tag:blogger.com,1999:blog-4880761802195113492024-03-05T05:11:43.138-08:00Content Area Literacy Class BlogLattanzi Math Bloghttp://www.blogger.com/profile/05342885295878042113noreply@blogger.comBlogger22125tag:blogger.com,1999:blog-488076180219511349.post-1819143063755145202015-07-10T04:41:00.001-07:002015-07-10T04:41:29.754-07:00Kevin on Beyond Traditional Texts<div class="MsoNormal" style="text-indent: .5in;">
I found the readings and jig saw
discussion I had on Day 5 about reading beyond traditional texts informative
but not as helpful as the past days readings.<span style="mso-spacerun: yes;"> </span>It seemed that we could all agree that getting out side of
traditional texts was a good thing but where to proceed wasn’t as clear, at
least to me.<span style="mso-spacerun: yes;"> </span>As an example I read
the article<span style="mso-spacerun: yes;"> </span>“What Pokemon Can
Teach Us About Learning and Literacy”.<span style="mso-spacerun: yes;">
</span>In this article the author shows how her nephew is learning literacy
concepts and skills through Pokemon.<span style="mso-spacerun: yes;">
</span>She made some really good connections but also some connections that
seemed like she was kind of reaching for something that wasn’t really there.<span style="mso-spacerun: yes;"> </span>Pokemon cards do contain text, but not
much and can be very different then reading novels or textbooks.<span style="mso-spacerun: yes;"> </span>So the question I had (that was never addressed)
was if these skills her nephew learned through collecting and trading Pokemon
cards carried over into the classroom.<span style="mso-spacerun: yes;">
</span>Maybe I was just spoiled by past articles being more practical and
applicable, but I really felt this article was lacking.<span style="mso-spacerun: yes;"> </span>The author did ask <a href="" name="_GoBack"></a>some
really good questions at the end of the article like “what can we learn about
what motivates children to stay in the game in spite of increasing difficulty”
or “how can we capitalize on the new literacies developed through everyday
engagement with popular texts?”<span style="mso-spacerun: yes;">
</span>However I was disappointed that she just left it there and didn’t try to
answer those questions.<span style="mso-spacerun: yes;"> </span>I do
realize that not all articles will answer all the questions and the point of
some is to merely ask a question, to get it out there and get people thinking
about it.<span style="mso-spacerun: yes;"> </span>I guess I just like the
practical ones better.</div>
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I absolutely believe that
non-traditional texts can have a place in the classroom and can be helpful in
motivating students, helping with differentiation and scaffolding other
material.<span style="mso-spacerun: yes;"> </span>The readings and
discussions today reinforced this belief. <span style="mso-spacerun: yes;"> </span>I learned that it is also important for a teacher to
ask students about their reading habits and listen to what they have to
say.<span style="mso-spacerun: yes;"> </span>Also model a wider
understanding of reading material to your students.<span style="mso-spacerun: yes;"> </span>Let them know that literature other then novels and
textbooks can be valuable in developing literacy.<span style="mso-spacerun: yes;"> </span>The final thought for today would be that it’s
important to recognize where kids are at and what’s important to them.</div>
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Lattanzi Math Bloghttp://www.blogger.com/profile/05342885295878042113noreply@blogger.com1tag:blogger.com,1999:blog-488076180219511349.post-83648933756877901622015-07-10T04:40:00.001-07:002015-07-10T04:40:16.956-07:00Kirti on Vocabulary<br /><br /> Traditional science lessons have often begun with teachers presenting students with science vocabulary words and asking them to write the words, find the definitions in a dictionary or the glossary of the textbook, match the words to definitions, or use the words in a sentence. In this model of instruction, words are often presented in isolation and students are tested on the words alone, without application to concepts. <br /><br /> Just as really mechanics can pull out the right tools to make a engine even more powerful, writers can pull out the right tools at the right time to make good writing. One tool that can power up writing is a strong vocabulary. <br /><br /> Within student learning throughout the primary years program, students acquire and apply a set of trans disciplinary skills: social skills, communication skills, critical thinking skills, research skills and self-management skills. As a teacher I had to always incorporate these skills for any teaching and learning that goes on within the classroom. I used to always wonder and look for strategies for different content area and this article <br /><br />(Research on vocabulary instruction in the content areas: Implications for struggling readers) offers suggestions for providing effective vocabulary instructions in particular subject areas including mathematics, social studies and science for students reading below grade level. <br /><br /> <br /><br />Students come across concepts represented by many unfamiliar terms that many a times are not integrated across their content areas. As Baumann and Kameenui, have explained it so well “We know too much to say we know too little, and we know too little to say that we know enough. Indeed, language is difficult to put into words” <br /><br /> <br /><br />I totally agree that a critical aspect of students’ difficulty in understanding text in their content area is due to lack of sufficient vocabulary knowledge. And as a teacher, I frequently and consistently try to teach vocabulary but my efforts are mostly in vain. As now, I realize I need to work with different strategies in different content areas. In this article with Carr investigations I found that students learnt and retained contents vocabulary, when they learnt how to self select important terms in a passage, make personal connections with the term, and analyze their progress. In content area reading, students need a thorough understanding of vocabulary because the words are labels for important concepts. Many words have both a common meaning plus a specialized meaning for a particular subject area. Such coexistence of many possible meanings for a word or phrase can be challenging for a student, the teacher needs to address them in content area instructions.<br /><br /> <br /><br />Studies indicate that clearly and in detail, leaving no room for confusion or doubt instructions positively impacts the learning or developing of vocabulary skills. Several features characterize these instructions: integration, repetition and meaningful use. <br /><br /> <br /><br />Researchers have reported a relationship between success in reading mathematics and specific reading strategies, including knowledge of technical vocabulary. Monroe discussed four categories of mathematical terms: technical, sub-technical, general, and symbolic. Knowledge of these categories can help teachers understand the cognitive demands of students. Teachers need to make students aware of the different terms and how the mathematics content can change the meanings of the simplest of terms. Teachers should acknowledge the close relationship between conceptual understanding and the vocabulary knowledge. Students must be given the opportunities to confront, problem solving, and actively engaging in mathematics reading. Students should be able to apply their understandings and vocabulary in different language modes, such as in writing, speaking and in visual representations. After reading this article, it appears that the use of graphic organizers accompanied by in-depth discussion can effectively impact the mathematical vocabulary of the students.<br /><br />Researchers recommend the frequent use of systematic drill and strategies that assists in remembering a pattern of letters, ideas or associations is an effective way to help students learn place vocabulary. They also recommend instructional strategies such as, pre-reading tasks, categorizing, and contextual approaches can work effectively with social studies. <br /><br /> <br /><br />Students often try to only memorize the terms and facts and completely ignore to understand the meaning of science concepts. Teachers take it for granted that students understand nontechnical words, such as component, consistent, exclude and interpret. Teachers need to pay attention to nontechnical words and try to determine vocabulary of the language and conceptual knowledge of their students. Science vocabulary instructions must be addressed in pre-reading activity, such as Possible Sentences and semantic mapping, where students have the opportunity to activate and build important background knowledge about science concepts and the terms associated with the concepts. Science vocabulary is also supported with the class discussion, structural analysis and repetition. <br /><br /> <br /><br />Some suggestions for struggling readers<br /><br />· Provide opportunities to engage independent reading.<br /><br />· Relate below grade level trade books to content area topics.<br /><br />· Use contextual-based approaches.<br /><br />· Encourage independent learning by allowing students to self-select terms to be studied.<br /><br />· Teach key vocabulary explicitly.<br /><br />· Provide opportunities for multiple exposures to key terms.<br /><br />· Avoid drill and practice activities.<br /><br />· Emphasize structural analysis when teaching vocabulary.<br /><br />· Provide staff development training in effective vocabulary instruction.<br /><br /> <br /><br />Furthermore, whether you teach kindergarten or high school students, having a strategic plan for teaching vocabulary should be at the top of “must- do” list of a teacher. It is my duty as a teacher to bridge the gap between traditional educational practices and to create an opportunity that gives an expression, both creatively and intellectually.<br /><br /> <br /><br /> <br /><br /> <br /><br /> <br /><br /> Lattanzi Math Bloghttp://www.blogger.com/profile/05342885295878042113noreply@blogger.com0tag:blogger.com,1999:blog-488076180219511349.post-28445025266239981432015-07-10T04:32:00.002-07:002015-07-10T04:32:16.311-07:00Drew on Writing<div style="color: #222222; font-family: arial, sans-serif; font-size: 13px;">
The act of writing is something that is extremely important to me. I have a degree in creative writing, I have had the good luck to have had my writing published in a couple of places, and I continue to work towards completing a novel. The practice of writing is something I take very seriously, that I care deeply about, that I consider to be of great value, and that I very nearly worship the craft of. </div>
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All those things said, the act of writing is one of the hardest things there is to do. There are few things more frightening or paralyzing than a blank page. The practice of generating an idea, pursuing a the thought through to its conclusion in an orderly fashion and producing the words needed to get there on the page is a skill that does not come easily, that must be worked at, and that must be taught; it is not innate to anyone. </div>
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The act, however, is almost uniquely suited to constructive thought. The way one needs to organize one’s thoughts in order to produce a piece of writing is an exercise in itself, and I can see how it would be spectacularly valuable to the process of understanding a content area. </div>
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I recall information that I learned in the 6th grade while preparing a paper about spiders that is still there in my memory banks. The simple act of transferring the ideas to paper were supremely valuable in helping me retain them. </div>
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I will be honest, I do not know if that report made me a better reader, thinker, or student, but I sure know that the organs spiders use to produce silk are called “spinnerettes.” </div>
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Today’s lessons connected very well with the process of writing I learned in my writing undergrad. Particularly on the important places in the process of revision and editing and the very important difference between the two, something that people often do not grasp, and that with the help of spell-check and the delete button are almost incapable of separating. </div>
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Revision has nothing whatsoever to do with spelling, punctuation, grammar, or capital letters. That’s the editing process. Revision is entirely about the clarity of ideas, the specificity of words, and the structure of paragraphs and sentences. It is absolutely the best place to engage students in collaborative practice in the writing process. Writing is hugely solitary and often difficult to pursue collaborative and social goals, pedagogy, and development. Revision, however, is almost necessarily social. Writing must be turned over to peers and the potential audience for feedback, advice, and workshopping in order to tighten and improve the language. It is one of the steps in the process where teachers should, I think, spend a huge amount of time on specific instruction and allow the students to engage in practice over and over and over again. </div>
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Lattanzi Math Bloghttp://www.blogger.com/profile/05342885295878042113noreply@blogger.com1tag:blogger.com,1999:blog-488076180219511349.post-70729626768837449382015-07-08T10:40:00.000-07:002015-07-11T11:25:14.342-07:00Yusef on Beyond Traditional Text<!--[if gte mso 9]><xml>
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<span style="font-family: "Times New Roman","serif"; font-size: 20.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Blog: Moving beyond traditional textbooks</span><br />
<br />
<span style="font-family: "Times New Roman","serif"; font-size: 20.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Today's highly energetic debate on the
role of non-traditional texts inside our classrooms brought up some insightful
points and valid arguments. Our class debate was action packed as both sides
came out the corner swinging by presenting their group perspectives on this
topic. When I was not busy ducking Drew's overhand right or blocking Maha's
left-handed jabs, I listened and internalized the opposition</span><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 20.0pt; line-height: 115%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri;">’</span><span style="font-family: "Times New Roman","serif"; font-size: 20.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">s statements-- does technology hinder my cognitive process? Can a
complete reliance on non-traditional text limit reading and writing literacies?
