Assessments create artificial situations in which students must demonstrate what have learned in a short amount of time. Usually, tests capture only a snapshot of knowledge. Why is this? Teachers do not realize that the design and implementation of the assessments we use in our classroom as often restrictive. We tend to design tests in a manner that elicits an expected answer and does not leave much room for students to demonstrate what else they know or have learned. In some instances, direct questions are necessary to ensure that students have grasped the main concepts before moving onto the next unit. However, educators need to be careful to construct their assessments, both formal and informal, in as nonrestrictive way as possible to promote validity and even learning during the testing process.
Chapter 10 in Content Area Writing listed some guidelines to follow in order to create better testing designs, especially focusing on essay tests. They include: focusing on big ideas - those that should stay with students long-term, incorporating tests into part of the learning process, building in more time for test taking, utilizing oral presentations, implementing lab-type tests if possible, and asking questions that require reflection - not memorization. Students also need to be taught how to respond appropriately to essay prompts. If they are able to develop arguments, draw conclusions, elaborate understanding, and construct knowledge, they will be ahead of most of their peers across the nation. These skills are pertinent to successful writing on standardized test essays as well which reflect strongly on the school and teacher (although it is more of a necessary evil than anything else). Writing skills are not innate; they must be taught. Our students deserve the opportunity to be successful writers, and that achievement lies in our instruction and assessments.
Another important aspect of writing and learning lies in vocabulary development. Chapter 8 in Content Area Reading discusses the role of vocabulary knowledge in reading comprehension. Internalization of new vocabulary words often relies on direct or indirect instruction with repeated exposure to the words. Every content area has a specific set of unique vocabulary that must be learned in order to understand the material. These words cannot simply be overlooked or shoved down our students' throats via dictionary definitions without application or connections to their lives/studies.
The ability to comprehend vocabulary words provides students with the tools to understand and express concepts. Concepts are the means by which we explain and depict our world. They form the center of teaching. The authors of the text stress that we can build and reinforce conceptual knowledge of content area terms by teaching and stressing concept words in relation to other concept words. Vocabulary instruction is so very important. It is not something we can fail to explain to our students. Take the word "meter" for example. It has many different meanings in different contexts. In science, it is a unit of measurement, in music it means the pulse or beat of the song caused by repetitive patterns, in literature, it refers to the rhythm of poetry, in a city, it can describe an object that one must insert coins in order to park for a certain period of time. There are many words that share this characteristic of multiple meanings.
As teachers, it is our responsibility to ensure that our students are familiar with the vocabulary of our content area and can comprehend the reading we assign. As a language teacher, I understand the importance of vocabulary on a deep level in regards to the effectiveness of communication. If you cannot understand the words someone is using, you will not be able to understand what they are attempting to communicate. Whether instruction is done in a foreign language or in English, the underlying idea is the same. Vocabulary makes the pathway to comprehension and knowledge retention much easier to navigate.
Tuesday, April 17, 2012
Tuesday, April 10, 2012
Polishing Students' Skills for Polished Writing
Much of what we have discussed in class and read about has centered on writing to learn. This normally includes short, spontaneous, and unrefined writing pieces whose purpose lies in sparking a feeling of competency regarding writing and providing a less intimidating atmosphere for writing assignments. However, this week's assignments focused on something deeper and more refined - public writing. Chapter 5 in Content Area Writing emphasized public writing while Chapter 2 in Content Area Reading honed in on the importance of knowing how to navigate electronic sources as well as implement them into a classroom. The two chapter really go hand in hand. Here's why:
Public writing is different from writing to learn because it should not be a quick, one time, informal, personal, exploratory, unpolished piece of writing. Public writing is substantial, planned, authoritative, composed, and edited. It is a highly polished composition. It clearly states that the author has investigated the topic and lays out the facts in an appropriate manner (according to the genre of the piece itself). Many students are overwhelmed by the idea of "big essays." They give up before they even begin to write because they feel that they do not have the tools, strategies, or experience to competently compose a strong essay. That is where educators' jobs come in to play.
It is our duty to stress that we have high standards for public writing pieces. After all, public writing is an essential skill for advancing in the world of education as well as in life. There are a few key steps to consider in order to ensure that students will be interested enough to begin writing with confidence and motivation. If students can choose their topic (the choices can be narrowed down, but need not be a specific statement provided by the teacher), are given time to write in class (accompanied by scaffolding that walks them through the writing process), and are provided with feedback before they turn in their final draft, they are much more likely to succeed and produce a polished writing piece. However, they must be familiar with enough strategies in order to proceed confidently.
Another aspect of public writing to consider, which spills over into other areas of classroom life, is the use of the internet. Students are very familiar with the internet - it pervades their everyday interactions and consumes an enormous portion of their free time and their social lives. That does not mean, however, that our students are aware of how to use the internet properly in an academic sense. Most students are unaware how to know if a website is valid - if it has a bias, if it's reliable. Also, many internet sources are nonlinear. Students must be taught how to properly tap into internet resources. If not, the vast quantity of information that lies just beyond the touch of the "enter" key can be nearly unnavigable. Our students need effective tools to be able to utilize that information and to find sources that are appropriate for public writing, small assignments, and simply background knowledge.
Although media is a "new literacy" there is a large gap between in-school and out-of-school literacy. Therefore, it is important for teachers to incorporate technology into our classrooms. Doing so automatically connects the students' lives outside of school to academic material which can boost motivation and engagement. It would be foolish to ignore the fact that our students live in a technologically-based world. We cannot exclude such a large portion of their lives from our classrooms. We must guide them to use the internet in ways that are appropriate for academic contexts so our students can successfully apply media to assignments and their classroom lives.
Public writing is different from writing to learn because it should not be a quick, one time, informal, personal, exploratory, unpolished piece of writing. Public writing is substantial, planned, authoritative, composed, and edited. It is a highly polished composition. It clearly states that the author has investigated the topic and lays out the facts in an appropriate manner (according to the genre of the piece itself). Many students are overwhelmed by the idea of "big essays." They give up before they even begin to write because they feel that they do not have the tools, strategies, or experience to competently compose a strong essay. That is where educators' jobs come in to play.
It is our duty to stress that we have high standards for public writing pieces. After all, public writing is an essential skill for advancing in the world of education as well as in life. There are a few key steps to consider in order to ensure that students will be interested enough to begin writing with confidence and motivation. If students can choose their topic (the choices can be narrowed down, but need not be a specific statement provided by the teacher), are given time to write in class (accompanied by scaffolding that walks them through the writing process), and are provided with feedback before they turn in their final draft, they are much more likely to succeed and produce a polished writing piece. However, they must be familiar with enough strategies in order to proceed confidently.
