Multiple Sign Systems

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Multiple Sign Systems

• Engage the child in the reading and writing
  process!
• Help children find reasons to read and understand
  in any text

2
Learning Centers

• It is important to distinguish between
  independent activities that create excitement
  about reading and writing and those that actually
  require students to interact with print while
  reading and writing.

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Learning Centers

• While any number of cut, color, and paste
  activities done in response to or in support of
  reading and writing experiences about reading can
  help to create excitement about reading and
  writing instruction, these activities do little
  to require students to actually interact with
  print. This interaction is essential for
  learning about print and intensifies the power of
  center-based instruction
• (Ford Opitz, 2002)

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Learning Centers

• -a focus or purpose for the lesson
• -an explanation (info related to the purpose)
• -role play (guided practice)
• -direct application of information learned

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Cambournes Considerations

• Frees the teacher up to work with students
• Provides for collaborative learning and group
  work for other students

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Cambournes Considerations

• Engagement
• Internalization and transfer
• Promotion of collaborative, independent, and
  interdependent learning

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Cambournes Considerations

• Not a stand alone activity-but linked explicitly
  to other parts of the class
• Teacher explicitly states the learning purpose
  for the activity
• Collaborative experiences
• Use of multiple sign systems-with choices

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Cambournes Considerations

• Use semantic, syntactic, and graphophonic
  systems of language (sentences, words,
  phonemes.)
• Encourage transfer of meaning across multiple
  sign systems (art to text text to drama)
• Accept products with a variety of responses (but
  not an anything goes attitude)

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Cambournes Considerations

• To be effective, teaching-learning activities
  must be embedded within a complex system called
  the classroom setting. One of these is the
  system of teacher understanding and teacher
  knowledge. This system is part of another
  complex of beliefs, values, and ideology which
  teachers hold (Cambourne, 2001).

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