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Booktalk
This is a compilation of coursework for LIST 5325.
The above links lead you to sections dedicated in turn to
a particular session, my original article posting and to
all the responses provided by my classmates and from
me to my classmates. For clarification purposes please
note 2.1 refers to Session 2 Article 1. The BT found at
the bottom of each session column refers to that
session’s corresponding Book Talk.
Session 10 Article 1
Deep Ethnography: Culture at the Core of Curriculum
Anne Pryor. Language Arts. Urbana: May 2004. Vol. 81, Iss. 5; p. 396 (10 pages)
I truly enjoyed this article. There is so much I want to remember and keep neatly stored
in the educational commitments pantry of my mind. As I read this article, I felt that it
culminated the course. All semester long we have been studying practices that do more
than help children learn to read and write, but rather to be the best “them” they can be.
The author brings this idea full circle as she teaches us the importance of helping students
connect with their own culturally rich backgrounds. The author states that her work
essentially involves a lot of writing. She claims that “ethnographic writing works toward
building theories, compelling ethnographers to use the writing process to not just describe
but to systematically probe their field observations and encounters.” In addition she
informs us that according to Anthropologist William Roseberry (1991) their importance
of these writings "lies in their attempt to make sense-of ethnographic encounters, of texts,
of ideas, of processes-without enclosing that sense within totalizing models. They are, or
should be, the means by which we develop our ideas, interpretations, and arguments" (p.
xi).
What I think this means is that children will be allowed to make sense of their world and
the factors that affect it and the way that they in turn can affect it. So often we think that
our job is to teach academics and to prepare a child for self-sufficiency, but is it. I feel
that the author is saying children are already experts in their fields; they just need to
know that they are. According answers.com, “ethnography presents the results of a
holistic research method founded on the idea that a system's properties cannot necessarily
be accurately understood independently of each other.” In addition, it claims that
ethnography is a constructivist research method. In other words, allowing children to
study and write about their culture, language, food preferences, family dynamics,
influences, values, etc. allows a child to understand and appreciate who they are and
where they come from. I find this practice is beneficial to more than just teaching, in
Pyror’s case, Wisconsinite history or Texas history in mine, or writing skills.
Ethnography projects are meant to authentically teach “learned patterns of values, beliefs,
perceptions and behaviors common to groups but practiced diversely by individuals in
unique situations” (Abu-Lughod, 1991). In fact, the author writes “from the position that
cultural patterns are based on shared systems of meanings and are observable in language
(stories, jokes, proverbs, names, jargon), organization (of a group, of time, of the natural
world, of the supernatural), customs (celebrations, rituals, music, dance, games), and
material products (architecture, gardens, crafts, food)” (Wilson, 1986).
I recently came across a very moving descriptive research article found in the
Journal of Negro Education in which an adult comments how growing up with no role
models in books had truly affected the way she did not see herself but instead felt herself
an invisible presence. No where in quality literature could she find herself or her culture
validated. I recall the first time I read Don Freeman’s Corduroy. I marveled as I looked
at the pictures and inside I felt a swelling of emotion that I can only describe as my soul
heaving as if I too had found myself. Don in Spanish means Master. Freeman says it all.
Tears stream down my face as I write. To me it was of utter significance that the little girl
who bought Corduroy was middle class. It mattered so much that her mother not quibble
over the price or give in but let us think the little girl purchased the bear on her own. It
was essential that she be attended to by a white clerk. It was appropriate that the night
security officer be white. It was of utter importance that the little girl return for the bear
because she loved him. It was essential that she have a quilt on her bed and that she and
not her mother sewed the button on his pants. I have not read that book in over 7 years!!
I regret that my two youngest have grown up without Corduroy. My other son
practically cut his teeth on it, slept and showered with it even. Although to many this
book is about a little bear’s adventure through a department store, to me it was social
justice and a spiritual balm.
What I want to remember is that students need this type of learning in order to fully
appreciate and value their own culture and that of their families. I want to remember that
if handled appropriately we can wrangle parents into enriching our ethnographical
endeavors. Descriptive and meaningful writing may have helped children grasp the
beauty of their cultural environ, but what I want to remember is that a compilation of
writings made it even more significant. I also want to remember that as an educator, I
can strengthen family ties as well as community ties. How wonderful that parents
engaged in securing grants, chaperoning for four days, took professional photographs to
provided editing services, compiled and probably helped print their students year long
writing, reading, and social studies lessons. As a parent I want to remember that she
couldn’t have done it without parents and as a teacher I want to remember that parents
will come. If we plan it, support it, truly care enough to build up the child, they will
come.
I want to ask, do you find it hard to get parents involved or simply hard to find the time to
dedicate time to quality projects? The author mentions that this was a step by step
process and that it was a year long study. Can we justify a year long study? I am
assuming state history and the writing TAKS combined beautifully to produce this cross
curricular gem. I feel that Texas history is more than rich enough to support a year round
study. A study like this cannot possibly span more than two years. Wouldn’t it become
somewhat redundant after a while- much like the family trees we see year after year after
year? Does anyone else have ideas about other directions to take to enrich or extend on
the family/ community theme?? Do you see yourself taking on such a study? Do you see
any setback or cons?
Responses to original posts
S10A1R1
Hi Darcy,
Like you I read this article and loved it. I too am anxious to incorporate it into my
teaching when I begin. I do so want to teach littles. I am reminded of a project my friend
did that could very well be considered ethnographic. Her child was required to do a
project in which he was to measure and get to know himself. My friend went way out
and helped him create a scrapbook in which he not only drew pictures of himself but had
close up photographs taken of his teeth, eyes, nose, ears, belly button, feet, scars,
siblings, grandparents (his granddad died a year later but in the picture he captured a hug
that will last forever). It was a beautiful board book of self discovery he will treasure
forever. Gee maybe I need to do this for my own kids! Anyway, what I am trying to
say is like you my first thought was this family thing is great for kinder and first grade
but won’t they get tired of it later and maybe we could go with community history in
third grade, Texas history in fourth grade, country history in fifth grade and on and on but
maybe we shouldn’t. What with family dynamics being what they are today families go
through quite a few metamorphosis and children may just need to know that it all starts
with them and like you said what could be more meaningful than that.
In reference to your being a first year teacher, don’t shortchange yourself. You don’t
have to wait to start making a difference. Start with yourself now. I plan too. The way I
see it, why wait till I start teaching to find out what works and what doesn’t. Most
importantly, what can be more powerful than a concrete example of what you want your
class to do than to demonstrate what you have already done. I assure you they will
treasure it and so will you. The same goes for your journal if you want them to do
journaling. PS. I loved your connection. Can I ask if your teacher had you make any
concrete projects? What kinds of projects did keep? What can we do to make project
writings keepsakeables? What can we do to not only help students research their stories
but preserve them? These are some of the questions rattling around in my head.
Celestina
S10A1R2
Hi Cynthia,
Like you I agree that team teaching is a valuable underutilized tool in today’s classrooms.
I also agree that teachers can be very territorial. I believe that everyone is gifted or has
some talent that can make a team stronger unfortunately, some teams or teachers feel so
threatened that it ends up hurting the team and ultimately the students. You are so right
about our perceptions and biases being trickled down to our students. At my first school,
we had a math “specialist” that came in once or twice a week to resource a few kids. He
was a very respectful, quiet man and I reiterated likewise. When my students complained
that the man was incompetent, rather than take sides, I claimed I was having difficulty
teaching some concept and invited him to teach the entire class. In the meantime I
assisted in anyway I could by providing materials and support. He was in effect good at
math. In fact, I invited him a few times to come in and teach the class. Unbeknownst to
me, he had failed the EXCET eight times and I was filling in until he could pass it. The
important thing is that I realized that regardless, I had to model team work to get team
work in my classroom. In addition, when we invite resource to teach the entire class, we
are not only diffusing negativity (because there are a lot of negative connotations
associated with Special ed kids and teachers – the kids feel it – it is wrong and it is
prejudice but that is why we need to diffuse it), we are showing respect for the resource
kids by allowing them to share their expert, and teaching the GT kids that resource
educators are in effect gifted specialist in their field. I guess it all boils down to respect.
As teachers we need to respect our specialist and as specialist we need to respect the
teacher. If however, we can’t, out of professionalism we cannot air our differences in
front of the kids. Personally, I feel team teaching is vital to teachers. It just doesn’t make
sense to expect everyone to specialize in everything. Why not let the science enthusiast
teach science and the math enthusiast teach math and the writing enthusiast teach
language arts. What could be more beneficial??? What is the alternative? Child A who
is a writing buff gets placed in the Math teacher’s self-contained classroom and struggles
all year long because Math teacher hates writing and does as little of it as they can get
away with? It make no sense but that is the way the cookies crumbles I guess. How do
you feel about departmentalized third, fourth, and fifth grades??? One nearby TAKS
strong school district is having great success with it here, but I don’t know it just doesn’t
seem natural. Maybe if it were coupled with say three year looping. Now if on top of
looping, your homeroom teacher was a kindred spirit enthusiast.....? Can you see yourself
looping in language arts with the same homeroom kids for three years …..oh the projects
we could accomplish!
Celestina
S10A1R3
Diane,
Your review got me thinking and I felt impressed to respond. First of all, 15 minutes just
isn’t enough time!!! As a Reading Renaissance classroom, students had to be allowed
one whole hour. DEAR time is so controversial sometimes though so I can understand.
Another principal felt that 20 minutes was too much for kids who were not passing
benchmarks, but then again he also thought AR points should never be required and
should not be rewarded or encouraged. Both ends of the spectrum, my children’s
principal and school rant and rave but kids are seldom allowed near enough to a computer
to get in the required 15 points a grading period. I had kids required to secure 9 points a
week!
Like you I felt that give me a good book and I can be happy for hours! Give me a good
book and fifteen minutes and I can be very unhappy and distracted for hours. I guess
what I am trying to say is that giving kids such a short amount time is like telling me I
have 15 minutes to get the grocery shopping done for my family of 8. I can run in and
get the milk, bread, eggs, cold cuts, and run down the cereal isle but don’t complain if all
you have for breakfast, lunch or dinner is a cereal or sandwiches – ahem, comic books or
short encyclopedic reads.
I had one student who refused to stop reading – 15-20 points a week was normal. I had
another who refused to test on books for ethical reasons. I had another who refused to
read in class because stopping in the middle of a book was unnatural so instead he read
comics and ghost stories in class (until I channeled his efforts into reading to little kids).
Personally, I have always believed if there was some way we could comic book Hamlet,
Hawthorne, and others, ours would be a better world. I applaud those little fat books –
you know the ones with one page of script and one of coloring book outline illustrations.
My son started reading those in second grade. By sixth grade, he had read many of the
original classics from whence they hailed. By contrast, he saw a snippet of Huckleberry
Finn played by a young Mickey Ronney; I believe a Wishbone episode, and a Spanish
cartoon version. Having been hooked by re/mediation, I think he has read five or six
different adaptations/versions of Huckleberry Finn. His fascination with Dumas was also
a result of little fat books and Wishbone adventures, now the Count is his favorite.
My fourth grade son’s librarian called today. This boy holds on to books to long for
whatever reason. According to the miss, “I am contemplating banning your son from
checking out books until he shows responsibility.” I have always paid a lost book or
book fine at the school – I owe near $600 to the public library – but I am current with the
school. What is there point??? What is their goal??? It certainly isn’t a love of books.
To quote, “We need to teach them to bring books back and to return them like they do
homework.” Ahem, he doesn’t do homework! Can we ban him from worksheet
homework; is what I would like to ask???
I feel like Commander Scott when I ask, “What is our destination, Captain?” or “Where
does this complete apathy for books generate its power Captain?” Then I wonder if he
might say, “Aye, Captain, we must not violate the Prime Directive.”
From wikipedia,
The Prime Directive dictates that there be no interference with the natural development of
any primitive society, chiefly meaning that no primitive culture can be given or exposed
to any information regarding advanced technology or alien races. It also forbids any
effort to improve or change in any way the natural course of such a society, even if that
change is well-intentioned and kept totally secret. 'Primitive' is defined as any culture
which has not yet attained warp drive. Starfleet allows scientific missions to investigate
and move amongst pre-warp civilizations as long as no advanced technology is left
behind, and there is no interference with events or no revelation of their identity.
In essence, a lot of our kids have not attained warp drive when it comes to reading. Some
well-intentioned teacher may have meant to indoctrinate them but alas the love of books
seeds did not take root or maybe previous Vulcan methods left something of feeling to be
desired. I am not advocating we shouldn’t expose our kids to advanced teachology, but
before we seek to leave our mark we might just need to move cautiously among them
almost as if attempting to detect the prejudices they hold against books, and then get them
to air them and stomp on them, to borrow an idea from great teacher. ;)
To quote:
How many times da I have to tell ya...the right tool for the right job!" -- Scotty, Star Trek
V: The Final Frontier
Return to top
Session 10 Article 2
Encouraging Doubt and Dialogue: Documentation as a Tool for Critique
Maggie Donovan, Cheryl J Sutter. Language Arts. Urbana: May 2004. (81, 5) pg. 377, 8
pgs
When I don’t understand something, I usually revisit it. For that reason, I have chosen
two articles on ethnography. Unlike my first article, this article does not provide step by
step instructions; instead, it provides a study in full motion and the pros of research and
documentation. According to the authors, after nearly a dozen years of weekly partnering
first and fourth grade classrooms, an invitation to participate in Project Zero prompted
them to do more than just enjoy enthusiastic collaboration. Research and documentation
became integral components of daily classroom activity. The researchers were surprised
to discover among various things that the documentation was just as valuable to them as
it was to the children.
How often in real like do we wish we could tap into a source of 20/20? On various
occasions when a fight, discussion, or situation arises between children or during
teaching, my silent wishful plea for instant replay would have provided tangible answers.
There are quite a few things I want to remember from this article. First of all cross
curricular projects and learning can effectively work well when combining classes of
different age groups. As a fifth grader, I was a resource kid. As a sixth grade teacher, I
sent my struggling readers to read to kindergarten and first grade students. I would that
all my kids could have gone but I had a hard enough time convincing the principal that
my struggling readers needed it or they would have no AR points. Most children saw this
reading as the ultimate reward. A part of me wants to believe that their maternal instincts
were awakened after the Sugar Baby week, but in hindsight, I believe that reading for an
authentic audience made all the difference in the world. I assumed my fourth graders
would get to do the same but was told by administration they needed to focus on
acquiring skills, ahem. In a recent interview for a kinder position, I was surprised, no
shocked, that when I mentioned this skepticism was evident in raised eyebrows. I guess I
always assumed all kids got the privilege to be resource kids – my kids have never been
resource kids although one fortunate enough to be resourced by one of my sixth graders.
I want to remember that collaboration is very possible. I want to remember the
importance of networking with colleagues so that my classroom can have the
opportunity. Were you ever a resource kid? What kinds of experiences have you had
either as the provider or beneficiary of combined grade level projects and endeavors? Do
you see yourself combining projects with other classroom teachers? In retrospection, I
realize that my Mr. Guernsey (misspelled I am sure) was in love with the kinder teacher,
Ms Ford. How do we cross that grade level line and combine efforts with other teachers?
Another thing I want to remember is that kids need authentic input and that sometimes
that comes from video recordings. I think we have to give kids a lot more credit, don’t
you? I also want to remember that as educators we need to take time out to evaluate what
we do and not wait to get invited to do research before we do that or wait until we take
graduate classes to discover what works and what doesn’t. What I am trying to say and I
hope you all will agree is that reflection, like the kind we are doing in this class, needs to
become a part of our professional growth. What do you think??
I sure am going to miss this…….
Celestina
RR1
RR2
S10A2R1
Hi Matt,
Right on brother! I got two stories actually. As the daughter of legal immigrants, my
parents were poor as dirt. My dad wanted to learn English and allowed me to teach him at
the tender age of five. He was a railroad worker for a long time, when Mexico went
through a devaluation, he lost every penny he had scrimped for years and we were
plunged back into subzero poverty. Aside don’t save money in Mexican banks, it ain’t
Switzerland nor do they recognize FDIC. For a number of years, we lived off of
sharecropping and field work. Every time we passed a university he would say, I was
going to go one day. I fell in love with a newspaper carrier who had been raised by a
single mother of nine. We married right out of high school. Ten years later I had my
bachelor’s and four kids. Sixteen years later I am still raising kids and my newspaper
carrier was one of the nation’s first Certified Pharmacy Technicians, has been an
insurance agent, taught at a medical assistant school, and is now a Registered Nurse. I am
working on my master’s. You are right the two things they left out were dedication and
hard work. Sure life can get pretty ugly but sez la vie and la vida sigue igual. Just this
morning I was telling my kids a story, I would love to share.
So there’s this guy who wants to be strong. So he goes up to God and says. “God can
you make me strong?”
God replies, “I want you to go up to the boulder on the side of your house and push it.”
So Guy runs up to Boulder, who is four times his size, and pushes with all his might and
with tons of faith. He does this every day for a year. His neighbors tease. His wife
pokes fun. Boulder does not move.
“God,” he demands, “I have been following your orders and been pushing that rock for a
year now but I have been unable to move it. You really let me down!”
God responds, “You asked for strength and you have it. When did we ever discuss
moving the boulder?” Dedication and hard work! Sure it may seem like we are not
moving the Boulder at all but we are gaining strength to move mountains of ignorance
and in the end that is all that matters.
I feel that money is nice, real nice sometimes. We all wish we had enough of it, but in
the end we only remember the love – we gave and were given. I think that whole money
freakonomics thing is just Maloney. Like you I believe that if anything the tests only
prejudice is against experience, and maybe poverty of any color, race or creed. People
with money, of any color, can give their kids more experiences but in the end sometimes
it is the money that keeps kids from having a whole heck of a lot of real time worthy
experiences like washing windows, burning baloney, learning how to make macaroni,
feeling empathy, wondering how to create a meal with leftovers, finding ways to
entertain yourself when the TV reception is dead, running for your life, getting stung by
ants in the woods, making something out of nothing, having friends who love you for you
not your money, splashing in a ravine with your siblings, sharing one cotton candy with
five other kids, watermelon spitting contests, and enjoying lazy afternoons wasting time.
Everything is good if you learn to look for the good whether you are lucky enough to be
born to love rich and money poor folk or money rich and love poor folk. An ogre is like
an onion and the TAKS can stink but so can being stuck in a classroom with a teacher
who feels no pressure and think they are certified sitters.
Celestina
Some people care too much, I think it's called love.
Winnie the Pooh
S10A2R2
Hi Darcy,
Oh yeah!
S10A2R3
Hi Cindy,
Thank you for such a thought provoking post. I truly connected. I sometimes see this
whole multicultural thing and think “Oh bother” Pooh says it best when he says, “Before
beginning a Hunt, it is wise to ask someone what you are looking for before you begin
looking for it.”
Winnie the Pooh
Pooh's Little Instruction Book
I guess it all goes back to what Diane said in her post to Darcy in Article 1 session 10.
In essence she mentions: “walking in another’s shoes”, “coming to grips with ourselves”,
“nurturing someone who is different from ourselves, physically, emotionally, spiritually,
socially, and intellectually” and how “seeking out an understanding of others is at the
heart of being a contributing human being. Diversity truly is getting outside of yourself.”
Yes it is important to some extent to recognize the grand diversity of our melting pot and
to do Asian studies and such but I would argue that our Hunt needs to be in the
“melting.” I realize the author states that that kind of literature insults and maybe it does
but they are just trying to bridge the gap. At least they are trying. The author mentions
racial survival and restitution. I am thinking specifically of “Christopher G. Bourdeaux
of the Pine Ridge Indian Reservation, Oglala Lakota Nation, (who) recounts the
devastating effects of the boarding school experience. He states that the boarding schools
were supposed to "educate us till we could be good, productive members of society. Kill
the Indian and save the man-it was the law." Resisting cultural genocide, Bourdeaux
affirms his permanence: "Look what we all went through, all indigenous people, look
what we went through all these years, and we're still here . . . we're still here . . . ." Yes I
am so glad you are still here. Yes, restitution is trying to be made, but is it really making
a difference. Can a few thousand dollars a year for the rest of your life and the lives of
who knows how many generations really make up for having lost a country? Will a few
thousand dollars a year make up for Japanese concentration camps? Will a few thousand
dollars restitute slavery? Will a few thousand dollars a year make up for being sprayed
with pesticides as we labored under inhumane conditions as migrant workers? Will a few
thousand dollars a year repair the social ramifications of a crippling and damaging
welfare system that encouraged single motherhood and adult throwaway centers? What
next, will Hispanics demand restitution for Texas? We did not sell our homes, Santana
did. We do not want a wall. No, we cannot undo what has been done. As a little white
Hispanic in Gary, Indiana, I was expected to make restitution for what had happened a
century or more before. It mattered not that I was Hispanic and had nothing to restitute.
And even if I had been a little white Anglo Saxon girl whose blood ran blue with
southern pride, I had never owned a slave and neither have millions of little southern
white kids any more than I have ever ridden my horse to school. Columbus’ 500th year
anniversary went by uncelebrated for the same matter. When are we going to stop
playing the blame game, embrace our similitudes and move on? Let us be careful to
celebrate or encourage power/ embrace racial superiority of any kind or justification for
that matter. It happened. Some grandparents were stalwart survivors. Let’s build on that.
Some grandparents made mistakes, let’s never let that happen again.
Thank you for recognizing the worth of our diverse literature but it is not enough to
smell the pie baking, serve it ala mode. Just look at what we have been doing in this
class. To go back to beginning sessions, we have been sharing wonderful recipes of
educational theory and thought. We have even been reminiscing of past brain food
celebrations and/or heartburns. Soon some of us will have to get down and dirty and
kneed the dough. Bread is the great equalizer. Every nationality has their favorite or
trademark but we all need to find a way to get them to see that in the end, it is dough
whatever the grain and glue – it is dough and we all use it – carbohydrates or not we need
it. I love it when kids ask me what I am. Our world is a tiny little blue marble floating in
the vastness of a beautiful galaxy. I am an earthling. Sure I am a Hispanic earthling but
more importantly I am a certified 100% earthling. Isn’t that what we are truly looking
for?
Let’s keep in touch,
Celestina
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S10A2R2
Hi Valerie,
I wanted to respond to your article review posting. I found your musing quite
enlightening, I was especially drawn to your comment about cultural literacy. Your
author claims that “the values and morals being taught are from the dominant culture, and
many critical theorists find this model elitist, because it is based on western culture and it
is very teacher driven.” I would like to ask your author what is so wrong about the values
and morals of the American culture? This month in cub scouts we have been talking
about how important it is to make an informed choice and to get out there and vote. To
demonstrate this, each scout was allowed to nominate a good citizen candidate. After a
three minute campaign speech, the pack took a vote as to whether or not their candidate
embodied the characteristics and values of a good citizen. Most of the boys agreed as to
what constitutes a good citizen. I repeat what is wrong with the morals and values that
embody traditional citizenship? Sure we have made numerous mistakes as a nation but all
in all we are a good people. Sure we could be less wasteful and ecologically unfriendly,
but by and by we are a good people. Who is complaining?
On the way to school, I was telling my older son that pretty soon the vocal politically
driven 4% minority is going to find a way to get large pets like to be considered
dependents on tax returns thereby contributing to the demise of the family. I have a
theory that the glorification and humanizing of pets is substituting maternal and paternal
instincts. If enough people accept the idea that dogs are more valuable than kids then
pretty soon people will opt to get a pet rather than go through the trouble of having kids
and therefore family as we once knew it will no longer exist. I guess what I am trying to
say is enough of that kind of talk. I guess if we embrace critical literacy, then we can trust
western civilizational indoctrination will be appropriately evaluated. I feel I am ready to
embrace the multiple literacy but I can see how it will be a challenge to address them all
and still find time to do all the rest of what our job description requires. I have always felt
that the Cub Scout Program does a fantastic job providing glimpses into the multiple
literacy. I sure wish every child had the opportunity to experience and enjoy it.
Celestina
S10A2RR1
I love your idea of pairing up with the middle school across the street. Logistics seem
perfect, however, I just wanted to say as the mother of teens and littles, I don’t see the
patience factor working there way into the picture. Littles love sitters and sitters do tend
to care deeply for their charges but in my experience it is usually the older teens that have
the most success and rapport with littles. Then again it might work, I just haven’t seen it
in action. I have been so busy with classes that I have been neglecting the one person that
motivated me to seek an MRT, my six year old son. I have been begging in vain all
around for a nightly audience, finally it hit me to make him read to me on the way to
school. I never saw a more touching scene as five year old cuddled up with six year old
and put his head on reader’s shoulder to hang on his every word. I sure miss my littles.
They grow up so fast which is why I stopped teaching in the first place. I was
interviewing so I could go back in January. I don’t think I can stand not teaching
anymore. I would love to TA online. My dream had always been to teach other teachers.
My interview didn’t go so well. They were not to supportive of cross grade curriculum or
reading buddies. Oh well.
Celestina
Hi Barbara,
You post broke my heart and I too had a very restless night. Life can be so unfair at
times. Cases like your little boy’s are extreme but they are as real as it gets. Sometimes
the pain spills into everything and seems to blot through every fiber of our lives as it is
doing to your little boy. As I write I think of a post I just finished to Cynthia about
multicultural literature. Her author discusses the frailty of racial harmony literature that
bypasses human injustice by crying melting pot. Human injustice happens whether
inflicted by governments, societies, economics, generations, or medical reasons. Stuff
happens all the time. I feel for the parent and I especially feel for your little Atlas forced
to carry the world on his tiny little shoulders. I wanted to IM you last night after I read
your post. I think these are the situation where true welfare is needed. Unfortunately
sometimes the people that need the most help don’t qualify. A church family can do a lot
of good here as well. I was thinking of you and I found a quote by the wise AAMilne that
I feel completely describes your turmoil.
I belong to an organization of women who try to make a difference. We have pledged to
help those who want to be helped. I am sure there is a chapter in your community and I
am sure this boy’s family can receive help. I would urge you to anonymously contact The
Church of Jesus Christ and ask for the Relief Society President or better yet find out what
times they meet on Sundays and speak to the Bishop himself. There is no guarantee that
help will follow right away (like I said it is to help those who want to be helped and
although you or I suggest it, the recipient has to want to be helped otherwise we are
infringing on their rights to privacy and all) and more than likely the family may turn
away the help. I know that as state appointed educators we can’t mix state and church but
this family needs help and the R.S. can help. It is a suggestion.
RR2
Hi Darcy
I really appreciate your view about how once we leave school “grade level” doesn’t
matter. In fact, I think the only place it matters is in school. Even as teachers you will
hear unprofessional comments like, “Well I am just a kinder teacher” or “well you know
she is only special ed” or “he is only a sixth grade middle school teacher/ coach” or “she
is only in third grade” or “she only teaches music” or .... You get the picture. Those
comments would be coming from other teachers or staff but maybe the most damaging
are those made by non-teachers. The worse one being, “Those who can’t, teach.” To
which I respond, yeah we can’t.... we can’t stand by while our children suffer and our
country is plunged into economic and educational despair so we teach.
I plan to work very closely across teams. I plan to make every effort to enlist the help of
others in making sure that my kids get to have cross grade level experiences or all kinds. I
won’t take no for an answer. I will do whatever it takes even if it means going to the
media. I am no longer going to sit by watching the world go by and it is starting right
now and in my own home. Thanks for encouraging me with your questions.
Celestina
Hi Barbara,
Good for you! I love your idea to keep abreast what the others are doing and look for
open opportunities. That’s is probably a better approach than being pushy which is what I
was willing to do or of being a brown noser which I am not, but was willing to do to get
cross level invites. Networking is a powerful tool in the business world and our business
is kids. I am sure you have seen the impact it makes on your fifth graders. I am sure the
level of bullying little kids has decreased. I am sure that their self-confidence has grown
by leaps and bounds. Service is a great thing we need to let our children experience it and
taste of its sweet fruit. Who knows maybe one of them will one day decide to serve our
community and will remember our efforts. If so, I wouldn’t be surprised to one day drive
into a community in North Texas and sit and enjoy the view from the Barbara Goodsite
Memorial Stadium. You are an inspiration.
Keep in touch, okay
Diane,
Your are so right! I was just telling Barbara that the ramifications of a allowing kids to
serve other kids are numerous. I feel like I am preaching to the choir. I am amazed that
you were able to connect mentoring to all levels of your life as well as education. Barbara
tells me that they did it for 15 minutes a day. What do you recommend based on your
experience? I am excited to learn that mentoring is taking off all over the country. I am
the oldest of seven and I don’t think I ever fully appreciated that I was a mentor but I can
see how important it is to foster a love of helping in others. I find that cross level
interactions are one of the greatest rewards we can give children to build them up as well
as their community. I hope to bring a great attitude and lots of faith that it can work and I
will keep myself encouraged by saying if Diane and Barbara could do it I can do
anything. My friend was telling me she read a book, 100 years of Women Texans or
something like that and how I have got to read it. I imagine if a book like that were
written about great educators I will find your name in there. Keep up the good work
always,
Keep in touch,
Celestina
Betty,
How wonderful that you have an elementary next door! The possibilities are endless.
Okay not really endless but there are a lot of possibilities. Cheryl is on the other end
trying to get middle school to come into elementary. The departmentalized thing might
get in the way but that shouldn’t really interfere. How about middle school hosting a
health fair, a literature fair, a community awareness fair, a science fair, writing a guide to
middle school for incoming sixth graders? A pen pal system would be an excellent way
to get kids writing on both ends. Arranging combined educational field trips. Plays,
shows, dialogue, presentations on safety, a historical tour, after school tutoring, or even
enrichment were the big kids serve the little kids by offering an array of free classes. The
big kids would have to design the propaganda to get the little kids to come to their booth.
Can you see the writing, designing and thinking going on in the heads of the big kids?
There is a lot you can do – the Cub Scout Activity book has hundreds of things to
choose from but it would probably be best if kids had to come up with it themselves.
What a great community builder this mentoring/ resourcing can be.
Celestina
Current session
S10A2R2
Hi Valerie,
I wanted to respond to your article review posting. I found your musing quite
enlightening, I was especially drawn to your comment about cultural literacy. Your
author claims that “the values and morals being taught are from the dominant culture, and
many critical theorists find this model elitist, because it is based on western culture and it
is very teacher driven.” I would like to ask your author what is so wrong about the values
and morals of the American culture? This month in cub scouts we have been talking
about how important it is to make an informed choice and to get out there and vote. To
demonstrate this, each scout was allowed to nominate a good citizen candidate. After a
three minute campaign speech, the pack took a vote as to whether or not their candidate
embodied the characteristics and values of a good citizen. Most of the boys agreed as to
what constitutes a good citizen. I repeat what is wrong with the morals and values that
embody traditional citizenship? Sure we have made numerous mistakes as a nation but all
in all we are a good people. Sure we could be less wasteful and ecologically unfriendly,
but by and by we are a good people. Who is complaining?
On the way to school, I was telling my older son that pretty soon the vocal politically
driven 4% minority is going to find a way to get large pets like to be considered
dependents on tax returns thereby contributing to the demise of the family. I have a
theory that the glorification and humanizing of pets is substituting maternal and paternal
instincts. If enough people accept the idea that dogs are more valuable than kids then
pretty soon people will opt to get a pet rather than go through the trouble of having kids
and therefore family as we once knew it will no longer exist. I guess what I am trying to
say is enough of that kind of talk. I guess if we embrace critical literacy, then we can trust
western civilizational indoctrination will be appropriately evaluated. I feel I am ready to
embrace the multiple literacy but I can see how it will be a challenge to address them all
and still find time to do all the rest of what our job description requires. I have always felt
that the Cub Scout Program does a fantastic job providing glimpses into the multiple
literacy. I sure wish every child had the opportunity to experience and enjoy it.
Celestina
S10A2RR1
I love your idea of pairing up with the middle school across the street. Logistics seem
perfect, however, I just wanted to say as the mother of teens and littles, I don’t see the
patience factor working there way into the picture. Littles love sitters and sitters do tend
to care deeply for their charges but in my experience it is usually the older teens that have
the most success and rapport with littles. Then again it might work, I just haven’t seen it
in action. I have been so busy with classes that I have been neglecting the one person that
motivated me to seek an MRT, my six year old son. I have been begging in vain all
around for a nightly audience, finally it hit me to make him read to me on the way to
school. I never saw a more touching scene as five year old cuddled up with six year old
and put his head on reader’s shoulder to hang on his every word. I sure miss my littles.
They grow up so fast which is why I stopped teaching in the first place. I was
interviewing so I could go back in January. I don’t think I can stand not teaching
anymore. I would love to TA online. My dream had always been to teach other teachers.
My interview didn’t go so well. They were not to supportive of cross grade curriculum or
reading buddies. Oh well.
Celestina
Hi Barbara,
You post broke my heart and I too had a very restless night. Life can be so unfair at
times. Cases like your little boy’s are extreme but they are as real as it gets. Sometimes
the pain spills into everything and seems to blot through every fiber of our lives as it is
doing to your little boy. As I write I think of a post I just finished to Cynthia about
multicultural literature. Her author discusses the frailty of racial harmony literature that
bypasses human injustice by crying melting pot. Human injustice happens whether
inflicted by governments, societies, economics, generations, or medical reasons. Stuff
happens all the time. I feel for the parent and I especially feel for your little Atlas forced
to carry the world on his tiny little shoulders. I wanted to IM you last night after I read
your post. I think these are the situations where true welfare is needed. Unfortunately
sometimes the people that need the most help don’t qualify. A church family can do a lot
of good here as well. I was thinking of you and I found a quote by the wise AAMilne that
I feel completely describes your turmoil.
I belong to an organization of women who try to make a difference. We have pledged to
help those who want to be helped. I am sure there is a chapter in your community and I
am sure this boy’s family can receive help. I would urge you to anonymously contact The
Church of Jesus Christ and ask for the Relief Society President or better yet find out what
times they meet on Sundays and speak to the Bishop himself. There is no guarantee that
help will follow right away (like I said it is to help those who want to be helped and
although you or I suggest it, the recipient has to want to be helped otherwise we are
infringing on their rights to privacy and all) and more than likely the family may turn
away the help. I know that as state appointed educators we can’t mix state and church but
this family needs help and the R.S. can help. It is a suggestion.
I feel for you I really do. However, there is only so much you can do. You did not create
the situation and you can’t fix it all. You are doing the most important thing, providing
the love and security he needs. Maybe you feel that talking about traditions is too recent.
I would argue, do it. At his tender age, he is at a very vulnerable place. So much of what
was “his family tradition with mom” will be forgotten because he is so young and you do
forget. My niece was 7 years old when she lost her mom. My husband was the same age
when he lost his dad. Neither can remember much at all. “I remember his shadow,” I
heard my brother in law say. He was like five. Nothing could be more significant than
helping him organize his memories of mom before they flee from his memory forever.
Ignoring the issue won’t make the wound smaller or disappear. Help him celebrate who
she was and what she did for them. He will be okay and you are doing a great job. It
hurts to see kids hurt but sometimes it is going to hurt whether we want it to or not. All
you can do is hug them and listen and sometimes that is all a person needs.
Wish I could be more there for you,
Celestina
Some people care too much, I think it's called love.
Winnie the Pooh
RR2
Hi Darcy
I really appreciate your view about how once we leave school “grade level” doesn’t
matter. In fact, I think the only place it matters is in school. Even as teachers you will
hear unprofessional comments like, “Well I am just a kinder teacher” or “well you know
she is only special ed” or “he is only a sixth grade middle school teacher/ coach” or “she
is only in third grade” or “she only teaches music” or .... You get the picture. Those
comments would be coming from other teachers or staff but maybe the most damaging
are those made by non-teachers. The worse one being, “Those who can’t, teach.” To
which I respond, yeah we can’t.... we can’t stand by while our children suffer and our
country is plunged into economic and educational despair so we teach.
I plan to work very closely across teams. I plan to make every effort to enlist the help of
others in making sure that my kids get to have cross grade level experiences or all kinds. I
won’t take no for an answer. I will do whatever it takes even if it means going to the
media. I am no longer going to sit by watching the world go by and it is starting right
now and in my own home. Thanks for encouraging me with your questions.
Celestina
Hi Barbara,
Good for you! I love your idea to keep abreast what the others are doing and look for
open opportunities. That’s is probably a better approach than being pushy which is what I
was willing to do or of being a brown noser which I am not, but was willing to do to get
cross level invites. Networking is a powerful tool in the business world and our business
is kids. I am sure you have seen the impact it makes on your fifth graders. I am sure the
level of bullying little kids has decreased. I am sure that their self-confidence has grown
by leaps and bounds. Service is a great thing we need to let our children experience it and
taste of its sweet fruit. Who knows maybe one of them will one day decide to serve our
community and will remember our efforts. If so, I wouldn’t be surprised to one day drive
into a community in North Texas and sit and enjoy the view from the Barbara Goodsite
Memorial Stadium. You are an inspiration.
Keep in touch, okay
Diane,
Your are so right! I was just telling Barbara that the ramifications of a allowing kids to
serve other kids are numerous. I feel like I am preaching to the choir. I am amazed that
you were able to connect mentoring to all levels of your life as well as education. Barbara
tells me that they did it for 15 minutes a day. What do you recommend based on your
experience? I am excited to learn that mentoring is taking off all over the country. I am
the oldest of seven and I don’t think I ever fully appreciated that I was a mentor but I can
see how important it is to foster a love of helping in others. I find that cross level
interactions are one of the greatest rewards we can give children to build them up as well
as their community. I hope to bring a great attitude and lots of faith that it can work and I
will keep myself encouraged by saying if Diane and Barbara could do it I can do
anything. My friend was telling me she read a book, 100 years of Women Texans or
something like that and how I have got to read it. I imagine if a book like that were
written about great educators I will find your name in there. Keep up the good work
always,
Keep in touch,
Celestina
Betty,
How wonderful that you have an elementary next door! The possibilities are endless.
Okay not really endless but there are a lot of possibilities. Cheryl is on the other end
trying to get middle school to come into elementary. The departmentalized thing might
get in the way but that shouldn’t really interfere. How about middle school hosting a
health fair, a literature fair, a community awareness fair, a science fair, writing a guide to
middle school for incoming sixth graders? A pen pal system would be an excellent way
to get kids writing on both ends. Arranging combined educational field trips. Plays,
shows, dialogue, presentations on safety, a historical tour, after school tutoring, or even
enrichment were the big kids serve the little kids by offering an array of free classes. The
big kids would have to design the propaganda to get the little kids to come to their booth.
Can you see the writing, designing and thinking going on in the heads of the big kids?
There is a lot you can do the Cub Scout Activity book has hundreds of things to choose
from but it would probably be best if kids had to come up with it themselves. What a
great community builder this mentoring/ resourcing can be.
Celestina
Matt,
The old days are officially over sounds so final especially when we are about to end our
semester. The work here was so hard but in a way we were cross leveling all semester
long. From high school teachers to middle school teachers to the teachers of the very
young, it has been so cross curricular. Throughout the course we have been practicing
everything we have been learning. I hate to think it is because we have been forced to,
but maybe that what we need to do to kids strongly encourage them to work with each
other and with other schools.
When I told my husband about your internship, he jumps up and asks where?? Are they
hiring? It sounds too good to be true. In reality it does truly depict a well rounded
education and I cannot think of why more schools won’t take advantage of this. I guess
someone has to analyze it, Takify it, call it something mysterious but bold, charge
thousands of dollars to train teachers to do it, and completely cookie cutter it before
schools adopt it. I wonder if there are jobs like that. I guess it would require tons of
research and maybe connections. One guy out here and his wife created one called
Project RESSPECT. (The guy is like a total jerk but not to many people know it)
Anyway, oodles of attention and money I am sure has been made with a less than
effective program. How did he get it to work? As principal of a school, he forced it on
everyone then glorified the results of his experiments. Ah, research, data, and statistics
gets them every time I guess.
http://www.nisd.net/glenn/Resources/Counseling/Resspect.htm The so called program
can be found here – and it is all just common sense, plain ole common sense.
Keep in touch, okay.
Celestina
Return to top
Session 9Article 1
"Wasn't that a spelling word?": Spelling instruction and young children's writing
Rebecca Rymer, Cheri Williams. Language Arts. Urbana: Jan 2000. (77, 3; p. 241 (9
pages)
Much like us, the authors of this article comment that as part of a graduate class,
they were studying the nuances of emergent literacy development and the role spelling
plays in helping children develop as writers. Much like us they were left wondering the
validity of spelling programs as we know them and decided to conduct an experiment.
The authors set about to conduct an empirical research study seeking any correlation
between direct spelling instruction and student selected writings. The participants were
each subjected to the same spelling words, quizzes, and writing assignments, basically
that of writing in a journal. The basic research question asked whether direct explicit
teaching of spelling positively affected and transferred to actual writing samples. The
graduate students became concerned when research studies revealed a negative
correlation rather than support. Having been required to teach traditional spelling by the
school district did not limit the authors. In fact, it states that “despite the school district's
traditional approach to literacy instruction, Rebecca established a reading-writing
workshop in her classroom.” I mention this for two reasons. First of all, it confirms my
belief that despite district mandates as individual teachers we can still foster best
practices of literacy instruction in our classrooms. On the other hand, it also proves that
best practices of literacy instruction do not always bring about immediate remarkable
results. In fact an overview of the article reveals the inclusion of a great deal of best
practices. The explicit teaching of spelling began in the sixth week of school. Although it
is not revealed why, I feel this is an excellent way to foster a safe environment as well as
assess pre-lesson levels of spelling mastery.
