Hinchman and Thomas Ch. 19
This chapter focus on assessment in literacy at the secondary levels. Literacy is in all aspects in secondary education. Therefore many students are having trouble with literacy. RTI is an approach to screening struggling readers. It's a way for teachers to identify and respond. Another tool teachers use is called CARI (content area reading inventory). The results can be turned into instructional strategies to help students learn. CARI is flexible and can be differentiated based on students need. CARI can be develop by the teacher to asses the needs they want. By using assessments to improve teaching instruction, students can get better differentiated help they need.
Afflerbach
This article looked at how to make assessments. The three questions he suggested must be asked when thinking about assessment are:
1. how do we assess?
2. Why do we assess?
3. What do we assess?
When making assessments teachers must consider cognition, observation, and interpretation. By using the CURRV framework teachers can reference it to decide what an appropriate assessment type work for certain things. It's important to choose assessment that go along with the assignments. Teachers need to obtain certain information by choose the right assessment. The chapter ends by talking about how important it is to use professional development to focus on assessments. The assessments need to left in the teachers hands. Where the teachers is aware of what the child needs and can accomplish.
Moje and Hinchman
This chapter focus on the need to use culturally response practices. This type of practices focuses on being respectful to ones culture and meeting their learning needs. By honoring students as individuals, they learn respect and tolerance. Teachers need to know individual discourse and work on differentiating their funds of knowledge. Being culturally responsive helps build classroom communities.
Text to Text
The text this week discuss different assessments and there need for them. Knowing why assessment is important to learning helps teachers develop appropriate assessments.
Text to Self
Text to World
Assessments are important regardless of how you feel about them. They help teachers understand where they lack in teaching and were there students need help. The world is full of different types of test/assessments throughout life. Therefore it's important to help students understand why assessment are needed. It's also important to develop assessments that are appropriate for certain task.
Questions:
Do you make your own assessments? or do you usually use a pre made assessment?
Saturday, November 22, 2014
Friday, November 14, 2014
Coiro
This article gave great insight in how to incorporate new literacies in to the classroom. It gave specify guidelines to help students so they will be successful using multimodal technology. The use of technology, in the classroom, helps students broaden their views and makes learning more dimensional.
Kamil
This chapter gives specific ways to improve adolescent literacy through technology and computer instruction, social factors, and the role of computerized instruction. Computer practice gives students the opportunities to learn literacy and collaborate with peers. With computers, students have immediate access to other sources. This makes there learning deeper. Encouraging computer usage with adolescents will enhance their learning experience.
Hincham and Sheridan-Thomas
Ch. 4
Ch. 4 discuss discourse and how developing them helps students identify themselves. Discourses are important for students to understand. One must know their discourse. With the populations quickly changing, teachers must understand connections between diversity, identity, and literacies while teaching students about their connections. When students know about their own and other peoples dicourse, they develop a deeper understanding. Discourse help teachers and students bridge the gaps between each other.
CH. 16
Using multimodal approaches help students understand literacy in a more complex manner. The chapter explains how a teacher incorporated different types of text to help students grasp a deeper understanding of an historical event. Multimodal text extends to visual, auditory, gestural, and kinesthetic. When these different approaches are used students make different meanings and interpretations of materials. Using only print text can be one sided, but including multimodal activities helps students really feel and see the ideas.
Text to Text
All the the readings mentioned in some what the definition of technology is being redefined. Each article gave solid answers to why technology is no longer a thing of the future. Children who are in school now haven't even known a life with out computers. The readings all mentioned how using technology deepens a students understanding of the material. Unlike a textbook which is 1 dimensional compared the the internet.
Text to World
Teachers need to be teaching and using technology everyday. By not adapting instruction to support the demands of multiliteracies, we are doing students a disservice. No matter what occupation or course in life a student takes post graduation, they will encounter technology and need to be able to manipulate it.
Text to Self
I have done quite a bit of research on new literacies in the past couple years. None of this information was surprising. I agree with all of it. We can either embrace the demand of teaching effectively with technology or risk losing students engagement. Technology isn't going anywhere, rather it is constantly improving and changing minute to minute. Therefore we as teachers must continue to educate ourselves to know what is happening in the field of technology.
Questions:
What types of technology do you students come to school having mastery in? Do you try to include the use of that technology in your class?
Do you think it's still important to include a well balanced approach to teaching, by this I mean tradition approach along with technology integration? or do you think since our world is rapidly becoming a technology centered world, as a teacher you should try to include as many types of technology?
This article gave great insight in how to incorporate new literacies in to the classroom. It gave specify guidelines to help students so they will be successful using multimodal technology. The use of technology, in the classroom, helps students broaden their views and makes learning more dimensional.
Kamil
This chapter gives specific ways to improve adolescent literacy through technology and computer instruction, social factors, and the role of computerized instruction. Computer practice gives students the opportunities to learn literacy and collaborate with peers. With computers, students have immediate access to other sources. This makes there learning deeper. Encouraging computer usage with adolescents will enhance their learning experience.
