Here is a video my classmates and I created in our Literacy course at OU - Enjoy!
Thursday, April 26, 2012
Wednesday, April 4, 2012
Literacy Readings
Citations:
Allington, R.L. & Gabriel, R.E. (2012). Six elements for every child. Reading: The Core Skill 69(6), 10-15.
Allyn, P. (2012). Taming the wild text. Reading: The Core Skill 69(6). 16-21.
Grandin, T. (1997). Thinking the way animals do. Western Horseman. 140-145.
Phillips, A.M. (2012). Nonfiction curriculum enhanced reading skills, study finds. The New York Times.
Summary:
Richard Allington and Rachael Gabriel list six elements they say every child needs at school every day. Their six elements are: student selected reading materials, reading accurately, reading understandable texts, reading personally meaningful materials, talking with peers about reading and writing, listening to fluent adults read aloud.
Pam Allyn list ten strategies to encourage reading amongst her students. The ten strategies are: don't judge the reader, offer a variety of materials, provide time for dialogue, give readers a tool kit, let readers read at comfort level, allow students to discuss books deeply, value browsing and re-reading, build stamina, teach students to curate their own reading lives, remember that joy matters.
Anna Phillips writes about a studies findings that students who were taught from a "Core Knowledge" program scored better on standardized tests than students who were taught from a "balanced literacy" program. Balanced literacy involved more student choice. The students were evaluated in kindergarten through second grade. Several teachers spoke in favor of balanced literacy.
Temple Grandin is a professor in the department of animal science who has autism. She wrote about "Thinking the Way Animals Do" because autism causes her to share characteristics with how animals see the world. She focuses on thinking images instead of words and what that means for both humans and animals.
Commentary:
The last print article embedded in the packet Dr. Baines gave at the end of class provides a real life example of how current educational policy struggles to adopt the simple, effective, and positive elements Allington, Gabriel, and Allyn would like to see implemented in most classes. In the article, the Core Knowledge program is "based on the theory that children raised reading storybooks will lack the necessary background and vocabulary to understand history and science texts" (Phillips). It chooses for the student what they should read, instead of encouraging any sort of reading, as Pam Allyn proposes.
Temple Grandin's article, while about animals' thought processes, tied in neatly to these other articles. If we pay attention the way she describes peoples' different ways of thinking, then we have to be mindful that programs that turn from storybooks may actually be turning from students that need that sort of engagement.
Most Interesting Sentence:
Instead, despite good intentions, educators often make decisions about instruction that compromise or supplant the kind of experiences all children need to become engaged, successful readers. - Richard Allington and Rachael Gabriel
Allington, R.L. & Gabriel, R.E. (2012). Six elements for every child. Reading: The Core Skill 69(6), 10-15.
Allyn, P. (2012). Taming the wild text. Reading: The Core Skill 69(6). 16-21.
Grandin, T. (1997). Thinking the way animals do. Western Horseman. 140-145.
Phillips, A.M. (2012). Nonfiction curriculum enhanced reading skills, study finds. The New York Times.
Summary:
Richard Allington and Rachael Gabriel list six elements they say every child needs at school every day. Their six elements are: student selected reading materials, reading accurately, reading understandable texts, reading personally meaningful materials, talking with peers about reading and writing, listening to fluent adults read aloud.
Pam Allyn list ten strategies to encourage reading amongst her students. The ten strategies are: don't judge the reader, offer a variety of materials, provide time for dialogue, give readers a tool kit, let readers read at comfort level, allow students to discuss books deeply, value browsing and re-reading, build stamina, teach students to curate their own reading lives, remember that joy matters.
Anna Phillips writes about a studies findings that students who were taught from a "Core Knowledge" program scored better on standardized tests than students who were taught from a "balanced literacy" program. Balanced literacy involved more student choice. The students were evaluated in kindergarten through second grade. Several teachers spoke in favor of balanced literacy.
Temple Grandin is a professor in the department of animal science who has autism. She wrote about "Thinking the Way Animals Do" because autism causes her to share characteristics with how animals see the world. She focuses on thinking images instead of words and what that means for both humans and animals.
Commentary:
The last print article embedded in the packet Dr. Baines gave at the end of class provides a real life example of how current educational policy struggles to adopt the simple, effective, and positive elements Allington, Gabriel, and Allyn would like to see implemented in most classes. In the article, the Core Knowledge program is "based on the theory that children raised reading storybooks will lack the necessary background and vocabulary to understand history and science texts" (Phillips). It chooses for the student what they should read, instead of encouraging any sort of reading, as Pam Allyn proposes.
Temple Grandin's article, while about animals' thought processes, tied in neatly to these other articles. If we pay attention the way she describes peoples' different ways of thinking, then we have to be mindful that programs that turn from storybooks may actually be turning from students that need that sort of engagement.
Most Interesting Sentence:
Instead, despite good intentions, educators often make decisions about instruction that compromise or supplant the kind of experiences all children need to become engaged, successful readers. - Richard Allington and Rachael Gabriel
A poem I have written for my graduate class:
The Long Breath
Lost in thought
Wordlessly; continued into the streetlight
Jagged edges because of notes that stuck out
Like black keys and a long expanse of ivory.
Wordlessly, they continued outside
Jarring her serenity
Like black keys and a long expanse of ivory -
A large block to weigh the whole thing down.
Jarring her out of serenity
He walked slowly toward the exit,
The large block weighs the whole thing down.
James took a deep breath.
I am having trouble with the sound file link. Please let me know if it works for you. Thanks!
A link to my online sound file
The Long Breath
Lost in thought
Wordlessly; continued into the streetlight
Jagged edges because of notes that stuck out
Like black keys and a long expanse of ivory.
Wordlessly, they continued outside
Jarring her serenity
Like black keys and a long expanse of ivory -
A large block to weigh the whole thing down.
Jarring her out of serenity
He walked slowly toward the exit,
The large block weighs the whole thing down.
James took a deep breath.
I am having trouble with the sound file link. Please let me know if it works for you. Thanks!
A link to my online sound file
Subscribe to:
Posts (Atom)