Where would I be as a student or person without my laptop, Smartphone and
access to millions of online resources? What if Google is making me stupid?</span></div>
<div align="left" class="MsoNormal" style="line-height: 115%; margin-bottom: 10.0pt; mso-pagination: widow-orphan; text-align: left;">
<span style="font-family: "Times New Roman","serif"; font-size: 20.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">The 21<sup>st</sup> century has spawned
the power of mass media, and provided online education; the internet has
changed our conception of literacy. </span><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 20.0pt; line-height: 115%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri;">‘</span><span style="font-family: "Times New Roman","serif"; font-size: 20.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">The ability to read
and write' or traditional definition of literacy has transgressed to a modern
definition or what I</span><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 20.0pt; line-height: 115%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri;">’</span><span style="font-family: "Times New Roman","serif"; font-size: 20.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">d explain as </span><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 20.0pt; line-height: 115%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri;">‘</span><span style="font-family: "Times New Roman","serif"; font-size: 20.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">the ability to understand information however presented'. New types of
literacies have been developed which has placed a strain on the traditional
form of literacy. These strains inherently lead to specific challenges that
educators need to address: 1) Disconnect- incorporating technology poses a real
challenge for students/educators who grew up in an environment where digital
skills weren</span><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 20.0pt; line-height: 115%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri;">’</span><span style="font-family: "Times New Roman","serif"; font-size: 20.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">t needed 2) Safety- how can educators
introduce technology appropriately in their classrooms 3) Accessibility- is
technology and are computers accessible for everyone? 4) Dependence- has the
vast amount of information made us too reliant on the internet? Does this
technological dependency affect our concentration and contemplation? </span></div>
<div align="left" class="MsoNormal" style="line-height: 115%; margin-bottom: 10.0pt; mso-pagination: widow-orphan; text-align: left;">
<span style="font-family: "Times New Roman","serif"; font-size: 20.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">The Internet has become the universal
medium of information, never before has a communication system played such a
major role in our lives. But</span><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 20.0pt; line-height: 115%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri;">…</span><span style="font-size: 20.0pt; line-height: 115%; mso-hansi-font-family: "Arial Unicode MS";">
</span><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 20.0pt; line-height: 115%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri;">‘</span><a href="https://rdlg579.files.wordpress.com/2015/06/is-google-making-us-stupid-required-reading-for-all.pdf" target="_blank"><span style="font-family: "Times New Roman","serif"; font-size: 20.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Is Google making us stupid</span></a><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 20.0pt; line-height: 115%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri;">’</span><span style="font-family: "Times New Roman","serif"; font-size: 20.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">? This was my first
time reading this very intriguing article by Nicholas Carr. I really enjoyed it
because it brought up questions that I don't often contemplate. In the article
the author informs us on how technology is negatively affecting our cognitive
processing. We are simply becoming too used to receiving information very
quickly and easily. Is Google becoming the new human brain? The article claims
that technology is a huge distraction in our lives and discusses how
intellectual technologies' can eventually be engrained into our daily lives. </span></div>
<div align="left" class="MsoNormal" style="line-height: 115%; margin-bottom: 10.0pt; mso-pagination: widow-orphan; text-align: left;">
<span style="font-family: "Times New Roman","serif"; font-size: 20.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Moving beyond textbooks</span><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 20.0pt; line-height: 115%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri;">…</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 20.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Non-traditional texts like graphic novels
are powerful tools that can help students become more engaged in reading and
writing. Research shows that students are motivated to read and write when they
have a choice of topics and when the reading/writing is relevant to their
lives. I believe every student is unique, technology provides opportunities for
teachers to explore ways to use tools to help students at multiple levels. This
differentiation can be helpful especially, with ELL or students with learning
disabilities. </span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 20.0pt; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Moving beyond
traditional text allows more opportunities for interactive classroom
interactions, self-expression and group collaboration. The internet enables us
to explore new information; we</span><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 20.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri;">’</span><span style="font-family: "Times New Roman","serif"; font-size: 20.0pt; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">re now able to acquire instant information from various types of
resources. Research that took years can now be done in a matter of minutes. Web
2.0 applications like Wix, Blogger and Google, provide students with more
meaningful and authentic learning experiences, these opportunities help equip
students with literacy skills that are required in today</span><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 20.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri;">’</span><span style="font-family: "Times New Roman","serif"; font-size: 20.0pt; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">s world.</span></div>
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"></span>Anonymoushttp://www.blogger.com/profile/05291513999816671455noreply@blogger.com4tag:blogger.com,1999:blog-488076180219511349.post-71865399036765655802015-07-08T05:58:00.001-07:002015-07-08T05:58:15.281-07:00Nate on Beyond Traditional Texts<div class="MsoNormal">
<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: "Times New Roman";">Today we had a great
discussion about the different types of non-traditional text that open the
minds of the youth today. I read the article “Graphic Novels in the Secondary
Classroom and School Library” because I’ve always found this medium really
intriguing. Graphic novels bridge the gap between cartoons and film, while
dealing with content that really captivates the imagination of young adults.
I’ve seen a lot of really deep biographies, action packed thrillers, and
culturally saturated graphic novels.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: "Times New Roman";">The benefit they have
is quickly immersing the reader in a time and place which textures the story.
When reading long texts, it’s sometimes difficult for readers to envision the
setting through the descriptions. They can be very wordy, general and vague, or
unfamiliar locations. A graphic novel can bypass pages of novel writing and
allow the reader to enter the world immediately.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>Another benefit to graphic novels is the
addition of gestures and body language to accompany the text. Also, physical
appearances and dress of the characters can help readers engage more with the
characters. This helps the readers imagine how that characters voice and
attitude would be due to all the social attributes they can link to the image.
This style of communication is much more direct and able to captivate students
who get bored by reading large blocks of text.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: "Times New Roman";"><br /></span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>Another aspect of graphic novels is the
ability to convey a shift in tone or intensity based on the style of animation
and the colors used. Here we can see how art can benefit education by allowing
the students to be influenced by the psychology of aesthetics. Color choices,
layers of shading, and irregular cell compositions can tell a story of their
own which is the undercurrent theme of graphic novels. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: "Times New Roman";">They differ from
comics and cartoon strips because they are less likely to follow the format and
are more content heavy, hence the “novel”. They tell a complete story instead
of breaking the series into chapters. They differ from film because they are
void of sound and treated as a series of snapshot moments in the story. These
limitations actually increase the potency of the art theory and storytelling
aspect, making the message direct and enthralling for readers.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: "Times New Roman";"><br /></span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: "Times New Roman";">Graphic novels also
allow for students to catch nuance in the background and italicized words,
urging the reader to connect the dots and think deeper. That is where graphic
novels truly succeed, by letting the art and the text equally carry the story.
There is a rhythm and highly-stylized personality to every graphic novel<a href="" name="_GoBack"></a>. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: "Times New Roman";">I enjoyed this read
and it gives me an opportunity to share a related story. Last year I was in
Barcelona with my family on a random walk around the city. We came across a
bookstore and the posters in the window were old European illustrations and it
was eye-catching enough to bring us inside. Once we got inside, we noticed that
it was only graphic novels and was organized in no particular way, just stacks
and stacks of mismanaged books. When we looked closer we noticed that all the
books were brand-new, and even better, were in about 12 different languages.
All of them seemed to be culturally specific, highly artistic, and
contemporary. We had to settle on only 2 books for our luggage’s sake, but one
of them has been an inspiration to me as an artist and actually helped me learn
basic Catalan. The book is called Barcelona Low Cost. It tells the story of 3
people sharing an apartment in Barcelona and their personal lives being broke
in a touristy city. The story goes back and forth between reality and the
inside of their minds and the color scheme is incredible. I learned a
completely new take on painting night life using colors I previously
underrated. It also clearly captures the environment and feeling of Barcelona,
the illustration style being also heavily Spanish in technique. I also noticed
that my wife was able to gather a lot about the story even though it’s 95%
written in Catalan, a language she has zero prior knowledge in. That is what I
like most about graphic novels, the art can hold the text up enough to be
understood without necessarily needing the text at all. <o:p></o:p></span></div>
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Lattanzi Math Bloghttp://www.blogger.com/profile/05342885295878042113noreply@blogger.com2tag:blogger.com,1999:blog-488076180219511349.post-22459619827125100382015-07-07T06:42:00.002-07:002015-07-07T06:42:21.379-07:00Matt on Comprehension<div style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: Palatino; font-size: 11px;">
<b>Matt Balaban</b></div>
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<b></b><br /></div>
<div style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: Palatino; font-size: 11px;">
<b>Blog post for July 7, 2015</b></div>
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<br /></div>
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During our jigsaw conversations today about comprehension, I was struck by an intriguing theme that seemed to come up more than once: <span style="font-kerning: none; text-decoration: underline;">not</span> answering questions. Indeed, inquiry is a tool that provides among the most meaningful and rewarding educational pursuits, but how to <i>respond</i> to inquiry, as a teacher, is a topic worth visiting. After all, a question might be thought of as only half a coin, the response being the other half. I’m intentionally using the word “response” rather than “answer”, because there doesn’t seem to be any room for growth with an answer, but a response…I guess it could be anything. And that’s what came up today. In order to foster the most meaningful comprehension, how do we, as teachers, respond to questions?</div>
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One way could be responding with another question. This could be a method that intentionally redirects the train of thought in a productive way, maybe such as responding with “Do you see any context clues?” if a student asks about the meaning of a word. Or maybe “Do you remember what we mentioned about [blank] in the previous paragraph?” Something like that. Moreover, responding with a question seems to provide the opportunity to continue exploring new questions that wouldn’t have otherwise been thought of. Maybe as a response, a question could take the form of something like “Can you think of a similar question that involves [blank]?”</div>
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Another way to respond to a question without exposing an immediate answer is to solicit responses from classmates. “Who thinks they have an idea about how to answer that?” for example. This seems like a good tactic to get more people involved and get more ideas flowing. In my mind, whatever keeps the discussion alive seems to be the best choice. A straightforward answer, while satisfying, seems like it could cut things short.</div>
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My favorite way to respond is exemplified in the Close Reading article from today, where the teacher is explaining a possible thought process to understand the meaning of the word “revile” from a sentence about waiting in a checkout line. Simply asking about what the word “revile” means prompts so much if we’re willing to delve in. Notice what the teacher responds with:</div>
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<br /></div>
<div style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-size: 11px; margin-bottom: 12px; margin-left: 36px;">
I don’t want to get stuck on the word <i>reviled</i>, so I need to think a bit more about it. I see that it has -<i>vile </i>inside of it, so I think it’s something bad because I know the word <i>vile </i>is like “disgusting” or “gross.” <i>Re- </i>is “again,” but I’m not sure that makes a lot of sense to think that this is “gross again.” I’ll reread the sentence. The author says that it would be even more frustrating if there wasn’t some technology advances in the grocery store line. So I am thinking about the lines I have waited in, and I’m thinking that, yes, they were frustrating and that maybe that word means “bothersome.” I also noticed that some of you circled <i>bottleneck </i>or <i>tally</i>. Can you talk with your peers to see if you can unpack the meaning of those words, even if you didn’t circle them? </div>
<div style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-size: 11px; margin-bottom: 12px;">
I love this. It’s unbridled thought, and simply exposing it seems like a suitable technique to build similar strategies for students, sort of like a model. It goes through morphology thinking, and is honest about how that doesn’t seem to provide the most fruitful perspective to get where we want to be in this case. It brings in past authentic experience outside the classroom to provide insight that gets us to the next step. It appeals to the context of the sentence and ends with another question about other words that could serve as clues, and ends with a question that prompts more discussion and interaction. </div>
<br />
<div style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-size: 11px; margin-bottom: 12px;">
It seems that responding in these ways much of the time is actually the opposite of simply answering. The goal is to guide students to create valuable answers themselves rather than have an answer be placed in front of them. This seems like a recipe for more personal ownership of the content, skill-building that can be applied in the future, and more discussion and questions to follow. I guess the value of a question is just as valuable as how it’s responded to. </div>
<div>
<br /></div>
Lattanzi Math Bloghttp://www.blogger.com/profile/05342885295878042113noreply@blogger.com5tag:blogger.com,1999:blog-488076180219511349.post-57686651875815933302015-07-06T18:12:00.000-07:002015-07-06T18:17:56.366-07:00Randy on Vocabulary<style>
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<div class="MsoNormal">
<span style="font-family: "Times New Roman";"><b>Jigsaw Reading on Vocabulary</b></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">Randy Limon</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">After our jigsaw
reading and sharing yesterday, I have realized that academic language
development is paramount across disciplines. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">It’s like
learning a foreign language for the first time. Living in China for 10 years
does not make me fluent in Mandarin. I might be if I had pushed myself harder
to understand the language. The intricacy of the characters and tone of the
language made it so difficult for me to learn it. Without proper instruction
and practice, it is almost impossible to speak the language. I am still
learning Mandarin.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">Bridging the gap
between the vocabulary instructions and student’s academic language acquisition
is integral in developing independent learners. Students need to have access to
academic vocabulary in order to utilize the proper terms in the disciplinary
texts being studied or grasp the complexity of texts used in content areas. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">Many students
find it difficult to connect with the academic language because they are not
given opportunities to use them. As an educator, we need to create an
atmosphere of learning academic language in classroom constantly.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">We can employ some
of the effective strategies to allow students to use academic language in their
practice.</span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: .25in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman";">Teach
students how morphological awareness can be used in understanding academic
texts</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman";">Engage
students through activities such as pair or group shares, quick writes and
matching activities applying the academic language</span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: .25in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman";">Scaffold
these concepts using academic language through oral rehearsal <span style="mso-spacerun: yes;"> </span>(paraphrasing) and systematic study (multiple
modality)</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">Instruction and
practice take a vital role in developing student’s performance in learning
content. Letting the students to discover the convention on their own can
impact the language acquisition in content areas as well.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">Another way to
enhance academic language connection in class is to set clear language
objectives in your lessons. Students will not succeed if they don’t know what
to learn and even more so they won’t succeed if they do not know what to do. Language
objectives will help teachers incorporate activities that will allow students
to read, write, speak and listen to academic language used in the classroom.
