1. How does elementary reading instruction contribute to poor literacy attainment for older children?
In elementary school, there seems to be more focus on HOW to read rather than WHY you need to read. The reading puts it as follows: “an emphasis on processes of how to read can crowd out attention to reading for ideas, information, and concepts -- the very skills adolescents need to succeed in secondary school.”
2. What are reading test scores good for?
Test scores are not good at representing students’ reading skills, but they are good at “eliciting crisis.”
3. What reality about a literacy myth surprised you the most? Why?
The myth that surprised me the most was the one which said “students who struggle with one literacy will have difficulty with all literacies.” This was surprising to me because I guess I had the incorrect assumption that if a student had trouble reading in one subject, he/she would also have trouble reading anything else.
4. What do you know about teaching reading comprehension in the content areas? Give an example of a strategy you might use to teach reading during a science or social studies lesson.
Different subjects have different content. Thus, it requires different comprehension skills to interpret material from varying subjects. For that reason, teaching literacy is the job of teachers of every subject! During a science lesson, one way to teach literacy would be teaching how to plot coordinate points on a grid. Although this isn’t the same type of reading that a student would do in a English class, it is still a form of reading in the content area.
5. What kind of literacy do you have that was not acknowledged in school? (Literacy means being able to use texts and technologies to accomplish one's purpose in the world.)
I can read music. I learned this skill from my mom as opposed to a teacher in school.
6. Give an example of a literacy practice.
A real-world literacy practice would be teaching students how to read a map in social studies. They would certainly be reading, and the skills that they would develop are skills that can be used in the future.
7. What is a discourse community?
A discourse community is a group of communicators who have a common language which may not be known by people outside of that community. One great example of a discourse community is doctors and those in the medical field.
8. What can happen if students valuable multiple literacies are not recognized as valuable in school?
If a student’s multiple literacies are not recognized as valuable in school, then the student is likely to feel dumb and feel silenced. As long as students are hitting the main targets with literacy, individual and personal tactics to develop literacy should be permitted.
9. Give an example of how a teacher might build on the extracurricular literacy practices of their students?
I really liked the example that Dr. Lindstrom shared in class in which a poem was read in Ebonics and transposed into “proper” English. This is a way to build on students literacy practices while teaching them another way to speak as well.
10. Describe a time in which a teacher in your 4-12 schooling experience employed one of the research-base strategies to improve motivation.
One of the research-base strategies is to extend time for literacy. I had a 3rd grade teacher who was a very firm supporter of the DEAR time in class. I remember enjoying this quiet time, and I’m sure that other students did as well.
11. Give an example from your own K-12 schooling experience that engaged in you in multicultural literacy development.
I went to elementary school in a tiny little community with an all white school population so I was not exposed to much multiculturalism in school. However, I remember my 2nd grade teacher teaching us to sing “Jingle Bells” in French. She wrote the words on a poster board, so it gave us some experience in reading French and engaged us in multicultural literacy development.
12. What do teachers who gain recognition and respect from their peer also do well on?
Teachers who gain recognition and respect from their peers not only make learning engaging for students, but also do a good job at teaching! Because literacy is SO important for everyone, I think that good teachers also teach literacy not only during English/Language Arts, but also in every content area.
Sources:
Depaul, S. (2011). What is a disource community?. Retrieved from http://shrike.depaul.edu/~jwhite7/discoursecommunitydef.htm
The National Counsel of Teachers of English. (2007). Adolescent literacy. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Positions/Chron0907ResearchBrief.pdf
Wednesday, August 29, 2012
Thursday, August 23, 2012
Quote:
Donny’s failure to learn was not considered worthy of attention, and Jenny’s inability to get herself heard was intimately related to this fact. Jenny wasn’t taken seriously as a rightfully concerned mother because it is a deeply held belief, or stereotype, of the middle class that poor urban Appalachians are unfit as parents.” (p.11)
Quote Response:
I chose this quote because it saddens me to think that so many children in schools today (and especially in our region of Appalachia) get stereotyped just because of the area in which they were born. I feel that if ANY student is failing to learn (especially poor children), it is an issue which is worthy of the teacher’s attention. Furthermore, if a parent ever expresses concern, the teacher should consider the parents’ concerns and do something about them! Regardless of Jenny’s background, Donny was still her child, so her concern should have been taken seriously. Lastly, the notion that middle class poor Appalachians are unfit parents is just ludicrous! It sounds to me like Donny’s teachers were the ones unfit of doing their jobs!
Question Responses:
1.What is literacy knowledge? Give examples of both print and non print literacy knowledge.