Another aspect of public writing to consider, which spills over into other areas of classroom life, is the use of the internet. Students are very familiar with the internet - it pervades their everyday interactions and consumes an enormous portion of their free time and their social lives. That does not mean, however, that our students are aware of how to use the internet properly in an academic sense. Most students are unaware how to know if a website is valid - if it has a bias, if it's reliable. Also, many internet sources are nonlinear. Students must be taught how to properly tap into internet resources. If not, the vast quantity of information that lies just beyond the touch of the "enter" key can be nearly unnavigable. Our students need effective tools to be able to utilize that information and to find sources that are appropriate for public writing, small assignments, and simply background knowledge.
Although media is a "new literacy" there is a large gap between in-school and out-of-school literacy. Therefore, it is important for teachers to incorporate technology into our classrooms. Doing so automatically connects the students' lives outside of school to academic material which can boost motivation and engagement. It would be foolish to ignore the fact that our students live in a technologically-based world. We cannot exclude such a large portion of their lives from our classrooms. We must guide them to use the internet in ways that are appropriate for academic contexts so our students can successfully apply media to assignments and their classroom lives.
Tuesday, March 27, 2012
10 Essential Words
It was very difficult for me to pick only ten words to teach to my students, especially because in my content area, nearly every word is a new vocabulary word! However, I believe that these words are all foundational to teaching a language to students. If I were asked to pick ten words to use in the real world, I would not choose all of these, but for a classroom setting, all of the words are essential. I want to provide the meaning and a very brief explanation of why I chose each word.
1. Conjugar (conjugate)
This word is used more than almost any other when grammar comes into play. There are multiple verb endings in Spanish that we do not use in English and it is a confusing concept. If I want to teach my students anything about verbs, they are going to have to know what "conjugate" means.
2. Cognado (cognate)
There are MANY cognates in English & Spanish, and recognizing that the words are similar is an excellent teaching tool because my students will be able to deduce what a word means rather than simply asking me to be their dictionary. Knowing what a cognate is and applying that knowledge will help them to gain ownership of their learning.
3. ¿Cómo se dice . . . ? (How do you say . . . ?)
In a language class, it is essential to be able to ask questions and check for comprehension. This is one of those phrases that is especially important in the lower levels of Spanish, but is applicable to every level. Knowing this phrase allows students to voice when they want to expand their vocabulary or to quell an uncertainty.
4. ¿Por qué? (Why?)
Why is a higher-order thinking question. I think the real question is why would I not choose to teach this word?
5. Pensar (to think)
Knowing how to say "I (you/he/she/they/we) think" is a basic form of communication. It provides an opportunity for students to discuss what they know and what their opinions are as well as a quick comprehension check. I think it is a crucial aspect of facilitating discussion.
6. Tener (to have)
Asking someone is they have something, be it an ability, a tool, an idea, is another important part of discussion and class preparation. Tener is a verb that is used in Spanish much more than we use it in English so it is an incredibly useful vocabulary word.
7. Querer (to want)
Wanting or desiring something automatically implies a deeper level of communication. My students will be able to share their goals, their aspirations, and suggestions of what they think works and doesn't work in my classroom. It is a way to create a more closely knit community, too!
8. (no/sí) entender [(no/yes) to understand]
Comprehension is key in any subject, especially a foreign language. If my students don't understand something, I want them to be able to tell me! Also, it is an efficient way to check to see if I am moving at an appropriate pace for their skill levels. I don't want anyone to feel uncomfortable because I never provided them with the tools to ask when they are confused.
9. Poder (to be able to)
Encouragement is a huge part of my own goals for my future teaching. I want my students to believe in themselves and to believe in their peers. In addition, this verb is very common and can be used in a variety of contexts, including reviewing other vocabulary.
10. ¡Bien! (Good!)
I want my students to know when they succeed. I hope that they are proud of their learning and they they have a positive attitude about my subject and in my classroom. Optimism is a tool students can use to advance their learning and it is fundamental for self-efficacy.
1. Conjugar (conjugate)
This word is used more than almost any other when grammar comes into play. There are multiple verb endings in Spanish that we do not use in English and it is a confusing concept. If I want to teach my students anything about verbs, they are going to have to know what "conjugate" means.
2. Cognado (cognate)
There are MANY cognates in English & Spanish, and recognizing that the words are similar is an excellent teaching tool because my students will be able to deduce what a word means rather than simply asking me to be their dictionary. Knowing what a cognate is and applying that knowledge will help them to gain ownership of their learning.
3. ¿Cómo se dice . . . ? (How do you say . . . ?)
In a language class, it is essential to be able to ask questions and check for comprehension. This is one of those phrases that is especially important in the lower levels of Spanish, but is applicable to every level. Knowing this phrase allows students to voice when they want to expand their vocabulary or to quell an uncertainty.
4. ¿Por qué? (Why?)
Why is a higher-order thinking question. I think the real question is why would I not choose to teach this word?
5. Pensar (to think)
Knowing how to say "I (you/he/she/they/we) think" is a basic form of communication. It provides an opportunity for students to discuss what they know and what their opinions are as well as a quick comprehension check. I think it is a crucial aspect of facilitating discussion.
6. Tener (to have)
Asking someone is they have something, be it an ability, a tool, an idea, is another important part of discussion and class preparation. Tener is a verb that is used in Spanish much more than we use it in English so it is an incredibly useful vocabulary word.
7. Querer (to want)
Wanting or desiring something automatically implies a deeper level of communication. My students will be able to share their goals, their aspirations, and suggestions of what they think works and doesn't work in my classroom. It is a way to create a more closely knit community, too!
8. (no/sí) entender [(no/yes) to understand]
Comprehension is key in any subject, especially a foreign language. If my students don't understand something, I want them to be able to tell me! Also, it is an efficient way to check to see if I am moving at an appropriate pace for their skill levels. I don't want anyone to feel uncomfortable because I never provided them with the tools to ask when they are confused.
9. Poder (to be able to)
Encouragement is a huge part of my own goals for my future teaching. I want my students to believe in themselves and to believe in their peers. In addition, this verb is very common and can be used in a variety of contexts, including reviewing other vocabulary.
10. ¡Bien! (Good!)
I want my students to know when they succeed. I hope that they are proud of their learning and they they have a positive attitude about my subject and in my classroom. Optimism is a tool students can use to advance their learning and it is fundamental for self-efficacy.
Diverse Classroom: Resource Addressing Students' Needs
How to Build a Culturally Responsive Classroom
This video is a little long, (watch out for the change in volume, too)but I think it is an excellent example of what is necessary to build a culturally responsive classroom. It is filled with inspiring quotes, input from real, effective teachers, and is based on empirical evidence. I hope you enjoy it!
This video is a little long, (watch out for the change in volume, too)but I think it is an excellent example of what is necessary to build a culturally responsive classroom. It is filled with inspiring quotes, input from real, effective teachers, and is based on empirical evidence. I hope you enjoy it!
