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?
Wednesday, October 22, 2014
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!
Tuesday, September 23, 2014
Disciplinary Literacy- Math
Synthesis:
Chapter 7
The chapter begins by explaining current perspectives and approaches to literacy instruction in a math classroom. The first problem is that literacy coaches lose site of the roll a content area teachers plays. Content area teachers have a job to develop area expertise. Yet it’s important for these teachers to focus on general print literacy. The goal of literacy in mathematics is to support student learning in that area. The second problem, is that literacy educators assume that math teachers only teach computational fluency. The last misconception is that reading print text or incorporating any general literacy instructional strategies is appropriate for mathematics classroom.
The second area the chapter talked about was reconceptualizing literacy instruction for mathematics classrooms. The term literacy must be broaden to truly understand literacy in content areas. “Text- like” objects play a roll in constructing meaning in math. Text includes patterns, symbols, drawings, spoken word, graph, or series of gestures. When the term literacy is broaden, it includes all objects that are created and interpreted when learning. When the term literacy encompasses these aspects, the math room then becomes a literacy rich environment.
The last section of this chapter discusses creating and sustain collaborative environments between literacy and math. Literacy instructors need to approach math teachers as learners, not as experts. The teacher should have a desire to learn from the math teachers. It’s important, as a literacy specialist, to reach out to experience math teachers. Do not single out young or struggling teachers. When the expert math teacher and literacy coach work together, they will have a better chance of helping the struggling teacher. The next area when working with teachers is to sustain these relationships. Literacy and math teachers need to develop a shared purpose. They can come up with goals together. When working together, work from each others strengths. These teachers should work together to plan lessons and instruction. Getting content area teachers and literacy teachers working together with help the common good of a student.
Chapter 11:
The teacher, Ariadna, wanted to help her students learn new mathematical concepts and language. She implemented a design that would help her students learn more that just computational fluency. The first step she had students explore new concepts while using their prior knowledge they had with math. Then she has them use their new terms and prior terms they've learned in writing, orally explaining. After this she has students to produce definitions and to work problems of their own. They apply the new knowledge in expert ways. By using this outline, teachers can teach math beyond the computational boundaries. Students are applying what they are learning in other forms. By helping students learn math in other ways will explained their knowledge. When students orally explain and write the material takes on different forms of meaning.
Response:
Text to Text:
These text go to gather well. I feel like one is more of an explanation of how literacy and math teachers can work together. The other chapter gives a practical way to incorporate literacy in the math classroom. I really enjoyed the idea of expanding the literacy definition. By broadening this term, you realize how much literacy is already in content area classrooms.
Text to World:
Students/content teachers need to be incorporating reading/literacy in their own rooms. Literacy is everywhere in the world. By giving students literacy strategies that apply to their discipline area, they will begin to make new connections wit the material.
Text to Self:
The chapter that talked about how literacy and math teachers can work together was very helpful. Since I will one day be a reading specialist/literacy coach, I will need to know how to work with everyone in the school. I like the section that talked about how to talk to a math expert. Come as a learner, not someone who tells them how to do their job. I think this is important to remember for everyone. Always be read to learn something. Don't assume you understand and know it all. Questions:
!. This is not really a question, just something to ponder. Since I've been in the elementary schools, I feel it's easier to be a literacy coach in that environment. It kind of intimidates me, the idea of going into a high school and being the literacy coach. Besides high school having a lot of teachers, I think it would be hard to foster an open collaborative environment within the school. Unike elementary, it's pretty easy to all work together. What are you thoughts?
Monday, September 15, 2014
Re: Disciplinary Text
Synthesis:
Chapter 10 Hinchman Thomas
This chapter focused on reading and writing across multiple text. In our modern world it is important for students to explore reading different text from multiple view points. Students can acquire knowledge through newspapers, tv, websites, billboards, books, and magazines. Students need to be taught how to decipher through the plethora of information they receive and decide if it is reliable. Another important strategy is to teach students to read across varies text genres and write about the similar topic, yet in different modes.
One of the strategies mentioned was a process including: sourcing, contextualization, and corroboration. This is a process historians use to comb through information. With this method, students learn to find information, think about what the information is saying, and find similarities and differences.
There can be issues when using multiple text. Text complexity can become an issue. Teachers also struggle with deciding how many text to use. Lastly, decide what instruction is appropriate based on the content area being taught.
Chapter 12 Hinchman-Thomas
This chapter was about reading challenging text in high school. The beginning of the chapter focused on how students have trouble reading, with interesting, complex text that is picked for them. Yet outside school, they are reading higher level text for enjoyment. This is important for teachers to remember. Students will not always get the choice though. The chapter then goes on to explain the 6 types of skills needed to make sense of text.
1. Semantic knowledge- Semantics is making sense of the words. First and for most students have to have an understand of
what they are reading.
2. Mathematical Knowledge- Math has it’s own special language. Understanding and mastering those specific terms will help
with comprehension.
3. Historical knowledge- Having knowledge of past events, data, people, and social and political issues and conflict.
4. Geographic Knowledge- Know about countries: location and facts.
5. Discursive Knowledge-Knowledge that the construction of texts is tied to the domain in which they are written and to the
purposes doe which they were originally written.
6. Pragmatic Knowledge- Recognition that text can be questioned.
Motivating students comes from using interesting text. One reason students may find disinterest in text is because of the tone the book is written. Taking this in to account and implement different text forms can help. Another way to build engagement, is develop semester units over topics they find amusing. Take into account the beliefs students come to school having. This can make a difference in how they interpret readings. The chapter then goes on to explain 6 teaching practices that engage students in reading content specific readings: (1) problem framing, (2)whole group knowledge, (3) scaffolding, (4) questioning, (5) visualizing text, and (6)summarizing and synthesizing ideas within and across text.