According to Purcell-Gates, in As Soon as She Opened Her Mouth, literacy knowledge is defined as “the concepts children acquire during their preschool years, during the years preceding the beginning of formal literacy instruction, in kindergarten and first grade, in reading, writing, and printed language.”
One example of print literacy knowledge that was referred to in the text was when the little boy scribbled on paper and wanted to know what he had written. Although he had just scribbled something down, he had the print literacy knowledge to recognize that words are created by putting a pen to paper.
An example of non print literacy is the little girl in the text who asked her mother to read and reached up to move her mother’s lips in order to make her read. She realized that when someone was reading some form of literature, his/her lips should move.
2.How do stereotypes interfere with literacy instruction?
I’ve seen first-hand what tends to happen to poor students who struggle to read. This hits close to home for me because I had a family member who was passed along throughout his entire school years without ever learning to read or write sufficiently. I feel like his teachers stereotyped him as a poor boy with neglectful and unintelligent parents who would never amount to anything. Due to this stereotyping and no teacher ever making an extra effort to help him, he was almost completely illiterate. Maybe if he wouldn’t have been stereotyped, he would have learned to read and been successful in school and life. (He ended up being killed in a car accident at 33 years old.)
3.How do schools and teachers contribute to poor literacy instruction in school?
When teachers stereotype students and assume that a student cannot/will not/is incapable of learning, then the teacher is contributing to poor literacy instruction in the school. Furthermore, when a teacher ignores the requests of parents who are trying to get help for their students (like Donny’s mother), then they are only continuing to increase the literacy problem.
4.What is the relationship between language, social class, and the denial of educational opportunity?
The text explains how people of power feel that those who are low class “cannot learn as well as those in power – the middle/upper classes. It is believed that they “just don’t have it” as far as intelligence and/or the will to learn, to achieve, to move out of their impoverished conditions (p. 12).” Therefore, the relationship between language, social class, and the denial of educational opportunity is that if someone is low class, he will have poor language and will not have the educational opportunities of people from upper classes because generally teachers don’t put forth as much effort with these students.
5.What are some misconceptions about the relationship between language and literacy?
The biggest misconception about language and literacy is that if someone has a certain dialect (or speaks differently) than those in power that that person is not as intelligent and/or has literacy trouble.
6.What can schools and teachers do to improve literacy instruction?
First, to improve literacy instruction, teachers must NOT stereotype students. Rather, teachers must believe that all students can learn. Secondly, teachers should accept the languages that their students speak (and gradually try to teach them to use correct grammar, etc., but not tell them that their accents are wrong).
7.How do you feel about use of the term "Proper English"?
America is an incredibly diverse country and the English language is an incredibly complex language. Thus, I feel that it is wrong and unrealistic to get everyone to speak “proper English.” It’s important to hold true to your roots and where you came from and if that means that you speak with a particular dialect or accent, then speak it proudly regardless of what some people think is “proper”!
Tall Tales of Appalachia
Quote:
''They are remarkably good shots and effective assassins,'' adding that they ''are so accustomed to murder that they do not look upon it with the horror with which it is regarded in civilized communities.''
What?!? I chose this quote because the latter part of it is so far from the truth that it’s almost funny! I know many West Virginians who are proud of the fact that they are remarkably good shots and effective at assassinating anything which will be cooked for dinner, but if you ask any of those remarkable marksmen if they’ve ever had a human being on the receiving end of their rifle, they’d reply with a resounding “NO!” The idea that we’re murderers and think that murder isn’t horrendous is absurd! My experience with people from West Virginia (and I’ve lived here my whole life, so I would know) is that they are friendly, loving people who would not only give you the shirts off their backs, but also clean out their closets to give you as many shirts as you need!
I chose this image because I feel that it appropriately shows how West Virginians are caring and loving rather than animal-like! It shows how we can come together when tragedy strikes.
Sources
Alex Johnston. (n.d.). The epoch times. [0]. Retrieved from http://www.theepochtimes.com/n2/united-states/mine-official-charged-in-2010-disaster-194660.html
O'Brien John. (2003, May 10). Tall tales of appalachia. Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html?pagewanted=2&src=pm
Purcell-Gates. (n.d.). Google docs. [0]. Retrieved from https://docs.google.com/file/d/0B6DFAmexYq7vMGQxMjI1OTEtMjAyZS00NzJmLTg1OTUtODlmMGQ0ZDIxOTVk/edit?hl=en_US&pli=1
Tuesday, August 21, 2012
Task 1:
Many schools all over America are beginning to practice the fairly new idea of “inclusive education.” In the article entitled Research Review for Inclusive Practices by Rita Hocog Inos and Mary Anne Quigley, the definition of inclusion is stated to be “including all.” Thus, this new teaching practice could simply be defined as including students who have various learning difficulties into the regular classroom to work with nondisabled students. Furthermore, Research Review for Inclusive Practices states that “the term inclusive schools is generally used to describe changes that are occurring within schools and school districts to coordinate and unify educational programs and services and to transform schools into places where all children, including those with diverse abilities and needs, belong and can learn at high functioning levels.”
