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).
Saturday, October 25, 2014
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.
Wednesday, October 1, 2014
Disciplinary Text- Science
Synthesis
Jetton and Shanahan
The authors of this chapter began by stating that different types of scientists view and use science texts differently. For example, chemists and biologists do not read science texts the same way because they are looking for different information. Because the vocabulary in science texts is often difficult, science teachers have a tendency to do away with textbooks entirely. This is detrimental because students need practice in reading science texts so that they are prepared for college courses and the scientific world. Science texts are also able to overcome many misconceptions that adolescent students often have. An example of gravity was given. In the experiment, students in the class failed to account for errors, and their results were skewed. Expert scientists spend much of their time reading and writing, so young scientists must learn to do the same. Something important to note is that scientists generally read for understanding first. Once they have a good grasp of the given concept, they then go back and critique the text. The authors of the chapter mention several challenges to reading science texts: vocabulary, comprehension, fluency, and writing. Writing is a particular challenge because students must learn to include graphs, charts, and equations in their explanations. There are also several different types of writing that one can do for science, and precision is extremely important in all types of scientific writing. The authors also stated that while general literacy strategies do not need to be thrown completely out the window, they certainly must be modified in order to be useful in the science classroom. Several specific strategies for helping students through their science texts included vocabulary notebooks, List-Group-Label, and RAFT (Role/Audience/Format/Topic). In sum, science teachers should work together with literacy specialists to determine what works best for their particular classrooms.
Hinchman and Sheridan-Thomas
This chapter presented an 11th-grade student, Eduardo, who struggled with reading and science, as well as his teacher, Will, and the strategies that Will used to help Eduardo be successful. At the beginning of the study, Eduardo did not like to participate in class discussions, was frequently absent, and was generally non-compliant in class. By the end of the study, Eduardo had completely changed. Not only did he participate in ongoing class discussions, but he even began tutoring other students and made a goal of becoming an engineer one day. Will used the "Reading Apprenticeship" approach in his Introduction to Chemistry class. This approach "normalizes struggle" and focuses on effort instead of performance. As Eduardo began to participate in class assignments such as preambles, reading logs, and expert groups, he found things in common with other student groups and began to contribute to their discussions. Will taught Eduardo how to ask questions of a text as he was reading it and allowed him to make up late work for up to 80%. This encouraged Eduardo because he could attain a passing grade in Will's class, even when he was absent. When Eduardo reflected on the things that made him successful in his Intro to Chemistry class, he talked about Dr. Brown's care for him as an individual, as well as being able to work with partners and using reading logs. "Negotiating success" had a positive effect on Eduardo and other students in Will's class.
Responses
Text-to-Text
In the Jetton and Shanahan text, I was reminded of the way that other texts have discussed establishing a purpose for reading. Scientists, as mentioned, usually read for understanding first and then read for critique. Other texts we have read have talked about the importance of establishing a purpose because this improves comprehension and helps students make appropriate connections to the text. In the chapter about Eduardo, I was reminded of several other texts we have read which discuss the importance of engagement and motivation. Much of Eduardo's success can be, I believe, attributed to his teacher's effort to engage him on a personal level and negotiate success. Literacy skills can be improved this way in many different kinds of classrooms.
Text-to-Self
When I was reading about Eduardo's story, I was reminded of my own experience in eighth grade science. My lab partner never made any efforts to help me with things I didn't understand, and consequently, I came to hate eighth grade science. This chapter discussed the importance of collaboration and class discussions, and I think that my experience in and understanding of science in eighth grade would have been much different if these things had occurred.
Text-to-World
I have been thinking about the part at the beginning of the Jetton and Shanahan chapter when it talks about teachers not using science textbooks. If we want students to be prepared for college, we must teach them how to read science (and other) texts before they get there. It seems that many high school students are in for a rude awakening when they enter college because they have never been taught to do this. Consequently, these same students flounder their way through college science classes and are not actually prepared for the real world. Good instruction in literacy begins well before a student enters a university.
Questions
1. How do you go about "negotiating success" with a student when your district or school has specific policies about grading that are contrary to what the chapter mentioned?
2. How do you determine the quality of a science textbook? The texts mentioned that science textbooks should definitely be used, but surely it is not efficient to just choose any.
