Week 5

To guide students reading in the disciplines basically means to assist students’ capability to read and write. Further their prior knowledge and incorporate new techniques in order for them to build and expand their reading ability. However we live in an era with increased technology at our fingertips and use of literacy expands into a broader context through digital media. My goal as a middle school educator is to prepare these students to become ready for high school. In the article Adolescent Literacy: More than Remediation by Biancarosa, she exclaims ““adolescent readers must master complex texts, understand the diverse literacy demands of the different content areas, and navigate digital reading” (22). This is what entails a student to become a successful learner. However, many students are not taught the proper basics to read and we go from teaching these children that they must learn from reading. Without the proper foundation of reading, the transition students make in middle school where they eventually have to read to learn becomes a difficult task. Students eventually fall behind and this causes a snowball effect over the years. Students are held to expectations to be able to read and write on grade level, eventually being assessed on tasks they are given show their present level. When a student is not given proper foundation, eventually that reading level falls, and continues to fall as the years pass because most teachers expect the student to be able to read, instead of taking the time to teach them foundation skills. The article Approaches to Developing Content Area Literacies by Fang, talks about several approaches that should be executed in the classroom in order for content area literacies to become accessible. Most of Fangs focuses are vast perspectives as a way to apply different content areas.  Those perspectives incorporate linguistic, cognitive, critical and socio cultural. He later exemplifies that“programs in literacy for adolescents combine these perspectives in various ways.”(103) In the classroom these four approaches should all be employed. First when it comes to reading comprehension, prior knowledge is a factor, which allows students to cognitively process information from the text they are reading. Second is the foundation and skills taught to internalize their reading like annotation skills, which allows them to linguistically analyze their text. This incorporates and strengthens the students close reading skills. Third and most crucial is sociocultural. Most of the text I give has to be relatable. If not, the connections students try to make within themselves based upon what they are reading, plays a large role in whether or not they can make connections and apply the text. This supplements their critical thinking. If connections are made, they can apply their newfound knowledge and critically ponder new thoughts and access questions analytically. Overall, when these four approaches are applied, the evaluation of literacy within my classroom increases. In the article Reading, Writing, and Thinking Like a Scientist by Cervetti and Pearson, they state “that reading science text as received fact without simultaneously coming to understand the methods of inquiry that produced those facts and the nature of science as a way of answering questions about the natural world simply would not be doing science” (583). This stuck with me because in order for students or even myself to understand the field of science, we have to engage in inquiry and discovery. Afterwards we integrate the text content for the lesson. Similar to what Professor Ardito did with teaching us during our first year as teaching fellows. He starts off each lesson with a HOOK. We engage in inquiry and discovery for ourselves. Afterwards he implements the content that is associated with his lesson and overall unit. However, that internal discovery that we made for ourselves became our foundation and helped us to internalize what text content came next.

 

 

Group B

Here is the online home for Group B.
Sub-Group of ED 656 - Fall 2018

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