It is important for teachers to take into account the above ideas. There are ideas that can used across curriculum to help motivate and keep students engage in higher level text. Students who develop the skills and excitement to read higher level text will be more successful through their schooling.
Chapter 5 Jetton-Shanahan
This chapter discuss the 3 approaches to literacy instructions. A functional Literacy approach teaches students to be successful in school and life. Cultural Literacy focuses on teaching morals and values. A progressive literacy approach teaches students to read and write based on themes and topics that interest them. The author argues on to suggest that these approaches need to be questioned. If literacy is only approached these ways, literacy becomes dull. More strategies and instructional practices must be incorporated to allow students to use higher-level thinking skills. The current ideas on literacy suggest it should be a layered approach. The researcher, Kucer, explains 4 dimensions of literacy: cognitive, linguistic, sociocultural, and developmental. A challenge that come with teaching reading in literature comes from text selection. Another challenge comes from teaching writing. Do teachers stick with teaching to the test or engage students in a rich multimodal world? Last challenge mentioned is teaching to a class of digital consumers. With all these challenges and more, teachers are bombarded with a multitude of advice and research to syphon through and decide what works best for their students and them.
Response:
After reading these chapters, I felt I had a realization of how hard teaching high school must be. Since I am early childhood teacher and we have our own set of challenges, I never gave much thought to higher level grades. With our ever changing digital world, teachers are having to decide how to interact with this generation. At times having to learn a whole new skill set to teach them. The chapters from Best Practices in Adolescent Literacy Instruction, focused on reading across multi texts. This chapter was insightful. I thought it suggested a lot of good ideas and backed it up with research. I also like how it touched on different content areas and how to teach within those. I thought ch. 12 had some helpful suggestions on teaching difficult text. The different types of knowledge would be helpful when teaching high school students. Those categories seemed to be things that wouldn’t be talked about unless you made an effort to include them in your teaching. But without them, text would be dense or meaningless. The last ch., chapter 5, had really good examples on how to include the ideology suggested. It made the approaches realistic.
Question:
1. If a high school teacher chose not to use the canonical text, what are some good adult literature books they could replace the classics with?
Wednesday, September 10, 2014
Re: Text Complexity
Synthesis:
There are there components of measuring text complexity: quantitative, qualitative, and reader and task considerations. Quantitative measures take formulas, word repetition, sentence length, and syntax into consideration to determine readability. Using quantitative measures are not always accurate. Teaches must take into consideration the level and also the content within the book. A book may be at a child's level, but contain subjects not suitable for their age. Qualitative measures use four areas in determining complexity: levels of meaning, text structure, language conventionality/clarification, and knowledge demand. There are many resources of determining qualitative measures in the book. Another important aspect for determining text complexity is considering the reader and task. This includes student motivation, stamina, verbal reasoning, general reading ability, English proficiency, and prior knowledge. When considering text complexity teachers must also remember to have student "deliberately practice." If never given the opportunity to practice, their text complexity will never have the opportunity improve. Feedback is essential when practicing. Students need to know if they've met goals and task. Feedback is a simple way to build intrinsic motivation.
Disciplinary text seem to be an area of difficulty for students. It is important for teachers to teach comprehension strategies and instructional strategies. Yet there is a difference between the two. In this chapter the author explains there is a difference between the two strategies. Reading strategies need to be explicitly taught. Reading strategies are taught through instructional strategies. Teaching comprehension can be done through several models: DIME, KWHHL, RAP, and SRSD. Teachers can also use word maps, paragraph frames, and reciprocal teaching. Online text is a great way to help with comprehension. Students can find word meaning in certain programs. Text can lead to other text to help with understanding. Yet, the sheer volume of information on the net can be overwhelming. Rich classroom discussions are helpful with students in create meaning.
Response:
Text to Text
These articles over text complexity seem to fit with the last few weeks of reading. Text complexity is yet another component of reading. Just like comprehension, it's equally as important. When designing lessons teachers need to consider text complexity so that it pushes children and helps them grow. If text is too easy or hard it can effect children's progress.
Text to Self
This weeks reading was a good reminder of helping students pick books on their level. The section on determining text complexity is a good reference. I thought it had several helpful tables and resources that will be helpful when determining students reading level. Keeping student interest in mind is vital, yet you can't always let me them pick the books they want. It's good to help guide them. I think working together to pick out books would help motivation and engagement.
Text to Word
Teaching students how to read different text is important, not only for school, but for life. Students will encounter a plethora of different text types in their lifetime. Reading different text also helps in developing a love for reading. When students are exposed to many genres and levels of reading, it prepares them for their future.
Questions
Text to Text
These articles over text complexity seem to fit with the last few weeks of reading. Text complexity is yet another component of reading. Just like comprehension, it's equally as important. When designing lessons teachers need to consider text complexity so that it pushes children and helps them grow. If text is too easy or hard it can effect children's progress.
Text to Self
This weeks reading was a good reminder of helping students pick books on their level. The section on determining text complexity is a good reference. I thought it had several helpful tables and resources that will be helpful when determining students reading level. Keeping student interest in mind is vital, yet you can't always let me them pick the books they want. It's good to help guide them. I think working together to pick out books would help motivation and engagement.
Text to Word
Teaching students how to read different text is important, not only for school, but for life. Students will encounter a plethora of different text types in their lifetime. Reading different text also helps in developing a love for reading. When students are exposed to many genres and levels of reading, it prepares them for their future.
Questions
1. Why is there such a difference in text complexity from elementary to middle school? and middle to high school? I don't understand why it isn't a smooth transition.
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