CONSTRUCTING MEANINGS: PEDAGOGIES FOR LITERACIES K-8 7E
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Constructing Meanings: Teaching the Language Arts K-8 is more than an update of previous editions. It reflects contemporary multilingual/multicultural Canadian classroom contexts and, very importantly, Canadians’ finally-awakened consciousness of the need to disrupt the devastating effects on Indigenous peoples of Canadian settler-colonial policies and practices. Digital literacies are treated as the commonplace practices they have become in today’s world. Websites and apps are recommended and analyzed alongside bilingual picture books and professional teaching resources. Using leading-edge contemporary research and seminal studies of previous decades, co-authors Rachel Heydon (Western University), Marianne McTavish (University of British Columbia), and Joyce Bainbridge (University of Alberta) reflect on their experiences as teachers/teacher-educators/researchers and include vignettes of practicing teachers in Canadian classrooms. Very importantly, the authors make explicit connections between the topics taken up in each chapter, clearly showing the interconnections between literacy dimensions and the need to recognize these connections in classroom teaching. Text-to-self questions stimulating thoughtful reflections on literacy teaching and learning are among the many features of Constructing Meanings that embody the spirit of readers and authors constructing meaning together. (Shelley Stagg Peterson, OISE)
Features
- Text-to-Self, Text-to-World, and Text-to-Text boxes invite readers to pause and make connections between the text they’re reading with their own experiences; ideas, information, or experiences from a network of Canadian literacy educators, learners, and families; and with information, illustrations, and/or examples from other suggested texts.
- In order to more closely align the text with the structure of most language and literacy courses taught in faculties of education, the sequence of some chapters has been reordered.
- The text approaches language and literacy from an integrated, social constructivist perspective, drawing heavily on multiliteracies theory, which highlights the multiple modes, media, discourses, and languages through which people communicate.
- The content of the text has been streamlined to emphasize what is most important in language and literacy education and to promote contemporary and enduring trends in the field.
Table of Contents
About the Authors
Preface
Acknowledgements
CHAPTER 1 Introduction to Language and Literacy Education
Literacy in Contemporary Times
Where Are We Learning? With Whom Are We Learning?
Dimensions of Literacy
Defining Literacy
Multiliteracies
Implications for Language and Literacy Education
Ethics in Literacy Education
Literacies, Identities, and Subjectivities
Pedagogical Monsters
Introduction to Language and Literacy Pedagogies
Cambourne’s Conditions for Learning: A Starting Point for Thinking about Language and Literacy Pedagogies
Elements of Literacy Pedagogies
Considerations for Pedagogical Elements
Summary
Text-to-Text
CHAPTER 2 Planning in Language and Literacy Education
Setting a Curricular and Pedagogical Climate for Literacy Learning
Long-Range Planning
Selecting Materials
Organizing with Learners, Time, and Space
Opportunities for the Whole Class to Come Together
Gathering Learners for Small-Group Literacy-Learning Opportunities
Scheduling Time Blocks
Organizing Space
Planning and Organizing Literacy Pedagogies with all Learners
Planning with Learners Who Struggle with Print Literacy Achievement
Planning with Culturally and Linguistically Diverse Learners
Planning with Indigenous Learners
Organizing with Families as Curricular Informants
Summary
Text-to-Text
CHAPTER 3 Language Learning and Oracy
Language Systems
Semantics
Syntax
Phonology
Pragmatics
Communicative Competence
The Purposeful Nature of Language
Learning How to Mean
Halliday’s Functions of Language
Designing Language-Learning Opportunities
The Social Context of Language Learning
Language at Home and at School
Oral Language in the Classroom
Talking
Listening
Assessing Oracy (Listening and Talking)
Summary
CHAPTER 4 Early Literacies
Early Literacies
Print Literacy Knowledge
Phonological Awareness, Phonemic Awareness, and Phonics
Literacy Pedagogies With/In Early Childhood
Literacy Learning with Environments
Read-Alouds
Shared Reading
Sustained Literacy-Learning Opportunities with Literature
Shared Writing: The Language Experience Approach
Assessing Early Literacy
Informal Assessment
Running Records
Miscue Analysis
Summary
Text-to-Text
CHAPTER 5 The Pleasures of Literacy
Literature and Literacies
Canadian Children’s Literature, Culture, and Identity
Exploring Issues of Social Justice
Indigenous Canadian Authors and Illustrators
Children’s Literature and Critical Literacy
Selecting Materials for Critical Literacy
