I don’t really notice that much literature being taught at my placement. I notice many more spelling and grammar worksheets than reading literature and discussing it. There was one day in the classroom all year that I saw the students reading a story out of their BASIL readers as a class. It was a story about the Apache Indians. The class read the story and then moved on with their school day without discussing the culture or differences or comparisons of the tale with other tales they are perhaps more familiar with. Of course many of the students like to read as much as they get the chance to so when they finish their worksheets they read their library books or books in the classroom.
I would definitely argue that literature should be included in the literacy curriculum more than it is. Based on the readings for this week and some of my own ideas, I can think of a few additional ways to incorporate literature into the curriculum. I think it would be really neat, too, if we could hear all of our classmates’ ideas so we can have a huge list of techniques or activities.
In the Langer article, they author talks about the four major stances in the process of interpretations: 1) being out and stepping in, 2) being in and moving through, 3) being in and stepping out, 4) stepping out and objectifying the experience. It also talks about creating a lot of discussion through literary texts and using them as guidelines to encourage student questions and interpretations and help them move beyond the text itself. Questions should tap initial understanding, develop interpretations, reflect on personal experiences, and elaborate and extend the lesson.
The Leland article suggests using story time to help students build their understanding and learn more about other cultures or groups of people that they don’t know much about. This is a good way to touch on possible controversial topics that will get students thinking and perhaps giving them something to talk home and talk to their families about. Leland says, “children who experience a critical approach to literacy learn to “read between the lines.” The authors also discuss the importance of drawing and writing.
Hassett and Curwood investigate that it means to be a text and that in today’s society a text is more than just words but has become multimodel, including elements of text, visual images, and design. They talk about making sure that what teachers are using in their classrooms are based around the students’ knowledges and what they bring into the classroom.
I'm beginning to realize how different my comments are going to be from both of yours based on the fact that I am in a class where Spanish is the only language that is supposed to be spoken. Liturature is used a lot in my classroom - the majority of it being in Spanish. The only time the students can read in English is when they have "free choice." I find it very interesting though, because the school has not been given the curriculum materials IN Spanish. So, the teachers have to imporovise a lot to suite the needs of the class.
ReplyDeleteDuring the literacy block each day, there are three cycles. The students (1) read alone, (2) read with a partner (taking turns), and they (3) write their spelling words in various ways. I like that the first two cycles involve literature in different ways. During the second one, they are supposed to read it to each other so that they are not just practicing their reading skills, but their speaking and listening. During this time, the teacher pulls students to her desk to do DRA. I have been able to watch her use books in the class, at various reading levels, to assess the students.
However, that means that during this time, she does not get the opportunity to see or hear the interactions between the students or their successes and struggles.
The other place that I see literature included in the literacy curriculum is during circle times. I have watched many circle times where my CT reads aloud to the students. Kayla, you mentioned the lack of discussion about the literature in your class, but I was impressed with the discussions at circle. Last semester the students focused a lot on the senses: they discussed what the characters seen, felt, and heard. I have also observed where they retell the story focusing on the beginning, middle, and end. Last week, my CT read a book about Martin Luther King Jr. This led to a discussion about racial issues and fairness. I enjoyed seeing the students get involved and engaged. This made me think of the Leland article that you mentioned about using critical literature in the classroom. I definitely agree with you that it is a great way to introduce these topics and enhance the students' learning experiences and get them thinking.
I liked the four major stances that you brought up from the Langer article. It made me realize more how few of these we can actually see in my classroom. I understand the CT has to focus on getting the assessments done, but they don't give her much of an opportunity to see the connections being made. They seem to be more foced that way.
(As a side note, my CT brought to my attention the signs of dyslexia with one of the students in the class. If anyone has any helpful hints or information for working with her I would definitely appreciate it!)
Kayla, I find it sad that literature is not used more in your classroom. I have fond memories of reading novels as a class and in reading groups in my own elementary. In the middle school classroom that I’m in right now, there is no set curriculum, so the teacher has been using novels to guide language arts time. The class has read Maniac Magee and through that book, they have touched a little bit on racial issues. I have not had much time to observe language arts yet, but it seems like a lot of their reading involves social issues, much like what was discussed in the article by Leland. The students have also read a short novel about Christopher Columbus as a class and have talked about deep issues involved with that topic, such as whether or not Christopher Columbus should be celebrated for his accomplishments. They have talked about both the good and the horrible things that Columbus has done and have viewed the story and responded to it from multiple angles. So far, I really like what I have seen in the classroom as far as literature goes.
ReplyDeleteNeither of you touched on this topic much, but I would like to see more things from the New Literacies section by Leeland in my classroom. Right now, the only technology they really use is a Smartboard. The teacher used a projector today to display the pictures from a book she was reading on the Smartboard. The classroom that I am in has access to enough laptops for the whole class, so I am kind of disappointed that they have not used them for anything. I thought posting book reviews and collaborating with students in other schools sounded really intriguing. I think the students would really enjoy reading the same book as someone from another school and being able to send messages to each other discussing the book. I wonder how difficult it would be to set a program like that up, or whether there is one already in existence?
Kristina, the girl that I am a nanny for over the summer is dyslexic. When I left for school last year, she was starting 3rd grade and could not read basic books. I was surprised to find when I came back for Christmas break that after some work in the resource room with a special teacher, she could breeze through stories that she would have struggled with in the past. She does not seem to be completely at grade level yet, but she is definitely improving. I am not sure exactly what strategies that teacher used, but the most important strategy seemed to be starting with books that she could read and working up to harder texts. A lot of times students with dyslexia do not like to read because it is so difficult for them, and simply being able to get through a text may give them more confidence and help give them a more positive outlook on reading. Please tell me if you learn any new strategies for helping students with dyslexia. I have tried to research the topic online in the past, but have not yet found anything particularly helpful. It would be nice to be able to use some new strategies to help the girl I babysit out when I read with her next summer.