Wednesday, September 29, 2010
Literacy Instruction In The Classroom
Tuesday, September 28, 2010
Compare/Contrast Literacy in the Classroom (Alison DiStefano)
Each morning, the students are expected to come into the classroom (quietly of course), put their book bags away, and pick a book out of the book bin in the center of their table (there are tables with 4 students at each). Once they pick a book they are to sit there and read independently until they are instructed to do otherwise. Sometimes they are sitting there reading silently for as long as an hour and a half. I am all for independent reading but I feel as though it is hard to expect students to come in in the morning and remain silent and interested in a book for that long right off the bat. They are chatty and eager to get their day started! I think independent reading is best later in the school day and not for that long stretch of time.
Every week we have a read aloud where my CT picks one book to read aloud to the class. They use their instructional focus for that week and incorporate it into their reading strategies. This has had great success with the students. It generates discussion and keeps them focused on the instructional focus for the week.
Each week we take the instructional focus and develop it through text connections. With the read aloud, my CT can help them see the different focuses (i.e. motives, cause & effect, prediction, etc...). They then can take it with them and do it on their own through independent reading (or so we hope!). Writers workshop is where we are able to assess them on these instructional focuses and how well they understand the concepts. They explore the concepts and use them to enhance their writing. Although, the only problem is I feel that a week is way too short to introduce, teach, & expect students to expand on an instructional focus only to introduce a NEW one the following week.
I feel like literacy is incorporated throughout the day but the variety is missing. Hopefully different types of literacy will be incorporated soon. If not, I will be able to introduce them during guided lead teaching!
Monday, September 27, 2010
New Teacher, New Plan
To give a little bit of prior knowledge to my book club group: my students have just started going regularly to a reading teacher three school days ago. When looking at the Complete Literacy System graph on page 3 of Book Club plus, I see some similarities with the chart and with what I have seen happen within the classroom. A literacy block has not yet started but the reading teacher has discussed with me that one will be starting soon. Students will come together with either her or I to read in groups of similar reading levels. While one teacher is monitoring the literacy block the other teacher will be working with the rest of the class. We are planning on pulling each group to the literacy block once or twice a week. Writer’s workshop has been seen used once with my homeroom teacher. Students read a story together and then talked about the setting, characters, and the layout of the story (beginning, middle, end). After students discussed they have been using this outline to plan and write. I have talked with the reading teacher and we will be starting more writer’s workshop soon. I have participated in Teacher read alouds; I have read students picture books and then discussed with them what happened in the story. The students and I have also participated in a shared reading. This particular shared reading was a readers’ theater. The students stood in front of the class, read their lines, and listened to others read it. I have not yet seen shared reading in small groups. I look forward to implementing this when I am the lead teacher. I have seen independent reading with my homeroom teacher. Students have read short stories, discussed the story in a whole group setting, and then answered questions on a worksheet.
During the first lesson with the reading teacher, she went through their new text books. The textbooks had a chart of different reading strategies. She read each one, gave examples, discussed with the students about each one, and practiced a few of them. They scanned through the book and one of them saw a picture of a dog jumping a fence. Another student talked about their dog jumping fences. She noted that already this student was using a reading strategy: accessing prior knowledge. During her discussion she told the students that while reading they should be utilized one or more than one of these strategies. Tomorrow, I will be starting a lesson focusing on text to self connections. I talked with my reading CT about this and she agreed that it would be a great way to continue working on reading strategies and comprehension. I will be reading a book titled “Chrysanthemum” about a mouse named Chrysanthemum who loves her name, but at the first day of school students make fun of her name. My students will be making text-to-self connections by talking with their parents about their names and then writing about what they found out.
When looking at the reading teacher’s roles in instruction and comprehension strategies: she has had very high control and the students have had very low activity. She has been giving very explicit instruction but I know she is planning on moving away from that and more towards students having a very high participation rate and high activity rate, while she and I are giving less instruction and less scaffolding. But before we get there, she is doing a lot of modeling and scaffolding this week to help build students comprehension strategies. It will be interesting to observe and work with the new reading teacher to see this transition take place.