Hincham and Sheridan-Thomas
Ch. 4
Ch. 4 discuss discourse and how developing them helps students identify themselves. Discourses are important for students to understand. One must know their discourse. With the populations quickly changing, teachers must understand connections between diversity, identity, and literacies while teaching students about their connections. When students know about their own and other peoples dicourse, they develop a deeper understanding. Discourse help teachers and students bridge the gaps between each other.
CH. 16
Using multimodal approaches help students understand literacy in a more complex manner. The chapter explains how a teacher incorporated different types of text to help students grasp a deeper understanding of an historical event. Multimodal text extends to visual, auditory, gestural, and kinesthetic. When these different approaches are used students make different meanings and interpretations of materials. Using only print text can be one sided, but including multimodal activities helps students really feel and see the ideas.
Text to Text
All the the readings mentioned in some what the definition of technology is being redefined. Each article gave solid answers to why technology is no longer a thing of the future. Children who are in school now haven't even known a life with out computers. The readings all mentioned how using technology deepens a students understanding of the material. Unlike a textbook which is 1 dimensional compared the the internet.
Text to World
Teachers need to be teaching and using technology everyday. By not adapting instruction to support the demands of multiliteracies, we are doing students a disservice. No matter what occupation or course in life a student takes post graduation, they will encounter technology and need to be able to manipulate it.
Text to Self
I have done quite a bit of research on new literacies in the past couple years. None of this information was surprising. I agree with all of it. We can either embrace the demand of teaching effectively with technology or risk losing students engagement. Technology isn't going anywhere, rather it is constantly improving and changing minute to minute. Therefore we as teachers must continue to educate ourselves to know what is happening in the field of technology.
Questions:
What types of technology do you students come to school having mastery in? Do you try to include the use of that technology in your class?
Do you think it's still important to include a well balanced approach to teaching, by this I mean tradition approach along with technology integration? or do you think since our world is rapidly becoming a technology centered world, as a teacher you should try to include as many types of technology?
Friday, November 7, 2014
English Language Learner
Garcia and Godina
ESL students are a growing sector of your country. Teachers and districts need to be equipped and prepared to teach these types of learners. The article gives very specific instructional ideas and approaches. It is important to remember, as a teacher, to get to know your students and their background. Understand where they have come from and their educational experiences. It may sound strange but ESL students at times need instruction in their own language. Collaboration with all school personnel to ensure appropriate material are being introduces, taught, and repeated. Teachers need to be using the same type techniques to reiterate learning ideas. These students do better with an inquiry-based learning approach. Small group or one on one instruction allows for ELS to feel comfortable and open to ask questions. Cooperative learning environment help scaffold instruction. Student can ask peers questions they might not feel comfortable asking a whole group. Lectures and teacher centered classrooms do not foster a great learning environment for ESLs. Content areas should be the main focus of instruction which include reading, writing, listening, and speaking activities. By offering language arts as an ESL course, this allows students to learn at their own level. These teachers can focus more on ESL specific problems that native English speakers might not have. It also helps teachers focus on strategy instruction. By following some of these approaches ESLs will begin to find mastery in the English language.
Hinchman and Sheridan-Thomas
This chapter outlines how diverse an EAL can student look. EALs come from all different backgrounds. They hold varying English abilities. Some students were born in the US, but have non-English speaking parents. Others come to the US being fluent in many languages. The chapter goes on to explain several instructional strategies that would benefit EALs regardless of their diverse background. CCSS emphasizes the importance of using high level text that requires student to practice by speaking, listening, and doing. With this kind of emphasizes on language EALs are engaged. By placing language at the forefront of content instruction, this allows for conversations to be thoughtful and highly engaging. Another strategy this chapter talks about is fostering the home and school relationships. Teachers must be in constant communication with their student's families. Close readings allow for students to track their own thinking and writing. Students take ownership of their learning. By shifting the conversations in classroom to be more student centered, teachers do not take over the conversations. Students need to be speakers and writers. By speaking they are practicing some of the concepts they are learning in writing. The chapter then goes on to talk about examples of these strategies used by an 8th grade class. Four mini lessons are described with the content objects, strategies, and activities.
Text to Text
These chapters both talk about strategies that can be beneficial to ELLs. I found it interesting the chapters had similar finding. Explicit instructions is important to use with students. Also getting to know your students and their background. Another similarity was the idea of content areas helping teach language.
Text to Self
Having taught at a school with a high ELL population, I found these strategies to be very accurate. One thing I always emphasized was the home-school connection. I knew I had to earn the parents trust and once I did we were open to discuss ideas. I thought reading about how the Hispanic and American cultures are very different. It explains why some of my hispanic parents seemed disengaged. Which wasn't the case, they just culturally did things differently. They were very involved, but maybe not how I would have expected.
Text to World
America's ELL population is quickly rising. Teachers need to understand that just teaching these students like native students will not be a fix all. Their are many factors to take into account. I feel sometimes teachers just assume this idea of immigrant students is going to go away, but it's not. Teachers need to get on board and begin learning instructional strategies that will help them and their students be the most successful they can be.
Question
Have you worked with ELLs in your classroom? Any strategies you have found particularly helpful that were mentioned?
