In the second grade
classroom I work with, literature is included in the literacy curriculum in
multiple ways. First, the teacher reads literature aloud to the class almost
every day. This past fall, the teacher read James and the Giant Peach and
multiple picture books to the students. While the students quietly listen to
the stories and react with appropriate expressions, the teacher does not pause
in the stories to ask questions or guide students’ listening. In addition to
reading, the teacher includes by having students read out loud both
individually and in small groups while she assesses their fluency and
comprehension. In one example of out loud reading, the teacher included props of buttons and paused to ask students how to organize the buttons using
information from the text. In addition to out loud reading, the teacher has a
few listening stations where students can follow along with picture books, and
the students are required to read silently during certain periods of the day.
While exposure to literature is embedded in the curriculum, I have not
witnessed instruction in how to actively read or interpret literature.
In
addition to the strategies that my mentor teacher uses with her classroom, there
are a few strategies from the readings and my experience that could be used in
a classroom. First, Leland (2005) introduces the method of incorporating
critical literacy in the classroom. Critical literacy involves introducing
literature that speaks to social justice and difficult issues in society, and
discussing those issues with the class. It also involves teaching students to
critically look at texts, asking questions such as “Whose story is this? Who
benefits from this story? And whose voices are not being heard in this story?”
When students critically look at texts to discuss deeper societal issues, we are
using literature to encourage higher order thinking and helping our students
become responsible citizens of the world.
In addition to critical literature,
we can incorporate multimodal literature into the classroom, introduced by Hassett
and Curwood (2009). This involves using literature that includes multiple modes
of representations (differing text styles, cues in colors, symbols in the text,
etc.) and teaching students how to interperet these various modes in literature.
In a world full of diverse written and technological symbols, this is crucial
for our students to learn. In addition to these two strategies, I believe we
can use literature to teach interaction skills such as empathy and
problem-solving. We can do this by using stories that deal with these issues
and asking our classes how they would deal with the complex situations. In
sum, there are many methods we can use when incorporating literature in the classroom, and it is
important to continue to learn about these methods to become more effective teachers!
I am currently placed in a special education classroom and I work with small groups of 4th-6th graders throughout the day. I have never seen actual literature instruction done in this classroom. On most days students are given passages to read followed by comprehension questions. In addition, the teacher works with one student at a time and he/she reads a passage or small book while the teacher assesses fluency and comprehension.
ReplyDeleteI think that it would be great if my mentor teacher incorporated critical literacy into the class. Using the critical literacy approach would allow the students to focus on social justice and the role everyone plays in challenging injustices. I think that this approach would benefit the students because it would help them to think deeper about literacy as well as social issues. In addition, it might be more engaging for them to read and discuss topics that affect them and/or the people around them.
I see literature incorporated a lot in my 2nd grade placement classroom. In the beginning of the semester the teacher assessed each student and found where he or she were at according to their reading level. She used this benchmark to place each child in a group with other children at the same level. She just recently reassessed them and rearranged groups. All together there are five groups in the classroom. Each group has a basket with books in it that are at their reading level that the teacher will switch out week to week. The class then spends 20-30 minutes reading in their groups. Sometimes the teacher has them read silently or aloud. The teacher then will work separately with each group asking them questions about the book. One thing that my mentor teacher does that I appreciate is that she will give the students books to read that coincide with holidays or events that are taking place. So, all last week the children were reading books about Martin Luther King Jr. which integrates literature and reading. This idea of integrating subjects is really emphasized, although the children may not realize that sometimes. The teacher also emphasizes comprehension of what the students are learning as that is one very important aspect of literacy.
ReplyDeleteReading the Triplett & Buchanan (2005) article I was surprised to see the findings of the study that they had conducted. From observing my mentor teacher and how she runs the class I have truly began to see just how little time she has to teach lessons and such. So when the article stated that teachers don’t have the time to engage students in group discussions, I understand why. The article was interesting when it went on to say that “elementary students can have group discussions that promote higher order thinking.” (Triplett & Buchanan, 2005) This article also talked about picture talk. Which is discussion but about the pictures that may appear in the book. I really liked this idea as it also engaged students that may learn by visuals. Again, this type discussion also aids in benefiting the child’s higher-level thinking.
As a future educator I need to keep in mind that it is crucial to make time for group discussions about literature. Additionally, in the Tompkins book on page 18, there is a chart of new literacy’s using digital technology. Reading through the list I was surprised to see “games” on the list of learning techniques. This strategy involves children using a wii or Xbox 360 to play simulated games such as the Oregon Trail. I agree that as technologies advance, we should incorporate it in to our teaching. As a special education teacher I am excited to use ipads to enhance and promote learning. However, I think that using a wii or xbox would be more harmful than useful and would not use this in my curriculum.
Sara and Brandi, I agree with you both about teaching critical literacy. As a teacher I think its hard to find time to teach these sorts of issues although they are so important. I think its great to not only engage students in discussion about books but to tie it in to social issues is such a great teaching tool.
ReplyDeleteI know that my mentor teacher barely has time to teach a 20 minute lesson let alone lead a group discussion. However I think that it is so valuable in helping students learn a higher order of thinking. And to be able to tie in social issues in teaching critical literacy is something more teachers should practice.
Cat, I appreciate how your teacher integrate subjects. I believe integrating subjects is very important and it maximizes the students learning experience. In addition, I agree with you about it being hard to find time to teach these sorts of issues. I always find myself observing/taking notes on things that I want to implement in my classroom and constantly think about how I can incorporate everything while also providing the best educational experience for my students.
ReplyDeleteIt sounds like all of you have some great opportunities to learn in your placements. I look foward to hearing more about your experiences this year.
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