Sunday, September 26, 2010
Book Club Plus Model - Chelsea McIntosh
Thus far into the school year I had expected to much more instruction involving the aspects of literacy. Although literacy is easily transferred across subject areas, there has been far less focus on literacy within my placement. This has been due to a rough start to the school year. Two days before school began, our principal was to inform two of our primary teachers that they will no longer have their job. This shifted teachers to unknown classrooms, raised student to teacher ratios, and placed our assistant principal in a classroom as a full time teacher. Therefore, resources still have not been distributed (textbooks, etc.), and the remaining teachers at my school are still fearful that they will lose their job.
However, I have yet to see any representation of the book club plus model within my classroom. My CT has informed me that he does incorporate a book club into his literacy instruction, but he is still waiting to receive student scores from the Scantron and from STEP (which is beginning this upcoming week) so that he can effectively group the children and begin assessing their literacy needs. Nevertheless, it is a relief to know that my CT has a major in Language Arts and that is his primary passion in teaching. The first two hours of our day is becoming dedicated to language arts. The students engage in 25-30 minutes of silent reading, D.E.A.R, then they actively journal a summary of their reading or orally retell the main events of their book. My CT and I have already initiated small group sharing, pair sharing, and individual oral retelling of a students reading for that day. This has been a great morning “procedure” to include in our classroom, as students are already beginning to pick up a book and start reading immediately follow the pledge and morning song.
Literacy is actively engaged in by both the students and adults in my classroom as our classroom community has allowed students to feel comfortable interacting with literacy in a variety of forms.
Wednesday, September 22, 2010
Post Community Visit - Christina Jumic
I cannot say enough how beneficial this was to gain knowledge into who my students are and where they come from. I am from the suburbs of Chicago and have always viewed the south side in such a different manner – I am glad I had the opportunity to look beyond what was just told to me. I got to see why my students are the way they are in regards to outside life and mannerisms. The students respect me, themselves, and others and I can see that the Hyde Park community follows this norm. I am privileged I get to work with other teachers, students, and families that come from such a welcoming and caring community. The abundant amount of beautiful parks also plays a key role in the students and family’s lives – they have things to do after school and are surrounded by green grass and flowers (something I would never expect to see in the city). These things play a very important role in a child’s life and I will be able to bring some of those things or ideas into the classroom. I will work my hardest to teach to the students and use ideas/language that is familiar to them that I experienced in the community. I will work to understand why some student’s literacy levels are far below average while others are on track or a bit above. This will take more time on my part as I try to create lessons that suite all students needs while using things from the community that the students can relate to, which will keep the students more engaged and they will then WANT to learn about literacy and how to become better learners in the classroom.
The readings all play a dominant role in looking into the outside community and bringing it into the classroom. A quote from Compton and Lilly that really stood out to me was, “Teachers need to be one part detective: We sift the clues children leave, follow the leads, and diligently uncover the facts in order to fill out and make credible the story of their growth and development. We need to be one part researcher: collecting data, analyzing information, testing hypotheses” (page 32). This in a sense explains why we had to go into our communities in which we are teaching because we have to know who are students are before we try to teach them something. We have to gain their trust. We need to listen to what they have to say – what is going on in their lives, where they are going, what they are doing – these will all help guide us when we want to know who are learners are. With the information we gather we then need to create lessons that are engaging and meaningful to our students. Everything may not work the first time but we have to try again until we find what is best suitable for our students.
Post Community Visit (Chelsea McIntosh)
I noticed a difference between the level of interactions and the amount of people frequenting each location throughout our visit to the grocery store, restaurant, and YMCA. I was surprised to see several students from Wadsworth at YMCA immediately after school. Many of them were still in their school uniforms and already engaging in structured activities throughout the facility. I was also surprised that the grocery store was extremely small and lacked several primary sections such as a deli. However, I was not surprised that the activity in the restaurant was very minimal. By this I mean there were few customers at the time we frequented the restaurant (about 4:00pm). This was most likely due to several parents/guardians still working as well as a lack of excess money to spend on leisure-like activities.
By going and visiting some key locations throughout my community I feel that I have gained a better sense of who my students are and where they come from. This has transferred over to my perception of their learning environment outside of the classroom. Lisa Delpit’s article “Lessons From Teachers” suggests that we should teach within context that provide meaning (2). I feel that I can better make connections, in literacy and mathematics, to things in their everyday lives which will allow the students to better relate to the lesson I am presenting. I have also become aware of the effects of the school day on the children. Other than the YMCA and the minimal after school programs at Wadsworth, it was evident just by driving throughout the surrounding community, that there is a lack of resources to involve the children in productive, safe, and educational after school environments.