ESL students are a growing sector of your country. Teachers and districts need to be equipped and prepared to teach these types of learners. The article gives very specific instructional ideas and approaches. It is important to remember, as a teacher, to get to know your students and their background. Understand where they have come from and their educational experiences. It may sound strange but ESL students at times need instruction in their own language. Collaboration with all school personnel to ensure appropriate material are being introduces, taught, and repeated. Teachers need to be using the same type techniques to reiterate learning ideas. These students do better with an inquiry-based learning approach. Small group or one on one instruction allows for ELS to feel comfortable and open to ask questions. Cooperative learning environment help scaffold instruction. Student can ask peers questions they might not feel comfortable asking a whole group. Lectures and teacher centered classrooms do not foster a great learning environment for ESLs. Content areas should be the main focus of instruction which include reading, writing, listening, and speaking activities. By offering language arts as an ESL course, this allows students to learn at their own level. These teachers can focus more on ESL specific problems that native English speakers might not have. It also helps teachers focus on strategy instruction. By following some of these approaches ESLs will begin to find mastery in the English language.
Hinchman and Sheridan-Thomas
This chapter outlines how diverse an EAL can student look. EALs come from all different backgrounds. They hold varying English abilities. Some students were born in the US, but have non-English speaking parents. Others come to the US being fluent in many languages. The chapter goes on to explain several instructional strategies that would benefit EALs regardless of their diverse background. CCSS emphasizes the importance of using high level text that requires student to practice by speaking, listening, and doing. With this kind of emphasizes on language EALs are engaged. By placing language at the forefront of content instruction, this allows for conversations to be thoughtful and highly engaging. Another strategy this chapter talks about is fostering the home and school relationships. Teachers must be in constant communication with their student's families. Close readings allow for students to track their own thinking and writing. Students take ownership of their learning. By shifting the conversations in classroom to be more student centered, teachers do not take over the conversations. Students need to be speakers and writers. By speaking they are practicing some of the concepts they are learning in writing. The chapter then goes on to talk about examples of these strategies used by an 8th grade class. Four mini lessons are described with the content objects, strategies, and activities.
Text to Text
These chapters both talk about strategies that can be beneficial to ELLs. I found it interesting the chapters had similar finding. Explicit instructions is important to use with students. Also getting to know your students and their background. Another similarity was the idea of content areas helping teach language.
Text to Self
Having taught at a school with a high ELL population, I found these strategies to be very accurate. One thing I always emphasized was the home-school connection. I knew I had to earn the parents trust and once I did we were open to discuss ideas. I thought reading about how the Hispanic and American cultures are very different. It explains why some of my hispanic parents seemed disengaged. Which wasn't the case, they just culturally did things differently. They were very involved, but maybe not how I would have expected.
Text to World
America's ELL population is quickly rising. Teachers need to understand that just teaching these students like native students will not be a fix all. Their are many factors to take into account. I feel sometimes teachers just assume this idea of immigrant students is going to go away, but it's not. Teachers need to get on board and begin learning instructional strategies that will help them and their students be the most successful they can be.
Question
Have you worked with ELLs in your classroom? Any strategies you have found particularly helpful that were mentioned?
Thursday, October 30, 2014
Struggling Readers
Synthesis
Ch. 5
This chapter focuses on students who have a lack of motivation, little enjoyment with reading, and lack necessary reading skills. To help these types of students we must look deeper into academic literacies. Academic literacies are about helping students learn not just knowledge but how knowledge is created and communicated within each discipline. Students that are unmotivated actually are unhappy with their status and want to improve. That's a positive. When working with these kids, we must know their literacy identities. A student can have several: their own and what their peers, teachers, and parents think. Changing these identities isn't simply a matter of reading more or applying more strategies. One way to help change their identities is give them ownership of their reading. Schools can be a place were students have little to no voice on their reading text. Letting them have a choice of material can help motivation. Then asking the student what areas they think they need help in. Focusing on 3 goals for improvement is a way to start. Teachers can create instruction that foster these goals. Another great way to help struggling readers is to celebrate struggles. Teacher's shouldn't avoid reading difficulties or look at them as something negative. Struggles are normal. Kids should feel safe to admit them. Once students can discuss them, they can begin solving them.
Ch. 15
The textbook remain the main source of text within most classrooms. Some students struggle with academic literacy and reading text books. This chapter gives practical ideas on how to help students. One way for content area teachers to help is by engaging readers in pre-reading activities. Anticipation guides are a great way to students with comprehension. Another great strategy is using twin text. In twin text, you pair the text book up with popular culture book that goes with the topic. Text sets are collections of books and materials that go along with a particular subject. It shows how students can use different text to compare and understand the topic. Another strategy is using embedded strategy instruction. This method focuses on skills that are required to read a specific content area. Teachers should work together to decide a list of skills that can be taught across grade levels. The list should be exhausted. It should be manageable so that they become routine within classes.
Ch. 18
Differentiated instruction is important to use with adolescence. This chapter talks about 4 areas of modification: content, process, product, and assessment. Within those context the following areas can also be differentiated: readiness, interest and learning styles. One way to differentiate is by using multiple intelligence. This gives students a variety of ways to express themselves. There are 9 learning styles: verbal, body, visual, musical, logical, interpersonal, interpersonal, naturalistic, and existential. This theory allows for a diverse group of students learners to be reached. Universal Design for Learning (UDL) draws on 3 main brain networks: recognition, strategic, and affective. UDL focuses on using technology with instructional practices while differentiating student instruction. The last theory discussed is called Sheltered Instructional Observation Protocol. This model has 30 features grouped under 8 conents. Making it very diverse for all types of learners. These three methods help meet all types of learning styles.
