Synthesis
Moje and Hinchman
The authors of this chapter argue that all best practices are culturally responsive. Responsive teaching is respectful of the individual as a person, as well as his or her learning needs. It should be used as a tool for building bridges from one's Discourse to important learning concepts. Often, Primary Discourses are misunderstood or ignored altogether. All adolescents need multiple exposures to a variety of Discourses over time. Cultural responsiveness should allow students to navigate across communities unlike their own. But cultural responsiveness should not stop there. The outcome of cultural responsiveness should be that there are changes in content knowledge and changes in classrooms that motivate and engage students. Essentially, the world should be transformed through explicit discursive practices. The end of the chapter gives some examples of teachers using culturally responsive pedagogy in their own classrooms. Some of the best practices include explicit vocabulary instruction, real world simulations, scaffolding student efforts, and project-based units. The teachers also do not assume that a person's heritage ensures a connection to their students' everyday experiences. They work to build genuine interest and relationships with their students.
Afflerbach
This chapter begins by asking three important assessment questions: "Why do we asses, what do we asses, and how do we assess". To determine the answers to these questions, one must understand that reading is not just decoding words; it is comprehending. Furthermore, adolescent reading is an ongoing process which requires the use of many skills and strategies to construct meaning. Currently, a big problem with adolescent reading assessments is that they do not focus as much on the strategies used as on the content-area learning that has occurred. Good reading assessments should have a cognition (what students do when they read), observation (assessing critical components of reading success), and interpretation (inferences we make from assessments) component. The CURRV framework allows teachers to determine the appropriateness of a reading assessment. Many state- or federally-mandated reading assessments are not appropriate or useful. Several types of reading assessments for adolescents include performance assessments which typically involve a rubric; portfolio assessments, which can and should be adapted and actively used over time; teacher observation and questioning; and high stakes testing, which typically does not offer much help for teachers in the way of instruction. The chapter closes by highlighting the need for professional development that places assessments in teachers' hands.
Hinchman and Sheridan-Thomas
Ideally, assessments will provide teachers with knowledge about how to modify their instruction so that students have the skills they need to become successful readers. However, there are now so many caveats to assessing literacy in adolescents, such as the many text forms now available and the wide variety of students who need additional supports. Also, many students who read well outside of school struggle with academic texts. A content-area reading assessment (CARI) can assess a student's reading processes and direct instruction for large group, small group, or individuals. Sections normally found in a CARI include using book parts, understanding visual information, understanding content vocabulary, determining and summarizing key ideas, and creating study reading aids. By looking at the results from a CARI, teachers can determine patterns of errors and plan their lessons accordingly. Word knowledge in adolescents must also be assessed. To do this, teachers can provide a vocabulary self-awareness chart to which students can return and modify as they read. Self-awareness charts help the teacher see which students need explicit vocabulary instruction before, during, and after reading. Finally, since all types of media have become popular with today's students, they can be assessed using various forms of it. One example in the chapter shows a teacher using a clip from Shrek 2 to ask questions and guide students through a blog response.
Responses
Text-to-Text
In our staff meetings, we have been discussing and reading about effective assessments because the school where I work typically has lower test scores due to the diverse population that we serve. When we receive our test scores from the state each year, our school's effectiveness is determined by them, which I don't think is fair. The Afflerbach reading really resonated with me because it, along with many of the other things that we have been reading in our meetings, pointed out that high-stakes tests are the least effective types of assessments. With the Marzano framework, our school has chosen to focus a lot on teacher observation and questioning as a form of assessment. This not only gives immediate, but fairly accurate results.
Text-to-Self
When I think about the types of assessments that I did when I was in school, I am encouraged by how many different types of assessments we now offer our students. Computerized assessments were not even thought of for many years! When I was in the gifted program in elementary school, we often had opportunities to be creative in the ways that we demonstrated our knowledge, but in the regular classroom, I remember a lot of multiple choice and essay tests. I don't feel that these, or high-stakes testing, accurately measured my knowledge. I always got test anxiety before them and didn't do as well as I knew I could. I appreciated my gifted teacher for taking our diverse minds and backgrounds into account when she created assessments or allowed us to do inquiry-based learning. The options available to students now are so much greater, if teachers indeed choose to use effective assessments.
Text-to-World
When I think about how the U.S. lags behind so many other countries in the realm of education, I wonder how much of this has to do with the assessments that are used. Obviously, the United States is a productive country with intelligent citizens, but studies over and over have shown that our education is lacking. It would be interesting to see how American students perform on the exact same test that is given to, say, Finnish students. I would also be curious to know what kinds of assessments are given in the classroom in those other countries, such as whether they allow project-based learning or if they assess using media.
Questions
1. What are your thoughts on high-stakes testing? Do you think that schools should be "graded" based on their performance on these tests?
2. Does your school or district provide much professional development about assessments? The readings mentioned the need for this, but the actuality seems rare!
Saturday, November 22, 2014
Friday, November 14, 2014
Multiple Literacies, New Literacies, and Multimodality
Synthesis:
Hinchman and Sheridan-Thomas Ch. 4
This chapter discusses the importance of studying discourse in order to help adolescents develop 21st-century literacies. Discourse is "a structure that frames a social or cultural group's habits of interpretation and their related literacies." Every person has an "identity kit" that defines social expectations and the way he or she interacts with others. Every person also has a Primary Discourse and a Secondary Discourse. The Primary Discourse is developed at home and taken into a Secondary Discourse, such as school. Primary Discourses are learned; Secondary Discourses are acquired. Often, Primary and Secondary Discourses do not match. When this occurs, four things can happen: 1) the person assumes the Secondary Discourse, 2) the person rejects the Secondary Discourse, thereby shutting himself out of conversations, 3) the person learns enough about the Secondary Discourse to get by, or 4) the person asserts Primary Discourse literacies into Secondary Discourses and eventually makes changes in the Secondary Discourse itself (called a borderland discourse). Obviously, the fourth scenario is ideal. When students are explicitly taught about both discourses, they are then able to choose different literacy practices that are appropriate for different times and settings. Teachers must be sure to respect a student's Primary Discourse while still teaching metacognitive thinking strategies that help him or her in other discourses. Through explicit teaching about discourses, students' literacy skills mold them into great communicators, wise citizens, and deep thinkers. They are able to understand multiple perspectives and value diversity, as well.
Hinchman and Sheridan-Thomas Ch. 16
The authors begin this chapter by highlighting the fact that today's adolescents have never known a world without multimodal ways of communicating. Hence, teachers must find a way to incorporate all of these modes into the classroom in a way that is meaningful to their students. The chapter gives a scenario of one teacher, Deborah, and the ways that she does this. First, she layers multiple texts (digital and traditional) to create meaning for her students. The authors are quick to point out that while Deborah is teaching CCSS in her class, she is not teaching to the standards. She takes a new literacies stance that provides many opportunities for guided participation and collaborative learning. When lessons are designed so that one event is shown across multiple texts, students are more able to see how the mode of the event shows different pieces and perspectives of the same story. Multiple texts also allow opportunities for problem posing and thinking critically. When multiple modes are used in the classroom, students are more likely to make personal connections, connections to popular culture, and connections to current events. Students gain a complex, yet concrete understanding of a subject when multimodality is employed.
Coiro
In this reading, the importance of online reading comprehension is explored. There are many things that skilled online readers do offline which can be carried over, such as using prior knowledge, making inferences, and monitoring their own comprehension. However, the ability to navigate the Internet is not the same as being able to comprehend the information on it, so students must explicitly be taught this skill by using five guidelines. The first guideline is to make explicit the relationships between offline and online reading comprehension strategies, This includes encouraging students to compare text features and their purposes, providing think-aloud models (or allowing students to construct their own), and embedding strategy lessons into online curriculum. The second guideline is to honor the literacies that students bring to school with them each day. It must be recognized that each student has multiple literacy contributions. Also, students need to be able to engage not only in personal online reading tasks, but academic ones. And, students must have space to explore multiple text forms. Guideline 3 states that expectations for new classroom roles/relationships during online projects must be clarified. When collaborating with peers, students should learn to respect one another's view points. Teachers should provide explicit instruction while also giving space for peer collaboration. Guideline 4 suggests providing time for students to develop positive attitudes toward Internet learning and communication. Student effort should be focused on, as opposed to ability, and online inquiry projects can help, as well. The fifth guideline discusses using self, peer, and teacher assessments to inform instruction about reading and understanding the internet. Not only should students be receiving feedback from their teachers, but they must learn to reflect on their own strategy use and create their own reading comprehension goals. Assessments should be both formal and informal.