Thursday, September 16, 2010
Community Visit- Katie
Post-Community Visit
Although it wasn't my first adventure into the heart of Hyde Park, the fact that I was accompanied by a few first timers made it a bit more exciting. One thing that I noticed was that there were a lot less people out and about than I was used to seeing. I think this is because for the most part, my time in the community was spent in the evenings and on weekends, when more people are out and about. So to see it a little less crowded during a work day was kind of cool. I was not surprised by how friendly and outgoing the people we encountered were. First at Leona's they were not even open for business yet (we had eaten there the night before and were going back for pictures) but the waitress's saw us standing at the door, came to ask what we needed, and let us in to do what we needed to do. Also, at Cleopatra's the hair salon, it was obvious by the expressions on the stylists faces that they were wondering why we were just standing outside staring and not coming in to chat.
The experience I had in the community gave me even more insight into my students lives. I realize that people in this area really look out for one another and are genuinely willing to help. One way in which this has already begun to impact my teaching is by allowing students to help each other. For example, the other day my CT was at a conference so it was just a substitute and myself, and a few of the students were struggling to understand the math lesson. When I realized there were also a few students who were very bored with the lesson because it wasn't a challenge, I was able to determine who might be a good "teacher" for a classmate. This turned out to be incredibly effective and it was nice to see the pride on the faces of the students who were helping their friends. I also realized that the students can relate to each other better than I can relate to them, so having an explanation come from a peer could be incredibly helpful for someone who has a hard time articulating what exactly they don't understand.
It is somewhat easy for me to anticipate how an outsider would view this community, given that I am still making the transition from outsider to insider. It did not take long for me to fall in love with all the neighborhood has to offer, but I am aware that not everyone sees things through my lens. For example, on move in day with my parents following me in a U-haul, my awareness was heightened and I suddenly took note of anything that might be perceived as dirty or dangerous. I was prepared for the look from my father as he pulled up to the curb, and mentioned that although there were mansions on the blocks surrounding my place, abandoned lots and essentially the opposite of mansions occupied space not at all far from this little “mansion district”. The fact that a visibly drunk and/or drugged driver crashed his car into the side of my building a few short hours later did not improve my parents perception of my new home. Although I recognize my parents concern, I feel that it stems from a lack of understanding and familiarity with such a diverse and unknown culture. I believe that integrating myself into the community here is absolutely necessary to my success as a teacher, and thus far I have really enjoyed it.
I feel that I will see interconnections among reading and oral language at the farmers market as well as Leona’s. This is because both experiences involve reading (either a menu or food descriptions and price lists) as well as oral language as far as ordering or inquiring as to the quality of the food. Some new literacies I expect to see in the community might have to do with city life in general, for example, the bus/train system is still totally overwhelming to me, and the fact that people of all ages, races, shapes, sizes etc. are so adept at public transportation is very impressive to me. I really hope that in this next year I will become at least mildly proficient. I expect to see all of the traditional literacies, especially because of the amount of schools in the area as well as the proximity to the University of Chicago. I feel like education is highly valued here and literacy is everywhere.
Wednesday, September 15, 2010
Pre Community Visit - Christina
As a Shoesmith group we are planning to visit the local farm stand and market, pizza restaurant, bookstore, and we are going to walk around the neighborhood and see what it has to offer to the residents of Hyde Park. We will be looking for parks and small shops along with architecture and fun things for kids and adults to do on the weekends or after school – we want to know where our students come from and what they have to bring with them to the classroom. We chose these locations because many of the children in my class had said they loved playing outside at the park and a few of their favorite foods is pizza – so we thought it worked out great. The farm stand and market is where many of their parents/guardians go grocery shopping. As new residents in the area we wanted to see if there was a difference between the grocery stores we are used to shopping at (Meijer) differs at all from their local shops. The community is very small and many of the shops and restaurants are located on one of two streets.
