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Kaylie Williams
EDUC 6400: Materials Analysis 1: Journeys
points.
(See next page)
Kaylie Williams
EDUC 6400: Materials Analysis 1: Journeys
Cue Systems/
Processors
Meaning
Description
Journeys Example
Contains units of
meaning
represented by
morpheme units
Not whole words
Allows us to process
new words from
context
Selectively
emphasize aspects
of a words meaning
relevant to
interpretation of the
passage as a whole
Constructs a
coherent, ongoing
interpretation of the
text
Receives
information from
print on page
Letters/words
Left right
directionality, lineby-line, word-byword
Auditory form of
words, syllables or
phonemes
Backup for
orthographic
processor when
unfamiliar words are
encountered
Increases
comprehension by
providing running
memory for text
Context
Orthographic
Phonological
Oral vocabulary
instruction on new
vocabulary words in The
Lion and the Mouse and
What is a Pal? texts.
(Unit 1 Overview pg. T14
& T22)
T20 Explain and discuss
vocabulary in student
reading materials
Context vocabulary cards
(throughout Unit 1, pg.
T7)
Re-reading of Mis
Colores and discussing
meaning of words in
context (Unit 1 Overview
pg. xxiv)
Teaching context clues to
determine word
meanings (Unit 1
Overview T13)
Sound by sound blending
activity (Overview pg.
T17-T18)
Decodable readers
(Overview pg. T19)
Identifying beginning
sounds game (Overview
pg. T13)
Identifying beginning,
middle, end sounds in
CVC words (Overview pg.
T16)
Chucks Truck rhyme find
(pg. T13)
Kaylie Williams
EDUC 6400: Materials Analysis 1: Journeys
Kaylie Williams
EDUC 6400: Materials Analysis 1: Journeys
Kaylie Williams
EDUC 6400: Materials Analysis 1: Journeys
Kaylie Williams
EDUC 6400: Materials Analysis 1: Journeys
Kaylie Williams
EDUC 6400: Materials Analysis 1: Journeys
Kaylie Williams
EDUC 6400: Materials Analysis 1: Journeys
Kaylie Williams
EDUC 6400: Materials Analysis 1: Journeys
10
Kaylie Williams
EDUC 6400: Materials Analysis 1: Journeys
Resource
Coding Practices:
Developing resources
as a code breaker
Text-Meaning
Practices: Developing
resources as a text
participant
Pragmatic Practices:
Developing resources
as text user
Critical Practices:
Developing resources
as text analyst and
critic
11
Journeys Example/Explanation
In the Unit 1 Day 1 read aloud, one way the Journeys
curriculum allows students to become code breakers
of text is by discussing the structure of the text. On
pg. XXIV, when introducing the My Colors, My World
(Mis colores, mi mundo) the teacher is modeling
breaking a code by pointing out both the English
and Spanish text in the book. Another way the teacher
models code breaking occurs when the teacher
points out some concepts of print, such as how
special letters can convey meaning like the use of
colored letters to match the color being discussed.
(Unit 1 pg. XXIV)
One idea that is consistent across the Unit 1 Day 1
lesson plan is the idea of a pal. This concept may be
unfamiliar to some students who are not used to
hearing this term in reference to a friend. Multiple
texts are used to teach students about this concept,
and the focus vocabulary all deal with this concept:
fun, pal, play, help, etc.
Developing resources as text users is one area I
believe Journeys could devote more attention to. In
the read aloud text My Colors, My World the author
structured the text with plenty of imagery and
figurative language, however little attention is given
to these text features. In the decodable readers,
though, the text is being used for what its intended
purpose is. Clearly young readers are using these
texts to practice decoding, which is exactly what the
student texts were created for.
The text My Colors, My World is critically written
particularly for students who may be native Spanish
speakers, because of its dual language features.
Students who are bilingual would take special interest
in this text. The voices of young girls of Hispanic
heritage are present in this text, whereas other
genders and ethnicities are absent. Also, students with
high oral language skills and experience with folktales
or fables will find the read aloud text The Lion and the
Mouse more familiar than students without this
experience.
Kaylie Williams
EDUC 6400: Materials Analysis 1: Journeys
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Kaylie Williams
EDUC 6400: Materials Analysis 1: Journeys
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Kaylie Williams
EDUC 6400: Materials Analysis 1: Journeys
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clues depend upon 'welding' language onto experiences so that phrases become
automatic, how can such experiences be provided within the confines of the
classroom? I hope to take her advice and add more opportunities for peer-peer
discussion in an effort to develop students syntactic and semantic knowledge base. I
believe students need chances to repeat language in a casual and comfortable
setting. I would plan open-ended discussion questions for student pairs or small
groups. Also, for my students who are learning English, I would provide sentence
stems and picture supports to scaffold their responses and discussions.
Kaylie Williams
EDUC 6400: Materials Analysis 1: Journeys
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Citations
Adams, M. J. (2004). Modeling the connections between word recognition and reading. In R.
B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading (5th ed.,
pp. 1219-1243). Newark, DE: International Reading Association.
Fisher, D., & Frey, N. (2014). Addressing CCSS anchor standard 10: Text complexity.
Language Arts, 91(4), 236-250.
Fisher, D., & Frey, N. (2013). What's the secret to successful close reading? Strategic
preparation and follow up. Reading Today, 31(2), 16-17.
Gee, J. P. (2003). A sociocultural perspective on early literacy development. In S. B. Neuman
& D. Dickinson (Eds.), Handbook of early literacy research (pp. 30-42). New York:
Guilford Press.
Leland, C. H.,& Harste, J. C . (2000). Critical literacy. Enlarging the space of the possible.
Primary Voices, K-6, 9(2), 3-7.