The traditional teaching of spelling was augmented in 10 children who also had
their own words to savor and master. These 10 children were provided with additional
lists of words learned without explicit instruction, words learned with instruction, words
learned and transferred to Journals, words learned and spelled correctly in journal and
words learned but spelled incorrectly in journal. The authors noted that some students
knew how to spell the words correctly with little need for teaching. The authors also
realized that even those students whose spelling test result insinuated strong spellers not
only did not use the words correctly in their writings they did not take risks writing them.
I found it comforting and disturbing that children do not readily transfer this supposed
spelling knowledge into their writing. I have for years abhorred the teaching of traditional
spelling. As a child, I loved writing words and I loved dictionaries. However, I also
witnessed the death of one too many would be writer during spelling exercises. To me
dictionaries are like my last name, it grits my teeth when someone mutilates my last
name, although I am starting to find the humor in it, likewise it pains me to hear people
find dictionaries so distasteful.
I also found it disturbing that many of the students repeatedly misspelled the same
words over and over again hence they are practicing incorrect spelling. I also found it
very interesting that the poorer spelling-test takers were the one most likely to take a risk
and try to spell. I want to remember that while this fosters writing, it can be corrected in
one on one editing sessions marked by trust. I find this trusting relationship Rebecca
formed with her students to be much more valuable than the perfect scores on spelling
tests. I want to remember that I can make a difference as I adhere to district policies and
mandates. I want to remember that we need to work within the system. In fact, as I read
this article, I had the distinct impression that in her wisdom, Miss Rebecca, and educators
like her can be likened to Greece and it fleet of a thousand ships but sneaking in and
recording the effective use of best literacies is the Trojan horse that will help us get past
the walls of Troy. Our children are our Helen and even if the war were to last a hundred
years, “she” must be rescued. There is so much we can learn from History or in this case
Herstory. Let us not bicker like the goddesses over the golden apple. Let us remember
that Helen aught not have her innocence robbed or hypnotized. Don’t you agree that the
goal is not a hundred on a spelling test? Is the goal teaching kids to commit words to
short term memory or teaching kids to discover, use, own, master, adopt, paint, illustrate,
treasure, stash, save, and savor the strokes that paint, record, deliver, communicate,
command, demand, heal, plead, argue, motivate, inspire, move and gift?
Celestina Amezquita
Below you will find the responses and my replies
Forum: Session 9: Article Discussion #1
Date: Thu Nov 09 2006 20:18
Author: Goodsite, Barbara <rdbggoodsite@aol.com>
Subject: Response 1 to Celestina
-------------------------------------------------------------------------------Hi Friend Celestina,
Sounds like you enjoyed the article.
Direct explicit teaching of spelling???
It showed a 'negative' correlation!!!!!!
I can guarantee that the majority of the people in the world were raised up with
this type of spelling instruction. Some of us are spellers and some of us are NOT! We
wonder why?
It truly sounds like the researchers don't know exactly the BEST way to help
children become better spellers. Do you get that feeling?
The strong spellers DIDN'T take risks!!
The weak spellers TOOK risks??????
What's wrong with this picture???
While teaching 2nd grade last year, I finally dropped the weekly spelling words.
The other four 2nd grade classes kept it up. They had no idea that I had stopped, because
I knew they would never understand my reasoning. They have done it for 20+ years and
weren
't going to change! It's the same this year. My concern is that the words are passed
out on Monday, and there are NO activities throughout the week for the chlidren to
effectively use the words in context. Pass out words, take the test on Friday...
How and where do they carry over this learning??
Or is there learning???
Oh, I forgot, they take the test on Friday, and forget the words by Monday. Per the
textbook!
The other 2nd grade classes didn't write with their classes. My class make/created
their own little book at least one per week. They loved writing/drawing/and sharing their
stories.
All this research on spelling has actually proven why I stopped having weekly
spelling tests.
The 'exceptions to the rule' have always bothered me, especially when teaching
ESL children. Sometimes I just try and laugh it off when I tell them that it's another one
of our 'excetpions' to the English language!
I try to be careful, because I don't want to confuse them anymore than they
already are with learning a new language. Once they have progressed further, then I will
go into more detail.
Thanks,
Barbara
Forum: Session 9: Article Discussion #1
Date: Fri Nov 10 2006 12:49
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: Response 1 to Celestina
-------------------------------------------------------------------------------Amen!!! I was so afraid everyone would agree that spelling is not a waste of time.
I have never been able to convince any of my children's teachers that traditional spelling
instruction is a waste of time. It amazes me that the spelling grade is so insignificant
compared to the other grades yet we dedicate so much time to it and expect them to go
home and do the same. My son's first grade teacher wants ten words three times each on
Monday and Tuesday, two times each on Wednesday and if they miss the pretest five
times each on Thursday. My son refuses to do it and I don't blame him. On top of that
would you believe she has them writing the definitions of the sight words on the back of
the notecards. I asked him what that was. He responded, "I have no idea! We spend all
day copying things off the board but we don't know what it means." What a waste of
time!
Even if I slip the article into my son's backpack she may never get it. Maybe I
should go tack it up in the work room and put a big z across it like Zorro. Thanks for
supporting me on this one too!
Blessings always,
Celestina
Will respond to Barbara, Darcy, and Cynthia
Hi Cheryl,
What a fascinating discussion! It had never occurred to me to consider that point of
view. Personally, I love Texan, Texmex, and even some forms of Spanglish. I do
wonder though about the uneducated sounding comment. I was born in Mexico on
account on my father insisted on having a Mexican born son, however, I spent most of
my growing up years in the east side of Chicago in an all black community so I had a
strange dialect to say the least, and then moved to Texas about 20 years ago. As I read
your post, I was reminded of my first encounter with Tejano speech, and yeah I thoughtwhat’s with the twang thang? And then when I heard the yes sa and yes ‘em or yes mam
– I was like- no you did not! I tried the Mister and Mrs. thing only to have teachers say,
“honey, mam will do just fine” to which I thought “confederates!!!!!” But here I am
twenty plus years later and loving the twang and the informal you’ll and such.
All I know is correct Americanism is being redefined. In fact, you can’t talk to kids these
days without being asked whaz’up, what’up, whaz’ down or being told something you
did was pimp’in (like when did that word ever get positive connotation???) “Yo’ dog??”
Is another phrase I find equally offensive. In fact, I find any word that has in the past
been used to convey illegal activities inappropriate. I feel the same way about words that
denigrate or offend mothers, women, and even men by comparing them to things or
animal parts or actions offensive or intimate, but they are becoming very common. I
have been known to breakup a friendship not for grammar rants but semantics and
innuendos especially those implying any of the above.
I use to love finding mistakes in books, newspapers, and ads. I did a little web search and
I see that it makes most people crazy!! The blog located at http://titanslair.blogspot.com/2006/07/grammar-rant.html is one example. When I first met my
mother in law, she loathed any form of texmex or spanglish. I mean it drove her crazy
and she would go on and on and on and on and on for hours. So of course, I adopted it
right away! LOL. What I mean to say is, grammar is changing and I personally think the
idea of having kids analyze speech is great and all, but unless they are actually put in a
situation where they HAVE to use proper English, and the situation is completely
meaningful and authentic, it is not going to happen. Forgive me I think I just confused
myself! I do hope I make some kind of sense.
For the life of me, I don’t think we can reclaim the “proper spoken or written English.”
They are going to have to leave their comfort zone but I doubt it means much. A field
trip to say Washington DC might do it. Imagine trying to tell a Louisianan they sound
uneducated! I don’t think we need to worry to much, after all isn’t it said that in Britain
(a homophone for Briton) that idioms and dialects change from one block to another!!
Regionalism is it here to stay.
Just thought I would pass along one of Barbara’s fascinating websites
http://pages.britishlibrary.net/marlodge/wordlist/homophon.html
On recommendation for grammar rants, personally, I would love to try that late night
thing where the host of the show displays grammar misnomers that are hilarious. I
remember one in particular that drove me crazy for years. A sign on the corner of an
empty lot stated Land for Leese. Will built for suit. Can’t tell you how many times I
wanted to run out of the car and take a giant red marker and fix it.
Here is my husband’s favorite
For sale. no lease. Read in Spanish it means force your way in, no one will mind. Hah!
Celestina
Darcy,
I read this same article and had planned on discussing it but found another one I
connected more to. I also admired the educator’s tenacity. We could all do with a little
more of what motivated her. I found it intriguing that spelling meetings could focus on
discussing the way words are spelled. Too often we have spelling insights on our own
and in isolation. It is what I call “revealation” moments. How appropriate that we as
educators make time to help children have these moments in the safety of a spelling
group. I know a lot of people might frown on this idea but don’t you think it most
appropriate? I think of these think tanks formed in major corporations where advertising
teams sit around thinking up ways to use language in such a way that “the general” public
feels compelled to purchase. I am thinking of pharmaceutical companies that must spend
thousands of dollars trying to come up with the perfect name. To borrow a phrase from
the 1980’s, what this teacher did by making spelling an inquiry was simply awesome.
Her students will be prepared. This kind of teaching not only stimulates neurons but
creates multi-layered webs of cognition. I hope that makes sense. Are you familiar with
brain research? I am not but I do hope to make it a priority since we are expected to work
with brains. I remember when my third child was in gestation. I read all these brain
enhancing books about what to eat and what to sing and what to say to make your baby a
brainiac. He turned out to be a strong tortoise. Nonetheless, I have great faith he will
finish the race and in first place. (The books and food have nothing to do with it) One
thing I did learn was that information gets transferred best when the brain is sufficiently
hydrated and that dehydrated children don’t learn as well for that reason. Just thought I
would bounce that idea your way. Do you think the water comment has any validity? I
Thanks. Your connection to the article made reading it all the more significant. How
soon do you plan on getting back into the classroom?
Celestina
PS. I have been following you on the listserv and have tried on multiple occasions to
respond to you but I can’t seem to get my messages to stick!!! For some strange reason I
can’t get them to post on to the board although I am registered and have already logged
in. I am having more luck on the http://lists.ncte.org/read/all_forums/ but no one goes
there. You are more than welcome to visit with me there. Wouldn’t it be neat if we
could continue forum discussions there? I plan to start teaching this coming spring. I
don’t think I can stand letting another semester go by without getting in the classroom.
My husband says that I am on the outside saying let me in let me in and my friend is on
the inside saying let me out let me out. That’s life I guess.
Forum: Session 9: Article Discussion #1
Date: Fri Nov 10 2006 12:11
Author: Gigas, Darcy <dgigas@hotmail.com>
Subject: Re: S9A1R2 Article #1
-------------------------------------------------------------------------------Hi Celestina,
Thank you for responding to my article. I am not familiar with brain research. Dr. Hirtle
shared a website with me regarding the brain. I would tell you what it was, but I'm not at
my home computer where I saved it. You mention being hydrated vs. dehydrated when
learning. This reminds me of Maslow's Hierarchy of Needs. Before students can grow
and learn their basic needs must be met, including hydration.
I have actually never taught. I am going back to school to get my Master in Teaching
along with my teacher certification. I will begin my student teaching next Spring and
hopefully become a full-time teacher next Fall.
Thank you for sharing about the LISTSERV. I am just glad that aspect of this class is
over since I found it so un-beneficial. I will have to check out the one you joined.
Thanks,
Darcy
HI friend,
I find the idea of instructional spelling levels a fascinating one. I have yet to use such a
thing and I don’t even know how we can go about finding one. I did find that there are so
many activities out on the web designed to help kids have fun with some spelling patterns
but of course some of them aren’t all fantastic they mean well.
http://www.gamequarium.com/spelling.html
I like that the authors take the time to enumerate so many English idiosyncrasies. I
would have loved it if they could have given them to us as fun and useful as the tried and
true “i” before “e” except after c or when sounding like neigh as neighbor format but oh
well. I wonder if anyone has ever written a book about those. Are you familiar with
Brain P. Cleary’s work? I wonder how long before he decides to dedicate his attention to
spelling rules? If you click on the here/hear next to the little radio you can hear his story
as read on the radio by some DJ. http://www.lkwdpl.org/lfiles/cleary/ You probably
have come across his book A mink, a fink, a skating rink. I think he is also a rhyming
aficionado. I went to the webpage you suggested and it is about to disappear so update it
to http://pages.britishlibrary.net/marlodge/wordlist/homophon.html as it is a gem of
homophonetical listings.
I find it intriguing that they state that 25 years ago children were not writing stories,
journals, or poetry but that we are still making them do spelling the same old boring way.
I don’t wonder why though. Twenty-five years ago, the educational world was still under
the mistaken idea that practice makes perfect in all things you do so incorrect practice
could potentially do more harm than good. This brings me back to my concern of letting
kids practice misspelling for extended periods of time. I applaud that children are given
the freedom to experiment with language but at some point they need correction. I am
reminded of my newly wed days when my husband explained how to make a traditional
Mexican dish to me but left out some details. For over five years I served it and made it
according to his “instructions.” Turns out I misunderstood the ingredients and had
instead substituted with numerous more Americanized ingredients. My cheeks still burn
in shame when a complete stranger comes into my home and gasping with disgust tells
me that that is not how you make it. I have yet to forgive my husband for that moment of
utter embarrassment! The fink!! Oh well. I guess that is how students must feel when
we let them keep misspelling the same words. It is imperative that we form a relationship
of trust where we can say things like “oh that word doesn’t quite look right. Why don’t
you look it up before you publish your work?” I could be wrong but then again….
Back to spelling, as you probably already know I hate what spelling sentences and
repetitive copying does to kids. I feel that traditional spelling assignments do children
more harm than good and that traditional spelling and vocabulary exercises are in a great
part responsible for the way kids hate writing but that is a discussion for another day. I
know I am going to have to teach it but I also realize that since I disprove of modern
ways I am going to have to conquer this aversion and come up with a viable alternative or
altered spelling curriculum. You think I can get away with spelling the required words
but allowed to rearrange them. In one website a program called Spel-Lang seems to offer
my kind of spelling. It recommends a myriad of convenient levels that I can certainly live
with. http://www.spellangtree.org/Levels.htm
I am away from your article thinking it can be done. We just need to know the rules to
pass them on. I know there has to be a way to teach individualized spelling without
having to give individualized spelling tests. How do you feel about multiple choice
spelling tests? Do you know of any programs that allow you to say the word into the
computer and then randomly read them out? Are you familiar with the discovery school
website? It is a force to be delighted with.
http://puzzlemaker.school.discovery.com/WordSearchSetupForm.html I have used it in
the past and I find it quite helpful. Good bye too many mistakes. It used to be that you
could even store your puzzles and lessons on the web there. I just love creating online
quizzes there. Well I have had tons of fun adding new sites to my new computers
favorites. There is another website that even creates webquests and rubrics with a few
clicks of the keyboard. Thanks for the LULU website. It does look promising. My son’s
book came in and well although I praised him left and right it seems to qualify as one of
those “projects that shouldn’t have been published just for publication’s sake.” It was an
almost poetry book ala Audrey Wood’s as ----- as a -----and culminates in You’ve got
me. A project like that invalidates because it is not original and on top of that it is
formatted writing. The binding isn’t going to last long either.
http://www.studentreasures.com/index.htm
Celestina
Return to top
Session 9 Article 2
Spelling and "the second 'R'"
Margaret Hughes, Dennis Searle. Language Arts Urbana: Jan 2000. 77, 3; p. 203 (6
pages)
The message of our authors in this second article seems to echo that of other
authors, that very little of our spelling training actually transfers into actual writing
samples or even worse into actual writing knowledge. I want to remember that.
The author recognizes that writing, unlike reading, requires a commitment to
audience and message, therefore even strong readers are not necessarily strong writers.
While longitudinal research supports the idea that learning to read positively affects
learning to spell it does not guarantee that good readers will become good spellers. I
found the following excerpt riddled with wisdom. The author’s claim, “the process of
generating words, making choices about which letters to put down on paper, requires
writers to pay attention to the internal details of words in ways that readers do not have
to. Writing also creates a purpose for learning to spell correctly by developing a sense of
audience. When writers care about what they are writing and about how their ideas are
received by readers, they are more apt to understand how readers are influenced by
correct and incorrect spellings. As a consequence, committed Writers are more likely to
strive to become good spellers.” This completely supports the need for authentic writing
assignments in which children are engaged and have invested emotions.
I want to remember that the best spellers were for the most part excellent readers
but more importantly they were concerned writers. I want to remember that good spellers
notice words as entities. They focus on the nuances of words. The good spellers in the
study remark emotional investment in words such as recalling a word’s sound, use,
definition, engagement and enthusiasm. In the past I have commented to my husband that
sometimes when he asks for a reference, if the subject really mattered to me, I can
figuratively go into the bookshelves of my heart and in my mind’s eye, I see myself
flipping through the pages until I locate the referenced material. One little girl stated that
she too, when she needs a certain word she will go into her mental collection, find the
book she read it in, mentally go to the page and check her spelling against that of the
mental page. I am by no means a photographic learner but I find this phenomena
intriguing and fascinating. Does anyone else have these kinds of experiences and how
does one go about developing this talent.
The authors remark that good spellers are concerned for their readers and for
making sure their message is conveyed appropriately so that especially they can read
their stories. In one occasion, a student recalls the frustration of losing a story because
she could not read her own spelling. Good writers are actively engaged in spelling and
learn to spell so that they can convey their “message”. On the other hand it was also
noted that some excellent readers had little interest in spelling and that among this group
the idea prevailed that it was someone else’s job to edit spelling.
I found this article especially enlightening because I happen to have excellent
readers in my home. I also happen to have one atrocious writer. This writer whom I will
refer to as The Boy could spend hours reading but loathes writing. The Boy has this
mistaken idea that it is only the reader’s job to make meaning. The Boy is also a very
private person who hates taking risks and hates being told correction is in order. In
retrospect, I can see that he would rather not write than have his writing criticized and
corrected. That is what I like about the myspace forum. Although, myspace.com
blogging can negatively affect spelling, it also provides a safe environment for writing.
Most teens write to their friends and friends can be more easily forgiven for making
comments such as “I can’t understand a thing you are writing” than most adults. In
addition, myspace writers are aware that other teen readers will lose interest if reading
becomes so much of a chore. With the advent of technology, the writing mediums have
intensified. Let us all learn to take advantage of it because this literacy is here to stay.
Our TA’s have provided me with what appears to be an excellent educational myspace
alternative: http://codex.wordpress.org/WordPress_Lessons . WordPress allows you free
blog space. Now the only trick is having the time to update and getting my audience to
find you. This is the beginning of a blog that I have yet to use. What I love is not only
the total control but that anyone can write in, even little kids. In addition, the URL is not
that complicated even for the youngest of learners. For example,
http://cobras.edublogs.org/ makes for a very easy to remember address. I tried to create a
new one and the URL is no longer edublogs but rather wordpress.org. I preferred
edublog. Look for my elementary blog in the near future under
http://myclassnews.wordpress.org
In my experience, I concur that writing requires an authentic audience to which
the writer must connect. At first the audience may need to be external but as confidence
grows, the audience of most importance becomes the writer themselves. How do we get
children to value their audience? What kind of commitment does it require? Can we
effectively create a safe writers haven in which all children feel the need and the desire to
write? What is it going to take to get kids to “discover” the wonders of words? Is
writing really about the audience or about self-discovery? As a writer, and an atrocious
speller, I have discovered that the computer is my friend because it has a built in editor.
Whereas at first it frustrated me to witness the red lines sprawled beneath my words, now
I find myself trying to beat it and correct my spelling before the little red snake nips. I
guess this goes back to the posts of several of my colleagues and the need to start
teaching keyboarding as early as possible.
Celestina
Replies to original post with subsequent replies:
Forum: Session 9: Journal Article Discussion #2
Date: Wed Nov 08 2006 19:56
Author: Forbes, Betty <bforbes@uta.edu>
Subject: Re: Celestina
-------------------------------------------------------------------------------Your response to your article got me thinking and I really don't think I had any training in
college to teach spelling. I had lots of classes dealing with reading/lang. arts but not
spelling. I agree; getting students to transfer what they learn in spelling instruction is the
problem. My daughter has a photgraphic memory; but due to the fact that she rarely
studied because she could rely on her memory, she is now having difficulty in college her
freshman year. She really never develped good self-discipline and study habits. Thanks
for the website for WordPress; it sounds interesting. I agree that keyboarding should start
as soon as possible.
Betty,
Guess what I found the one which ends in edublogs and there is even one that ends in
learnerblogs which is probably less intimidation to kids. I am completely fascinated by
this new technology. I can’t wait to use it with parents. All you need to start one is an
email address. I just wish there was someway I could make up my own background!!! It
is definitely not myspace but oh well eventually I am sure they will upgrade and all I
need is patience. http://edublogs.org/
You know maybe the fact that no one really spends to much time learning how to teach
spelling is what keeps teachers teaching it in the same way. Is spelling caught up in a
catch 22? What can we do to help people off the time honored yet ineffective
bandwagon?
My sister pretty much had the same thing happen to her. It took her about a year to get
adapt after that, she and her photographic mind adjusted marvelously and she would have
finished a lot sooner but in her homesickness and academic frustration, she ended up
getting married and pregnant. A friend of mine claims she kept her daughter focused by
sending her boxes of love every other week. Once she even sent her a pity party box
complete with sad music, a joke book, chocolates, a pair of soft socks, lots of tissue and I
don’t know what else. I hope I can remember that when my little girls goes off to college
in three semesters.
Celestina
Forum: Session 9: Journal Article Discussion #2
Date: Thu Nov 09 2006 22:30
Author: Goodsite, Barbara <rdbggoodsite@aol.com>
Subject: Response 3 to Celeestina
-------------------------------------------------------------------------------Hi Friend!
Because strong readers are NOT necessarily strong writers makes me wonder... why
Are we using different parts of the brain???
Why is there no relation?
I agree with authentic writing assignments in which children are engaged and have
invested emotions!!
(Celestina, sometimes my mental page is empty. What does that mean??? I'm on
overload!!!! Laugh!!!
I already know that you are!!! By the way did you get the email that I found about
publishing your work???)
Keep me updated about your elementary blog!
I had my math students write five word problems. I was amazed at how much fun some
of them had with the assignment. They were involving their classmates within the word
problems. They were laughing and sharing their work. The group really got into that
assignment. I need to have them write word problems at least once per week, so that we
can begin editing their work.
Yes, keyboarding is definitely on my list for this year!
Thanks Friend,
Barbara
Barbara,
I am so glad you have your students doing their own math problems! Isn’t it amazing to
see what funny things amuse them? My own children can spend hours drawing those
trifold pictures. You know the ones where one kid draws the head, another draws the
body but can not see the face, and another still draws the legs but cannot see the head or
the mid-body. They howl for hours with that activity.
I am anxious to find out if your students used more descriptors in their word problems?
Did they use models? You have got to try to get them to write social studies test items
and/or science test questions. Kids are so amazing! You will be surprised how much fun
they have (and how sneaky they can be in trying to fool the other teams). One of my
colleagues used to test her kids ala game show for all subjects. (Sometimes she did it to
save time grading at the end of the grading period but whatever works, maybe. I can see
doing it as a review but I still have my reservations about using it as a test grade.) They
loved that too. I tried it and you would be amazed with the questions they ask!! One kid
pulled the “what was the title of the chapter?” question and I was amazed that a few
hands went up. I always hated when they gave out bonus questions like that out.
I found edublogs and also learnerblogs and I think I will be busy creating my blog and
getting ready for next school year. You can find it at http://edublogs.org/I will use it as a
paperless newsletter or at least a backup newsletter. Can it get any easier?
I got your email. I thought it was for my kids or maybe even my future classes. I don’t
think I am anywhere near ready, but thanks for the encouragement. My son got back his
book. I may have told you about it in another post. It hails from a company in Kansas
called http://www.studentreasures.com/index.htm . It is a keeper URL but I did love the
Lulu one also.
Celestina
Hi Betty,
Right on sista!!!! No pun intended but “ditto” on both of your last comments. I too
would LOVE to see kids go into uniforms but hey I am the mom of an almost 17 year old
female who can never decide what to wear in the morning - so my comment is probably
very biased! Maybe worksheets need to be on the teacher’s unforgivables list. Mine are
spelling and vocabulary exorcisms, oops I meant exercises. Okay so I meant exorcisms as
I believe most exorcise the desire to ever write again. Nonetheless, I completely agree
that punitive measures will get kids shocked into spelling correctly but in the long run,
such measures are more than harmful. I write this as my daughter bemoans that her father
and I have put the control back into remote control and blocked every channel thereby
denying her her weekly fix of Smallville.
Someone once said that when we ground our kids we need to understand that we are
grounding the entire family. I guess when we implement unforgiveables then we are not
just forcing the issue, we are declaring ourselves the grammar police and it can’t possibly
work. Like duh, how effectively can we force kids to be on time in the morning or even
in between classes? Add me to your list of teachers that will not jump on your author’s
bandwagon.
One of the changes I would like to see at all schools is the whole safety issue. There
needs to be more safety – kids who aren’t safe can’t focus on learning. Grammatically, I
would love to see an opportunity for kids to create authentic literature. I would love to
see them publish a newsletter, under a pen name of course. There is nothing more
powerful than seeing in “what is black and white and read all over” your own
grammatical mistakes through the eyes of the entire student body and quite possibly the
community. To boot, imagine now that some community paper picks up or recognizes
their news article and republishes it in the “town crier” or worse yet selects that of
another student who gets all this delicious recognition and attention. Imagine that as a
student you design a project close to your heart and then need funds to carry out the
project. Now imagine that your student is forced to write a formal letter petitioning a
grant from four or five businesses or entities. This is one reason I love scouts. Eagles
Scout would-bes are usually forced to do this as part of their final project.
I guess what I am trying to say is there are more creative and effective ways to teach kids
how to write or spell for that matter.
In accordance with election month, I usually have my scouts recognize a good leader.
They must not only nominate someone as a good citizen, they must also present valid
arguments. As a pack we vote on whether we consider this person worthy of such
recognition. Next week they will write invitations to their nominees. They will have to
prepare a one minute (maybe 30 second) speech introducing and recognizing their
candidate and then they will present them with a certificate signed by all the scouts
recognizing the candidate as Great American and an example to scouts everywhere. This
is an authentic low cost effective literacy moment. It can be done.
Did you get a chance to see or hear the defense of TAKS by its creator? Our newspaper
published an article in which the author defends their viewpoint and mirrors what we
have been saying all along. “That TAKS is simply a compilation of what all teachers
were supposed to be teaching in the first place!” (Hence not all teachers were doing it
before, but as you already know, my pet peeve is not the test it is that workcheating
teachers have traded one set of cheats for another and put the burden and stress on the
kids without the opportunity for actual authentic fun and necessary best practices
learning.)
Celestina
Hi Diane
I read the same article as you and thought I would meander over here and see what you
noticed or that I didn’t notice. We are pretty much in accordance. As for myself, I found
this information very comforting as I have suspected this all along. I am pretty clear
about my aversion to the so called mandated spelling testing practices. In addition, I feel
that what this teacher did was optimal. She followed school district policy but made sure
that best practices were also included. In addition, she took detailed notes to support her
hypothesis and prove her case. You are right in assuming that by now she might have
made a real difference. I wonder was it the ability to use invented spelling that helped the
students or was it the additional lists she provided for them? If I remember correctly
some of the lists compiled for the students consisted of corrections of words not spelled
properly in the journals. These lists were in addition to the school mandated spelling
lists. If this is true, it this not comparable to what your first grade teacher is doing? What
is going to happen when they move on to another teacher who doesn’t take the time to
compile these lists for them? Just wondering. I do agree with you that the transferability
is low because more parts of the brain have to be engaged.
While I do not agree nor do I think any teacher has the time to compile the lists that
Rebecca did, I wonder though about the children practicing to write incorrectly too much.
How do you feel about a class created writing handbook? When I taught fourth grade a
teacher compiled a writing handbook. I thought it was fantastic, but the kids didn’t own
it or use it much for that matter. On the other hand if kids created and published an
append-able writer’s handbook of what they thought was appropriate and inappropriate,
that might be a little more meaningful. As a class we kind of designed and compiled a
handbook of characteristics based on the RESSPECT project, our class preamble, our
class beliefs, and our class rules. The quarter sheet sized “comb” book lay on the corner
of the children’s desks. If they said, “Ms. I can’t do this!” I would open their book to the
beliefs page and without a word point to our statement that read. “We believe we can
accomplish anything we set our minds to.”
And I still believe that,
Celestina.
Hi Cynthia,
I read your other post as well as this one and I almost did not respond on account I saw
you already had too many people to respond to but I wanted to acknowledge your great
post and add my two cents to the responses of our colleagues.
First of all I wanted to recommend the best tool for word look up I have ever
encountered. I may have already recommended it to you but I can’t remember. I love
http://www.answers.com I love that it attempts to fill in the blank. Say you don’t know
how to spell say pas·teur·i·za·tion well I totally misspelled it on purpose but I still found
it on account this system fills in the possibilities. Once you select the right answer then
you go to a list of definition, links, references, etc providing links of information. I an
avid dictionary lover, my kids even joke that I would conk anyone on the head that
messes with my dictionaries. Two children have on multiple occasions bickered over to
whom I will bequeath my dictionaries. (They are all your basic run of the mill
dictionaries no collectors items included.)
In the past, I have pretty much approached spelling like a traditional teacher. One major
difference was weaving in multiple senses. Students were allowed to draw words. My
son’s teacher had a method I plan to modify. Students were allowed to create a puzzle,
draw, list, hunt down, note card, PowerPoint, write words in a sentence, copy x number
of times, weave into a story, or collage them onto a poster board. In other words,
families had lots of alternatives to the typical spelling word exorcizes. By the way that is
not a spelling error. I believe that traditional spelling exercises were created by some
well intentioned teacher who thought creative writing was an evil that needed to be
expounded. I know of no better way to kill the knack or interest in writing than the past
session-mentioned roughed up essay drafts, writing as a punishment and its twin sister,
the ever hated writing words x number of times. Here is a writing rant?
http://papernotes.typepad.com/blog/2006/01/this_is_a_huge_.html
I do help students look up words in a dictionary but there is a process for this. Like Lucy
Caulkins (misspelled), who cherishes and models love of writing for children, I model
enthusiasm for dictionaries. It isn’t a matter of “look it up yourself.” It is a matter of
“oooh, may I look it up for you” followed by my personal testimony of why I love
dictionaries so much and a few “oooh, I just found this fascinating word – hold on”…
“wait here is another” and “oh wow! I never would have guessed this word had so many
definitions or that this word had such a rich Italian, French or Gaelic background” etc!
Ahh, etymology!! Here is the address to a site I use to love visiting and it is fun too,
http://www.etymologic.com/ but it has gotten much tougher since I last visited 
Celestina
Cheryl,
I just had to answer on account I did use a metaphor. I hope it worked well for my
students. I used what I called colonel kernel. Allow me to explain. I love popcorn okay.
I compare a basic run of the mill kernel to a basic run of the mill subject and verb. I also
hand it out to the kiddos and say who wants popcorn. Chew on this. It can be done, but
not recommended, and certainly not as tasty. This is your subject and your verb. It is
edible. What we want is popped corn. So we must heat things up and allow our sentences
to flourish. We pop a sentence and upgrade it from a mere kernel to a colonel of a
sentence by adding prepositions, adjectives, descriptors, locators, etc.
I also compare grammar to the bones and descriptions, etc to the meat.
I love to ask kids if they are cuties or cooties.
I like to play with connotations and shades of words with kids.
I also have compared sentences to a fishing line where extra information can confuse and
tangle up our reader. We want fish in the pan not to be left with a limp worm on a hook.
Another structure one I use is the table. We need to check the legs on the table before we
start putting stuff on our table or our sentences will collapse. Anyway these are just some
metaphors I use. There are countless analogies. I guess my favorite though is popcorn
because after a good grammar review nothing smells and tastes as sweet or buttery as
popcorn popping.
Celestina
Return to top
Session 9 Chapter 5
I find that building a word rich environment is an excellent way to engage
children of varying interests (89). In order for an environment to truly be word rich, it
requires that the classroom community share in more than just its wealth. A word rich
environment like any community needs be enriched by the varying needs of the
community and the varying contributions of the classroom. It is simply not enough for
the teacher to supply the words. Word, like the strokes of a painter’s brush they must
come from children’s writings, hearts, inventions, concerns, joys, worries, and culture.
Words are the pallet of our thoughts. I find it comforting that the book recognizes that a
rich word environment requires rich oral language (90). As a sixth grade teacher, I shared
a room with a teacher who was constantly in my room demanding silence from my
students. In fact, I joke about it, but my mentor teacher commented that in all her 23
years of teaching, I was the first teacher she knew that had actually gotten a referral. As a
first year teacher, I was convinced that the only way for kids to really understand a
concept was for them to discuss it and write about it. Rather than give up, if interest in a
subject indicated a rich discussion was about to start, I had no qualms about taking my
discussions outside. At the time I was very pregnant and it moved me to tears to see the
boys fight for over who would carry a chair for me. Although some children became
distracted by the grass and the breeze, it felt good to discuss social studies lessons out in
the open pasture. It felt even more soothing to have students curl up against a tree or on a
blanket as they read aloud to each other or silently. Who needs parties as a reward, when
you have trees, sunshine, and are allowed to run or walk freely even if for 10 minutes.
I found the recommendation to use word play sure to engage students of more
than one learning modality (91). Puzzles are wonderful activities. Scrabble, to this day,
is still a favorite word play game of mine. I also find it encouraging that “this type of
learning is developmental over the school years” (91). Giving children control of their
learning is another activity sure to engage children of different modalities. I can
remember my fifth grade teacher encouraging me to play patty cake with Danielle.
Danielle had webbed arms and had difficulty writing. She had difficulty playing patty
cake for that matter too but the physical stimulation helped her and she enjoyed my
company. Both of us were shunned by our classroom community for different reasons.
In fact, I remember she was excellent at jumping rope. I always thought our teacher was
sure to get kicked off campus for allowing us to jump rope our spelling words. I can
definitely see how learning spelling in fun ways such as this can help SPED and ELL
learners as well. My son’s teacher uses the shaving cream method which I know he
loves. Although, I don’t see him doing a lot of transferring of spelling words into his
writing, I am confident that the fun associated with such learning is sure to help in storing
these words in long term memory. Graphic organizers are another fantastic method of
helping students at all levels and learning strengths discover vocabulary connections (95).
The suggestion to give children control of learning vocabulary and spelling words
they encounter in context, daily living, reading, conversation and other occasions is sure
to help the ELL student. As English Language learners, children can certainly benefit
from keeping a personal dictionary/ illustrated word bank. Some people may wonder
how a student can be successfully tested if every child has a different vocabulary list but
is the true goal assessing the learning of the words or the meaningful learning of words.
A quick search on the web reveals there are multiple websites designed to help create
innovative spelling tests for students. In fact, I wager that they will find them just as
creative to create the tests themselves. Mnemonic strategies are equally engaging.
Most interesting is the idea that children can bring their own cultural and social
perspectives into the creation of keyword methods. Drawing words is an excellent
manipulative word learning method.
Perhaps the most important aspect of varied vocabulary instruction does not lie in
the varied but in allowing students choice. Allowing a wide range of choices does more
than provide equity in learning, it allows for breadth of knowledge of a word. When
displaying knowledge is owned by individual students it not only validates and open up
the floodgates of creativity, it allows for shading, connotations, nuances, interpretations,
perspectives, tips, and, yes, contributes to the richness of a word rich environment.
Students who feel their words valued learn to value the words and learning styles of
others. The focus no longer becomes competition for a vocabulary grade but valuing the
communicative property of individuals through their words.
I found the overall nature of describing an extensive array vocabulary learning
strategies, as well as assessment options, lent itself well to an unbiased opinion. I would
like to comment that being a visual learner; I would have loved an example of an
appropriate test format. In the past, I have been accused of being revolutionary (dripping
in sarcasm and negative connotations) in my creation of vocabulary tests. In fact, I
recall being told that cross curricular vocabulary testing was nothing more than a passing
fad sure to do more harm than good. What I enjoyed doing was taking the vocabulary
words and weaving them into a storyline that complemented our science or social studies
lessons for the week. Each sentence was related to every other sentence. Sentences were
of varying lengths. I even snuck in the grammar lesson for the week. I recall in one
occasion taking the 20 mandated words and weaving a mystery. My students loved it
because it was reflective of my teaching, however, vocabulary tests were administered
across the grade level and it required the approval of the team. They handed me true and
tested vocabulary tests of years past and I was told to simply make sure I kept up with
running and delivering the grade level copies. We simply had more fun learning the
words. Would you believe I had my students write rap songs with their vocabulary
words? I don’t know what I was thinking.
Do any of you find your teaching is limited or constricted by the grade level
team? Do you find grade level teams supportive? Do teams share information? Our
middle school is built on team levels. Children are put into a group. The group is taught
by a team made up of a math, ELA, science and history educators who attempt to align
the curriculum to integrate and support cross curricular teaching. However, I find that for
the most part it is pretty much every person for themselves. I find that the team’s
strength lies in sharing information on a child. As a parent I feel that the “team” supports
itself best by presenting a unified front against parents. Sad but true. Could team
teaching ever work in high school or middle school in your area? I have been out of the
teaching loop for several years and hoping to join the ranks pretty soon. My past
experiences have left me a little shell shocked but my love of teaching and children
propels me. Any advice on handling the teams issue would be appreciated.
Sincerely,
Celestina
Forum: Session 9: Book CLub
Date: Fri Nov 10 2006 08:13
Author: Harrison, Cynthia <timandcindyh@verizon.net>
Subject: Re: to CELESTINA from CINDYBookclub Ch. 5
-------------------------------------------------------------------------------Hi Celestina!
What a great way you have to engage and motivate your students! I think that it is
awesome how you would use the vocabulary words to support a text and have the
sentences build on each other. What a great way to have the children authentically learn
the vocabulary words.
I think team and group teaching is an excellent idea and could really support
vocabulary development, especially when all then concepts are interrelated.
I believe for a true team to exist it is up to the administration to make it happen.
The administrators need to create the teams based on teaching styles and personalities.
Then they need to accept nothing that falls short of team planning and sharing.
Cindy
Forum: Session 9: Book CLub
Date: Fri Nov 10 2006 12:38
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: to CELESTINA from CINDYBookclub Ch. 5
-------------------------------------------------------------------------------Thank you. I think you are so right. Administration needs to create effective
teams and expect nothing short of true team work. However, in my limited experience, I
have found that there is a silent competition among teachers. Have you ever noticed
anything similar to that? I find that some teachers are so bent on being the best but in
order to do that they must tear down the other teachers. Does that make any sense? What
would you do in a similar situation? What would you do to reach out to an aggressive
team members?
Any advice would be helpful. I am not currently teaching but have been in some
situations that left me quite shell shocked.
Celestina
What do you see that might be engaging to many students?
What do you see that might meet more than one learning modality?
What do you see that might support hinder students with special needs?
What do you see that might support/hinder English Language Learners?
What do you see that might be bias in the language used in the assignments discussed in
the chapter?
What do you wonder about with respect to equity (in regard to what you’ve read in the
chapters?
Matthew penned the following
-------------------------------------------------------------------------------Forum: Session 9: Book CLub
Date: Tue Oct 31 2006 17:13
Author: Burris, Matthew <trp4661@exchange.uta.edu>
Subject: Chapter 5 vocab instruction
-------------------------------------------------------------------------------Matt Burris
LIST 5325
MRT
Book Club Session Nine- Chapter Five: Best Practices in Vocabulary Instruction.
The Guidelines listed on page 89, are to me, the answer to all the questions. For about
one second I thought I would just put “Guidelines, page 89.” as my post for this session
and be done with it. Then I snapped back to my senses. Also, as sort of a follow-up to my
ouch session from a few weeks ago, I was pleased to see that what I’m presently doing,
and where I presently am in teaching vocabulary is pretty close to what the book
recommends. I’ve been a little shell-shocked as of late, and was expecting to get another
smack-down. I’m glad I didn’t.
I will use them in their entirety to show what I saw that might be engaging to many
different students.
Guideline 1- The effective vocabulary teacher builds a word-rich environment in which
students are immersed in words for both incidental and intentional learning, and the
development of “word awareness”.
Guideline 2- The effective vocabulary teacher helps students develop as independent
word learners.
Guideline 3- The effective vocabulary teacher uses instructional strategies that not only
teach vocabulary but also model good word learning behaviors.
Guideline 4- The effective vocabulary teacher provides explicit instruction for important
content and concept vocabulary, drawing on multiple sources of meaning.
Guideline 5- The effective vocabulary teacher uses assessment that matches the goal of
instruction.
If that can’t be engaging to all students, then I don’t know what would be.
Though they meet more than one learning modality, the sections dealing with different
strategies beginning with Graphic Organizers (95) and ending with Mnemonic Strategies
(96) all deal in some way with two modalities. If not the kinesthetic/visual learner
(graphic organizers), then merely talking about mnemonic strategies or engaging in rich
oral language (90) would result in the use of both the hearing and the seeing and then the
writing.
For special needs, I have a few questions. First, in the section concerning the dictionary
(94), what do you do if the student can’t spell? Or doesn’t know the alphabet? Or is
dyslexic? I’m not putting down the dictionary, but those are legitimate questions that I
feel elementary teachers probably have more knowledge of than I do. Also, it actually
specifically recommended Mnemonic/Key word strategies for Special Ed students (9798), “especially combined with imagery, drawing, and other tools for personalization.”
For ELL’s, the section entitled “Control of Learning” (92-93) dealt specifically with an
issue that I think best applies to ESL education. “The control offered by self-selection is
an important factor in building a generalized vocabulary. Moreover, for students for
whom English is a second language, some self selection is critical to getting a true picture
of words that confound learning.” Essentially, if you will only listen while they show you
which words they feel they need, they’ll learn them. Also, and I can’t find the page
number, but one part of this chapter suggested the use of body language to teach
vocabulary to ELL’s. Like if your teaching the word “run” you actually run- that’s
actually how I learned Spanish. Modeling.
