Double Journal Entry #3

1. How does elementary reading instruction contribute to poor literacy attainment for older children?

Much of what elementary students learn in lower elementary has to do with the semantics of reading and then the comprehension in later elementary. When students hit fourth grade there is what is called the "fourth grade slump" when students' reading skills begin to drop because teachers are not emphasizing reading but rather other content areas. Furthermore, students in elementary school are not being taught the skills they need to be successful in content reading, they are only prepared for the process of reading. 

2. What reading test scores good for?

Reading test scores help teachers know why a student may be struggling in reading or in other content areas. A student may be very good at a subject but if they can't read well then other content areas are going to suffer as well. Reading scores also help guide reading instruction. If reading scores improve, it is likely other subject areas will as well.

3. What reality about a literacy myth surprised you the most? Why?

Myth-"School writing is essentially an assessment tool that enables students to show what they have learned."

I didn't think about the importance of "informal writing" when it comes to learning. I knew that writing in school is essential but now it's clear to me that they need to be practicing informally as well. 

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.

Implementing reading into content areas is a great way to increase a student's understanding. For example, when talking about colonial America I might assign the book "The Sign of the Beaver". This book would help students because they would be able to relate to the young boy in the story. They would also be reading about this time period in story form which would allow them to form picture in their minds. They could then tie these pictures to what is being taught in history class. They would be much more likely to remember content information under these circumstances. 

5. What kind of literacy do you have that was not acknowledge in school? (Literacy means being able to use texts and technologies to accomplish one's purpose in the world.)

A literacy that I have is a familiarity and love for the bible. I'm not sure if this example counts but it's one of the only things I could think of. My faith is something that is very important to me and always has been. In my AP English class in high school there were times when my teacher would pull excerpts from the bible to teach us something. I remember getting so excited when he would do this because I felt confident I would understand.

6. Give an example of a literacy practice.

An example of a literacy practice could be as simple as writing. I have a blog and I really love writing when it's time to post a new entry. It is very informal and I basically just write about my life and interests, but the informality of it gives me freedom to express myself. It is teaching me that freedom really can enhance learning. 

7. What is a discourse community?

A discourse community is basically a group of people that share a common purpose. For example, I am a volunteer with Girls on the Run. I am apart of that small community of people and young girls. I understand the program and I share common beliefs and ideals with other people who are involved. We all share the purpose of helping young girls. 

8. What can happen if students valuable multiple literacies are not recognized as valuable in school?

If these literacies are not recognized in schools then their students' reading abilities will never improve. School's will continue to see their students struggle through reading and take no interest in their learning. There will be no motivation to learn because the students will feel like they are not understood. 

9. Give an example of how a teacher might build on the extracurricular literacy practices of their students?

If a teacher knows what their students' interests are, they can tailor their lessons and reading instruction around what the students like. When the students see that the teacher is taking in interest in what is important to them then they are going to take an interest in their school work. For example, if the students are interested in outer space, then the teacher may find books about space to let the students explore and read through. Or if the students are interested in professional sports, allow the students to write letters to their favorite athlete as a way to practice their writing skills. 

10. Describe a time in which a teacher in your 4-12 schooling experience employed one of the research-base strategies to improve motivation.

I remember I had a teacher who would read to my class after recess. She read the "Box Cart Children" series and I loved those books. She chose this series because she thought it would peak our interests and it did! I remember this being the first time I could really visualize a story. After this point I wanted to read more! I was amazed that there could be books that I would love to read. 

11. Give an example from your own K-12 schooling experience that engaged in you in multicultural literacy development.

I can only think of a negative response to this question. Sometimes the negative finds a way of sticking over the positive. I remember in my tenth grade health class there was a Asian girl who had just moved to our high school. Her english was very poor and it was clear that she did not understand. Instead of finding a way to help this student my teacher became frustrated and ignored the girl. My health teacher was older and I'm sure she was intimidated by this task. I can still remember watching as the poor girl sat in the back corner with a puzzled look on her face. Multicultural literacy development was not implemented like it should've been in this case. 

12. What do teachers her gain recognition and respect from their peer also do well on?

Teachers gain recognition and respect when they understand their students, their students' contexts, as well as their students' interests. When instruction is specifically designed for a group of students they are most likely going to succeed. Not only that, but these teachers also allow their students' voices to be heard. They allow time for discussion and brainstorming ideas. All of the qualities mentioned above are qualities of a teacher who gains recognition and respect from their peers. 

Citations 

National Council of Teachers of English , (2007).Adolescent literacy: A policy research brief.   Retrieved from National Council of Teachers of English website: 

Bolima, D. (n.d.). Contexts for understanding: Educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm

Double Journal Entry #2

This quote can be found on page 136 and is referring to the outstanding improvement of the class academic achievement. The class mean on the california achievement test at the beginning of the year was in the 30th percentile and after having their first grade teacher, the class mean was at the 55th percentile (well within the national average).

"This achievement would not have happened without this teacher and her absolute belief that, yes, life was hard for these kids, but they were learners, they would learn, and it was her job to see that they did, in ways that worked for them." (Gates, 2002)

I have always wanted to work with at-risk students whether in an impoverish country or in a low socioeconomic area here in the United States. That being said, this example really resonated with me. When I began reading about this teacher I questioned where Gates was going with the example. I was unsure if she would agree with the strict, hard approach or if she would condem it. I questioned how harsh this teacher was on the young girl that could not stay awake in class. I asked myself how I would handle the situation and immediately decided that if it were me I would I allow her to put her head down. As I continued to read I was surprised to find her teacher took a different approach, an approach I ultimately agreed with. 

I remember learning about the self-fulfilling prophesy or the idea that students will achieve the expectations you place on them. This teacher obviously understood this and placed very high expectations (but not unattainable) on her students. She knew that they had the ability to learn, they just needed that extra push of motivation in order to excel academically. 