Ultimately, this action can foster effective content literacy.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">Learning can
only take place if new meaning is created and language is a resource to develop
these meanings. At the same time it helps students to express their thoughts
and observations in a sophisticated way. Without these language skills, the
transferred teaching contents remain one-dimensional and hard to relate to and
therefore are unlikely to be permanently anchored in the students’ heads. The
proper use of academic language is indispensible for putting the newly acquired
abilities in a context in real life. <span style="mso-spacerun: yes;"> </span></span></div>
Anonymoushttp://www.blogger.com/profile/11222036522918697604noreply@blogger.com8tag:blogger.com,1999:blog-488076180219511349.post-88807050012480842852015-07-06T05:48:00.001-07:002015-07-06T05:48:36.863-07:00Lulu on Motivation<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Lulu Wang<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Content Area Literacy<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;">
<span style="font-family: "Times New Roman"; font-size: 14.0pt; line-height: 200%; mso-bidi-font-family: "Times New Roman";">Motivation of Content Literacy<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span>During
the jigsaw experience, I observed how a student can be motivated and engaged in
reading. I learned what a teacher should do to help the students really enjoy
reading. After talking with my peers, I gained many new ideas about how to help
students to read, and gained some tips myself. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-language: ZH-CN;">In the conversations we had, we discussed how teachers
should give students more choices when books introduced, but we agreed there
should be boundaries. I have strong feelings about this topic. When I was at high
school my teacher forced me to read books that were too difficult. I felt like
I did not have a choice. I know when I am a teacher I will have to give
students the freedom to choose, but within a collection of books that I have
chosen that will keep interested and challenged. I still have questions on how
to choose books that will accomplish this. How do I select books that get
student excited about reading that don’t push them too hard?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-language: ZH-CN;">I also agree that reading connected with social
interactions could make students more engaged. We talked about how a student
can refer to the real life after they read certain books. For example, the girl
that read a book about bad behavior and realized that there are consequences. Students
share what they read with their parents and friends and it will help them to build
the relationships. If these types of interactions are happening, it will
encourage more reading. If students are talking to each other about what they
are reading, it will lead to natural collaborations. I think when I am teaching
in the future, I will use real-life examples to connect with the content to
help students’ understand. This will give them the opportunity to talk about
their thoughts and share with the peers on what they read and what problems
occurred. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-language: ZH-CN;">Personally, I did not like it when the teacher asked
me broad questions about what I learned from a particular reading. In my
opinion this is a really big question and it would always put pressure on me. As
mentioned before, I think the best the way to get student feedback on
particular book or reading would be to ask them specific questions relating to
their opinion of what they read and then share that with their peers. Now that
I am going to teach elementary children, I need to find solutions to the issue
of the shy students who will be too shy share to share and talk to the other
students.<span style="mso-spacerun: yes;"> </span>I realize now, I am
going to have to be innovative with the many strategies so that my students are
engaged and pushed to improve. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-language: ZH-CN;">We also talked about that fact that some students
do not feel engaged because their teacher gave them books that were not
challenging. The teacher should not tell the students which books are
difficult, moderate, or easy. The teacher should tell the students that all the
books are a challenge to read. Students will feel equal and accomplished. In my
own opinion if my teacher gave me a choice between an<a href="" name="_GoBack"></a>
easy book and a difficult book, I would definition choose the easy one.<span style="mso-spacerun: yes;"> </span>I’ll keep this in mind when I
introducing my students to potential books.<span style="mso-spacerun: yes;"> </span>I am going to have to be observant and flexible to make sure
all my students are challenged. <o:p></o:p></span></div>
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<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-language: ZH-CN;">From what I observed from this course, the
teacher’s role is essential in leveraging social activity around reading. What
I remember, when I was a student in China, most of my teacher just lead us
through the textbook in most stale way possible. It was really painful for me
that I did not enjoy reading most of the time. I think that teacher should come
up some activities that could help students get excited about reading. <o:p></o:p></span></div>
Lattanzi Math Bloghttp://www.blogger.com/profile/05342885295878042113noreply@blogger.com3tag:blogger.com,1999:blog-488076180219511349.post-72063616595882798722015-07-05T15:45:00.001-07:002015-07-05T15:45:17.119-07:00Yusef's Literacy History<div align="right" class="MsoNormal" style="mso-pagination: widow-orphan; text-align: right; word-break: normal;">
<span style="color: black; font-family: "Times New Roman"; font-size: 12.0pt;">Yusef Aziz<o:p></o:p></span></div>
<div align="right" class="MsoNormal" style="mso-pagination: widow-orphan; text-align: right; word-break: normal;">
<span style="color: black; font-family: "Times New Roman"; font-size: 12.0pt;">RDLG 579<o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman"; font-size: 12.0pt;">7/3/15<o:p></o:p></span></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Literacy History Assignment:<o:p></o:p></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">When did I first become
literate?<o:p></o:p></span></b></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 150%;">Literacy
is something that is complex and dynamic. Before I provide a history of my own
literacy history, I feel it's important to define how I think of the word literacy.
For me, literacy means the ability to read and write coherently, and the use of
images, numbers and technology to effectively communicate. My literacy history
began at home and was developed through primary school. I have vivid childhood
memories of my mother reading me books before I went to bed. These stories
resonated as the start of my literacy because I was beginning to internalize
words and pictures; while making socially<span style="mso-spacerun: yes;">
</span>comforting connections. Symbols played an important role in learning and
developing literacy in my early childhood. "A" is for Apple,
"Z" is for Zebra allows children to bridge connections. Learning the
ABC song and associating the alphabet with a song is a fun and effective way to
learn. I also enjoyed storytelling! Whether it was my mother, primary teachers
or audio stories, I was fascinated by how the characters were developed through
storytelling. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 150%;">I'm not
certain of the exact time that I first felt literate, I guess it would have
been the time I was able to comprehend the text that I was reading. Expanding
my vocabulary definitely aided my literacy. Learning activities that cross
matched pictures with words was very effective. Using dictionaries and synonyms
helped increased my vocabulary. Sports, in particular basketball also
contributed to my literacy development. Through practices and games I developed
vocabulary and learned to comprehend complex action strategies from my coaches.
Because I was so passionate about basketball, it served as motivating subject
to read and write about. I read a lot of sports magazines such as Slam Magazine
and often chose to write about Basketball for papers in school.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 150%;">During
my secondary years of education, I did not read a lot of books. I completed a
lot of book reports, but never read many books from beginning to end. The
content of the textbooks and novels my teachers assigned did not motivate me.
During my junior year of high school, I completed the Autobiography of Malcolm
X, by Alex Haley. This was the first book I actually enjoyed reading and I read
it quite quickly too, which was surprising to me because I'm also not a fast
reader. I tend to read at a slower pace to fully absorb content. I don't care
for fictional novels, I prefer non-fictional text. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 150%;">Writing
was something that I was never great at. I have a strong and vivid imagination,
but putting my thoughts to paper wasn't always easy. I like to write but even
to this day writing with correct grammar is something that challenges me. I
tend to write like I talk. Much of the basic grammar rules I get, but writing
in correct tenses is definitely something I need to improve. Maybe it could be
attributed to never having a strong passion for writing. <o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 150%;">How do I feel about literacy today?<o:p></o:p></span></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiu-keADwmu_mEjVBWHazK8iemvJQcHcD4uUzeuKSklTNULSnJiGSgD5HPBsSIiH-iQM_XiEel457QnK3rdw9qvNTpx28YIaDnzKO55ZMvoXg-9EhV3rQZpfd0kiQWxzufUm2EfQkJGwTlJ/s1600/Literacy-small-1.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiu-keADwmu_mEjVBWHazK8iemvJQcHcD4uUzeuKSklTNULSnJiGSgD5HPBsSIiH-iQM_XiEel457QnK3rdw9qvNTpx28YIaDnzKO55ZMvoXg-9EhV3rQZpfd0kiQWxzufUm2EfQkJGwTlJ/s320/Literacy-small-1.png" width="320" /></a></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 150%;">Today,
literacy and being literate, affects me in many ways. We are living in an ever
changing world, the impact of technology has changed the way we think of literacy.
