/http://wallwisher.com/
 Mybrainshark,videopresentations with sound:Mybrainshark,videopresentations with sound:
http://www.brainshark.com/mybrainshark.aspxhttp://www.brainshark.com/mybrainshark.aspx
 Piclits, a drag and drop picture poem maker:Piclits, a drag and drop picture poem maker:
http://www.piclits.com/compose_dragdrop.aspxhttp://www.piclits.com/compose_dragdrop.aspx

4.4. Learning takes place asLearning takes place as
individuals practice skillsindividuals practice skills
and form habits.and form habits.
5.5. In a second language, oralIn a second language, oral
language acquisitionlanguage acquisition
precedes the development ofprecedes the development of
literacy.literacy.
6.6. Learning should take placeLearning should take place
in English to facilitate thein English to facilitate the
acquisition of English.acquisition of English.
7.7. The learning potential ofThe learning potential of
bilingual students is limited.bilingual students is limited.
4.4. Learning takes place asLearning takes place as
groups engage in meaningfulgroups engage in meaningful
social interaction.social interaction.
5.5. In a second language, oralIn a second language, oral
and written language areand written language are
acquired simultaneously.acquired simultaneously.
6.6. Learning should take placeLearning should take place
in the first language to buildin the first language to build
concepts and facilitate theconcepts and facilitate the
acquisition of English.acquisition of English.
7.7. The learning potential isThe learning potential is
expanded through faith inexpanded through faith in
the learner.the learner.

Basic StrategiesBasic Strategies building on prior knowledge
 concepts of print and book language awareness
 recognising patterns……..repetition, rhyme, rhythm
 before, during and after reading strategies
 spelling and phonics instruction and practice
 making connections to real life
 response activities……… drawings, graphic organizers,
journals
 recognising genre
 building vocabulary
 starting writing processes in tandem with reading
processes
 starting speaking and listening skills immediately

 Children learn best when reading authenticChildren learn best when reading authentic
literature.literature.
 Children respond best when learning takes placeChildren respond best when learning takes place
in meaningful contexts.in meaningful contexts.
 Children grow in language development throughChildren grow in language development through
an integrated curriculum.an integrated curriculum.
 Children participate actively as members of theChildren participate actively as members of the
community of readers and writers.community of readers and writers.
 Children benefit from ongoing assessment thatChildren benefit from ongoing assessment that
informs instruction.informs instruction. (from Celebrate Reading )(from Celebrate Reading )

What is whole language?What is whole language?
• AttitudeAttitude
• A set of beliefsA set of beliefs
• ResearchResearch
• Fulltime programFulltime program ##
• Part of everyday life, not a textbook,Part of everyday life, not a textbook,
not a worksheet, not a workbook, notnot a worksheet, not a workbook, not
a graded readera graded reader

Why children like wholeWhy children like whole
language so much.language so much.
• Already knowsAlready knows
• HowHow
• Real booksReal books
• NaturalNatural
• CelebrateCelebrate
• Something to saySomething to say
• RespondRespond
• EncourageEncourage
• AcknowledgeAcknowledge
• ExploringExploring ##
• Risk takingRisk taking

There's nothing pretendThere's nothing pretend
about "pretend" reading.about "pretend" reading.
• PracticePractice readingreading
• PracticePractice listeninglistening
• PracticePractice writingwriting ##
• PracticePractice talkingtalking

What does it take to support theseWhat does it take to support these
emerging literacy abilities?emerging literacy abilities?
• Rich with printRich with print
• Want toWant to
• To exploreTo explore
• Shopping listsShopping lists
• Messages – REMINDMessages – REMIND
ME TO...ME TO...
• BooksBooks
• CataloguesCatalogues
• Science booksScience books
• MagazinesMagazines
• Well-organizedWell-organized
bookstorebookstore
• Dramatic play areaDramatic play area
• Places to writePlaces to write
• ‘‘Office’Office’
• AuthorsAuthors
• PublishersPublishers ##
• Real stories by realReal stories by real
childrenchildren

