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?
Thursday, October 30, 2014
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.
Wednesday, October 1, 2014
Disciplinary Literacy- Science
Synthesis
Hinchman and Thomas ch 17-
The chapter begins with introducing a reluctant learner named Eduardo. He had no desire to learn the science material. He made little effort because he thought he'd never learn it anyway. He saw himself as a poor reader. His teacher, Brown, had a classroom focused around Reading Apprenticeship classroom. Teacher with this method view teaching as an apprenticeship. Instuctions include explicit how we read and why we read certain text. In this classroom teacher acknowledge the struggle with the material and work through these challenges. The class works collaboratively. The teacher "normalizes struggles." Eduardo also saw his progress and was motivated. With this approach Eduardo not only made an A in the class, he developed understanding and strategies to help with future learning. This idea "negotiating success" was supported Eduardo's learning and shaped his future. The instructional approaches in this chapter helped shape Eduardo learner disposition while tackling higher level text.
Jetton and Sheridan, Ch 6
Students must understand that approaching content areas with the same reading approach as a literacy class will not work. Many times science teachers take away the text book because students are not comprehending the material. At times this is okay, but overall it's not a good approach. Science is a literary activity. Just doing experiments and lectures will not allow for students to learn as deeply as also incorporating literature/writing.
There are several challenges that occur when reading science text. Vocabulary is difficult because it includes terms specific to the content. Comprehension can be difficult in science because this type of thinking is abstract for some. Students are asked to think in graphic, textual, and formulaic thoughts. Naturally fluency would be difficult if vocabulary and comprehension are hard. Writing is science is a challenge too. If you can't read you can't write. Writing and reading go hand and hand. The chapter then goes on to explain a few science specific strategies to help in these areas. It is important to remember what strategies help with literacy understanding are not always appropriate for content area understanding. Teachers need to teach content specific area strategies to help with vocabulary, comprehension, fluency, and writing.
Text to Text-
The text this week relates to the previous weeks because this is another content area. It's obvious but a good reminder that everything involves reading/literacy. The literacy may not look the same in every classroom, but continuing to learn ways to improve students comprehension, writing, vocabulary, and fluency will help students be more successful.
Text to Self-
Since my end goal is to be a reading specialist/literacy coach, I am again challenged with the idea of working with content areas teachers. Most of my schooling will have been in the traditional approaches to learning to read. I need to branch out and learn how to work with other teachers. Literacy strategies may not always work in a content areas classroom. This is a new thought for me.
Text to World- One idea that kept running through my head was teachers are going to say, "but when do I have time to teach these strategies. I'm already bogged down with having to teach the material." I think thought about how we want kids to behave in class, but we have to teach the rules and procedures. We don't expect them to know exactly what to do. So we spend the first couple weeks just focusing on procedures and expectations. I think this would be a perfect time to focus on strategies and explicitly teach some ideas that might help students with vocabulary, writing, fluency, and comprehension. What's the point of teaching the rest of the semester if they aren't going to understand it anyway. Might as well prepare them with the best approaches to ensure they will actually learn for the year. If we take some time out of the day or beginning of the year to focus on these areas, we might have a better outcome for the year and really help students for the remainder of their lives.
Questions
1. How do you motivate students to reading science text, when in their past it was boring?
2. This isn't really a question, more a thought. I'm curious what "negotiated success" might look like in a classroom. I like this idea, but it's so different than we are taught!
Hinchman and Thomas ch 17-
The chapter begins with introducing a reluctant learner named Eduardo. He had no desire to learn the science material. He made little effort because he thought he'd never learn it anyway. He saw himself as a poor reader. His teacher, Brown, had a classroom focused around Reading Apprenticeship classroom. Teacher with this method view teaching as an apprenticeship. Instuctions include explicit how we read and why we read certain text. In this classroom teacher acknowledge the struggle with the material and work through these challenges. The class works collaboratively. The teacher "normalizes struggles." Eduardo also saw his progress and was motivated. With this approach Eduardo not only made an A in the class, he developed understanding and strategies to help with future learning. This idea "negotiating success" was supported Eduardo's learning and shaped his future. The instructional approaches in this chapter helped shape Eduardo learner disposition while tackling higher level text.
Jetton and Sheridan, Ch 6
Students must understand that approaching content areas with the same reading approach as a literacy class will not work. Many times science teachers take away the text book because students are not comprehending the material. At times this is okay, but overall it's not a good approach. Science is a literary activity. Just doing experiments and lectures will not allow for students to learn as deeply as also incorporating literature/writing.
There are several challenges that occur when reading science text. Vocabulary is difficult because it includes terms specific to the content. Comprehension can be difficult in science because this type of thinking is abstract for some. Students are asked to think in graphic, textual, and formulaic thoughts. Naturally fluency would be difficult if vocabulary and comprehension are hard. Writing is science is a challenge too. If you can't read you can't write. Writing and reading go hand and hand. The chapter then goes on to explain a few science specific strategies to help in these areas. It is important to remember what strategies help with literacy understanding are not always appropriate for content area understanding. Teachers need to teach content specific area strategies to help with vocabulary, comprehension, fluency, and writing.
Text to Text-
The text this week relates to the previous weeks because this is another content area. It's obvious but a good reminder that everything involves reading/literacy. The literacy may not look the same in every classroom, but continuing to learn ways to improve students comprehension, writing, vocabulary, and fluency will help students be more successful.
Text to Self-
Since my end goal is to be a reading specialist/literacy coach, I am again challenged with the idea of working with content areas teachers. Most of my schooling will have been in the traditional approaches to learning to read. I need to branch out and learn how to work with other teachers. Literacy strategies may not always work in a content areas classroom. This is a new thought for me.
Text to World- One idea that kept running through my head was teachers are going to say, "but when do I have time to teach these strategies. I'm already bogged down with having to teach the material." I think thought about how we want kids to behave in class, but we have to teach the rules and procedures. We don't expect them to know exactly what to do. So we spend the first couple weeks just focusing on procedures and expectations. I think this would be a perfect time to focus on strategies and explicitly teach some ideas that might help students with vocabulary, writing, fluency, and comprehension. What's the point of teaching the rest of the semester if they aren't going to understand it anyway. Might as well prepare them with the best approaches to ensure they will actually learn for the year. If we take some time out of the day or beginning of the year to focus on these areas, we might have a better outcome for the year and really help students for the remainder of their lives.
Questions
1. How do you motivate students to reading science text, when in their past it was boring?
2. This isn't really a question, more a thought. I'm curious what "negotiated success" might look like in a classroom. I like this idea, but it's so different than we are taught!
Subscribe to:
Posts (Atom)