Fisher and Frey
This article focuses on a systematic approach to teaching writing that would help improve student's writing and reading. The gradual release model begins by teachers having the control and slowly releasing it to the students, as they gain understanding. This model was used on a 9th grade below level class. The year began with a Language Experience Approach (LEA). This approach helped bridged print to text connections. It also helped with their understanding of different registers of language, specifically formal writing. The next phase was using interactive writing. The students work in small and large groups to write together. The teacher models and involved the students in this approach. The authors then go on to explain many activities that supported these models. They worked on figurative language, fluency, and independent writing. The article then goes on to talk about how these approaches helped raise the scores of these struggling 9th grade students. Ever instructional opportunity is important when working with students. The school days should be thoroughly thought out and purposeful.
Text to Text
The text relate by giving explicit instructional ideas to struggling adolescent readers. The over arching theme shows that no matter where a student is in regards to their level and grade, there is always something that can be done. We can't give up on students just because they've reached a certain grade.
Text to Self
I thought these text worked well together. They were encouraging. At times I feel overwhelmed, as a future literacy coach, with how many adolescence are behind on their literacy. These chapters gave no only great instructional strategies, but approaches that work over a school year. I think it's important to remember the big picture.
Text to World
These chapters were eye opening. As a future literacy coach, I think an article study over these topics would be beneficial to middle school teachers. I think we need to encourage adolescent teachers. Giving them hope of actually helping kids and showing then evidence of change.
Questions:
Megan: Do you find a lot of your students are struggling with reading and writing? Do these approaches (in the article) appeal to you?
Courtney: Since you are not in a school setting yet, do you think you might want to work with younger or older kids? Has this semester changed your mind in anyway? Do you feel overwhelmed, like me at times, with amount of struggling readers? or do you feel encouraged that you can eventually begin teaching and making a difference?
Ch. 5
This chapter focuses on students who have a lack of motivation, little enjoyment with reading, and lack necessary reading skills. To help these types of students we must look deeper into academic literacies. Academic literacies are about helping students learn not just knowledge but how knowledge is created and communicated within each discipline. Students that are unmotivated actually are unhappy with their status and want to improve. That's a positive. When working with these kids, we must know their literacy identities. A student can have several: their own and what their peers, teachers, and parents think. Changing these identities isn't simply a matter of reading more or applying more strategies. One way to help change their identities is give them ownership of their reading. Schools can be a place were students have little to no voice on their reading text. Letting them have a choice of material can help motivation. Then asking the student what areas they think they need help in. Focusing on 3 goals for improvement is a way to start. Teachers can create instruction that foster these goals. Another great way to help struggling readers is to celebrate struggles. Teacher's shouldn't avoid reading difficulties or look at them as something negative. Struggles are normal. Kids should feel safe to admit them. Once students can discuss them, they can begin solving them.
Ch. 15
The textbook remain the main source of text within most classrooms. Some students struggle with academic literacy and reading text books. This chapter gives practical ideas on how to help students. One way for content area teachers to help is by engaging readers in pre-reading activities. Anticipation guides are a great way to students with comprehension. Another great strategy is using twin text. In twin text, you pair the text book up with popular culture book that goes with the topic. Text sets are collections of books and materials that go along with a particular subject. It shows how students can use different text to compare and understand the topic. Another strategy is using embedded strategy instruction. This method focuses on skills that are required to read a specific content area. Teachers should work together to decide a list of skills that can be taught across grade levels. The list should be exhausted. It should be manageable so that they become routine within classes.
Ch. 18
Differentiated instruction is important to use with adolescence. This chapter talks about 4 areas of modification: content, process, product, and assessment. Within those context the following areas can also be differentiated: readiness, interest and learning styles. One way to differentiate is by using multiple intelligence. This gives students a variety of ways to express themselves. There are 9 learning styles: verbal, body, visual, musical, logical, interpersonal, interpersonal, naturalistic, and existential. This theory allows for a diverse group of students learners to be reached. Universal Design for Learning (UDL) draws on 3 main brain networks: recognition, strategic, and affective. UDL focuses on using technology with instructional practices while differentiating student instruction. The last theory discussed is called Sheltered Instructional Observation Protocol. This model has 30 features grouped under 8 conents. Making it very diverse for all types of learners. These three methods help meet all types of learning styles.
Fisher and Frey
This article focuses on a systematic approach to teaching writing that would help improve student's writing and reading. The gradual release model begins by teachers having the control and slowly releasing it to the students, as they gain understanding. This model was used on a 9th grade below level class. The year began with a Language Experience Approach (LEA). This approach helped bridged print to text connections. It also helped with their understanding of different registers of language, specifically formal writing. The next phase was using interactive writing. The students work in small and large groups to write together. The teacher models and involved the students in this approach. The authors then go on to explain many activities that supported these models. They worked on figurative language, fluency, and independent writing. The article then goes on to talk about how these approaches helped raise the scores of these struggling 9th grade students. Ever instructional opportunity is important when working with students. The school days should be thoroughly thought out and purposeful.