I didn’t see the bias that I had in other chapters. For example, the 5 pillars of vocab
instruction are presented as “guidelines” as opposed to “commandments”. There was no
talk of morality or comparisons of the “good” class as opposed to the “bad” teacher. I
thought it was well-put together and fair.
I thought this chapter was equitable for everyone. Special Needs and the subsequent
activities and strategies were directly mentioned. Much of the chapter dealt with
vocabulary strategies for ELL’s, as well as entirely other subjects. “Collaborative word
choice, with the students selecting some words to be learned and the teacher also
contributing words for study, may be called for in content-area learning and with
difficult, new conceptual topics (93). I thought vocabulary learning from an overall view
was best captured in this quote: “The level of vocabulary in primary-level books is well
beyond the vocabulary that even college-educated parents use in daily conversation with
their children.” Wow! Not only did we talk about all the learners in an English classroom,
but also in other subject areas, and even outside of school. That’s equity.
Matthew,
First of all, I want to reiterate how proud of you I am. I am especially pleased with your
honesty in reflection. In fact, I am inspired. I want to ask you to tell us more about how
the new “ouch” perspective has enhanced your delivery. When we first started the
semester I felt like maybe best literacy practices was not going to serve high school
teachers well. I was almost glad to be early childhood. Last week a friend and assistant
principal for a nearby high school approached me and literally invited me to consider
teaching high school English. My first reaction was that of the valley girl smiley face
from smiley central. The smiley girl can be heard to say, “And I was like, and she was
like, and I was like no way!” I don’t know how you do it. I have traveled through the
halls of my nearby high school and I feel like I am instantly teleported into a foreign
country with its own peculiar customs, languages, and stratifications. It isn’t just that I
am like 5 feet tall!! There seems to be so little respect for adults there. It just gives me
the hibby jibbies. Is what I am saying making any sense?
The idea of teaching literature and writing beckons but I am still so afraid. One thing
though, as I look back at our discussions, I have felt I have learned so much about
teaching in high school from you and even from a book I felt was geared towards
elementary educators.
You state that mnemonic devices can stimulate both the visual and the auditory. What I
here you saying is that fun strategies like mnemonic strategies are apt to get students
involved in creating and discussing and even writing because memory tricks demand
creativity. As an English and Reading teacher do you find much use for this technique? I
have often felt like it is geared more toward the sciences and the math than literature.
Some additional questions I have for you are do think we can use more mnemonic
devices in teaching vocabulary rules? What does it take to immortalize a spelling
mnemonic like i before e except after c or when sounding like a as in neighbor? This
brings to mind a session 9 post in which Barbara provided an extensive list of rules. All
we need is some witty creative person to gel them.
When you describe how you learned Spanish, I hear you saying that teaching to include
all modalities is a very effective teaching tool. I second the motion. I would like to ask
what do we do with kids who can’t move? I wonder if there might be some way to
include SPED kids who can’t move. I have yet to have a physically challenged SPED in
my class and I worry because I have never had any kind of training in the matter. What
would you recommend I do in this situation? Should I seek out training? Do I do an I
search? I was asked if I had ever had any GT training. I haven’t! If I do internet search
on that matter, would that count? Are there any web-sources that you might recommend
for the teaching of GT or SPED students?
In reference to the dictionary question, I find answers.com to be an excellent resource! I
love that I can input parts of a word and that it guesses it for me, allows me to select and
then not only gives me the definition but all those extraordinary links to all kinds of
references.
Celestina
In another post, Betty writes
-------------------------------------------------------------------------------Forum: Session 9: Book CLub
Date: Tue Nov 07 2006 21:03
Author: Forbes, Betty <bforbes@uta.edu>
Subject: Book Club ch. 5
-------------------------------------------------------------------------------Betty Forbes
LIST 5325
Chapter 5: Best Practices in Vocabulary Instruction: What Effective Teachers Do
Although the syllabus says chapter 9, I’m assuming that the early posters knew
something that I didn’t and I’m reporting on Chapter 5.
I appreciated how this chapter defined words: “Words are the currency of education.”
With that said, the teacher faces the challenge of making word learning enjoyable,
meaningful and effective for a diverse group of learners. Research conducted on
vocabulary learning has determined the following guidelines on page 89.
1. Build a “word rich” environment with word awareness.
2. Help students develop as independent word learners.
3. Use instructional strategies that teach vocabulary and that model good word learning
behavior.
4. Provide explicit instruction for important content and concept vocabulary, drawing on
multiple sources of meaning.
5. Use assessment that matches the goal of instruction.
These guidelines will aid a teacher in effective vocabulary instruction and meet the needs
of all students provided that the teacher addresses different learning styles as well as
students who are ELL.
To provide a word-rich environment, the teacher must provide a variety of print and teach
vocabulary as a met linguistic process. Oral as well as book language fosters vocabulary
growth. Teachers should provide a model of word learning. Word games make
vocabulary learning fun. “Word of the Day” and “mystery word” are easy ways to
motivate students. Use of new words in writing and conversation along with feedback is
crucial to long-term learning.
To help students develop into independent word learners they must become self reliant.
We need to strive toward students selecting their own words, using context, word
structure and word references on their own to gain information about new words.
Students need to actively construct their own meanings. One way to foster this goal is to
utilize graphic organizers such as the one on page 95. Discussion must occur with the use
of graphic organizers in order to be effective.
Explicit instruction is important to vocabulary development, especially in content areas
where students need a shared set of vocabulary to progress in their learning by use of
class discussions. It is necessary that teachers model mature word-learning strategies by
helping students gather information across texts and sources.
The chapter refers to depth and breadth. Depth is how much we know about a specific
word. Breadth is how a word is connected to other words in the scope of learning. The
assessment must match the vocabulary instruction in regard to both depth and breadth.
Assessments should record growth and change. Just like we are all reading teachers no
matter what subject we teach, we are also vocabulary teachers. Whether or not we realize
it, we teach words in many different ways each day.
How does this chapter lend itself to reaching more than one learning modality? Use of
graphic organizers and students actively constructing their own meanings are specific
ways to achieve this. Any time the learning becomes personal, you will teach more
effectively.
Vocabulary learning is especially difficult for special needs students and ELL students.
These students will most likely need more and extended instruction as well as increased
opportunities for applying new words to make tangible personal meanings in their own
learning.
I did not find any bias in this chapter. By using these guidelines a teacher can reach all
students at least on some level for more effective vocabulary instruction.
The only area I could determine where equity might be a potential problem is in the
selection of the vocabulary words. This can be avoided if the teacher makes sure that all
students have a say in vocabulary selection. In other words, we don’t want only the
squeaky wheels to get all the oil, every student needs ownership in word selection.
Betty,
I truly enjoy reading your posts. I always seem to get more out of my readings. It seems
I skip over things you notice. When you say that all teachers are reading teachers, this
reminds me of an answer I gave during an interview. I was asked what I might do as a
first grade teacher to support TAKS my first thought was run out of there screaming.
Instead I took in a deep breathe and I responded. “As a first grade teacher, my greatest
priority is to teach a love of reading. If I do my job effectively, teaching students how to
make inferences, love language, make predictions, summarize, find and relish in the main
idea, identify characters, perspective, emotion, plot, setting, and the solution then I have
supported TAKS objectives. If on the other hand, I also manage to infuse a love of
reading and of writing consequently I will in effect be helping a child become a life long
learner who will not only do well on state mandated tests but on college entrance exams
and ultimately in life. Reading and writing are at the crux of all learning and with it a
child will not only excel in the reading and writing tests but also the science and social
studies test.” You are so right we are all reading and vocabulary teachers! Although I
was concerned about the question, when I was done I felt like a respondent on the family
feud game, I had given more than just a good answer, I had given what aught be the
number one answer. Is what I am saying making any sense? I am getting it right, aren’t
I? What would you have done in a similar situation?
When I hear you saying that every child needs ownership in vocabulary selection, I think
this means that every child, even ELL and SPED kids need to be contributors. How true!
Each student has a contribution to make. Just look at us learning from each other
although it is obvious that we are all in the same profession, our grade levels, our
regionalism, our cultures, our backgrounds, our differences, and even our writing styles
enrich our discussions. I want to remember what you have said and keep it dear to my
heart. I also want to thank you for doing your utmost to help us all see past our TAKS
peeves. Tell us more about the successes you have had with class selected vocabulary
lists. Some additional questions I have include specifics about the kinds of words they
purposed for vocabulary results? How much time do you dedicate to vocabulary
building? My sons have TAKS test vocabulary booklets that must be accomplished, what
about you? Are your classes self-selected words in addition? How do you reinforce
these words throughout the year? And finally, if I remember correctly you teach 8th
grade, so how do you manage to keep up with different vocabulary lists for each of your
sections? Once again thank you for the mental stimulation.
Can’t wait to read your responses,
Celestina
Elicit facts: “Tell us more about. . .”
Listen actively and reflect back: “What I hear you saying. . .”
Interpret: “What I think this means is. . .”
Check in: “Am I getting it right? Is what I’m saying making sense?”
Probe: “Some additional questions I now have for you to think about are. . .”
Connect/Extend: “Ideas this brings to mind for me are . . .”
Elicit response: “What do you think you will so about this situation?:
Return to top
Session 8 Article 1
Lee, G. Kamishibai: A vehicle to multiple literacies. Voices From the Middle (10, 3).
pg. 36
What a wonderful example of best practice, creativity, freedom of choice, and even
multiculturalism. I found Gretchen Lee’s article fascinating, informative, detailed, and
inspiring. Recently, I watched a documentary about Kamishibai that was both moving
and melancholic. It is difficult to understand that as new technologies are being
discovered and incorporated into education, traditionally rich technologies and literacies
die in their stead and in their wake. As this documentary described the forgotten work of
the relegated Kamishibai artist’s a part of me pained for the artists who saw their
livelihood disappear. If I understand correctly, their mission was to entertain and teach
young Japanese children with paper puppetry. During the intermission, children would
purchase specially prepared candies or treats. The Kamishibai was a mixture of live
entertainment whereby children of neighborhoods would await the artist the way
American children of long ago awaited the ice-cream man on summer afternoons. With
the advent of television, children no longer waited for nor ran to the artist and the art soon
waned. Like American children who yearn for the relics of their childhood, the Japanese
retro seeker has found a way to recapture the lost art by marrying the old storyboards
with technology.
In like manner, it seems the author has found a way to revive this literacy in her
classroom. In addition, she provides a detailed blueprint for other interested teachers. I
want to remember that art is a powerful medium capable of teaching even the reluctant. I
want to remember that while the art of reading textbooks is a skill worthy of emulating,
what could be better than giving children a real reason to use the textbook. Ms. Lee had
her students not only create Kamishibai but there was an underlying knowledge that the
art would be shared with younger students and perhaps eventually published on the
internet. This medium allows children to engage various modalities and draw upon a
number of resources. I loved that children were encouraged to be creative. A visit to her
website allows a peak into her students work and a greater peak into her entire teaching
philosophy which includes tons of Language Arts Fairs, countless projects, choices,
literacies, advice, pictures, and so much more. In fact, I found the website just as
informative and educational as the article. I learned that best practices is not just great
ideas for optimal teaching it is doable ideas for optimal teaching and that Mrs. Lee is
doing just what she preaches and WE CAN TOO!!!!
As a young child, I had one teacher who was constantly making us draw!!! Science,
history, math, and especially Language Arts required drawings and poster boards and
other visuals. Some people did find them a drag. This was during our foreign language
training in Mexico where the only resources were our textbook. To this day, I long for
my notebook. Ours were illustrated notes and they were wonderful!!! I can still vividly
remember a compass I drew which I must have spent hours drawing. I lacked sufficient
red and for some strange reason I decided to prick my finger and supply myself with the
necessary crimson. Yeah gross!!! Something happens to the mind when it is forced to
draw and think at the same time. I wish I could capture it in words but I can not. The
closest I can come to it is providing what I believe to be a phenomenal example of
learning through drawing and telling stories. In fact, I venture to re-recommend one of
my favorite children’s books. The book is titled Joshua Disobeys. What fascinates me is
that author/illustrator was a six year old child fascinated by whales. Unlike most
children’s books, this book includes a sources consulted page and as you read the book
and look at the pictures it is evident that the author had extensive knowledge of his
subject although he had never seen a whale. David Melton taught that when the mind is
engaged in illustrating and telling a story both sides of the brain are actively engaged. I
don’t know claim to know much about how the mind works but following one of my
classmates advice (I believe it is Valerie’s) I do plan to make it a priority of professional
development.
Other things I want to remember about this article are that some kids simply are not going
to be attracted to the medium, the work or the time involved. What to do??? There is
always room for someone to web cast it and if all else fails remember – I want to say free
agency free agency an inside joke I share with a friend when we feel like choking a kid or
two – but instead I will say choices, its all about providing a treasure trove of learning
choices. The author mentions this was a study about Egypt. I want to bring this up only
because it is so often overlooked. When studying the ancient Gods of others, does it ever
occur to us as educators that some children consider this against their religion and
therefore find such a study completely offensive and against their fundamental religious
beliefs? Just thought I would mention it because some kids interpret the world so
differently. What would you do in this situation?
Can you remember any particular project in which you were required to learn and got to
draw for?? Can you vividly remember drawing it?
Did you hate drawing as a child? Would you have groaned at the mention of such a
project?
What do you do when your students are done with their projects?
How did you feel about group projects when you were a student?
Do you feel that the web is a great place to post student work?
Are you looking for great examples of multi-genre projects?? Then go to her website –
its all there at http://gretchenle.com her student’s work is at
http://gretchenle.com/student_work/student_work.html . Enjoy!!!
Celestina Amezquita
Forum: Session 8: Journal Article #1
Date: Thu Nov 02 2006 11:15
Author: Crisafulli, Nolan <nolanj@mac.com>
Subject: Nolan to Celestina, S8-A1-A
-------------------------------------------------------------------------------Hi Celestina!
Wow...we're really getting into this semester here, aren't we? It's pretty crazy to think
we're already into NOVEMBER! I am separating from the US Air Force next month, and
am leaving for Maui tomorrow for one last TDY, and while I'm gone the movers are
packing up our house and moving my family back to New York. Time flies, eh? It's been
fun responding to all of you in this class. I've learned a lot as a pre-service teacher
working with teachers who have been around longer, whether only a year longer or 20. I
wanted to say thanks for all of the great feedback!
Your article review was great, and I especially appreciate your personal stories. What a
dedicated student...I wonder what would happen in today's classroom if someone were as
motivated as you were when you tried to get some more crimson into your illustration?!
Either way, I'm sure we'd all be better off if students were that into their work and
learning...I think the idea of art as an instructional tool is a critical one to remember.
Thanks again for your review!
-Nolan
Nolan,
I know it would no longer be medically correct to put in some crimson but yeah, I did
love drawing. Funny thing though not even three years later I was convinced I couldn't
even draw a straight line. I think it all boiled down to trusting and love. If you want to get
that kind of dedication you have to create a trusting bond with your students, a bond that
supports mutual respect.
You are going to make a great teacher or principal. The experience you have in the
military will truly add a phenomenal dimension to your work. Allow me to give you my
thanks....Thank you for sacrificing so much for our country...if there is one reason I love
our country so much it is because when I see that flag wave I see people like you willing
to lay it all down for everyone else. My brother in law and family are currently stationed
in Mountain Home, Idaho. You people are some of America's finest and I thank you!!!
Celestina
Barbara
To all of the above I offer a thunderous YES!!!! I agree we need to write this woman in
for Governess. Oh that all teachers could read and adopt your and your authors
suggestions. Your post was equally powerful the first time I read as it was the third time
I read it. In fact, the last time I read it I swear it felt like scripture. Allow me to explain.
We have the 10 commandments for all; well your outline brought to my mind an image
of the commandments for teaching. You do a great job of formatting them and
summarizing them. Another project to add to my list of things I want to be working onthe Ten Commandments for literacy teachers. To answer Matt’s question, a literacy rich
classroom feels comfortable and safe yet challenging and busy.
Your essay answered so many of my already nagging questions such as what can we
possibly do. Sometimes we see the odds so stacked against us and do truly wish to quit
but it is like you so eloquently stated, “We get so upset that we want to resign from our
teaching positions, but most of us can’t put our lives, careers, and finances at stake.”
How true your words do ring. Finances are an important factor. My first year teaching a
petition was being signed in which a less than ethical person was petitioning the school
board for principalship. I remember my mentor feeling forced to sign. “You don’t have
to because you won’t be back. You are the only one who has a true voice because you
are not risking your job.” I was being begged by her and others to write to the school
board, the newspapers, who ever to stop the insanity. In the end, I didn’t really have to
do anything because there was nothing I could do- one new voice against the collective
voices of seven grade levels meant nothing. What amazed me was that everyone wanted
to speak up but no one did. Well I guess the author tells it to us like it is – it is up to us
and we have to do more than just our best. We have to vote! But who has the time to
shift through the candidates and figure out who is telling the truth?
Four days left, huh?
Brings me back to your last question, how is it that the public has lost faith? I think the
main thing was the quality of ill prepared kids that were being graduated. I know we
want to blame politicians and legislatures for everything but the truth is we were already
scraping the bottom of the barrel to begin with and I don’t think it started happening 10
years ago either. I remember telling my grandfather that he was so lucky to live out in
the middle of nowhere because he would be so unsatisfied with our present day society.
We are barely bouncing back from what I termed the disposable age which I believe has
its foundations in Darwinism, Roe vs. Wade, and surprisingly, welfare. One relegated us
to highly evolved monkeys, the other to disposable mistakes welfare should support. In
the end, society will have to face up to the fact that children are more than carbon by
products and/ or expendable factory workers. We either accept they are our invaluable
future or prepare to have our flag replaced. Remember the story of the mother who
could not read I shared several sessions ago. I found the little boy on the internet. Read
his story at this url http://www.achievement.org/autodoc/page/car1bio-1 and that of him
and many more at http://www.usdreams.com/Carson.html
Thanks again for a thought provocative article and for always making this forum a joy
and inspiration,
Celestina
To Cheyrl Harris
As a first year teacher, I underwent some of the training you speak of giving. I sat
patiently as colleagues formatted diskettes, learned to use the mouse, opened an email
account, etc. Although I considered myself a little versed, I also realized that technology
was advancing extremely rapidly and there was so much I did not know. In the sixth
grade (1981) my librarian, God bless her sweet soul always, allowed me to play with the
library computer. The black screen and orange numbers fascinated me and made me
realize that Atari had nothing on this new very limited wonder.
One of the things that I have done is to seek more information. Our principal loved
technology. He even had us take a computer apart and learn to clean it. We even had to
go back to our classrooms and clean out the four computers there. From him I learned
that it is never too late to embrace new knowledge. Another thing he did was employ
students to set up the networking, create the school website, create AR tests, and
troubleshoot all kinds of paraphernalia. Kindergarten and Pre-Kinder classrooms had up
to eight computers a piece when most people were afraid to let kids even touch
computers. Each wing had its own computer lab. Taking his lead, I decided to come
back to school for a Masters in Educational Technology. Eventually, I will become
certified as a Master Technology Teacher. I realize that technology is here to stay. In
fact, in many ways what we are undergoing can almost be compared to a Technological
Renaissance.
As an educator, I attempted to include technology on a daily basis in my classroom. In
fact, I kept my kids pretty busy in the computer lab, when it was not down, doing all
kinds of Alphabet Research and keyboarding. I find that a lot of kids are excellent at
navigating the system but are limited when they have to use the actual keyboard rather
than the directional cursors. One thing I did notice is that a lot of teachers really want to
learn but are afraid to appear stupid so they don’t ask. I had the same problem with
recipes. Someone will say, “Can I have your recipe?” Immediately, I freeze and change
the conversation. I don’t use them, keep them, or write them. I simply look at the
ingredients and go from there. I can’t make cookies for that matter either. In the future, I
plan to take Mr. Midkiff’s initiative to heart and let the children do the work. Nothing is
more powerful than hands on learning for authentic purposes and I feel that aught include
the use and mastery of technology. I find that Kadjer’s discoveries are right on. Children
love technology because it is something that they master.
I love the story of Benjamin Carson, Sr. MD. For the longest time I couldn’t remember
his name or anything but a quick search of neurosurgeon John Hopkins and here he is.
His mother teaches me that anything is possible even when you can’t even read. I would
that all teachers adopted her philosophy because in reality there is so much kids know
that we do not and sometimes we just have to trust them and just keep asking them to do
things.
http://www.usdreams.com/Carson.html
http://www.achievement.org/autodoc/page/car1bio-1
I think my one non-negotiable would have to be keyboarding is essential. Without
mastery of the keyboard, most kids are so limited. How would I approach teaching the
importance of keyboarding? A find an old old typewriter (kids love them!!!) and make
learning to use it a reward in itself. Don’t you remember how proud you felt the first
time you were able to write a sentence without a mistake? I think knowing keyboarding
is not only a skill but a great confidence builder. Keyboarding is to fingers what PE is for
the body. My second is these are working computers and you are not allowed to use the
directional cursors for play. (Like it is going to happen)
Celestina
To Nolan
You are so right!!! I have used student’s sentences as examples on the chalkboard but of
excellent yet anonymous sentences. I have tried to point out particular uses of
prepositions and effective uses of figurative language. I have used their sentences as part
of the sentence during spelling dictation. For example, beguile - Hank the Cowdog felt
that Birdie would beguile the lovely Miss Beula – beguile. The boys in my class were
totally into Hanky and his adventures. It allowed me to use their sentences as well as
their pop culture as well as authentic literature.
I know some kids loved it but others found it to be a grave distraction. I do know that
most authors sat a little taller in their chairs and looked my way. I tried to wink, give a
thumbs up or raise my eyebrows in approval. Would it be too difficult to weave grammar
into fantastic authentic quality examples - not at all? My class had to read for an hour a
day in class. It was a wonderful opportunity to see what interested them. I could always
find a fascinating passage or some way to use a selection from their interest to illustrate
great grammar. It also helped them see that I was well read.
I remember one time a kid came in with an adaptation of one of Shel Silverstein’s poems.
I did a bad thing. I immediately tacked it to the bulletin board. Praised it and shared it
with the rest of the class (with the child’s permission of course!) mentioned it to my
mentor teacher. Finally, one kid speaks up and says that poem sure seems familiar. Of
course it does!! Michael has taken a magnificent poem by Shel and improved it!!!
Michael nearly fell to the ground. Turned red as a beet and apologized to the class and
myself. Do you really think I improved it? He later asked. I felt thirstier when I read
your version I said. I won’t do that again. I know I said.
Back to grammar, I wrote this back in Session 2 and it describes one way I taught
grammar as an authentic activity.
---Let me demonstrate a method I used to teach grammar to my fourth graders. I wrote a
letter to the parents from my perspective, telling them what wonderful children they had
and how important it was that school supplies be purchased in January (supplies were
running low). However, I wrote it shocked full of mistakes. The children had to correct it
because "will your parents really believe or even read what wonderful children you are
and how important it is that you get the supplies you need or will they focus on my lack
of writing skills????" Well, I never saw a more interested bunch. I kept hearing things
like - I can't believe she made such an easy mistake -- Oh man I already counted 32
mistakes, the miss really needs help!!! - My dad would take a red pencil and demand we
get a new teacher if he read this note. We have to save Mrs. A's job or we might get stuck
with a bad teacher. I hope she gets fired, can you believe she didn't even notice that you
don't say "we needs". I was pregnant at the time and had told them that pregnant people
tend to forget things.
It's just a simple idea and I didn't do it more than three or four times. It taught the
children the importance of why formal writing needed to be correct. As a class we edited
one of my letters to the principal in which we requested regular desks instead of the
round tables. On another occasion, we edited each others letters of sympathy to a friend
and his family who had lost a grandfather. Authentic writing teaches. David Melton
dedicated his life to this. I recommend you browse his books. Most libraries have a copy
hidden somewhere. He is the publisher of Joshua Disobeys.
http://www.landmarkeditions.com/Scripts/contest.asp
Syntactical seduction sounds mighty interesting too.
Enjoy your move and may your new home make it all worth it,
Celestina
Return to top
Session 8 Article 2
All those texts...
Probst, R. All Those Texts. Voices From the Middle (10, 3) pg. 13, 5 pgs
I cried as I read this article as well and although I could have chosen several other articles
I just knew I had to write about “All those texts.” To say I was greatly moved is an
understatement. From this article and from Literacy what matters now and from The
evolution of literacy, other articles in this issue, I want to remember that just as I have
always championed that every child is gifted and talented in something, we must
recognize that within the confines of our collective learning remains unrecognized a
multitude of literacies. I want to remember that there is a treasure trove of knowledge that
seems obscured by modern day “expectations”. I want to remember that as a species we
are constantly reading and constantly learning and that no one learning modality or
literacy aught be valued more that another because each has its own purpose and its own
language. I want to remember that as educators our role is not to just teach reading and
writing but to remember that the true goal of reading and writing is perhaps to accentuate,
validate, respect the multiple literacies needs of our students. The author describes the
reading of the clouds, the stars, the dance, the interpretation, the streets and even the
ocean currents.
A small picture of my illiterate grandfather sits atop of my stove and stares at me daily.
My grandfather was a shepherd who loved the outdoors and his animals. My grandfather
was never able to read and the only thing he claimed he knew to do was sign papers. A
big X with a little x and two little dots on the side compromised his signature.
Nonetheless, the man could read the clouds and he could read the paths of bees. He
could read the trees and he could read the needs of his sheep. He had no claim to fame.
His weathered hands and weathered feet taught us that we aught to let our hands do more
talking and that our feet were the true way of getting where one wanted to go. He taught
me that humans need animals more than animals will ever need us. He taught me that
love is not a word it is a demonstrated action but that love never does for another what
they can and aught do for themselves in fact, love might just pat your back right before it
sends you out to try again or love might invite you to sit awhile and think or maybe take a
nap to gain momentum or decide another path. He taught us that you read a person’s
stance and a person’s eyes. Most importantly he taught us that you live humbly and die
with dignity. There is so much to learn from our past, from our ancestors and even from
their collective knowledge.
I want to remember that my job is to teach more than just book facts but also life facts.
The abstract states what I hope for my students and my own children that “we may
consider ourselves literate when we can read both the critical texts and the critical events
in our lives.” I want to remember that children are individuals and that every child has a
right to succeed and can succeed if we stop trying to test and evaluate all learning as
either academic or unimportant. A few of my acquaintances have decided that I am a fair
test taker. However, it is not something I am very proud of. While I am good at test
taking and essay writing, to a certain degree, I have often felt I cheated my way through
school because in a way, schools are designed for people like me. On the other hand, I
know people who have become physically sick or blanked out before a test and who
failed even though I knew they knew the information they simply were not test takers.
Their talents lay elsewhere but stuck in an academic world for the academic reader and
writer, the artist, the hands on kind of student, the speechmaker, and the writing or
reading challenged often truly struggle to pass. I want to remember that the ultimate
goal of education is not graduating with a diploma but being able to live with yourself
and to know how to get the information you need and to know where to find it. A few
years ago one of my 9 year old scouts called me to ask if I could give him the number to
the scout shop. I could easily have given him the number. My husband taught me a most
important lesson when he took the phone from me and said, “hold on….Lee, do you have
a phone book handy? Okay now open the book to the B sections…. Yes the book is in
alphabetical order. Go to the Bos-Buc section… very good. What do you think you need
to do now? Okay…Great you found it!!! No problem. Lee, I am proud you. You’re
welcome.” Whereas I could have given him the number, my husband gave him the skill
of being able to find just about any number he will ever need again. That is real world
literacy.
The author wants to make it evident that real world literacy is just as much the real goal
as is academic literacy. It is amazing how few teachers give open book tests. My own
student’s often confessed that they felt like they were cheating until I explained why I
was partial to open book tests. Life is an open book test. Doctors don’t commit every
disease or prescription to memory!! Lawyers don’t memorize ever single case.
Accountants and actors and zoologist and plumbers all consult their manuals and their
codes and their references but we want to force kids to memorize unrelated irrelevant
facts? Instead we do them a service by helping learn to consult and use books for
reference. Books are for hands on using! Anyway that is my philosophy.
I want to end by quoting Wilhiem, the author of one of the other articles, she stated that
“teaching involves both preserving past literacies and embracing new ones. We need to
model how literate people evolve with the times and are able to critique the times. In this
way, we can be a profession that both reaches into the past and into the future. In the past,
we find the resources to understand the present. By embracing present literacies, we can
help our students reach into their rapidly changing futures.
I always marvel how some people can create wonderful works of art with bread dough. I
know how to make a mean tortilla de harina but no one ever taught me how to make
pizza or rolls. It took me years to learn because I didn’t have the guts to tell anyone I
can’t read recipes!!!! What literacies are you lacking that you wish you had time to
learn?
I love to read an audience of children. I love to weave a tale and embellirovise. I love to
draw them in with inflections and voices and long delicious vocabulary. What gifts or
talents do you have that may seem strange or ridiculous but you sometimes wish had
been encouraged or even recognized?
I use to be able to tell time to within five minutes just by standing outside and scanning
shadows and sunlight. I was a migrant for four years. I could tell you when it was going
to rain and when the clouds were going to blow over – I can’t do that anymore. I can no
longer read the sky. What literacies did your grandfathers or grandmothers teach you??
I use to be able to feel the pain or joy of a tree, I could read the shape a paper wanted to
be transformed into, I had the ability to read pain in the eyes of another --- now I avoid
the outdoors and I don’t ever look into people’s eyes but I don’t know why?? What
literacies have you lost???
Crying because children are no longer being taught to read these things at home and our
world won’t be as rich because kids no longer get grass stains on their pants…..
Celestina Amezquita
Forum: Session 8: Journal Article #2
Date: Wed Nov 01 2006 14:25
Author: Harris, Cheryl <cah8424@exchange.uta.edu>
Subject: Cheryl to Celestina
-------------------------------------------------------------------------------Great summary, Celestina!
You always bring your heart and your mind to your writing--I really appreciate that.
Thinking about life and the world as texts that students will need to learn to make
meaning from can make our jobs seems so big that they are almost overwhelming.
Certainly we can't teach students to make meaning from everything they are going to
encounter. So how do we choose which ones to address?
I think about the things that I've essentially taught myself, like navigating websites, and I
would say that there are certain skills that we can teach students that will help them make
sense of the texts they encounter. One of the things I always show students and other
teachers is to look for the Help link or the User's Guide. People who are scared of what
they perceive as something alien to them are usually relieved when they find how often it
comes with a set of directions, if you just take them time to find and use them. Now, if
only life came with a set of directions that we could point out to our students! In a way
we do, through reading literature that helps them make sense of their lives.
I used to have a talent for music, but like your ability to read the weather, I'm afraid I
have lost it. I used to learn different instruments so easily--as a child, I played at various
times piano, flute, violin, and guitar. We moved a lot, though, and I could only study
what was offered at school, so I never stuck with any one instrument. I also sang in the
choir until high school, when it became hard to fit into my schedule. I can clearly
remember having to choose between typing class and choir. Now, my days are so full that
I can't seem to make time to revisit any of those lost loves. I have given up musical
literacy to pursue other kinds of learning.
I guess as we gain new literacies, we lose others. Do you agree?
Cheryl
Cheryl,
I have noticed that in other posts you talk of your love of technology. Seems like you
traded one set of keys for another, the musical for the keyboard. I guess you are right one
day we wake up and realize we’ve grown away or moved on. Nonetheless, I wager your
musical literacy finds ways to sneak into your life every once in a while to give you a
perspective we unmusical folk lack. You ask, how do we choose what literacies to pass
on. I feel that the literacies that I have learned or that I allowed to be taught to me were
literacies that either I needed to know or that my beloved teacher loved. Am I making any
sense? I loved my grandfather so much and although he claimed girls were a bother, I
still wanted to be near him and please him. (Plus I could tell he loved me - I could read it
in his eyes) I learned because I loved him. I learned because he loved it. We can only
teach with passion those things we love. Children are very perceptive. You will find
great success when you teach that which you love because your love and enthusiasm
make it worth learning and if atop that you love the students.... I feel that it doesn’t
matter what we teach in the end the message needs to be the same one regardless of the
medium used. Because I value you, I’d like to share this with you. I think that is where I
have done the most messing up with my own personal classroom – I have failed to
communicate my intense love for my own children and why I want to share it because I
have allowed what needs to get done to become the focus when my only real focus
needed to have been all along because I love them. Covey teaches that we should expect
nothing from our children. Whatever they give should be a gift from their heart. I think
your question has just changed my life forever. You made me realize that I chose to learn
because I cared about the teacher. One of the things my ACP supervisor noted on several
occasions was the fact that she couldn’t believe how much my students seemed to “love”
me. I have always felt that trust was extremely important quality of a good classroom. I
feel that we would all do well to revisit Erik Erickson’s stages of developmental learning,
how often do we think that because a child is 6-12 years old they are at a stage of
industry but we refuse to accept that the first week in any classroom children must sift the
environ to determine if they can trust, if autonomy is encouraged, if initiative is
celebrated before they can move on to industry. If lack of control and lack of
consistency result in mistrust, punitive rules in shame, frustrated natural desires result in
guilt shouldn’t we therefore expect less industry and serious problems of inferiority? If
again they never reached the level of industry because the social pre-requisites were not
met how can they move on in life or in learning? Teach what you love and the
confidence mastering those skill will not only colour their perspective but the notes they
remember will enrich their lives and make their song a robust one full of vigor. I am
thinking of a word that means the plucking of chords on a stringed instrument. Is it
vibrato? Teach with vibrato.
Thank you so much!!!
Celestina
Forum: Session 8: Journal Article #2
Date: Thu Nov 02 2006 12:39
Author: Burris, Matthew <trp4661@exchange.uta.edu>
Subject: Re: S8A2 All Those Texts.
-------------------------------------------------------------------------------Well done! Standing O from me!
When you were talking about your grandfather, it reminded me of my grandparents and
the way they lived their lives. Maybe it's just me, but they seem(ed) more human to me
than we do. We spend so much time with our faces in front of lights that we don't ever
see any other faces.
I grew up working on a farm in MS for 10 years. To this day it's the job I've had the
longest, and yes I can still tell you when it's going to rain the next day and be right 90%
of the time. I learned to watch the way animals move, because they'll tell you if they're
sick or if bad storms are coming before the weatherman can, and I learned how to tell
when produce is ready to be eaten by the way that it feels. I'm glad to remember I can do
all that.
I'm musically illiterate. I love it, and I think I've got an ok ear, but I just cannot play
anything but a drum. I used to practice some, and if I practiced a ton I could be almost
average- but I was never able to be good at it like I was good at other things. It just wasn't
going to happen.
Yeah, I'm a test taker too. I never really thought it was a big deal. Sometimes I think that
I put so little effort into passing that I could probably pass a test in Russian. Although I
think that has something to do with the fact that we're both able to figure out the puzzle,
and that had to be learned somewhere.
So what do you actually do in class? How do you go about teaching them real-world
literacy?
Excellent Excellent Excellent Post. Thank you.
First of all thank you. I reread the original article twice and I think the reason I felt so
strongly about it was because I was reminded of my grandfather and maybe the same
happened for you? I guess this is a prime example of how I try to bring authenticity into
my classroom.
I try to go about teaching real world literacy by helping them connect to the characters in
books and the characters in math problems by connecting problems to their own realm.
Thanks to your article on popular culture, I can see myself using pop culture in the near
future. The weather around here is acting kind of funny. One thing I remember doing
was holding classes outside. There is actually no better place to share poetry than
outside, especially Whitman. It wasn’t easy but sometimes it became necessary. The
teacher who shared our wall thought kids had no business talking in class so in order to
hold real discussions, we went outdoors. I feel that that is a practice I will continue to do
and who knows maybe I can get back in touch with nature and help kids get back in touch
with nature too. Maybe it will do them and us a lot of good to get out from under the
florescent lighting.
Thanks for such an encouraging reply,
Celestina
Responses to original posts
Cheryl
As I read your questions and your article, I was reminded of the dialogue you shared with
Diane about hypertextual literacy. In response to your question what kind of texts should
we be including I want to say the kinds they use. I am going to paste in an excerpt of my
response to Diane because in it I offer an example of an untrained mind, mine.
--------I like you had never thought about hypertextual writing or to the why for Post
modernistic writings. However, as I read your post I realized that as a parent, I taught my
2nd born to read a’la hypertextual. Allow me to explain and correct me if I am wrong.
When my son was three years old, I realized he was reading… semi trucks, signs, labels.
Immediately, I set about collecting logos. My son had no problem reading logos. Would
you consider reading logos reading???? In my unprofessionally trained mind I did. What
started out as a poster board ended up as flashcards and eventually a bulletin board (I
owned a salvaged bulletin board that was 4 by 8 feet) covered in logos? It has been over
10 years and I had totally forgotten!!! Anyway, it did not work for my next son (I did not
know he had visual, linguistic, and auditory problems) so I abandoned the practice
thinking it was a fluke.
I believe that (and it is only my opinion) that Scieska is simply doing for the written word
what Carle did for the pictures. I also believe that this postmodernistic wave is also due to
the novelty of randomness. I can see the value of this hypertextual medium in helping
children bridge from authentic sight words to the written word and back again. I can also
see it as helping strengthen eye-page coordination. I myself find some hypertextual books
to be thoroughly engaging. I can always go back and find something new that I had not
noticed before. -----Sounds like you are already employing great resources. I remember being drawn to ee
cummings, Ann Landers, Chicken soup for the teenage soul, phone books, dictionaries. I
wager to bet you can teach with html. My own children find it fascinating that I can read
(but I really can’t) html. In fact, I am wasting too much time trying to update and create
a myspace but it is fun to do so. To view my myspace go to this url
http://www.myspace.com/97798403 I created the background by toying with the
HTML. Supposedly it is Waterston’s last frame wherein Calvin and Hobbes sled off into
the horizon. I love it. Anyway, the reason I mention both is that myspace has become a
powerful tool for good and bad. As educators we need to be able to help kids evaluate
and be safe on this internet highway. We can also use it to teach just about anything.
Kids are constantly creating myspaces for fans of every artist and band you can think of.
Why not allow them to create one as a literature circle extension of a favorite novel?
I see not only literacy expanding but the very real possibility that learning as we knew it
will someday be like the learning of the one room schoolhouse. We just hope they can
stay cognitively on top of things, able to reason, to feel, to evaluate, analysis, and
progress socially and independently. I was thinking of the stages of moral development
also. Looking what I found in a search.
http://giftedkids.about.com/od/socialemotionalissues/p/positive_dis.htm There is so much
information out in the real world. Perhaps the best thing we can teach kids is to be able
to evaluate what is important information.
Overwhelmed in Texas,
Celestina
One of my favorite rereads is a book called Homeless Bird by Gloria Whelan. Set in
India but so powerful.
Matthew
I wish I could say I recall any assignments asking for pop culture analysis but I guess I
am from the old school where teachers just didn’t do that – except for maybe some talk of
political cartoons. I went to answers.com to get some insight into your recommendation
– I was blown away!! I find it mind boggling that kids are so fascinated by violence???
Is it any wonder that school shootings are so prevalent? As I read his biography I
couldn’t help but think what a sad story and trail of confusion and pain. I thought ee
cummings was an eccentric. While I feel that pop culture definitely has a place in
classrooms, I feel care must be exercised. If we use pop culture but are choosing
something we abhor or wish to bring up to criticize, tear down, or “help them see the
light” – for example say we disapprove of myspace but don’t know a thing about it or
Madonna or whatever- the kids will pick up on that. They will notice our double
message. They will feel disrespected and mistrusting and well they should. If however,
we can respectfully teach them to evaluate sources and truly delve into the whys of our
whos then maybe the lesson is worth bringing in even such controversial characters as
Tupac. Too often kids latch onto an idea, idol, icon, or enigma without taking the time to
evaluate the html. I have been playing with myspace. It is fascinating to see how little
kids know about what they are adding, pasting, and sharing on the internet. (Sorry I can’t
seem to fix the syntax, but I hope it makes sense to you.) Do they really understand the
ramifications? Do they even care? Talk about copyright violations left and right.
I tell my daughter to click on view source but it means nothing to her because neither one
of us is html proficient. I guess that is where your CPR comes in handy. I figure what
the authors and you are saying we have to be able to connect and respond to our class
wards and what a better way than though our collective knowledge. Whose it to say that
in 10 years, some of today’s pop cultural stars or glimmers might not be included as an
entry in such works as ED Hirsch, What Your nth grader should know.
Celestina
PS Have you seen the commercial around the water cooler, where the guy invites this girl
to a Soprano’s party? Her friend comments that the girl doesn’t watch the Soprano’s.
She replies I do now. She gets to the party and she says something to the effect, “yeah but
what about episode 57 where …..
We don’t want to be that obvious, huh?
Hi Valerie,
I love your example of your son and his pop culture educational pursuits. Your comment
about outlawing Pokemon reminds me of one that I made (and maybe I shouldn’t have).
The kids were overly interested in Pokeman, I did try to get them make similar trading
cards of Texas heroes but I didn’t know about Texas heroes or Pokemon to pull it off. I
remember telling the kids that t’was alright, they could keep their Pokemon at home. We
had Pac man, you all have Pokemon, and your children will have Pukyman but it has got
to stay home. I don’t know how many Pokeballs I must have confiscated.
Just this Sunday I had to give a lesson on morality, chasity and remaining clean. Soon
enough even with hands covered in corn syrup the kid’s attention wandered into Bikini
Bottom (how appropriate considering the topic) Immediately I seized the opportunity.