The kinds of students who “inclusion” is meant to benefit are those who struggle to learn. These learning difficulties can range from issues such as linguistic troubles, various socioeconomic levels, mental health issues, and more.
Task 2:
3 types of students inclusive education is meant to serve: 1. Special education students 2. Homeless students 3. Bilingual students
2 characteristics of inclusive schools:
1. One characteristic of an inclusive school is that parents are partners in the students’ education. I feel that parent involvement is extremely important, so this is a vital characteristic for success in inclusive education. 2. Another characteristic of an inclusive school is the existence of co-teachers in classrooms. When two or more teachers compromise and work together in the classroom, they have more to offer to various students. Thus, this is another vital characteristic for inclusive education.
One strategy that helps students become more responsible and effective in the inclusive process: One strategy that helps students become more responsible and effective in the inclusive process is when there is a sense of unity and community in the classroom. If a student truly feels like he/she is part of the classroom whole or the classroom community, he will be more responsible in completing tasks and doing what he knows is right because that is what the whole community is doing.
I chose this image because it is a great semantic map which gives a great amount of information about inclusion. Although it may appear a little overwhelming at first, when following all of the lines and reading the bubbles, it actually makes sense and makes some good points. This image answers questions such as “What is the impact of inclusion on both special education students and general education students?,” “How do general education teachers provide quality instruction to all students?,” and “How has collaborative units and/or co-teaching impacted special education classrooms?”
Sources:
Inos , R. H. (n.d.). Research review for inclusive practices. Retrieved from http://www.prel.org/products/Products/Inclusive-practices.htm
Katie Nellen. (2012). Inclusion . Retrieved from http://tlcenter.wikispaces.com/Inclusion
Many schools all over America are beginning to practice the fairly new idea of “inclusive education.” In the article entitled Research Review for Inclusive Practices by Rita Hocog Inos and Mary Anne Quigley, the definition of inclusion is stated to be “including all.” Thus, this new teaching practice could simply be defined as including students who have various learning difficulties into the regular classroom to work with nondisabled students. Furthermore, Research Review for Inclusive Practices states that “the term inclusive schools is generally used to describe changes that are occurring within schools and school districts to coordinate and unify educational programs and services and to transform schools into places where all children, including those with diverse abilities and needs, belong and can learn at high functioning levels.”
The kinds of students who “inclusion” is meant to benefit are those who struggle to learn. These learning difficulties can range from issues such as linguistic troubles, various socioeconomic levels, mental health issues, and more.
Task 2:
3 types of students inclusive education is meant to serve: 1. Special education students 2. Homeless students 3. Bilingual students
2 characteristics of inclusive schools:
1. One characteristic of an inclusive school is that parents are partners in the students’ education. I feel that parent involvement is extremely important, so this is a vital characteristic for success in inclusive education. 2. Another characteristic of an inclusive school is the existence of co-teachers in classrooms. When two or more teachers compromise and work together in the classroom, they have more to offer to various students. Thus, this is another vital characteristic for inclusive education.
One strategy that helps students become more responsible and effective in the inclusive process: One strategy that helps students become more responsible and effective in the inclusive process is when there is a sense of unity and community in the classroom. If a student truly feels like he/she is part of the classroom whole or the classroom community, he will be more responsible in completing tasks and doing what he knows is right because that is what the whole community is doing.
I chose this image because it is a great semantic map which gives a great amount of information about inclusion. Although it may appear a little overwhelming at first, when following all of the lines and reading the bubbles, it actually makes sense and makes some good points. This image answers questions such as “What is the impact of inclusion on both special education students and general education students?,” “How do general education teachers provide quality instruction to all students?,” and “How has collaborative units and/or co-teaching impacted special education classrooms?”
Sources:
Inos , R. H. (n.d.). Research review for inclusive practices. Retrieved from http://www.prel.org/products/Products/Inclusive-practices.htm
Katie Nellen. (2012). Inclusion . Retrieved from http://tlcenter.wikispaces.com/Inclusion
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