Bi-Literacy Strategies for Second Language Learners
Dr. Gomez, Summer 2014, UST
Project # 4: Transformational/Critical Literacy Activity Paulo Freire in 1970 conceptualized Critical Literacy as the model that views readers as active participants in the reading process and invites them to move beyond passively accepting texts message, to question, examine, or dispute the power relations that exist between readers and authors. It focuses on issues of power and promotes reflection, transformation, and action (Stambler, 2013). Critical Literacy is in short, the ability to read any text in an active and reflective way to better comprehend power, inequality, and injustice (Coffey, 2014). In the actuality, teachers also play an important role in the delivery and understanding of information that affect the students on an economic, social, and cultural level. Traditional literacy used to focus on the reproduction of the social patterns that reflected the reality of a social and economic group. Critical literacy on the other hand, focuses on the analysis of literature in a more realistic way, in which students are able to enjoy, examine, dissect, and assess the text according to their own reality. The activity that follows this is a Read Aloud with Accountable Talk using the Critical Literacy approach. This activity includes the four phases of what Alma Flor Ada refers to as the creative reading act (Wink, 2002): descriptive, personal interpretation, critical analysis, and creative action phase. Although every phase seems to be independent from one another, it is important to note that sometimes they overlap or happen simultaneously.
Sofia Monzon Bi-Literacy Strategies for Second Language Learners Dr. Gomez, Summer 2014, UST
Sleeping Ugly Reading-Aloud with Accountable Talk Critical Literacy Activity
Text: Sleeping Ugly, written by Jane Yolen, 1997, a Fractured Fairy Tale Objectives: Compare traditional Fairy Tale to Fracture Fairy Tale Make personal connections Analyze characters decisions bases on the characters traits Understand how ones actions have repercussions for oneself and others Model fluent reading Before Reading
Building Background Knowledge: The teacher will ask the students to share what they know about the fairy tale Sleeping Beauty. The teacher will recall the information on chart paper. Also, the teacher will ask the students to share what they know already about fractured fairy tales and to give some examples of them.
Introduce the book: The teacher will begin by adding that an element of the fairy tales is for the readers to learn a lesson from the outcome. The teacher will introduce the book by explain that Sleeping Ugly is a fractured fairy tale from Sleeping Beauty. The teacher will give a brief summary of the main characters and setting of the story.
Introduce the Purpose: The teacher will explain that todays reading will be based on the critical literacy principles, and hence, the discussion will be more about the characters behaviors, traits, and feelings.
Sofia Monzon Bi-Literacy Strategies for Second Language Learners Dr. Gomez, Summer 2014, UST During Reading
1. Descriptive Phase: During this phase, the text is shared by the teacher, where the knowledge of the new text is the main goal.
Teacher Reading: The teacher reads aloud with voice and fluency, but focuses on the process of thinking aloud. Also, the teacher will give the opportunity for students to share with partners their thoughts about specific situations in the story or questions posted by the teacher. Also, teacher stops and checks for basic understanding on a regular basis.
Teacher Questioning: Who are the main characters? When/Where is this happening? What does Misarella/Plain Jane/Jojo mean by ________?
After Reading
2. Personal Interpretation Phase: During this phase, the students make personal connections with the new information.
Discussion: After the teacher finishes reading the book, the teacher will initiate critical discussion.
Teacher Questioning: What do you think about Misarella, Plain Jane, Jojo? Why? Do they remind you of something? Do their behaviors remind you of something? Have you ever experienced this? How does this story relate to you?
3. Critical Analysis Phase: After the basic comprehension and the creation of connections with the text, students in this phase reflect critically, make inferences, and analyze the text.
Teacher Questioning: What did you learn from Misarella/Plain Jane/Jojos behaviors? How do you think their actions made others feel? Explain why? Why do you think that the author makes Misarella end up like Sofia Monzon Bi-Literacy Strategies for Second Language Learners Dr. Gomez, Summer 2014, UST that? What is the purpose of the author to write this story? Do you think that this story applies to our reality? How? Explain.
Follow-up
4. Creative Action Phase: During this last phase, students apply the concepts and knowledge theyve learned into real life situations.
Teacher questioning: What can we do to differ from Misarellas behavior? How can we help the elderly? How can we help people that are less fortunate than us? Is there anybody that you know that had a similar life with Plain Jane?
Activities: After discussing and agreeing on some projects, for instance, a trip to a Senior Living Home to bring basic things can be planned. Another activity could be one in which the students create a list of behaviors that children should display towards other people in specific situations, then act them out.
Sofia Monzon Bi-Literacy Strategies for Second Language Learners Dr. Gomez, Summer 2014, UST
References Coffey, H. (2014). Critical Literacy. Retrieved from http://www.learnnc.org/lp/pages/4437 Stambler, L. (2013). Critical literacy. Literacies for the Digital Age to Teach in the K-12 Classroom. [PowerPoint Slides]. Retrieved from http://www.yale.edu/macmillan/pier/classroom- resources/7.%20CRITICAL%20LITERACY.pdf Wink, J. (2002). California Reading Association Literacy Brings the World to You! Retrieved from http://www.joanwink.com/scheditems/cra-110702.pdf