Yes! In one episode SpongeBob forgets how to tie his shoelaces!!! Yes!! In another
episode, SpongeBob is trying to get home to Bikini Bottom but is stuck in the trainprrp
stationprrp and needsprrp a ticketprrp to the nextprrp busprrp. Still in another episode,
SpongeBob is walking on sand dune or mountain and he slips to the valley of despair --you get the picture???
It is not enough to recognize, identify, or even mention the pop culture we must be
familiar with it and mention it in such a way that we don’t offend them because
depending on the age – it will no longer be cool if the Miss knows so much that she
knows that Gary is SpongeBob’s beloved pet. You got to say things like “that thingy he
lives in,” “the snaily thing that follows him,” “the mousy girl with the bubble hat.” Think
Poker. I can’t begin to tell you how I snuck Animorphs into my lessons. You have got to
see http://gretchenle.com/student_work/student_work.html . In this link you will get to
see how Mrs. Lee’s students used ancient culture to create some interesting multigenre
projects to Beowolf.
It’s okay that they only want to learn about one thing, our job is to use it to get them to
learn what we want them to.
What would Batman do if he were faced with four villains who each had
approximately…… or if Bruce wanted to donate x amount to a charity for orphans. How
much money does he need to donate if it takes $900 to feed, clothe and board one child
and the orphanage has 23 girls, 16 boys, and four attendants???
It may be sneaky but hey we are practically government employees so I guess it’s okay??
Maybe?? What do you think?
Celestina
I have come to the conclusion that I really don’t have a choice. I have to learn their
language to speak to them and it always has to appear like they are teaching me.
Ways I plan to incorporate pop culture:
Watch their movies
Read the books they are reading
Return to top
Session 8 BookClub Chapter 16
What can I say, I read the wrong chapter!! But it was so fascinating that I recommend
everyone read it. A few weeks back we were told to stick with the theme and I feel that
chapter 15 fit the theme to a T. Anyway, Chapter 16 was equally fascinating therefore I
proceed to try to fit the questions into a chapter I feel leans toward the teacher as the
learner.
As I read the chapter, I couldn’t help but think that treating the educator as a professional
and trusting her or him to create lessons capable of engaging all children and not just the
worksheet and drill lovers. Educators would no longer have to sacrifice best practices but
will instead be “allowed to practice their profession without fear, where it is needed
most.”(p. 336) By holding educators accountable for employing best practices, all
students would in effect be equitably engaged in all modalities regardless of their special
emotional, physical, or linguistic needs. The book reminds us that in a best practices
approach all educators would receive the special help they need because the education
elites would support educators as they seek and implement programs aimed at helping
diverse groups of students. Consequentially, students who had their individual and
collective needs met would feel compelled to become involved and engaged in their own
education.
The educators of English Language Learners would feel supported by system that values
multicultural education and validation rather than feel the need to push, push, and PUSH
for quicker assimilation. Children quickly pick up on the fact that their language and
culture are undervalued. Children are also quick to notice when the aim of our pushing is
motivated by the pressure to get kids ready to test rather than ready for success. Children
are extremely perceptive. In fact, many ELL students who come from countries where
the educators are a valued and respected member of society soon pick up on the obvious.
Here is America; it has been a long time since educators were equally valued as
professionals. It is not just the fact that so many teachers are struggling economically. It
is not just that parents feel they can walk all over teachers. It is not just that so many
sitcoms portray the teacher as the disconnected dunce. It is not just that principals often
treat educators with disrespect. It is not just the political ramifications of no pass no pay.
It is more. It is the fact that so many teachers forget what their true business is. It is the
fact that we do not value our role, to help propel a student to greater heights and to
kindle fire. It is the fact that not all educators act and dress accordingly. It is the fact
that so many teachers try to get away with teaching to the minimum uses of basic skills.
In reference to bias I feel that they chapter is biased in one respect. I get this dangerous
perception that the authors feel that given an option, all teachers would in fact adopt the
best practices in literacy instruction. However, has anything really been stopping teachers
from adopting best practices in the past? Has anyone truly limited how we can teach and
where. I have only taught 2 years and while being the new person on campus has limited
me in many ways, it is obvious that a teacher wields great untapped power. What
legislature decrees or even what my principal said could always be worked into or around
my educational goals. We can teach the minimum or we can teach the maximum learning
skills. In the end, we can only positively affect the world one action at a time. Yes we
need changes that encourage less confident teachers or teachers in very poor unsupported
areas but we also need to recognize that too many teachers would not accept best
practices even if the legislature, the principal, the governor, or even our Chief
Commander himself were to ask them to do just do their best. We must not remember
that the politics of public education are inherent because unprofessional educators
allowed it to get this bad. There are unethical medical professionals and unethical lawyers
and unethical house repairmen and unethical clergy and unethical restaurateurs and
unethical entrepreneurs and unethical educators. Having been the victim of several
unethical child abusers posing as educators, I can attest that left to their own devices little
education can take place in many classrooms with TAKS and without TAKS.
Educational utopia would exist if all educators adopted all best practices of literacy
instruction and all educators acted like true professionals but I am more concerned about
what happens in the classrooms of my children and of how well prepared I can be to
educate the future I will be affecting. Wouldn’t you agree that while we cannot affect the
entire educational systems the ripples felt in our classroom can and will reach the ends of
the world?? Michael E. Fossum, home grown astronaut, seems to think so and if he
could reach the stars I believe I can help someone reach them too. Wouldn’t you agree
that you are here because somewhere a professional or non-certified educator respected
you enough to kindle your fire? Wouldn’t you agree that we must be proactive not
reactive? Do you truly understand your role? I feel I am getting closer and closer to
understanding mine and I invite you to take time to truly get to understand yours.
Thanks for being there and for doing the best that you can in your corner,
Celestina
Forum: Session 8: Book Club
Date: Thu Nov 02 2006 08:28
Author: Harris, Cheryl <cah8424@exchange.uta.edu>
Subject: Cheryl to Celestina
-------------------------------------------------------------------------------Thanks for the way you closed your summary--I think we are all in our corners, doing the
best we can. I wonder, though, how we can best go about getting out of individual
corners so we are working together to move towards educational utopia. What do you
think?
Cheryl
Cheryl,
When I was knee high to a grasshopper, I remember my teacher’s aid telling me she was
not allowed to speak to me in Spanish. “Doesn’t the teacher know I don’t know any
English?” I asked. I remember telling my fellow ELL that I would learn English so I can
tell her that that is not right. I could go on and on but instead I will focus on that thought
because this class has taught me at least two things. First of all, we are all learning and
we all know so much but at the same time so little about certain things. Second of all,
teachers really do care about kids but feel just as trapped and perhaps are unaware that
they can make a difference if they just change their focus. My friend left the classroom
thinking she could make a greater impact as a vice principal. Another friend, always
volunteered to give workshops and do teacher in-services because she felt that that way
she could stay in the classroom and still influence other teachers. I may not become a
vice-principal but I know I can certainly do the in-services. I do remember telling one of
my English teachers that I wanted to become a teacher’s teacher. I also remember him
inviting me to become a TA but I was too scared to respond. With the advent of
technology, I think that would be ideal also.
How do you go about getting called to do the in-services? I am not currently teaching but
I wonder if the school district can use me in some capacity helping train teachers even if
only in technology? It’s something I had not thought of but sounds interesting. Do you
have a chance to give more than technological insight when you train teachers?
I now know English. The promise I made my ELL buddies thirty-five years ago needs to
be full-filled. Any other suggestions?
Thanks again,
Celestina
Forum: Session 8: Book Club
Date: Thu Nov 02 2006 12:39
Author: Gigas, Darcy <dgigas@hotmail.com>
Subject: Re: S8 BookClub Chapter 16
-------------------------------------------------------------------------------CelestinaYou brought up some very important aspects of chapter 16. In regards to engaging
students what I hear you saying is that by educators seeking a best practice approach they
will receive the support needed to implement effective programs that will meet the
individual needs of students, which ultimately will engage them in becoming involved in
their own education. Do I understand you correctly? This is a very interesting viewpoint
and one that I would agree with. I feel that educator's efforts to obtain the best teaching
approaches is recognized and supported by colleagues and administrators. By
continuously seeking to better our teaching approaches we strive to meet the individual
learning needs of our students.
In regards to the teachers of ELL, what I think you mean is that we as educators must
support their culture and values. Ideas that come to mind as I read your comments is what
I have been reading about in one of my other classes on how we can support ESL in the
literacy environment. It was very interesting to read how one teacher really jumped in to
learn about different cultures and find ways to connect to the students. One example was
a monolingual teacher who taught ELL. The students in her class classified themselves as
one culture and it was very difficult to get them to associate with anyone at the school.
The teacher began to learn about their culture and began to take Spanish lessons. Because
this teacher really took the initiative to gain a better understating of her students they in
turn gave her the value and respect she deserved. This type of environment enabled the
teacher to become a more effective teacher and motivated the students to really engage in
meaningful learning. How do you feel that you can support ELL in your classroom?
You state that in America educators aren't equally valued as professionals. You feel that
teachers don't value their role and teach only the minimum. In your professional opinion
how would you handle this situation? How do you drive a teacher to think of themselves
in a valuable role? How do you remind them of their "true business"? I feel that in the
corporate world this occurs frequently. Sometimes I forget my role and feel like a robot
that does what they're told. But, I am not currently teaching. I feel that we cannot let this
happen to teachers. Children are growing and learning everyday. In their development
children learn from observing and mimicking others, especially at a younger age. It is our
responsibility as educators to display a behavior that shows respect and value. We must
as you say, dress professionally and act in a professional manner. It is our duty to fulfill a
very important role each and everyday with 110% effort. I realize this may be easier said
than done as we all experience bad days. But what we must remember is that we are
setting an impression for the future. We are not only teaching knowledge but we are
teaching behaviors.
I would like for you to tell us more about how you have adopted what you believe to be
best practices into your classroom. You discuss how nothing is holding teachers back and
usually teachers can adapt and incorporate what legislation or administration enforces yet
meets your own goals. I feel that this may be difficult at times. Just this semester in the
two courses I am taking most all articles I've read discuss how teachers are held back
mostly because of the fear of the ever-looming standardized test, especially here in
Texas. It places such a significant impact on the school, the teacher, and the students that
teachers easily lose focus of their true goals and they begin to teach to test. How would
you suggest that we turn this around? How do we maintain focus and adhere to the best
practices in our classroom? I feel that it would begin with the teacher being aware of the
current issues and holding their role as a professional educator in high regard. The key is
remembering why we're teaching in the first place. I believe that we are here to educate
the future. We are enabling our students to become productive citizens of the future.
Would you agree or disagree?
I feel that I am learning to understand my role. I know that my role serves the purpose of
effectively engaging students in meaningful education. I believe that I will learn
something new each day when I begin teaching and my goal may be adjusted or added
too. Some days will be more challenging than others, but I must remember why I am
there and the role I serve.
Thank you for sharing with us.
Darcy
Darcy,
As a professional, I have made it an effort to never undermine another professional’s
efforts. That includes giving attackers the benefit of the doubt. I have gone above and
beyond the call of duty to get them recognition for the better things they do. For
example, I never allow gossip to come between us and I make it an effort to give praise
and point out the teacher’s qualities. I recall when one co-worker found my pregnancy
repulsive, rather than join others in criticizing her, although she was completely out of
line so many times, I tried to understand her point of view. She had recently undergone a
hysterectomy and her oldest son had fallen off the path. Of course, understanding has its
limits too. I also insisted on a meeting where we could as professionals “talk”. It was not
possible but I gave her the opportunity to make amends. It was not for lack of effort on
my behalf.
I never allowed my students to criticize, demean, or offend other professionals. I took
my role as an example seriously. In fact, having been an ELL has given me a perspective
that I use continuously as it will help me incorporate best practices into my classroom. I
agree that this is of vital importance because not unlike brokers we bank on futures.
The only way we can effectively turn around this prevailing blame game on TAKS is to
adopt the best practices, follow our professionally trained caring hearts, document
everything we did and then when our children pass with flying colors and we are asked
what we did, produce our records. I am reminded of Stand and Deliver. That is the kind
of teacher I want to be and that is how I want to change the world. Yeah, now I just got to
figure out what I have to do first.
Thank you for letting me know, I am not alone in my thoughts.
Celestina
Forum: Session 8: Book Club
Date: Thu Nov 02 2006 15:13
Author: Crisafulli, Nolan <nolanj@mac.com>
Subject: Nolan to Celestina, S8-BC-B
-------------------------------------------------------------------------------Hi CelestinaThe idea of best practices is a fleeting one, isn't it? At first take, I found the discussion of
such a set of practices as simple and one that could be attained if we (as teachers) could
come together at a high enough level (national, I'm assuming). Then it hit me...teaching
isn't new, and it surely isn't something that changes so much that it becomes a different
field entirely (as some medical practices have). So what is it then, that stops educators
from working towards SOME common set of practices held as the best for any given
content area or level? I can't find it. The idea of bullying and "cajoling" that the textbook
uses doesn't really sound very valid to me...I don't always agree with administrators or
public officials, but to say they willfully stop the profession of teaching from advancing
to this next level of competency...is a bit far-fetched, wouldn't you say?
Take care.
-Nolan
Nolan
I agree that the ideas are fleeting ones. I know the authors have provided some fantastic
ideas in previous chapters that are sure to have a positive effect if adopted. Teaching
isn’t new and kids are basically still kids although their interests are as varying as the new
job requirements are. I am saddened to think that, were it not because the rest of the
world is shooting past us academically, as a nation we might just be content teaching the
same old things in the same old manner to kids who are no longer content or interested in
one dimensional teaching.
What is keeping us from adopting the same set of practices. I think the authors put their
finger on it- extremism. Competitive extremism, the idea that my ways are better than
your ways even if I have to take it to the extreme because no one, we bellow, no one is
going to tell me that what was good enough for me isn’t good enough for somebody
else’s kids. I recall one occasion in which my husband says to his brother, “Get your
shoes off the table!!!” to which he responds, “ I was going to but then you said I had to
and now I will never get my shoes off the table!” Maybe if it were their idea and not
some principals or some administrators or even any one else’s idea then maybe.
I think in the end teachers want the same thing the kids want – to be validated, respected,
encouraged, and to know that it really means something. I just wish there were someway
for teachers and students to truly connect but that seems highly unlikely in our
unconnected world. As for me, I know I positively affected my kid’s lives but I sure wish
there was someway I could see them – you know take pride in my work. I just want to
know they are okay. I read a letter in a magazine in which a forty year old man felt the
desire to visit his Science teacher and tell her what a difference she had made in his life.
When he found her, she began to cry. In all her years of teaching she had never once had
a kid come back to just let her know they were okay or even that they appreciated her. I
don’t know if any of this makes any sense but I hope I answered your questions. So what
inspired you to go into teaching???
Celestina
Betty
You pack a powerful speech!! Like you I agree that not enough is being done and that
maybe the chapter bordered on reactive measures rather than focus on the proactive. I
too felt somewhat disappointed in the prejudicial slant towards government and
administrators. While I do feel that there is some truth to the matter, I must recognize
that some administrators are in it for the kids and not the power or the prestige. I also
contend that some teachers are in it for the summers rather than the kids. I am somewhat
torn when it comes to holding teachers accountable because we all know that the child is
a variable all on its own. Let’s face it some kids are simply not motivated. Does this
make any sense? What are we supposed to do?? Some additional questions I have for
you are what should we do with those students who simply do not appreciate being
educated or feel they have no need for it? Who should decide what child is worth trying
to reach and what children aren’t worth the trouble? Should the decision be left up to the
child, the teacher, administrators, or the government? Goodness knows most parents
can’t afford to homeschool their own children or even know it is an option. Government
decrees all children need to be in school. Administrators in my neck of the woods are
taking parents to court and collecting hefty fines when children fail to show up or are late
x number of times. What am I supposed to do with a 17 year old girl who “NEEDS” an
extra twenty minutes to get dressed!!!! Short of beating her into the car, I have
threatened, cajoled and restricted just about every thing I can think of. What do you
suggest parents do when a child already feels they have nothing more to lose or could
care less? What would you do in their situation?
I found the following comment particularly significant, “I understand the writers’
frustration with politics in education, but after-all, our country does provide a “public”
education for all students whether or not they are legitimate citizens or not. I also share
these political frustrations, but maybe we should rethink the fact that we as a nation make
education a guarantee rather than a privilege like it is in so many other educationally
successful nations.” Tell us more about how you think we should rethink our national
educational goals? What I hear you saying is that you too wonder. I find myself
constantly wondering what the other countries are doing that we are not. If I remember
correctly at various times in Mexican history, the government does not provide or allow
education to foreign born children of any descent even Mexican. I also know that most
children must vie for a seat/placement in a school. I know that even the poorest families
make great sacrifices to send their children to privatized schools. As far as I know busing
is not provided nor does the free lunch program exist. I also know that first generation
Mexican Americans are not for the most part the educational problem. This brings to
mind my own experience as an educator. It is the third and fourth generation more
Americanized children that I had the most troubles with. While some see immigrants as a
burden, as the child of immigrants I feel I have a personal insight and perspective worth
noticing. I bring it to your attention only because I feel I must speak up for some of these
children because I was one of them.
We come to “America,” the land of our fathers sold by Santana because it is our
birthright and our only hope for survival. We come to “America” full of dreams. We are
a humble people willing to sacrifice our home and pledge complete allegiance. We are
denigrated and denied an equitable education because we do not know the language. We
are drowned in a language and do not always grasp the curriculum. Deprived of this
oxygen, we feel brain dead. Some grow very resentful. We are treated like second class
citizens and seduced into welfare schemes that rob men, women and children of pride and
self-worth. Some of us want to contribute but can’t even secure decent work to sustain
our children. Those of us not seduced into the welfare way of life, opt to take on the
most demeaning of employments and sacrifice our souls, backs and knees picking fruit
and veggies at a nickel a bushel! Many are forced to live like outlaws and illegals in a
land we too defend and build up with our blood and sweat. What happens is we sit in the
same classrooms and eat the same food but instead of the same education we are drilled
to educational death, relegated to tutoring pullouts, and forced to give up our identity if
we are to assimilate. Often we “read” the discrimination and the frustration and take it
personally as if it were our fault. Children tend to blame themselves. I repeat, children do
not of their own free will choose to come to America. Please do not feel offended. I speak
as one of them but I am also one of you. I hope I am making some sense.
Even as a professional educator, I had teachers of other races treat me as one of them!
“You people,” I was told, “and those other recent immigrants should, aught, or need to
do this or that.” Anytime be it in person or on paper that a person authors such
comments be it directed at a race, religion, profession, or gender, they are being reactive
not proactive, discriminatory rather than objective and yes unprofessional. Some
administrators, legislators, congressmen, etc. respond to injustice by restricting,
imposing, and decreeing. Some teachers respond by becoming resentful and embittered.
I have heard from various teachers who have been threatened. I know school districts
who promise to give raises to teachers whose classes fail but punish those whose kids
don’t do as well. My friend, who teaches at a magnet school for recent immigrants by
choice, was told she “had” to tutor or else: although she has always given the education
of her students her utmost. New principal has promised to make it mandatory. “There
will be consequences!!!”, she stammered during a teacher’s meeting. It does happen. Her
PDAS will be affected. Will she quit? You betcha! Most teachers are already giving
their utmost and should not be treated with such disrespect. You, my friend, have been
very fortunate in never having had this happen to you, but it does happen.
Celestina
Hi Diane,
Like you I found the chapter contradicted itself at times. I too wonder how we can stop
holding teachers accountable. I also felt that the “professionals” analogy was lacking.
For example, the authors claim that we are not treated as professional in the true sense of
the word but are we really like doctors, nurses or lawyers? These are some questions
their train of reasoning brings to mind. Say you went to a doctor and his bed side
manners were atrocious, would you return? Say you went to a lawyer and right off the
bat you picked on the fact that they guy was a scam artist, would you return? No you
would not. Do our children have that choice? No they do not. Can they refuse our
services or switch to another professional? No they cannot. Every professional, except
teachers, have the right to refuse services to any client for whatever reason. If you walk
into a store and try to steal something or demand services, a security officer will
immediately be called to escort you out of the place of business or arrest you on the spot,
we cannot refuse services even if the child is constantly disruptive, punitive, and violent
towards other students, themselves or us! Am I getting it right? Is what I am saying
making any sense?
I agree that the standards cannot be held accountable. Some additional questions I have
for you are what kinds of accountability measures should be put in place? I know that
TAKS cannot be the only way to hold teachers accountable either. However, one PDAS
is not sufficient either. We all know teachers who spend weeks on their Ringly Bros. and
Barnum and Baily lesson. We all know teachers who cut corners and maybe even
“erase” too many stray marks off of standardized testing or give round park nepotistic
grades. Can they really fire you for educational negligence? Not unless they want to fight
you every step of the way. They can make it very uncomfortable but they cannot fire
you. Very few new teachers know this but once you are in the system, only under the
most extreme circumstances can they fire you. They can make it mighty uncomfortable.
It’s called tenure and bad teachers latch on to it with super glue. I knew one teacher who
got shuffled around to every campus in the school district but they couldn’t get rid of her
until she was ready to move to another school district. Aside… Do you think it is ethical
for a teacher to sneak their own high school child onto campus and have their teenager in
the classroom for days even if the teen is a female? What would you do in this situation?
I am told that it is unprofessional to turn this behavior in – teachers don’t backstab other
teachers. I underwent sexual harassment (somehow people thought being pregnant with
my sixth child meant open season for crude, rude and plain vulgar remarks- hey I love
kids!) by a female employee for months when I finally took it to the principal, I was told
to be a grown up and not get hung up on words – “we are all professionals here – you
people (Hispanics) have to understand” was the straw that broke the camels back and I
resigned shortly after. This was to be my last pregnancy and I was bent on enjoying it.
I loved your advice, “If our administration or district doesn’t like what we are doing, then
let’s begin a grassroots effort or an education program to change views…or we quietly
work for balanced literacy within our own class and change things one classroom at a
time.” Tell us more about creating these grassroots efforts. What I hear you saying is
that you hold yourself accountable but how should administrators hold teachers
accountable. My burning question for you is why do you hold yourself accountable?
What holds you accountable?
As for me, I believe it is my civic duty as a public servant, as a scouter, as a mom, as a
child of God and especially as my mother’s daughter. What is it for you? How can this
type of accountability be taught in teacher training or in the Alternative Teacher
Programs?
Celestina
Elicit facts: “Tell us more about. . .”
Listen actively and reflect back: “What I hear you saying. . .”
Interpret: “What I think this means is. . .”
Check in: “Am I getting it right? Is what I’m saying making sense?”
Probe: “Some additional questions I now have for you to think about are. . .”
Connect/Extend: “Ideas this brings to mind for me are . . .”
Elicit response: “What do you think you will so about this situation?:
http://images.quizfarm.com/1107414940Clark27.jpg
www.myprettylayouts.com/images/360ct.jpg
img336.imageshack.us/img336/953/skyscrapers9wf.jpg
www.freeflashthings.com/topleftgif.gif
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Session 7 Article 2
Horn, L. Reading and writing essays about objects of personal significance. Language
Arts (78, 3) pg. 273-78.
A scrapbook, baby shoes, carousels, teddy bears, drumsticks, books and other significant
possessions manage to find themselves into a seventh grade classroom where Leigh Van
Horn, a reading teacher, helps students connect to their writing. When Horn reads an
essay by Lewis Nordan, she is prompted to have students bring in an object of great
personal significance. Writing about the memories it invokes, sets her students on “a
point embarkation to a journey into their past” which ultimately “enables [them] to write
through the windows of [their] lives. Although I found a great many articles worthy of
attention, I kept coming back to this one because of its powerful message. We write best
about those things interwoven into our hearts, past, present or future. We write best
about those things we know thoroughly. We write best about situations we have already
experienced with great emotion. We write best about our lives.
The author challenged her students to bring in something of value. Her opening
paragraphs denote the reverence and respect that she afforded her students’ significant
objects. She also begins by not only sharing a personal object, but equally significant, by
sharing what she deems a superb model essay. I love the way she describes DM
Murray’s definition of a personal essay as a piece of writing that allows him “ to discover
who I am….celebrates my differences, authenticates who I am, justifies my existence” as
it encourages him to make use of his experiences and to explore “lives” lived in the past,
present and in the future. It usually isn’t until we are older that we get a chance to make
significant revelations in our lives. My daughter, who is 16 going on 17, has for the last
few years been undergoing what I term an era of revelations. Let me explain. As
educators we are familiar with the cognitive stages. Our children progress through these
stages by making daily connections. When they first start “writing” stick figures are
lucky to get eyes and limbs. Slowly children progress by adding fingers and a nose and
eventually hair. We know a child is truly progressing when they notice eyelashes and
eyebrows. Some children notice sooner than others. I love when a child finally discovers
that everyone has eyelashes. It is truly to them a moment of revelation. An essay in
many ways is a moment of revelation forced into the world and born onto paper. While it
is so easy to go through life being a spectator of others and never quite measuring up to
the models on TV, it is vital for human growth to revel in revelations. Young people are
often unaware that they have lived other lives and their present is the compilation of
these different lives, child, sibling, grandchild, friend, schoolmate, acquaintance, master,
victim, loner, popular, enemy, forgotten, remembered, overlooked, shuffled, bored,
fascinated, curious, uninterested, forlorn, unnoticed, afraid, triumphant, dejected,
disappointed, etc.
It seems to me that the author was hoping for insights when she asked her students to
answer prompt but soon discovered that while students could provide snapshots
something was missing. In order to delve deeper, Horn decided to share Nordan’s essay
first for pleasure and second to steal everything from the author. (A suggestion she stole
from Cohen and Fletcher) I am reminded of Benjamin Franklin. He did the same and
thanks to his personal perseverance our constitution stands as one of the most eloquent
and profound piece of literature.
I love that they first analyzed and completely discussed the various techniques used by
the author in the model essay. I love that the teacher took the time needed to ensue a long
sheltered discussion in which students were able to “brainstorm” and reflect on the
personal significance of the objects before writing. The author then shares masterfully
captured what I will call “thoughtographs” created by her students. She also describes
how they revel in their “best writing ever” about things no one else knows better than
they because they lived it by revisiting the objects of their writing in other content
lessons. While the author ends by saying that her students were successful because they
had literary model, a physically present concrete object, and were allowed to vocally
share their travels to remembrance, I wager to say success was not in being able to
reproduce an extraordinary essay. True success was having the courage to capture a
spiritual expedition.
Am I making any sense? What is our true goal in teaching? Is it giving students the tools
to write a good essay and analyze great literature? Was the success in the words
produced or in the metacognitive expedition? Should we care that students connect with
themselves or is that just icing on top of the cake??? I feel that the great significance of
Horn’s experiment was in allowing students to share and revere universal differences. I
know it sounds like a paradox. I recall someone once saying, “For all their differences
and uniqueness, beneath it all muscle is muscle and bones are bones and everyone’s heart
has to keep it alive.”
As an educator, I would like to remember that concrete personal objects and an
extraordinary model are wonderful catapults to in depth writing. I want to remember that
the classics have touched and will continue to touch our lives because they provide us
with universal truths. I want to remember that we need to respect all students regardless
of our differences. I want to remember that when a child shares a significant object or
“thoughtographs” these need to be treated with reverence because while it may look like
a simple object, it may be to them what “water” was to Helen Keller.
Below you will find the responses to my post with subsequent replies to readers
Forum: Session 7: Journal Article #2
Date: Wed Oct 25 2006 13:12
Author: Gigas, Darcy <dgigas@hotmail.com>
Subject: Re: 7(2) Reading and writing essays about objects of personal significance
-------------------------------------------------------------------------------CelestinaI read a similar article but they used photography. Much like your article the students
used pictures of items, places, or people that were significant in their life. It opened up
the doors of communication at home and helped the teacher better understand where her
students were coming from.
I feel that the true goal of teaching is helping children grow into productive wellknowledgeable citizens of the future. I feel that an important aspect of this goal is to give
students the tools necessary to write a good essay and analyze great literature. Part of this
process is realizing that students do connect with themselves and their past and thier
culture do reflect the type of person they will become. These are all just pieces of the
puzzle.
I like the point you bring up about how the objects the students choose may not be of
significant importance to all students and we must show respect toward them all. This is
also teaching students how to respect diversities in the classroom.
Have you ever had your students bring in significant objects to write about? What were
the results?
Thanks for sharing,
Darcy
Hi Darcy,
Although I have never had students bring in significant objects, I did ask them to share
significant photographs. The project did not work out because sadly enough a lot of
children do not have significant photographs. I am not surprised because as busy as I am
I never have time to take pictures of my own children. In fact for a recent project my five
year old ended up taking a picture when he was maybe seven months. I am really bad
about photographs (really really bad). I know I have a strange significant objects that
served me well as an educator and now occasionally hangs on my daughter’s neck. I
have this antique key and I carried it with my school keys. I remember my students
telling visitors to my class that while one was the key to the future the other held the key
to our past. I do believe that concrete objects are invaluable.
One thought that came to mind as you mentioned the article you read is an idea that has
been knocking around in my head for a while. It is important to have each child keep a
disposable camera in class that will help them record their year. I heard once of a project
in Australia (I think) where a teacher petitioned Fugi films and was awarded a class set of
cameras. The students then set out to photograph the veracity of God? Photographs were
then accompanied by text in the forms of an essay, a poem, or other written text. What
resulted was a magnificent published book. I tried to find the link but try as I might I
couldn’t find it. I hadn’t thought of it in more than five years, no wonder it is gone.
Celestina
Forum: Session 7: Journal Article #2
Date: Thu Oct 26 2006 20:21
Author: Brookby, Valerie <vbrookby@sbcglobal.net>
Subject: Valerie to Celestina
-------------------------------------------------------------------------------What a great article! It immediately had ideas going through my mind for how to use this
strategy in class!
Kids love show and tell in the younger grades! Maybe this could be an extension of show
and tell! Or I have seen "Me Bags" used in many classrooms, and kids love to share their
bags. Seems like an easy extension into writing!
This author seems to have described a very effective way to use concrete objects and
analyzing personal essays as well. Maybe a collection of personal essays could be put in
the classroom library. I would be curious how many of this type book would be available
to use with younger children, but that might work in the upper grades.
In answer to your questions. I think a teacher's job is to give tools to write the great essay
and analyze literature, but I think if we are teaching as we are learning in this course that
metacognition and connection with self will happen! What do you think?
Thanks for sharing!
Valerie
S7a2rr1
To Valerie
I agree. As a matter of fact, I was thinking back to a response Matthew made to you
earlier about professional development. He stated that he was learning so much from this
course to which I wanted to add, only because we are being forced to actually internalize
and reflect on our readings by writing about it. What I love about these discussions is
that we actually have to think before we type and if we write our responses in Word
before we submit, we must reread and reflect again before we submit them for reading.
I love the idea of keeping them in a class library. What with a Kinkos on every corner, I
don’t see why we can’t bind a copy, keep it in the classroom and even use them as
examples of great essays to future classes. Can you already see them taking extra care
knowing that future classes will be using them to learn?
Thanks for a great idea!!
Celestina
I made the following comments to original article posts
To Darcy
The issue of gender equality is an old one and one that may be around for a very very
long time. I too think back to a time when I was in high school and how difficult it was
to deal with the girls and the boys. Personally I was older than most kids having taken
two years out for foreign education so I think I had a slightly different perspective.
Second of all, family finances prevented me from dressing the part which is such an
important part of the girl thing that I didn’t fit in with the girly girls either. To save face,
I was more of a tom-ish boyish girl and therefore didn’t fit in with the boys either nor did
I have any desire to do so.
I agree with Diane who applauds the legislature’s approval of different gender schools.
Of course I don’t think we need to go to different schools but at least let us have all girl
science and math classes. We can insulate them for health and PE but not Math and
Science or literature? Don’t you agree that science and math would have been so much
better if we didn’t have to contend? Maybe not, I can already see some smart aleck
teacher gearing all science for girls to the kitchen. But then again, maybe yes. I did my
final science fair project on the increased probability for microbial infections with
mascara age and sharing. They guys groaned and moaned and I thought they would blow
my poster board down but can you imagine if girls were actually safely allowed to
investigate things of importance to them without certain boys leering and snickering
behind our backs. I tell you what… we might have discovered the cure of cancer by now
if more girls stayed in science classes.
Another thing that I feel is the great equalizer is the uniform thing. Girls are forced to get
their minds off their apparel and guys are forced to notice the brains not the glitter. What
can we do in the absence of both, allow for all same gender group work once in a while
and demand courtesy in the classroom. Courtesy is an employment and life skill needed
by both men and women. Never ever bash men or women in class. Never model gender
superiority or make off-hand gender comments. Never ever allow gender jokes. I repeat
the comment made by our classmate, we wouldn’t allow racial or disability
discrimination or prejudicial comments we cannot by law allow gender, religion, age, job
or interests to slide into our comments. There is no easier way to isolate a student than to
make an offhand comment like “Do you want to be a burger flipper when you grow
up???” or “do you want to be a farm hand when you grow up” and then find out some
kid’s mom works at the fast food joint down the street. I think creating a haven and
classroom atmosphere in our rooms where respect is paramount and courtesy is revered is
the key. I do have one question. Say you didn’t start the year off right for whatever
reason, how can we reclaim lost territory? Am I asking too much? Is it unfair to demand
the disrespected teacher to respect?
What I have done in such a situation is take both kids outside for a second, remind them
that we are a team. Ask them what they could have done different and if they think what
they did was appropriate. I start the year by telling the story of the geese in migration
and I use that thematic analogy over and over and over and over. I also tell them that no
matter what goes on outside the walls of our classroom, our classroom must be safe and
kindness begins with each of them. I ask them if they want to go to another class and
sometimes they do for the afternoon but everyone has the option. I trade a kid with
another teacher and usually my kids want to come back right away but alas they must
wait it out for the afternoon. I arrange it with the other teacher so that that student will not
have fun in the other room (sneaky yes unethical I don’t think so – they get substitute like
work because in essence they are substituting) I might try things differently when I go
back but I have seen it work. I had one student who attempted to trip me when I was like
7 months pregnant. The principal sent her out for three weeks to a fifth grade classroom.
I kid you not she sent me pleading notes at least every other day sometimes as many as
three notes in one day, begging to come back and asking for forgiveness. I accepted her
back at the allotted time as if nothing had happened. I was never her favorite teacher but
she gave me a huge hug at the end of the year and jokingly asked, “Are you going to
follow us to the seventh grade?” We must actively create a room where it is human to
err and where safety and respect for all is paramount.
Celestina
s1a2r1
Hi Valerie,
I must say your article caused me to do some serious thinking. Your author brings up
some very controversial topics such as testing, professionalism, and accountability.
You ask whether we as educators need to be more versed in the current research. My
answer to that is yes but with caution. We know the pendulum is ever shifting; therefore,
we need not jump on the next bandwagon too soon. I too have noticed the obvious attack
on teachers but I will beg to differ there is also an attack on doctors and nurses for that
matter. Who are we kidding, we are a sue happy people and the day someone can figure
out how to sue teachers… well that is going to be one sad day for American education.
To respond to what we need to do.
First of all we need to give up our summers and dedicate them to getting
professional development. Second of all we need to collectively stand up and say no to
preference to Alternative Certification Program students over teachers. A lot of people
don’t know this but ACP students apply to jobs with an assurance of employment
whereas regular teachers have to actually interview and compete for a position. I know it
doesn’t make any sense but I have heard it time and again. I put in my application two
years ago, granted I am not actively trying to get a job (in fact I haven’t even submitted
my transcripts) because I don’t have the time but I have only gotten one call in a year
and a half from the closest school district?? Whereas others who are fresh out of school
with no teaching classes or experience are readily handed over jobs. Why do principals
do this?? Are administrators forcing them or is there some kind of a financial
understanding here. ACP students pay close to $4000 as training fees, is some of that
money funneled back into the school (system)?? Is the school getting a federal kickback
for agreeing to hire ACP teachers??? Who is losing out here??? The kids, the profession
and yeah the ACP student who decides this teaching thing is not really for them.
I want to say I agree with the articles tone of voice only in that as professionals we need
all the wake up calls we can get. We cannot be treated as the true professionals we want
to be treated as until we demand the salary we deserve and we are willing to give up our
summers. I know that really bites – teachers hold summers sacred is what everyone says.
Truth is we waste our summers. Don’t you agree? A lot of professionals also waste
professional development. Who can blame them when no matter how educated or how
trained you are you are still treated like nothing more than a lowly public servant. Let’s
be realistic how many of us respect and honor our neighbor the police officer or the guy
down the street who is a firefighter or even our postmen??? I know I love having a
police officer down the street and my kids call him our police officer. They don’t know
him personally but they love him, but so many kids are brought up thinking cops are the
enemy and so are teachers.
Recently when I told my friend who my son’s English teacher was – well the things I
learned have truly alarmed me. The woman has no self respect!!!! The woman has
crossed so many professional, ethical, and moral lines that if this were the 1880’s, she
would never teach again!! But there she is and I will have to fight tooth and nail to get
my son removed from her room before she kills the writer and reader in him. (And what
message will I be sending my son even without saying a word – that his teacher is an
incompetent. A part of me hates to do this and another part of me hates to see my son’s
creativity and newfound loves trampled.
We also need to do away with tenure….once tenured teachers don’t have to do much of
anything to stay in. What about politics?? The backbiting and nepotism rampant in the
education field rivals that of politics. Our school district is notorious for who you know
or how far away are you coming from so as to assure you are either totally swayable,
isolated, or have no relationship leverage. What about your school district do they
respect the person, the relationships, or the time in? Are politics rampant in your school
district? What do you think we need to do to regain the parent vote?
Sorry to be the bearer of such sad news,
Celestina Amezquita
S7a2r3
Diane,
I am!! I am!! I am!!! Now more than ever I needed to hear this and be reminded of how
important emotional literacy is. I have two teenagers, a pre-teen, a ten and two littles.
While your article is geared at the teen, it applies to all ages. I really needed to hear this
message!! Our family has undergone a stressful situation in which one child’s emotional
literacy was shattered, torn down, and turned upside down in an unsafe school environ. It
became so bad, educational suicide was the only option for my son – he purposely failed
to put distance between himself and his perpetrators. We missed all the signs until he
started coming home with busted lips. Something must be up again because he is starting
to feel corralled again. In addition, I feel that I no longer have an option I must get my
middle schooled out of that classroom. Your post to me has been like a bell tolling take
immediate action. I may have told you that I observed my son’s classroom in action, it
has dawned on me that if Mrs. X could not hold in the venom even in the presence of
parents, she must unleash it with no restraints when unwatched. I will definitely make
sure she gets a copy of this article.
I have often heard teachers bemoaned that they must “parent” with emotional literacy
considered a parenting skill. How unfortunate!!! Like you I agree that it comes with the
territory and you are so right it must start with us!! With so many kids not getting any
emotional training it is no wonder that they are so ill equipped to handle social situations.
I am reminded of the killings in Moses Lake, Washington where a child felt forced to
deal with his emotions, his bullies, and his mother’s emotional abuse by killing innocent
people. At no time has emotional literacy become more important than now. I recently
watched a show on feral children. The documentary focused on children left abandoned
to be raised by animals or raised in isolation. As I watched in horror, a nagging question
bounced around the cavity of my heart, where was the village? Scientists were concerned
with speech development, cognitive development, and the chances of integration into
society. Are feral children like missing stop signs? How many school shootings are
waiting for before we put up a stop sign and put emotional literacy into the curriculum?
I think this list is pretty scary.
http://www2.indystar.com/library/factfiles/crime/school_violence/school_shootings.html
At least half must be 12-16 years old and the list is not inclusive. A young girl was
recently shot outside of a nearby school by a disgruntled admirer while her mother, a
teacher at the school, was finishing up inside. The bell is tolling loud and clear.
Celestina Amezquita
Forum: Session 7: Journal Article #2
Date: Fri Oct 27 2006 18:36
Author: Gifford, Diane <dgifford@staschool.org>
Subject: Re: S7a2r3 Re: Sess. 7, Art. #2 - Emotional Literacy
-------------------------------------------------------------------------------Celestina,
Your message is powerful. I am glad that this article came to you at the right time in your
life, and that you feel the need to act upon it now. I do think that teachers must be
responsible for the emotional literacy within their classrooms, and I am so sorry that your
son has had a teacher who is bitter and hateful. This teacher could make such a difference
in the lives of her students, but she is opting not too. Shame on her!
I hope everything works out for you, and my prayers are with you,
Diane
Booktalk
Nolan
Cynthia
Elicit facts : “Tell us more about. . .”
Listen actively and reflect back: “What I hear you saying. . .”
Interpret: “What I think this means is. . .”
Check in: “Am I getting it right? Is what I’m saying making sense?”
Probe: “Some additional questions I now have for you to think about are. . .”
Connect/Extend: “Ideas this brings to mind for me are . . .”
Elicit response: “What do you think you will so about this situation?:
Return to top
7A1
Riojas-Cortez, M., Flores, B., Smith, HL., and Clark, E.R. Cuentame un cuento [tell me
a story]: Bridging family literacy traditions with Storytelling. Language Arts (81, 1)
pg. 62
I was drawn to this article for various reasons. One being that I believe that until we
bridge the gap between school and family, education will remain something we do to kids
rather than an integral part of life. An old African Proverb states that it takes a village to
raise a child. In this article, the authors invite a group of parents to share their stories.
I am crying because I can remember how scary it is to do something you never have
done. As a seventeen year old and the eldest of seven, we never went to restaurants. Too
many kids and not enough money had deprived me of what it was like to walk into a
restaurant. A dear friend saved up his pennies with the promise that a buffet awaited us.
