Think Piece 9- Visual Literacy

            This week I chose to read Visual Literacy, an article about “broadening conceptualizations of literacy” and extending that view to the visual and communicative arts.  The article began with a brief account of a young girl’s day as she woke up in the morning until she stepped into her classroom.  In that short time frame, Maria, the second grade girl was surrounded by sounds, images, and movement by means of television, music, billboard advertisements, hand-held video games, expressive dance, read-alouds, and computers.  There is no doubt in my mind that technology plays a significant role in the lives of all people, especially young people.  “Technology, which has ranged from chunks of charcoal to the latest in video and sound electronic transmission, has always mediated the visual and communicative arts and provided socialization in the ways of using them” (Flood, 1997, p. 343).  In a sense, technology creates a divide between older and new generations and those who are not technically literate and those who are. 

            In this day in age, children are raised in a world of technological gadgets, toys, and software.  They become proficient at using it because it is normal and familiar to them.  There is no denying that technology should own a place in any classroom.  It will most likely be challenging for teachers to incorporate technology and use it as both a learning and instructional tool, but it has to be done.  If teachers are going to prepare students for the real world, the world outside of school, then it is one of their many duties to teach students how to use technology to its highest capacity.  

Samples of Visual Literacy

Think Piece 8- Multilingual Learners

                                                 (in English)          (in Spanish)           (in Italian)

           

            At this point in my life, I have not yet had the opportunity to work extensively with bilingual students or English Language Learners (ELLs).  I am positive that I would not have felt confident in my abilities to teach these students to write in English if I had not read chapter 14, What is Sound Writing Instruction for Multilingual Learners? by Jill Fitzgerald and Steve Amendum.  I wouldn’t expect teachers to learn the native languages of all their students, however in order to make lessons relatable to ELL students teachers must make the effort to familiarize themselves with the cultures their students came from.  This is something that I am excited to learn as a teacher.  I found that the suggestions, strategies, and examples of specific lessons, genres of writing, and the possible settings for teaching these lessons mentioned in the chapter were beneficial for my learning style.  The authors did not just give statistics, formal jargon, and research results.  They provided the readers with the experiences that Mrs. Chen had when teaching the writing process to multilingual learners. 

            I thought the practices mentioned in chapter 14 of Best Practices in Writing Instruction stemmed from Vygotsky and sociocultural theory, a theory that I too believe in.  Fitzgerald and Amendum wrote that “learning a new language involves active thinking and thinking with peers and adults” (p. 302).  These social experiences are essential for English Language Learners because it is likely that for many, school is the only place that they speak and hear English.  Even friendly or informal conversation will increase their vocabulary.  Even though speaking and writing have similarities, one of the main differences between them is that formal writing has rules, such as structure, tense, and grammar that can be difficult for any student, even when writing in their native language. 

            The description of the strategy known as TREE was creative and applicable to me as a teacher. 

“TREE is a four-stage mnemonic strategy used for writing a persuasive or opinion essay.  Students plan their essay using a structured format: 1) Topic sentence-tell what you believe; 2) Reasons (several)-Why do I believe this?  Will my readers believe this?; 3) Explain reasons-say more about each reason; 4) Ending-wrap it up right” (p. 301).

 I actually got excited when I read it because ideas began flying through my mind about how I could adapt and apply it to my own classroom, which will most likely be somewhere in high school, middle school, or upper elementary school.  This type of writing instruction could be first used as a modeling activity and gradually evolve into an individual writing planning strategy in a general education classroom, pull-out ESL classrooms, foreign language classrooms, or bilingual classrooms. 

Think Piece 7-"Immigrant Students and Literacy"

            Almost immediately as I opened Immigrant Students and Literacy; Reading Writing and Remembering by Gerald Campano, I was able to make a connection to the experiences he was speaking about.  I was able to relate to the issue of immigrant and other low level English speaking students in schools because I had seen it first hand during an observation placement that preceded my student teaching. 

            In chapter one, “From the Heart of the World and Back Again,” Campano writes about the fact that New York State requires that ESL students take state examinations and assessments at all the required benchmarks/grade levels. 

During the first half of the school year, the students were required to take a fairly extensive state examination that involved, among other tasks, reading long paragraphs and marking answers by filling in circles on a test sheet.  Many of the children were from immigrant families and spoke English as a second language (p.10). 

In this case, Campano is speaking about kindergarten students, yet the issue affects students of all ages.  He also mentions that this school, once a high achieving institution in comparison to others like it, was brought down in its ranking.  This was what was happening to Lackawanna Middle school because of the influx of Muslim and other Middle Eastern families.  Many of these students had only been in the United States for less than two years.  They spoke Arabic or other native languages outside of school and in their homes, yet they were required to read, write, and comprehend all things English on the Regents exams. 