Kim and Kamil
As technology has continued to be more prevalent in our world, students are now expected to have a wider range of skills and competencies related to such growth. Computerized literacy instruction for adolescents is becoming more common and has, in some studies, been shown to help with reading comprehension. However, many other factors must be considered which can affect learning and implementation. One common mistake in thinking is that students (and adults) are easily able to process multiple modes of transmitting information, when actually, students need to be taught strategies and methods for doing so. It can be difficult to understand the meaning of hypertext and complex graphics. Multiple studies have shown that students perform best when given a high level of guidance on the computer. Simply providing a variety of options is insufficient for improving reading comprehension. As far as writing instruction on the computer, results vary. The most consistent finding is that students need lots of time to interact with computer-based writing instruction. Students do develop many social skills on the Internet. Computer-based formats may encourage some shy students to participate more. Also, the more often students are able to interact with the computer, the greater the improvements in their attitudes toward it. Having access to computers at school and at home reduces student anxiety. Furthermore, boys typically display a more positive attitude toward technology than girls. All in all, computer instruction can be effective when students are provided with structured guidelines to help them navigate multimedia successfully.
Responses
Text-to-Text
Many of our readings in this class have focused on the advent of technology and how best to use it in the classroom. One thing that all of the readings have in common is that, as teachers, we cannot afford to simply avoid and/or ignore technology any longer. Not only can new literacies be motivating to students, but they can also improve reading comprehension and writing skills if used appropriately.
Text-to-Self
Honestly, technology scares me at times. I really related to the part in the Kim and Kamil reading which talked about how boys are commonly more motivated by technology and multiple/new literacies than are girls. However, these readings reiterated to me the importance of continuing to find ways to include technology in my classroom. I do think that I need more instruction and training for knowing how to do so. Sometimes I feel like people are always saying, "Use technology in your classroom!" and expecting us to do it but then not providing training or tangible ways for us to make it effective.
Text-to-World
As technology continues to become more prevalent across the globe, students must know how to interact with it in order to be successful in their future professional work and daily communications with others. While parents do play a role in providing access to and instruction about technology, teachers ultimately are responsible for creating technologically literate students. The more opportunities my students have to interact with technology in my classroom, the more successful they are likely to be when they leave it.
Questions
1. Do you explicitly teach your students about Primary and Secondary Discourses? If so, what does this look like in your classroom? If not, please elaborate.
2. Elementary teachers- how do you use multiple literacies in your classrooms? I do use my Intelligent Classroom whiteboard pretty frequently, but I'm always looking for new, engaging ideas!
Hinchman and Sheridan-Thomas Ch. 4
This chapter discusses the importance of studying discourse in order to help adolescents develop 21st-century literacies. Discourse is "a structure that frames a social or cultural group's habits of interpretation and their related literacies." Every person has an "identity kit" that defines social expectations and the way he or she interacts with others. Every person also has a Primary Discourse and a Secondary Discourse. The Primary Discourse is developed at home and taken into a Secondary Discourse, such as school. Primary Discourses are learned; Secondary Discourses are acquired. Often, Primary and Secondary Discourses do not match. When this occurs, four things can happen: 1) the person assumes the Secondary Discourse, 2) the person rejects the Secondary Discourse, thereby shutting himself out of conversations, 3) the person learns enough about the Secondary Discourse to get by, or 4) the person asserts Primary Discourse literacies into Secondary Discourses and eventually makes changes in the Secondary Discourse itself (called a borderland discourse). Obviously, the fourth scenario is ideal. When students are explicitly taught about both discourses, they are then able to choose different literacy practices that are appropriate for different times and settings. Teachers must be sure to respect a student's Primary Discourse while still teaching metacognitive thinking strategies that help him or her in other discourses. Through explicit teaching about discourses, students' literacy skills mold them into great communicators, wise citizens, and deep thinkers. They are able to understand multiple perspectives and value diversity, as well.
Hinchman and Sheridan-Thomas Ch. 16
The authors begin this chapter by highlighting the fact that today's adolescents have never known a world without multimodal ways of communicating. Hence, teachers must find a way to incorporate all of these modes into the classroom in a way that is meaningful to their students. The chapter gives a scenario of one teacher, Deborah, and the ways that she does this. First, she layers multiple texts (digital and traditional) to create meaning for her students. The authors are quick to point out that while Deborah is teaching CCSS in her class, she is not teaching to the standards. She takes a new literacies stance that provides many opportunities for guided participation and collaborative learning. When lessons are designed so that one event is shown across multiple texts, students are more able to see how the mode of the event shows different pieces and perspectives of the same story. Multiple texts also allow opportunities for problem posing and thinking critically. When multiple modes are used in the classroom, students are more likely to make personal connections, connections to popular culture, and connections to current events. Students gain a complex, yet concrete understanding of a subject when multimodality is employed.
Coiro
In this reading, the importance of online reading comprehension is explored. There are many things that skilled online readers do offline which can be carried over, such as using prior knowledge, making inferences, and monitoring their own comprehension. However, the ability to navigate the Internet is not the same as being able to comprehend the information on it, so students must explicitly be taught this skill by using five guidelines. The first guideline is to make explicit the relationships between offline and online reading comprehension strategies, This includes encouraging students to compare text features and their purposes, providing think-aloud models (or allowing students to construct their own), and embedding strategy lessons into online curriculum. The second guideline is to honor the literacies that students bring to school with them each day. It must be recognized that each student has multiple literacy contributions. Also, students need to be able to engage not only in personal online reading tasks, but academic ones. And, students must have space to explore multiple text forms. Guideline 3 states that expectations for new classroom roles/relationships during online projects must be clarified. When collaborating with peers, students should learn to respect one another's view points. Teachers should provide explicit instruction while also giving space for peer collaboration. Guideline 4 suggests providing time for students to develop positive attitudes toward Internet learning and communication. Student effort should be focused on, as opposed to ability, and online inquiry projects can help, as well. The fifth guideline discusses using self, peer, and teacher assessments to inform instruction about reading and understanding the internet. Not only should students be receiving feedback from their teachers, but they must learn to reflect on their own strategy use and create their own reading comprehension goals. Assessments should be both formal and informal.
Kim and Kamil
As technology has continued to be more prevalent in our world, students are now expected to have a wider range of skills and competencies related to such growth. Computerized literacy instruction for adolescents is becoming more common and has, in some studies, been shown to help with reading comprehension. However, many other factors must be considered which can affect learning and implementation. One common mistake in thinking is that students (and adults) are easily able to process multiple modes of transmitting information, when actually, students need to be taught strategies and methods for doing so. It can be difficult to understand the meaning of hypertext and complex graphics. Multiple studies have shown that students perform best when given a high level of guidance on the computer. Simply providing a variety of options is insufficient for improving reading comprehension. As far as writing instruction on the computer, results vary. The most consistent finding is that students need lots of time to interact with computer-based writing instruction. Students do develop many social skills on the Internet. Computer-based formats may encourage some shy students to participate more. Also, the more often students are able to interact with the computer, the greater the improvements in their attitudes toward it. Having access to computers at school and at home reduces student anxiety. Furthermore, boys typically display a more positive attitude toward technology than girls. All in all, computer instruction can be effective when students are provided with structured guidelines to help them navigate multimedia successfully.
Responses
Text-to-Text
Many of our readings in this class have focused on the advent of technology and how best to use it in the classroom. One thing that all of the readings have in common is that, as teachers, we cannot afford to simply avoid and/or ignore technology any longer. Not only can new literacies be motivating to students, but they can also improve reading comprehension and writing skills if used appropriately.
Text-to-Self
Honestly, technology scares me at times. I really related to the part in the Kim and Kamil reading which talked about how boys are commonly more motivated by technology and multiple/new literacies than are girls. However, these readings reiterated to me the importance of continuing to find ways to include technology in my classroom. I do think that I need more instruction and training for knowing how to do so. Sometimes I feel like people are always saying, "Use technology in your classroom!" and expecting us to do it but then not providing training or tangible ways for us to make it effective.
Text-to-World
As technology continues to become more prevalent across the globe, students must know how to interact with it in order to be successful in their future professional work and daily communications with others. While parents do play a role in providing access to and instruction about technology, teachers ultimately are responsible for creating technologically literate students. The more opportunities my students have to interact with technology in my classroom, the more successful they are likely to be when they leave it.
Questions
1. Do you explicitly teach your students about Primary and Secondary Discourses? If so, what does this look like in your classroom? If not, please elaborate.
2. Elementary teachers- how do you use multiple literacies in your classrooms? I do use my Intelligent Classroom whiteboard pretty frequently, but I'm always looking for new, engaging ideas!