I had no idea what a buffet was and ate as little as possible. A lot of new parents,
products of the latchkey era, have no idea what it feels like to have someone read you a
story, tell you a story, sing you a song, or even truly converse with you (considering
silence reigns in so many classrooms). It may seem exaggerated but is it really? I met
various parents who went through American schools but never learned to read or write in
English or in Spanish. I can remember my speech teacher telling me that they were fined,
beaten or given detention for speaking in Spanish in public schools. As an elementary
student, I remember the teacher’s aid distinctly whispering “pretend you understand” and
“remember I will loose my job if I speak to you in Spanish.” Native Americans went
through worse. With the proliferation of poverty, one parent homes, and double jobs it is
no wonder that children don’t get to hear stories and are growing up with parents who
don’t tell stories or believe they don’t know how. Basically the authors guide parental
story telling, help parents write stories, help share these stories with a real audience, and
finally publish a compilation of their stories in an effort to discover family literacy
attitudes. It truly is an inspiring article about the profound influence teachers can make in
their communities and in the loves of parents and children. This is done in a five day
session. Of course, the situation is different in that this is a school that embraces
multiculturalism and dual-literacy. This is a school where high parental involvement has
already been established. In addition, the researcher actually valued the rich literacy
knowledge of the Mexican-American families.
What I want to remember is that parents made new discoveries as well as teachers.
Parents learned that telling stories to their children was not as difficult as it seemed, while
teachers learned that the untrained parents were asking high cognitive stimulating
questions. Teachers grew to appreciate “the crucial role they play with the family, not
only with the child. Teachers want the parents to know that they are "critical agents in
their children's educational attainment and achievement."” Teachers also learned that the
stories do not translate directly. Hispanics weaves other elements into their stories that
Americanized stories lack, such as the exaggerated use of onomatopoeia, a moral and a
different kind of ending. In other words, that sometimes the stories flow different in a
first language because story patterns differ. This difference needs to be respected,
incorporated, and appreciated for the child to feel so. Another thing I want to remember
is that many parents may never have taken the time to engage in such an activity until
they had to and therefore could have missed a most important experience. Aside from the
invaluable recommendations for creating (or even interacting) a parent institute, I found
this excerpt invaluable.
One parent's reflection addressed the significance of engaging with children in a creative
and communicative act:
Y el hecho de que compartir par ejemplo aparte de que hayamos inventado o no la
historia, de compartir este momento con nuestros hijos para ellos es muy significativo. Es
muy importante la comunicación directa con el hijo y el papa.
[The fact that we shared, for example, whether we created the story or not, sharing this
moment with our children, it is very significant for them. Direct communication between
parent and child is very important.]
Indeed, storytelling is a social-interactive act that results in the linguistic, cultural, and
cognitive development of the child (Palmer et al., 2000). Storytelling also stimulates
children socially and emotionally as they interact with their parents.
My question is, is this our role??? Should we feel morally obligated to build these kinds
of bridges?? Many school districts, mine included, are taking it upon themselves to
reteach basic education to the adult population. They are receiving instruction in many
subjects from basic education for their GED to ESL classes. Is this enough? Our school
district is also setting up simultaneous tutoring for the enrollees’ children. Is this the
answer?? What should the parameters of our involvement be? Can we effectively
overcome the feeling that we in effect are fraternizing with the enemy? Can we overcome
our need to be the professional and embrace, parent as co-teacher? I have met many a
teacher who considers herself the professional and the parent a simpleton. I am reminded
of Vygotsky’s experiments in which the blond bubble headed over excited moms had
more linguistic effect than the uptight sophisticated professionals? My professor’s
paraphrased words not mine.
The way I understood the article, the authors have undertaken this project because they
believe that family literacy activities can support school literacy practices. Truth is the
steps undertaken to help the parents discover and write down their stories are similar to
the steps we teach our students to undertake when they write their own stories. The
questioning techniques also supported educational objectives. Does empowering and
validating parents empower and validate students? Might this strongly influence and
support our roles as educators? Might we inadvertently cross the line by attempting to
teach parents to parents? What is our true role in creating or strengthening cultural and
linguistic ties? What is your opinion on the matter?
These are the responses I received and my reply posts
Forum: Session 7: Journal Article #1
Date: Wed Oct 25 2006 08:51
Author: Burris, Matthew <trp4661@exchange.uta.edu>
Subject: Re: Cuentame un cuento [tell me a story]
-------------------------------------------------------------------------------Yes it is our role and yes we should feel morally obligated to provide it. As a teacher in
three different school systems, my experience has been that every school has actively
encouraged and provided for parents to be involved. In the private school, where the
tuition was something like 15K a year, we couldn't keep the parents out. They looked at
their children's educations as investments, and they checked on their progress every day
just as they would their stocks. Since then, I've been in large urban schools, and we beg
parents to participate, and they flat-out refuse. I've been told on more than one occasion,
"they're your responsibility when they're at that school... don't ever call me again." That
particular district had a program to feed students and parents in the summers because that
was the best way we could convince them to show up and talk to us.
However, all that doesn't mean we stop trying. Programs like the one you describe are
absolutely necessary in the school/home connection. Programs like this are happening all
over the country, my district has an entire office dedicated to parent-involvement. In my
life, I've never seen a school not beg parents to become involved. From my vantage point,
it's the parents who are not making their children a priority. The question, I think,
becomes: how do we go about changing those priorities? How do we convince parents to
take education seriously? The opportunities abound, but perhaps due to bad experiences
when they were in school, perhaps because they can't speak English, parents do not.
S7a1rr1
Thank you Matt.
I must admit, sometimes I wonder what it is going to take for some parents to become
involved and why they choose not to. I just got a phone call asking me to man a booth at
the school carnival. I usually do but I can’t help but feel a little dirty. I mean I want to
help but the school carnival earns 60 to 70 thousand dollars a year. Why do they only
reach out when they want money??? As a teacher I want parental involvement and as a
parent I want to be asked to be involved in more than just money making ventures which
result in technology my kids are not even allowed to play with. I was talking with a
middle school co-parent and she tells me she has sat in the office for hours waiting for
someone to need a volunteer and it is like she isn’t even there. How do you go about
making your volunteer needs known to parents or what do you actively do to encourage
parental involvement? I imagine that at the high school level parental involvement
opportunities are like tumbleweeds on a dry and airless day in Arizona desert. My own
children have begged me not to come on campus… what is that all about??? Do you
suppose they secretly want me there or are they normal typical highly embarrassable
youth? They don’t want me conferencing with their teachers either. I can’t help but
wonder what other teens think.
Two questions, is it kosher to approach the principal as a teacher with the desire to host a
parent institute? Do you think the principal will listen to a parent who wants to host it?
Are we even legally allowed to do this on campuses?
Should we care what other teachers think or worry that the principal might volunteer
them?
Who should fund the project? The school? The teacher? An outside entity?
Celestina
Forum: Session 7: Journal Article #1
Date: Wed Oct 25 2006 20:47
Author: Goodsite, Barbara <rdbggoodsite@aol.com>
Subject: Response 3 to Celestina
-------------------------------------------------------------------------------Hi Friend,
I agree that we need to bridge the gap between school and family. That’s why one of our
school’s focus is on involving family and community.
I think you are right about ‘silence’ reigns in many classrooms. Sad but true. You can
walk down the hallway and in one room the class will be up moving around in centers,
and the class next door is sitting perfectly quietly in rows working with ‘no’ interaction.
The teachers that don’t allow much interaction, often complain because their class is not
understanding the concept…
I can see this happening – Parents learned that telling stories to their children was not as
difficult as it seemed. I think that more teachers need to appreciate the ‘crucial’ role they
play with the family, not only with the child!
One of my best friends is Kiowa Indian. I have been to many a Pow-Wow! She even
made a shawl for me, so that I could dance with the women. Early every morning one of
the elders would gather the children and tell them a story. After the story the ‘little
rabbits’ as they called the children, would run around and gather any trash that was
overlooked during the dance the right before. They are very thoughtful of their children
and the stories of their culture.
I think it’s good that the district is offering educational classes for the parents. What a
great place for both parents and students learning together. I’ve taught in areas that I had
wished there were classes available for the parents. (One year I taught 5-6 Spanish
parents of my students after school.) If we don’t try to help them, who will? They are the
extension of our students!!! We must support and if possible educate them. It doesn’t
mean that they can come to school and teach, but it does make it where they feel
comfortable in assisting their children in all the homework sent home.
Thanks,
Barbara
S7a1rr2
Barbara
I love that you agree. I would love to find a way to help pave the way and build this
bridge in my community. My husband constantly reminds me that my day will come and
that soon enough I will have nothing better to do. We both have strong plans of serving
community-like missions in the future. He also reminds me that my current mission
aught be to make sure I can at least rally the six I am in charge of by ensuring they see
me as an active parent in schools so that they become active parents when their time
comes.
I have been doing research on violence in schools and it seems to be rampant. I am still
battling what kind of a stance I will take in schools with parental involvement. The
world is becoming so scary for kids and so much of it stems from scary homes and
emotionally illiterate parents, siblings, and other. I remember being warned to never
release a child to a parent without paperwork and yet don’t children constantly get
abducted by wayward parents at schools? I remember being so afraid while conducting
Saturday morning tutoring due to the threat of wayward fathers. One mom even said, "I
hope my husband doesn’t find out or he will drag me out of here, hee, hee, ha, ha".
Maybe she was joking but I had seen the look of fear in her child’s eyes when I made the
comment “Do I need to send a note to you mom or dad?” What do you recommend in
such a situation? I know we want to help but sometimes family dynamics are dangerous.
Do you recommend we try to reach out with administrative support while focusing on
creating a positive and safe classroom climate? I think that may be a great starting point.
Don’t you agree?? If only all kids had the tribal backup of your friend.
Your friend,
Celestina
Forum: Session 7: Journal Article #1
Date: Fri Oct 27 2006 18:42
Author: Goodsite, Barbara <rdbggoodsite@aol.com>
Subject: Back to Celestina
-------------------------------------------------------------------------------Hi there Friend!
I have found that there are 'some parents' that we DON'T need to get involved in what's
going on at school. They tend to get carried away or just don't care! There doesn't seem to
be an even balance... I currently have a little 4th grade boy that comes to school late,
sometimes dirty, always sleepy, and always hungry. Remember, that we're in a new
school building with new houses all around us. He lives in one of these new houses. His
teacher just rips him up one side and another 'every' day. Finally I had figured that she
had NOT put 2+2=4. So two days ago, I went to her and said, "Sometimes we have to
teach the child to be responsbile, because it's obvious that the parent isn't going to or is
unable to. I figure that his mother is working just to make ends meet, so we have to help
him HERE at school. I would like him to walk out your door at the end of the day, and
walk right into my door, so that I can help him BEFORE he ever leaves campus. We have
done this for the last two days. He is starting to feel good about himself, and hopefully
next week he will be able to have recess, because he has NOT had it all week. She stuck
her head in my room last evening and thanked me for helping him. Today she told me
that she had gotten ahold of mom and that she was working two jobs!!! Just what I had
figured!!
I had 3rd grade students that had never had an English speaking teacher before. I had
from August to March to have them ready for the TAAS test. WOW! Did I have to work
hard. Luckily they were the best little girls in the world. We passed, but we spent many
an afternoon tutoring. Our school had reached the Recognized status; therefore, we didn't
receive $$$ for busing, so I made several trips in my Honda Civic taking five students
home at a time. Also that year our school changed from 100% African American to 100%
Hispanic. What a culture shock!
I have always encouraged the parents and the children to maintain their home language,
and made it known that I wish I could speak and write Spanish.
Next week I am receiving a retained 3rd grade ESL girl because they finally tested her,
and she qualifies for special education. The administration has been afraid to retain her
because of being ESL. Since she failed the TAKS Reading three times last year, they had
NO choice but to retain her. I was afraid that her IQ would be too low, and be considered
a slow-learner.
I'm excited about working with her, she is a dear, sweet child. *She had PreK and Kinder
bilingual classes. Then her parents sent her to our school in 1st grade, and she has NOT
progressed in English. I have mixed feelings about children being in Bilingual and NOT
receiving enough English. There's suppossed to be a % of Spanish and a % of English
being taught every day. Some teachers do and some teachers DON'T!
Fort Worth had some great materials that were both Spanish and English. I loved
watching their faces while they listened to the the Spanish version and then the English
version of the book. I wish I had that set NOW! Because the little ESL girl doesn't read
Spanish which I think is very sad and needs to be addressed with her older sisters that are
in high school. She has a very nice family, but Spanish is spoke predominately.
Do you have any books and tapes that are written in English and Spanish?
In reference to the OLE program. I don't know much about the program other than what
the article told me. I will see what I can find and pass it on.
Thanks for your response.
Your friend,
Barbara
Y
My responses to original posts follow
Hi Matt,
Your OUCH statement got me hooked and I simply had to respond. I guess you could
say I was a little alarmed when in a previous post you suggested no Spanish, but then I
felt a little better as I feel a transformation of sorts happening. For instance in another
article, I recall you stating that maybe instructions in Spanish might be beneficial. There
is hope and maybe like you said in another post the best kind of education is happening
by reading the journals and learning from other’s experiences. I hear what you have to
say about instruction in Spain. If I understand correctly, Germany and France teach
foreign languages in a similar manner. What I also understand is that this education is
given in all subjects and simultaneously. For example, Language one all subjects,
afternoons language 2 same subjects (maybe even same lessons) only it is all in Language
2. As American bilingual teachers we are told – “students are so smart the pretty soon
they catch on and stop paying attention in language 2 relying on learning core subjects in
language 1 rather than struggle to learn Language 2. Okay, I understand that (don’t
accept it but it could happen) So what??!!! As far as I am concerned if they learned to
add in language 1 learning to add in language 2 is just icing on top of the cake at least
they learned to add!!! Some day they may want to adopt a second language and when
they do, they will at least be cognitively on level. Isn’t this more important than forcing
kids to learn a language they are not ready for???? I wish some of these administrative
decision makers would care what the child is going through. Some of the kids are
coming from war torn or extremely impoverished countries, their language and culture is
all they have left…..does any of this make sense??? Sometimes giving up your language
is like losing the war all over again. How many kids do you know actually made the
decision to come to America or to move to another school for that matter?
I am reminded of a child in my class who had no business in fourth grade (several for that
matter). This particular child was labeled special ed and her IEP was detailed. I had
never received any kind of special ed training, either. I felt that the gravest problems
were that the child was not special ed simply especially ignored because she was very shy
and very immature. Having been born like August 28, she had barely qualified for
Kinder and well she always lagged behind socially as well as educationally because in
effect she was so much shorter and younger!! Kids hate being labeled anything, special
ed, migrant, anything…. She needed to have repeated 4th grade. Mom and I tried to get
her held back but I was threatened not to bring it up again unless I wanted to personally
be held responsible for the psychological repercussions. Didn’t they care what the
psychological effects were of going to be for “passing” to the next grade without being
ready??? I was told she was receiving the kind of pull out help she needed and
eventually she would “graduate” from her plan but that should be left up to the
professional team and not mom or me.
I wonder if sometimes SPED is not lucking up or out but locking in. I so wish your
fourth question were possible but even with parent advocates the future doesn’t seem to
bright for ELL or mislabeled SPED students.
Thank you for an overall a great post,
Celestina Amezquita
Forum: Session 7: Journal Article #1
Date: Fri Oct 27 2006 10:12
Author: Burris, Matthew <trp4661@exchange.uta.edu>
Subject: Re: s7a1r2 Re: Becoming a reader in a bilingual special ed classroom
-------------------------------------------------------------------------------That last thing you said hit home- it almost always seems like it's more of a locking in.
Simply because we don't want to teach them Spanish. That's not to say that we shouldn't
be placing the most emphasis on learning English, but for crying out loud we can't ignore
the rest of their education! There's just so many conflicting rules.
Barbara,
I love the term social constructivist. Would that more of “us” would think that way. At
answers.com they give numerous definitions. Perhaps my favorite is the version where
“social constructivism contends that categories of knowledge and reality are actively
created by social relationships and interactions”. This particular definition I think really
goes with your article post. I couldn’t resist and I had to read Matthew’s interpretation.
Diego’s story of failure demonstrates how the lack of social relationships and interactions
kept his mind in a dark age. How is one to learn in isolation! A child has to have a very
tenacious spirit to not give up. I think back to my early childhood education. I remember
not understanding a thing. In fact, sometimes when I walk into HEB and I happen to be
in the “ethnic” aisle, I can still remember what if felt like. I have an acquaintance who is
from China. A professor from our church realized that she was attending but not
understanding. He went out of his way to help her meet other Chinese Americans
because he realized she felt isolated. If adults feel isolated, shouldn’t kids???
Personally, I feel that no child who is not special ed should be so labeled. I have heard to
many times how kids who desperately need help go undetected, and unhelped, until right
before the TAKS test and then suddenly the wheels start turning and badabing badaboom
the kids is special ed. I have also seen some less than ethical variations of the special ed
program. In my first year, I swear the special ed teachers did not help the kids, the room
was staffed with three aids who did the work. By doing the work, I mean doing the kid’s
assignments, taking the children’s test, and providing the answer’s to all the assignments.
I never thought that was helpful. On the other hand, said Resourced certified teacher
spent the bulk of the time doing paperwork. In other words, if the program is going to be
run like an enrichment class like the one described in the article, then let’s get them
classified. If the program is going to be a reductionist program, then let’s not handicap
them by labeling them.
To respond to your question about whether it would be possible to design school
structures and classrooms that would meet Diego’s language and literacy needs without
the expensive special education referral, assessment, diagnosis, and placement
procedures? I want to say, yes!!! Unfortunately, ignorance prevails. Not only do we
have to contend with trying to convince professionals that bilingualism is the best
possible route, we also have to convince the parents. Too many parents strongly believe
that the only way their child is going to learn English is by drowning them in English.
This is one issue where parents and teachers agree thereby securing instead the demise of
bilingualism and road blocking education.
Once again thank you for the inspiration,
Celestina
Forum: Session 7: Journal Article #1
Date: Fri Oct 27 2006 19:10
Author: Goodsite, Barbara <rdbggoodsite@aol.com>
Subject: Back to Celestina
-------------------------------------------------------------------------------Dear Friend,
I was reading your response to me and then I read your response back to my response...
are you confused yet?
I wrote to you, but posted it with the 'wrong' article.
Look under your posting.
Sorry,
Barbara
Forum: Session 7: Journal Article #1
Date: Fri Oct 27 2006 21:43
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: Back to Celestina
-------------------------------------------------------------------------------I got it. 10-4 Over and out Good Buddy. Transmission loud and clear!!!
Celeste
Hi Diane,
Originally I had planned to respond to Valerie but I inadvertently clicked on yours and
here I am. Wow! What a powerful post! I like too had never thought about hypertextual
writing or to the why for Post modernistic writings. However, as I read your post I
realized that as a parent, I taught my 2nd born to read with a’la hypertextual. Allow me to
explain and correct me if I am wrong. When my son was three years old, I realized he
was reading… semi trucks, signs, labels. Immediately, I set about collecting logos. My
son had no problem reading logos. Would you consider reading logos reading???? In
my unprofessionally trained mind I did. What started out as a poster board ended up as
flashcards and eventually a bulletin board (I owned a salvaged bulletin board that was 4
by 8 feet) covered in logos? It has been over 10 years and I had totally forgotten!!!
Anyway, it did not work for my next son (I did not know he had visual, linguistic, and
auditory problems) so I abandoned the practice thinking it was a fluke.
I believe that (and it is only my opinion) that Scieska is simply doing for the written word
what Carle did for the pictures. I also believe that this postmodernistic wave is also due
to the novelty of randomness. I can see the value of this hypertextual medium in helping
children bridge from authentic sight words to the written word and back again. I can also
see it as helping strengthen eye-page coordination. I myself find some hypertextual
books to be thoroughly engaging. I can always go back and find something new that I
had not noticed before. In reference to hypertextual writing, in search for a more
concrete definition, I searched what I consider to be the best example of hypertextual
reading and writing. Are you familiar with Answers.com? It defines:
hypertextuality as a postmodern theory of the inter-connectedness of all literary works
and their interpretation.
The prefix 'hyper' is derived from the Greek 'above, beyond or oustide'. Hence hypertext
has come to describe a text which provides a network of links to other texts that are
'outside, beyond and above itself'. That is definitely what Answers.com is. I can
certainly see children webmaster’s creating some fantastic hypertextual writing (again
they are doing this on myspace already)
Do you suppose this idea of linking and networking is what has prompted the movement
adopted by our beloved Scieszka? My other theory is that they guy must have had a great
decoupage influence in his life and that catapulted onto the page. (Have you been to his
guysread.com page?)
Of course as one of six boys he probably had plenty of inspiration. A Google search
confirms my suspicions, the guy claims to have over five hundred influences… see
http://www-personal.ksu.edu/~aec8484/biography.html
Personally, I think there is plenty of room for postmodernism. However, if we are going
to teach our kids littlest kids to write like this we are going to either get some real
creative work or we are going to have well trained ransom note writers. LOL.
Celestina
Forum: Session 7: Journal Article #1
Date: Fri Oct 27 2006 17:39
Author: Gifford, Diane <dgifford@staschool.org>
Subject: Re: s7a1r1 Re: Sess. 7, Art #1 - Hypertextual Reading and Writing
-------------------------------------------------------------------------------Hi Celestina,
Okay, Cheryl recommended that I go to guysread.com, and it is a hoot. That is exactly the
kind of site that boys needs. It gets them thinking about reading, and because the site is so
hypertextual in such a funny way, it is very engaging. Scieszka not only understands the
"coolness" of hypertextualism, he knows how to get boys attention.
I really like your story about how you used hypertextual print to help your son learn to
read. Again, he was interested and that was the key. I wonder if you could attibute his
interest in learning to the fact that the print was hypertextual. That would make a
fascinating research study!
In our hypertextual world, we do have to expose students to this form of reading and
writing. However, I still must support the more traditional writing program. Students
must learn to write in a clear and linear way in order to flourish in school and in life. That
is not to say that hypertextualism is wrong. It is just another form of expression, and that
is good.
Have a great weekend,
Diane
Return to top
Booktalk Session 7 Chapter 12
To begin with I regret that this chapter was not available to me when I first started
teaching and subsequently I am grateful for the reminder for when I do start teaching
again. D. Rey Reutzel does a great job defining the pros and cons of different kinds of
groups, effective strategies, and even some examples of appropriate activities in which to
apply them.
In reference to what do I see that might be engaging to many different students, although
literature circles seem like a wonderful activity, perhaps it is step number 8 on page 251
that I feel might stimulate the educational juices of most circle participants (unless, they
are stuck in a group with children who can’t make up their mind or have very strong
differences. In a previous session, freedom of choice and multi-genre projects have
argued and won their cases. Jigsaw groups seem thought provoking as well as engaging
as students do love to compare with each other. Even I love reading the posts of other
students on an article I have read because it allows me to see the article from another
perspective.
Another activity that might engage numerous students is that of listening and recording
their own reading. Children find it so amusing to hear their own voices. I can imagine
that hearing others enjoying their readings must be almost as gratifying as having others
read their writings (262). By far the most engaging just might be that of Sharing time,
even a favorite with me (262).
What do I see that might meet more than one learning modality?
I found the idea of using problem solving/project groups a most effective way in which
to engage different kinds of learning modalities. I know that all children need exposure
to teaching in all modalities but who is to say placing a kinetic child in a group with other
kinetics who in turn choose to repeatedly engage in puppetry or reader’s theater is not
equally benefiting? Such projects might greatly benefit not only the kinetics but the
visuals and the auditory. Of course we don’t want to limit a group to only visuals or only
kinetic or only eclectics, but then again that is where dynamic grouping comes into play.
Although it would appear that this next comment has little to do with modality teaching,
on page 258, the author states that he “cannot emphasize enough the importance of
providing students with direct, explicit, instruction.” How often do we really think about
giving direct, explicit instruction in meaningful terms to all our students of varying
linguistic, literary, cognitive, and modality levels. In a previous reader response, Matthew
shared how he challenges students teach him a lesson by allowing them to be teacher to
his being a student. I think it is fascinating that we often try to teach the way we learn
best. For example, I love to teach my son by creating vocal pictures. When the problem
states, “Ben has four boxes and 24 books but can only put 10 books in each box. How
many boxes does Ben use?” I immediately go about describing Ben, his apparel and the
way he brushes the hair off of his face, but it keeps slipping into his eyes. I describe the
broken beaten up boxes that were once wet by accident because Ben left them in the front
porch on a cold and rainy morning. I go into detail about some of the books Ben is
sorting into boxes. I ask him how he would go about sorting the books.” In exasperation,
he languishes on the sofa and says just tell me how to do the problem!! Okay so we learn
differently. Now I just have him draw me a picture because I know he is a different kind
of visual. (And I notice that Ben is drawn with the hair sticking straight up on his head!)
In other words, make sure the instructions are reaching all kids at all levels. Any
suggestion on how?
What do you wonder about with respect to equity (in regard to what you’ve read in the
chapters?
I feel a lot of strides can be made in reference to equity if we pay close attention to the
pros and cons of ability grouping and whole-class instruction. The reign of inequality
and the perpetuation of academic castes must end. No longer can we afford to continue
segregating students by what we judge to be their ability. Maybe it is simply not so
important to Billy to learn to decode just right now and drill truly will become kill his
waning interest in learning to read. Maybe Billy is intent on understanding the sounds
because he is deprived of authentic sounds at home, sounds that repeated flashes of a card
simply do not replace. Maybe Mary is too enchanted noticing the differences in font or
the artistic medium the illustrator has chosen to interpret this particular story to care
whether this is a high frequency word or whether the sound of the a is long or short? In
this regards dynamic grouping in effect might meet the interest needs of many children or
not (256) Moreover, flexible grouping strongly based on familiar instructional routines in
a well-organized classroom with an occasional mind spritz can do wonders to not only
create a sense of security for all but provide the roots children need for their academic
wings to become strengthened (257). When we actively set out to engage our students in
actively creating not a classroom of groups but a classroom community, we in effect
create equity where all students can thrive.
What might support/hinder the ELL? What might support/hinder the needs of Special
students?
While whole-class instruction would seem the opponent to individualized grouping, I
appreciate the fact that the author takes time to point out its qualities. I feel that in
particular whole-class instruction may to a certain degree support the needs of ELL and
Special needs students in that it does not isolate them from the rest of the group. While I
don’t advocate an all day whole- class grouping, I can see how using whole group
instruction to shield learners from within a community while not engaging fosters safe
learning. In addition, it allows for the feeling of a communal meeting place. Nothing is
more frustrating that knowing that group A received less than group E simply because by
the end of the day, I have had time to reflect and improve on the mini-lesson or the even
the illustrative examples with each progressive group. It is kind of like the little spoken
of truth – we are better experienced parents for child number four than we ever were to
child number one (we are also more economically able to give them more things which
may mess them up more). In order to support ELL and special needs students, I would
attempt to make them the ones who receive the instruction somewhere in the middle.
This way they might benefit from my experienced mini-lesson before I get to the point
where I assume they surely heard it already. Aside from this, I would make sure that
multicultural books, Spanish books and bilingual books find their way into all groups to
facilitate the learning of ELL students. In regards to the needs of special students, I don’t
see the author giving much mention or providing much information for them either. Any
ideas on what kinds of grouping works best for children of special needs? In fact, I feel
inclined to ask does all this moving from group to group even seem fair or feasible for
special needs children???
In reference to bias in the language used in the assignments discussed in the chapter, I do
want to point out that while Reutzel seems partial to dynamic grouping and flexible
grouping and I don’t blame him. After reading Brenda Miller Power’s article titled
Leveled: Fiction that could one day be true found in Language Arts (81,1) I too can see
the importance of being very careful with pegging children in leveled reading group. As
a kindergartener, I was stuck in a group with Danny and Juan Manuel. We were all
monolingual Spanish speakers and relegated to what appeared to be the non-reading
group. I hated it. I remember longingly looking and listening to the other groups to the
point of distraction. As our new puppy dog sleeps curled up by my feet, he reminds me
of Danny always quietly napping on his arms. We sat in the corner coloring mindless
pictures and copying words over and over again while other groups got all the praise and
all the fun activities. In eight grade, I was condemned to level 3. By the end of the year,
I had begged and demanded my way up to honors classes but I worry about kids like
Danny bored beyond belief but content with being ignored. I will say that I fully agree
with what I expect Matthew is going to pick up on right away, there is certainly a lack of
addressing the needs of special students and even ELL students in all the discussion. The
discussion highlights the needs of “normal”
Elementary readers and sort of ignores the high school and middle school students needs
also. As an afterthought, perhaps the article needed to have been titled Organizing
Effective Literacy Instruction for the Early Elementary Classroom.
I do have a few questions lingering and bouncing off selective neurons. First of all, is
that really an accurate definition of guided reading? Is there really little room if any for
“the use of recognized literature of enduring quality? What do you do with the children
who have not had “ample opportunities to listen to stories, poems, songs, and so on” and
who determines what is ample opportunity? Is there a graduation out of guided reading?
(page 257) Other questions knocking about up there are: has anyone tried this workshop
time with 15 minute intervals for individual blocks and has it really worked for you? I
know that “littles” have short attention spans but I have seen mine engage in activities
that take up to an hour. If they are in guided reading, isn’t it because they have difficulty
reading and if they have difficulty reading are they going to be able to independently,
even with excellent explicit instructions, perform in centers designed for all children or
are we going to have to create and group centers according to ability?
My follow up responses to classmates alongside their posts – I figured that if I only
included my responses then I was only providing half the discussion and you probably
would benefit most from the whole discussion…
S7bcrr1
Forum: Session 7 Book Club
Date: Fri Oct 27 2006 15:10
Author: Harris, Cheryl <cah8424@exchange.uta.edu>
Subject: Cheryl to Celestina
-------------------------------------------------------------------------------Hi Celestina!
Thanks for your comment about how the chapter should be retitled--as a high school
teacher, I felt pretty invisible when I was reading it. We use grouping a lot in secondary
school, though not as often as in elementary school. I do feel disappointed, though, that
so much of what we are reading is very specifically targeted to elementary.
You ask if all that moving would be a lot to ask of special needs students. I think it
depends on the student and his or her particular needs. I know some students who don't
transition well, so for them, it would be an ordeal. But then again, there are many
students who don't maintain focus for very long, so changing up activities is great for
them. I think it's all a balancing act.
Thanks for sharing your personal connection to the chapter. You've certainly come a long
way!
Cheryl
Hi Cheryl,
You mention that while high school teachers do make use of group work it is not as often
as the elementary classroom. Why do you suppose that is? Thinking back on my own
experience, I am tempted to say that the desks have something to do with it. Lab work
could often be done in groups though and that was quite beneficial. I recall working in
groups in English class and Speech as well but I also remember how much trouble it was
just trying to manipulate desks. Do you find it easy or difficult to schedule time in
libraries? When you do schedule time in libraries do you find the kids wander??
I have another question. Down here we ability group high school kids as either standard,
college prep, advanced placement, pre-advanced placement and vocational. Once you get
pegged into a group well it becomes difficult to move up or down. Every year my
daughter begs and petitions teachers, counselors, and us to move her up to advanced
placement and every year we have to move her back down because the “teaching” is so
different you will be lost in another level for lack of skills. It pains me that she feels she
is in an inferior group! It pains me that she is not getting the same education or training!!
All I can do is hope college won’t be the same,
Celestina
Did I ever tell you I was a migrant too? My grandfather, God rest his soul, use to tell us
that too much reading turned our brains to mush and if we weren't careful it would just
ooze out at night. I loved him dearly but good thing I never believed it ( okay so maybe I
did stuff my ears with cotton a few nights and took extra care to sleep on my back but
eventually I decided reading was worth it.)
Forum: Session 7 Book Club
Date: Fri Oct 27 2006 18:58
Author: Harrison, Cynthia <timandcindyh@verizon.net>
Subject: Re: 7 To Celestina Booktalk Chapter 12
--------------------------------------------------------------------------------
OK, that is so awful what happened to you in your early school career. Being put in the
non-reading group and then placed in a class well below your academic capabilities.
These are the things that should make up malpractice law suits! Sometimes I think there's
a certain group of teachers that have an elitist attitude. This "I'm the teacher, I know
more, I'm better than you" attitude. Did these people forget that they went, or were
supposed to go into the filed of education to educate. This means teach children so that
they can learn, acquire knowledge, recognize their potential, and help them achieve
success. It's NOT a teacher's job or place to belittle a student, hinder their learning or
deny them academic success!
I am totally outraged by the lack of attention, compassion, and teaching that you, Danny,
and Juan received. It was a wonderful thing that you had the drive, desire, and passion for
learning and success in you like you do. But, Danny may have too. Maybe he really
wasn't content being ignored maybe he "learned" that's all he was capable of through the
lack of teaching and educational challenges that were provided for him. Maybe Danny
was once full of potential and promise and "Mrs. You Don't Speak English" squelched
his future success. Shame on the teachers that refuse to learn, grow,and adapt to meet the
needs of their current student population.
Thanks for sharing such personal connections and really make it clear why it's imperative
to group children in a flexible, heterogeneous way.
Cindy
Hi Cindy,
Don’t encourage me. You don’t how many nights I have lain awake thinking if only a
lawsuit could ensure that the things that happened to me as never happen to a child again!
But I couldn’t even protect my own child from the ordeal administrators put him through!
Maybe a couple of hundred lawsuits could make a difference but I doubt it. Unfortunately
I don’t think I could stand it. I have worked to hard to think I have overcome that I don’t
think I could muster having to face my ghosts. Truth is I do so wish something could be
done to discourage and stop teachers who give good teachers a bad name. Someone once
told me that I would be amazed how many people go into to teaching for love of the
power.
Now that I think about it you could be so right about Danny. I remember at first he was
always the first among us to finish our worksheets so he could go out to play. Towards
the end of the school year I recall, I was doing his worksheets because he had become
completely uninterested in school. I remember thinking I will never forget his name – I
copied it so many times but his last name escapes me. I can’t believe it’s been 33 years
since I was in kindergarten. Where did time fly!!! What could possibly be done to help
ensure teachers see kids for what they really are: adults in training? Childhood is but a
fleeting moment. Do you think accountability will be increased or decreased if more
schools adopted team teaching?
Thanks again for your response,
Celestina
My responses to original posts
Diane
As I was reading you post I was able to reconsider many things that I failed to notice for
instance I had failed to notice the time frame for the PGLW was almost three hours long.
This reminds me of a comment my husband made yesterday. My son forgot his backpack
in the van and I promised that on our way to Reynosa, we would drop if off between 1st
and 2nd period. It was 8:44 and as I ran into the building I said, ‘Honey, the second
period bell is about to ring” He proceeded to “convince” me that schools were wasting
kids time if they thought they could teach a real lesson in 35-40 minutes. Reality is that is
about what we can dedicate to one subject- excepting ELA and Math Elicit facts but what
I hear you saying is so true. Where are we supposed to find the time to include each of
these groups if we only have a short one and a half hours to teach ELA? I can only think
of dovetailing but even then I don’t think we can do that every single day? Have you got
any other suggestions?
You mention that working in a group setting allows children to gain from the gifts of
others. What I hear you saying is that when students are allowed to work as a team they
can grow from each other. Some additional questions I have for you are what do you
recommend we do with students who are slackers and have absolutely no interest in
learning from or contributing to group work? Do you suppose some kids just don’t like
groups? I often hated working in groups. In fact, I preferred to get a lower grade but let
it be all mine than to have to carry dead weight and share my hard earned grade. Is what
I am saying making any sense?
When you say that students are not going to have to guess what is going to happen next,
what I think this means is that routines create safety. Recently my husband asked my son
where his socks were, only to have him blurt out in tears. “I don’t know where they are!!
Mom is always moving them around and hiding them!” Not knowing what is going to
happen next can be traumatizing for children. Am I getting it right?? Is a schedule more
than just a plan? Ideas this brings to mind are the need to post our schedule and to remain
focused on staying within the limits. I am also tempted to say that disregarding the
schedule is like breaking our own rules. We shouldn’t do it without at least consulting
and letting the students have some say in the decision. To not give them say, could be
interpreted as disrespectful? I don’t know about you but I hate it when my husband
changes plans at the last minute.
In regards as to how this can help kids who are not in Honors classes, I want to mention
something someone said to me many years ago. (Reminds me that I need to actively do
research on GT traits for that matter) GT students are said to be very sympathetic and
highly empathetic. Genius denied states that these kids have among other things unusual
intensity and depth of feeling, a high degree of emotional sensitivity, highly developed
morals and ethics and early concern for moral and existential issues, unusual and early
insight into social and moral issues, an ability to empathetically understand and relate to
ideas and other people, and even a need for the world to be logical and fair. (direct quotes
from http://www.geniusdenied.com/articles/Record.aspx?NavID=13_13&rid=11100 )
doesn’t it seem fair to assume that given proper guidance and encouragement, these same
kids couldn’t come up with a plan to “pair” up with regular kids and help them? It might
be worth a try.
Celestina
Hi Nolan,
What I hear you saying is that you support the use of whole group instruction. As I read
your post I got to thinking about how most people consider whole group instruction to be
teacher led. I agree that while whole group instruction can reach all students at the same
time, I think back to lessons I have prepared in which I attempted to reach all modalities
and ended up feeling like I had reached no one. Just last night I tried creating a meal that
might engage all diners and again someone always complains that I make always forget
they hate this or can’t tolerate that. Am I making any sense? Tell me more about your
plans to reach all modalities? I can see using whole group as a social community time.
Are you suggesting we give like a company overview then each group break out into
their own learning communities and carry out the educational order of the day? Is that
what you mean when you say that teacher, students, or class can prime the class?
I like the way you lead up to and remind is of the gradual release of power. Is that what
you mean by prime the class?
I found your comments on homogenous grouping interesting to say the least. I too have
always been told to mix them up so they grow from each other. Like you I guess I will
have to do some of my own researching into the matter and a lot of observation. On the
one hand didn’t they suggest literacy circles be about homogeneous interest grouping but
that guided reading be about ability grouping? What grades are you planning on
teaching and which kind of grouping do plan on incorporating?
Celestina
To Barbara,
While at first mention of Mrs. Songi’s class threw me off, I actually thought we had
different books there for a minute, I realize that when I read the vignette, I was so busy
mentally walking through the lady’s class that I never focused on her name. Isn’t that the
funniest thing? Anyway, right off the back I have a question for you. Why does the book
not tell us what is in the 20 plastic trays??? Are the trays the same ones mentioned later
where for the child to store things on? Just curious??? This brings to mind my brother’s
first grade teacher, Mrs. Ford (I loved her last name it sounded so American built!!), back
in 1978 she had this giant tray holder. Students were allowed a tray to store papers and
such. In the top trays she kept these ready to use center like activities. Kids loved using
them. I have never seen the tray system since then.
You mention that it is so important to have the right mixture of student’s in each group.
Tell me more about how we can decide what the right mixture of children entails? What
I think this means is children who are all interested in the same things or children who
learn the same such as kinetically? Then I thought maybe we could group them by
children who don’t share commonalities so that they can compliment each others talents
or lack of. I did some pretty wild and creative grouping my first year as a teacher. All
the shorties over here, all the long haired ones over here, all the kids with braces, all the
kids whose last names end in z, all the kids who like gel toothpaste, well I was new I had
no idea what I was doing only that something had to be done –plus we were working with
Venn diagrams and got some very interesting combinations. Do I make any sense?? I
won’t do that again at least not for grouping!! I am thinking that pulling Popsicle sticks
out of a jar is also not the right way to do to select groups. Am I right in thinking it is
going to take some very serious planning?
I hear you saying that the book refuses to come out and recommend no ability grouping
on account so many blue ribbon schools are still coming out ahead. I read that. I wonder
what it all means. Why would it be so bad and yet still be used effectively in so many
schools?? Do you really think that teachers really roll their eyes and skill drill the kids
who are having the most difficulty? Do you suppose maybe the blue ribbon schools are
the ones that don’t relegate more needy children to dead end groups but use those ability
groups to enrich and build up reading skills? This brings to mind the instances in which I
have seen both kinds of tutoring. On the one hand some teachers take this opportunity to
share brand new worksheets and on the other hand, teachers taking tutoring or ability
grouping to enrich. You probably work with groups all day, do you ability group? Tell
me more about what kinds of grouping works best in a reading class. I also want to
know, do you really have time to do literature circles in a reading resource classroom?
Didn’t you mention in an earlier post that you do a lot of heterogeneous grouping with
different age levels? I wonder why the book failed to mention those kinds of grouping?
Loved your website!!!!
Celestina
Return to top
Session 6 Article 1
Swope, S. Chapbooks: Making old-fashioned books the new-fangled way.
Voices From the Middle, 8(1), 2000. pg. 48-54.
Simply amazing! When I first read this article, I was in tears. These were tears of joy.
For the longest time, I have envisioned what it must be like for students to see their own
words, thoughts, dreams, aspirations, reflections, efforts, and brainchildren in actual
print. What a powerful message that must be. As I read, the article I was reminded of
one of my favorite picture books of all time and I will take this opportunity to
recommend it, Dennis Vollmer’s Joshua Disobeys. Dennis was a 6 year old 1st grader
when he wrote and illustrated this book.
To summarize, Swope, who worked for Chapbooks.com at the time describes in full
detail the wonders and joy of watching and helping his students and hundreds of others
publish high quality paperback chapbooks. He not only describes his classrooms
experience but specifically mentions the experience of several other classrooms full of
awe and wonderstrucken students bitten by the publishing bug. From this article I want
to remember not only the importance of writing for a live audience but also the joy of
sharing in watching a child grow as he/she sees his words in print and being read by
others. The author begins by describing his experience with 27 kids from 21 nationalities
publishing one book. I did a little research on our author here and he has taken that
experience and written a teacher manual titled I am a Pencil. His experience with those
27 children was so wonderful that a new publishing company was born.