Selecting and Using Children’s Literature about Indigenous Peoples
Selecting Expansive Children’s Literature about Gender and Sexual Identity
Picture Storybooks as Powerful Resources for Literacy Teaching and Learning
Picture Storybooks for K to 4
Sophisticated Picture Books
Supporting Learners’ Transitions as Readers
Beginning Chapter Books for the Primary Grades
Novels in Grades 5 to 8
Graphic Novels for Grades 4 to 8
Collections of Short Stories
Traditional Literature as Reflections of the Values and Cultures of Peoples
Folk and Fairy Tales
Myths, Legends, and Fables
Ever-Evolving Stories: Storytelling
Poetry Plays an Important Role in Literacy Learning
Sharing Poetry in School
Poetic Devices
Forms of Poetry
Picture-Book Versions of Poems and Songs
Poetry Collections
Information Books for Learning and for Pleasure
Criteria for Evaluating Information Books
Narrative Nonfiction
Nonbook Resources
Summary
CHAPTER 6 The Nature and Assessment of Reading
Perspectives on Reading
Bottom-Up Perspectives
Top-Down Perspectives
Interactive Perspectives
Social Constructivist Perspectives
Posthuman Orientations
Thinking with Reading: Implications for Pedagogies
Reading Assessment
Purposes of Assessment
Considerations for Assessing Minoritized Learners
Curriculum Documents: Part of the Assessment Dialogue
High-Stakes Assessment
Assessment within Reading Pedagogies
Strategy One: Observation
Strategy Two: Conferencing
Strategy Three: Work Samples
Summary
Text-to-Text
CHAPTER 7 Reading Pedagogies: Major Elements
Learners’ Views of Reading and Reading Pedagogies
Conceptualizations of Reading and Reading Pedagogies
Reading Pedagogies: Considerations
Phonics and Meaning
Explicit and Implicit Pedagogies
Incidental and Systematic Pedagogies
Dimensions of Literacy
The Art of Reading
Reading Pedagogies
Read-Alouds Beyond the Early Years
Shared Reading
Guided Reading
Independent Reading
Scheduling the Elements
Summary
Text-to-Text
CHAPTER 8 Pedagogies to Foster Strategic Reading
Constructing Meanings with Strategic Reading
Rhythm of Reading Strategies Pedagogies
Overview of Pedagogies for Supporting Word Solving
Pedagogies for Supporting the Use of Graphophonic Cues and Structural Analysis Knowledge
English and Phonics
Pedagogical Approaches to Phonics
Systematic and Incidental Phonics / Synthetic and Analytic Phonics
From Phonics Instruction to Literacy Pedagogies with Phonics
Onsets and Rimes
Word Walls
Making Words
Word Sorting
Word Parts
Pedagogies of Contextual Cues: Pragmatic, Semantic, and Syntactic Cues
Cloze Experiences
Pedagogies for Reading Together with Cuing Systems
Masking
Minimal-Cue Messages
Oral Reading
Pedagogies to Support Comprehending
Directed Reading–Thinking Experience
The KWL Experience
Questioning the Text
Question–Response Relationships
Reciprocal Teaching
Think-Alouds
Semantic Webs
Constructing Reading Pedagogies
Summary
Text-to-Text
CHAPTER 9 The Process of Writing
The Process of Writing
Writing Technologies
Forms of Writing
Narrative
Expressive
Informational or Expository (Nonfiction)
Poetry
The Process of Composing
Prewriting
Drafting
Feedback
Presentation
The Role of Audience
Conducting a Writing Workshop
Guidelines for Conducting a Writing Conference
The Learners’ Role in a Writing Workshop
Writing Resources
Social Interaction in the Writing Process
The Importance of Talk
Peer-Group Writing Conferences
Summary
CHAPTER 10 Assessment and Conventions of Writing
Assessing Writing Capabilities
Purposes of Assessment
Informal Assessment of Writing
Product-Based Assessment
Spelling Pedagogies
Invented Spelling
Spelling Pedagogies in the Context of the Writing Process
Focused Pedagogical Opportunities and Approaches
Approaches to Spelling Pedagogies
Pedagogical Approaches for the Conventions of Writing
Grammar
Punctuation and Capitalization
Handwriting
Printing and Cursive Handwriting
Letter Formation
The Left-Handed Writer
Pedagogies for Keyboarding and Technology in the Context of Writing
Summary
Text-to-Text
CHAPTER 11 Responding to Efferent Texts
Responding to Efferent Texts
Language and Thinking
Learning with Textbooks
Nonfiction/Information Texts
Text Structures
Informational Text Structures
Narrative Texts
Writing and Learning
Writing and Inquiry
Creating Journal Experiences
Writing to Consolidate What Is Known
Research and Inquiry Projects
The Research/Inquiry Process
Writing and Representing Research/Inquiry
Summary
Text-to-Text
CHAPTER 12 Responding to Aesthetic Texts
Constructing Meanings with Aesthetic Texts
Reader Response
Learning Opportunities with/through Response
Pedagogies for Response Groups
Reader Response Journals
Readers’ Workshops
Literature Circles
Novel Studies
Responding with Drama
Responding with Process/Improvisational Drama
Responding with Interpretive Drama
Re-enactment of Stories
Storytelling
Story Theatre
Reader’s Theatre
Responding with Visual Arts
Fan Fiction
Responding with Love
Summary
Text-to-Text
Appendix: Children’s Literature
Glossary
References