The most important attitude in makingThe most important attitude in making
whole language work is yours.whole language work is yours.
• Active learnersActive learners
• Make decisionsMake decisions
• InterestInterest
• Life-long learnersLife-long learners
• Mutual respectMutual respect
• A community of learnersA community of learners
• On-going evaluationOn-going evaluation
• Own progressOwn progress
• Successful learningSuccessful learning
• See the resultsSee the results
• Problem-solveProblem-solve ##
• CLILCLIL

Reading and writing emerges inReading and writing emerges in
stages, just like talking and walkingstages, just like talking and walking
• Pretend gamesPretend games
• PlayPlay
• Pretend scenariosPretend scenarios
• ArtworkArtwork
• Children’s namesChildren’s names
• InventingInventing
• WholeWhole ##
• Whole language is holistic!Whole language is holistic!

The whole language approach "followsThe whole language approach "follows
the child“ rather than having the childthe child“ rather than having the child
follow the curriculum.follow the curriculum.
• Are ready for itAre ready for it
• Makes senseMakes sense
• Talk aboutTalk about
• Dramatize aboutDramatize about
• Draw aboutDraw about
• Sing aboutSing about
• Write aboutWrite about
• InteractiveInteractive
• SocialSocial
• Academic processAcademic process ##
• MeaningfulMeaningful

Reading aloud WITH childrenReading aloud WITH children
is key.is key.
• Teacher reads to...Teacher reads to...
• Drawn into the storyDrawn into the story
• Beyond their own experiencesBeyond their own experiences
• MeaningMeaning
• ‘‘Talk’ aboutTalk’ about
• FormatsFormats ##
• How books are put togetherHow books are put together

ImmersionImmersion
At HomeAt Home
• SpeakingSpeaking
• Functional printFunctional print
At SchoolAt School
• Sings, labels, lists, diagrams, charts, graphsSings, labels, lists, diagrams, charts, graphs
• LiteratureLiterature
• Inquiry projectsInquiry projects
• DisplaysDisplays
• Fiction, non fictionFiction, non fiction
• Reference materialsReference materials
• Cover the walls with wordsCover the walls with words

DemonstrationDemonstration
At HomeAt Home
• How language is usedHow language is used
• How it is tied to actionsHow it is tied to actions
• Purposeful situationsPurposeful situations
At SchoolAt School
• How reading and writing are usedHow reading and writing are used
• Teachers read and writeTeachers read and write
• ““Thinking out loud”Thinking out loud”

ExpectationExpectation
At HomeAt Home
• Caretakers assume they will be efficientCaretakers assume they will be efficient
At SchoolAt School
• Recognized as a reader and writerRecognized as a reader and writer
• Gain confidenceGain confidence
• EmpowerEmpower
• Responsible and accountableResponsible and accountable

ResponsibilityResponsibility
At HomeAt Home
• Accomplish a taskAccomplish a task
• Purpose in their livesPurpose in their lives
• Safe to make mistakesSafe to make mistakes
At SchoolAt School
• Literacy learningLiteracy learning
• SafeSafe
• Risk takingRisk taking
• PurposefulPurposeful
• Variety of contextsVariety of contexts
• GroupingsGroupings

UseUse
At HomeAt Home
• Use their languageUse their language
At SchoolAt School
• In useIn use
• Cannot waitCannot wait
• Opportunities to read other’s writingOpportunities to read other’s writing
• Try out their own strategiesTry out their own strategies

ApproximationApproximation
At HomeAt Home
• Do not speak perfectlyDo not speak perfectly
At SchoolAt School
• SpellingSpelling
• ReadingReading
• InquiryInquiry
• ResearchersResearchers
• Conventional reading and writing will developConventional reading and writing will develop

ResponseResponse
At HomeAt Home
• Expand on itExpand on it
• Rarely correctRarely correct
At SchoolAt School
• Expand students’ languageExpand students’ language
• Children are tryingChildren are trying
• RecognizedRecognized
• Not the productNot the product

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