During my adolescence I would use pen and paper to complete and submit all of
my school assignments. Literacy has changed a great deal since I was young. Now
I can't do anything without my computer or Smartphone. A transitional
technological switch from printed text to non-printed text is evident by the
emergence of eBooks, Social Media and Blogs. I think about being a literate
adult and my experiences with foreign languages. For example, for the last four
years I have been studying Arabic. In Arabic the alphabet, grammar and
boustrophedon are completely different from my native language (English). I am
not very proficient speaking and understanding Arabic, but I can read and
write. I can read words, but it's not very useful for me because I don't know
the meaning of them. Therefore, I am still illiterate in Arabic.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 150%;">Higher
education and professional experience has provided me with an opportunity to
develop my literacy. Since my undergraduate studies the development of my
speech, writing, reading, and research skills has tremendously improved. Having
access to education through technology has also increased sponsorship on my
literacy. After I graduated from high school I had general computer skills, but
during the last decade I have used technology to research and learned things I
never thought possible. As an educator, I obviously value the importance of
literacy and see it as the bridge to higher education. I view students'
literacy, like my own, as a constantly evolving process. <o:p></o:p></span></div>
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Lattanzi Math Bloghttp://www.blogger.com/profile/05342885295878042113noreply@blogger.com2tag:blogger.com,1999:blog-488076180219511349.post-77808320835209543502015-07-05T15:37:00.001-07:002015-07-05T15:37:56.431-07:00Maha on Motivation<div class="MsoNormal" style="background: white;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman";">Jigsaw Discussion and Reflection on Motivation
<o:p></o:p></span></b></div>
<div class="MsoNormal" style="background: white;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #222222; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Maha Qazi<o:p></o:p></span></b></div>
<div class="MsoNormal" style="background: white;">
<br /></div>
<div class="MsoNormal" style="background: white;">
<span style="color: #222222; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Within our home group
discussion on the articles related to Motivation, there was a common theme
running through the 3 articles Lulu, Matt and I read which was primarily how to
engage struggling students, or how to engage students to get motivated about
reading. One of the articles which we discussed, “Reading, Gender and
Engagement” looked at the role of gender and it’s influence on reading,
providing examples of five developed countries (United States, Germany, Korea,
Finland, and Ireland) and middle school students. Girls tend to do better in
reading, especially print reading; whereas the gap between males and females
narrows for digital reading. <o:p></o:p></span></div>
<div class="MsoNormal" style="background: white;">
<br /></div>
<div class="MsoNormal" style="background: white;">
<span style="color: #222222; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">While the gender article
provided recommendations how to motivate boys more to become interested in
reading, the other two article on the “Seven Rules of Engagement” and the “The
Social Side Of Engaged Reading For Young Adolescents” was more targeted to HOW
to engage both girls and boys. Here are some ways to increase motivation in
students: <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="background: white; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #222222; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1)<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: #222222; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Students’ readings have
some connection with their life.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="background: white; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #222222; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2)<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: #222222; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Students can access a
variety of reading materials, for example comics, novels..<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="background: white; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #222222; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3)<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: #222222; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Students are given
choices about what to read.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="background: white; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #222222; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4)<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: #222222; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Students are able to
socially engage and talk to their peers about what they read.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="background: white; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #222222; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">5)<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: #222222; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Students are praised in a
way that reflects their efforts, more than the result.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="background: white; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #222222; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">6)<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: #222222; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Students get time to read
in classroom, and it can be anything they enjoy, fiction or non-fiction.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="background: white; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #222222; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">7)<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: #222222; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">When students think they
are reading something that is a little challenging they have the incentive to
read it. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="background: white;">
<br /></div>
<div class="MsoNormal" style="background: white;">
<span style="color: #222222; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">As someone who enjoys
reading, especially fiction, I felt reassured that even this type of reading is
fine, because it reading should be a process of “social engagement” where the
reader becomes engaged with the writing, the plot, characters and stories to
the extent they can visualize themselves in it and how they would respond to a
given situation. It’s all about engaging the different senses to enrich the
reading process. <o:p></o:p></span></div>
<div class="MsoNormal" style="background: white;">
<br /></div>
<div class="MsoNormal" style="background: white;">
<span style="color: #222222; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">One of the things that I
don’t necessarily agree with in the readings is that it’s not probably always
the best idea to have a male figure be a mentor to a male student to improve
their reading. The motivation does not have to rely on the person being a male,
just someone who can be an effective of change. Another one of the articles
(“The Social Side of Engaged Reading for Young Adolescents”) focuses too much
on catering to the students likes constantly. Sometimes it’s important that
students are taught that new things can be fun and meaningful if they are
willing to take a step outside what’s familiar, otherwise, how else will they
learn about the world around them, which is important to critical-thinking.
Reading should not be about only what one likes, although it is a big part of
reading, but not the only way. I really do agree that access to books is a very
important issue facing a lot of students especially in the developing world. <o:p></o:p></span></div>
<div class="MsoNormal" style="background: white;">
<span style="color: #222222; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">It is not that they are
not motivated enough, it’s that they don’t have the opportunity.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white;">
<span style="color: #222222; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">If students had more
opportunities, they would run with the readings and motivation would not be
such a problem. I also tend to think that family and home plays a big part in how
students think about reading. This is again about access. When there isn’t a
figure to model after due to lack of a reading environment then the student
would not know any better. A self-motivated individual is rare, and that person
is someone who is able to rise above their surroundings to motivate themselves
and doing this through books can be very empowering. I have seen such examples.
<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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Lattanzi Math Bloghttp://www.blogger.com/profile/05342885295878042113noreply@blogger.com8tag:blogger.com,1999:blog-488076180219511349.post-65531815853253776912015-07-05T06:20:00.002-07:002015-07-05T06:20:59.527-07:00Kirti's Literacy History<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Kirti
Don Hemlani<o:p></o:p></span></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">1156-RDLG579-
T3: Content Area Literacy<o:p></o:p></span></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Literacy
History<o:p></o:p></span></b></div>
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<br /></div>
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<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Though<b style="mso-bidi-font-weight: normal;"> </b>I’m born three decades after Indian Independence, but its impact
is still evident in my life. I am from a small town of North India. My father
was a wealthy man, who had a well-established business of wholesale grains. We
lived in a joined family with my grandparents, uncle and aunt and their
children. We were six children growing together. We all went to a catholic
school. Every morning, if we had school or holiday, I very well remember, bells
and hymn were first sound I heard in the morning. Even before breakfast as a
child, we had to get ready and go for prayers and then the day would move
forward. During prayers there were few lines read from holy scriptures and in
the evening my grandmother would sit with us and have a session of discussion
where the core was </span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">to teaches us the values of ideology,
devotion, duty, relationships, dharma and karma and it made a huge impact on
our thinking.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Before India got
independent, traumatizing part was partition of India and Pakistan, my
grandmother had a choice to go to America with her family, or stay back and get
married to her fiancé (my grandfather). So every summer, we had my grandmothers
family and their kids visiting us. It was like barter system, they had to learn
Indian culture and in exchange we were preached on </span><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">eloquence. To keep it in practice, we
had a tuition teacher, (who’s mother stayed back after British left and got
married to an Indian man) who converted one of the rooms into a study and had
alphabet charts and rhymes and lots of books my father bought, when he
traveled. This young lady, would spent hours at our place, teaching us
everything – reading, writing, table manners, and games so on….<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">My
earliest memory till today is sitting in her lap, where she would read us
stories or evening session with my grandmother when we would listen tales of
immortal heroes. Our study had a huge collection of books, but they had to be
scanned from our teacher as she was bound by a code of conduct. It was sheer
joy, when during summer vacation my dad from one of his trips came back and got
Malgudi Days, we were glued to it. It had 19 stories and I had to share it with
my sister. I would wait for my turn and would climb on one of the trees and
read peacefully. Initially reading was a chore but it became a passion- Indian
Fables and Folk Tales, Readers Digest, Nancy Drew, Danielle Steel, Sidney
Sheldon…..</span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRZv0qYfI81fKHig2WA0THdorL05z75BqBH4sDDRpl3TD9jHaV6eCG6GeVaN2-KTWYcgV4raGrSH1UIReyk6PcIBUQRsOMsWdV0Yi-JTsRFK8U5mjTwUoFYu0BydWJy9OiB18KCBBW4NK1/s1600/MALGUDI+DAYS+-SINGLE+DVD-+VOL+1.1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRZv0qYfI81fKHig2WA0THdorL05z75BqBH4sDDRpl3TD9jHaV6eCG6GeVaN2-KTWYcgV4raGrSH1UIReyk6PcIBUQRsOMsWdV0Yi-JTsRFK8U5mjTwUoFYu0BydWJy9OiB18KCBBW4NK1/s320/MALGUDI+DAYS+-SINGLE+DVD-+VOL+1.1.jpg" width="216" /></a></div>
<o:p></o:p><br />
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">But
I was still illiterate, when my son was born 11 years back, my grandmother was
quite adamant for my son being well versed in Indian literature and culture. But,
with him, I thoroughly enjoyed Eric Carle, Dr Seuss, Donald Dale and once he
started school at American International School of Guangzhou and I embarked on
a new career – teacher’s assistant at AISG followed by support teacher in EAL
department.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Apart,
from reading from school library, I look forward to reading blogs of students
of the books they have read and at their age when I was little I had merest
hint of character traits or in-depth knowledge or understanding they have of
their content. I look forward to reading book review on my son’s blog who’s in
middle school now and I giggle with sheer delight when I read his blog.
Furthermore, now that’s my goal to start writing my blog and my son can
response to it giggles in delight – the way I enjoy…….<a href="" name="_GoBack"></a><o:p></o:p></span></div>
Lattanzi Math Bloghttp://www.blogger.com/profile/05342885295878042113noreply@blogger.com2tag:blogger.com,1999:blog-488076180219511349.post-50279278719108206162015-07-05T02:33:00.001-07:002015-07-05T02:33:19.568-07:00Francis on Motivation<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Times;">One question that has been frequently asked by
teachers around the world is “<i style="mso-bidi-font-style: normal;">How do I
motivate my students to read?” </i><span style="mso-spacerun: yes;"> </span>Teachers are particularly interested in finding ways to
motivate their students to read because to a greater extend their academic
success depend on their ability to read. Reading is the vehicle through which
much of the content is transmitted to the students. <span style="mso-spacerun: yes;"> </span>I feel no different than the teachers I am describing above.