Cultural Responsitivity
The culture of our nation is becoming ever-more diverse. This wide spectrum of diversity is most profoundly reflected in our classrooms. Although the United States has always been a diverse country, the issue regarding the many cultures that are made known in our schools has never been more prevalent than now. It is incredibly important to recognize that a particular culture has tentacles that reach into nearly every aspect of life. Truly being able to severe the roots of one's culture is nearly impossible. Also, it is not something we should strive to achieve. As educators, it is our responsibility to the be culutrally reponsive. That includes a staggering number of details to pay attention to.
I grew up in a nearly homogeneous culture. Everything I knew and was exposed to was mostly the exact same, culturally. I did not experience much diversity, although my parents ensured that I was not ignorant of the fact that diversity exists and that it is a positive aspect of the greater American culture. Regardless, I still did not know what it was like to be in a situation where I was part of a minority group. I have since had three absolutely incredible experiences which have led me to growing in my understanding of the richness of a diverse classroom and in being the odd one out.
Through an internship with the first graders Cedar Riverside Community School (a charter school specifically designed for the children of Somali refugees), I experienced the beauty of another culture, along with the stark differences regarding the types of interactions, questions, and learning styles that were presented by the students. It was so similiar, yet so distinct from my own school experiences. Another experience with diversity, in a school setting, greeted me when I began my field experience at Johnson High School on the east side of St. Paul. The school population is incredibly diverse, and, for the first time, I saw what it was like to have ELL students in a mainstream classroom. I have been challenged to realize that the setting in which I teach will most likely be very different from what I experienced. High school students bring an entirely different dynamic than elementary students, so that was something else to adjust to as well. It has been a huge growing experience. Lastly, I spent six months in Argentina. I was the one who was "weird" or "different" than everyone else. At first, it was quite unsettling. I have numerous fond memories of my study abraod experience, and I believe that completely being immersed in another culture was not only humbling, but vital to understanding how to be a better teacher.
There are so many things to be aware of when a classroom is filled with diverse students. From providing sheltered instruction to ELL students to using visual or hands-on activities to facilitate comprehension to implementing and teaching important learning strategies, the possibilities are nearly endless when it comes to creating an open and respectful diverse classroom. Students, even if they grow up next door to each other, come to the classroom with a different perspective on life and different tendencies. Those differences are not viewed as detrimental, and neither should the backgrounds of ELL learners be viewed in that way. Yes, they have language barriers. However, it is important to view those barriers as opportunities rather than insurmountable obstacles. Learning another language is complicated (trust me, I'm going to be a Spanish teacher!).
Students should be challenged appropriately, and that does not mean that teachers should lower their standards for ELL students. An unproportional number of ELLs are in low-track classes. I fear that this has little to do with their ability, but rather a lot to do with their language skills. Scaffolding is part of our job as teachers. We are masters at modifying ways of learning and activities to facilitate the many needs of our students. ELLs should be no different, it simply requires a bit more creativity on our part. Creativity is one of the most powerful tools a teacher can possess. It's time we start using it to create culturally responsive classrooms so that every students feels capable.
I grew up in a nearly homogeneous culture. Everything I knew and was exposed to was mostly the exact same, culturally. I did not experience much diversity, although my parents ensured that I was not ignorant of the fact that diversity exists and that it is a positive aspect of the greater American culture. Regardless, I still did not know what it was like to be in a situation where I was part of a minority group. I have since had three absolutely incredible experiences which have led me to growing in my understanding of the richness of a diverse classroom and in being the odd one out.
Through an internship with the first graders Cedar Riverside Community School (a charter school specifically designed for the children of Somali refugees), I experienced the beauty of another culture, along with the stark differences regarding the types of interactions, questions, and learning styles that were presented by the students. It was so similiar, yet so distinct from my own school experiences. Another experience with diversity, in a school setting, greeted me when I began my field experience at Johnson High School on the east side of St. Paul. The school population is incredibly diverse, and, for the first time, I saw what it was like to have ELL students in a mainstream classroom. I have been challenged to realize that the setting in which I teach will most likely be very different from what I experienced. High school students bring an entirely different dynamic than elementary students, so that was something else to adjust to as well. It has been a huge growing experience. Lastly, I spent six months in Argentina. I was the one who was "weird" or "different" than everyone else. At first, it was quite unsettling. I have numerous fond memories of my study abraod experience, and I believe that completely being immersed in another culture was not only humbling, but vital to understanding how to be a better teacher.
There are so many things to be aware of when a classroom is filled with diverse students. From providing sheltered instruction to ELL students to using visual or hands-on activities to facilitate comprehension to implementing and teaching important learning strategies, the possibilities are nearly endless when it comes to creating an open and respectful diverse classroom. Students, even if they grow up next door to each other, come to the classroom with a different perspective on life and different tendencies. Those differences are not viewed as detrimental, and neither should the backgrounds of ELL learners be viewed in that way. Yes, they have language barriers. However, it is important to view those barriers as opportunities rather than insurmountable obstacles. Learning another language is complicated (trust me, I'm going to be a Spanish teacher!).
Students should be challenged appropriately, and that does not mean that teachers should lower their standards for ELL students. An unproportional number of ELLs are in low-track classes. I fear that this has little to do with their ability, but rather a lot to do with their language skills. Scaffolding is part of our job as teachers. We are masters at modifying ways of learning and activities to facilitate the many needs of our students. ELLs should be no different, it simply requires a bit more creativity on our part. Creativity is one of the most powerful tools a teacher can possess. It's time we start using it to create culturally responsive classrooms so that every students feels capable.
Tuesday, March 13, 2012
Focusing on the Essentials
I truly believe that the title of this blog rings true: literacy is the heart of education. If student are not literate, they face immense challenges in life outside of the school walls. The fact of the matter is that in today's day and age, teachers are failing their students. Teachers are forgetting to incorporate literacy into every day lessons. They do not provide enough guidance or strategies to comprehend the text material. These patterns lead to downward spirals of less learning and more memorization. Yes, the stakes are high and the pressure is great, especially in light of standardized tests. However, educators cannot allow those obstacles to deter them to reaching out to students and to communicating that their teachers believe in them. We have faith in them because we have provided them with the tools to succeed.
Chapter 10 in Content Area Reading discusses the important of studying text. In schools, text is the medium by which we impart information to our students. Is it an essential piece of the curriculum, and, too often, it is neglected. Teachers cannot expect students to pick up a text and to immediately become experts regarding how to extract the important information. That is a completely unwarranted assumption. Instead, educators need to make a conscious effort to provide our students with the tools necessary to highlighting the most important points. The process begins when teachers choose which text to use. It is our responsibility to sift through the options and to choose a text with strong, clear, and effective text structure. From there, the tools for organizing information are nearly endless. The book highlighted many techniques for effectively raising the level of material that students retain including graphic organizers, note taking, and study guides. There were two specific strategies that stuck out to me.