Jetton and Shanahan
The authors of this chapter began by stating that different types of scientists view and use science texts differently. For example, chemists and biologists do not read science texts the same way because they are looking for different information. Because the vocabulary in science texts is often difficult, science teachers have a tendency to do away with textbooks entirely. This is detrimental because students need practice in reading science texts so that they are prepared for college courses and the scientific world. Science texts are also able to overcome many misconceptions that adolescent students often have. An example of gravity was given. In the experiment, students in the class failed to account for errors, and their results were skewed. Expert scientists spend much of their time reading and writing, so young scientists must learn to do the same. Something important to note is that scientists generally read for understanding first. Once they have a good grasp of the given concept, they then go back and critique the text. The authors of the chapter mention several challenges to reading science texts: vocabulary, comprehension, fluency, and writing. Writing is a particular challenge because students must learn to include graphs, charts, and equations in their explanations. There are also several different types of writing that one can do for science, and precision is extremely important in all types of scientific writing. The authors also stated that while general literacy strategies do not need to be thrown completely out the window, they certainly must be modified in order to be useful in the science classroom. Several specific strategies for helping students through their science texts included vocabulary notebooks, List-Group-Label, and RAFT (Role/Audience/Format/Topic). In sum, science teachers should work together with literacy specialists to determine what works best for their particular classrooms.
Hinchman and Sheridan-Thomas
This chapter presented an 11th-grade student, Eduardo, who struggled with reading and science, as well as his teacher, Will, and the strategies that Will used to help Eduardo be successful. At the beginning of the study, Eduardo did not like to participate in class discussions, was frequently absent, and was generally non-compliant in class. By the end of the study, Eduardo had completely changed. Not only did he participate in ongoing class discussions, but he even began tutoring other students and made a goal of becoming an engineer one day. Will used the "Reading Apprenticeship" approach in his Introduction to Chemistry class. This approach "normalizes struggle" and focuses on effort instead of performance. As Eduardo began to participate in class assignments such as preambles, reading logs, and expert groups, he found things in common with other student groups and began to contribute to their discussions. Will taught Eduardo how to ask questions of a text as he was reading it and allowed him to make up late work for up to 80%. This encouraged Eduardo because he could attain a passing grade in Will's class, even when he was absent. When Eduardo reflected on the things that made him successful in his Intro to Chemistry class, he talked about Dr. Brown's care for him as an individual, as well as being able to work with partners and using reading logs. "Negotiating success" had a positive effect on Eduardo and other students in Will's class.
Responses
Text-to-Text
In the Jetton and Shanahan text, I was reminded of the way that other texts have discussed establishing a purpose for reading. Scientists, as mentioned, usually read for understanding first and then read for critique. Other texts we have read have talked about the importance of establishing a purpose because this improves comprehension and helps students make appropriate connections to the text. In the chapter about Eduardo, I was reminded of several other texts we have read which discuss the importance of engagement and motivation. Much of Eduardo's success can be, I believe, attributed to his teacher's effort to engage him on a personal level and negotiate success. Literacy skills can be improved this way in many different kinds of classrooms.
Text-to-Self
When I was reading about Eduardo's story, I was reminded of my own experience in eighth grade science. My lab partner never made any efforts to help me with things I didn't understand, and consequently, I came to hate eighth grade science. This chapter discussed the importance of collaboration and class discussions, and I think that my experience in and understanding of science in eighth grade would have been much different if these things had occurred.
Text-to-World
I have been thinking about the part at the beginning of the Jetton and Shanahan chapter when it talks about teachers not using science textbooks. If we want students to be prepared for college, we must teach them how to read science (and other) texts before they get there. It seems that many high school students are in for a rude awakening when they enter college because they have never been taught to do this. Consequently, these same students flounder their way through college science classes and are not actually prepared for the real world. Good instruction in literacy begins well before a student enters a university.
Questions
1. How do you go about "negotiating success" with a student when your district or school has specific policies about grading that are contrary to what the chapter mentioned?
2. How do you determine the quality of a science textbook? The texts mentioned that science textbooks should definitely be used, but surely it is not efficient to just choose any.
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