In fact, everyday in my classroom, I keep thinking of what I can do to motivate
my students to read more. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Times;">In the article <i style="mso-bidi-font-style: normal;">Seven
Rules of Engagement, </i>Linda Grambell offers some wonderful tips to motivate
students to read more. She for instance says that students are more motivated
to read if the tasks and activities are relevant to their lives. I definitely
see how this can increase student motivation to read. However, I keep wondering
how possible this is for all the texts that the students will read. I feel that
some times, students may be reading texts that have nothing to do with their
lives. How then do I proceed?<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Times;">Having access to a wide range of reading materials is
another tip to increase motivation. As a teacher, developing my own classroom
library based on students’ interest is a good way to do this. I would even
suggest asking students for their ideas in terms of what books they would like
to have. In lower elementary, this can be a challenge but to the greatest extend
possible, teachers should involve the students.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Times;">Teachers should also give ample time in class for
their students to just read. Granted, many would argue that there isn’t enough
time to cover all the content and still have time to read. Well, it is true
that teachers don’t have enough time. But it is also true that if we value
something, we can create time for it. Promoting literacy should be an important
thing for all the teachers. Beyond the reading, reading is a way to create
social interactions amongst students, as they generally like to talk about what
they have read with their peers.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Times;">If we give our students the opportunity to make
choices in terms of what books they want to read, their motivation to read is
very likely to increase. I have heard some teachers say that this is not
practical as they have many students who need help, as they cannot make good
choices. For struggling readers for example, as teachers, we can choose a
selection of books that are at the students’ reading level and then present the
books to them and have them choose. We would have identified the right books
for them but they still had the choice.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Times;">In the article <i style="mso-bidi-font-style: normal;">Reading,
Gender and Engagement, </i>I found out that girls are generally more engaged in
reading than boys. Finding ways to encourage the boys becomes an important
undertaking. One thing I can do is to have a wide range of reading materials
that include themes and topics that boys are generally interested in. I feel
that I would have to be very careful as I do not want to promote some interests
as belonging to only boys and others for girls as this would be solving one
problem but creating another.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Times;">I would also consider running a book club after
school activity for boys. While this would be a forum to bring the boys
together to read, I would also use it as an opportunity to find out other ways
of motivating them to read. This may mean having them lead book discussions in class,
having reader buddies in the lower grades where they go and read to the younger
students etc.<a href="" name="_GoBack"></a><o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
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Lattanzi Math Bloghttp://www.blogger.com/profile/05342885295878042113noreply@blogger.com6tag:blogger.com,1999:blog-488076180219511349.post-21488870191869916872015-07-05T02:11:00.001-07:002015-07-05T02:11:30.843-07:00Marci on Motivation<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;">Marci Wu<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;">Jigsaw
Response Blog on Motivation<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;">July 4, 2015/7/4<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;"><span style="mso-tab-count: 1;"> </span>I’ve decided to write in response to the topic
of motivation because this is to me my biggest challenge as a teacher of
Taiwanese high school students, especially in English Literature, a subject
towards which the majority take a general disliking.<span style="mso-spacerun: yes;"> </span>When it comes to their attitudes towards subjects like
science, math, computers, or even music, most of them have a deeply rooted
sense of intrinsic motivation simply because it bypasses their struggles with
extreme shyness.<span style="mso-spacerun: yes;"> </span>They are
naturally drawn to content areas that don’t require much social interaction in
English mainly due to the ever-present issue of losing face. They’re caught
between the desire to be fluent and their reluctance to communicate for fear of
making mistakes.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;"><span style="mso-spacerun: yes;"><br /></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;"><span style="mso-tab-count: 1;"> </span>I want to take an honest look at what I’m faced
with and I welcome anyone’s suggestion on how to overcome this:<span style="mso-spacerun: yes;"> </span>Because of their rigorous daily
schedule, during any type of down time, the students either bury their faces
into their ipads or they just tune out the world and sleep. Motivation just
does not exist.<span style="mso-spacerun: yes;"> </span>Therefore, reading
English for pleasure, unless the student has a deep and personal interest, is the
last thing on their minds.<span style="mso-spacerun: yes;"> </span>So in
this situation, the English teacher has a choice – to go against the grain and
try to inspire a sense of interest in reading English texts for pleasure, or just
distance him or herself from such lofty dreams and stick to the job
description, and that is to simply get through the airtight syllabus.<span style="mso-spacerun: yes;"> </span>Yes, I am aware that this is the idea
of resistance that was mentioned on the first day, but it’s a real thing and it
has its relevance. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;"><span style="mso-tab-count: 1;"> </span>The connections that surfaced after our group
discussion on motivation showed the importance of teachers -<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;"><span style="mso-spacerun: yes;"><br /></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;"><span style="mso-tab-count: 1;"> </span><b style="mso-bidi-font-weight: normal;">a.<span style="mso-spacerun: yes;"> </span>supplying access to a variety of
age-appropriate and interest-related reading material<o:p></o:p></b></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;"><span style="mso-tab-count: 1;"> </span><span style="mso-tab-count: 1;"> </span>With this
in mind, the expense would be solely my responsibility.<span style="mso-spacerun: yes;"> </span>By this, I mean with the exception of
supplying them with school library books that shouldn’t leave the classroom for
fear of damage or loss, I’d have to foot the bill for anything bought.<span style="mso-spacerun: yes;"> </span>Without a strict system of
accountability in place, if I did create a classroom library, how could I trust
them to treat the books with the respect they deserve?<span style="mso-spacerun: yes;"> </span>How could I be sure that my investment
would suddenly spark a deeper interest in reading?<span style="mso-spacerun: yes;"> </span>It’s a leap of faith.<span style="mso-spacerun: yes;">
</span>It’s an unfamiliar mindset of sharing tangible things with
students.<span style="mso-spacerun: yes;"> </span>Here’s another source of
resistance: <span style="mso-spacerun: yes;"> </span>due to their Asian
cultural predisposition of ‘face’ coupled with their adolescent
hyper-sensitivity, they are extremely conscious of image, so they would naturally
avoid anything that would be deemed “uncool,” especially something so nerdy as
taking teacher-recommended English reading material off the shelf for pleasure.
<span style="mso-spacerun: yes;"> </span>On the contrary, they would just
use the excuse that they don’t have the time because first of all, they’re
tired, and when it comes to any reading at all, their required reading takes
precedence, which is true.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;"><span style="mso-spacerun: yes;"><br /></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;"><span style="mso-tab-count: 1;"> </span><b style="mso-bidi-font-weight: normal;">b.<span style="mso-spacerun: yes;"> </span>empowering students with a sense of
choice in their reading<o:p></o:p></b></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;"><span style="mso-tab-count: 1;"> </span><span style="mso-tab-count: 1;"> </span></span></b><span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;">I’d say my students have an equivalent of an
American 2<sup>nd</sup> to 3<sup>rd</sup> grade level of English, so the
challenge is daunting, finding easy yet engaging books appropriately related to
the interests of Taiwanese sixteen-year-olds. <span style="mso-spacerun: yes;"> </span>Even if I had a variety of such material and they did have a
choice, making the actual commitment to read a non-required English book with the
purpose of full understanding would be like squeezing water from a stone. How
can one inspire motivation from scratch?<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;"><span style="mso-spacerun: yes;"><br /></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;"><span style="mso-tab-count: 1;"> </span><b style="mso-bidi-font-weight: normal;">c.<span style="mso-spacerun: yes;"> </span>giving feedback and task-related
incentives in order to encourage their intrinsic motivation <o:p></o:p></b></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;"><span style="mso-tab-count: 1;"> </span><span style="mso-tab-count: 1;"> </span>Unfortunately,
the only incentive that motivates my students is the value of the percentage
written in red ink.<span style="mso-spacerun: yes;"> </span>They correlate
their score to their self esteem, so a 75% means “the teacher hates me.”<span style="mso-spacerun: yes;"> </span>The essential problem lies in their
interpretation of the number.<span style="mso-spacerun: yes;"> </span>They
don’t see it as a healthy, ongoing challenge to improve, but rather as a value
judgment of themselves as individuals.<span style="mso-spacerun: yes;">
</span>I suppose this is not cultural, but more of a misguided or
underdeveloped sensitivity which needs time to mature as they grow.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;">I understand
that the feedback is not only a score, but also comes in the form of specific
and sincere praise of their progress or hard work.<span style="mso-spacerun: yes;"> </span>Yet I must face the truth in that none of it matters as much
when culturally all they’re trained to see is the number.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;"><span style="mso-tab-count: 1;"> </span>d.<span style="mso-spacerun: yes;"> </span>fostering a healthy rapport with
students<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;"><span style="mso-tab-count: 1;"> </span></span></b><span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;">This I believe is crucial
to success not only as a student, but also from the perspective of the teacher.<span style="mso-spacerun: yes;"> </span>If there is no relationship, there is
no trust on either part.<span style="mso-spacerun: yes;"> </span>In that
situation, learning cannot take place.<span style="mso-spacerun: yes;">
</span>Rapport is an essential part of my teaching philosophy.<span style="mso-spacerun: yes;"> </span></span><span style="font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Arial; mso-fareast-font-family: 新細明體; mso-hansi-font-family: Calibri;">No matter the subject, learning comes much
quicker and more naturally when the class atmosphere is supportive,
relationships are healthy and trust is established.</span><span style="font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Arial; mso-fareast-language: ZH-TW; mso-hansi-font-family: Calibri;"><span style="mso-spacerun: yes;"> </span>This is the one area where I feel at
least I have a foothold.</span><span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
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<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;"><span style="mso-tab-count: 1;"> </span>After our discussion today, I never felt more
distant from a starting point in respect to inspiring in my students a deeper
sense of intrinsic motivation when it comes to loving the activity of
reading.<span style="mso-spacerun: yes;"> </span>Part of me wants to wait
for them like a sage on the mountaintop.<span style="mso-spacerun: yes;">
</span>If they don’t develop a natural passion for reading on their own, then
no harm, no foul.<span style="mso-spacerun: yes;"> </span>If they do, I’m
there ready with support.<span style="mso-spacerun: yes;"> </span>Another
part of me wants to reach out and draw their interest out of them at the risk
of being rejected.<span style="mso-spacerun: yes;"> </span>Either way,
there is some basic tectonic shifting going on in my priorities as a teacher of
Literature.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-fareast-language: ZH-TW;"><span style="mso-tab-count: 1;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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Lattanzi Math Bloghttp://www.blogger.com/profile/05342885295878042113noreply@blogger.com5tag:blogger.com,1999:blog-488076180219511349.post-19328046828374697732015-07-05T02:02:00.003-07:002015-07-05T02:02:37.073-07:00Francis Literacy History<div class="MsoNormal" style="mso-layout-grid-align: none; text-autospace: none;">
<b><u><span style="font-family: Times;">Literacy History Blog Response<o:p></o:p></span></u></b></div>
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<span style="font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">In
any typical Kenyan household, at the time I was growing up and for the most
part today, parents and caregivers did not read to their children. This is
because they have other “responsibilities” that keep them busy hence do not
have the time to read to their children.<span style="mso-spacerun: yes;">
</span>My situation was no different. My parents did not read to me. However,
they indeed played a significant role in helping me to read. They sent me to school,
which at the time was a privilege that many did not have. I had teachers who
read to me as well as the older students in my school. When I went back home
everyday, I had to tell my parents what we had read and what I had learned and
we talked about it. <o:p></o:p></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><br /></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6_zEVAg2laTEDoS9cZX8_nhYgzAgzEkzBUzb16gLM_V-WS4m81EPNlp9lIvcgibyjDhzJF5Rdh8SP60AE4W4Ap_WpVe8iVqgK9qdYwvS0CvBRerKRzaHzqi51nF6DbKCX7cQxbVSmRsOT/s1600/morning-newspaper-with-tea-and-glasses--HD.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6_zEVAg2laTEDoS9cZX8_nhYgzAgzEkzBUzb16gLM_V-WS4m81EPNlp9lIvcgibyjDhzJF5Rdh8SP60AE4W4Ap_WpVe8iVqgK9qdYwvS0CvBRerKRzaHzqi51nF6DbKCX7cQxbVSmRsOT/s320/morning-newspaper-with-tea-and-glasses--HD.jpg" width="320" /></a><span style="font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">My
parents were my role models when it came to reading. They loved to read
newspapers every morning while having breakfast. I therefore grew up believing
that reading was for important people as only “important” people read in my
community and that made me love it even more. While maybe it wasn’t true, it
did motivate me to keep reading and to love reading. Seeing my parents read was
also a motivating factor.<o:p></o:p></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><br /></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">I
remember when I came home from school when I was in third grade with a
storybook I had been given in school. After lunch on this day, I took the book
out and read it to my mother and my two siblings. My mother was so impressed by
how I had read that she took me out for ice cream. She told me I had read very
well and this is the point I realized I was literate. I was not only reading
the words but I understood what they meant. I mostly enjoyed reading the
African folk tales that had a moral lesson at the end. My mother bought me new
African folk tales books once in a while.<o:p></o:p></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><br /></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">In
school however, I remember feeling frustrated by my teacher. She believed that
I was a good reader but her ways of encouraging me to read more were
frustrating to me. After reading a text, she had so many questions about that
text that led me to not want to read anymore. For me, reading had just become
something I enjoyed doing. When I felt it had become more work for me, I became
frustrated and begun to avoid it.<o:p></o:p></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><br /></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">As
a foreign language teacher, I find myself being influenced by the experiences I
describe above. To this effect, just as I was encouraged to read by my mother,
I encourage my students to read by availing books that are of interest to them.