            Due to the fact that ESL students are required to take the NYS assessment exams with no regard to how long they have been living in the United States or speaking English.  Therefore, the school’s scores tend to suffer.  By no means am I saying that the ESL and immigrant students are to blame.  In fact, it is just the opposite.  New York State has such a highly acclaimed and respected education system that one would think that they could come up with a better way to test ESL/immigrant students’ progress and knowledge in a way that they could understand.  Without sounding insensitive I would like to say that I do think that ESL and immigrant students should be taught American history, language, and studies because they are a part of the United States.  On the other hand I think that perhaps there should be some leniency in testing students so that they can be first evaluated on the information in their native language before being shoved into a completely English environment in which no learning will occur. 

Think Piece 6

           I am not sure if it is by sheer coincidence that I read two pieces by Bruce Saddler this week or if what he had to say was meant to have a significant impact on my methods of teaching English.  Either way, I found what he had to say about sentence combining in the article entitled, “Sentence Combing: a Sentence-level Writing Intervention” and spelling and handwriting in chapter 9 very intriguing. 

            When I began reading Saddler’s article, I thought for sure that it was not going to pertain to me because I am certified English 7-12, however my doubts were quelled as I continued to read.  “Researchers have found that sentence-combining practice can help young writers write qualitatively better stories and increases the amount and quality of revision” (Saddler, p. 468),  yet I can see how the modeling techniques mentioned can be applied to adolescent students.  In order to get students used to the true revision process the teacher could alter sentences from literature or take sentences from student work.  Together, the class can work in pairs or as a group to identify run-on sentences, fragments, and areas that lack detail.  This oral practice in the classroom encourages “group discussions, feedback, evaluation, reflection, and praise” (Saddler, p. 469).  Similar to Saddler, writer Bob Schlagal speaks on spelling and handwriting; two aspects in education that have changed significantly with the advancement of technology. 

            In chapter 10, Schlagal says, “As is always the case, heavy emphasis on one aspect of the curriculum leads to neglect of others, but recognition of that fact does not mean a return to historic concepts and practices is in order” (Schlagal, p. 179-180).  This statement is written in regards to the author’s opinion that education no longer puts weight on spelling and handwriting.  I can definitely understand his position because I too think that all children should be able to write legibly and have knowledge of spelling (or at least be capable of looking a word up in the dictionary).  “Reading and spelling are both rooted in knowledge of the spelling system and its patterns.  This relationship between reading and spelling is seen in the fact that most poor spellers are poor readers” (Schlagal, p. 180).  On the other hand, I do acknowledge that technology is moving at a rate in which things like Spell Check and word processors are available to a great chunk of the population.  This is where I am torn; I do not thin that just because technology is so readily available that people should discard some of the basics of education because there will always be situations that people will have to write using a paper and pen and handwriting will need to be correct and legible.  

Think Piece 5

            I find if rather curious that once I become familiar with something or someone that it often turns up again.  For instance, say you go to the same school as someone.  You may pass them everyday in the hall, but you never notice them until one day you are introduced to them at the library by a mutual friend.  Now that you have formally met that person it seems that you see them everywhere from that point on.  The same connection seems to be true between chapter seven, Best Practices in Teaching Evaluation and Revision, and Teaching Writing in Middle and Secondary Schools, the book I read for the independent reading assignment.  Both texts state that revising is often a step in the writing process that students are reluctant to complete because they have not been completely familiarized with the jargon and process of revising. 

            “Writing is revising, and the writer’s craft is largely a matter of knowing how to discover what you have to say, develop, and clarify it, each requiring the craft of revision” (p. 141).  Not all students will be naturally talented writers.  Even those who do possess a talent for writing will need to be shown ways to improve their own writing as well as how to give and take constructive criticism from teachers and peers.  I believe this is where modeling comes in to play.  Both texts seemed to strongly support the practice of modeling in order to teach students a process rather than just expecting them to automatically know how to do something.  With the guidance of teachers, students must “read as readers” to identify issues of clarity (p.143).  In other words, students must detach themselves from a piece of writing and put themselves in the shoes of an audience member.  

            The author of chapter 7 in Best Practices in Writing Instruction states that “one approach to improving revising skills is to teach students to evaluate their writing or that of their peers using specific criteria,” such as content and organization, and “then to revise their papers based on the evaluation” (p. 144).  This is wonderful in theory, however, in order to reach this step teachers must first take the time for “extensive practice” by modeling the processes of editing and revising with students.  This process teaches students how to recognize errors in organization and clarity, confusion in characterization and plot, etc.      

     

            I believe that Blasingame and Bushman would agree with MacArthur’s (the author of chapter 7) statement that teacher’s should teach the writing process in a step-by-step fashion.  He also says that different parts of the writing process should be taught within a particular genre.  For instance, voice could be taught using song lyrics in which two different artists sing the same song.  This would allow students to define and identify voice and how meaning can change based on how something is said and by whom. 

