1. Elementary
reading instruction contributes to poor literacy attainment for older children
because a majority of the attention is placed on the actual process of reading
and they avoid subjects like getting the students to read for ideas, concepts,
and information. All of these are skills necessary for literacy attainment.
2. Reading test scores are good for showing achievement as far as what reading level the student is currently on.
3. I had never really taken into consideration how important out-of-school experiences were for students. I had always just assumed that students learnt the most in the classroom and never really considered how important other experiences were for them.
4. When teaching reading comprehension, it is important to NOT read the material as a whole class. When you have the students read aloud, they become more focused on their reading skills rather than the material they are reading. Rather than reading aloud as a class, the teacher could have the students read the material silently to themselves and then work in groups to complete worksheets to based on the material they just read to themselves.
5. I was never taught to talk in school. That was something that I was doing before I entered into the public school system.
6. An example of literacy practice would be asking your students to produce a blog. Students now-a-days are very technologically informed and therefore this would not only be something they would enjoy doing, but they would be learning at the same time.
7. A discourse community is a group of communicators with a common goal or interest. The community adopts certain ways of participating in group discussions.
8. If students have multiple literacy’s that aren’t recognized as valuable in school, then those students will likely become resistant to literacy within the classroom.
9. A teacher could build on the extracurricular literacy practices of their students by assigning a book report for each student. However, rather than having the students all read and write about the same book, allow them to choose a book that they feel would interest them.
10. During my senior year of high school, my english teacher had 5 novels that he wanted the entire class to be aware of. Rather than making every student read all five novels, he allowed us to split up into 5 different groups. Each group chose one novel and read it as a group. This way, we were able to ask questions to our peers within the group. After we read the novel, the group came up with a way to summarize and present the novel to the entire class. We could either do a short video, write a poem, write an essay, or create a short story based on the novel. This way, the entire class became aware of all 5 novels, without actually reading all 5 of them.
11. During middle and high school, we were required to take foreign language classes. In middle school, we focused briefly on several different languages. However, in high school, we were required to take at least 2 years of one specific language. I took 2 years of Spanish. I feel this engaged me in multicultural literacy.
12. Teachers that are respected by their peers typically have students that respect them and therefore do well in the classroom.
2. Reading test scores are good for showing achievement as far as what reading level the student is currently on.
3. I had never really taken into consideration how important out-of-school experiences were for students. I had always just assumed that students learnt the most in the classroom and never really considered how important other experiences were for them.
4. When teaching reading comprehension, it is important to NOT read the material as a whole class. When you have the students read aloud, they become more focused on their reading skills rather than the material they are reading. Rather than reading aloud as a class, the teacher could have the students read the material silently to themselves and then work in groups to complete worksheets to based on the material they just read to themselves.
5. I was never taught to talk in school. That was something that I was doing before I entered into the public school system.
6. An example of literacy practice would be asking your students to produce a blog. Students now-a-days are very technologically informed and therefore this would not only be something they would enjoy doing, but they would be learning at the same time.
7. A discourse community is a group of communicators with a common goal or interest. The community adopts certain ways of participating in group discussions.
8. If students have multiple literacy’s that aren’t recognized as valuable in school, then those students will likely become resistant to literacy within the classroom.
9. A teacher could build on the extracurricular literacy practices of their students by assigning a book report for each student. However, rather than having the students all read and write about the same book, allow them to choose a book that they feel would interest them.
10. During my senior year of high school, my english teacher had 5 novels that he wanted the entire class to be aware of. Rather than making every student read all five novels, he allowed us to split up into 5 different groups. Each group chose one novel and read it as a group. This way, we were able to ask questions to our peers within the group. After we read the novel, the group came up with a way to summarize and present the novel to the entire class. We could either do a short video, write a poem, write an essay, or create a short story based on the novel. This way, the entire class became aware of all 5 novels, without actually reading all 5 of them.
11. During middle and high school, we were required to take foreign language classes. In middle school, we focused briefly on several different languages. However, in high school, we were required to take at least 2 years of one specific language. I took 2 years of Spanish. I feel this engaged me in multicultural literacy.
12. Teachers that are respected by their peers typically have students that respect them and therefore do well in the classroom.
Bolima, D. (n.d.). Contexts for understanding: Educational learning theories . Retrieved from
http://staff.washington.edu/saki/straregies/101/new_page_5.htm
http://staff.washington.edu/saki/straregies/101/new_page_5.htm
The National Counsel of Teachers of English. (2007). Adolescent literacy. Retrieved from
http://www.ncte.org/library/NCTEFiles/Resources
http://www.ncte.org/library/NCTEFiles/Resources
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