1. How does elementary reading instruction contribute to poor literacy attainment for older children?
I think this has some ties to the myth "Students learn everything about
reading and writing in elementary school". Perhaps a students literacy gets overlooked as they get older and continue to progress through the school system.
2. What are reading test scores good for?
Test scores and other numbers do not convey the full complexity of literacy even though they are effective in eliciting a feeling of crisis. Accordingly, a useful alternative would be for teachers and other informed professionals to take an interest in policy that shapes literacy instruction.
3. What reality about a literacy myth surprised you the most? Why?
The myth that I found surprising was "Literacy instruction is the responsibility of English teachers alone". This is a common problem with some teachers and parents today. They all think all of the literacy teachings and problems come from the English department. I have actually heard teachers and parents make comments such as "I don't need to worry about it" or "It's not my job to aid those problems". I can't believe that parents, especially teachers would have this attitude. I think when schools fail to make AYP in a certain area of instruction it should not fall back solely on that teacher rather the entire faculty at that school should feel responsible. If everyone would work together for the good of the order then I feel schools would not be lacking in certain areas.
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.
I know how you can relate reading comprehension in the music classroom. Music is more than just reading a bunch of dotes that are arranged on 5 lines. We use letters (p, mp, mf, f) that tell the player how loud to play. Each of these abbreviations stand for a word. You could have the student learn what the letters mean in a musical sense then teach them the full word (i.e. p=soft; the word for soft is piano).
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.)
I was always lacking in math, especially with word problems. I tried and tried to improve and would even ask my teachers for extra worksheets to help me in my studies. I was shocked to find that most of the teachers said they did not have time to do that. I even had a teacher tell me to come see her at the end of the day. As I was approaching the classroom door I noticed that the door was closed and the lights were turned off. I barely passed my math courses and to this day I am not good at math.
6. Give an example of a literacy practice.
Literacy practices refer to the basic processes of reading and writing that a student would learn in the fourth grade. These practices still need to be reinforced after the fourth grade.
7. What is a discourse community?
The term discourse community links the terms discourse, a concept describing all forms of communication that contribute to a particular, instructionalized way of thinking; and community, which in this case refers to the people who use, and therefore help create, a particular discourse.
8. What can happen if students valuable multiple literacies are not recognized as valuable in school?
When students are not recognized for bringing valuable, multiple-literacy
practices to school, they can become resistant to school-based literacy.
9. Give an example of how a teacher might build on the extracurricular literacy practices of their students?
Teachers should not be reduced to stereotypical assumptions about predictable responses from specific populations of students; Effective teachers understand the importance of adolescents finding enjoyable texts and don’t always try to shift students to “better” books.
10. Describe a time in which a teacher in your 4-12 schooling experience employed one of the research-base strategies to improve motivation.
Not trying to make excuses, but that was 13 (plus) years ago and as hard as I try I cannot think of anything. The only thing I can think of that dealt with motivation was in 1998. This was the year I marched with the Bluecoats Drum & Bugle Corps. and our percussion caption head always encouraged us in everything we did. He did get tough on us at times, but he always had creative criticism to give us. I feel this has made me a better man and musician.
11. Give an example from your own K-12 schooling experience that engaged you in multicultural literacy development.
When I was a junior in high school I befriended an exchange students from Germany. He could speak VERY little English. I have always be fascinated with the country and the German language. Our Spanish teacher had a program that allowed us to talk into a microphone and it would repeat our words in a different language.
12. What do teachers who gain recognition and respect from their peers also do well on?
These teachers also foster critical thinking; address the diverse needs of adolescents whose literacy abilities vary; possess personal characteristics such as caring about students, being creative and collaborative, and loving to read and write; develop a solid knowledge about and commitment to literacy instruction; use significant quality and quantity of literacy activities including hands-on, scaffolding, mini lessons, discussions, group work, student choice, ample feedback, and multiple forms of expression; participate in ongoing professional development; develop quality relationships with students; and manage the classroom effectively.
Cited:
Discourse community. (2012, April 17). Retrieved from http://en.wikipedia.org/wiki/Discourse_community
Adolescent literacy. (2007). Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Positions/Chron0907ResearchBrief.pdf
