DISCUSSION BOARD READING RESPONSE
FOR GROUP 1
Reading your reflections and interactions about the readings is the only direct way I have of assessing the quality of your understanding of — and engagement with — the assigned readings. See the expectations on the discussion guidelines on the Website under "forms and docs"
For Day 1
Group
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Initiators
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Summarizers
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Responders
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Illuminators
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1
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Kathleen Brinton
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Audrey Bjerum
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Andrew Johnson
Megan Petersen
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Yimu Zhou
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2
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Rachael Bird
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Danielle Cattrysse
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David Hamilton
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Sara DeBoer
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3
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Joseph Nowariak
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Kathleen Holloran
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Kaitlin Stein
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Christopher Yost
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In the comment section directly below this post please discuss the assigned readings for Day 1 using the assigned roles indicated in the above table.
(Please check your msu email about the little "role switching" plan. Hope it works:))
ReplyDeleteDelbridge (n.d.) proposes that in order to help our students become successful literacy learners, we should know what reading is and how adolescent read. As she quotes and supports,
Reading is a complex, purposeful, social and cognitive process in which readers simultaneously use their knowledge of spoken and written language, their knowledge of the topic of the text, and their knowledge of their culture to construct meaning. Reading is not a technical skill acquired once and for all in the primary grades, but rather a developmental process. A reader’s competence continues to grow through engagement with various types of texts and wide reading for various purposes over a lifetime. (Commission on Reading, 2004a, p.1)
She also reminds us that our adolescent students are facing various subjects every day, so they will encounter different structures of texts in each class. Engagement plays a crucial role in literacy development within disciplinary learning settings. We should apply various approaches and instructional strategies to engage our students. I think we could build in interdisciplinary perspectives in our own classrooms. For example, having the students make up a short story in a language arts or ESL class about a chemical experiment that they have just done in a chemistry class. By doing so, they can taste various flavors of different genres under a same topic.
1. Could you share some ideas about how you will engage your future students in their literacy development regarding the disciplinary learning environment?
The article of Adolescent Literacy- a Position Statement of the International Reading Association (IRA) introduces more about adolescent literacy to us. Besides explaining what literacy is, why literacy should be developed and who adolescent literacy leaders are, the IRA emphasizes what we teachers can do to supports adolescents’ literacy development. In order to support our students, we need to understand what they deserve as literacy learners. For example, the IRA states that “adolescents deserve access to and instruction with multimodal, and multiple texts” (p. 2). As an ESL teacher, I will engage my students in writing through IPad, online researching about class topic, and encourage them to text message each other (a group texting including me) for a discussion topic at home if applicable.
2. Please choose one out of the eight “deserves” on p. 2 of the IRA article, and share with us what you will do to help and support your students with what they deserve in their literacy development.
1. It is important to realize that adolescent literacy is an ongoing process. The concept in the article that really stuck out to me is that adolescent isn't about the ability to read, but much more than that. We know that that brain develops as we transform into adults and our reading literacy has to keep up with our newly developing brain functions. One of my main goals as a science teacher is instructing critical thinking skills and being able to apply what the student knows. As an educator I will assign reading and writing that truly challenges the student. Reading critically and communicating ideas effectively takes practice. Just like initially learning to read and write we need to continue educating students into advanced levels of our written language. The means of communicating have become very advanced with our current technology and I do think that it is essential that students understand the basics of those communication systems such as email, blogs, webpages, spreadsheets, GIS, and other software.
ReplyDelete2. One of the “deserves” was “Adolescents deserve to participate in oral communication when the engage in literacy activities.” I really think the opportunity to discuss concepts really solidifies the knowledge base of the students. We learn so much from the people around us and having the opportunity to express ideas orally really helps us to reflect on our own thinking. As the students discuss and debate about concepts they “construct” their own knowledge like we've learned in the constructivist theory. I want to provide as much opportunity as possible for my students to interact with each other and really hash out discrepancies about concepts addressed in class.
Summary
ReplyDeleteIt is important for teachers to recognize that adolescent literacy is an ongoing process. Andrew states it very well when is says, “isn't about the ability to read, but much more than that.” Readers encounter different text structures in various classes throughout the day. As teachers we need to apply various learning opportunities to engage the students in different classroom settings. Our group realizes the current use of technology in literacy. It is important for students to understand the uses of communication usage with Ipads, blogs, webpages and other applications. Communicating with those around the learner and allows them to express ideas orally. Providing students with a variety of engaging experiences and learning settings will increase their literacy development.
Audrey