Sunday, November 2, 2014
ELL/EAL Students
Synthesis
Hinchman and Sheridan-Thomas
This chapter begins by discussing the importance of using correct terminology when referring to students whose native language is not English. The text refers to these students as EAL (English is an additional language) instead of English language learners because EAL expresses a more holistic view of them. The authors also discuss the vast differences among EAL students. These differences include religious beliefs, immigration histories, prior educational experiences, and range of competencies. With the implementation of CCSS, all content-area teachers are now required to present knowledge in a way that meets every student, including those who are learning English as an additional language. Some ways meet EAL students exactly where they are is by facilitating home-school communication, believing in the potential of these students and holding high expectations for them, and modifying instruction to meet specific academic and linguistic needs. As far as modifying instruction, content-area teachers need to place language at the forefront of all of their instruction. This may look like close and careful reading of texts, deconstruction of "juicy sentences," and annotation. While focusing an extensive amount of time on one sentence may seem wasteful, in reality, this provides the kind of scaffolding that EAL students will need to read more complex texts. Furthermore, close reading and annotation provide opportunities for multiple readings of the same text. The importance of oral language also cannot be overstated. Content-area teachers need to provide active learning for their EAL students through conversations that emphasize using academic language appropriately. These conversations must be monitored and scaffolded for student success. The chapter concludes with an example of a series of American history lessons beginning with direct instruction, moving to expert groups and mixed groups, and concluding with assessment.
Garcia and Godina
According to these authors, over 2/3 of all ELLs are Latino, and while these students may be able to fluently speak a second language, they are not necessarily proficient in their academic English. Teachers in secondary schools must work to understand ELLs. Many ELLs are highly mobile, and their parents tend to defer authority regarding education to teachers and other school officials. Many families of ELL students want to be involved but are unsure of how to do so. The text states that ELLs most commonly drop out of school due to grade retention, standardized testing, and tracking, rather than parental influences. Lack of coordination among all teachers within the school is another factor that hinders ELL students. Even students who are knowledgeable in their native language typically need 4-6 years to perform at grade level in English. Several research studies have shown strategies that have helped ELLs be successful. These include the ability to make inferences, use prior knowledge, make use of cognates, and apply strategies across languages. Students who are successful also are more content with general understandings of a text than specific vocabulary knowledge. The writers of this text advocate a process approach to literacy in which students complete inquiry based projects and have ample opportunities for peer interactions. In addition to process approaches, though, ELLs also need structured writing opportunities. Other strategies that are effective include multiple readings of the same text for fluency, Collaborative Strategic Reading (teaches comprehension strategies and cooperative learning), use of realia, and intensive vocabulary support. One extremely important point that may seem counterintuitive is the need for continued instruction in a student's native language to build academic proficiency, not just oral proficiency. Sheltered techniques should be provided.
Responses:
Text-to-text
To be quite honest, I have not read many texts about English Language Learners before. However, in a staff meeting several weeks ago, we had an ELL teacher come and talk to our staff about techniques to use to help these students. I was reminded of what she said as I read the Hinchman and Sheridan-Thomas book this week because this teacher talked about strategies that are effective for all students. The text this week mentioned that all teachers are responsible for meeting each student exactly where he or she is and helping him or her become academically proficient. Our speaker at the meeting mentioned basically the same thing. She said that incorporating some of the strategies discussed (realia, cooperative learning, etc.) into our classroom would certainly help our English Language Learners, but in reality, they would help everyone. This was helpful for me to hear because there are so many diverse needs to meet within the classroom that it can be overwhelming, but some instructional strategies really are great for all students.
Text-to-self
These readings were insightful to me because I often make many of the incorrect assumptions that were mentioned in the text. I often think that ELL students' parents do not want to be involved in their schooling, that ELLs need to "hurry up" and learn English (as opposed to receiving continued instruction in their native language), and that all ELL students learn basically the same way. Reading these texts will, I believe, help me be a better teacher because I now have a better understanding of who these students are, where they come from, and the best ways to meet them where they are. Though I do not have any ELLs in my classroom this year, I know that I will in the future, and I want to be able to help them be successful, not just in my classroom, but in their lives.
Text-to-world
As more and more immigrants are coming to the United States from all around the world, our demands to teach them effectively will continue to rise. While new cultures are being infused into our culture here, we, as teachers, are responsible for helping to create a culture that is inclusive and inviting for everyone by making sure that individual students in our classroom are a part of it. We can do this by helping them to understand our language. Understanding goes further than speaking; understanding requires a deep knowledge of academic vocabulary and comprehension, which we can help to provide. In teaching language to our students, we open up a whole new world of opportunities for them.
Questions:
1. As a classroom teacher in elementary school, how can I work with our ELL teacher to make sure that we maintain consistency between our classrooms? As one of the texts mentioned, the ELL teachers in schools often use their own curriculum, and I'm wondering how to make the two align.
2. Are ELL teachers hired based on the languages they teach? I'm just curious. I have a friend who is an ELL teacher, and she only knows how to speak Spanish and English. I can't help but think that ELL teachers would need to have at least a basic knowledge of a variety of languages.
Hinchman and Sheridan-Thomas
This chapter begins by discussing the importance of using correct terminology when referring to students whose native language is not English. The text refers to these students as EAL (English is an additional language) instead of English language learners because EAL expresses a more holistic view of them. The authors also discuss the vast differences among EAL students. These differences include religious beliefs, immigration histories, prior educational experiences, and range of competencies. With the implementation of CCSS, all content-area teachers are now required to present knowledge in a way that meets every student, including those who are learning English as an additional language. Some ways meet EAL students exactly where they are is by facilitating home-school communication, believing in the potential of these students and holding high expectations for them, and modifying instruction to meet specific academic and linguistic needs. As far as modifying instruction, content-area teachers need to place language at the forefront of all of their instruction. This may look like close and careful reading of texts, deconstruction of "juicy sentences," and annotation. While focusing an extensive amount of time on one sentence may seem wasteful, in reality, this provides the kind of scaffolding that EAL students will need to read more complex texts. Furthermore, close reading and annotation provide opportunities for multiple readings of the same text. The importance of oral language also cannot be overstated. Content-area teachers need to provide active learning for their EAL students through conversations that emphasize using academic language appropriately. These conversations must be monitored and scaffolded for student success. The chapter concludes with an example of a series of American history lessons beginning with direct instruction, moving to expert groups and mixed groups, and concluding with assessment.
Garcia and Godina
According to these authors, over 2/3 of all ELLs are Latino, and while these students may be able to fluently speak a second language, they are not necessarily proficient in their academic English. Teachers in secondary schools must work to understand ELLs. Many ELLs are highly mobile, and their parents tend to defer authority regarding education to teachers and other school officials. Many families of ELL students want to be involved but are unsure of how to do so. The text states that ELLs most commonly drop out of school due to grade retention, standardized testing, and tracking, rather than parental influences. Lack of coordination among all teachers within the school is another factor that hinders ELL students. Even students who are knowledgeable in their native language typically need 4-6 years to perform at grade level in English. Several research studies have shown strategies that have helped ELLs be successful. These include the ability to make inferences, use prior knowledge, make use of cognates, and apply strategies across languages. Students who are successful also are more content with general understandings of a text than specific vocabulary knowledge. The writers of this text advocate a process approach to literacy in which students complete inquiry based projects and have ample opportunities for peer interactions. In addition to process approaches, though, ELLs also need structured writing opportunities. Other strategies that are effective include multiple readings of the same text for fluency, Collaborative Strategic Reading (teaches comprehension strategies and cooperative learning), use of realia, and intensive vocabulary support. One extremely important point that may seem counterintuitive is the need for continued instruction in a student's native language to build academic proficiency, not just oral proficiency. Sheltered techniques should be provided.
Responses:
Text-to-text
To be quite honest, I have not read many texts about English Language Learners before. However, in a staff meeting several weeks ago, we had an ELL teacher come and talk to our staff about techniques to use to help these students. I was reminded of what she said as I read the Hinchman and Sheridan-Thomas book this week because this teacher talked about strategies that are effective for all students. The text this week mentioned that all teachers are responsible for meeting each student exactly where he or she is and helping him or her become academically proficient. Our speaker at the meeting mentioned basically the same thing. She said that incorporating some of the strategies discussed (realia, cooperative learning, etc.) into our classroom would certainly help our English Language Learners, but in reality, they would help everyone. This was helpful for me to hear because there are so many diverse needs to meet within the classroom that it can be overwhelming, but some instructional strategies really are great for all students.