Text to Text
The text relate by giving explicit instructional ideas to struggling adolescent readers. The over arching theme shows that no matter where a student is in regards to their level and grade, there is always something that can be done. We can't give up on students just because they've reached a certain grade.
Text to Self
I thought these text worked well together. They were encouraging. At times I feel overwhelmed, as a future literacy coach, with how many adolescence are behind on their literacy. These chapters gave no only great instructional strategies, but approaches that work over a school year. I think it's important to remember the big picture.
Text to World
These chapters were eye opening. As a future literacy coach, I think an article study over these topics would be beneficial to middle school teachers. I think we need to encourage adolescent teachers. Giving them hope of actually helping kids and showing then evidence of change.
Questions:
Megan: Do you find a lot of your students are struggling with reading and writing? Do these approaches (in the article) appeal to you?
Courtney: Since you are not in a school setting yet, do you think you might want to work with younger or older kids? Has this semester changed your mind in anyway? Do you feel overwhelmed, like me at times, with amount of struggling readers? or do you feel encouraged that you can eventually begin teaching and making a difference?
Wednesday, October 22, 2014
Writing Disciplinary Texts
Ferretti & Lewis
Argumentative text are used to negotiate, argue, debate, and resolve difference. According to this chapter, the authors believe people aren't as skillful at arguing. Often times their topic aren't thorough. The authors highlight important aspects to making argumentative text better. The first is that it is social in context. It is essentially a conversation between people who have opposing views. The success of each side depends on the person's ability to deliver their view. To improve students argumentative writing, teachers can teach how to plan, compose, and revise their perspective. Writing arguments is very much like problem solving. Students must think about the other person's views when writing their own. One way to accomplish seeing others view is by supporting dialogue arguments in class. Allow students to collaborate and hear other perspectives. One way to teach argumentative writing is through the Self-Regulated- Strategy Development (SRSD). The main idea of this approach is to teach explicit skills that support argumentative writing. There are 6 phases of strategies. By helping students develop dialogue with others along with specific strategies, it will improve their reading and writing ability. They will develop their views in a more sophisticated manor.
McKeough
The article talks about narrate writing and how to use the CCSS model to assess and improve student writing. The author illustrates how to use the CCSS model with a 4th grade writer. Then the author use the example of the 4 year old. Her writing seems above average for her age. But with the appropriate modeling and teaching, children can write better. Then the author analyzes a 1st graders writing. She explains how it fits into the CCSS analysis model. The author goes on to explain in further detail several other age specific writers. Reading with a writer's eye (RwWE) is an approach that teaches students how to pay attention to literary elements while they read. Readers approach text differently than writers. Readers read to gain knowledge. Writers are more analytical and pull the text apart. RwWE supports students to take a metacognative stance toward a story. Rubrics have been developed to help support teacher teaching of RwWE in the class. The article explains how it can be used with different grade levels. I think with CCSS writing strategies can help students develop over the course of their schooling. I like how each year students are challenged and build upon their prior knowledge. It's helpful for teachers to begin looking across grade levels when teaching. This helps align standards and teach with a purpose.
Text to Text-
The chapters we have been reading have been broad concepts about reading and writing within content areas. I enjoyed this weeks writing because it gave specific ideas and strategies that can be used. So often, as teachers, we have the knowledge, but we are unsure how to get the end product.
Text to Self
I really like this idea of using a rubric. I enjoyed in the narrative article how the author included younger and older students. Basically, the same rubric was used across the grade levels, with minor changes. As an early childhood teachers, sometimes it's helpful to be included in the debates on reading and writing. Hearing that writing occurs in the young ages, which I knew, is encouraging. Sometimes I think researchers and policy makers dismiss early childhood teachers as babysitters. This article gives great evidence of how capable students are even at 4.
Text to World
I do not remember when I was in school being taught explicit instruction on writing argumentative and narrative. I'm sure I did have someone cover something about it at some point. But overall I feel I learned a lot of it on my own. I wish I'd been taught to have dialogue with others and get their views before writing. I agree with the author saying people are not skillful in arguing. I can't tell you how many times I've heard people argue a point and they keep repeating, "well it's just what I believe." They say that because they can't back it up. In the ever changing world we live in, it's important to teach students to write and speak their arguments.
Questions:
1. Since Oklahoma hasn't passed CCSS, do you think schools will adopt some of these models of writing? Do you think they will improve writing? Have you seen evidence in your school or college teaching of CCSS ideas being implemented?
Argumentative text are used to negotiate, argue, debate, and resolve difference. According to this chapter, the authors believe people aren't as skillful at arguing. Often times their topic aren't thorough. The authors highlight important aspects to making argumentative text better. The first is that it is social in context. It is essentially a conversation between people who have opposing views. The success of each side depends on the person's ability to deliver their view. To improve students argumentative writing, teachers can teach how to plan, compose, and revise their perspective. Writing arguments is very much like problem solving. Students must think about the other person's views when writing their own. One way to accomplish seeing others view is by supporting dialogue arguments in class. Allow students to collaborate and hear other perspectives. One way to teach argumentative writing is through the Self-Regulated- Strategy Development (SRSD). The main idea of this approach is to teach explicit skills that support argumentative writing. There are 6 phases of strategies. By helping students develop dialogue with others along with specific strategies, it will improve their reading and writing ability. They will develop their views in a more sophisticated manor.
