D&Z Final Chapter

This final chapter is a fine recap to what will be the source of a lot of my enduring understandings when it comes to literacy. To pick out one thing to talk about I thought about which of the book's themes I would try to use the most in the classroom. On p. 295 "Students should read for the same purposes as literate adults, for both information and pleasure. A sense of personal purpose is key to their reading success." sums it up well. As a future social studies teacher trying to get the students engaged in what they read will be my main goal. Understanding how history connects to the present is one of the pillars of History and Social Sciences. I will have to try to connect what may be "boring" to the students to something they can relate to. Reading the Magna Carta and knowing it was signed in 1215 is pointless unless you can show the students how it set the stage for a social contract between ruled and ruler and how that relationship has manifested into its current form. Reading for enjoyment is great, but as an educator understanding literacy as a  tool to engage in society will always be a goal. These kinds of skills will help the students be better, more productive members of society. That is what we are all trying to do, teach children skills that will make them better adults.

An essay connecting Historical Text to contemporary issues.

D & Z Ch. 11

This weeks reading goes over a lot of the methods I'm discovering in my SPED 433. To help struggling learners D & Z detail 6 methods. The one I wish to talk about is the promoting self monitoring because it is one I hadn't thought of before. Teaching students how to identify where and why they are struggling is a critical skill in improving their literacy in any subject. Showing students how they can self-monitor not only helps the student, it makes the teacher more effective because this method can shed a light on issues that the teacher might otherwise miss. In the book, they give the example of the teachers of Downers Grove South who add boxes in the margins of text with higher level questions, ask students to explain concepts, highlight challenging vocabulary, or invite students to ask their own questions. All seem like good ways to improve a students ability to identify which material they are struggling and work towards mastering that material rather than passing over it. I'm not sure if but this seems similar to Gradual Release in that the responsibility is being passed from the student onto the teacher. Let me know what you guys think? Is this a valid connection or not?

Some self-monitoring strategies

Chapter's 9 and 10

Again I enjoyed reading D&Z this week. The portion of the reading I want to talk about today is Chapter 9's approach to the use of book clubs in the classroom. Every time I do the reading I am constantly looking for what ideas I want to steal and use in my classroom. This is one of them. Not only do the authors provide an excellent method of instruction but they spell out ways to implement and assess book clubs to overcome some of the difficulties that may arise. As a prospective Social Studies teacher the use of book clubs to evaluate a historical period is a great way to jigsaw multiple perspectives to one unit. I like this because it improves the student's critical reading skills while providing them with the opportunity to discuss their findings with their classmates in an academic setting. Book clubs are also a great way to improve student's researching skills. By asking them to analyze a text with minimal guidance they will be better prepared to sift through academic journals and research articles when they reach higher grade levels. The reading provides a clear framework for these clubs. I love the idea of daily point assessments. Explaining to the students what I will be looking for when I go from group to group will guide their reading as well as keep them engaged and on task rather than sitting back and coasting through the discussions. These small groups also could be manipulated to fit students in groups that improve behavioral issues. If I know a student doesn't get along with another I can sit them in groups far away from one another. Furthermore, I can mix and match intelligence levels in order to raise the expectations for under performing students as well as give the students who grasp the material quickly the opportunity to peer educate which will foster a community of learners in the class. Content wise I love the idea of using literature to approach social science. Evaluating the literary work of a time period can expose the attitudes and ideals of the people who lived during that time. It could also be used to teach social studies themes of social justice, types of government, or civic duty. Rather than say "people felt this way" I can have the students discover on their own what the author's viewpoint is. I am going to steal this and use it to teach a unit when I am in the classroom.

This link brings it a step further interviewing authors. This could be used to challenge or support the students assumptions of the books they are reading.