Text-to-self
These readings were insightful to me because I often make many of the incorrect assumptions that were mentioned in the text. I often think that ELL students' parents do not want to be involved in their schooling, that ELLs need to "hurry up" and learn English (as opposed to receiving continued instruction in their native language), and that all ELL students learn basically the same way. Reading these texts will, I believe, help me be a better teacher because I now have a better understanding of who these students are, where they come from, and the best ways to meet them where they are. Though I do not have any ELLs in my classroom this year, I know that I will in the future, and I want to be able to help them be successful, not just in my classroom, but in their lives.
Text-to-world
As more and more immigrants are coming to the United States from all around the world, our demands to teach them effectively will continue to rise. While new cultures are being infused into our culture here, we, as teachers, are responsible for helping to create a culture that is inclusive and inviting for everyone by making sure that individual students in our classroom are a part of it. We can do this by helping them to understand our language. Understanding goes further than speaking; understanding requires a deep knowledge of academic vocabulary and comprehension, which we can help to provide. In teaching language to our students, we open up a whole new world of opportunities for them.
Questions:
1. As a classroom teacher in elementary school, how can I work with our ELL teacher to make sure that we maintain consistency between our classrooms? As one of the texts mentioned, the ELL teachers in schools often use their own curriculum, and I'm wondering how to make the two align.
2. Are ELL teachers hired based on the languages they teach? I'm just curious. I have a friend who is an ELL teacher, and she only knows how to speak Spanish and English. I can't help but think that ELL teachers would need to have at least a basic knowledge of a variety of languages.
Saturday, October 25, 2014
Differentiation/Strategies for Struggling Adolescent Readers
Synthesis
Hinchman and Sheridan-Thomas
Chapter 5
This chapter focuses on ways to work with struggling adolescent readers by changing their reading identities. At the beginning of the chapter, the authors discuss the fact that many of the experiences that adolescents have had with literacy simply reinforce the belief that they are unlikely to succeed. Hence, students need to "receive instruction that takes their reading identities into account." There are several ways to begin to change reading identities, such as teaching students to take charge of their own reading development. This requires asking deep questions of students to engage them in their learning. Another way to begin to change reading identities is to celebrate struggles. Teachers need to "normalize" struggles by making their class understand that everyone struggles with reading from time to time. By sharing and discussing difficulties, struggling readers can hear how others tackle and overcome their challenges. When teachers actively employ some of these strategies, they may begin to see positive changes in their students' reading identities within 2-3 months. As identities begin to change, teachers should beware of "disruptive talk," which "devalues the ideas of another."
Chapter 15
Textbook comprehension tends to be difficult for adolescents, particularly those who already struggle with reading. However, it is important to note that students who are proficient in other areas can still struggle with reading a textbook. While the authors recommend that teachers use forms of text other than the textbook, it remains crucial that content-area teachers teach students strategies for understanding textbooks. To engage students, teachers should have them participate in pre-reading activities, such as anticipation guides, comprehension canopies, or creating text sets. After pre-reading, teacher must then shift their focus to "embedded comprehension instruction" to promote independence for students while they are reading a subject-area textbook. Students also need explicit strategy instruction, particularly the ability to use text features. Teachers can guide comprehension by using interactive reading guides and QARs (question-answer relationships). When teaching all of these strategies, teachers should promote a gradual release of responsibility while working with teachers in other content areas to reinforce and "give a second dose" of a strategy previously taught.
Chapter 18
Differentiated instruction is absolutely necessary in the classroom so that all students can be successful. As mentioned in the text, instruction can be differentiated "for different sections of the same class, for groups of learners with similar needs, and for individual learners." Also according to the text, modifications can be made to content, process, product, and assessment. The theory of multiple intelligences says that not all students learn the same way; therefore, they should be provided with a variety of learning methods including visual, auditory, and kinesthetic. Universal design for learning (UDL) is another way of differentiation that provides "multiple means of representation, multiple means of action and expression, and multiple means of engagement." Some examples of UDL include the choice of working in pairs, reading aloud, or using interactive visuals. Finally, the Sheltered Instructional Observation Protocol (SIOP) model used for English language learners can be useful for all students as it sets content and language objectives for each lesson. The end of the chapter gives a scenario in Ms. Taylor's 10th grade English classroom in which she unpacks a Common Core State Standard and gives her students a variety of options to help them appropriately satisfy the demands of the standard.
Fisher and Frey
This article discusses the fact that while adolescents are writing more than ever before, their writing scores are not improving. This is because teachers are "causing" writing, as opposed to actually giving valid instruction about how to do it. As suggested in other readings, the writers of this text note the importance of gradually releasing responsibility to students. A case study was done on a class of students with particularly rough lives outside of school. A Language Experience Approach (LEA) was used in this class. In this model, students began a writing topic by talking about it first. The reading and writing in the class was initially controlled by the teacher, but as students became more comfortable with each other and their teacher, the model moved to a more interactive approach. Students could then use writing models and generative sentences to begin to construct more of their own writing. Students also engaged in "power writing," which focuses on writing as much as possible in a short amount of time. Independent, open-ended writing was the last component of the model. The LEA method proved to be very successful for students in both reading and writing. Students began to construct pieces that they did not realize they were capable of composing, and they felt that people actually wanted to read and listen to their work.
Responses
Text-to-Text
My background is in special education, so I have read many texts about differentiation, and all of them are different and insightful! In fact, I took a whole class on UDL. One major difference I noticed in this week's readings as opposed to readings I did for my UDL class is that my class focused mostly on using technology, whereas the whole principle of UDL is much larger than just technology. Technology is one aspect of UDL, but not the only one. I have also read a lot about the importance of understanding students' identities, as mentioned in Chapter 5. Struggling students generally have a poor view of themselves, not only has readers, but as learners in general. This week's text pointed out a new concept to me, though. I try to normalize struggles in my special education resource classroom, but this is not generally done in general education classroom. Chapter 5 made me realize that challenges need to be discussed across all content areas, perhaps even in AP classes!
Text-to-Self
I was encouraged by the readings this week because I realized that many of the strategies mentioned are ones that I already use in my classroom. Because all of the students that I work with have learning disabilities, I feel that I am constantly having to be creative in my ways of presenting information in a way that makes sense to them. As a special education teacher, it is part of my job to modify work so that students have different means of presenting their knowledge. For example, an essay is not usually a good method of presentation for a student with a reading disability, so I might come up with a "choice menu" for a student that meets the general education teacher's requirements without frustrating the student. However, there is always room to grow, and I would like to try some new strategies. Particularly, I like the idea of creating text sets. I do this to a certain degree, but I am sure that the school librarian could help me branch out even more in this area to include more resources.
Text-to-World
Of all of the texts that we have read this semester, I feel that this week's have the greatest text-to-world applications. UDL in particular has applications that can be applied everywhere. It seems that even the corporate world is beginning to realize the value of some of the topics mentioned in these chapters. Whereas companies used to have business meetings that all looked exactly the same, major corporations are now starting to realize that people all learn differently and are drifting away from traditional, lecture-style presentations. College classes, as well, are providing different ways for students to listen and respond. Differentiation begins in the classroom, but it certainly carries over into life applications. Most people feel more successful when given choices in their learning.
Questions
1. I would be interested to hear some specific ways that you, as teachers, provide differentiation for your students in class.
2. If you are using the LEA model in your classroom, how do you balance it with the demands of high-stakes testing? I think that it is a wonderful model; I just worry that students also need to know how to write in a prescribed format for a test (unfortunately).
Hinchman and Sheridan-Thomas
Chapter 5
This chapter focuses on ways to work with struggling adolescent readers by changing their reading identities. At the beginning of the chapter, the authors discuss the fact that many of the experiences that adolescents have had with literacy simply reinforce the belief that they are unlikely to succeed. Hence, students need to "receive instruction that takes their reading identities into account." There are several ways to begin to change reading identities, such as teaching students to take charge of their own reading development. This requires asking deep questions of students to engage them in their learning. Another way to begin to change reading identities is to celebrate struggles. Teachers need to "normalize" struggles by making their class understand that everyone struggles with reading from time to time. By sharing and discussing difficulties, struggling readers can hear how others tackle and overcome their challenges. When teachers actively employ some of these strategies, they may begin to see positive changes in their students' reading identities within 2-3 months. As identities begin to change, teachers should beware of "disruptive talk," which "devalues the ideas of another."