He then describes the experience of Wyhe’s Alaskan class and the impact one book had
on a middle school and a community. A Manhattan middle school teacher claimed that
the most powerful aspect of student publishing was the effect it has on bonding between
parents and teens. Still another class in students were motivated to publish a textbook
aimed at helping beginning Poetry readers. The author then goes on to discuss the most
important aspect of student publishing is not the quality or even the cost but instead it is
the message that student work becomes a part of everything that was ever written because
it too has knowledge.
As a parent I witnessed a transformation in my own daughter when at the age of 11 she
was invited to publish her own book. The group had adapted David Melton methodology
and wonderful works of art were created unfortunately the book remains on our shelf and
our family is a mere audience of eight. On the other hand, Dennis’s book is now going
into its 20th year in print and still going strong. Of course few works will be so widely
published. It is possible that few first graders will surpass or come near to breaking a
record that has held for this long even in world records. Nonetheless, it is obvious that
student publication has its place, and a very powerful one at that, in the teaching of
writing as a relevant and real act of communication. Having had a few poems published
in the literary publication of my high school, I can attest to the power of seeing your
words in print. While I had written hundreds of poems and thrown that many away,
seeing my own words in print planted a seed that may yet germinate. Children need to
know that writing is a real act of communication and be afforded the opportunity of see
that their thoughts, words, and work are invaluable and worthy of attention.
I read numerous articles in this issue before I settled on this one and they all seem to
reiterate this message. My fourth grade son came home the other day with a flyer
inviting me to buy his class book. I jumped at the idea. How exciting it will be for him.
Already this boy who hated writing, can be found scribbling notes at the oddest of times.
Every year we purchase a year book for our children with yearbooks running from $25
for elementary and $50-60 for junior high and high school simply because their picture is
in their. How much more valuable a yearbook would be if instead of focusing on simply
pictures, we could sneak in student writing samples. One of my poems was published in
my senior yearbook but oversight denied me the credit. Several of my teachers and the
editor of the S’Drac: Student Collected Poems presented the poem to the year book chair.
They had a hard time locating me because I used a pseudonym. I loved to write but felt
inadequate, unconfident, and perhaps somewhat invisible hence a nom de plume behind
which to continue hiding. I would that no child be afraid of publishing their work and
claiming authorship.
Being unable to contain my excitement, I quickly sought the mentioned publisher’s
website only to have my search end in disappointment. Upon googling for over an hour,
I found Swope’s website and an autobiographical section revealed the unfortunate demise
of Chapman.com. My joy turned to sadness when I read Swope’s testimony. He states,
“I spent two years helping to found an ill-fated but terrific website, Chapbooks.com,
which made it possible for teachers (and anyone without access to publishers) to easily
and inexpensively publish their students' writing in real books, using the Internet.
Thousands of beautiful books were published by teachers, but the website failed, a victim
of the dotcom disaster.” I am sure all hope is not lost. I personally could find no other
website that does what they used to do but at least I know my son’s teacher has found
such a place. I will pass the info along as soon as I get the chance. If you want to learn
more about Swope’s methodology and philosophy or even about his soon to become a
Robin William’s film children’s book visit his website at
http://www.samswope.org/bio.htm
Celestina Amezquita
Forum: Session 6: Journal Article #1
Date: Thu Oct 19 2006 00:16
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: S6A2 Chapbooks: Making old-fashioned books the new-fangled way
-------------------------------------------------------------------------------Last night as I was nodding off, it suddenly occured to me that for all my connecting and
summarizing, I had somehow left off the questioning.
Have you ever used actual children written literarture in class??
Do you know of any other company that publishes student work?
Do you feel that the selling of student chapbooks somehow corrupts the process?
Should publications be kept in class?
How do you protect child identity?? or Can we legally put a child's name on a
publication??? How safe is that???
What is your opinion about student produced chapbooks vs. commercially produced
chapbooks?
Forum: Session 6: Journal Article #1
Date: Thu Oct 19 2006 15:54
Author: Goodsite, Barbara <rdbggoodsite@aol.com>
Subject: Response 3 to Celestina
-------------------------------------------------------------------------------Hello my friend, Celestina,
Great minds think alike! I was going to write about this article, too. I located another
article quickly, because I knew that you would do such a wonderful job telling about it!
I think it would be ‘neat’ to work in a place like Chapbooks. I have always enjoyed
reading the children’s’ books, but listening to them read and watching them share their
books with the class is even better!
Can we get some ‘publishing bugs’ to take a little bite out of teachers?
I’m thinking that they need a ‘little nudge’ to take their students writing to the point of
publishing.
What do you think?
I need to take a look at Swope’s book, “I am a Pencil”.
Did you find it listed for sale on line?
The teacher from Manhattan had a great idea, but probably didn’t think that it would turn
out to be such a great connection for those teens and their parents. That’s a tough age for
parents and teens to be on the same page, so to speak.
Pubic schools are always trying to find ways to link with the community. The Alaskan
class did just that! Maybe we need to take their lead??
What do you think?
Get online and locate places that publish children’s work.
Take your daughter’s book off the shelf! Take and get it published. There are places, just
like the one mentioned in the article, which publish children’s books. Fort Worth ISD had
invited an author, a young gentleman, to visit the elementary schools. He had children’s
books published. I bought several of the children’s books. When I locate one of them I’ll
send you the publishing company. Keep the faith! Sad to hear that Chapbooks is no
longer available.
When you’re finished doing that, take your own writings and get them all together. Write
and ask different places how to go about getting yours published.
I agree that writing is one of the many ways that we communicate. Some of us are better
than others at putting it on paper. “You” are better at putting it on paper! I’m not! I will
gladly read your work!
Thanks,
Barbara
Response to Barbara,
Oh no you don’t!!! I had to read this post several times to actually get it. Are you
suggesting me??? Am I understanding correctly, I should get bit by the bug?? At first I
was puzzled but you are nudging me aren’t you??? You make me smile. You make me
hope. Thank you!!! I am reminded of another children’s book that is so special.
http://www.amazon.com/Flap-Your-Wings-Beginner-Books/dp/0375802436
This book is adorable!!! Are you familiar with the story line?? I don’t want to give it
away and I know you won’t have time to read it anytime soon, but it is a very easy reader
so put it on one of your kid’s list and think of me.
You are an inspiration in more ways than one!!! Thank you!
Forum: Session 6: Journal Article #1
Date: Thu Oct 19 2006 17:26
Author: Hirtle, Jeannine <jhirtle@uta.edu>
Subject: Re: S6A2 Chapbooks: Making old-fashioned books the new-fangled way
-------------------------------------------------------------------------------Celestina,
What a profoundly beautiful response. I felt each of your emotions as you so poignantly
desribed them! What a writer you are!!!!
I did NOT know the chapbook site had gone down, but the chapbook concept, you can
still do using the old fashioned method! And there are many places that publish or help
hard bind children's books!
Thanks for sharing the web site and you inspire me (once again) to set up a forum where
we can post our favorite web sites and share with each other!
Thanks
A1RR2
You inspired me to go on a web quest and I did find a few. I hope it doesn’t cost me a
late assignment but I did find a few. I am skeptical though. I get edgy when people ask
for personal information prior to telling you the full price of things but I will keep
looking. So far I have found
http://www.studentales.com/studentales_classroom_faq.htm
and
http://www.lulu.com/help/index.php?fSymbol=ordering_faq this one seems to have a lot
of hidden costs
A1 Responses
Forum: Session 6: Journal Article #1
Date: Fri Oct 20 2006 18:25
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: Prior to Publication
-------------------------------------------------------------------------------Hi Valerie,
I am responding to your article because I simply enjoy reading another’s take on an
article I have digested. I too have seen some not so coherent cutesy stuff posted on
bulletin boards that make me wonder??? Oh let’s be honest, I have posted stuff on
bulletin boards that made me wonder??? I have seen kids try to get away with letter
butchery to some degree or another but I can’t say that I ever saw (I am jingling the
Jumbo the elephant fly song in my head as I write) that it was not worth it. Okay so my
grammar didn’t quite bend the way I wanted it too, but time can be a pressure point.
When we make the final product a last minute has to be done now because everyones’s
parents are coming and the principal is going to want to make sure you fourth graders
have something special on display that is written coherently, well it isn’t going to happen.
I agree that children need to know so much more before they can actually publish their
best but I also agree that your best will never really improve until you have published it
and received constructive criticism. Don’t you agree? Don’t you feel that sometimes we
have to risk publishing something incoherent so that the collective opinion of friends,
family, strangers strengthens and validates the teacher’s often ignored corrections. Maybe
after open house is a great time to do a post self evaluation. Personally, I don’t feel Open
house is the best place to publish. Students have to actually be standing in front of their
work to get some kind of feedback and when we publish their work shouldn’t we want to
ensure constructive as well as semi-blunt criticism?? Just wondering??
Celestina
Forum: Session 6: Journal Article #1
Date: Fri Oct 20 2006 18:04
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: #6-1, Explorers Club
-------------------------------------------------------------------------------Barbara I loved your discussion. I loved the ideas presented. What a novel and
fantabulous (I can’t believe my computer accepted that word) way to get kids interested
in research and in learning and in writing and in reading and in investigating and in
trusting themselves to make decisions. I simply loved it. During the summer, I did
something like this on a minute scale. I asked my kids, what do you want to learn about
today. I was dumbstruck by the kinds of things they wanted to know. I want to know how
camels sleep??? I want to know what polar bears eat when everything is frozen? I want to
know if tigers sleep in trees?? I wish I could say I had the patience to keep it up all
summer long, but we got busy with other things. My son who was barely five at the time
still remembers how to write camel. We made camel cutouts, camel cookies, watched
camel movies, we pretended to drink like camels, I made a large camel out of brown craft
paper and he got to decorate it. We changed the words to Is your mama a llama to Is your
mama a camel. Anyway, as I was reading your article, I was reminded of this and I
thought how in the world could you manage this with a classroom of kids???
As I read the author’s questions and even yours, I started thinking back how my son’s
interest in Polar Bears during the summer evolved during the next school year. My son
saw a national geographic on polar bears which left him scared for days. Well I could
think of no better way to kill the phobia than to counter the effect by finding a positively
adorable baby polar bear book. We learned a little about cute bears and such. He was still
scared ( and he should be) but when they asked them to do an animal fair at school, he
immediately picked the polar. We read more, watched other videos, ect. We made polar
bear cutouts for his class. We ate marshmallows. We tried to make the bear bread but it
turned out brown so we ate it with white icing and marshmallows (not recommended
maybe coconut). We got him a polar bear teddy. The kids got to display them in school
and it was so much fun. It was like a cardboard zoo. The entire prekinder- kinder grade
did it. Parents came. Kids explained. I loved it!!! Lots of parental involvement but let’s
face it parental involvement wanes after 1st grade.
I like you feel that if you try to theme it you will in effect be claiming it and that sort of
kills it. (After all, it isn’t really cool if the teacher thinks it is cool or as my oldest son
says, “what do you mean you agree???!!! You were supposed to object! It’s not cool if
you sing it, wear it, approve of it, listen to it, or recommend it.”) So I started thinking. I
had a lot of time to think the electricity has been out for a while and I am in the public
library. Are you familiar with PROBE books??? Well probe books can (emphasis on can)
be great!! Basically they are a research book whereby the kids writes down facts on
things of interest to them as well as decorate the border and such. In essence it is like a
little poster board in one of those black and white composition books. The downfall I
found to it was that rather than allow it to be fun, teacher’s only allowed one a six weeks
on a two page spread and it had to be in pencil first, the pencil marks were then traced in
pen, and freedom was limited in many other ways as well. I can’t see why a probe book
can’t be a rough draft per say for a Cardboard zoo and work just as well. Another teacher
did something novel. She had this giant bulletin board that expanded a long side wall.
The wall was divided in such a way that each student had bulletin board space in which
to display whatever they were proud of, designed, wrote, etc.
My son’s elementary has created a holiday themed passport whereby each class in a
grade level will host a craft, activity, or other and the kids get to go from station to station
being stamped by the “hosting country”. The children also love this. I can’t wait to find
out what you decide to do. I do recommend one thing though -- let kids post their burning
questions in an obvious yet out of the way place and you will be amazed how they will
remember each others topics. Eventually, you won’t need to find them books they will be
locating them for each other.
Celestina
Forum: Session 6: Journal Article #1
Date: Fri Oct 20 2006 18:03
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: Exploring Heritage
-------------------------------------------------------------------------------Betty,
I love the fact that you are considering a heritage unit with your students. I have used a
heritage unit with a sixth grade classroom in the past and I believe it is very beneficial to
the student. I know that in first grade we often require children to do family trees and that
a lot of teachers and say third and fourth graders consider it boring material (of course if
it is done every year as a four generation chart it can be very boring after all how many
times do they have to repeat they don’t know and mom doesn’t know and my dad left us
before I was born.) I can also understand the caution exercised in opening that can of
worms considering the environments so many kids live in these days. I also understand
your concern about the fact that so many people claim that they have no heritage and in
effect many do not. My brother in law introduced himself to my father when asked for his
heritage with the most shocking introduction I think I have ever heard. “I am what you
could call an All American mutt.” Well you can be sure my father had serious problems
allowing my sister to marry him. In the end the eloped but that is another story for
another day. Who are we and where we come from is a fundamental question but in an
age when no one has the time, the patience or even the desire to care ….well you get my
message.
In my sixth grade we encountered a few problems so rather than scrape the entire unit, I
decided to do something novel that I feel maybe more important than heritage studies, I
hope you will agree. Sixth graders are in a crossroads between childhood and adolescence
so I felt this was perfect timing. Ours was a Sugar Baby unit. Our sugar babies had only
one parent. Birth Certificates were issued, baby books were attempted, and of course the
heritage had to be addressed. Children were asked to give their babies a name. One thing
led to another and soon enough my kids were living vicariously through their children.
Names, personal names have a great power. Children grow to love their names or hate
them. Rather than just research last names, I had my kids research first names. The unit
was about them. The family crest became my crest with the emblems representing the
children’s hopes for the future, true interest, whatever positive we could garnish. I had
children write their own eulogies. My whole unit’s point was who are you and who is the
person you want to be and what kind of parent are you going to be and what do you need
to do to be the person you hope to grow up to be. Yes it is important to know where you
came from but I felt that at that age they just needed to flap their imaginary wings much
like a hatchling does before it even considers flying. Therefore, while I believe it is
important to know your heritage sometimes it is more important to know yourselfespecially before you have to start making so many decisions.
Another thing that I would do in the future, especially if I taught say fourth grade is make
a family tree of another kind. George Washington is the father of our country. I consider
my senior high school teacher, the mother of my self-confidence. Edison is the father of
electricity. Franklin the father of the public library. As Texans we have a very rich
heritage of wonderful men and women who sacrificed their lives that we might be an
independent country. Children need to know that they have brothers who died for them. I
tried to infuse that idea in my kids. Fourth graders need to know their Texas heritage. It
isn’t by accident that we so often hear people say, I was born in Wisconsin or …. but I
got to Texas as soon as I could. I feel that that may be an equally if not more important
heritage to teach our kids. We need to teach our kids to be proud to be Americans and
what it really really means to be just that. How can anyone find it offensive that we teach
kids good old fashioned American values??? Or do you think they can??? We are allowed
to teach them aren’t we???? I have been out of the classroom for a while. I know God has
been totally ousted but surely Abe Lincoln, Benjamin Franklin, Sam Houston and Davy
Crockett can’t be… can they???
Celestina
Return to top
Article 2 Session 6
Romano, T. Prior to publishing: Word work. Voices From the Middle, 8(1), 2000. pgs.
16-22.
As I read, yes I finally located one of his articles and was able to access the UT materials
and resources (sentence interrupted by shouts of jubilee). As I read his article I couldn’t
help but be reminded of one of Shakespeare’s more famous sonnets, 55. Romano
presents a very well developed article in which he argues and persuades Language Arts
teachers everywhere that publication is a must in every classroom from Kindergarten to
graduate school. Romano’s statement that “We publish that spontaneous, unpolished, but
often surprising writing by reading it aloud so everyone in class can hear the human voice
giving breath to words on paper, words that rose from individual minds in the heat of
composing. I want students to develop faith in their innate ability as human beings to
speak and write the language in them. It can be empowering and exhilarating to hear our
own voices while others are listening” was shear poetry to me. While rough drafts may
very rarely seem to be worth much (I can’t even begin to imagine how much money JK
Rowling’s napkins (I wonder if this is but a myth) will be worth in say 10-20 years or
Theodor Geisel’s sketchings or even how invaluable a first draft of any Shakespearean
work might be worth) they are the mistakes from which we learn to craft that which
teaches, binds, includes, and validates us – the stories of our collective lives.
Romano reminds us that while publishing is vital, we cannot stop at publishing we must
also polish and craft the art of writing. He exhorts us to teach students to choose their
own topics. Choice in topic more often provides for more authenticity and passion in
writing. He asks that we teach our students to do research and to know how to organize
our research. He himself prefers the files and, most interestingly, the note card method.
He reminds us of the importance of teaching students how to embrace metaphorical
language and allow themselves to make what I call linguistic paintings with analogical
contributions. Perhaps that doesn’t make sense to many but I see writers as word
wranglers. As word cowboys and cowgirls sometimes you have to be very creative to
lasso your thoughts onto paper.
Romano reminds us to teach students how to draft, edit, and revise our work and that of
others. I love his example of Martin Eden for all the things he leaves unsaid but
insinuates reminding us that writers write with blood exposing scabs that otherwise may
never heal unless their voice be heard – be heard, be read, be validated but more than that
be that writer’s ever reaching best. To not teach the writer’s craft is comparable to
saying, “Wow kid that is a real serious gash, let’s expose to the rest.” As teachers of
writing we must remember, we are medics also and must teach the “patient” how to
bandage their own wounds lest they become infested when a blemish in their writings
festers in their eyes resulting in a boil of shame.
As a senior in high school, I had my own scab that could not heal. I picked at it and
picked at it. One day, Dear Mrs. Metke said we were to write a Baconian essay. Mine
was entitled On Anguish and the scab found its way into my paper. I have since lost the
paper but I assure you I will never forget the woman who helped me bandage that wound.
Celestina Amezquita
In a second’s time one winks,
A smile takes but a minute.
As hour upon hour breezed us by,
Our days merged into memories.
The tears and laughs were many here
As were the friends, good times, and struggles.
The years they’ll whirl and wish us by,
They’ll come and go and let us grow.
But in our hearts long will remain
Our spirited song for H.H.S
We’re the Mighty Cardinals of ’88.
By Celeste d’ Manuel
pronounced like cello the instrument or cellist the person who plays the violoncello
interestingly enough now cello also means web browser??
In this sonnet, Shakespeare fittingly describes the eternality of his words as set in sonnets
Sonnet 55
by William Shakespeare
Not marble, nor the gilded monuments
Of princes, shall outlive this powerful rhyme;
But you shall shine more bright in these contents
Than unswept stone besmear'd with sluttish time.
When wasteful war shall statues overturn,
And broils root out the work of masonry,
Nor Mars his sword nor war's quick fire shall burn
The living record of your memory.
'Gainst death and all-oblivious enmity
Shall you pace forth; your praise shall still find room
Even in the eyes of all posterity
That wear this world out to the ending doom.
So, till the judgment that yourself arise,
You live in this, and dwell in lover's eyes.
Who is to say we won’t have the next Shakespeare, Romano, Fletcher, Swope, Calkins,
Yolen, or Rowlings sitting in our classrooms???
A2RR1
Article 2 Reader Responses
Forum: Session 6: Journal Article #2
Date: Wed Oct 18 2006 13:58
Author: Harris, Cheryl <cah8424@exchange.uta.edu>
Subject: Cheryl to Celestina
-------------------------------------------------------------------------------Hi Celestina!
Thanks for the poetic summary! I enjoyed reading it, not only for the ideas you shared,
but also for the expressive way you got those ideas across.
I love your analogy of cowboys and cowgirls wrangling words onto paper. Sometimes it
does feel like I'm trying to hang on for 8 seconds!
I always like reading Tom Romano's work. He came up in one of the articles that I read
recently, with a reference to multigenre papers. I read Blending Genre, Altering style and
thought it was amazing, both for his donw-to-earth style and for the straightforward way
he presents something that could be really confusing.
Another connection between your reading and mine is the subject of student choice. Both
of my articles this week, plus the book club chapter, say that giving students choice about
what and how to write is essential, and now I'm reading it again in your summary. I find
that an interesting subject and would love to hear how you have allowed students choice
in writing. In my own experience, I have been able to give students some choice about
genre from time to time, but more often a certain mode of writing was required. I know
that journal writing opens the door for student choice, but what about the big
assignments? Any ideas for incorporating student choice there?
Cheryl
A2RR1
Forum: Session 6: Journal Article #2
Date: Fri Oct 20 2006 17:56
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: Cheryl to Celestina
-------------------------------------------------------------------------------Hi Cheryl,
I found that the website Darcy suggested earlier was full of insight. I personally love the
multigenre idea. In an earlier session, I discuss in detail a particular undergraduate
assignment in which we were given the option of turning in a traditional research paper
or a multigenre one. Feeling adventurous, I chose the multigenre and the experience was
outrageously fun and educational. Personally I love research papers, sort of. However, a
multigenre paper is like a sundae whereas the traditional research paper is like plain
vanilla ice cream.
When I think of Manning, Elizabeth, I think of multigenre. She writes nonfiction books
in which she weaves facts and fictional artifacts that not only captivate the reader but
transport them to the time and place. Wouldn't you agree that the American Girl craft
books are a lot like that also? I will make it a point to find other literature that can be used
as a springboard for multi-genre projects in the classroom. Would you consider a
webquest a multigenre springboard or a genre? If you find a list of multigenre options
send it my way. I will do the same. I know we have our basics but I am sure there are a
lot more.
I am partial to the school newsletter assignments. I consider it to be a great multigenre
catch all. Let me know what you think.
http://gemini.utb.edu/camezquita/connections_files/Slesson.htm
I hadn’t visited it in about a year and already I can see a lot of things need to be fixed but
you can get a rough idea.
Your friend,
Sally the Kid.
Forum: Session 6: Journal Article #2
Date: Thu Oct 19 2006 17:05
Author: Goodsite, Barbara <rdbggoodsite@aol.com>
Subject: Response 2 to Celestina
-------------------------------------------------------------------------------Hello Celestina,
I have to agree that we should publish writings from Kinder… and I don’t think that it
needs to stop at grad school. Publishing should never have a stopping point.
Do you agree or disagree?
I already know ‘your’ answer! (ha) So this was a silly question. Sometimes I tell that to a
student. Is that a silly question? (When) They already know the answer. They will just
smile at me and we go on…
It is definitely ‘empowering’ and ‘exhilarating’ for the students to hear their own voices
while others are listening!
I don’t think that rough drafts are ‘mistakes’. They are works in progress. By reading old
drafts, we find out how their ‘processes’ were working (how they were thinking).
We can then compare these drafts to the final product and see what twists and turns they
made getting to the end of the story.
How many times did you stop and start, revise/edit, throw away, begin again, before the
final product?
Did you keep any of those unfinished papers? Or did you throw them away?
I like his thoughts about allowing students to choose their own topics. Valerie’s article
“Out of the Box” talks about this. Choice in topic more often provides for more
‘authenticity and passion’ in writing!!!!
We need to teach children how to research, but also how to ‘organize’ that research. Note
cards are good tools!
‘Embrace metaphorical language, linguistic paintings…
See if I am thinking along the same lines???
If the writing is such that I can see a picture in my mind.
My friend, you are definitely a ‘Writer’! Sometimes I have to reread what you write to
make sure that I understand it all! You need to get out those writings and look for a
publisher! Soon!
Thanks for your thoughts,
Barbara
Forum: Session 6: Journal Article #2
Date: Fri Oct 20 2006 17:56
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: Response 2 to Celestina
-------------------------------------------------------------------------------As my strongest self critic, I must quote a child I read about in one of those children
blogs, “ I work so hard to get the perfect sentence, then I change my mind and delete my
stuff. Then I wish I could get it back but I can’t.” Recently, my husband had a “friend”
clean our old desktop computer. Well he did. Last night I was reviewing some of my old
and dear files only to discover we must have dropped an r somewhere on account the
“fiend” cleaned out a lot of my old files………..waaahhhh!!! My end of the semester
portfolio is looking a lot slimmer. (Psst… Don’t forget our webpages are due next week.)
I took a class a few semesters ago where I learned so so much in the dialogues but failed
to make copies of anything. Not even a week later, the board was closed and I was unable
to retrieve anything. I hate it when that happens. I do have a yearning to write
professionally. Thank you for the encouragement. If I ever do, I will put you on the
credits page. Scouts honor. I just love your last name!!!
I can’t wait to read more about the metaphorical paintings. What article are you
referencing? I am anxious to know how we can get kids to use imagery. Would you agree
though that that is a real hard concept for younger kids??? I mean do they even think
outside of concrete?? I find analogies just don’t mean much to my boys but maybe it is
just a boy thing????? No offense meant to the guys just curious.
Celestina
Forum: Session 6: Journal Article #2
Date: Thu Oct 19 2006 19:13
Author: Hirtle, Jeannine <jhirtle@uta.edu>
Subject: Re: S6A2 Romano, Prior to publishing: Word work.
-------------------------------------------------------------------------------You know, I was starting to form a disagreement response to your bandaging the wound
metaphor until I read your beautiful sonnet. Point well made. Thank you Celestina
Forum: Session 6: Journal Article #2
Date: Fri Oct 20 2006 17:58
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: S6A2 Romano, Prior to publishing: Word work.
-------------------------------------------------------------------------------It's always a joy to "see" you here. I love the way you are teaching this class. Is there a
term for this approach?? I know you don't want to give it away just yet, but please don't
let this course end without a peak into your practice. Already I feel like the guy from the
PBS show Between the Lions - Cliff Hanger but, unlike him I know you won't leave us
hanging.
Thank you,
Celestina
Forum: Session 6: Journal Article #2
Date: Fri Oct 20 2006 16:09
Author: Crisafulli, Nolan <nolanj@mac.com>
Subject: Nolan to Celestina, S6A2-A
-------------------------------------------------------------------------------Hi CelestinaGo note cards! Haha. Okay, so I may be one of just a few of us who really get a lot out of
them...I think Romano has a ton of great stuff to say.
Thanks for your review--there was a lot of food for thought there. It was good to think
about the work that goes into a piece...before the real writing begins. Perhaps this is the
difference between a great writer and A Great Writer. Who knows. What I do know is
that researching writing is something that many simply don't give consideration to. If
only they knew that it doesn't have to mean sitting in a library with musty books (unless,
like me, that seems like a really REEEEALLY is an excellent experience!)--instead
research can be people-watching or eating out or going to a football game (what I call
'real football'--aka, soccer--I like American football but I can't figure out how we gave it
a name that was already taken! ha!). At any rate, preparing to write can be so many
things, and really, the only rule should be that it must get us organized, primed, and full
of ideas that are worth throwing down on the page.
Thanks again for your review!
-Nolan
Forum: Session 6: Journal Article #2
Date: Fri Oct 20 2006 20:00
Author: Harrison, Cynthia <timandcindyh@verizon.net>
Subject: Re: S6A2 Romano, Prior to publishing: Word work.
-------------------------------------------------------------------------------Hi Celestina!
I enjoyed reading your article review so much. You put so much thought into this an and
it was very powerful and thought provoking. I really appreciate your own experiences
that you shared as well.
What I have noticed from all of the articles that I've read for this session is a theme of
choice and authentic writing. I think it can be challenging to "come up" with an idea to
write about, yet I think we do our best writing about things we are passionate about. So, if
what all these authors say is true then why do we assess our students with a standardized
writing test and give them a writing topic and/or prompt?
Thanks again for sharing!
Cindy
Forum: Session 6: Journal Article #2
Date: Fri Oct 20 2006 21:08
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: S6A2 Romano, Prior to publishing: Word work.
-------------------------------------------------------------------------------I am finishing up my rubrics and doing the cutting and pasting thing but couldn't resist
answering.
Peer pressure doesn't seem like a good enough answer but I will still a line from other
students.
They make us do it!!!
It's a good exercise???
It's tradition??
or here is mine...
It provides a little variety???
I am not trying to down play your concern, we really do need to find a way to help kids
see it's just another job that needs to be done. Not everyone will get to write for fun or
learning. Some people actually will have to make a living creating formulaic letters.
Celestina
A2r1
Forum: Session 6: Journal Article #2
Date: Fri Oct 20 2006 17:51
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: Sess. 6, Art. #2 - Writing Matters
-------------------------------------------------------------------------------Hi Diane,
Loved your final paragraph, of course that may be because I share your concerns and
agree wholeheartedly as well. What can I say, my opinion is biased. I too a write on
quickwrites aka brainstorming is not complete without graphic organizers. My son came
home with one of the cutest graphic organizers ever. It consists of a stick figurine. Lines
come out of the appropriate place such as the usual sees, hears, smells, tastes, and feels.
Then out of the head comes thinks, considers, remembers, the hands have a place to put
does what, and the feet has lines waiting for the child to put where did you come from,
where did you go and where did you end up and why. I only glanced at it on account it
was Tuesday but I loved what I saw!! I used a half face, with the five senses and a hand
covered half the face for the five w’s with the palm having a heart to combine feel with a
heart and the sense but I loved this one. Do you have favorites??
I found these words particularly important. “In addition, when students can delve into
topics that interest them, they begin to take charge of their own learning as they seek new
information and understanding about the issue or event. Choice is another factor linked to
optimal brain-based learning. It only makes sense that choices or choices with some
guidelines be allowed in the writing workshop.” We want our kids to grow up to be
strong thinkers but we deny them choices. Why do you suppose so many are reluctant to
allow choice? I especially appreciated you mentioning that choice provides optimal
brain-based learning. I know that giving choices means more visits to the library but
aside from that what else can justify why educators are reluctant to allow choice.
In high school, I remember being allowed to write research papers on only certain topics.
I thought it was because our teachers were experts in one or two and wanted to make sure
we didn’t plagiarize or try to pull the wool over their eyes on topics and resources they
were unfamiliar with. I had one teacher, Mrs. Powell that had no problem with that. She
simply stated that all resources were to be copied and submitted. In addition, by the end
of the year we knew she knew us and our particular way of thinking and writing. Only the
very naïve or desperate would have dared to try a fast one on her. She was a biology
teacher but essay questions were given weekly as well as lab conclusions.
I recently got to spend an afternoon with my middle schooler as part of a school open
house, the class activity consisted of student’s reading aloud from rough drafts. About
constructive criticism, I think a lot of teachers need to revisit the true meaning of the
constructive part in criticism. I saw tons of criticism and while it may have helped the
student construct a better essay, I did not appreciate that they child was torn down to do
it. It’s like I always tell my own kids, “you can’t get to higher ground by stepping on
others, they have to wanna hoist you up.” In my opinion, she did a great job pointing out
flaws, left-outs and other idiosyncrasies, but she needed to remember to build up first.
Wouldn’t you agree?? So what do you suggest we do to inspire the uninspired? As a
parent should I approach the teacher? Do I send her a polite email detailing all the great
things I saw happening in the classroom, and then softly make suggestions for
improvement? Wow!! What a novel idea I just had what if instead limiting the editing
process to writing we used it to edit behavior and social interactions among our students?
I am specifically thinking of Bromley’s suggestion to mind our PQS (Chapter 8 p153).
LOL
Celestina
Forum: Session 6: Journal Article #2
Date: Fri Oct 20 2006 17:54
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: Journal Article 2 A Reader's-Writer's Notebook: It's a Good Idea
-------------------------------------------------------------------------------To Cynthia
I find the idea of a reader's writer's notebook an intriguing idea. I have never tried it as an
instructor, however, I did have an eight grade teacher who did try it with us. I really did
enjoy it. I can share what I felt about the experience as a young person.
I felt that my teacher was not really doing anything. She allowed us to write for about 20
minutes out of the hour. She just sat at her table doing her nails or reading a different
book. We were told to use it to write our personal thoughts on the anthology piece we
were discussing and reading. I did notice a lot of my personal life snuck in. I also noticed
that the instructor seemed to seek and comment on only personal connections. I ran an
experiment in which I only spoke about personal experiences to test her. Of course, I had
already read the anthology selection I simply chose not to respond to it. My entry had
absolutely nothing to do with the story at hand. She made extensive comments and asked
questions and the like. Was it because she wanted us to make connections or because she
was just a busy body? One day I caught her talking to another teacher as both stood
outside of her classroom. Both were gossiping!!! Personal information was being
divulged about random middle school students as they trustingly waved to their ELA
teachers. I don’t think she was too interested in our grammatical errors because I planted
them and they went unnoticed. While at first I resented the fact that she simply never had
enough time to respond to everyone’s journal, I later resented the fact that she was
reading my journal. My bad, I eventually started feeding her gossip from the various teen
books I was reading and making stuff up or simply copying facts straight out of the book
or writing what I call spelling word paragraphs. It made me feel so awful to have to lie
but I dared no longer bring personal connections into my learning journal. Trappings
aside, I do wish I had the time to keep a personal journal or a learning journal or any kind
of learning journal. For a while I did keep a scripture journal and it was very helpful but
with six kids in the house a spiral is public territory where super mutant creatures find a
home among other doodles and scribblings alas it disappeared.
One thing I would do instead of a reader’s journal to which I would not have the time to
respond might be a discussion board or a blog much like our own discussions here where
students would respond to each other as they discuss the reading material. I also plan to
encourage the use of reflective journals/ planners in which I will encourage children to
write down their learning, living, loving goals for the day, week, etc. and reflections at
the end of the day discussing how much closer they are to their goals. In fact, I have
started doing something like that only this time I am making sure my notebook is not
confused with public property. There are some really excellent journal prompting books
but I am not sure if that is recommendable. Have you ever used any of them in your
professional or personal life? Do you find them worthwhile? What other kinds of things
do you want to try doing with learning journals?? Do you plan on allowing students total
freedom in topic choice, guided choices, thematic choices, literature circle like choices?
How do you feel about blogs in education?? Do you think it is feasible or do you think it
is just another computer eye straining assignment best left for college students? Let me
know what you think? You probably addressed it in a previous session, seems we are
readdressing learning journals.
Celestina
A2R3
Hi Barbara,
Since you already know me, you probably knew I couldn’t resist not reading your article
if you titled it ABC. I have a penchant for the alphabet.  I can’t help it. I just love it.
I have to share one of my all time favorite alphabet books with you. The Handmade
Alphabet. It is a book for all modalities, multi-cultural, and simply adorably educational.
http://www.amazon.com/Handmade-Alphabet-Laura-Rankin/dp/0803709749
I feel I would be very comfortable trying this in any classroom. Okay maybe littles
couldn’t really write about their word and might need be allowed to collage it or illustrate
it but I certainly wouldn’t want to deny them the opportunity especially considering they
have such a personal relationship with acquiring new words and repetition.
Are you familiar with Ralph Fletcher’s book What a writer needs. I love this book!!!! In
it Fletcher dedicates one chapter to his passionate romance with words. It is contagious.
I am sure your librarian has a copy stashed away somewhere. You have got to read his
chapter on the love affair with words before you start this lesson. You just gotta! Trust
me on this one.
The only obstacle I foresee is that students may have a hard time trusting themselves to
have choice if they are uncomfortable with choices. In the beginning you may need to
model a lot before you let them loose. It’s a lot like food. Kids are not to eager to try
something new but isn’t it funny that so often our favorite foods are foods associated with
memorable moments and holidays? Make your favorite words memorable ones and
make it okay to have favorite words. We hang art work because it is pleasing to the eye.
We need to savor sounds and teach kids to savor them. One of my favorite words is
enunciate. I don’t know why but I love to say it. Redundant, mumpsimus, eloquent,
ravishing, Excalibur, exfoliate, and the phrases “terrific and terrible” and “a terrible
horrible no good very bad day” are just a few of my personal favorites. I didn’t quite
remember how to write mumpsimus so I looked it up and found one terrific site.
http://www.randomhouse.com/wotd/index.pperl?action=dly__alph_arc&fn=word
Might just serve as a springboard for some kiddos.
In regards to “Bingen only talked about ‘positive’ aspects of this writing activity. What
do you think about that?” I think that it is a great example to follow. I will attempt to
emulate it by only speaking good things about things I want done and the little people I
want doing them.
Celestina
************************************
Return to top
BookClub Chapter 8
I simply loved this session; perhaps it is because I have a passion for helping students
discover the writer within. Chapter 8, in effect, is true to its title as it provides a plethora
of advice in helping educators build a sound writing program.
In reference to what do I see that might be engaging to many different students, I would
have to say (and I borrow a phrase from my five year old) lots and lots and lots.
The list on page 155 is a phenomenal compilation of technologically focused ideas sure
to engage many students. At first I was skeptical of the idea of internet publishing only
because, in reviewing my own reading habits, I feel not too many people go to sites to
read. Yes, there are lots of wonderful opportunities, but like most, I see the internet as a
research/business/ information/recipe/blog/email/map/game/entertainment/education
venue rather than the optimal position for extended reading. I am confident that soon we
will be able to listen to everything on the net and fearful that something will be lost in
processed literature. My church publishes semi-annual conference speeches which we
are now able to read, hear and view on the internet or even on an mp3 player or other
PDA. It truly is convenient and remarkable to be able to instantly pause, rewind, replay,
reread, research, reference, and even meditate on the written and spoken words of our
spiritual leaders. Dr. Hadaway has also managed to take publication of her lectures and
made it into an art in essence allowing her lectures to meet the needs of multiple
modalities. In addition, the instant success of myspace.com attests to a young person’s
need to be heard, to be read, to be validated.
Aside: I took the time to visit some of the links mentioned in the book although I was
afraid of the dreaded 404. One particular link inside of GSN truly touched me. In it the
young share their perspective and stories of the homeless. Their words not only reveal
their thoughts but a determination is heard that indicates sentiments and promises have
been made in the hearts of the young that perhaps before were random unconnected
pangs of guilt. Our world might just be a better place because writing is more than
plagiarized ideas or borrowed values, true writing can be compared to black gold. Think
of it this way, what is petroleum but the concentrated metamorphosed juice of ancient
life. Descendants of the ancient Incas claim it to be the blood of the earth. In many
ways, thoughts that actually get written down in the form of pure writing are a lot like
petroleum in that they are compressed thoughts weighed down by true emotions, honesty
in revision, and lots of soul searching. Wouldn’t you agree??? To get a child to share
their true much pondered thoughts on social issues can only be compared to striking
black gold. To publish and give voice to such thoughts not only validates their gold but
allows this renewable resource to give light, give energy, give life, give movement, and
in many ways give much the same things afforded us by the blood of the earth and if
taught well we hope without negative environmental toxic side effects.
What do I see that might meet more than one learning modality? What might
support/hinder the ELL?
As mentioned earlier, many of the writing activities mentioned on pages 155 and 156 as
well as ideas to conduct effective, efficient and educational writer’s workshops. Buddy
Reading as mentioned on page 150 and 151 provides for the needs of auditory as well as
kinetic and visual learners. In addition, the quilt connections unit discussed on pages 157
meets the needs of ELL learners as well as that of different learning modalities. The use
of multicultural readings and writings allows for acceptance and encouragement if
manipulated positively. In addition, the use of graphic organizers is a great aid for
learners of different modalities, English and learners of special needs. In fact, publishing
of student material in all venues, especially internet, are sure to support the needs of all
ELL as well as special needs children who might not otherwise be able to actually pen a
document. I am thinking of the immobilized student as well as the students who are
unable to control the movement of the hand but are afforded specialized voice activated
technology. Another thing that e-zines and other internet publishing do is that it allows
for the visually challenged student to decrease or increase the size of the screen and fonts.
This is not so easily available to challenged readers of traditionally published material.
On the other hand, Buddy Readings and workshop editing are excellent techniques to use
in helping establishes the kind of bonding that truly helps both language as well as
socially challenged students become accepted members of the classroom community. I
recall an instance where several of the students in my classroom felt like outcasts. What
child doesn’t at one time or another feel like they have no friends? I found PALS, a
reading program that requires partnering much like the Buddy Readings, an exceptional
class bonding system. It was my goal to make sure every child had an opportunity to
work with every other child. While at first children were paired off only for reading,
eventually, I would pair them off for math, writing, social studies and science readings
and writings. Eventually they were asked where is “your” partner and have you
consulted your partner and did you provide help for your partner? Emphasis was placed
on the “your”. Students had to draw for their partner thereby making it “who did you
select” rather than who were you assigned to. I won’t say there weren’t times when one
student did not refuse to work with another but by and by our class became a community
proud of themselves and their collective efforts including all students. I know that a well
planned and rounded writing program can meet the needs of all students.
In reference to bias in the language used in the assignments discussed in the chapter, I do
want to point out that while Bromley is a strong supporter of using writing to teach all
content areas, I feel that an attempt to render everything in writing relegates writing to the
status of a chore. For example, it is wonderful when students can reflect on their errors
and write about what they could have or should have done differently, I used a similar
method with my own classrooms, but I can also see how this kind of redundant writing
can frustrate and punish children. There is such a thing as higher order thinking skills
and I am convinced that the kind of writings that make up the best practices in literacy
instruction aught be “higher order writing assignments.” In other words, while we
cannot publish everything nor should we, we cannot require writing for everything.
Meaningful writing, authentic writing, superb writing is invalidated by what Bloom
classified as simple knowledge assignments that ask a student to list, define, tell,
describe, identify, show, label, collect, examine, tabulate, quote, name, who, when,
where, etc. or even worse copy your spelling words ten times.