The first strategy that caught my attention is called a guided reading procedure (GRP). The students read the text material silently. After they finish, they put their books face down, and are asked to recall the important information from the reading. The teacher records the facts that the students remember and after compiling the list, the teacher and the class go over what had been recorded. During this time, the class discusses important points and eliminates trivial information, modeling how to decide if something is important material or not. Then, everyone refers to the text to ensure that all of the main points of the reading were covered. I think this is an excellent strategy to develop students' reading and comprehension skills. It assesses their comprehension without singling anyone out, and therefore will help students not to fear providing a wrong answer.
The second strategy I really liked is a study guide called a selective reading guide. The teacher provides a specific purpose for the reading assignment along with guiding questions to aid comprehension and retention throughout the reading material. If any section of the reading doesn't apply to the purpose provided for the assignment, it is eliminated. I think this is a great way to help students not to feel intimidated by a reading assignment because they know exactly what they have to look for. The key to effectively implementing this strategy lies in the guiding questions. It is important to write questions that require deeper thinking. Otherwise, the students can use the material simply to skim for the answer. If that happens, they are unlikely to retain information at all.
We also read a supplementary article this week called "Focus on the Essentials of Reading Instruction." It outlines a rubric for new teachers and how well they direct their classroom's focus on literacy. Literacy is so incredibly important to learning and growing as a student, it cannot be overlooked. I think that every teacher should read this article. It is very well written and it provides insights regarding what practices to avoid, like Round Robin Reading, and which ones work effectively. The goal for a classroom should be that the teacher involves his or her students in critically thinking. We need to challenge our learners. Through effective scaffolding, we can slowly hand over the reins of their learning. That is the end goal. Our students need to take charge of their own learning, all the while being guided, ever so gently, by effective teachers who truly believe that their students can succeed.
Chapter 10 in Content Area Reading discusses the important of studying text. In schools, text is the medium by which we impart information to our students. Is it an essential piece of the curriculum, and, too often, it is neglected. Teachers cannot expect students to pick up a text and to immediately become experts regarding how to extract the important information. That is a completely unwarranted assumption. Instead, educators need to make a conscious effort to provide our students with the tools necessary to highlighting the most important points. The process begins when teachers choose which text to use. It is our responsibility to sift through the options and to choose a text with strong, clear, and effective text structure. From there, the tools for organizing information are nearly endless. The book highlighted many techniques for effectively raising the level of material that students retain including graphic organizers, note taking, and study guides. There were two specific strategies that stuck out to me.
The first strategy that caught my attention is called a guided reading procedure (GRP). The students read the text material silently. After they finish, they put their books face down, and are asked to recall the important information from the reading. The teacher records the facts that the students remember and after compiling the list, the teacher and the class go over what had been recorded. During this time, the class discusses important points and eliminates trivial information, modeling how to decide if something is important material or not. Then, everyone refers to the text to ensure that all of the main points of the reading were covered. I think this is an excellent strategy to develop students' reading and comprehension skills. It assesses their comprehension without singling anyone out, and therefore will help students not to fear providing a wrong answer.
The second strategy I really liked is a study guide called a selective reading guide. The teacher provides a specific purpose for the reading assignment along with guiding questions to aid comprehension and retention throughout the reading material. If any section of the reading doesn't apply to the purpose provided for the assignment, it is eliminated. I think this is a great way to help students not to feel intimidated by a reading assignment because they know exactly what they have to look for. The key to effectively implementing this strategy lies in the guiding questions. It is important to write questions that require deeper thinking. Otherwise, the students can use the material simply to skim for the answer. If that happens, they are unlikely to retain information at all.
We also read a supplementary article this week called "Focus on the Essentials of Reading Instruction." It outlines a rubric for new teachers and how well they direct their classroom's focus on literacy. Literacy is so incredibly important to learning and growing as a student, it cannot be overlooked. I think that every teacher should read this article. It is very well written and it provides insights regarding what practices to avoid, like Round Robin Reading, and which ones work effectively. The goal for a classroom should be that the teacher involves his or her students in critically thinking. We need to challenge our learners. Through effective scaffolding, we can slowly hand over the reins of their learning. That is the end goal. Our students need to take charge of their own learning, all the while being guided, ever so gently, by effective teachers who truly believe that their students can succeed.
Sunday, March 11, 2012
Reflection on KWL Mini-Lesson
At first, I was rather intimidated by the WTL mini-lesson assignment. I had a difficult time imagining what I could possibly cover in the short five minutes we had to teach, and how I could incorporate my content area, Spanish, while never using the language. After I reread the section in Content Area Writing that described how to successfully implement the KWL strategy, the ideas started flowing, and I was relieved. After I decided to focus my mini-lesson on Argentina, I chose a target age group for my "students." Then, I made a chart that everyone in the class could use to organize their thoughts during my lesson as well as the potential to use it as a template for future teaching. I used the general outline of the main points necessary to thoroughly explain a strategy: what is it? why are we doing this? what does it look like (modeling it to the class)? scaffolding - gradual release of responsibility. I broke down the components of KWL and planned to use the handout as a visual example for the class. I wanted to make it clear that the things that I choose to implement in a classroom have a purpose. My students should know that the activities and strategies I choose are not a way to waste time, but have real value in their own learning process. It was important to me that I made that clear in the mini-lesson. I then decided that I would model the first column and would continue from that point. Finding a way to scaffold the information wasn't difficult because much of the information is in the textbook, but I wanted to make sure that I managed to jump start their ideas because they had little background knowledge. Once my ideas came together, I practiced a lot until I was sure that I was covering the most important material in a concise and accessible manner that was under five minutes.
My main goal was to teach the KWL strategy well and to present it as if I were teaching a real class. I didn't want my lesson to be a presentation because that is not what was assigned. I need to practice teaching (or as close to teaching as I can get) in order to improve. I thought that I succeeded in teaching the class rather than simply talking at them about strategy. I also thought that handout and using the flip chart paper worked well to facilitate what I wanted to communicate and to organize things clearly. That way, I could check to make sure that my "students" understood what I had instructed in the beginning before moving on and creating unnecessary confusion. Another aspect of my lesson that went well was using my pictures from Argentina to jump start ideas for the "What do you want to learn?" part of the lesson. It was a great way to make sure they had something to go off of rather than staring at their small group members because the amount of information they don't know is overwhelming.
I think my classmates truly learned how to implement the KWL strategy in their own classrooms. They have a basic template (the handout) that can guide them to adapt the strategy to their own needs and they have a concrete example of one way to teach the strategy. They also have the advantage of seeing what works well because they were on the other side of the desks - as students. I hope the realized that it is of utmost importance to explain why we, as teachers, are using whatever activity we choose and to make sure that the students feel like the new strategy is something they can handle before we move on to something else.
If I could do the demonstration again, I would want to explain that the "K" column will be comprised of everything the students think they know, whether the information is true or not. If something is contested by other classmates or is blatantly incorrect, the teacher can put a question mark next to that point to make sure it is addressed later. That way, no student feels pressured to provide only the "correct" facts, but everyone is open to sharing what they know. Also, I would have liked to have time for everyone to get into small groups and generate questions for the "W" column. That way, I could have stressed the point that it is important to group the questions on the master sheet so that the guide is more accessible to the students.