Chapter 15
Textbook comprehension tends to be difficult for adolescents, particularly those who already struggle with reading. However, it is important to note that students who are proficient in other areas can still struggle with reading a textbook. While the authors recommend that teachers use forms of text other than the textbook, it remains crucial that content-area teachers teach students strategies for understanding textbooks. To engage students, teachers should have them participate in pre-reading activities, such as anticipation guides, comprehension canopies, or creating text sets. After pre-reading, teacher must then shift their focus to "embedded comprehension instruction" to promote independence for students while they are reading a subject-area textbook. Students also need explicit strategy instruction, particularly the ability to use text features. Teachers can guide comprehension by using interactive reading guides and QARs (question-answer relationships). When teaching all of these strategies, teachers should promote a gradual release of responsibility while working with teachers in other content areas to reinforce and "give a second dose" of a strategy previously taught.
Chapter 18
Differentiated instruction is absolutely necessary in the classroom so that all students can be successful. As mentioned in the text, instruction can be differentiated "for different sections of the same class, for groups of learners with similar needs, and for individual learners." Also according to the text, modifications can be made to content, process, product, and assessment. The theory of multiple intelligences says that not all students learn the same way; therefore, they should be provided with a variety of learning methods including visual, auditory, and kinesthetic. Universal design for learning (UDL) is another way of differentiation that provides "multiple means of representation, multiple means of action and expression, and multiple means of engagement." Some examples of UDL include the choice of working in pairs, reading aloud, or using interactive visuals. Finally, the Sheltered Instructional Observation Protocol (SIOP) model used for English language learners can be useful for all students as it sets content and language objectives for each lesson. The end of the chapter gives a scenario in Ms. Taylor's 10th grade English classroom in which she unpacks a Common Core State Standard and gives her students a variety of options to help them appropriately satisfy the demands of the standard.
Fisher and Frey
This article discusses the fact that while adolescents are writing more than ever before, their writing scores are not improving. This is because teachers are "causing" writing, as opposed to actually giving valid instruction about how to do it. As suggested in other readings, the writers of this text note the importance of gradually releasing responsibility to students. A case study was done on a class of students with particularly rough lives outside of school. A Language Experience Approach (LEA) was used in this class. In this model, students began a writing topic by talking about it first. The reading and writing in the class was initially controlled by the teacher, but as students became more comfortable with each other and their teacher, the model moved to a more interactive approach. Students could then use writing models and generative sentences to begin to construct more of their own writing. Students also engaged in "power writing," which focuses on writing as much as possible in a short amount of time. Independent, open-ended writing was the last component of the model. The LEA method proved to be very successful for students in both reading and writing. Students began to construct pieces that they did not realize they were capable of composing, and they felt that people actually wanted to read and listen to their work.
Responses
Text-to-Text
My background is in special education, so I have read many texts about differentiation, and all of them are different and insightful! In fact, I took a whole class on UDL. One major difference I noticed in this week's readings as opposed to readings I did for my UDL class is that my class focused mostly on using technology, whereas the whole principle of UDL is much larger than just technology. Technology is one aspect of UDL, but not the only one. I have also read a lot about the importance of understanding students' identities, as mentioned in Chapter 5. Struggling students generally have a poor view of themselves, not only has readers, but as learners in general. This week's text pointed out a new concept to me, though. I try to normalize struggles in my special education resource classroom, but this is not generally done in general education classroom. Chapter 5 made me realize that challenges need to be discussed across all content areas, perhaps even in AP classes!
Text-to-Self
I was encouraged by the readings this week because I realized that many of the strategies mentioned are ones that I already use in my classroom. Because all of the students that I work with have learning disabilities, I feel that I am constantly having to be creative in my ways of presenting information in a way that makes sense to them. As a special education teacher, it is part of my job to modify work so that students have different means of presenting their knowledge. For example, an essay is not usually a good method of presentation for a student with a reading disability, so I might come up with a "choice menu" for a student that meets the general education teacher's requirements without frustrating the student. However, there is always room to grow, and I would like to try some new strategies. Particularly, I like the idea of creating text sets. I do this to a certain degree, but I am sure that the school librarian could help me branch out even more in this area to include more resources.
Text-to-World
Of all of the texts that we have read this semester, I feel that this week's have the greatest text-to-world applications. UDL in particular has applications that can be applied everywhere. It seems that even the corporate world is beginning to realize the value of some of the topics mentioned in these chapters. Whereas companies used to have business meetings that all looked exactly the same, major corporations are now starting to realize that people all learn differently and are drifting away from traditional, lecture-style presentations. College classes, as well, are providing different ways for students to listen and respond. Differentiation begins in the classroom, but it certainly carries over into life applications. Most people feel more successful when given choices in their learning.
Questions
1. I would be interested to hear some specific ways that you, as teachers, provide differentiation for your students in class.
2. If you are using the LEA model in your classroom, how do you balance it with the demands of high-stakes testing? I think that it is a wonderful model; I just worry that students also need to know how to write in a prescribed format for a test (unfortunately).
Sunday, October 19, 2014
Writing Disciplinary Texts
Synthesis:
McKeough
This author begins the chapter by discussing how the CCSS for writing offer "a developmental roadmap of competencies." However, the CCSS are limited, so McKeough goes on to describe how specifically to use them in the classroom. In a "trickster tale" by fourth-grade student Jessica, she follows the CCSS standards by writing a narrative, establishing a situation, introducing characters, organizing an event sequence, using dialogue, incorporating transitional words and concrete phrases, and providing a conclusion. However, her knowledge goes beyond what the CCSS require because she includes sequentiality, particularity, intentional states, and canonicity and breach (CCSS do not focus on the latter two). The chapter then goes on to demonstrate the developmental change in character and story breach. Even before first grade, students understand trouble and character development. By third grade, a complicated event is often introduced that may alter one or more characters' mental state. In fifth grade, students should be able to include "a resolution that fully addresses the problems and complications. As well, their characters' motivations are made clearer in relation to trouble they experience." During the middle school years, a great change occurs in students' writing. Character traits are more thoroughly explained as a result of current or prior events that happened to the character. The characters become increasingly more psychologically complex. In high school, students begin to include literary devices such as social similes and metaphors, flashback and foreshadowing, paradoxical consequences, and perspective taking. To support the development of narrative writing in the classroom, students must be taught to "read with a writer's eye." They must "pay attention to literary elements and techniques so that they can be used in one's own writing." First, though, students must read for understanding. The authors of the chapter created developmentally based rubrics to assist teachers with RwWE activities. These rubrics are tailored to specific grade levels and always include a link to writing. This intentional use of rubrics begins as early as first grade and allows teachers to look across the grade levels to "develop an understanding of how knowledge and skills build from less to more complex." Teachers need to recognize each individual student's capabilities and build on those.
Ferretti and Lewis
This chapter about argumentative writing states that while young children are able to argue, they are not consistently taught how to do it effectively and consequently ignore important perspectives, even their own. Hence, students must be taught to acknowledge opposing perspectives, as argumentation is "a constellation of propositions." Students also must know how to judge arguments by using critical standards, as well as how to defend arguments by answering critical questions. Argument is dialogue, and argumentative writing is "a problem-solving process." Teachers are often afraid to introduce activities that have the potential for breeding conflict, but students actually need "real-world social contexts for argumentative writing." To "bridge the gap" between written argument and person-to-person argument, students need opportunities for collaborative experiences. Prewriting should be done prior to these interactions. Furthermore, students needs support and scaffolding during all aspects of the writing process for argumentative essarys. The self-regulated strategy development (SRSD) model was designed with this in mind through six phases of instruction. Other strategies are detailed, such as TREE for younger students and STOP and DARE for older students. AIMS, SCAN, and ASCQ are other variants of the SRSD approach. Finally, it is important to remember that "students must be able to analyze and interpret literature before they are able to write analytic arguments about it." And as always for historical arguments, students must engage in sourcing, contextualization, and corroboration.
Responses:
Text-to-Text
In all of our readings last week, the authors discussed the importance of giving students time to write daily. While the readings this week did not specifically state that particular point, it is implied because the strategies mentioned take a lot of time and practice. I was also reminded through the readings that students need explicit feedback if they are to improve their writing. This was mentioned last week in the readings when they referred to individual writing conferences with students. The McKeough reading reminded me of some readings I have done in early childhood classes which discuss the developmental stages of writing. Just as young children progress through different stages in the writing process (scribbling, mock handwriting, emergent, etc.), older children progress through different stages, as well. It is helpful for teachers at all levels to be able to look across the different grade levels so that they can more effectively point their current students in the right direction.
Text-to-Self
While I have learned a lot from the readings that we have been doing this year, some of the strategies mentioned have been hard for me to apply in my own classroom because I teach such young children. I was very excited that the readings this week gave explicit strategies for me to use with my students. I believe that writing is so important, and we cannot expect students to be good writers as adolescents if we do not give them a strong writing foundation in their early years first. I am particularly looking forward to doing more narrative writing with my students. This may have to be in the form of interactive writing only initially, but I realized that I don't practice this kind of writing with my students nearly often enough. As the texts mentioned, teachers (myself included) tend to focus primarily on expository writing, which is obviously important, but not exclusively.