Celestina Amezquita
Book Club Reader Post
BCRP
Forum: Session 6: Book Club
Date: Wed Oct 18 2006 18:25
Author: Gifford, Diane <dgifford@staschool.org>
Subject: Re: S6 BookClub Chapter 8
-------------------------------------------------------------------------------Cross-talk with Celestina:
I found your response to be truly inspirational. You always write with such passion and
heart. Here is my response to your book club entry:
Elicit facts: You mentioned PALS in your response. I have heard of this before and know
that Southern Methodist University is doing a study in their Reading Institute with PALS.
From my understanding it works more as an invention program. Nevertheless, I went
ahead and looked online to find out more about this program. I see that it stands for
Phonological Awareness Literacy Screening and that there are several assessments that
can be given to different age group students in Pre-Kindergarten through the 3rd grade.
You wrote as if you have had firsthand experience with this program, and I am very
curious to know more about it and its evaluations. Can you give me a little more
information about PALS from a practical standpoint? How do you use the data that you
receive? Do you think that it is more of an intervention program rather than a model of
learning? Any information would be appreciated.
Listen and actively reflect back upon: You said that as more and more technological
advances are made and the Internet begins to dominate our media and learning, you fear
that “something will be lost in processed literature.” I hear what you are saying and that
worries me too. I think about how I feel when I walk into a bookstore. All that print
waiting to be discovered seems to overwhelm me – in a good way. In fact, I love the
smell of a bookstore. There could be no better combination to me than ink and coffee. I
think about how important books have always been in my life, and I hope we never have
to sacrifice the turning of page for the press of a button in order to read the next few lines.
Does that sound old-fashioned? Maybe it does, but there is something to be said for the
sound of that page flipping over too.
Interpret: I absolutely love the analogy you made when you related that true writing is
like finding black gold. You spoke from the soul when you talked about how that our
deepest thoughts have been compressed through emotion and truth and inspiration and
have been given wing to rise to the surface and in essence be freed. What you said has
caused me to really think about how we teach writing, and, I hesitate to say this, but I
have to wonder if just anyone can teach it. I work with teachers all the time, and right
now, I am frustrated because I have a couple of 4th grade teachers who are having their
students write only because they have to. Now tell me, what does this say to those
students? I just today read some writing samples from this grade level, and they were
lifeless and formulaic. There was no soul, no passion, no depth, no call to action. That
saddens me, because most children are so in touch with their feelings. In contrast, I
looked at the samples from our 7th grade writing teacher. All of the “black gold” was
there. I have to say that it frustrates me so much when I see what it could be, and it is not.
Probe: I appreciated the student connection you made to myspace.com. I have never
considered that this site, of which is often spoken negatively by parents and teachers,
could provide a true service to young people. You mentioned specifically that you
thought it “attests to a young person’s need to be heard, to be read, to be validated.” The
fact that we as adults worry about outside threats to the safety and well-being of our
children must be considered as well, however. Let me ask you what we as educators and
parents can do to protect our children and still allow them to express who they truly are to
the outside world. Is enough being done? What other specific kinds of information should
these kids have in order to be safe? And more importantly, how can we get them to really
listen to our advice?
Check in: Moderation is always the key to balance. Your comment that we can relegate
writing to drudgery when we overuse it is extraordinarily valid. If every teacher in every
class wrote each day, a wonderful thing would be deemed a punishment. I still believe in
writing across the curriculum, but teachers must be reasonable. It would be helpful if
teachers had some reality about what other teachers are doing in their classes. Closing our
doors, and eyes, and ears to other activities in which students are involved can put undue
strain upon them. Then no one wins. Does this make sense?
Connect/Extend: You discussed the variety of issues that special needs students have. To
make it even more complicated, students have degrees of severity which teachers must
understand as well. When we speak of having students reach their potential in writing
instruction, we must remember that it is all relative. Really, what measures success for
one student might not be so for another. That makes it so much more important for
teachers to really know their students.
Elicit Response: You mentioned the examples on page 155 for using the computer to
develop writers. I have found the students really like using technology, and honestly, if
we don’t begin to use it as a resource to support learning, we are taking away from the
students’ learning experience. You said that you have not really used it for extended
reading. How do you think you could begin to change in this? What would be your first
steps in bringing technology to the classroom in an authentic way?
As always, thanks for the great response,
Diane
BCRR1
To Diane,
Thank you for your kind words. I do have a little first hand experience with PALS but it
is not exactly as the program directors would want the program followed I am sure. Our
assistant principal went to a workshop, fell in love, made multiple copies and begged us
to do it without really giving us the background or a teacher’s manual. What this led to
was everyone doing it on their own based on what they remembered and every class
doing it slightly different. In fact, I no one knew what the acronyms stood for – everyone
gave me a different definition, etc. So do send me the website and I will check it out.
Our program consisted of every child being paired off with another and reading out loud.
The children had to have too copies of the book. Every time a student read the other
followed along marking any kind of errors. Points were given for not making mistakes.
They then had to quickly summarize the reading, turn around and listen to their partner.
According to the vice we were supposed to “award” the top readers “prizes” and lots of
recognition. We were supposed to use high quality literature (the library barely let the
kids in let alone find multiple copies). I adapted it by making them all winners if they
upped their scores from the day before, the only prize was lunch with me on Friday’s and
we used the textbook of their choice. Not very inspired but resourceful and you would be
surprised how many boys chose the Science books. In all I felt we were succeeding.
Sorry that is all I have. No teacher evaluations aside from interviews. Summarizations
were given individually and then to the class. I have a unique summarization method. I
ask kids to use their hands. They have to summarize the story in 10 words or less.
Everyone counts along and when the story is summarized we all put our hands together
and give the person two. (That is when you clap with only the forefingers touching and
you stamp your feet but don’t let them touch the ground! I am a cubber)
In reference to the turning of the pages, might I recommend a phenomenal book?
http://www.amazon.com/gp/reader/0439087597/ref=sib_dp_pt/102-31456978396901#reader-link You won’t be sorry you spent an afternoon reading this book.
Extreme maybe. Fascinating for sure. The last book in the Universe by Rodman
Philbrick is not just another brick in the wall.
I have a 7th grader, I just went to observe his teacher in action for 1.5 hours. I think I
mentioned her in another post to you. I adamantly believe that while formulas are very
important for structure, when I order caldo de res, its the meat, potatoes, cabbage, carrots,
celery, seasonings, etc that I eat and savor and enjoy. Too often grammarians get hung
up on the bones.
The very first thing I would do to bring technology to the classroom is create and actually
use a myspace or other blog for kids to use in class. I understand how difficult it is to
have kids be safe. I have two teenagers who love my space. Creeps do creep in. We do
need to worry but more importantly, we may need to be more active. I have my own
myspace but that has not deterred my kids. My next sneaky move is to create a real cool
myspace and make it look like it is so cool and I so love it. Mother’s seal of approval
may be all the deterrent they need. Now if we can get all parents to jump on the myspace
wagon and demand an invitation….. What do you think? Do I have a chance??
Mission:IMPOSSIBLE??? They don’t call me D’mom for nothing. People are always
agreeing moms are nurses, psychologist, judges, accountants, cleanup crew, managers,
why not add secret covert undercover agent to our job descriptions. Better me than some
real creep, I always say. I need friends. Kids are way into how many friends they each
have. Will you join my blog??? The kids are here I will write later.
You ask how I can begin to change in not wanting to use the computer for extended
reading. I don’t I would ever want to change. I love the feel of certain books. I enjoy
the smell. I love solitude and computer buzz just doesn’t do it for me. When I first
picked up the copy of our textbook – I have the hardcover red binding. It felt so good.
The backing is weak!!! The material is not leather but it still feels quality. The paper is
slightly higher quality, but now a days you can get some books with paper that feel like
parchment or handmade pages. No I prefer the bounded books to e-books any old day.
Do I suspect a kindred spirit lies within thee??
RCRP2
Forum: Session 6: Book Club
Date: Thu Oct 19 2006 21:51
Author: Goodsite, Barbara <rdbggoodsite@aol.com>
Subject: Response 3 to Celestina
-------------------------------------------------------------------------------Dear friend Celestina,
My answer to your questions is yes, yes, yes!
I agree that the Quilt Connection would be a great activity for ESL students. I can
envision the different cultures being presented on quilt blocks and then linked back
together as a whole. Even though I don’t have an ESL student in my class (right now), I
think it would be a great lesson for our resource class to study different cultures, and
create a quilt block for each of the cultures that we study. The end result will be a ‘quilt
of different cultures’(colors). (Isn’t there a song about a coat of different colors?) I think
this would be fun for our class! (Not to mention the great things that we can learn!)
I too felt that the Buddy reading would be a great activity for ESL and struggling readers.
I was writing earlier to a classmate about journal writing. You used the very words that I
needed, just couldn’t think of them at the time.
Journal writing can be ‘redundant’, ‘frustrating’, and the children may feel like they are
being ‘punished’.
I asked her to Please make me feel differently about journal writing.
Celestina, can you make me feel different about journal writing?
What’s the purpose?
How can it ultimately help the student?
How does the teacher ultimately make all this writing seem worth the time spent?
Could the teacher have used this time more productive with a different type of writing
activity?
Waiting to hear from you.
Barbara
RCRR2
Hi Barbara,
I actually do have some ideas. Were you trying to stump me?? Well actually they aren’t
really mine. Many years ago, the faculty did a bookclub in which one teacher made a
few suggestions and this is what I remember. She suggested we decoupage the journal
and decorate it on the outside. That’s a start. She also said we needed to start the lesson
by treating the book as if it were the most precious thing in the world to us. Model. (Wait
I think this was actually in the book by Caulkins?) Make sure the book looked loved and
fairly well used. Hug it the whole time but do pass it around and let the kids get a real
feel for it. If I remember correctly she stated that a real journal, a memorable journal, a
living journal is a lot like scrapbook meets portfolio. Drawings, scrap memorabilia,
pictures, football tickets, programs, etc. as well as journal entries should feel comfortably
at home there. We need to remember our goal and our purpose. We also need to
remember that we humans are creatures of habit but even within our habits we love
variety. For example, we all brush our teeth. Do you always buy the same brand
toothbrush and same brand toothpaste or do you try this flavor or buy this wash mouth or
find yourself looking for orange minty flavored floss? We need variety. Children need it
too. Let’s face it parents don’t always have time to create memory journals for their kids
although I sure wish I did – that will be one of the greatest regrets of my life.
First of all though you really need to evaluate what it is that you want this journal writing
to accomplish. Be brutally honest and ask yourself what you really want? I will be with
you, but remember this is only my answer and it is no better (I do hope it is no worse
though). If your answer is a record of growth, self-love, appreciation, goals met and
goals yet to accomplish, plans for the future, a place to vent life’s frustrations, a place to
bury worry, a place to find solace, record dreams, make observations, annotate
accomplishments, jot down important memos to the adult I will someday become,
prayers, letters to parents that will never get sent, lists of special people I never want to
forget, detailed accounts of feelings and emotions, jokes or comments that made me
laugh, questions I want answers to or things I love about myself then embrace journal
writing. It is a place to draw a picture of your nightmare and trap it or of a favorite
mythical creature like the liger or even of the super hero you wish to emulate. This kind
of journal writing is not graded! There are no right answers and no grammatical errors in
finding yourself.
But then what is my goal as a teacher????
It is to cheer, to say I am so so sorry this happened (don’t give advice unless asked its
understanding they seek, don’t solve their problems they must do it themselves), it is to
give encouragement, it is to praise, it is to get to know, it is to facilitate, it is to read
unconditionally if invited and with no expectations because it is a living journal and I, a
privileged reader.
BCR1
Forum: Session 6: Book Club
Date: Fri Oct 20 2006 18:46
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: Book Club chapter 8
-------------------------------------------------------------------------------To Diane
I find it fascinating that you mention that writing is a social interaction. I guess we all
know this but few of us truly stop to think about it. Tell us more about what kinds of
activities you suggest for helping children make this connection. This brings to mind an
idea I tried to implement in my 4th grade classroom. In fact, I emailed several teachers
from nearby campuses hoping to interest them in inter-district pen pal mailings between
their kids and mine. Would you believe I got absolutely no response? The postage was
free, the learning would have been abundant, but no one wanted to. I do love your idea of
key pals is that like epals?? Have you ever participated with your class in such a venture?
Can you recommend a good program??
I hear you referring to the use of rubrics as an equalizer. What I think this means is that it
allows us as educators to keep focused on the material on hand rather than our feelings
for the work of one student over another. What I think this means is that perhaps in the
past we allowed some ambiguity in the giving of grades (I can’t understand how we
assigned grades before rubrics to be honest) by quantifying and qualifying the parts rather
than grading the whole. Am I making any sense? My husband tells a story of a teacher
who described exactly what he wanted. The first student followed the instructions to a T.
A+ paper. Student number 2 comes in with a perfect paper also but with a special folder,
high quality paper, and a cover sheet. Paper 1 is now an A- paper and paper 2 is the A+.
In comes paper 3 with everything in paper 2 plus an appendix, a graph, and notes. Paper 1
is now a B, paper 2 is an A- and paper 3 is an A+. Student 4 comes in with…. well you
know the drill. What would you have done in such a situation? Are you saying a rubric
eliminates these things from happening or that they give all students the edge of knowing
just what is required?
I too love the PQS suggestion. I seem to notice that PQS is essentially about being a well
mannered constructive observer rather than picky deconstructive critics. Kids need more
lessons like that, wouldn’t you agree??
Thanks again,
Celestina
BCR2
Forum: Session 6: Book Club
Date: Fri Oct 20 2006 19:40
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: Crisafulli, S6-BC
-------------------------------------------------------------------------------To Nolan
First of all great read and fantastic ideas!! I especially loved your idea of writing to the
sister in Iraq. I do have reservations about kids writing to unknown personnel though for
two reason. First of all, kids don’t always understand or appreciate the great sacrifice that
is being made. I had my scouts address letter to any soldiers. Am I expecting too much
from kids when I expect them to put more feeling and more appreciation into a letter even
if they don’t know the recipient? I don’t think so. On the other hand, I feel that children
can’t really learn from a situation in which they cannot really engage in communication
and it is my understanding that they cannot as per national security issues. Do I make any
sense?
What I hear you calling applicable learning sounds a lot like authenticity. However, I
know you chose the word applicable for a specific reason. Tell us more about your
distinction. I also love your back page idea. What a wonderful reflective exercise and
what could be more appropriate. If I had a nickel for every time I thought I could improve
something but didn’t take the time to bookmark it or write me a reminder … well at least
now I have a tool for helping students and myself. I do have but one suggestion though.
What if the back page were turned in say a day or two latter than the rest of the
assignment? With a little time to sit back and reflect don’t you agree that true reflection
might occur? This brings to mind a certain class that I am taking. It is discussion
intensive but we are so busy posting on the last day that we can’t truly reflectively rubric
effectively. Is what I am saying making any sense???
Oh and your idea on collecting and organizing our posts is an invaluable gem!!!
I hear you decrying the bad reputation that grammar and grammarians have undergone. If
I understand correctly, you are saying that we need more grammar and that if we fail to
teach grammar we are in essence doing to grammar what we did to phonics. Do you miss
dissecting sentences?? I know I do!!! What I think you are saying is immerse students in
everything and that grammar is also high quality. I can’t imagine someone saying let’s
get rid of grammar in French or Spanish class, so why are they trying to ignore it in ESL
or English classes.
Am I getting it right when you suggest that as teachers we take the time to conduct
evaluations after instructional units??? Please share more about the assessment
instruments available? I know we do this for our college classes and am fascinated by
conducting such surveys in regular classrooms. What would you do if students
continuously gave you bad feedback? Do you think we should be evaluated by students
for our own personal growth or should surveys become a part of our PDAS???
Thanks!!!
Celestina
***************************************
***************************************
Well, I did it again. I was about to sign my name when I pushed the left arrow four time
to correct a punctuation and suddenly I was back on the blackboard announcements page
and my reply post was gone.
Anyway, I was concurring that a definite breakdown in communications has occurred and
that the entire PTO needs to be revamped to change their goal from raising funds to
actually helping build bridges between parents and communities. I was also asking what
your school does to encourage volunteers. I have been at schools were luncheons are
hosted but they are at the end of the year. My first school provided parents with a
certificate and an end of the year gift bag. I think that was good.
I agree that given the recent rise in educational crime, we need to find ways to protect
kids from danger. What do you think about a centralized volunteer headquarters? The
current problem in my children’s school is the sheer size of the workroom. Crammed
with vending machines, printers and various equipment, the workroom can barely hold
the long line of teachers waiting to run off copies.
Thank you for your kind words. I had felt so guilty about ending Saturday tutoring.
Truth is such an attempt needs to be 2 knee deep like scouting otherwise the teacher is in
danger. I was always afraid for the children who ran off by themselves while I was
talking to the parents and I was afraid for myself as I never knew when an estranged
other might suddenly appear. Administration needs to be involved also and I can’t blame
them for not wanting to give up their Saturday.
Let me know what has worked or not worked for your school? Is there a volunteer
organization?? Do teachers have to secure their own volunteers? How do you feel about
strangers as volunteers in classrooms??
Thanks again.
http://www.michaelotunnell.com/brothers_valor.html
Like Cynthia,
I really enjoyed your article summarization!!! I don't think I have ever heard about
literature circles, I am honestly enchanted. It sounds a lot like book club, is it?? Anyway,
how exciting that you are working as a curriculum developer. I would love to know more
about that also.
I can't answer the first question on account I am not currently teaching but I don’t know
any child who would not rather discuss a book than right reports or answer worksheets
about it. I am banking that if these literature circles are anything like this bookclub or
even these discussion questions then surely students will enjoy them. I know I do.
On suggestions for short fiction books I enjoy!!! In reference to the Holocaust, have you
come across Brothers in Valor. The book is excellent!!!! If I understand correctly it is
based on true story. http://www.michaelotunnell.com/brothers_valor.html
In reference to shorter non-fiction I have included a copy of an insert I shared with
another student in a previous session:
I would like to ask are you familiar with Elizabeth Mann and her nonfiction books? I
believe they are a gem. She manages to weave facts with artifacts and stories in such a
way that she actually weaves the multiple modality teaching. I simply love her work as
do my children. I also love the DK books!!!
Here is her website. You will love how she weaves her facts!
http://www.mikaya.com/books.html
What do you think of the American Girl series?? Part of the Reading Renaissance
program demanded that boys had to read chapter books but many thrived on nonfiction.
Imagine my surprise when I caught a few reading the American Girl series.... But Miss
we read it because it is like real you know?? I know.
Girls love them too! I am so thankful for nonfiction writers who have finally decided to
cut the dry and boring.
http://store.americangirl.com/pls/ag/AG_pagethumb?catid=375867
Other students in that same post suggested the Magic School Bus series and the Simon
Symour series. There really is a lot out there in the form of nonfiction and fiction.
This one has nothing to do with the Holocaust either but Esperanza Rising is excellent!!
Celestina
Hi Darcy,
I chose the same article!! again!! Anyway, I agree that you are right to keep coming back
to thematic work!!! I concur that thematic work is probably the only way to go if you
plan on teaching it all and keep it all tied up. I hear your concern about noise level.
Recently, I went to a green apples showroom down the street and I saw the cutest stop n
go signal made of wood in which the teacher takes clothespins with the child's name and
puts it on the individual stop slow or go circle to alert kids about behavior anyway, I have
always wanted a refurbished stop and go light for noise control. Yes I watched to much
Mr. Rogers growing up but don’t you think that would work. Now that you can put a
light blub anywhere with these new battery operated light bulbs, I plan on making “a la
science fair” a visual contraption that will allow me to alert students when they need to
slow done and lower the volume, move from one activity to the next, or simply stop.
I also have a neat little tip that allowed me to control bathroom requests. Students had to
sign to me and I would sign back my answer. It worked wonderfully for me. At my
children’s school they use colored cups on the group tables. When a group was getting to
noisy someone would simply change the colored cup from green to yellow. When they
came to a problem no one in the group could solve or they needed help then someone in
the group would change the colored cup to red. I did something similar. In order to help
the class use resources, my kids had a white flag they would pull out and if they couldn’t
resolve their issues or questions, at this time, the resource person from others group
would go to the troubled group and provide support or answers. If all resources persons
were stumped then they were allowed to consult me. I loved that system – it freed up my
time, made resource kids feel important and it really made life so much easier!!!! When I
go back I will use the three cups and a white or blue cup for surrender. Hope that
answers some of your questions.
PS. I am familiar with Bailey’s School House. My littles seemed to enjoy it. There are a
lot of great programs out there. Kid Works is also an excellent resource for publishing
and creating stories. My kids loved that. Another program that I loved was the spelling
diskettes which already came loaded with the spelling words and also permitted for
individualized teacher made lists. School computers come equipped with tons of really
neat programs and some of them are actually quite educational – others well are a waste
of time.
Celestina
Cynthia,
Thank you!! I feel honored that you chose to respond to my post. Actually I feel
downright special. However, I must clarify. I have six school aged children now, which
is the only reason I am now in graduate school. I taught six years ago and figured I was
needed more at home so I took a six year sabbatical. When my littles went back to
school I decided it was time for me to go back to school. I could never have done it all
either. Twins are their own challenge and you are doing great trying to cope and go to
school.
In response, you are so right about balance. I too have seen situations where you didn’t
know who was running the class and that is definitely not right. You ask where everyone
else was. Well, let’s be honest. It was volunteer work so that explains a lot. I don’t
blame my colleagues. One good thing did come of it! Although administration did not
really want to be there Saturdays either, they ran with the idea in a different way by
providing a one day writing workshop for fourth graders that I felt went very well.
Fourth graders in Texas take a writing composition test. Unfortunately, coworkers were
furious on account, it was required work for no pay and I think that the kids pick up on
that. Nonetheless, it was a fantastic idea. The kids got to go to different classrooms and
learn from teachers other than their own. The teachers were given a topic and we were
able to present a specific writing technique. The kids got wonderful writers gift bags.
The only drawback – it was a drastic measure!! You can’t infuse love of writing in one
weekend or improve TAKS scores by having a workshop one weekend before the test.
I agree that what we need is more cooperation and coordination. How do you feel about
coalition of volunteers? Years ago, I tried to form a volunteer coalition for our women’s
church organization but everyone thought they were too busy. I started a volunteer
bulletin board. Someone came in during the week and made it into an employment board
instead. Just as well it wasn’t getting much use. Maybe I will start it up again. How do
you feel about a centralized volunteer coalition for a school district? Do you think it
would work? How do you feel about new state laws requiring anyone working with
children be screened? Do you think that is a viable deterrent for the criminally minded or
do you think that turns off a lot of would be volunteers? I feel a centralized unit would
keep do gooders busy and off campus but feel a sense of unity could be lost. Do you
think a volunteer bulletin board at a school might get more use? Did you feel you had to
get your own volunteers? How do you feel about volunteers grading class work?
Just wondering,
Celestina
Aram, Dorit
Mother-Child Joint Writing and Storybook Reading: Relations With Literacy Among
Low SES Kindergartners
Merrill-Palmer Quarterly - Volume 48, Number 2, April 2002, pp. 202-224 - Article
Subjects:
Children -- Writing.
Reading (Kindergarten)
Mother and child.
Abstract
Maternal mediation in joint writing was compared to storybook reading in terms of their
relations with emergent literacy among kindergartners in a low Socioeconomic Status
population. Joint writing was examined by dyadic writing. Story-book reading was
assessed by storybook recognition. Children's literacy was measured by word writing and
recognition, and phonological and orthographic awareness. Kindergarten teachers ranked
the children's verbal, graphic, and mathematical abilities. After partialling out home
environment measures and story-book reading, maternal writing mediation explained
added variance of word writing/recognition and phonological awareness. Storybook
reading explained added variance of verbal ability above home environment and maternal
writing mediation. Mediation in joint writing is linked to reading and writing acquisition,
and storybook reading is related to verbal abilities.
Bansberg, Bill
Applying the Learner-Centered Principles to the Special Case of Literacy [View in
PDF]
Theory Into Practice - Volume 42, Number 2, Spring 2003, pp. 142-150 - Article
Subjects:
Learning, Psychology of.
Literacy.
English language -- Study and teaching -- Foreign speakers.
Abstract
This article discusses how the Learner-Centered Principles (LCPs) can provide a
framework to create effective curricula, instruction, and assessment in literacy. Examples
of learner-centered literacy strategies and tools for learners at various ages and stages of
development are detailed. The article also describes learner-centered literacy strategies
for students for whom English is their second language (ESL). Implications for teachers
in helping students acquire literacy skills in learner-centered ways, as well as using data
to help guide instruction, are highlighted
Frosch, Cynthia A.
Infant-Parent Attachment and Parental and Child Behavior During Parent-Toddler
Storybook Interaction [View in PDF]
Merrill-Palmer Quarterly - Volume 47, Number 4, October 2001, pp. 445-474 - Article
Subjects:
Parent and infant.
Parent and child.
Storytelling.
Abstract
Longitudinal associations between infant-parent attachment and parental and toddler
behavior during storybook interaction were examined for 131 lower-middle to middleclass families (70 girls; 61 boys). At ages 12 and 15 months, infant-mother and infantfather dyads were videotaped in the laboratory-based Strange Situation procedure to
assess attachment. At 24 months, dyads visited the laboratory and were videotaped during
storybook interaction. Infants with a history of insecure-resistant attachment with their
mothers were less enthusiastic and focused during storybook interaction. Moreover,
mothers of insecure-resistant infants were less warm and supportive, more hostile and
intrusive, more detached, and less stimulating of cognitive development than mothers of
secure or avoidant infants. Disorganized attachment did not predict the quality of
storybook interaction and few attachment-related differences were found when the
toddler-father dyad was considered.
Return to top
Bookclub Chapter 4, 6, 7
What do you see that might be engaging to many different students?
The chapter on prosody and the chapter on phonics offer several activities that might
readily engage various students. I have always found games and word relatives to be a
fun way to teach phonics. Rhymes have been enchanting children since before education
went public and although some people complain that some ancient rimes are politically
incorrect, children will forever continue to squeal when a spider sits down beside her or
when Jack and Jill go down the hill. Teachers from all nationalities recognize the
usefulness of rhymes so while our children learn about eggs sitting on walls we can be
sure children in Australia will continue to learn about Kookaburras and Koalas, children
in Mexico will continue to learn about fleas and lice or dancing bulls, children from India
will recite stories of outsmarted tigers, and children from Africa of spiders named
Anansi. As multicultural teachers we will in turn do well to learn of the characters
particular to the culture of the children in our care and recognize the importance of
learning the sounds of things through culturally important icons. Rhymes provide a fun
way to practice making sounds as does song and music (72). On the other hand, the idea
of making words is sure to engage the imagination of children as few things capture theinterest as making nonsense words (74-79). Words puzzles are quickly becoming
national pastimes and as educators we can use that renewed interest in puzzles.
What do you see that might meet more than one learning modality?
The idea of Readers’ Theater is sure to engage numerous modalities as children slip into
diverse roles and either portray or interpret characters in a play. Most children love
performing and what better way to get them to practice fluency than to have them
perform for classmates, younger children, or family members. As a Cub Scout leader, I
have had multiple opportunities to watch boys write script and perform. Of course they
are not experts and the performance is far from earning a Tony, but the joy on those boys’
faces when parents, siblings, and leaders clap is all they need and want. I often wonder if
that boy standing tall and proud is the same bundle of nerves that squealed when the
curtain opened and I know it is but it isn’t. In my church, children as young as three
years old are asked to lead the prayer, read a story, or even read a scripture for an
audience of about 25 peers and parents. At first they may require assistance but
eventually confidence and prosody begin to blossom. I would venture to say that having
a child in class recite the class pledge, read announcement, read the menu, or even take
roll in a kindergarten classroom will not only help a child overcome shyness and stage
fright but also gain fluency. Cambourne, a teacher of the year for the Language Arts
Journal, commented in a biographical article that while he could not read in first grade he
often had a friend who stood behind him whisper the text to him during chorale readings
until one day it all made sense and he no longer needed help.
The comprehension process instruction found in chapter six also promises to engage
numerous modalities as children attempt to visualize as well as discuss in order to
understand the text.
What do you see that might support hinder students with special needs?
However, I cannot help but feel for the auditory challenged child who may feel left out of
the rhyming fun or even the fluency fun. I also feel that those children suffering from
speech impediments or who have yet to dominate the English language. So much of
prosody relies on being able to hear, speak and see properly that children who are
challenged in these areas or insecure around crowds might not benefit as much as other
children. What can we do to bring out the very shy child? It makes sense to want to
provide the costumes and masks behind which these children can shield themselves.
Does it not make sense to allow the shy to speak through puppets, shadow figures, or
even a pretend radio station??? I remember a classmate who was extremely shy. On one
occasion we had to present a paper on some aspect of history for an honors class. This
girl was so shy she claimed she would go into an asthma attack and she had before. Our
teacher ended up allowing us to turn in a visual or media project. She must have spent
hours arranging little pictures that you had to put in a round clicking thing and frame by
frame she created a Gumby-like clay presentation that blew everyone away. She would
have failed had our teacher demanded an oral report but instead we discovered she had
talents no one knew about. She later became assistant editor of the school newspaper.
What do you see that might support/hinder English Language Learners? I feel that
English Language learners will most certainly benefit from comprehension lessons and
fluency practice but also from a more detailed study and practice of phonics. It is often
overlooked as a silly practice by older children; however, I know as a matter of fact that it
can also be very beneficial. My husband’s niece learned to English by progressing
slowly from pre-school readers to young adult fiction in the course of one summer.
Initially she scoffed at the idea of preschool literature, however, one particular simile
story and the sing song nature of a book titled Is your mama a llama? both of which
happen to be family favorites, were constantly being requested of her by my youngest
children. By reading aloud to her cousins she was able to practice the language; young
children are masters at correcting readers. In addition, a strong phonics program allowed
her to practice pronouncing family words and thereby understanding how to spell a little
better. A program placing emphasis on fluency, phonics and comprehension is sure to
benefit the English Language learner.
What do you see that might be bias in the language used in the assignments discussed in
the chapter?
The authors seem somewhat convinced that comprehension techniques are not an easy
thing to teach and in fact educators require a great deal of professional instruction and
support in order to effectively teach it. I would have loved for them to go into more
detail about what exactly it is that educators should be modeling. It is not enough to
claim that it can take up to a year to teach the necessary comprehension strategies. I
would have liked a lot more than the list on page 114, 116, and the suggestion that a
strong vocabulary program is needed. The authors seem to be advocating a strong
vocabulary program will greatly enhance comprehension but personal experience has
proven to me that vocabulary acquisition is contingent on encountering the unfamiliar
amongst the familiar, identifying it and seeking out its meaning to complete the mental
image or the concept puzzle. I know of no other way of describing it in laymen terms but
as that sensation you get when you hear a tune but a note is missing and suddenly you
find yourself on the quest for the note that will complete the tune. Does that make any
sense???
What do you wonder about with respect to equity (in regard to what you’ve read in the
chapters?
As I mentioned above, I wonder about what we as educators can do to help children who
suffer from anxiety be it in reading or in practicing fluency. I wonder what we as
educators can do to help children who cannot for physical reason see the individual
letters, sound them out or even string them together. Rather than push to just have
teachers become proficient in comprehension strategies, I would that they also became
aware of reading disabilities and methodology aimed at helping children with difficulties
be they psychological or physical feel like and succeed as readers.
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Session 5 Article 2
Cambourne, B. What Do I Do with the Rest of the Class?: The Nature of TeachingLearning Activities. Language Arts, 79(2), 2001. pp. 124-135.
In this article, Brian Cambourne, Language Arts teacher of the year, attempts to address
the ever present question that troubles the mind of every teacher when it comes to group
work and systematic lessons. When I read the title of this article, I knew it was written
for me and although I had already read my two articles, I wanted to learn the most from
this one. In the end, I came away disappointed from this article. In the first place, I made
the presumption that the article would answer the question but it did and did not. In
essence the author is describing the components of an effective and engaging learning
activity without really giving examples of too many effective or engaging learning
activities. The author bases his components on observations made in two different
schools throughout 1989-1997. Thousands of hours of research, video, transcripts and
interviews are condensed to create a list of criterion. A successful learning activity such
as Print Walks, Retellings, Hot Seat, Drop Everything And Read (D.E.A.R.), Author
Study, The Paraphrase Game, Innovation of Text, Create a Blurb, Design a Cover, and
sequencing, must deeply engage the majority of the learners, must be transferable and
internalized so that students can apply the knowledge to other contexts, and must promote
collaborative, independent and interdependent learning. A handful of examples in
context are provided in which a teacher effectively engaged the interest of the entire
classroom and then partitions the students into individual or group lessons where the
product of the activity is then discussed again as a community. In addition, the author
claims that for these activities to be effective the teacher must explicitly tell the students
why and how the lesson ties into other parts of the session, day or lesson. In addition, the
author states that the students must engage in “social interactions and cognitive
collaborations” with others, with more than one mode of language, drawing on more than
one subsystem of language, transferring meaning across different semiotic systems,
offering a range of acceptable responses, developmentally appropriate, and cost efficient.
In all, Cambourne compiles a nice little list of best practices in Learning Activities but
does little to answer the question posed in his title. I know from personal experience that
a number of the activities mentioned cannot possibly fit all the aforementioned criteria.
For example, the suggestion that DEAR time is an activity whereby the teacher can free
up some of her own time to focus on groups is erroneous. Effective DEAR time requires
that the teacher and the children involved in the small group work also drop everything.
DEAR time may engage the child, may be transferable and linked to other subjects or
not, and while DEAR time is independent it may or may not be collaborative since most
DEAR time selections are best left up to the individual child. In addition, while we can
talk about what the objective and purpose of DEAR time is, are we going to discuss it
each and every time? Perhaps my reading is faulty and perhaps my expectations were
faulty but it seems that an article such as this could have done more than end with the
suggestion that teachers not try to find cookie cutter recipes for learning activities and
think instead. Teachers are thinking all the time. Teachers are constantly trying to
improve and comply to federal mandates. However, teachers are also to busy trying to
teach to spend the majority of their time gleaning tidbits for their collections especially
from twelve page article that fail to keep their promise. Is it just me or does it seem
redundant to have to recreate and test what others have already tried and tested and
mastered. Doesn’t it seem like a waste of time to have to recreate the wheel?
My son’s third grade teacher spent a considerable part of two weeks as a class designing
a book covers, writing a blurb, and doing a Beverly Cleary authors study. Perhaps a few
of the students might have been busily engaged. Had I been in that classroom I too
would have been busily engaged. My son on the other hand could care less. He
preferred to read the books than design the cover. He on the other hand might have loved
writing a script based on the novel or directing a scene or maybe even creating the
scenery to a set or even rehearsing the lines for a play but not coloring and creating a
redundant blurb. So my question remains unanswered what do I do with the rest of the
students during group work?
On the other hand, in Ms. Katz classroom the authors of the textbook suggested that we
require all children rotate and do all the learning activities as part of the curriculum.
What if instead, we created say 35-40 learning activities and allowed the children to pick
a minimum of say five with only three repeating themselves from previous studies?
Might that work? Does anyone know of a resource for we recipe seekers? Is it feasible
to create even 10 learning activities related to one subject? One theme? One study? Are
thematic units being feasibly used throughout your school? How and where do you store
even four let alone forty activities? Should we create maybe eight small group activities,
twelve paired activities, and twenty individual activities? Again where do we keep them?
Do we create them or have the students create one each and we supply the rest? How do
we keep it cost effective? In a recent internet search for literacy backpack information,
one teacher requested a grant of roughly a thousand dollars to create 30 backpacks
equipped to take literacy opportunities home. Here is another example of grants
http://www.sdfoundation.org/teachersfund/parentinvolvement.shtml . So how do we
keep it cost effective while meeting the above criteria??
What learning centers have you had great success with? I would love to know and are
learning centers feasible in high school and middle school or is it just not possible. Or
are learning centers for older children better termed webquests ??? Are children’s
museums a compilation of learning centers??? Many years ago, we visited the Children’s
Museum in San Antonio. I recall my children were completely fascinated, as I was.
They bounced from one activity to the other and easily four hours went by without
anyone noticing. We had to pry them from the place!!! Physics, history, language arts,
science, math, biology, and even the arts permeated every corner of the edifice. My
husband whispered to me – is it just me or is this all like educational?? Shhhh!!!! Don’t
say that out loud!!! We don’t want the kids to know a little old volunteer piped up from
around the corner. Cambourne might not agree with that but I do. We don’t have to tell
them every purpose and every objective but there is some truth to using our brains and
my brain is telling me --- I must make visiting children’s museums a priority this next
summer. I’ve got idea collecting on my mind. Anybody got a cup of sugar? (Line from
the True Story of the Three Little Pigs – one of my favorite semiotic examples)
Celestina
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Session 5 Article 1
Brenner, D., Jayroe, T. and Boutwell, A. Building on the Strengths of Families: The
Promising Readers Program. Language Arts, 80(4), 2003.
pp. 274-283.
There is so much I want to remember about this article for when I start teaching again! In
summary this article discusses how three teachers organized a tutoring program aimed at
helping low achieving children and ended up helping empowering and fostering a
home/school community. The article begins by detailing the plan and the process of
creating Reading Promises, a school based parental involvement program. It details how
the aim was to help create literacy rich experiences, draw out parental involvement, draw
upon family knowledge funds, and create the literacy bridges families need for
empowerment and financial freedom.
To start off with, the authors and the school in which the program was initiated attempted
to reach the economically disadvantaged and struggling readers of a community where
parental involvement was almost non-existent. In an effort to create literacy rich
experiences that would be reinforced at home, the authors decided to hire the parents of
children in kindergarten through third to man an after school and summer school
program. It is important to note that this program not only recruited parents as workers
but as active and respected decision makers. While difficulties arose, together teachers,
student teachers, and parents were able to not only start this program but learn to improve
it. The authors offer various examples of difficulties thereby mapping out what did not
work for them and examples of success. Of particular interest, parents became active
participants, learned to identify their strengths, and were able to take valuable lessons
from the experience into future employment, into their homes, and into the community.
Parents learned to value literacy and to value education.
As a fourth grade teacher, I was faced with a situation in which a new math program was
not only frustrating my students but their parents as well. Children were voicing parental
discomfort and disapproval of a new program that seemed to contradict and put parents
on the spot. I hit upon the idea of offering Saturday tutoring sessions and several moms
and I met for about a month. At first, parents wanted to simply complain about the new
program, eventually, they learned to value the lessons taught. I wish I could say that I
stuck with it and that it was worth it. Unfortunately, I did not because there is only so
much one person can do. With five children of my own and another on the way, I
realized tutoring parents on Saturdays was simply not going to work for me.
Nonetheless, I was touched by the way in which the mothers in the group decided to give
up tutoring and promised to try harder to understand their homework. By the end of our
tutoring sessions, I was able to help the parents understand that the best learning for their
child would be patience in allowing their child to teach them. In addition, they knew the
doors of my room were open at any time of the day for “tutoring” and I was able to
establish communication with parents that I might not have otherwise been able to foster.
I too learned that parents want to help their children but a lot of the times, they are afraid,
have had bad experiences in schools as students or parents, or lack “educational”
confidence. As a brand new parent, I was afraid to approach my child’s teacher. I could
see her yelling at the children and had seen the way she looked down her nose at students
and at parents. On one occasion, as I pushed a stroller and rushed a 3 year old, I
struggled to get to the school in time only to have the six year old fall and scrap her knee
three blocks from the school. After being shooed from the office, I knocked on my
child’s class door. The teacher gives me and my little bunch the dirtiest looks, tells me
that being late is not only a bad habit I am passing on to my children but disrespectful to
her and the rest of the children. To an already crying child, she states put your name on
the board and your backpack in your cubby. The door is then practically shut in my face
as the pledge of allegiance begins. I have seen colleagues treat parents indifferently and I
have also seen parents treat teachers indignantly. Few take the time to actually hold a
respectful conversation. In the end, most teachers and most parents want the best for
their children. In the end, a lot more can be accomplished if both work together. I have
also seen parents rally around their teacher and create a wonderful classroom
environment. I have seen parents step up to the plate and try to be better supporters,
learners, and considerate communicators. Promising Readers proves that with time,
dedication, understanding, and respect, parents and teachers can work together to make a
stronger learning environment.
Our schools now have a set parent involvement teacher whereas it used to be a volunteer
and later a paraprofessional. But I wonder how well it is working. As a parent, I have
only once been “contacted” by any of my own children’s parent involvement specialist!!!
And with six children coursing the public school system you would think that I would
have more than one phone call asking for a bag of washed potatoes. On the other hand,
we get invitations to attend parent training sessions from the middle school the day before
the training is to happen – now we just get reminded on the marquee the same day or the
afternoon before. PTA is just as bad about making announcements of its meetings.
Plenty of petitions for money and volunteer donations are made but that is the extent of
PTO.
I agree with the author’s premise that parents want to help and will help if treated with
respect. I believe that many parents do not feel comfortable in an academic environment
or confident. I also believe that caring instructors with such a program as Promising
Readers can make a great impact in the lives of children both old and young. Have any
of you had any experience in fostering a home/school connection? Any advice as to what
works and what most certainly does not? Do you have an open door policy in your
classroom? How do you handle safety issues? At my children’s school previous school
parent volunteers were required to have background checks, TB testing, and other
paperwork in order, what kind of safety measures are taken at your school? How will or
should the recent increase in school and community violence affect campus security?
The authors had parents hired – thereby setting up a screening process. Should we hire
parents and where does the money come from? How valuable would such a program be
in your area? Is this just for economically disadvantaged communities???
Personally, I feel the time is ripe for such drastic measures. I am reminded of the Great
Depression and the literal poverty of millions of Americans. Today, according to critics
of our schools, our educational storehouse is at an all time low and the literacy and love
cupboards in many homes are also bare. FDR hit upon a plan that saved our nation.