My main goal was to teach the KWL strategy well and to present it as if I were teaching a real class. I didn't want my lesson to be a presentation because that is not what was assigned. I need to practice teaching (or as close to teaching as I can get) in order to improve. I thought that I succeeded in teaching the class rather than simply talking at them about strategy. I also thought that handout and using the flip chart paper worked well to facilitate what I wanted to communicate and to organize things clearly. That way, I could check to make sure that my "students" understood what I had instructed in the beginning before moving on and creating unnecessary confusion. Another aspect of my lesson that went well was using my pictures from Argentina to jump start ideas for the "What do you want to learn?" part of the lesson. It was a great way to make sure they had something to go off of rather than staring at their small group members because the amount of information they don't know is overwhelming.
I think my classmates truly learned how to implement the KWL strategy in their own classrooms. They have a basic template (the handout) that can guide them to adapt the strategy to their own needs and they have a concrete example of one way to teach the strategy. They also have the advantage of seeing what works well because they were on the other side of the desks - as students. I hope the realized that it is of utmost importance to explain why we, as teachers, are using whatever activity we choose and to make sure that the students feel like the new strategy is something they can handle before we move on to something else.
If I could do the demonstration again, I would want to explain that the "K" column will be comprised of everything the students think they know, whether the information is true or not. If something is contested by other classmates or is blatantly incorrect, the teacher can put a question mark next to that point to make sure it is addressed later. That way, no student feels pressured to provide only the "correct" facts, but everyone is open to sharing what they know. Also, I would have liked to have time for everyone to get into small groups and generate questions for the "W" column. That way, I could have stressed the point that it is important to group the questions on the master sheet so that the guide is more accessible to the students.
Monday, March 5, 2012
Guiding Students to Believe in Themselves
Almost no one enjoys being unsuccessful. It is an inherent human trait to desire to excel, to be great at something, to be in control of one's own abilities. This concept has deep roots in the academic world. Students who do poorly in school, who do not believe they are capable of improving, or who have been told that they simply "aren't good at school" tend to have negative attitudes about school. They aren't motivated to go to class simply because they assume they are going to fail. Before they even step through the doorway, those students automatically put themselves one step behind. These attitudes are through no fault of their own, for the most part. Some people claim that "those" students just don't care. I believe that they are wrong. Life's circumstances and situations that affect our students are different in each and every case. They come to school with a lot more than just their backpacks. Our students are human; humans desire to do better, to be better. They do not want to struggle in school; they desire to succeed. That is where teachers come into the picture. We can be that spark that ignites an entire new world of possibilities, or just a heightened interest in school. Either way, it's worth the challenge.
Chapter 6 in Content Area Reading is titled "Activating Prior Knowledge and Interest." It discusses how to engage students so that they come to enjoy learning, and, perhaps more importantly, to believe in themselves. Teachers control the lesson plan. Curriculum may be forcibly put on our desks, but we are in charge of how the material that needs to be covered will be taught. The possibilities are nearly endless (within the confines of time and resources). Each classroom is a tiny society within the larger context of school. The authors of the chapter my class read encouraged and challenged teachers to help all of our students to develop self-efficacy. That means that students believe in themselves. They think "I can" instead of "This is stupid/difficult/you fill in the blank." But how can we help students to bridge that gap, especially when they have struggled in school for years?
The answer lies in motivation. If a student is motivated, they will take ownership of their learning, and that makes whatever they are learning incredibly meaningful. A key point of motivation is relevance. Learning should be based on what students already know. Prior knowledge is of HUGE importance in learning because it provides a stable foundation for new learning and a concrete reference point. If students have a reference point, learning new concepts or information is much easier. They make connections to their own lives and that only adds meaning to what is being taught! In addition, reference points can be springboards for educators. We can take a that reference and weave other perspectives, create challenges that our students have to resolve, stir up discussion, questions, and interests, and make learning so much more than memorization and preparation for filling in bubbles on a test sheet.
Learning is a life-long tool. It's a wonderful gift and it should not be taken lightly. As educators, we hold the power to engage our students or to watch as their attention and desire to learn fades into nothing more than a shadow of what it could be. Our tools are tried and true strategies, creativity, experience, advice, scaffolding, communication skills, and whatever else we bring as individuals. Our goal is to arouse the bottomless pit of curiosity and imagination that spring from our students' minds and are waiting to be tapped into. It's an intimidating task, but it's worth the effort. We have the power to touch lives. Let's be sure not to waste it!
Chapter 6 in Content Area Reading is titled "Activating Prior Knowledge and Interest." It discusses how to engage students so that they come to enjoy learning, and, perhaps more importantly, to believe in themselves. Teachers control the lesson plan. Curriculum may be forcibly put on our desks, but we are in charge of how the material that needs to be covered will be taught. The possibilities are nearly endless (within the confines of time and resources). Each classroom is a tiny society within the larger context of school. The authors of the chapter my class read encouraged and challenged teachers to help all of our students to develop self-efficacy. That means that students believe in themselves. They think "I can" instead of "This is stupid/difficult/you fill in the blank." But how can we help students to bridge that gap, especially when they have struggled in school for years?
The answer lies in motivation. If a student is motivated, they will take ownership of their learning, and that makes whatever they are learning incredibly meaningful. A key point of motivation is relevance. Learning should be based on what students already know. Prior knowledge is of HUGE importance in learning because it provides a stable foundation for new learning and a concrete reference point. If students have a reference point, learning new concepts or information is much easier. They make connections to their own lives and that only adds meaning to what is being taught! In addition, reference points can be springboards for educators. We can take a that reference and weave other perspectives, create challenges that our students have to resolve, stir up discussion, questions, and interests, and make learning so much more than memorization and preparation for filling in bubbles on a test sheet.
Learning is a life-long tool. It's a wonderful gift and it should not be taken lightly. As educators, we hold the power to engage our students or to watch as their attention and desire to learn fades into nothing more than a shadow of what it could be. Our tools are tried and true strategies, creativity, experience, advice, scaffolding, communication skills, and whatever else we bring as individuals. Our goal is to arouse the bottomless pit of curiosity and imagination that spring from our students' minds and are waiting to be tapped into. It's an intimidating task, but it's worth the effort. We have the power to touch lives. Let's be sure not to waste it!
Tuesday, February 28, 2012
It Says . . . I Say . . . And So
"It says... I say... And so" is an excellent strategy to help students make inferences and to draw conclusions from the text material. The educator provides the students with some inferential questions for the text that they are going to read, and then the strategy comes into play to make sense of the text. Normally, it is used in chart form. The "It says" box is used for information that the students pull from the text itself - this information can be paraphrased or direct quotes can also be used. The "I say" box is reserved for students' opinions and their prior knowledge. This box functions as the bridge between drawing conclusions and reading information. The last box, "And so" is where they students combine the information from the previous two boxes to answer the question(s). This way, the students have an organized chart that highlights the main ideas from the text without being overwhelming or simply copying directly from the text itself.