Text-to-World
I can't help but think that if we really engage students with the kind of argumentative writing and discussions that were mentioned, our world will be a much better place. For one thing, our politicians will know how to argue better, and as voters, students will actually understand the arguments. It seems that the majority of voters vote a certain way because they are ill-informed, and I believe that this could go back to the way that those same voters were taught about argumentative writing in school. Many people today do not know how to consider opposing viewpoints or even defend their own point of view. If they are lucky, high school students may have had one speech class during their school years in which they were taught how to debate, but this could so easily be expanded upon in all ELA classes so that we have a more informed citizenry.
Questions:
1. One of the readings talked about teachers being afraid to introduce topics that could provoke conflict, and I find myself fitting into this category of teachers! Should there be topics that are always "off-limits," or should I, as a teacher, just know how to appropriately direct arguments while allowing all topics? Sometimes it is difficult for me to not share my own viewpoint, as well.
2. Now that I know how narrative writing progresses developmentally through different grade levels, what are some good ways to support those students who I notice are not where they should be developmentally?
McKeough
This author begins the chapter by discussing how the CCSS for writing offer "a developmental roadmap of competencies." However, the CCSS are limited, so McKeough goes on to describe how specifically to use them in the classroom. In a "trickster tale" by fourth-grade student Jessica, she follows the CCSS standards by writing a narrative, establishing a situation, introducing characters, organizing an event sequence, using dialogue, incorporating transitional words and concrete phrases, and providing a conclusion. However, her knowledge goes beyond what the CCSS require because she includes sequentiality, particularity, intentional states, and canonicity and breach (CCSS do not focus on the latter two). The chapter then goes on to demonstrate the developmental change in character and story breach. Even before first grade, students understand trouble and character development. By third grade, a complicated event is often introduced that may alter one or more characters' mental state. In fifth grade, students should be able to include "a resolution that fully addresses the problems and complications. As well, their characters' motivations are made clearer in relation to trouble they experience." During the middle school years, a great change occurs in students' writing. Character traits are more thoroughly explained as a result of current or prior events that happened to the character. The characters become increasingly more psychologically complex. In high school, students begin to include literary devices such as social similes and metaphors, flashback and foreshadowing, paradoxical consequences, and perspective taking. To support the development of narrative writing in the classroom, students must be taught to "read with a writer's eye." They must "pay attention to literary elements and techniques so that they can be used in one's own writing." First, though, students must read for understanding. The authors of the chapter created developmentally based rubrics to assist teachers with RwWE activities. These rubrics are tailored to specific grade levels and always include a link to writing. This intentional use of rubrics begins as early as first grade and allows teachers to look across the grade levels to "develop an understanding of how knowledge and skills build from less to more complex." Teachers need to recognize each individual student's capabilities and build on those.
Ferretti and Lewis
This chapter about argumentative writing states that while young children are able to argue, they are not consistently taught how to do it effectively and consequently ignore important perspectives, even their own. Hence, students must be taught to acknowledge opposing perspectives, as argumentation is "a constellation of propositions." Students also must know how to judge arguments by using critical standards, as well as how to defend arguments by answering critical questions. Argument is dialogue, and argumentative writing is "a problem-solving process." Teachers are often afraid to introduce activities that have the potential for breeding conflict, but students actually need "real-world social contexts for argumentative writing." To "bridge the gap" between written argument and person-to-person argument, students need opportunities for collaborative experiences. Prewriting should be done prior to these interactions. Furthermore, students needs support and scaffolding during all aspects of the writing process for argumentative essarys. The self-regulated strategy development (SRSD) model was designed with this in mind through six phases of instruction. Other strategies are detailed, such as TREE for younger students and STOP and DARE for older students. AIMS, SCAN, and ASCQ are other variants of the SRSD approach. Finally, it is important to remember that "students must be able to analyze and interpret literature before they are able to write analytic arguments about it." And as always for historical arguments, students must engage in sourcing, contextualization, and corroboration.
Responses:
Text-to-Text
In all of our readings last week, the authors discussed the importance of giving students time to write daily. While the readings this week did not specifically state that particular point, it is implied because the strategies mentioned take a lot of time and practice. I was also reminded through the readings that students need explicit feedback if they are to improve their writing. This was mentioned last week in the readings when they referred to individual writing conferences with students. The McKeough reading reminded me of some readings I have done in early childhood classes which discuss the developmental stages of writing. Just as young children progress through different stages in the writing process (scribbling, mock handwriting, emergent, etc.), older children progress through different stages, as well. It is helpful for teachers at all levels to be able to look across the different grade levels so that they can more effectively point their current students in the right direction.
Text-to-Self
While I have learned a lot from the readings that we have been doing this year, some of the strategies mentioned have been hard for me to apply in my own classroom because I teach such young children. I was very excited that the readings this week gave explicit strategies for me to use with my students. I believe that writing is so important, and we cannot expect students to be good writers as adolescents if we do not give them a strong writing foundation in their early years first. I am particularly looking forward to doing more narrative writing with my students. This may have to be in the form of interactive writing only initially, but I realized that I don't practice this kind of writing with my students nearly often enough. As the texts mentioned, teachers (myself included) tend to focus primarily on expository writing, which is obviously important, but not exclusively.
Text-to-World
I can't help but think that if we really engage students with the kind of argumentative writing and discussions that were mentioned, our world will be a much better place. For one thing, our politicians will know how to argue better, and as voters, students will actually understand the arguments. It seems that the majority of voters vote a certain way because they are ill-informed, and I believe that this could go back to the way that those same voters were taught about argumentative writing in school. Many people today do not know how to consider opposing viewpoints or even defend their own point of view. If they are lucky, high school students may have had one speech class during their school years in which they were taught how to debate, but this could so easily be expanded upon in all ELA classes so that we have a more informed citizenry.
Questions:
1. One of the readings talked about teachers being afraid to introduce topics that could provoke conflict, and I find myself fitting into this category of teachers! Should there be topics that are always "off-limits," or should I, as a teacher, just know how to appropriately direct arguments while allowing all topics? Sometimes it is difficult for me to not share my own viewpoint, as well.
2. Now that I know how narrative writing progresses developmentally through different grade levels, what are some good ways to support those students who I notice are not where they should be developmentally?
Wednesday, October 15, 2014
Writing Instruction
Synthesis:
Sweeny
This article focuses mainly on the "new literacies" that have developed for adolescents in the past few years. These literacies include text messaging, instant messaging, and Facebook, among others. Many students do not consider these to be literacies at all; reading a writing with their friends via phones or social media is something completely separate to them when compared to the reading and writing that they do in school. Many teachers are uncomfortable with the development of these new literacies. Whereas today's students can be considered "natives" in the world of digital media, teachers are often "immigrants." Teachers sometimes consider their lack of knowledge intimidating and do not know how to effectively incorporate new literacies into their writing instruction. The good news is that this can be done incrementally. Some Internet resources for adolescents include videos, music, and Internet workshops. These workshops are interactive and provide suggestions and feedback to young writers. Students also have access to writing communities on the Internet, during which they can find author mentors to help them improve upon their writing. Of course, students will still need to revise their writing, and there are many resources online for them to do this. Messaging, apps, and online forums are additional resources that can be beneficial. Using some or all of these new literacies in the classroom can help adolescent students become more engaged in the writing process.
Hinchman and Sheridan-Thomas
The unifying theme of this chapter seemed to be that students need to have choices when it comes to writing. As teachers, we often direct adolescents' writing by choosing a theme or topic for them and then prescribing the method of responding to that theme or topic. All good writers must think about their thought processes while they are writing and even rewrite entire chunks of their compositions as their thoughts change (not mere editing). Students need time and opportunities to do this, and teachers need to be more accepting of the thoughts and ideas that students have for their own writing. Students often have interests outside of school that would be great ideas for composition starters, and they have their own ways of expressing their ideas about such interests (blogs, texting, social networking, etc.). Teachers should expand their idea of what "literacy" is to allow students to include these literacies in their classroom. However, teachers should also build on these views of literacy and help improve student writing in certain ways. These ways might include writers' notebooks or writing for an audience. Simply sharing their work with others will often motivate young authors to write more. The important thing is that students have time for writing in class every day, and that teachers meet with students for individual writing conferences.