Literacy knowledge includes a student's background and experiences with reading, writing, and listening. This includes signs they have seen, occupations they may have pretended to have while playing, and a child's first scribblings. Some examples of print literacy includes books, newspapers, and road/restaurant signs. Some examples of non print literacy include listening to a conversation and watching television. 

Stereotypes can interfere with literacy instruction when students are forced to speak differently than they are accustomed to at home. When a student speaks in a certain fashion with their family members and friends but then are expected to change that, they become confused and struggle with how to correctly form sentences. Teachers may also form preconceived judgements about their students based on their speech. 

 When teachers form stereotypes about their students before they know their true abilities that teacher's instruction may be set at a level that is too low. An example of how schools contribute to poor literacy instruction is their materials may not be relatable for their students. Students are more interested in reading if the reading applies to their experiences. If there is no concrete experience for the student they are less likely to understand. 

Language, social class, and the denial of educational opportunity relate in that, if a student is from a low socioeconomic status, many times their guardians are not going to speak with "Proper English" and because that is the language the child is around that is how they will begin to speak. Students from low socioeconomic areas also attend schools that are lacking when it comes to funding and good educational tools. All of these factors can lead to a student being considered "at-risk". 

A misconception about the relationship between language and literacy is that we write how we speak. This is not the case. When we speak we do not use complete sentences and sometimes we don't even use complete words. Students can become very confused about this when they begin forming sentences on paper. 

Schools and teachers can improve their literacy instruction by choosing a variety of high quality literacy engagements that will target all learners. Not only should it target all learners but it should also interest the students and coincide with their background experiences. 

When I think about the term "Proper English", I have mixed feelings. I believe their is a proper way to write. However, how do you define "proper" when it comes to speech. If someone speaks with a thick southern accent and that's how everyone speaks where they are from then that is how to properly speak English in that "culture", so to speak. If I were to go to England, although I think I speak proper English, they would probably disagree with me. I feel that there are different views when it comes to defining "Proper English".

"My own father spent his life backing up, apologizing for the space he took up in the world. He took the hillbilly stereotype to heart and all of his life believed that he was backward and inferior -- a despair I, too, have been trying to escape all of my life." (O'Brien, 2003)

I selected this quote because I was shocked! I can't believe that this man was so ashamed and felt so disturbed from the hillbilly stereotype. Most people I come in contact with are proud to be from West Virginia. I'm sure it is harder for me to relate to just because it is a more tolerant time in America. However, I can relate it to in some degree. I can remember when my family would visit my dad's extended side of the family in Ohio. They are all from Ohio and we just ended up in West Virginia because this is where my mother grew up. When I was very young I can remember my cousins teasing me about being born in West Virginia. I remember getting so mad that one time I blurted out, "I wasn't even born in West Virginia! I was born in Ohio so that doesn't apply to me!" I look back now and I'm ashamed I even said that. It was true, I was born in Ohio but I will always be a West Virginian. I have gone on group mission trips with young people from all over the United States and Canada and I always have at least one negative comment about being from West Virginia. I think this is sad. I think West Virginia is one of the greatest places on earth and it's unfortunate that some people are so blinded by their stereotypes. 

When I searched for "WV Stereotypes" this was the very first image. (Keeling, 2007)

Citations

Keeling, J. (2007). West virginia stereotypes: Don't believe the hype. Retrieved from http://www.abetterwestvirginia.com/2007/12/04/west-virginia-stereotypes-dont-believe-the-hype/

              O'Brien, J. (2003, May 10). Tall tales of appalachia. Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html
               

              Purcell Gates, V. (2002). As soon as she opened her mouth. In L. Delpit & J.K Dowdy (Eds.), In The skin that we speak: An anthology of essays on language culture and power (Print: Anthology) 
            

Double Entry #1

Task # 1: 

When I think of an inclusive classroom I think of a classroom that is setup with the purpose of including all students. Every student is seen for who they are, they are valued, and their unique ability is not just celebrated but is incorporated into classroom instruction. 

Inclusion it meant to benefit all students. It would be incorrect to say that is meant to benefit those who are "struggling" or learning disabled because if that were the case then gifted students as well as average students would be neglected. In an inclusive classroom ALL students are considered. Inclusion is meant to help all students succeed and reach their full potential. 

Task #2: 

Three types inclusive classroom is meant to serve:
1. increasingly diverse students with highly complex learning needs
2. students with varied ethnic, linguistic, socioeconomic and ability components
3. Services for all students and their families

2 Characteristics of inclusive schools

1. A Sense of Community - An inclusive school is a school where every child is respected as part of the school community, and where each child is encouraged to learn and achieve as much as possible. In order to achieve that sense of belonging for each child, many schools have found that fostering a sense of community is of primary importance.

2. A Common Vision - A shared vision that sees each child as a respected member of the community brings a common goal and connectedness to every participant—parent, administrator, school staff, or student. Sharing a common vision produces a strong community sense and interconnectedness.

1 strategy that helps students become more responsible and effective in the inclusive process.
1. Involving parents and making sure that they are informed. Parents are vital stakeholders in the process. They will ask questions that must be addressed and teams should be prepared to answer. 

http://www.youtube.com/watch?v=o5WCX-998vs&feature=related

• I chose this video because it takes a look at inclusion from a variety of perspectives. It really emphasizes how inclusion can create a natural environment in which everyone feels like they belong. The video shows what an inclusive classroom looks like and how the parents feel about inclusion.

4. 

Hollinger, S. (Producer). (2008). The inclusive classroom. [Web Video]. Retrieved from    http://www.youtube.com/watch?v=o5WCX-998vs&feature=related