However, I fear making the same mistake my teacher made namely, over teaching
and making reading to feel like a burden more than something that my students
actually enjoy. Having the older students in my school read to me was something
I enjoyed. In my teaching, I have incorporated this where I work with the
middle and high school Spanish teachers so that my elementary students can have
“reader buddies” to read to them.<o:p></o:p></span></div>
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Lattanzi Math Bloghttp://www.blogger.com/profile/05342885295878042113noreply@blogger.com2tag:blogger.com,1999:blog-488076180219511349.post-13665055096555647062015-07-05T01:58:00.002-07:002015-07-05T01:58:44.107-07:00Nate's Literacy History<div class="MsoNormal">
<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: "Times New Roman";">Literacy History Blog
Response- Nate Ovelar<a href="" name="_GoBack"></a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-family: "Times New Roman";">I can’t remember back to the days I first
learned to read and write but, I do remember my connection to books as a child.
I remember that I used to be punished when I was 8-9 years old by having to
read entire novels in one week’s time. I still remember the books: Robinson Crusoe,
The Swiss Family Robinson, White Fang, The Jungle Book, Huck Finn, and Tom
Sawyer. I got the general idea of what the books were about but I never really
took in what I was reading. The books were old and smelled like the 60s, it was
distracting to me. Later, I ended up liking all of those stories when I was in
middle school (mostly because I had then see them as films). I also remember
taking part in this school summer reading program in 5<sup>th</sup> grade. We
had to log 100 reading hours over the summer and we would get a free ticket to
Six Flags. I remember being really excited about that at the time. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-family: "Times New Roman";">Prior to this course, I always considered
literacy as being able to read and write a language in the most general sense.
When looking at literacy from that perspective, I feel I became very literate
once I got in my mid 20’s. At this time, I had already taken many linguistics
classes and I had learned to speak, read, and write in 5 languages. I then was
able to see how the languages all linked up and meanings to words I had always
just repeated, I could actually see the root and hidden context of where it
came from. I felt everything I thought I knew about language was changing. Now
seeing words like “understand” gained heavy meaning, and it was like seeing
society from above. I try to encourage others to learn as many languages as
possible; some things go right over our heads because no language alone is deep
enough to explain the human experience. The thing I take away from my
upbringing is that the more perspectives you have, the more angles you have to
think about, then the more well-rounded and literate you will be. When I teach,
I try to get my students to look at everything from as many perspectives as
they can and to play devil’s advocate with themselves to pull out the truth in
their reasoning. Chess is another thing that I believe helps increase literacy,
in the sense of understanding concepts more abstractly. Analyzing patterns,
anticipating new structures, and running through all the different approaches
can really strengthen the mind in all ways related to learning. Learning to
play chess well is something that can apply to so many disciplines of education
and occurrences in life. I think it should be introduced at the elementary
level, where it could greatly expand the children’s ability to see and
understand their vision.</span></div>
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<o:p></o:p>Lattanzi Math Bloghttp://www.blogger.com/profile/05342885295878042113noreply@blogger.com1tag:blogger.com,1999:blog-488076180219511349.post-60246270055356789472015-07-05T01:54:00.002-07:002015-07-05T01:54:12.233-07:00Matt's Literacy History<br /><br />Matt Balaban<br /><br />Literacy History<div class="separator" style="clear: both; text-align: center;">
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<br /><br /> My memory of the beginnings of my literacy is very faded. I have seen a piece of my work from kindergarten recently where I explained that I wanted to visit the ocean to see animals. I misspelled most of the words, but the effort was sincere and that’s why I’m proud of it. I remember writing a story in first grade called “The Big Shark” that was wildly successful in my class and impressed my teacher and my parents. It made me feel really accomplished. I remember in second grade being taught how to write in cursive. I remember practicing letters and the teacher explaining how the page should be tilted at a certain angle, but I didn’t quite understand why. It wasn’t long before I switched back to printing; probably sometime in middle school. In third grade we had a program where reading a certain number of books merited some sort of prize from pizza hut. It either had something to do with Star Wars: Episode One collectable items, pizza at reduced cost, or both. Probably it was both. I remember asking my teacher if I could read Barenstein Bear books because they were my favorite, but I remember her saying that we “don’t read Barenstein Bear books in third grade” and it made me feel embarrassed, especially because I had just moved into that class from another district. In third grade I also was introduced the presentation, which was something new for me at my new school, and I found the expectation that I’d stand up in front of the whole class to present something somewhat confusing. I did an oral book report on Grizzly Adams, and I remember the yellow cover of the book, exactly where I found it in the library, and my brown paper bag costume that I dressed up in. I was incredibly nervous. I remember doing another book report that year that I struggled quite a bit with because maybe I couldn’t understand it fully, but for sure I was nervous to present, and insecure with my memorization of the details to cover, so I tried to make notes taped on the back of the book as I presented, but I think the class took that as cheating. I remember many individual presentations that I delivered in my school days, probably because they made me so nervous and afraid of messing up and being judged. <br /><br /> I remember being more confident in sixth grade with my oral book report on Holes, and my teacher was so sweet, caring, and understanding. I felt more confident in that class. I remember drilling vocabulary and reading Greek mythology in seventh grade; that vocabulary I remember mostly because of rehearsal methods we were doing in class. By methods I just basically mean traditional rehearsal and fill-in -the-blank exercises. I remember similar vocabulary endeavors in eighth grade, but mostly the poem by Robert Frost that I needed to memorize, which was the first time I was asked to explicitly memorize in a rote way. I also remember all of the comma rules we went over and loved it for its comprehensiveness. In ninth grade, I was in honors English for the first time, which I found intimidating. I was also intimidated by my other classmates who seemed to find the class easy and got the understanding they were supposed to from the Merchant of Venice. Honors English in tenth had world literature, which I enjoyed, but still found myself in this uncomfortable space in class where I had more questions than the class seemed to be interested in addressing. I say the class because even though it was the teacher who would answer them, and even if we had the time for it, many other classmates of mine seemed to find my questions annoying and time-consuming. I remember becoming incredibly frustrated by this, being made to feel like my questions were unimportant. I remember the class being particularly frustrated with my question about why it had been the apple that was the gift at the mythological wedding instead of something else. “Who cares?” the class sighed in exasperation. I remember being really frustrated also with understanding Omar Khayaam’s poetry, even through I really wanted to. Once I was riding in the car with my Mom with my fat literature textbook in hand and got so fed up with how the messages were so unclear. She asked me simply to read a stanza, and I remember her offering a few straightforward ideas about what it could mean, and instantly my face stopped looking so twisted when I realized that it didn’t have to be so hard - that meaningful interpretations didn’t need to be as locked away as I felt they were. In 11th grade I remember more vocabulary drills, which the rest of the class seemed to simply stomach rather than appreciate, but I didn’t mind. I also remember a teacher I became good friends with - this was probably in part because she smiled and her eyes got excited whenever I asked questions. None of my fellow students seemed to ask anything. I remember in twelfth grade having a devil’s-advocate-type question that asked everyone to consider how the antagonist felt in Grendel and why it might feel that it needed to act in an evil way. I felt really proud about by ability to bring about a new perspective that wouldn’t normally be considered.<div>
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When I reflect on my literacy-related learning experiences, no particular person stands out in my mind as being incredibly influential in my literacy skill development; there are mainly just fragmented memories of significant moments. It was the case throughout most of school that I understood myself as less capable in English, as well as less interested. I baffled myself about becoming an English teacher right out of college in Bangladesh, and I take pride in how unexpected that was. It was when I started teaching English that I found a connection to it and an appreciation for it. It seems that being in school as a student didn’t really cultivate my literacy and competency as much as being involved as an educator. That’s one of the things that made me turn to education in a longer-term way as a teacher. <br /><br /> From having recalled my past experiences, I’m imaging that certain tendencies in my teaching emerged from my experience as a student. I don’t like giving group work because I myself don’t like it much, probably because of how I felt different with my unconventional questions and slow reading. I hesitate to find creative ways to teach vocabulary, because I found rehearsal and discussion to be effective and efficient for me as a learner. I’m also hesitant to give too many individual presentations and oral book reports because of how nervous they made me feel. So, aside from these deep-dark-secret-traditionally-minded biases, a more decidedly positive outcome of my educational background is the sincere motivation to address literacy-related endeavors rather than straight content. I love discussing reading strategies, looking at word roots and connections, investigating how the sentence and paragraph structure is designed in a writing, theorizing about why authors chose certain words or literary devices, and asking out-of-the-box questions that contribute to gleaning the most understanding from text. For the most part, I also value all the questions that students bring up in class as well, because I certainly remember how it felt to have them as a student. Sometimes I wonder if it’s a good thing that I’m inclined to teach in a way that fits how I was as a student, but at least I can acknowledge that it has provided me with a profile of certain pedagogical motivations that are quite genuine. </div>
Lattanzi Math Bloghttp://www.blogger.com/profile/05342885295878042113noreply@blogger.com4tag:blogger.com,1999:blog-488076180219511349.post-5539199758240324262015-07-05T01:41:00.001-07:002015-07-05T01:41:37.607-07:00Kevin's Literacy History<div class="MsoNormal" style="text-indent: .5in;">
My first memory of literacy has to