Jetton and Shanahan
This reading was similar to the previous one in that it talks about giving students choices in their writing. It refers to students as "decision makers." They not only choose their topic for writing, but they can choose how to write about that topic (the genre). A five-paragraph essay might not be as appropriate in some instances as a letter, for example. Sometimes, adolescent writers must write for a certain purpose, and in these cases, they must learn how to adapt to the requirements given. Furthermore, adolescents must make choices about the audience for which they are writing. Some of these audiences will provoke more passionate writings than others. Finally, when adolescent writers have finished their writing, they must evaluate it. Supportive evaluations by themselves, peers, or targeted audiences not only improve students' current writing, but encourage them to continue writing in the future because they realize that their writing is meaningful. They are motivated to write because of the responses they get.
Responses
Text-to-Text
Once again, our readings this week have discussed the importance of giving students choices to engage them in literacy. In one of our readings from a previous week, the authors talked about how teachers can assign specific books to read sometimes but should also allow time for students to read books of their own choosing. This especially reminded me of the readings this week because students are often taught to write with a specific end in mind (to pass a state exam, for example). While teachers do need to teach their students to write to this end, they do not have to write this way all year long. Perhaps during the first semester, as one of the readings mentioned, students can make more choices about their writing, and then teachers can give more direction and provide more restrictions during the second semester.
Text-to-World
The readings this week constantly reminded me of how much our world has changed over the past few years (even since I have been born). I didn't get a cell phone until I was sixteen and learning how to drive, and now many five- and six-year-olds already have phones and know how to send text messages. As technology continues to change across the globe, so will literacy. As teachers, we must be flexible to these universal changes and learn how technology can even be advantageous in our classrooms as far as reading and writing are concerned. The resources available to us are vast if only we know how to use them and how to direct our students to use them appropriately!
Text-to-Self
I love writing, but only in certain situations. I was reminded of this in our readings this week as I thought about the power of choice in writing. Until very recently, I kept a personal blog, on which I wrote about literally anything that I thought was important or interesting. My topics varied, but I was always the one choosing them. I got to direct my own writing, and I loved it. Writing was an escape for me. However, I strongly dislike writing papers for class, or writing for other blogs as a ghost writer. The reason is that I feel constrained to the restrictions placed upon me and don't feel that I have the choices available to me to make my writing powerful. I'm not fully able to express my thoughts, it seems. Everyone really needs choices when writing!
Questions
1. How much choice should I give my elementary school students in writing? I strongly believe in the value of some choice, but at this age, it seems like they are still in need of lots of direction (especially since I teach special education). How can I find a balance?
2. None of the readings this week talked much about interactive writing in class. It seemed like the focus was more on independent writing with individual writing conferences. Is interactive writing an important part of the writing process and if so, what resources are available to help me teach it more effectively?
Sweeny
This article focuses mainly on the "new literacies" that have developed for adolescents in the past few years. These literacies include text messaging, instant messaging, and Facebook, among others. Many students do not consider these to be literacies at all; reading a writing with their friends via phones or social media is something completely separate to them when compared to the reading and writing that they do in school. Many teachers are uncomfortable with the development of these new literacies. Whereas today's students can be considered "natives" in the world of digital media, teachers are often "immigrants." Teachers sometimes consider their lack of knowledge intimidating and do not know how to effectively incorporate new literacies into their writing instruction. The good news is that this can be done incrementally. Some Internet resources for adolescents include videos, music, and Internet workshops. These workshops are interactive and provide suggestions and feedback to young writers. Students also have access to writing communities on the Internet, during which they can find author mentors to help them improve upon their writing. Of course, students will still need to revise their writing, and there are many resources online for them to do this. Messaging, apps, and online forums are additional resources that can be beneficial. Using some or all of these new literacies in the classroom can help adolescent students become more engaged in the writing process.
Hinchman and Sheridan-Thomas
The unifying theme of this chapter seemed to be that students need to have choices when it comes to writing. As teachers, we often direct adolescents' writing by choosing a theme or topic for them and then prescribing the method of responding to that theme or topic. All good writers must think about their thought processes while they are writing and even rewrite entire chunks of their compositions as their thoughts change (not mere editing). Students need time and opportunities to do this, and teachers need to be more accepting of the thoughts and ideas that students have for their own writing. Students often have interests outside of school that would be great ideas for composition starters, and they have their own ways of expressing their ideas about such interests (blogs, texting, social networking, etc.). Teachers should expand their idea of what "literacy" is to allow students to include these literacies in their classroom. However, teachers should also build on these views of literacy and help improve student writing in certain ways. These ways might include writers' notebooks or writing for an audience. Simply sharing their work with others will often motivate young authors to write more. The important thing is that students have time for writing in class every day, and that teachers meet with students for individual writing conferences.
Jetton and Shanahan
This reading was similar to the previous one in that it talks about giving students choices in their writing. It refers to students as "decision makers." They not only choose their topic for writing, but they can choose how to write about that topic (the genre). A five-paragraph essay might not be as appropriate in some instances as a letter, for example. Sometimes, adolescent writers must write for a certain purpose, and in these cases, they must learn how to adapt to the requirements given. Furthermore, adolescents must make choices about the audience for which they are writing. Some of these audiences will provoke more passionate writings than others. Finally, when adolescent writers have finished their writing, they must evaluate it. Supportive evaluations by themselves, peers, or targeted audiences not only improve students' current writing, but encourage them to continue writing in the future because they realize that their writing is meaningful. They are motivated to write because of the responses they get.
Responses
Text-to-Text
Once again, our readings this week have discussed the importance of giving students choices to engage them in literacy. In one of our readings from a previous week, the authors talked about how teachers can assign specific books to read sometimes but should also allow time for students to read books of their own choosing. This especially reminded me of the readings this week because students are often taught to write with a specific end in mind (to pass a state exam, for example). While teachers do need to teach their students to write to this end, they do not have to write this way all year long. Perhaps during the first semester, as one of the readings mentioned, students can make more choices about their writing, and then teachers can give more direction and provide more restrictions during the second semester.
Text-to-World
The readings this week constantly reminded me of how much our world has changed over the past few years (even since I have been born). I didn't get a cell phone until I was sixteen and learning how to drive, and now many five- and six-year-olds already have phones and know how to send text messages. As technology continues to change across the globe, so will literacy. As teachers, we must be flexible to these universal changes and learn how technology can even be advantageous in our classrooms as far as reading and writing are concerned. The resources available to us are vast if only we know how to use them and how to direct our students to use them appropriately!
Text-to-Self
I love writing, but only in certain situations. I was reminded of this in our readings this week as I thought about the power of choice in writing. Until very recently, I kept a personal blog, on which I wrote about literally anything that I thought was important or interesting. My topics varied, but I was always the one choosing them. I got to direct my own writing, and I loved it. Writing was an escape for me. However, I strongly dislike writing papers for class, or writing for other blogs as a ghost writer. The reason is that I feel constrained to the restrictions placed upon me and don't feel that I have the choices available to me to make my writing powerful. I'm not fully able to express my thoughts, it seems. Everyone really needs choices when writing!
Questions
1. How much choice should I give my elementary school students in writing? I strongly believe in the value of some choice, but at this age, it seems like they are still in need of lots of direction (especially since I teach special education). How can I find a balance?
2. None of the readings this week talked much about interactive writing in class. It seemed like the focus was more on independent writing with individual writing conferences. Is interactive writing an important part of the writing process and if so, what resources are available to help me teach it more effectively?
Thursday, October 9, 2014
Disciplinary Literacy- History and Arts
Synthesis:
Jetton and Shanahan Ch. 8
This chapter explores the reactions of two students, Brad and Ayesha, as they read two different and somewhat conflicting history texts. Because the students have different protocols for reading history, their comprehension not only differs from each other, but also from expert history readers. On the one hand, Brad makes assumptions that the history textbook is superior to all other history texts. He accepts information from the textbook as fact and disregards personal accounts because, in his mind, the narrator of history textbooks is always omniscient. Ayesha, on the other hand, does enjoy entertaining other perspectives about history as she reads. She wants to read all of the available texts first before making a decision about any of them. However, though she considers other perspectives, Ayesha does not have effective strategies for determining which text is the most reliable. Furthermore, Brad's and Ayesha's personal identities have much to do with their interpretations of a text. The authors then go on to describe the protocols of expert history readers. These readers realize that texts do not always mean what they say and that texts must be read in the context in which they were produced. Even when expert readers do come to a conclusion about a set of history texts, they must be prepared to revise their conclusion as they source, corroborate, and contextualize. Because history texts often contain so many biases, students such as Brad and Ayesha must be directly taught how to form appropriate protocols for reading them.