This week, we read Chapters 5 & 9 in Content Area Reading. My two main questions are the following: Why is B-D-A instructional framework effective? Why is writing to learn so important?
It Says: B-D-A instructional framework is a method teachers can use to plan a lesson. This format of lesson planning can help teachers to incorporate instruction strategies and activities into lesson involving content literacy and learning through differing degrees of scaffolding. The lesson does not have to be confined to a one-day only period, but can extend over several days - depending on the need of the class. This structure emphasizes that readers need varying levels of guidance, and prior knowledge, familiarity with the subject, and the educator's own judgment play very important roles in the construction and implementation of the lesson. B-D-A stands for before reading, during reading, and after reading. Each of these elements are meant to assist students to pull meaning from the text. The purpose of before reading activities is to motivate students, engage them in the material, activate their prior knowledge, and gently introduce new material, such as vocabulary words. During reading activities help the students to recognize the important parts of the text by bridging the gap between the students and the text. Activities including, but not restricted to, study buddies, definitions of unknown words, collaborative reading to emphasize the important aspects of the text and to foster a deeper understanding. The after reading activities clarify and elaborate anything from the other two categories. This is the stage where knowledge is refined and it is the springboard for discussions, questions, written responses, and any other tools used to enhance comprehension.
I Say: The B-D-A framework appears to be a very effective way to organize a lesson plan around a text. Students need to be motivated before they engage in a text because many students are intimidated or overwhelmed by textbooks or any large section of text. The before reading stage is an excellent way to motivate students and to activate their prior knowledge in order to ensure that they begin reading with confidence that they have some direction and some background knowledge regarding what the text will be about. The during reading activities avoid boredom and frustration for the students. It is almost always easier to understand something if you can talk it out with another person. These activities break up the text into sections and the important content is grasped in class instead of students feeling as if they were really struggling to understand what's going on. The after reading activities are necessary for clarification. A teacher summarizing what is important helps everyone to internalize the main points and to shave off the unnecessary details. This also is a great time to get feedback and to challenge the students to dig deeper into a text. If a text is read in class, most students will be more willing to participate and ask questions because they already have a road map from their teacher and other peers. This will be especially important in my content area because material will be more difficult to understand automatically -- it's in another language!
And So: I believe that the B-D-A instructional framework is an effective and flexible way to engage students in a text. It is extremely important to begin class with motivational activities/review so that students feel that they are capable of learning new material that will be presented in class. The during reading activities are also essential because students are kids. Whether they are 5 years old or 17 years old, they are still kids. They need a change in scenery from time to time so they do not become too bored and miss what is being taught. Scaffolding activities ensure that students stay on task because they are responsible for their own learning. That ties in to the after reading activities because that is the part of class where students and teachers work together to create a meaningful summary of the important points of the text and to dig deeper into what the students think. This allows students to create connections to their own lives - the learning becomes their own. Once students internalize knowledge in this way, they are much better at remembering and applying what they learned. I will definitely be using this approach in my classroom. Spanish texts are difficult to understand not only because they are in a foreign language, but the way they are written are simply distinct from English texts. My students will need my guidance and lots of activities to be able to pull out the main points and meaning from the texts we read in class.
Writing to learn is important for many, many reasons. Perhaps the most important one is simply that students are able to learn through their own words. As I mentioned before, that gives students ownership of that knowledge and it is much more significant to them. There are an impressive number of WLT strategies, each with its own twist, but all of them involve writing and spontaneous thinking. The strategies can be incorporated into any classroom in any content area, so they are quite versatile. Writing is an essential life skill. Why would we not stress writing activities in our classroom?! These WTL strategies are perfect for incorporating into a B-D-A based lesson plan. It provides an easy way to check for comprehension and to engage students in metacognitive thinking. Writing to learn is too important of a tool to ignore.
This week, we read Chapters 5 & 9 in Content Area Reading. My two main questions are the following: Why is B-D-A instructional framework effective? Why is writing to learn so important?
It Says: B-D-A instructional framework is a method teachers can use to plan a lesson. This format of lesson planning can help teachers to incorporate instruction strategies and activities into lesson involving content literacy and learning through differing degrees of scaffolding. The lesson does not have to be confined to a one-day only period, but can extend over several days - depending on the need of the class. This structure emphasizes that readers need varying levels of guidance, and prior knowledge, familiarity with the subject, and the educator's own judgment play very important roles in the construction and implementation of the lesson. B-D-A stands for before reading, during reading, and after reading. Each of these elements are meant to assist students to pull meaning from the text. The purpose of before reading activities is to motivate students, engage them in the material, activate their prior knowledge, and gently introduce new material, such as vocabulary words. During reading activities help the students to recognize the important parts of the text by bridging the gap between the students and the text. Activities including, but not restricted to, study buddies, definitions of unknown words, collaborative reading to emphasize the important aspects of the text and to foster a deeper understanding. The after reading activities clarify and elaborate anything from the other two categories. This is the stage where knowledge is refined and it is the springboard for discussions, questions, written responses, and any other tools used to enhance comprehension.
I Say: The B-D-A framework appears to be a very effective way to organize a lesson plan around a text. Students need to be motivated before they engage in a text because many students are intimidated or overwhelmed by textbooks or any large section of text. The before reading stage is an excellent way to motivate students and to activate their prior knowledge in order to ensure that they begin reading with confidence that they have some direction and some background knowledge regarding what the text will be about. The during reading activities avoid boredom and frustration for the students. It is almost always easier to understand something if you can talk it out with another person. These activities break up the text into sections and the important content is grasped in class instead of students feeling as if they were really struggling to understand what's going on. The after reading activities are necessary for clarification. A teacher summarizing what is important helps everyone to internalize the main points and to shave off the unnecessary details. This also is a great time to get feedback and to challenge the students to dig deeper into a text. If a text is read in class, most students will be more willing to participate and ask questions because they already have a road map from their teacher and other peers. This will be especially important in my content area because material will be more difficult to understand automatically -- it's in another language!
And So: I believe that the B-D-A instructional framework is an effective and flexible way to engage students in a text. It is extremely important to begin class with motivational activities/review so that students feel that they are capable of learning new material that will be presented in class. The during reading activities are also essential because students are kids. Whether they are 5 years old or 17 years old, they are still kids. They need a change in scenery from time to time so they do not become too bored and miss what is being taught. Scaffolding activities ensure that students stay on task because they are responsible for their own learning. That ties in to the after reading activities because that is the part of class where students and teachers work together to create a meaningful summary of the important points of the text and to dig deeper into what the students think. This allows students to create connections to their own lives - the learning becomes their own. Once students internalize knowledge in this way, they are much better at remembering and applying what they learned. I will definitely be using this approach in my classroom. Spanish texts are difficult to understand not only because they are in a foreign language, but the way they are written are simply distinct from English texts. My students will need my guidance and lots of activities to be able to pull out the main points and meaning from the texts we read in class.