McKeough
The article talks about narrate writing and how to use the CCSS model to assess and improve student writing. The author illustrates how to use the CCSS model with a 4th grade writer. Then the author use the example of the 4 year old. Her writing seems above average for her age. But with the appropriate modeling and teaching, children can write better. Then the author analyzes a 1st graders writing. She explains how it fits into the CCSS analysis model. The author goes on to explain in further detail several other age specific writers. Reading with a writer's eye (RwWE) is an approach that teaches students how to pay attention to literary elements while they read. Readers approach text differently than writers. Readers read to gain knowledge. Writers are more analytical and pull the text apart. RwWE supports students to take a metacognative stance toward a story. Rubrics have been developed to help support teacher teaching of RwWE in the class. The article explains how it can be used with different grade levels. I think with CCSS writing strategies can help students develop over the course of their schooling. I like how each year students are challenged and build upon their prior knowledge. It's helpful for teachers to begin looking across grade levels when teaching. This helps align standards and teach with a purpose.
Text to Text-
The chapters we have been reading have been broad concepts about reading and writing within content areas. I enjoyed this weeks writing because it gave specific ideas and strategies that can be used. So often, as teachers, we have the knowledge, but we are unsure how to get the end product.
Text to Self
I really like this idea of using a rubric. I enjoyed in the narrative article how the author included younger and older students. Basically, the same rubric was used across the grade levels, with minor changes. As an early childhood teachers, sometimes it's helpful to be included in the debates on reading and writing. Hearing that writing occurs in the young ages, which I knew, is encouraging. Sometimes I think researchers and policy makers dismiss early childhood teachers as babysitters. This article gives great evidence of how capable students are even at 4.
Text to World
I do not remember when I was in school being taught explicit instruction on writing argumentative and narrative. I'm sure I did have someone cover something about it at some point. But overall I feel I learned a lot of it on my own. I wish I'd been taught to have dialogue with others and get their views before writing. I agree with the author saying people are not skillful in arguing. I can't tell you how many times I've heard people argue a point and they keep repeating, "well it's just what I believe." They say that because they can't back it up. In the ever changing world we live in, it's important to teach students to write and speak their arguments.
Questions:
1. Since Oklahoma hasn't passed CCSS, do you think schools will adopt some of these models of writing? Do you think they will improve writing? Have you seen evidence in your school or college teaching of CCSS ideas being implemented?
Thursday, October 16, 2014
Writing Instruction
Hansen & Kissel
Writers have three guidelines they follow. Guideline 1: Writers are decision makers. They have make various choices when begin to choose a topic and how to write about it. Guideline 2: Writers consider their audience. Writers have a variety of audiences they can write for. Writers have to choose the right words for who they are writing for. Teachers tend to focus on the state testing, which in turn puts limits on student writing. Guideline 3: Writers evaluate their work. Peer collaboration is one way for students to check their work. Checking their work and redoing it allows the student's writing to evolve and grow. They set goals to incorporate in their writings. The article mentions writing being a social process. By broaden the definition of writing, new ideas are brought to the classroom. These ideas engage students.
Sweeny
This article discusses how new literacies are changing the definition of writing. Messaging apps(twitter, texting, blogs) allow a group to feel connected. It creates a community of writers. Since messaging apps carry a social context, often times students want to impress their peers. They know their work will be public. Online forums help students work collaboratively. They can add notes, give feedback, and even edit in some instances. The article gives a lot of resources and ideas on how to incorporate new literacies in a classroom. The wonderful thing about new literacies is they are exciting in the class and outside the class. This allows for students to begin understand how important communication is. Technology isn't going anywhere, teachers need to find ways to incorporate it in the everyday classroom.
Hinchman-Thomas
Writing is important. Teachers have gotten away from focusing on writing. Reading has become the main idea in most classrooms. Writing needs to be viewed as something more than grammatical teachings. Not just making students write a pre made-plug in model form, but truly letting kids write. Allowing students to create their own thoughts, not just transferring someone else's thought in their words. Students also need to learn the process of writing. It's not just done once it's writing the first time, but that over time it evolves. Students need chances to write for different purpose and audiences. Teach students the idea of writing to think. They can express their thoughts and ideas. By jotting it down the idea can become something. Using a journal helps students write their views. They begin seeing the world and noticing it. Structure times for students to practice writing. Then give them feedback individually. After talking to each student, the teacher gets an idea what the whole class needs. Then give mini whole class lessons.
Text to Text
I have done a lot of research in the areas of new literacies. I am fascinated by the idea of how traditional writing is changing. It truly bugs me when I hear people say, students just don't write and read anymore. Honestly, students are reading and writing more today than ever. They are constantly engaged in technology which is full of having to read websites, video games, and text messaging. I think all the text link together with this idea that the term literacy has to be broadened. By looking at literacy through this tiny lens people are missing the idea of how much students are reading and writing. Sure it can always be improved, but new literacies really are engaging students more than ever before.