Jetton and Shanahan Ch. 9
This chapter discusses literacy in the arts, specifically music and the visual arts. The underlying theme of the chapter is that teachers and students must reconsider what is "text" and "literacy." Literacy in the arts is important because art can be included in other disciplines and because the arts help adolescents make sense of their worlds (p.232). The chapter first talks about music texts, which include many non-traditional texts, such as hand signals, scores, sheet music, and mime. The Common Core standards for music emphasize performing, listening, contemplating, and creating literacies. There are many ways to ensure that these standards are met. Some of them include improvisation, notation, rehearsal, and sight-reading. The constructivist approach is widely accepted in music literacy. This approach allows students to create their own understandings of music (p. 249). As with music, the visual arts contain many non-traditional texts. Because pottery, sculptures, and paintings are all read to be interpreted, they can be considered texts. However, traditional textbooks and technical books are still important. Standards for the visual arts emphasize creating, problem-solving, reflecting, and critiquing. Similar to music, students are encouraged to create their own art in order to have a more meaningful understanding of it. In both music and visual arts, modeling is extremely important.
Hinchman and Sheridan-Thomas
Before students reach high school, it can be argued that they read and can get away with approaching virtually all types of texts in the same manner. However, once students hit ninth grade, it becomes increasingly more important that they read a history text differently than, say, a science text. In history texts, the authors have different purposes. They might be trying to convince the readers to take a certain perspective on an event. Readers must consider this as they source the history texts. Also, readers must learn to corroborate, or compare the text with others written about the same topic. Finally, they must contextualize. It is always important to consider the context in which a text was written before determining its validity. Adolescent readers of history must also carefully consider the vocabulary that is used in history texts, as it can be used to persuade them a certain way. Some of the words used are ones that we do not necessarily include in our daily vocabulary anymore, and the sentence structure of history texts can be tricky. In short, readers of history texts need to remember that history is not just a list of dates and events. Its complexity must be considered, as there can be many causes and effects for the same event, and that events can be correlated, but one did not necessarily cause the other.
Responses
Text-to-Text
The readings this week were quite unlike any I have ever read before, so I had never even considered many of the things that were included in the chapters. However, it does seem that most of our readings in this class mention the importance of direct instruction for reading strategies. This point was especially emphasized in the Jetton and Shanahan chapter about history protocols. Students cannot be expected to create effective protocols on their own; this skill, like many others, must be modeled and practiced.
Text-to-Self
I am looking at history entirely differently after reading these chapters! I always have seen the textbook as authoritative and have hardly considered other perspectives. I never before viewed history as a story; instead, I saw it as a list of events that happened in a certain time and place. I'm sure I would have enjoyed history a lot more in school if I had had some of the reading protocols described. Also, I was in band for much of my life, so I am a fluent reader in music, but I never before considered that "reading" was, in fact, what I was doing. To me, music notes were music notes, not text. I have no memories of art in middle school or high school. Obviously, it did not make a big impact on me, and I do not think that my teachers made an effort to include in it their classrooms.
Text-to-World
I truly believe that music and art are both so valuable, especially to teenagers who are trying to make sense of an often senseless world. Hence, it is so important to teach them how to access the texts found in these subjects. If they are not literate in music or in the visual arts, two avenues of communication are essentially cut off for them. I have often thought that music expresses thoughts and feelings from the soul that words cannot. This goes to show that "text" is not necessarily just words. Literacy is literally everywhere.
Questions
1. Why are students in elementary school required to take music classes but not art classes? To me, both seem equally important, and a love for either often starts at an early age.
2. What are some practical ways for me to include the visual arts in my classroom when I do not feel literate in them myself? I feel fairly competent in my ability to include music, but the arts is a whole other subject!
3. What are some good sources for history texts beside the textbook? I'm thinking of websites that maybe list primary sources, etc.
Jetton and Shanahan Ch. 8
This chapter explores the reactions of two students, Brad and Ayesha, as they read two different and somewhat conflicting history texts. Because the students have different protocols for reading history, their comprehension not only differs from each other, but also from expert history readers. On the one hand, Brad makes assumptions that the history textbook is superior to all other history texts. He accepts information from the textbook as fact and disregards personal accounts because, in his mind, the narrator of history textbooks is always omniscient. Ayesha, on the other hand, does enjoy entertaining other perspectives about history as she reads. She wants to read all of the available texts first before making a decision about any of them. However, though she considers other perspectives, Ayesha does not have effective strategies for determining which text is the most reliable. Furthermore, Brad's and Ayesha's personal identities have much to do with their interpretations of a text. The authors then go on to describe the protocols of expert history readers. These readers realize that texts do not always mean what they say and that texts must be read in the context in which they were produced. Even when expert readers do come to a conclusion about a set of history texts, they must be prepared to revise their conclusion as they source, corroborate, and contextualize. Because history texts often contain so many biases, students such as Brad and Ayesha must be directly taught how to form appropriate protocols for reading them.
Jetton and Shanahan Ch. 9
This chapter discusses literacy in the arts, specifically music and the visual arts. The underlying theme of the chapter is that teachers and students must reconsider what is "text" and "literacy." Literacy in the arts is important because art can be included in other disciplines and because the arts help adolescents make sense of their worlds (p.232). The chapter first talks about music texts, which include many non-traditional texts, such as hand signals, scores, sheet music, and mime. The Common Core standards for music emphasize performing, listening, contemplating, and creating literacies. There are many ways to ensure that these standards are met. Some of them include improvisation, notation, rehearsal, and sight-reading. The constructivist approach is widely accepted in music literacy. This approach allows students to create their own understandings of music (p. 249). As with music, the visual arts contain many non-traditional texts. Because pottery, sculptures, and paintings are all read to be interpreted, they can be considered texts. However, traditional textbooks and technical books are still important. Standards for the visual arts emphasize creating, problem-solving, reflecting, and critiquing. Similar to music, students are encouraged to create their own art in order to have a more meaningful understanding of it. In both music and visual arts, modeling is extremely important.
Hinchman and Sheridan-Thomas
Before students reach high school, it can be argued that they read and can get away with approaching virtually all types of texts in the same manner. However, once students hit ninth grade, it becomes increasingly more important that they read a history text differently than, say, a science text. In history texts, the authors have different purposes. They might be trying to convince the readers to take a certain perspective on an event. Readers must consider this as they source the history texts. Also, readers must learn to corroborate, or compare the text with others written about the same topic. Finally, they must contextualize. It is always important to consider the context in which a text was written before determining its validity. Adolescent readers of history must also carefully consider the vocabulary that is used in history texts, as it can be used to persuade them a certain way. Some of the words used are ones that we do not necessarily include in our daily vocabulary anymore, and the sentence structure of history texts can be tricky. In short, readers of history texts need to remember that history is not just a list of dates and events. Its complexity must be considered, as there can be many causes and effects for the same event, and that events can be correlated, but one did not necessarily cause the other.
Responses
Text-to-Text
The readings this week were quite unlike any I have ever read before, so I had never even considered many of the things that were included in the chapters. However, it does seem that most of our readings in this class mention the importance of direct instruction for reading strategies. This point was especially emphasized in the Jetton and Shanahan chapter about history protocols. Students cannot be expected to create effective protocols on their own; this skill, like many others, must be modeled and practiced.
Text-to-Self
I am looking at history entirely differently after reading these chapters! I always have seen the textbook as authoritative and have hardly considered other perspectives. I never before viewed history as a story; instead, I saw it as a list of events that happened in a certain time and place. I'm sure I would have enjoyed history a lot more in school if I had had some of the reading protocols described. Also, I was in band for much of my life, so I am a fluent reader in music, but I never before considered that "reading" was, in fact, what I was doing. To me, music notes were music notes, not text. I have no memories of art in middle school or high school. Obviously, it did not make a big impact on me, and I do not think that my teachers made an effort to include in it their classrooms.
Text-to-World
I truly believe that music and art are both so valuable, especially to teenagers who are trying to make sense of an often senseless world. Hence, it is so important to teach them how to access the texts found in these subjects. If they are not literate in music or in the visual arts, two avenues of communication are essentially cut off for them. I have often thought that music expresses thoughts and feelings from the soul that words cannot. This goes to show that "text" is not necessarily just words. Literacy is literally everywhere.
Questions
1. Why are students in elementary school required to take music classes but not art classes? To me, both seem equally important, and a love for either often starts at an early age.
2. What are some practical ways for me to include the visual arts in my classroom when I do not feel literate in them myself? I feel fairly competent in my ability to include music, but the arts is a whole other subject!
3. What are some good sources for history texts beside the textbook? I'm thinking of websites that maybe list primary sources, etc.
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