Writing to learn is important for many, many reasons. Perhaps the most important one is simply that students are able to learn through their own words. As I mentioned before, that gives students ownership of that knowledge and it is much more significant to them. There are an impressive number of WLT strategies, each with its own twist, but all of them involve writing and spontaneous thinking. The strategies can be incorporated into any classroom in any content area, so they are quite versatile. Writing is an essential life skill. Why would we not stress writing activities in our classroom?! These WTL strategies are perfect for incorporating into a B-D-A based lesson plan. It provides an easy way to check for comprehension and to engage students in metacognitive thinking. Writing to learn is too important of a tool to ignore.
Monday, February 20, 2012
Tools to Improve Learning: Trade Books and Writing
What is the first thing that comes to mind when someone says the word "textbook"? Most students think of a heavy book that contains dry, complex, confusing, disorganized, and an overwhelming amount of information. Textbooks are used in 75-90% of classrooms across the United States, and most of our students do not know how to think or learn with them. That statistic shocked me. The information points to the idea that textbooks alone are not enriching learning tools in a classroom. What can we use to complement students' learning? Content Area Reading suggests that educators use trade books to be used in tandem with textbooks. Although textbooks provide a wealth of knowledge about an impressive number of topics, they tend to lack depth. I have experienced the feeling of being defeated by a textbook before I have even turned to the chapter I was assigned. It seemed like there was a never-ending stream of information that was, at best, arduous to read and even more challenging to remember and connect all of the facts. Trade books provide an opportunity for students to enter a literary work that has depth and an emotional dimension. They also expose students to many different genres and allow teachers to offer books at many different reading levels which creates more accessible literature. If our students are scared away from textbooks, they might associate those negative feelings with reading in general. Trade books can help to bridge that gap.
There are so many different ways that trade books can be incorporated into a classroom to enrich the curriculum. Once the students read the books, how can we, as educators, follow up on what they learned? There are many effective reader response strategies to engage students. One of my favorite examples is through drama. I will never forget one of my IB History classes. We read an excerpt from a source outside of our textbook about how World War II quickly accelerated to involve almost all of the European countries. My teacher, Mr. Affeldt, separated us into small groups and every group was assigned to be a country involved in the war. We were responsible for listening to his instructions regarding our actions and improvising to recreate what happened throughout the beginning of the war. We would invade other countries by bringing them into our group, and we "bombed" other countries by making paper airplanes, crunching up loose leaf paper to create "bombs" and walking in a formation across the classroom to throw the paper (gently) at the group members of the country being bombed. To this day, I can recall, with nearly perfect clarity, exactly what happened. All of that stemmed from an excellent application of a trade book that gave us in-depth information about what happened during World War II. Our textbook supplied almost no details regarding the same topic. The classroom vibrantly became alive that hour. That is a beautiful gift to give to students (and a gold star to give to the teacher). I hope I can use trade books to create the same sense of joy in learning that Mr. Affeldt gave our class.
Another effective tool to enrich student's learning, that is also essential to the reader responses to trade books and textbooks, is writing. Writing is an important part of our everyday lives. We use it to make lists, scribble down reminders, express care to the ones we love - it's so useful and it starts at school. Normally, writing in school is associated with formal papers. However, Content Area Writing stresses the importance of writing to learn (WTL). WTL means that students write informal, spontaneous, short, personal, exploratory, and ungraded writing samples. In short, it is free, loosely structured with few rules and no penalties. This form of writing provides students with true learning power. They can write - express themselves - openly and without judgment. It is a wonderful opportunity to encourage writing in a non-stressful setting. Students sit in classrooms for about seven hours a day, five days a week. That is a lot of sitting. Breaking into their monotonous routine gives students' brains a breather that is important so that they can reflect on what they are learning. In my opinion, one of the most effective ways to remember something is to by making learning your own. If students can be proud and unabashed to express their thoughts, they could be more motivated to learn and to stay engaged. WTL is an excellent way to do that, and it can be applied in every content area, especially my own - Spanish.
Tuesday, February 14, 2012
High Stakes Testing or Portfolios - Is One More Effective than the Other?
Assessments. Tests. Exams. Quizzes. Regardless of which name is used, students probably stress about it. As educators, it is essential to realize the importance of assessments. It helps us to "check up/in" on our students, to see where we need to improve our instruction, and to compare where are students are and "where they should be." There are a multitude of forms that we can use to assess our students, but is one better than the others?
After reading Chapter 4 of Content Area Reading this past week, I realized that the challenge of choosing which assessments and assessment methods to use is a daunting task. The chapter discussed two major types: high-stakes testing and portfolios.
High-stakes testing tend to be state or federally mandated standardized tests that have a number of consequences attached to poor results. The No Child Left Behind Act was instated to attempt to raise the overall achievement of American students. The level of progress would be measured yearly and that meant that each year, the test scores needed to progress. There was no falling behind without serious consequences that can include school closure, the lack of funding, or restaffing. Under such extreme amounts of pressure, schools began to change the curriculum to fit the requirements of the test. Some people question what happens to the knowledge base that just didn't make the cut? Is it just lost to the textbooks and the teachers' brains forever? We hope not. In that light, standardized testing seems far from favorable. Yet, they do yield important information. Standardized tests provide an accurate (if the correct test is used) ranking of where students stand in comparison to one another and to students across the United States. They also can be useful tools to assess whether students are ready to pass on to the next grade. However, standardized tests are not the only way to assess students.
Another effective method of assessing students can be through portfolios. Portfolios are vehicles for ongoing assessment. They are different from "tests" because they are done over time and are a collaboration between student and teacher instead of the students working alone to prove they have learned what has been presented in the classroom. Portfolios intend to encourage the students to take ownership for their achievements and to emphasize their academic progress throughout the year. The compilation of portfolios is much more flexible and less stressful than standardized tests, yet they cannot provide the same comparison that high-stakes assessments do. Portfolios tend to be graded through rubrics that the teacher creates, not by the code of bubble answers that can be read by a computer. However, does that make them a better form of assessment?
So, which one is better!? The evidence provided by this text implies that standardized testing creates many problems in the education world today. I cannot help but agree. Portfolios seem to offer a promising way to assess students in a way that significantly lessens stress levels and encourages student involvement. It seems to me that both types of assessments are valid, useful, and necessary. In fact, I think it is a brilliant idea to use many types of assessments to ensure that every student's learning style is addressed. There is no one "best" way. Our challenge lies in ensuring that our students take in the knowledge we present to them and that it sinks into their brain, not that it simply is skimmed off the top after we assess them. What an excellent challenge!