Text to Self
I am fascinated with this idea of technology integration and how it's changing our world. I know some may see it as societies demise. I choose to look at it as a door to a whole new world (corny as that sounds). Possibilities are endless with this idea of broadening the literacy definition.
Text to World
Technology isn't going away. Teachers and parents need to understand this idea of students learning though technology. Fighting against technology integration is like trying to suck up all the air in one breath (horrible analogy, but you get the idea). It isn't going to happen. Instead, look at it in a positive manner and get excited about all the possibilities.
Question:
How have you integrated new literacies in your own class? Or if you don't have a class, what would you love to try out?
Writers have three guidelines they follow. Guideline 1: Writers are decision makers. They have make various choices when begin to choose a topic and how to write about it. Guideline 2: Writers consider their audience. Writers have a variety of audiences they can write for. Writers have to choose the right words for who they are writing for. Teachers tend to focus on the state testing, which in turn puts limits on student writing. Guideline 3: Writers evaluate their work. Peer collaboration is one way for students to check their work. Checking their work and redoing it allows the student's writing to evolve and grow. They set goals to incorporate in their writings. The article mentions writing being a social process. By broaden the definition of writing, new ideas are brought to the classroom. These ideas engage students.
Sweeny
This article discusses how new literacies are changing the definition of writing. Messaging apps(twitter, texting, blogs) allow a group to feel connected. It creates a community of writers. Since messaging apps carry a social context, often times students want to impress their peers. They know their work will be public. Online forums help students work collaboratively. They can add notes, give feedback, and even edit in some instances. The article gives a lot of resources and ideas on how to incorporate new literacies in a classroom. The wonderful thing about new literacies is they are exciting in the class and outside the class. This allows for students to begin understand how important communication is. Technology isn't going anywhere, teachers need to find ways to incorporate it in the everyday classroom.
Hinchman-Thomas
Writing is important. Teachers have gotten away from focusing on writing. Reading has become the main idea in most classrooms. Writing needs to be viewed as something more than grammatical teachings. Not just making students write a pre made-plug in model form, but truly letting kids write. Allowing students to create their own thoughts, not just transferring someone else's thought in their words. Students also need to learn the process of writing. It's not just done once it's writing the first time, but that over time it evolves. Students need chances to write for different purpose and audiences. Teach students the idea of writing to think. They can express their thoughts and ideas. By jotting it down the idea can become something. Using a journal helps students write their views. They begin seeing the world and noticing it. Structure times for students to practice writing. Then give them feedback individually. After talking to each student, the teacher gets an idea what the whole class needs. Then give mini whole class lessons.
Text to Text
I have done a lot of research in the areas of new literacies. I am fascinated by the idea of how traditional writing is changing. It truly bugs me when I hear people say, students just don't write and read anymore. Honestly, students are reading and writing more today than ever. They are constantly engaged in technology which is full of having to read websites, video games, and text messaging. I think all the text link together with this idea that the term literacy has to be broadened. By looking at literacy through this tiny lens people are missing the idea of how much students are reading and writing. Sure it can always be improved, but new literacies really are engaging students more than ever before.
Text to Self
I am fascinated with this idea of technology integration and how it's changing our world. I know some may see it as societies demise. I choose to look at it as a door to a whole new world (corny as that sounds). Possibilities are endless with this idea of broadening the literacy definition.
Text to World
Technology isn't going away. Teachers and parents need to understand this idea of students learning though technology. Fighting against technology integration is like trying to suck up all the air in one breath (horrible analogy, but you get the idea). It isn't going to happen. Instead, look at it in a positive manner and get excited about all the possibilities.
Question:
How have you integrated new literacies in your own class? Or if you don't have a class, what would you love to try out?
Thursday, October 9, 2014
Disciplinary Literacy- History and Art
Jetton Shanahan- Ch. 8
This chapter was about 2 students who read in their history class about the 1770 Boston Massacre. Each student took a different approach to reading the multiple text presented to them by their teacher. The text presented conflicted with each other and gave opposing views on the massacre. Ayesha enjoyed the approach to reading different text which caused her to think critically. Brad wasn't as fond of the idea of reading conflicting views over the subject. He found it confusing and difficult. None the less, I think a main point of this chapter was the idea of giving students different text and allowing them to challenge and discuss with each other. As teachers, isn't that our goal to get students talking and thinking aloud with each other? Ms. White did a great job fostering a learning environment that allow for students to think independently. They also challenged each others thoughts in a safe way. Most teachers teach history in a aerial view approach. Ms. White presented many different views and approaches. This allowed for children to thinking independently. The following quote, "contrary to common belief, understanding does not depend on first having comprehended the textbook." This, to me, sums up a lot. Just because student understand the history, doesn't mean they've digested it. It takes more than just reading a passage to have true comprehension of history.