Possible Mini Lesson Topics

 

Conferencing Sheet

 

Writing Survey

*The images loaded smaller than I expected them too...I am sorry if they are difficult to see.  I will try to figure out a way to post them and make them more accessible. 

Book Review

      As practicing teachers and students working towards a career in education, we acquire a unique and specialized body of knowledge.  We are well versed on educational theories and jargon.  We have subject area expertise, yet even more importantly, as elementary and secondary educators we have countless strategies and methods that allow us to present, transfer, and teach basic skills, knowledge, and an excitement in regards to learning.  The challenge, in my opinion, is creating meaningful, authentic, and memorable lessons that students will grasp and find enjoyable while being challenged at the same time. 

            Teaching Writing in Middle and Secondary Schools is set up in three major sections; instruction, assessment, and planning for instruction- a compendium of instructional resources.  Each section is filled with sub-headings or chapters that provide the reader with a very readable and navigable text.  Blasingame and Bushman provide the reader with countless ideas and examples for instruction to the physical set-up and environment of the classroom to the physical, cognitive, and emotional development of the adolescent learner.  The authors also speak in great detail about the importance of authentic assessments because “assessment is one of the most important and pressing issues facing the literacy community” (p. 94).  It seems clear that the book by Blasingame and Bushman support the theory and practices of hands on, social cognitive learning situations especially during the writing process.  Therefore, if you also tend to lean towards the theory of social constructivism made popular by Vygotsky then this book should definitely be sitting on your book shelf or on your desk with sentences highlighted and pages bookmarked. 

            To begin your journey towards becoming an effective teacher of writing, the authors suggest that you be a “reflective practitioner.”  I agree that “to reduce writing apprehension in a writing community, student opinions, beliefs, needs, and personalities are extremely important” (p. 7).  (Look at section 1, chapter 1 for great ideas for “getting to know you” activities in your classroom).  Students need to know that what they think matters, however in order to express what they are thinking and feeling, students need to be shown; it may not come automatically to all students.  This can be achieved through modeling. 

            As teachers, we should never assume that students can do something.  In the beginning stages of writing, it is essential to show them how what is expected of them and walk them through the steps.  For instance, if you want the students to write a mini biography or journal entry then you should show them one that you wrote.  Not only does it set the tone by showing the students that you are an interested and personally involved teacher, but it also illustrates a guide to an assignment.  Together you can go through it; extracting meaning, editing, and revising.  The composing and revising process will eventually become routine for students and as a result they will learn how to give and take constructive criticism, become aware of audience and purpose, and take pride in their work.  Here is a suggestion that will motivate the less motivated students to write; “advise young writers to write what they know” (p. 74). 

            Blasingame and Bushman advise using the Six Trait Model (ideas/content development, organization, voice, word choice, sentence fluency, conventions) when teaching writing because it “provides a means for teachers to help students to achieve quality writing and a model for both teachers and students to assess their writing and the writing of others” (p. 121).  In other words, teaching students how to develop ideas and talk about writing with others should be done in a process approach: a step at a time using literature as relatable examples.  Previous to reading this book I was unaware that the Six Trait Model existed, though now I feel a sense of confidence in my own ability to teach writing in a step-by-step process before letting students go out on their own as successful writers.

            If teaching writing is a topic of interest to you then I would suggest that you pick up Teaching Writing in Middle and Secondary Schools as well as A Community of Writers: Teaching Writing in Junior and Senior High School by Harvey Daniels and Steven Ziemelman and Craft Lessons: Teaching Writing K-8 by Ralph Fletcher and Joann Portalupi.  The first suggestion show “teachers of writing and all subject areas from grades six through twelve how to promote involvement and growth in students written language” while the second book is full of lesson ideas set up in two parts; “discussion” and “how to teach it.”  I look at them as jumping off points in which teachers have the freedom to make a lesson their own and mold it to fit their purpose and audience. 

            I believe that as human beings we are constantly learning.  We acquire new information and facts everyday.  We learn from others and we learn through personal experience.  (See part 3 for information about service learning and the involvement of the community in education). We are affected, perhaps subconsciously, by our environment/location, race, and culture. We are constantly integrating the new data into the existing compartments of our brain and working memory.  That is why Teaching Writing in Middle and Secondary Schools, written in an easy to read format, will remain in my personal library for years to come.  The text provides the reader (the teacher) with numerous rubrics, questionnaires, techniques, lesson ideas, step-by-step teaching strategies, and samples of student writing.  With the help of this book and several others I hope to teach in such a way that my students become independent and curious learners.  “When the teacher can stop teaching…then he has succeeded” ( p. I can guarantee that the information and insight provided by this text will be a useful guide to me when I have my own classroom and students. 

Click on the following link to lead you to Amazon: Teaching Writing in Middle and Secondary Schools