I expect to see young students who attend school at the University of Chicago, as it is only a few blocks away, or elderly. The community is for the majority African-American but there are white-Caucasian, middle-eastern, and Hispanics also in the area. I would assume that many people would be working and not shopping when we visit since we are going Thursday during the day – I could be wrong however since Chicago is suffering from unemployment rates – which can also be a bias. As for the workers at these locations I expect them to all live around the area and assume that they would all live within walking distance. Since Hyde Park is such a small community I would expect to see the majority of the people out walking to-and-from their locations. Depending upon the times that we visit each location I would expect to see the children of the community playing at the local parks.
I would consider myself an outsider in this community as I am commuting from home – a town south west of the city, about 20 minutes. Therefore, I will have my “outsider glasses” on that I will try to look past, which will be hard because I am not able to experience my student’s community first hand – I wish I could! Before, teaching I would view this community different as I would now, however as I know the students in my class I could picture them going from place to place. I would have been possibly scared or felt like a minority if I did this activity prior to learning about my students and other teachers because I would be one of a select few white people walking around the area. I am now comfortable and barely see the difference in skin color after working with my students – we work as one. Now however because I can see the community through a different lens I think I will be better able to understand my students – which is what I am hoping for.
At the restaurant, farmers market, and market I would make connections between reading and oral languages. The customers must be able to read the menu and make a decision as to what they want to eat for dinner then communicate that to the waiter. Whereas, as the markets the customers must be able to read the price of an item and communicate to the cashier as to how much it costs. In the end both then connect to math as some form of payment must be made. Without literacy no type of sale could happen. As for being able to understand what the other person is saying you must be able to listen and understand the language along with reading body language and facial expressions. Communicating to those that live and work around you is very important – students use these skills that they start to use at a very young age in the classroom and being able to apply real-world situations will get them connected and keep them engaged in the lesson.
I expect the people that I see in these settings to be able to know how to read and speak in a way that is understandable to those on the other side. It would be great if I could see new literacies such as technology being used since it is considered one of the most powerful things that young children can connect and understand. I wonder how much my schema of the south-side of Chicago is going to change and if going into the community will really show me something about my students that I didn’t know – I am eager to find out! I am also curious to see how many people ask us what we are doing in the community (if we look like outsiders).
Task #2: Community Visit (Alison DiStefano)
I expect that the bowling ally will be filled with families as well as adults my age since it is located in the University of Chicago campus. I expect there to be lots of examples of literacy and math (food menus, signs, bowling shoe sizes, bowling ball weights, etc...). I assume that since we are going during the day on Thursday that there will not be too many people bowling (except perhaps college age adults and older adults not working). I do expect there to be more African American people there than white people due to the demographics in Hyde Park. I also assume there will be more males there than women due to my own stereotype of bowling allies in generally appealing to more males than females. As far as the restaurant goes, because it is closer to our elementary school, I figured the demographics will be the same as the school (mostly African American) and perhaps lower income families enjoying a Thursday night dinner. We figured we could go and perhaps even see students eating dinner there. There would probably be lots of literacy and math examples (i.e. menus, interaction with the waiters, signs, prices, etc...).
In a way I consider myself an outsider since I do not live in the exact community as my students do. Then again, because I have been around it and part of the community for a while now, I think I may not considered an exact outsider anymore. I think if I brought a friend who had never been to Hyde Park before or experienced the Woodlawn community, I think they would feel uncomfortable in these settings. Perhaps mostly because of the demographic. We see skin color first and if you notice you are the minority somewhere it is going to affect how you interact or feel in that particular setting. I think at the bowling ally an outsider would feel more comfortable and not like an outsider because it is located in the University of Chicago campus. At the restaurant though, I feel because it is a smaller venue and more of a known hotspot for the community they may not feel as welcome. Perhaps everyone knows each other or that the demographics may be more apparent because of the smaller, more intimate setting. I don't know if it is because I am used to being the minority at school or if it is because I don't notice the differences in skin color anymore, but I feel that I won't be as intimidated by being in these settings as much as an 'outsider' would.
I expect to see many different types of literacy. In the restaurant, I expect to see people ordering food and knowing how to do so. They should be able to order and pay for their meals. It will be interesting to see how the people there interact with one another. Will it be different than in a restaurant closer to where I live? In the bowling ally, I expect people to know how to rent bowling shoes and pick out a bowling ball. What will the groups of people be like? Will kids be there on a school day afternoon? Are there signs around the bowling ally or restaurant for customers?
Will post again after I go to these places!