Jetton Shanahan- Ch. 9
The arts discipline remain largely ignored by literacy experts when talking about literacy in the disciplinary-specfic areas. Literacy in the chapter is discussed as a discourse. It's a way of using language and thinking. Music literacy is described as how we negotiate text. For example, vocal and musical instruments, conducting music, sounds, symbols, music theory, are types of arts literacy These are considered a type of literacy text. No it may not mimic the traditional view of what literacy is, but when you broaden the definition of what literacy is, it does. All disciplines, including the arts, teach a certain language that constructs meaning. Students learn better when they have ability to make meaning of what they are learning. Students should be involve when making decisions and solving problems. Music and art allow for this type of constructivist approach. The arts discipline allows for higher level thinking. Students are having to problem solve on their own and contrust their own meaning. Different types of thinking skills are taught in the arts that aren't taught elsewhere. The arts also use print and non print text effectively.
Hinchman, Sheridan-Thomas Ch. 13.
When historians read they source, contextualize, and corroborate the text. By teaching students to approach history text with this mind set can help them build a deeper understanding. Helping students become a participant in learning history, instead of a consumer or observer, will allow them to better comprehend what they've read. This makes the text real. Teachers tend to focus on the facts, never building any substance of the material. This makes reading and learning about history very dull. Which results in students boredom with the material.
Text-to-Text
Disciplinary text are not all written or read the same way. This chapter, again, gives examples of why an umbrella approach to reading doesn't work. Each area is unique and has specific strategies to teaching literacy within the content area.
Text-to-World
I'm an arts person. I think the arts makes people more interesting and bridges our differences. I love this idea of music and art as a literacy. If teachers can incorporate the arts into literacy then I think it opens students eyes to another world. It makes students more tolerant of each other.
Text-to-self
I wish I'd been taught to view history the way ch.13 introduces it. I think I would have felt more connected to the material and learned more growing up. I honestly can't remember learning history any other way then reading a text book. I wish I'd had a Ms. White that fostered my abilities to thinking deeper about the text. I would have been challenged, therefore I would have learned more.
Questions:
Do you have any ideas of how to incorporate music/art into the literacy classroom? I'd love to hear some ideas. I can imagine a person who views literacy the traditional way would panic if they saw a teacher using music and art in a tradition literacy class.
This chapter was about 2 students who read in their history class about the 1770 Boston Massacre. Each student took a different approach to reading the multiple text presented to them by their teacher. The text presented conflicted with each other and gave opposing views on the massacre. Ayesha enjoyed the approach to reading different text which caused her to think critically. Brad wasn't as fond of the idea of reading conflicting views over the subject. He found it confusing and difficult. None the less, I think a main point of this chapter was the idea of giving students different text and allowing them to challenge and discuss with each other. As teachers, isn't that our goal to get students talking and thinking aloud with each other? Ms. White did a great job fostering a learning environment that allow for students to think independently. They also challenged each others thoughts in a safe way. Most teachers teach history in a aerial view approach. Ms. White presented many different views and approaches. This allowed for children to thinking independently. The following quote, "contrary to common belief, understanding does not depend on first having comprehended the textbook." This, to me, sums up a lot. Just because student understand the history, doesn't mean they've digested it. It takes more than just reading a passage to have true comprehension of history.
Jetton Shanahan- Ch. 9
The arts discipline remain largely ignored by literacy experts when talking about literacy in the disciplinary-specfic areas. Literacy in the chapter is discussed as a discourse. It's a way of using language and thinking. Music literacy is described as how we negotiate text. For example, vocal and musical instruments, conducting music, sounds, symbols, music theory, are types of arts literacy These are considered a type of literacy text. No it may not mimic the traditional view of what literacy is, but when you broaden the definition of what literacy is, it does. All disciplines, including the arts, teach a certain language that constructs meaning. Students learn better when they have ability to make meaning of what they are learning. Students should be involve when making decisions and solving problems. Music and art allow for this type of constructivist approach. The arts discipline allows for higher level thinking. Students are having to problem solve on their own and contrust their own meaning. Different types of thinking skills are taught in the arts that aren't taught elsewhere. The arts also use print and non print text effectively.
Hinchman, Sheridan-Thomas Ch. 13.
When historians read they source, contextualize, and corroborate the text. By teaching students to approach history text with this mind set can help them build a deeper understanding. Helping students become a participant in learning history, instead of a consumer or observer, will allow them to better comprehend what they've read. This makes the text real. Teachers tend to focus on the facts, never building any substance of the material. This makes reading and learning about history very dull. Which results in students boredom with the material.
Text-to-Text
Disciplinary text are not all written or read the same way. This chapter, again, gives examples of why an umbrella approach to reading doesn't work. Each area is unique and has specific strategies to teaching literacy within the content area.
Text-to-World
I'm an arts person. I think the arts makes people more interesting and bridges our differences. I love this idea of music and art as a literacy. If teachers can incorporate the arts into literacy then I think it opens students eyes to another world. It makes students more tolerant of each other.
Text-to-self
I wish I'd been taught to view history the way ch.13 introduces it. I think I would have felt more connected to the material and learned more growing up. I honestly can't remember learning history any other way then reading a text book. I wish I'd had a Ms. White that fostered my abilities to thinking deeper about the text. I would have been challenged, therefore I would have learned more.
Questions:
Do you have any ideas of how to incorporate music/art into the literacy classroom? I'd love to hear some ideas. I can imagine a person who views literacy the traditional way would panic if they saw a teacher using music and art in a tradition literacy class.
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