be lying in bed and listening to my mother read to my older brother and
me.<span style="mso-spacerun: yes;"> </span>I remember she read us
Mr.Popper’s Penguins and the Boxcar Children.<span style="mso-spacerun: yes;"> </span>This was not something she did all the time, but a special
treat and I loved it. Unfortunately I don’t think I associated it with reading,
but it did build a strong foundation in me for storytelling.<span style="mso-spacerun: yes;"> </span>Later my grandmother took a keen
interest in promoting literacy in my life.<span style="mso-spacerun: yes;"> </span>She would babysit me once a week before I started kindergarten.<span style="mso-spacerun: yes;"> </span>I remember her talking about phonics
and that she was really serious about it, but I had no idea what she was
talking about.<span style="mso-spacerun: yes;"> </span>I thought she was
kind of crazy.<span style="mso-spacerun: yes;"> </span>Then she came with
these workbooks like the kinds you might use in school.<span style="mso-spacerun: yes;"> </span>I have no idea where she got them but
she would go though a lesson with me and then make me complete the questions in
the book.<span style="mso-spacerun: yes;"> </span>I didn’t particularly
enjoy the process and might complain but I always did it.<span style="mso-spacerun: yes;"> </span>I understood that her and my mother did
these things because they wanted me to learn to read but I didn’t really care,
I just liked hearing stories.<span style="mso-spacerun: yes;"> </span></div>
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I do not remember my mother and
father reading for pleasure when I was growing up.<span style="mso-spacerun: yes;"> </span>I think my mom may have read at nights after I was in bed,
but I never saw it.<span style="mso-spacerun: yes;"> </span>We had lots of
books in the house but I guess I just saw them as the toys I rarely played
with.<span style="mso-spacerun: yes;"> </span>Once I had learned to read I
associated it with school and work, why would I want to read about some green
eggs and ham when I could go play in the woods behind my house?<span style="mso-spacerun: yes;"> </span>We would go the library once a week in
the summer and I remember really liking Garfield books.<span style="mso-spacerun: yes;"> </span>I liked them because they were easy to
read but thick so I felt like I was reading a lot.<span style="mso-spacerun: yes;"> </span>I knew it wasn’t the same as a normal book but I felt like I
had found this loophole in reading, like I had beat the system.<span style="mso-spacerun: yes;"> </span>As I began to compare my literacy
skills with my friends at school I soon realized that while I could read well I
was slower then almost everyone in my classroom.<span style="mso-spacerun: yes;"> </span>However this never really bothered me.<span style="mso-spacerun: yes;"> </span>I was always the last one done with a
test (a trend that carried all the way to college), but my grades were ok so I
didn’t care.</div>
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I feel literacy is far more
important today then I did growing up.<span style="mso-spacerun: yes;">
</span>The first thing that began this shift was a professor.<span style="mso-spacerun: yes;"> </span>He was awesome, easily the smartest
person I had ever met.<span style="mso-spacerun: yes;"> </span>He
constantly quoted books and would tell us what he was currently reading.<span style="mso-spacerun: yes;"> </span>I wanted to be like this guy. <span style="mso-spacerun: yes;"> </span>It was very clear to me that he had
gotten to where he was by reading a lot of books.<span style="mso-spacerun: yes;"> </span>He didn’t just read them; he remembered them and
incorporated what they taught him into his daily life, I had never seen this
before.<span style="mso-spacerun: yes;"> </span>I remembered he would say,
“my dead friends taught me that….” referring to the authors who had already
passed away.<span style="mso-spacerun: yes;"> </span>I also had a mentor
who would say “readers are leaders” and he was the first non-academic I
remember knowing who read lots of books.<span style="mso-spacerun: yes;">
</span>He is an uncommonly wise person and I believe his habit of reading
everyday is one of the major reasons why.<span style="mso-spacerun: yes;">
</span></div>
<div class="MsoNormal" style="text-indent: .5in;">
The other way that literacy has
impacted my life is spiritually.<span style="mso-spacerun: yes;"> </span>I
am a Christian and value reading scripture.<span style="mso-spacerun: yes;"> </span>This value is something I have learned from personal
experience.<span style="mso-spacerun: yes;"> </span>I can tell a
difference in my life when I step away from this practice.<span style="mso-spacerun: yes;"> </span>This daily activity helps keep my mind
centered and is one of many things that I believe builds and more importantly
maintains my personal spiritual relationship. <span style="mso-spacerun: yes;"> </span>This is also the place where all of my literary skills
most often combine. <span style="mso-spacerun: yes;"> </span>The bible is a
complex and multi layered collection of books.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>It was written
in a culture and a context that is different then mine and is at times
confusing to me.<span style="mso-spacerun: yes;"> </span>Two people can
read the same passage and pull conflicting meanings out of it.<span style="mso-spacerun: yes;"> </span>However the more I study it and dig
deeper into it, the richer it becomes and the closer I feel to God.<span style="mso-spacerun: yes;"> </span>I know this isn’t everyone’s experience
but this is very real to me.</div>
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<div class="MsoNormal" style="text-indent: .5in;">
As I step back and look at my life
I now know literacy is more then just reading.<span style="mso-spacerun: yes;"> </span>I use these skills every day from carefully crafted email I
send at customers or in writing this post.<span style="mso-spacerun: yes;"> </span>Literacy has informed me about the world and connected me to
it.<span style="mso-spacerun: yes;"> </span>I love discussing and debating,
but without the collective knowledge assessable through written word and the
skill to understand and explain that knowledge, I am just my opinion.<span style="mso-spacerun: yes;"> </span>However with that knowledge behind me I
can be more.<span style="mso-spacerun: yes;"> </span>I can<a href="" name="_GoBack"></a>
an idea or movement.<span style="mso-spacerun: yes;"> </span>I can read
words on a page and tell you their meaning, but in my opinion literacy extends
beyond that.<span style="mso-spacerun: yes;"> </span>It is how we squeeze
the maximum amount out of those words and how to we craft our own words to
truly express ourselves.</div>
Lattanzi Math Bloghttp://www.blogger.com/profile/05342885295878042113noreply@blogger.com3tag:blogger.com,1999:blog-488076180219511349.post-46217072836844714472015-07-05T01:36:00.000-07:002015-07-05T01:36:26.039-07:00Randy's Literacy History<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<span style="font-family: Times; font-size: 15.0pt; mso-bidi-font-family: Times; mso-bidi-font-weight: bold;">Randy Limon<o:p></o:p></span></div>
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<span style="font-family: Times; font-size: 15.0pt; mso-bidi-font-family: Times; mso-bidi-font-weight: bold;">RDLG 579 (Literary History / Autobiography)<o:p></o:p></span></div>
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<span style="font-family: Times; font-size: 15.0pt; mso-bidi-font-family: Times; mso-bidi-font-weight: bold;">4 July 2015<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 15.0pt;">I grew up in
a small town called Las Piñas, just outside Manila, the capital city of the
Philippines. I come from a big family; I have 3 sisters and 2 brothers. I am
the fifth child. I learned to understand at the age of three that my father was
an overseas worker. I knew this because my father was mostly not home. My
mother would tell us where my father was and what he was working on. Every
year, my father moved to different countries to do big projects in oil rigs as
an Engineer. I remember exactly the special occasions when my father would
visit home. It was mostly during Christmas seasons. <o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "Times New Roman"; font-size: 15.0pt;">I was about
3 years old when I learned to flip the pages of books or magazines lying around
at home. Back then I knew I was going to learn reading at such a young age. I
learned the alphabet and number songs when I was a little over 3 years old.
When I was about to turn five years old, my father told that he would buy me a
bicycle as a birthday gift if I would show him that I could write my name. He
also told me that he would send me to Kindergarten as part of the deal I got
with my father. I got all so excited and curious about what it was to be like
to be going to school. I attended my Kindergarten class in a Day Care Center
near my home.</span></div>
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<span style="font-family: "Times New Roman"; font-size: 15.0pt;">I completed
my elementary education in a public school in Almanza, Las Piñas. My reading
and writing became formal at this stage. Then I went to a parochial school for
my secondary education. I had 10 years of basic education. I finished my
undergraduate degree in University of Santo Tomas, a large catholic university
in the Philippines, at the age of 21. I did not have a lot of opportunities to
explore reading when I was growing up. Money was tight. All my siblings were
also studying at that time. We had to prioritize on our basic needs. Literature
was not a high priority in my family. I had textbooks as learning material to
support my content literacy. I found it challenging to learn content when I attended
my bachelor’s program. Learning from other reading materials aside from
textbooks was different. I somehow learned to extract relevant information for
my specific studies. But somehow I started to develop my own style of learning
from reading different text materials. Looking back to my early education, I
was only exposed to learn content from textbooks provided in my school. Reading
to learn was a whole new dimension to reflect on when I attended university. <o:p></o:p></span></div>
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Lattanzi Math Bloghttp://www.blogger.com/profile/05342885295878042113noreply@blogger.com2tag:blogger.com,1999:blog-488076180219511349.post-4163966972840903602015-07-03T16:17:00.001-07:002015-07-03T16:17:36.627-07:00Maha Literacy History<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">RDLG
579<o:p></o:p></span></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Literacy
History Blog Response<a href="" name="_GoBack"></a><o:p></o:p></span></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Maha
Qazi<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">I m currently living in Islamabad, Pakistan with my family.
I have a small son, he’s 2 plus years old. At the moment, my parents and sister
are looking after him while Im in Bangkok. Feel grateful to have such a great
family and support. I grew up all over the world, as I am a foreign Office
child. My father was in the foreign service, and we moved around whenever he
got posted to different countries. He has always been an avid reader, and still
is. I don’t know anyone else who reads as much as him. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">My earliest childhood memory was seeing my father with a
book. He was always carrying one or some place in the house reading one. I do
have a fond memory, where I was about 6 years old and he was reading to my
sister and me in Tokyo. It was a rather unusual experience because he was
always busy working or reading, but a lovely father. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">My mother used read to us and encourage me to write stories.