After reading Chapter 4 of Content Area Reading this past week, I realized that the challenge of choosing which assessments and assessment methods to use is a daunting task. The chapter discussed two major types: high-stakes testing and portfolios.
High-stakes testing tend to be state or federally mandated standardized tests that have a number of consequences attached to poor results. The No Child Left Behind Act was instated to attempt to raise the overall achievement of American students. The level of progress would be measured yearly and that meant that each year, the test scores needed to progress. There was no falling behind without serious consequences that can include school closure, the lack of funding, or restaffing. Under such extreme amounts of pressure, schools began to change the curriculum to fit the requirements of the test. Some people question what happens to the knowledge base that just didn't make the cut? Is it just lost to the textbooks and the teachers' brains forever? We hope not. In that light, standardized testing seems far from favorable. Yet, they do yield important information. Standardized tests provide an accurate (if the correct test is used) ranking of where students stand in comparison to one another and to students across the United States. They also can be useful tools to assess whether students are ready to pass on to the next grade. However, standardized tests are not the only way to assess students.
Another effective method of assessing students can be through portfolios. Portfolios are vehicles for ongoing assessment. They are different from "tests" because they are done over time and are a collaboration between student and teacher instead of the students working alone to prove they have learned what has been presented in the classroom. Portfolios intend to encourage the students to take ownership for their achievements and to emphasize their academic progress throughout the year. The compilation of portfolios is much more flexible and less stressful than standardized tests, yet they cannot provide the same comparison that high-stakes assessments do. Portfolios tend to be graded through rubrics that the teacher creates, not by the code of bubble answers that can be read by a computer. However, does that make them a better form of assessment?
So, which one is better!? The evidence provided by this text implies that standardized testing creates many problems in the education world today. I cannot help but agree. Portfolios seem to offer a promising way to assess students in a way that significantly lessens stress levels and encourages student involvement. It seems to me that both types of assessments are valid, useful, and necessary. In fact, I think it is a brilliant idea to use many types of assessments to ensure that every student's learning style is addressed. There is no one "best" way. Our challenge lies in ensuring that our students take in the knowledge we present to them and that it sinks into their brain, not that it simply is skimmed off the top after we assess them. What an excellent challenge!
Tuesday, February 7, 2012
Literacy Matters!
This blog will be used primarily for my class Reading for the 5-12 Teacher at the University of St. Thomas. However, I hope it also sparks your interest and emphasizes the importance of the role a teacher plays in the life of each and every student that passes through the door of his or her classroom.
Not all children love to read. That does not mean, however, that they lack the potential to learn to enjoy reading. The key lies in motivating students and in their teachers' ability to weave literacy tools into lessons without creating separate islands of content area information.
After reading the first chapters of our textbooks, Content Area Reading and Content Area Writing, the challenge of ensuring that my students will have a strong foundation in literacy seemed both overwhelming and exciting. Literacy is perhaps one of the most important tools for a successful life. When a child becomes literate, a whole new world opens up to him or her. Throughout the early years of education, children learn how to read. Once they reach adolescence, reaching should shift to become a tool to learn. Reading is not the only aspect of being literate. Writing is also an essential aspect of literacy. As the authors of Content Area Writing brilliantly state, "Reading helps us to take in knowledge; writing makes it our own."
Due to the fact that both reading and writing are essential skills, it is clearly important that these skills are stressed in every content area. The authors stressed that even the most unlikely of subjects require students to know how to read and write. What would math be without those beloved (or despised) word problems? The most prestigious of researches write out procedures and publish papers about their findings. History is an eloquent story, packed with information, yet a story all the same. Every single subject has a similar application. The bottom line is this: the task of teaching students to read and write does not fall only on the shoulders of English and literature teachers. Each and every teacher is responsible for fostering a curiosity and a desire to learn how to read, write, think, analyze, (the list goes on) that pertains to the specific content area while avoiding isolating those skills. It is no easy task.
Literacy does matter. (that was an excellent choice for a chapter title). Although all of my lessons will be in another language, the foundation that my students will have in terms of their literacy skills are based on what they have learned from other subjects. Students use prior knowledge to make connections and to help them to learn new things. Spanish and English are very different, but they are both beautiful ways to express thoughts, to comment on a situation, to share experiences, and to grow as an individual. Language is a powerful tool; it is so much more than simply sounds that create words and have meaning. Language contains culture, history, and beauty. I hope that my students will be able to realize that through my classes.
Life is such a rich, rewarding experience, and learning new things is one of the best ways to make the most out of what we are given. Teaching students to read and write, and then to use reading and writing to learn opens an innumerable amount of doors for them to choose to explore at their leisure. What a wonderful privilege it is, to be able to pass on the tools and to instill a desire to learn and grow.
Not all children love to read. That does not mean, however, that they lack the potential to learn to enjoy reading. The key lies in motivating students and in their teachers' ability to weave literacy tools into lessons without creating separate islands of content area information.
After reading the first chapters of our textbooks, Content Area Reading and Content Area Writing, the challenge of ensuring that my students will have a strong foundation in literacy seemed both overwhelming and exciting. Literacy is perhaps one of the most important tools for a successful life. When a child becomes literate, a whole new world opens up to him or her. Throughout the early years of education, children learn how to read. Once they reach adolescence, reaching should shift to become a tool to learn. Reading is not the only aspect of being literate. Writing is also an essential aspect of literacy. As the authors of Content Area Writing brilliantly state, "Reading helps us to take in knowledge; writing makes it our own."
Due to the fact that both reading and writing are essential skills, it is clearly important that these skills are stressed in every content area. The authors stressed that even the most unlikely of subjects require students to know how to read and write. What would math be without those beloved (or despised) word problems? The most prestigious of researches write out procedures and publish papers about their findings. History is an eloquent story, packed with information, yet a story all the same. Every single subject has a similar application. The bottom line is this: the task of teaching students to read and write does not fall only on the shoulders of English and literature teachers. Each and every teacher is responsible for fostering a curiosity and a desire to learn how to read, write, think, analyze, (the list goes on) that pertains to the specific content area while avoiding isolating those skills. It is no easy task.
Literacy does matter. (that was an excellent choice for a chapter title). Although all of my lessons will be in another language, the foundation that my students will have in terms of their literacy skills are based on what they have learned from other subjects. Students use prior knowledge to make connections and to help them to learn new things. Spanish and English are very different, but they are both beautiful ways to express thoughts, to comment on a situation, to share experiences, and to grow as an individual. Language is a powerful tool; it is so much more than simply sounds that create words and have meaning. Language contains culture, history, and beauty. I hope that my students will be able to realize that through my classes.
Life is such a rich, rewarding experience, and learning new things is one of the best ways to make the most out of what we are given. Teaching students to read and write, and then to use reading and writing to learn opens an innumerable amount of doors for them to choose to explore at their leisure. What a wonderful privilege it is, to be able to pass on the tools and to instill a desire to learn and grow.
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