Click on the tutorials below to learn more about the components of CLAVES language instruction
Syntactic awareness refers to the structure of language and how grammar functions within languages. In CLAVES, students take time to notice how language is structured by talking about language use in text, comparing it with other languages spoken by students, and actively manipulating language to understand structure and function.
Semantic awareness is another way to think about vocabulary knowledge, and how words are conceptually related to one another and to meaning making in text. In CLAVES, students are guided to bring their existing word and world knowledge to bear on the vocabulary they encounter in the texts that they are reading.
Morphological awareness refers to how words can be broken down and built up using different word parts (called morphemes). In CLAVES, students focus closely in on deriving new words, buidling from an understanding of base word meanings, and using prefixes and suffixes to create new words (for example, power + ful = powerful).
Dialogic Reasoning (DR) is a form of small group literacy instruction that is grounded in discourse. In DR, teachers are facilitators and participants in instruction; they are not dispensers of knowledge as is common in direct instructional approaches to teaching. The goal of DR is for students to use their language, in its many forms, to engage with each other about language, text, ideas, and lived experiences. DR, grounded in text during literacy instruction, seeks to provide opportunities for students to expand their understanding of the texts they read, the language they are using, and the ideas they have about the world around them.