I was praised for my writing and encouraged to write whatever came to my mind
in a diary, like stories. It was actually something that motivated me and made
me feel good as I was a shy child, and this form of communication helped me
adapt to my new cultural surroundings while growing up and attending different
schools. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">One of the best things about having a diplomatic background
while growing up was making new friends in different places and also being
exposed to and meeting people of all walks of life, including writers and
thinkers. One of my most memorable experiences was meeting Edward Said in New
Delhi when he came over to our house in New Delhi, India, with Eqbal Ahmed,
another intellectual giant and such a humble person. I felt in awe in such
company but then also comfortable because they were so affable and down to
earth about who they are. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">We talked earlier in class today about our favorite book(s)
and I see that while I have a love for detective novels of a certain genre, I
also want to shift my focus to non-fiction. I like reading TIME or going
National Geographic, with picture illustrations, as I love the outdoors and
Nature.</span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimokrcfnqDJd2leOVmZGsXZpZHwSHFdVHxPkm-mIBm9y3tVw-Ebe9_BboYzlq4ZjLm1apuhLg6Jhkxnt7WW2J-U74ZMdp9SyxpyEI7NEzkFx-KRUckzaHRiBlld0zZyh_pgN_Pq1o4zAhq/s1600/tumblr_maef08pJV41r2j1gfo1_1280.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="198" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimokrcfnqDJd2leOVmZGsXZpZHwSHFdVHxPkm-mIBm9y3tVw-Ebe9_BboYzlq4ZjLm1apuhLg6Jhkxnt7WW2J-U74ZMdp9SyxpyEI7NEzkFx-KRUckzaHRiBlld0zZyh_pgN_Pq1o4zAhq/s320/tumblr_maef08pJV41r2j1gfo1_1280.jpg" width="320" /></a></div>
<o:p></o:p><br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">As a teacher, I see how important it is to encourage young
children to enjoy reading and for them to read books which they can read at
their particular level to get something meaningful from it. Sometimes reading
can just give us a sense of satisfaction by making a connection with a
character and that in itself is meaningful. Books opens up a whole new world
for one and that’s why I think coming from a country where the literacy rate is
still so low, so many people have been deprived from a future of hope and
opportunity. It is the one basic thing that everyone should have access to, if
only to be able to pick up a book and read, or write something to feel
empowered.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">While teaching came to me quite recently, my appreciation
for studies, reading, research and writing has been there from before. Now,
it’s a daily routine but it’s about finding ways to engage students in a way
that is meaningful to them through reading, writing and other creative ways of
learning. I see how wonderful it can be to get involved in the process of
learning through these mediums: reading and writing and that one’s cultural
upbringing, exposure, and life experiences play a big part in quality education
and also how we think about issues around us. Reading and writing are one of
the most powerful ways to inform oneself about things. They also help us to
think about different issues from a different lens, more nuanced and
analytically. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Getting into the practice of reading should be adopted at a
very young age, which my parents tried to instill in us but it came about
mostly when we were ready. I wish the same for my son because reading and
writing are such powerful tools that can take one a long way, and be a source
of great comfort too. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Reading books by authors from different cultures, or
educational books about different societies helps to open one’s mind to new
ideas and concepts in our own field of education that we can learn a lot from
and implement within the cultural context we live in. I am so fascinated by audio
books and how reading in different forms today (thanks to technological
development) is making reading much easier and accessible to different
learners. <o:p></o:p></span></div>
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<br /></div>
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Lattanzi Math Bloghttp://www.blogger.com/profile/05342885295878042113noreply@blogger.com2tag:blogger.com,1999:blog-488076180219511349.post-23919292247396619272015-07-03T16:10:00.000-07:002015-07-03T16:10:39.285-07:00Lulu Literacy History<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Lulu Wang<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Content Area Literacy<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;">
<span style="font-family: "Times New Roman"; font-size: 14.0pt; line-height: 200%; mso-bidi-font-family: "Times New Roman";">Literacy History<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman"; font-size: 14.0pt; line-height: 200%; mso-bidi-font-family: "Times New Roman";">My
Earliest Experience <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>When I was in the elementary school I
really enjoyed Chinese language art. I like to read Chinese stories and
memorize the characters. My Chinese language score was high; therefore I always
received praise from my Chinese teacher. This encouragement made me excited to learn
more. At home, my father would read news to me in the hopes of helping me learn
more vocabulary. When I was doing my homework at home, especially math, my
father will not only give me the answer of the content, but the strategy how to
figure it out. He would ask me to read the content many times and explain to
me. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman"; font-size: 14.0pt; line-height: 200%; mso-bidi-font-family: "Times New Roman";">What
Do I Feel <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman"; font-size: 14.0pt; line-height: 200%; mso-bidi-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span><span style="mso-spacerun: yes;"> </span></span><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">I
like to read, but I would not call myself a bookworm. Usually I turn to books
what I have questions or life problems to have answered. I think the person who
really inspired and helped become curious about the written word was my high
school Chinese teacher. She was not like my other teachers. She taught us when
reading a book that we should start with a purpose and raise questions of why
the author wrote the book. She also taught us to think critically and question
the authors’ opinions. I think form that time is when I really started to enjoy
reading.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman"; font-size: 14.0pt; line-height: 200%; mso-bidi-font-family: "Times New Roman";">Culture
Influence<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">The
Chinese educational system is very teacher centered.<span style="mso-spacerun: yes;"> </span>The students are just there to absorb the information and
score high on the test. If we had trouble learning we were on our own to figure
out what learning strategies worked for us. We were taught to respect the
teacher, and not question the teacher. It was not common practice for any
student to ask clarifying questions, the question<a href="" name="_GoBack"></a>s were
always focus on the test answer. I know realize that is so important for the
student to discover the answer, but the Chinese system just doesn’t work that
way. In my opinion the Chinese educational system does not encourage curiosity
like that of other countries. I think if the system were different, I would be
more of a reader.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGfVXm2npNPYPEDFIHiX5ii4Ko5PlTTaIzACeS-_WadMxIboKUSG92wnxOWbBxfMk7jDxpaFzuh8AuUbBaOM1UI96_yVyw0M2QOV_hXRoC-QneLD3irtFESqJOVrjGj2CNfgSkMUEKsWdt/s1600/funnel.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGfVXm2npNPYPEDFIHiX5ii4Ko5PlTTaIzACeS-_WadMxIboKUSG92wnxOWbBxfMk7jDxpaFzuh8AuUbBaOM1UI96_yVyw0M2QOV_hXRoC-QneLD3irtFESqJOVrjGj2CNfgSkMUEKsWdt/s320/funnel.gif" width="300" /></a></div>
<br />
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<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span><o:p></o:p></span></div>
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Lattanzi Math Bloghttp://www.blogger.com/profile/05342885295878042113noreply@blogger.com2tag:blogger.com,1999:blog-488076180219511349.post-40736841228995916552015-07-03T16:05:00.001-07:002015-07-03T16:06:19.010-07:00Drew Literacy History<br />
<br />
Drew Williams<br />
RDLG 579: Content Area Literacy<br />
Literacy Autobiography<br />
July 3rd, 2015<br />
<div>
<br />
I cannot remember a time when I couldn’t read in my mother tongue. I have no memories of learning to read, or being read to, or my first book. I do recall arriving in French Immersion and being introduced to this new language which I was expected to master, but the process of acquiring literacy in that language I largely have lost. I recall a time when I didn’t know French and then a time when I did.<br />
<br />
I come from a household of readers, including all the kids books my brother, sister, and I owned at various times I would estimate that well over three thousand books have gone through my home over the years. I remember the trips to the comic book store before long car ride across the country every summer. I remember playing a game with my little brother in the car where we would try to stump each other by finding a Calvin and Hobbes strip the other couldn’t recite from memory. <br />
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I recall the various series and authors I fell in love with over the years: <i>The Black<br /> Stallion</i>; the <i>Gold Rush</i> books of <i>Jack London</i>; <i>The Dragonriders of Pern </i>by Anne McCafferey. I remember coming home from University to my mother asking me if I’d heard of this <i>Harry Potter </i>yet. I remember my father giving me <i>On the Origin of Species</i>, pouring over the giant <i>Times of London Atlas</i>, a pop-up book about human reproduction, the twenty shelves of <i>National Geographic</i> issues. </div>
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I remember becoming a writer. The first story I wrote, I plagiarized. I stole the opening chapter of <i>Outlaw Red</i> by Jim Kjelgaard—a book about a dog—rewrote it to star a cat, and watched it get published in the Calgary Board of Education’s annual collection of Elementary writing. I thought about this often as I sat in writing workshops at the University of Victoria, earning a Bachelor of Arts in Creative Writing. </div>
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I am currently functionally illiterate. I live in Taipei, Taiwan where they speak Mandarin Chinese and write with Traditional Chinese characters. I speak virtually no Chinese and read and write less. I can identify the characters for ‘noodle,’ ‘meat,’ ‘mountain,’ and ‘person.’ I can write ‘small cat’ and ‘Hammertime.’ The latter I have taken as my Chinese name; it is as ridiculous in Chinese as in English. <br />
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Prior to moving overseas I had considered what it would like to be illiterate in much the same way I’d thought about what it would be like to be blind, or paralyzed. I couldn’t imagine the deprivation, the utter loss it would engender in a person’s life. I had no idea how an illiterate person could even function. It has been eye-opening to say the least and has led me to value greatly the book-heavy home I grew up in. It’s shockingly easy to be illiterate and that’s when you don’t speak the language. A native-speaker who couldn’t read could easily live a long, productive life. <br />
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I love reading and writing. I read voraciously: at least one fiction and one non-fiction book are always on my nightstand. My Kindle is full of books to be read, my notebook is always at hand to be jotted into, and I start to go really squirrelly if I don’t get to write at least a few thousand words a week. Helping engender a love of producing and reading the written word, in any language, is perhaps my single overriding ambition as a teacher. <br />
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Lattanzi Math Bloghttp://www.blogger.com/profile/05342885295878042113noreply@blogger.com3tag:blogger.com,1999:blog-488076180219511349.post-26100598426064604742015-07-03T15:56:00.002-07:002015-07-03T15:56:56.694-07:00Marci Literacy History<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-size: 11.5pt; mso-fareast-language: ZH-TW;">Marci Wu<o:p></o:p></span></div>
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“Kids of your generation have become too addicted to television programs and video games,” my stepfather said to me as a 3rd grader, “Books are no longer enough to entertain you youngsters today.” He went on accusing me and my generation of being too visually dependent, that we’re incapable of creating mental images when reading. He accounted his own reading interest to the fact that he had no television as a child, and books were his only means of entertainment. I believed him, too. It was effortless to be entertained by switching on cartoons or playing a home video game. All through my formative years, reading was only a school-related activity, a chore; done because it had to be done. I didn’t know then that developing an interest in reading depended namely on finding appropriate age-level text and subject matter. So I’d say that my first spark of interest in reading snuck up on me in the 7th grade, when my mother and I went to a neighborhood yard sale.<br />
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She had stumbled upon a box filled of used “Archie” comic books, and before I had a chance to tell her whether or not I was interested, she had already bought the entire box. So on the way home, I rummaged through them. It was as though I had discovered a portal to a new world. As a pre-teen, I was oblivious to what a “real teenager” was supposed to experience, so reading about Archie’s teenage perspectives of friendship, romance, jealousy, fashion, etc. really appealed to me, almost like a voyeur observing from the outside what “real teenagers” are supposed to act like. Many of my girl friends liked reading “Nancy Drew” mysteries, but I couldn’t relate at all to girl who was mature beyond her years. I needed something where the main characters got into trouble and found clever ways to get out of it. So, after finishing the whole box of comics, I would then save my allowance money to buy a new one each week. It was the best feeling opening a fresh, new comic! I still have some of those old, discolored, dusty original issues from the mid-80’s that I’ll always treasure. That is how my original interest in reading developed, with the sudden realization that both reading outside the classroom and reading for pleasure can exist. Then reading with the anticipation of performing opened up a whole new world.</div>
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In high school, I really took to drama, namely reading and performing scripts that told interesting, personal stories. Reading came extra easy for me when I knew that the stories would eventually come alive on the stage. This interest carried me over to university, when my reading and writing horizons expanded even more with the meeting of an extraordinary woman named Joan. <br />
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As a fellow student in the UMKC theatre department who not only took acting classes with me but also studied art at the KC Art Institute, Joan Esposito had a journal/sketchbook that she carried everywhere. She allowed me to look through it, and as I leafed through sketches, paintings, doodles, her own writing, and writings from friends, I saw that this book had a life of its own. I knew right then that I wanted to start one of my own. That’s when my interest in writing developed. Over time, I had a journal for every subject that interested me, including one for important life lessons, one for recording dreams, one for observations in health and fitness related issues, one for my diet, and one for travel experiences. I even had one for taking notes on my favorite books. The moment I realized my own life story had value, one that is worth reading by others who could potentially relate, is what made me realize the existence of my own literacy. I decided that I will eventually write my own autobiography one day, recapitulating my entire life story, including how I’ve come full circle as a mom. I see my little ones starting to repeat the same old patterns, making the discovery of reading, like a rite of passage.<br />
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Reflecting on my 3rd grade self, being accused of having little imagination as I read, I see now that my daughters are also faced with the same conflict. They also have to reconcile between brainless television entertainment and the intellectual activity of reading, and I am pleased to see a spark of interest in the latter. Bedtime stories with Mom get them very excited to read, and they’re not only effective for entertainment, but also in providing a smooth transition from awake to sleep. Now I see my own 3rd grader reading for her own entertainment, just like Mom did, with comic books.<br />
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I have never been more reminded of myself, as I see her interest in comics; it’s just that instead of “Archie,” it’s “Naruto.” Every week, just like I once did, she buys a new one. I know that this is just a spring board for her reading interests as they unfold in her life, and she’ll treasure those paperbacks as a memento of where she started.</div>
Lattanzi Math Bloghttp://www.blogger.com/profile/05342885295878042113noreply@blogger.com1