Provide community jobs for all – dams, bridges, monuments, parks, works of art, and
other grandiose community buildings were erected. Perhaps the only way to save our
children from literacy poverty is going to be giving parents jobs creating works of visual,
linguistic, creative, and dramatic art, erecting monuments to education, building literacy
bridges, embellishing parks, and why not copying beavers as stick upon stick is
accumulated to dam up the flow of bureaucracy as we pool together the efforts of
students, teachers, parents and communities.
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Booktalk Chapter 9-10
I was instantly drawn to the manner in which Ms. Katz employed learning centers to
group children and free up her time to work with individuals and small groups. I like that
while students get to have some choice, they also know that it is important to work at
each of the learning centers. Ms. Katz was able to use the centers to also reinforce
flexibility of grouping (180) and the need for a literature permeated classroom.
Having had my boys in Montessori for a semester allowed me to recognize the value of
heterogeneous grouping as well as learning centers and activities. In fact, learning
centers are the thing my son misses the most. What was even most interesting was that
the students knew what to do even in the absence of their regular educators. They knew
just where the materials belonged, how to use them and if any new students were present
it was they who taught the child how to use the needed materials. In fact, one center
required the use of an apple cutter and, another center, the use of an orange juicer. It was
almost magical to see. If I were a child in that classroom, I might have wanted to crowed
around and see, but not them. They had all been taught how to use it and knew they
would eventually get a chance. Once the apples were cut, the cutter would look around
the room and invite and serve children they identified as busily on task. I think that
student choice and empowerment were the most effective teachers in that classroom.
I also felt that Frank Owens, (194-198) method of soliciting information to develop and
apply critical literacy skills was a fascinating way to include students, make connections,
draw upon prior knowledge and motivate students to seek out information. Perhaps the
most fascinating thing to me was that he was able to draw on individual’s interests and
strengths rather than force kids to try to fit into what was needed. As an educator we
have to be very careful of trying to peg kids into holes we think are perfect for them but
instead take the time to listen to them and find holes into which they can more easily fit
as was the case of the student who focused on the caricatures and was able to produce
one of his own that truly captured the essence of the lesson.
What do you see that might meet more than one learning modality?
By the same token, Frank Owens methodology is an excellent way of reaching students
of varying modalities because it allows children to bring their strengths into play. The
use of multiple and varied sources affords learning sources and opportunities for all
children. The incorporation of lots of discussion opportunities will no doubt also meet
the learning needs of more students. By the same token, incorporating “the critical
literacy techniques you’ve been using in your language arts classes,” into other content
classes promises to strengthen cross-curriculum learning. In addition, using multiple
reading and/or studying strategies are an effective way of reaching more than just the
visual learner. On the other hand, well managed learning centers have the capacity of
encouraging multiple modality learning. Learning centers can be developed for the
auditory child as well as the visual or kinetic learner. The family quilt work is an
excellent way to include and encourage the kinetic learner. I am sure multiple books
exist that include the use of quilts in telling family as well as freedom stories. I am
particularly thinking of the book about the freedom quilt in which a little girl quilts a map
to freedom.
What do you see that might support hinder students with special needs?
The only special needs children that I can see hindered by the above mentioned
techniques would be the autistic or agoro-phobic child. I can’t think of the correct term
but a child who cannot feel comfortable working in groups or around to much discussion
might not fare as well as most other children in some of the activities, nonetheless, they
might progress wonderfully in individual learning centers. The incorporation of multiple
learning modality activities could easily be adapted to the hard of hearing and hard of
seeing. In fact, I gander that learning centers created for special needs children will not
only interest but fascinate “regular” learning children. What have you noticed about
regular kids and special needs kids? Do they really include and accept each other as
equals? Does that affect classroom project work? I remember observing a classroom
with one special needs child and it seemed that everyone including the teacher were
beyond frustration and had absolutely no tolerance for the child? Children can be cruel.
What measures have you tried to ensure equity and support for special needs children in
inclusion classrooms??
What do you see that might support/hinder English Language Learners? I feel that the
repeated exposure to dialogue and discussion will certainly benefit the ELL students as
well as afford multiple opportunities for linguistic practice, vocabulary development and
specific content learning. I love the fact that on page 194 the authors call teachers and
students active conegotiators of text and that they do more than call us consumers but
they recognize that both must indeed be producers of texts as well. ELL students are sure
to benefit from critical framing as well as the use of situated practice especially if their
unique and specific sociocultural needs are placed in context. Recently, the Mexican
community was in uproar when a Hispanic American artist bashed the Mexican
population. A less than sympathetic commentator stated that the boy was in short
destined to be a reject- having been born in the United States he will never truly be
American and having ostracized himself from the Mexican fans, he will never be
accepted or embraced. Too many of our ELL students are growing up dissatisfied and
displaced. Hopefully they can integrate, become excellent citizens and contribute in
making the US the greatest nation on the face of the earth, however, that won’t happen if
they don’t feel validated, valued and accepted as contributors which is exactly what the
Steven’s pedagogical framework promises to remedy. In the example of Mr. Owens
classroom, students of all races were being asked for their opinion and their opinions
were accepted. The students had their choice of resources recognized and their pieces
were allowed to reflect their thoughts and their concerns. I remember asking students to
write a news article. At first they complained because several of the students chose the
same topic. Imagine their surprise and joy to see that I said that’s okay. They will both
be good in their own way. I also informed that as chief editor, I would get to decide
which article ultimately made it into our publication. When they saw all articles had been
included they were taken aback. I responded to their puzzling looks by declaring that all
the articles were so unique and wonderfully written that I simply couldn’t leave any of
them out. In effect, the articles were unique, the students loved that you could hear the
authors voice. In a small way, they saw each other as a team. Isn’t that what we want for
our ELL students for them to feel accepted and safe to learn as members of a learning
team? I also feel that by incorporating this technique in teaching our ELL students we
effectively address the question of equity. By attempting to address and recognize the
needs of all contributing conegotiators of text we are in effect providing equity for all
learners. What do you do to make all children feel included in your classroom? Do you
find it difficult to include some kids? What do we do with the kids who simply could
care less about being members of a community or who have no intentions of being
conegotiators or producers? What do we do with the kids who simply refuse to
participate or are constantly disrupting others? I don’t know but at times we could all be
ready to go to the library or do some fun and exciting project and there was always one or
two kids whose personal problems took precedent. What do we do then??
What do you see that might be bias in the language used in the assignments discussed in
the chapter?
I don’t see any bias in the language used in the assignments discussed in these chapters.
By addressing the varying needs of all students, in effect the model teachers have taught
us that we too can be creative and reach all students. By contrast we learn that adopting
Mrs. Azner’s philosophy and pedagogy will not only alienate our students and set them
up for failure in that class and in any other class for which this class is based on. Who
can blame little Kyle for falling asleep? Would you want to fall asleep too?
In my response to an original response given to
Valerie
Forum: Session 4: Book Club
Date: Fri Oct 06 2006 15:26
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: Session 4 Book Club Response
I was halfway through my post when I went back to look up a website and when I
realized I hadn't opened a new window I realized I lost it. Techno-difficulties.
In the first section, I hear your concern for using young adult literature when you state
“the use of young adult fiction with adolescents will engage a variety of students by
having them read literature that relates to what they consider the real world and therefore
provide authentic reading experiences.” I agree. There is so much excellent literature. I
was remarking to someone in another post how often we can find excellent examples of
modern day young adult fiction steeped rich in history, culture, psychology, and growth.
What can be better than using time proven characters to teach real life situations in the
context of fiction. I am thinking of Lowry’s, Number the Stars. Excellent young adult
literature, both modern and vintaged (gets better with time doesn’t it), aught occupy a
space on our classroom shelves and in the hearts of our children. I can’t think of a better
best friend for our troubled youth than the very friends that have for decades calmed our
own troubled souls. Personally, I am grateful to authors who have spent years “raising”
worthy characters with authentic worries, upstanding parents, and the tenacity to solve
the ever present struggle of having to grow up. Does this make any sense? I hope so.
What would our world be like without Ramona, Anne with a silent e, Laura and Mary
and Nancy Drew or even Encyclopedia Brown? Do you have any experiences with a
fictional character particularly endearing to you?
I would love to hear more about your idea of using music as a tool in teaching literacy.
Do I understand you suggest we employ cultural music to strengthen the literary ties?
Are you suggesting we listen to Hindu music while we learn about India, Egyptian music
while we learn about Egypt or maybe the songs of whales as we learn about the marine
ecosystem? I love this idea!! Many years ago, when we did a study of Egypt, I recall a
child suggesting we wrap one student in toilet paper and pretend he were a mummy. I
thought it crazy at the time (I still do) but then we read that book where a bunch of little
kids create a club. Anyway I am sure you will find it here in this website
http://guardians.net/ It is the absolute authority on Egypt as far as I am concerned and a
website I love to visit!!!
This brings to mind another idea, what do you think of international fairs? I have
attended one that was a smashing success as far as the food went. However, I wish the
children had been allowed to work on the actual presentations rather than it be a teacher
directed presentation with students as contributors of artifacts. One thing that bothers me
about international fairs is the idea that we have to dig into our past to find our ancestry
when some children have no way of finding out their past on account no one has thought
of preserving it for them. What would you do in a situation where the music or the
cultural ties are painful??? I am thinking of children recently immigrated from war torn
countries? I am also thinking of children adopted from third world countries? What
about children who are in foster situations?
Concerning your comment, “These chapters are heavily biased towards the importance of
using literature in the classroom, but because I agree with this importance and it still advocates a
balanced approach to literacy instruction I don’t find this bias offensive.” Ditto!!! I never thought
of it that way but your are so right the authors are definitely biased in favor of literature richness.
Oh Barbara,
Reading your posts is always a joy!! In fact to steal a thought from your post, you motivate me to
become a better teacher. What I hear you saying in your story about the Chinese dad is that it is
equally important to validate the child as well as his culture and that doing so enriches the entire
class. It is refreshing to know that some people embrace their culture so much that they send
their children to Saturday school. I have been trying unsuccessfully to get a few of my close
friends to start up a Saturday school here for Hispanics. While a lot of people feel that such a
school would be redundant, having secured Mexican textbooks for my own children has allowed
me to see that in reality they have been deprived of something when not allowed to embrace their
culture. It is such a shame that children born in the US don’t speak English and don’t speak
Spanish. It is so sad to see that this had detracted from a true bilingual program also. In a
nearby school district, they have gone the dual language for all route and they are excelling in
every area!!!
In your comment, about students being encouraged to write, illustrate, and share a story abut a
tradition that is part of their family. This activity is activating the children’s prior knowledge.
(Marshall, 1996) (page 172) Children love to tell ‘their’ stories, and especially if it includes their
significant others! This would be an opportunity of a lifetime and they are so young that they may
not realize it. I would like to pose a question I posed in a previous reply but which troubles me
greatly. What would you do in a situation where the music or the cultural ties are
painful??? I am thinking of children recently immigrated from war torn countries? I am
also thinking of children adopted from third world countries? What about children who
are in foster situations? It is especially the foster situation that I think troubles me. What
can we do to help these orphans of culture??? I often think of the tenacity of Bud, not
Buddy. He had something to hold on to but what of the little boy who never knew his
mother or whose mother was always drunk or passed out where do they start???? What
would you do in this situation?? I don’t know what I would do???
In your post you mention that literature is both a window and a mirror to the world and
that it is through literature that students learn about people they might never meet and
places they may never visit in their lifetimes. You also mention the idea that children
must see themselves in books to affirm themselves, and must see others to expand their
conception of the world. What I also think this means is that without the vicarious lives
of the characters in books children might never get to see what they might become or
what they have the opportunity to become. I am thinking about the numerous people that
have come my way that I will forever feel indebted to authors such Zilpha Keatly Synder
for Gib and the little girls in the Egypt Game. When I peaked into the lives of these
children as a child, I had an ally who understood what it was like to be alone. When I
read these books as an adult then I had an opportunity to peak into the hearts of the
children I want to be able to reach. Does this make any sense? I hope so. Sometimes it
is so easy to forget what it was like being so young. To the authors description of
literature I would like to add, crystal ball or a wishing well or even an opportunity to
tesseract.
Tell me more about how you choose books for your students. Do you have them fill an
interest inventory? Do you go by the awards? Do you read children’s literature for fun
and pleasure? Do you swap favorites with friends??
Once again, thank you.
Celestina
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Session 4 Article 2
Reclaiming Literacy Instruction: Evidence in Support of Literature-Based Programs
Poonam Arya Prisca Martens G. Pat Wilson Bess Altwerger Lijun Jin Barbara Laster
Debora Lang
In the above mentioned article, the authors address the need to reassess the systematic
based phonics programs that are being adopted as a result of NCLB legislation by
comparing the use of these programs and the literature based programs. In their study,
100 children were given multiple assessments in which the ability to decode, summarize
and answer questions were studied. The article begins by describing the success and
advancements made in the last twenty years in which reading response and reading
discussions played a prominent part. It also relates how teacher selected literature and
initiated discussions eventually became replaced by previously published commercial
created basal bound literature and what the authors deem “scripted” lessons and
questions. The authors also mention the influence and support a proliferation of
convenient studies had on garnishing state approved and government funding for certain
reading programs namely Open Court.
A quick google on the Open Court reading program led me to a few website which
certainly did not convince me. It too seems to make great use of sight words or as they
are called now high frequency words. Sight words are not phonics. When Mrs. X
declared I was to have my child sound out his reading books, I had to take a double take
on account the stories were riddled with sight words. For example in a reading basal
practice book titled Phonics, the first word in the first story in the first book is monkey
and the fourth word is motorcycle. Now I ask you, is this phonics sensible?? How is a
beginning reader supposed to decode the word monkey? First of all it has two syllables;
second of all while the first syllable is the convenient CVC format, the second syllable
clearly fails. How can they justifiably call this phonics??? -key implies more advance
graphonemic knowledge as well as knowledge of irregular vowel combinations. Last
year, I volunteered to tutor reluctant kindergarten readers only to discover they didn’t
have a chance in the world on account they were using pre-readers as the text. Oh sure
the pre-readers had a pattern but try as I might I could not convince the teacher that
pepperoni had no business in a book one phonics program nor did the words tomato or
cheese or green pepper or skip or jump or friendly or frog or even bouncing into a lake.
While the stories made for good pre-reading they were not primers. Even in my limited
knowledge, I know that CVC is basic format and that blends come way later. In addition,
it is obvious that a good phonics program does not include the mixture of short and long
sounds or of diphthongs (I think that is what you call ie and ea and such). I had taken a
reading class back in 1994 when my oldest child was entering 1st grade and it pained me
then to see children’s self esteem hurt by being made to read books for which they are not
prepared and it hurt me so much more now especially because my children love books.
While my own tendency is toward a solid phonics program supplemented by authentic
reading materials and a hearty selection of theme related literature, I can see why a
phonics only program would result in a lack of comprehension mastery. However, I beg
to differ. The authors argue that literature based literacy promotes reading comprehension
and encourages fixing mistakes whereas a phonics program will not because its students
are grapho-phonemic dependent and focused. I believe that a literature based program
alone can also be detrimental. In addition, I can appreciate the desire to bound great
literature into one basal perhaps the danger lies in the scripted lessons and other
resources. Perhaps anytime you prepackage anything, be it food, a craft or even a literacy
package, something goes amiss. Like fresh food, we need freshly picked literature
personally selected and in season. Many of the books that have been bound will always
remain favorites. Taro Gomi’s I learned to book (I can’t remember the title but am
banking quite a few are familiar with the work)… is a masterful foreign creation but what
has been lost when teachers don’t take the time to do an author focus. I am suddenly
feeling like recipes are great for the beginning chef, but the real “sazon” comes from
adding ingredients on the spur of the moment.
I hope to remember the advice given to educators in the inset article by Richard Meyer
that as educators we need to be involved, keep talking, and stay on the right track. I found
his advice invaluable. From suggestions to go in groups to advice of how to slow down
the process to get the adoption committee to rethink and reconsider, this mini-article
delineates how educators can reclaim the literature based curriculum. In the end, I don’t
think it is either one group or the other. I am concerned that at times the government sides
with particular publishers without consulting early childhood instructors or even reading
specialists. I am concerned that much speculation surrounds who is marketing, who is
purchasing, and who is designing the curriculum. I am also very concerned with the fact,
that too many early childhood teachers have been content with following the prescripted
lessons rather than enriching the basals. I am concerned that systematic phonics
instructors are bypassing the richness of establishing a pre-literacy love and interest in
literature. I am equally concerned that so much emphasis is placed on beautifully
illustrated text, sometimes the illustrations are what detracts from the text, wouldn’t you
agree?? What methods have your schools endorsed? What methods have you found most
effective? What methods have you found most satisfying? If the literature based literacy
is so effective, why was it necessary to create the scripted lesson plan format? If the
literature based literacy is so effective, why has whole language become such a dirty
word? If literature based literacy is so effective, why do so many educators blame it for
the creation of a new generation of illiterates? I appreciated the article and it did
encourage me and motivate me to make mine a print rich literature wealthy classroom,
however, I feel that true phonics has a very important role yet to play in reclaiming
literacy. I just hope to find out what that role is before I get out there because the mind of
a child is to precious a thing to practice on. Wouldn’t you agree???
So is the solution a reading teacher in every early elementary classroom?? I wonder.
Celestina Amezquita
Responses to my original post and subsequent replies
-------------------------------------------------------------------------------Forum: Session 4: Journal Article #2
Date: Wed Oct 04 2006 11:32
Author: Brookby, Valerie <vbrookby@sbcglobal.net>
Subject: Valerie to Celestina
-------------------------------------------------------------------------------Thanks not only for sharing your summary but also your opinions and view points on this
important topic! Sounds like you and I agree. This is my philosophy as it stands now - I
look at reading as a toolbox, and we as teachers should give kids all the tools we can to
use when approaching a book. Phonics is one of those tools!!!! I used Saxon phonics in
my 2nd grade class, and yes it is very scripted and can be boring and complex if you don't
watch out, but I tried to keep the lessons fun with games and such, and my students really
liked it and benefited from it! Sight words are another tool, and certainly literature is
another! Why not expose kids to all the different ways of reading and let them use the
tools! Balance, Balance, Balance is what I say!:) I also agree with you; if you are going to
call something phonics, then you can't put pepperoni in there!!!:) Thanks for the great
read and thoughts - - a reading teacher in every room? You may be onto something!:_
Valerie
My response. Please notice that although there was no direct question, I go above and
beyond the call of duty in trying to find a way in which to extend the dialogue.  Okay
so I do suffer of over achieving-itis.
-------------------------------------------------------------------------------Forum: Session 4: Journal Article #2
Date: Fri Oct 06 2006 10:22
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: Valerie to Celestina
-------------------------------------------------------------------------------Thank you Valerie,
I like the way you compare the different reading methods to a toolbox. What a wonderful
concept to teach kids and what a wonderful way to illustrate it on a bulletin board. I am
going to start planning this "bulletin board" as soon as I am done with this semester. I can
already see it following a Bob the Builder theme and I am sure little ones will embrace
him or why not combine Bob with Dora and make it a backpack. Maybe a Diego and
Dora character backpack might become a home/school connection literacy backpack.
Needless to say you got my creative juices boiling over. By any chance do you or do you
know anyone who uses backpack buddies or literacy backpacks? Do they have any
success?
I wonder about literacy belt tools???
Thanks again,
Celestina
-------------------------------------------------------------------------------Forum: Session 4: Journal Article #2
Date: Wed Oct 04 2006 22:54
Author: Goodsite, Barbara <rdbggoodsite@aol.com>
Subject: Response to Celestina from Barbara Goodsite
-------------------------------------------------------------------------------Hi Celestina,
Sounds like a good article. When I left Fort Worth ISD, we were using Open Court. It
was the NEW thing on the block! During the 15 years prior, I could bet on changes every
year. The district was always trying something new.
I remember one year while teaching 2nd grade, someone in the district created a check
sheet. The check sheet was so long that it took me past lunch to get everything included
with my ESL class. (I was lucky that my principal trusted that I was teaching the children
the 'best' possible way for them to learn to read and find success. She never questioned
me, because she knew by the scores on their testing!)
Open Court. I had gone back to Kinder to pick up a new group of ESL students. The
district had a time schedule to follow. Because I was teaching children that didn't speak
much English, I took longer than the schedule allowed. I was not going to move on until I
knew that the students understood the letters, the sounds, the concepts, and proved they
had comprehension skills.
I refuse to teach children to be 'word callers'. I would have failed the children, if I had
allowed this to happen! As a result, we finished the year with having read ALL Open
Court supplemental readers, and were reading my Reading Recovery books. They were
ready for 1st grade!
It wasn't easy, because I had to teach Reading Recovery to 1st graders in the afternoons,
so I was restricted to the mornings only. When working with ESL students, I have found
that it truly takes the majority of the day to teach reading effectively. That's when/why
the teacher needs to include science and social studies in the reading curriculum.
I think your right in that one reading curriculum doesn't cover everything!
Because most districts have used more than one curriculum, you will probably find
'pieces' that have been left around when you start teaching. Hopefully they will leave the
'best' parts of the curriculum.
Do you sub for any school districts? By substituting you will become familiar with the
different reading programs that the districts are using.
Even your children's teachers should be willing to share what they are using. This would
give you a + with them.
I will share or explain anything I have. I am always buying new books and materials. I
just received a new vocabulary book at three different levels. A,B,C
We are starting on A and C is the goal!
Let me know if I can help!
Barbara
Forum: Session 4: Journal Article #2
Date: Fri Oct 06 2006 11:40
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: Response to Celestina from Barbara Goodsite
-------------------------------------------------------------------------------I love your subbing suggestion. I just wish I had the time. I don't know how you guys do
it teaching and going to college at the same time. My original plan was sub and learn but
I signed up for three classes not knowing I would be approved for all three until the day
of registration so now I feel I am in a bind. I am hoping to do some subbing next semester
though. Nonetheless, my hats off to you all.
I was wondering? Why do you suppose everyone wants to send you the kids in the
morning?? Seeing as how my goal is to be a Reading Resource educator, I was
wondering how you manage? In another post, I recall you said that you have built in
reading opportunities for older children with the younger children and that that works out
very well. You do have your own room right?? You aren't one of those mobile teachers
right? If not, do you use reading learning centers?? Are they by age group or by learning
ability?? You state that my children's teachers should be willing to share what they are
using, so often I find my children's teachers feel threatened. I have even decided I have to
be very cautious about revealing that I am a teacher. One kinder teacher was the opposite
but it was a unique situation in that I could tell she was truly frustrated with the
curriculum. (So was I. It seems the school did not place great emphasis on Literacy - they
didn't even have a traveling library! Nor a real library for that matter. ) Is is reasonable to
assume that educators might feel threatened by having a educator's kid in their room? As
a first year teacher I had a counselor's, two principals' and a teacher's child in my room. I
felt very uncomfortable at first. But it was nice to have connections in higher places, too.
LOL.
Celestina
-------------------------------------------------------------------------------Forum: Session 4: Journal Article #2
Date: Fri Oct 06 2006 18:47
Author: Goodsite, Barbara <rdbggoodsite@aol.com>
Subject: Re: Back to Celestina from Barbara Goodsite
-------------------------------------------------------------------------------Hi Friend,
My hat is is off to you ! for attempting 3 classes at the same time, especially if they are
all online !!!
I might need to call in reinforcement ! This is my third online course. One each semester
is enough.
I could not handle any more. It's a struggle just to get online every day, and when I don't,
I feel behind!
My Resource class... I now have 24 students that travel back and forth to 'my classroom'.
They range from 1st grade to 6th. If I have them for reading, then I have them for the
time that their regular class is in reading, and the same for students that come to me for
math. I only have 3 students that come for an hour each day. The others come for 2.5
hours each day.
It is a very busy day up until 1:00!
Every student reads outloud everyday in reading, language arts, spelling, and math. I feel
that is top priority! These children are already behind, and I have got to make 'double
time' with them!
We have come a long way so far this year! But we have a long way to go !!!!!!
Thanks,
Barbara
-------------------------------------------------------------------------------My replies to original posts by classmates
-------------------------------------------------------------------------------Forum: Session 4: Journal Article #2
Date: Wed Oct 04 2006 12:40
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: Session 4 - Article #2
-------------------------------------------------------------------------------Although I have never really dealt with censorship or truly the teaching of fantasy, I have
many friends who have questioned the Harry Potter series. I myself have questioned the
Fear Street series as well as the goosebump series. I can see why your teacher was
"excommunicated" from a church setting for delving to deeply into the Lord of the Rings.
My husband loves the series and yet as a very religious boy, he will be quick to point out
that their is a certain element of evil in LOTR. In other words, don't you feel at times that
the author takes clear to the edge of the path to a place where you almost touch it. I too
read it in high school and it was to say the least a most provocative series. Many of my
friends have questioned the HP series and refuse to let their children watch or read them.
Giving kids the creeps is RL Stine joy and he is obviously a master at it with over 100
Fear Street books and numerous goosebump books, but we have to ask ourselves where
do we draw the line. I drew the line with RLStine. But then I don't watch any kind of
recent day Horror movies either. I do think we need to be cautious about going to deep
into texts and reading too much between the lines of fantasy. CSLewis and Madeleine
L'Engle have had their days on witch hunt court as has Hawthorne.
The anti-fantasy puritanical might go so far as to ban and frown on animals speaking and
ban the three little pigs from kinder classrooms, however, the fantasy-permissive might
try to influence children from their state certified pulpit and bring into the classroom
some pretty risque, obscene and inappropriate material. I have read some pretty risque
things taken off the teen literature shelves. Take L'Engle, I've read several of her books
and in some she too takes you to pretty close to IT, the source of evil, but the thread of
love and hope are never lost. Have you ever read anything in there were you felt I don't
know dirty afterwards? At anytime in reading HP, do you feel dirty? I think the line
needs to be drawn somewhere but who should d draw it?
In my case, I think if I wanted to help students soar well I think there are plenty of
nonfiction books and heroes from which to draw information. Perhaps the life of authors,
and pick books that I felt had a clear and uplifting message like that of a Wrinkle in time
still going strong after 44 years in publication!!!
Are you familiar with the works of Lois Duncan??? That's where I drew my personal
line. Something there is within me that abhors a book that desenthesizes killing, torture,
and cruelty as if they were just elements in a make-believe story (but to contradict myself
I did so enjoy My Kinsman, Major Molineux by Hawthorne. Is he considered fantasy?)
Celestina Amezquita
Oh that I were an elfin girl maybe I will be once I get the tesseract thing down.
-------------------------------------------------------------------------------Forum: Session 4: Journal Article #2
Date: Thu Oct 05 2006 12:14
Author: Gigas, Darcy <dgigas@hotmail.com>
Subject: Re: Session 4 - Article #2
-------------------------------------------------------------------------------Thank you for sharing. You do bring up some valuable points. I agree that we need to be
aware of the underlying meaning and cautious as to what we are teaching our students.
I have never felt "dirty" after reading Harry Potter, I actually enjoy the series very much
and own every movie. I just don't understand some of the reasoning people give who are
against the HP series and other sorcery novels. I'm not teaching it or encouraging the
practice of it. I would hate to restrict someone's imagination. I was brought up in a very
strict religious household; however, I was never restricted in the books I chose to read
and I truly thank my parents for that. It is difficult as to where the line should be drawn
especially for someone else's child. We all have different beliefs and values and I think
we should respect those.
You are right, there is a plethora of books out there that involve fantasy to chose from.
I'm sure we can find some that are appropriate to use without offending anyone.
Thank you for sharing.
Darcy
I also replied to Valerie
-------------------------------------------------------------------------------Forum: Session 4: Journal Article #2
Date: Wed Oct 04 2006 13:40
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: Looking Closely at a Science Trade Book
------------------------------------------------------------------------------Hi I went to her website and I must say she is one prolific writer!!!
http://www.gailgibbons.com/otherbooks.html
I can't remember reading her books but I am sure I have as I seem to recognize her face
from a basal. I would like to ask are you familiar with Elizabeth Mann and her nonfiction
books? I believe they are a gem. She manages to weave facts with artifacts and stories in
such a way that she actually weaves the multiple modality teaching. I simply love her
work as do my children. I also love the DK books!!!
Here is her website. You will love how she weaves her facts!
http://www.mikaya.com/books.html
What other series of nonfiction do you and your children enjoy??
What do you think of the American Girl series?? Part of the Reading Renaissance
program demanded that boys had to read chapter books but many thrived on nonfiction.
Imagine my surprise when I caught a few reading the American Girl series.... But Miss
we read it because it is like real you know?? I know.
Girls love them too! I am so thankful for nonfiction writers who have finally decided to
cut the dry and boring.
http://store.americangirl.com/pls/ag/AG_pagethumb?catid=375867
Celestina
Forum: Session 4: Journal Article #2
Date: Thu Oct 05 2006 15:55
Author: Brookby, Valerie <vbrookby@sbcglobal.net>
Subject: back to Celestina
-------------------------------------------------------------------------------I am not familiar with Elizabeth Mann, but now I want to get on this website and learn
about her. Thanks for sharing!!
I am not super familiar with the American Girl Series; I have seen them, read a couple
and am familiar with the concept. I think it's a great way to make history interesting to
kids! Are these books known for being accurate in their facts? I'm going to explore that
website as well. Thanks for the great suggestions!
Valerie
Forum: Session 4: Journal Article #2
Date: Fri Oct 06 2006 12:03
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: back to Celestina
-------------------------------------------------------------------------------What I personally enjoyed about the American Girl series is that it is almost like crawling
into a window of another era. In addition, there are the crafts, the recipes, the convincing
artifial artifacts, and overall the feel of falling back in time. As a child, I was always
asking my mum what it was like when she was a child. What my grandma was like and
my grandpa what he ate, drank, did?? Both had tragic deaths and her grief never allowed
her to talk of them. When my daughter read the series, I felt like so many questions were
being answered. It's history from a child's perspective and I find them beautiful. There is
another series I will dare to suggest but it has a limited following and you won't find it in
any library. The life of Elsie Dinsemore -- it's more of a Pride and Prejudice/ Laura
Ingalls kind of book from a Christian viewpoint -- found them in a thrift store but
wonderfully accurate.
What is your take on the Little House on the Praire series?? Imagine studying history
through Wilder's eyes. Maybe that explains why my best friend's son devoured those
books -- the weaving of facts can be powerful, no???
Celestina
To Barbara
-------------------------------------------------------------------------------Forum: Session 4: Journal Article #2
Date: Wed Oct 04 2006 11:49
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: Session #4, Article 2
-------------------------------------------------------------------------------Barbara,
Thank you for such a touching and inspiring post. Yes they are all true and yes we can do
it to. You have renewed my dedication and efforts in saving children even if at present
they be my own. I was truly touched by your story and the power of reading partners.
Children helping children is such a powerful tool we need to take advantage of in our
classrooms.
As I read your story of the child who was burn and brain damaged, I couldn't help but
reflect on children who have been burnt and damaged on the inside with no visible scars
on the outside. I have in previous posts shared my own educational trauma and the abuse
to which I was subjected. On the outside, and usually outside of this forum, I have been
reluctant to talk about it. People who meet me can't tell what I went through. for example,
I can not stand to have my hair touched - in fact I cut my own hair (its not a pretty site but
people have gotten use to it. Being white made my hair different and it was constantly
being touched, braided, stroked, pulled, yanked, spat on, etc. with threats even of having
my head cut off if I moved. My point is this was and is an emotional burn that I live with
but hair is hair and well it doesn't really interfere with my daily living. My point is some
kids have other kinds of emotional scaring and problems of learning-threatened maladies.
If patience, whetting learning appetites, looking deeply and taking informed choices can
help children the medical profession deems unteachable what is to stop us from saving
children psychologist and counselors deem unreachable? I see HOPE in a giant flashing
neon sign between the lines of your post. Thank you.
I would like to ask, what one thing do you feel helped guide your teaching with these
precious girls???
Celestina
Forum: Session 4: Journal Article #2
Date: Wed Oct 04 2006 22:21
Author: Goodsite, Barbara <rdbggoodsite@aol.com>
Subject: Response back to Celestina from Barbara Goodsite
-------------------------------------------------------------------------------Hello friend,
When working with these children, my heart was at work on 'overtime'. I felt that I didn't
have a minute to waste. When that dad told his daughter that she was NOT reading, I ...
This was a man that layed in bed and rang a bell for his wife to come and wait on him. I
told her that he better get to the kitchen fast or I would be going in... This was a very
dysfunctional family and he was verbally abusive. I finally did have to tell the Chase
Bank representative. The dad had squandered the $$$$$$$$$$$$$$$$ given him over the
girls accident, and they never had money to buy school clothes. The Chase representative
authorized me to buy her clothes and add it in with my hours. Him and I decided to enroll
her in dance classes to help with the coordination. When she was burnt, one hand was
burnt really bad. It affected several fingers. I know by now that she has gone through
several hand surgeries. I just hope the family situation has improved.
I hate it when people, especially other teachers, tell me that a particular child just isn't
going to read!
You can bet that I will make them eat those words on the day I teach the child to read!
I have read and been told that some children will hit a stopping point and will NOT be
able to learn any more. I just can't believe that! I think there is 'always' hope! Someone
just has to believe!
You have to keep the faith. Find a 'true' friend and share or even at times vent your
feelings. I'm always here to listen.
Barbara
-------------------------------------------------------------------------------Forum: Session 4: Journal Article #2
Date: Fri Oct 06 2006 12:11
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: Response back to Celestina from Barbara Goodsite
-------------------------------------------------------------------------------Thank you Barbara,
Thank you so much. A few years ago I wanted to start a new MADD but my fear kept me
from it. Mine would be Mother against Violence in Schools. Who knows maybe what
happened to me will only be cured by using it to start something like that.
Celestina
Forum: Session 4: Journal Article #2
Date: Fri Oct 06 2006 18:56
Author: Goodsite, Barbara <rdbggoodsite@aol.com>
Subject: Re: Back to Celestine from Barbara
-------------------------------------------------------------------------------Hello Friend,
I know that this semester you are booked! But it is never too late!
I feel that it would be very successful, and the reason is that 'you' have personal
experiences to share with others that are feeling that they are 'all alone'. Not realizing that
there are others too!
Support groups sharing is the BEST!
Lots of Luck!
Barbara
So Professor,
Do you think there is a need for such an organization? Was mine an isolated case?? Last
night I went to a BoyScout Roundup and the leaders, because it seems most are
educators, were all saying how those “rulers” were what kept them on the straight and
narrow and how it was that kind of discipline that made them into good people???!!! I
wanted to speak up but I just couldn’t! I was already a “good people” – I so didn’t
deserve it and I think no kid does.
I too have a dream.
Celestina
Return to top
Session 4 Article 1
Multigenre Research: The Power of Choice and Interpretation
First of all, I would like to add the word and Accountability to the above title. In session
2, many of my classmates had extended discussion about research papers, so when I saw
the title of this article, I knew I had to read it and boy, was it worth it.
In summary, the article discusses the art and definition of multi-genre research and lays
out the map of success for other instructors. Not only do they tell us how to best set up
the planning and preparation for this program, they tell all the things that didn’t work for
them thereby giving us a leg up on the in and outs of a successful multi-genre research
project. I feel that the multi-genre research project is the best way to go for many
reasons. In my last class, Content Learning with Reading and Writing, I did a lot of
thinking about how we could get kids learning other coursework through reading and
writing. As a sixth grader, I was not afforded an opportunity to participate in the eighth
grade science fair, but the quality of work produced convinced me that science fairs were
a gold field of learning opportunities. I couldn’t wait but for safety issues, I didn’t get to
attend 8th grade. As a ninth grader, I did a research project on Marie and Pierre Curie,
Frankenstein, and Shakespeare, the man. What I loved about this year is that I got to pick
the subjects. However, after spending hours writing and typing I was left with a bitter
aftertaste when I realized no one would get to ever read my papers. Oh that English
teachers could have an English Fair similar to Science Fairs! If anyone has access to any
of the articles by T. Romano, which I don’t on account I only have the Language Arts
subscription, be a sweetie and post it as attachment to a reply.
In this article, the authors relay how important it is for a student to have interest and
commitment to research questions prior to commencing research. The program combines
and partners mini-lessons as given by university students to numerous fifth grade
students. What I love about the whole approach is the learning that is taking place at all
levels. Student teachers are teaching mini-lessons while they are completing a similar
assignment at the same time as they undertake helping a fifth grader accomplish such an
assignment. It is a perfect example of teach and learn as you do. As a result the
professors are refining the project as they are helping student teachers become proficient
in teaching this exciting research method. I think one of the reasons I learned to love
literature was because of Professor Sledd who taught us that we could interpret literature
and submit a multi-genre alternative to essays for equal credit. Few of us ever dared take
him up on his word, but I remember I once did and was amazed how much I learned.
The story I chose to discuss concerned a prominent author and his lover. I remember I
wrote an exchange of letters between the lovers, a poem, a receipt for an expensive
purchase, several of her journal entries, and even the obituary of the mistress who I
supposed had died from syphilis considering her various implied symptoms. I researched
the price of fur coats from an antique catalogue, I researched archaic terms, I looked up
archaic medical encyclopedias or health magazines, I consulted journals written during
the era to get a feel for the time and watched several movies depicting life prior to the
1920’s as well as microfiches of obituaries and newspaper articles. I loved this
assignment because it made you really think about what the characters were thinking,
living, and experiencing. Talk about perspectives!! However, for some strange reason, I
cannot remember the book or the author so I don’t know how helpful being so creative
was except I really enjoyed it.
The authors introduce some terms that are new to me yet very significant. Account talk
is that dialogue that occurs between a student and his group or partner in which a student
must basically persuade the audience why he wants to work on a given topic and what he
already knows about a given topic. As a fourth grade teacher, we had the opportunity to
attend A Carousel of Sharing: An Exposition of Exemplary Practices for Elementary Schools in
which a novel homework called Alphabet research was discussed. Basically, in one of the
sections, say we were doing the letter F, a student was asked to give me five facts on a
character, hero, historical, scientific, or literary person whose last name started with the
particular letter in question with the most points going to the person who not only
included the facts but told why they had chosen this person. One SPED student had a lot
of trouble with the assignment at first because he could not accept that he really had a
choice and that I would honor his choice. He became a pretty good researcher because I
allowed him Soccer idols and his dad as important figures. The librarian and even the
principal remarked that never had anyone seen the encyclopedias get such a workout. As
for me, I was just glad they were learning where they could find information about things
that interested them. Don’t you agree that students want to show off that they know
something? I know they especially loved it when I would say, I had no idea that person
was famous for that! Where ever did you get your facts? My how impressive! What a
wonderful choice you have made! We could all learn a thing or two about so and so’s
hero.
Another term was the FQI blueprint method which stands for Facts Questions and
interpretations. This technique entails dialogue and a planning chart, or blueprint,
wherein the child will write down the prominent facts of a topic and then write down the
questions this provokes the child to ask. For example, they give the example whereby
one child’s research into the life of Evita Peron presents the fact that Evita’s parents were
not married and another fact relates that the father was killed in a car accident. The
student then asks why did the father abandon the family and it is suggested the
information be interpreted via a fictitious letter informing the family why he was felt he
had to leave. On the other hand, the father’s fatal crash prompts the fifth grader to ask
how the family felt after his death especially given the fact that illegitimate children were
not given viewing rights. The student may decide to interpret this information by
creating a Eulogy of the father or the journal or diary entries of a grief stricken young
Evita. What a novel way to get children to internalize the facts that to require they
produce and provide what the authors term “fictitious artifacts”. One of the thought
threads woven throughout the lesson was the importance of student choice and feedback.
The lack of student choice or student interest in effect gave the multigenre research and
projects projected into less than enthusiastic reports and multilevel frustration on behalf
of student teachers and children.
I highly recommend this article to all especially to those who are seeking a blueprint for
better research projects as well as anyone not interested. I did notice that the project has
one built in problem. The partnership in question between student teachers and regular
kids worked for various reasons. First of all, all students participating in the case study
appeared to be in the same classroom. Student teachers had each other to work with and
to use as resources. While we can have all students working in our classroom we won’t
have the added advantage of having say one preparing professional per child. Do you
suppose as self-contained educators we could pull off a half-semester research project?
Do you suppose it would work better if we appointed the children a child partner or if
maybe it were a joint project? But would a joint project thwart student choice?? Have
any of you any experience with multigenre research projects? Has anyone ever heard of
Alphabet homework?? I tried doing research on it but was unable to find anything
relevant.
What are you ideas or opinions of Science Fair projects? Do you suppose the same basic
format could be applied to an English Fair projects? What problems do you foresee?
I have had the unfortunate experience of noticing elementary science fairs are neither
substantial, valued, supported, or given deserving attention. I think it is because as selfcontained educators we want to support such fairs but don’t have the time to give it the
attention it requires? Science fairs are all but forgotten and non-existent in middle
schools and at the high school level here. What about over there?? What about History
fairs? Literary fairs? Math fairs?? Are hallway display projects equivalent to fairs?
Why or why not. My sixth graders participated in a career day/health fair as grade level
in the Gymnasium. It required a lot of time and a lot of dedication on behalf of the
Health/PE teacher but it was very well done, informative, and educational. Fair attendees
had their blood pressure taken, measurements given, fingers printed, a few had their teeth
casted, toothbrushes were given away, pedometers where raffled, proportions were
displayed, skeletons were made available, x-rays were displayed, nurses and doctors were
on hand for questions, the American Heart Association and other donated pamphlets,
pens, pencils, paper clips etc. The same kinds of resources probably wouldn’t be
available for say English paper researches but I can see a lot of these so called “fictitious
artifacts” impressing a lot of people, wouldn’t you agree??
These are posts to my original post
-------------------------------------------------------------------------------Forum: Session 4: Journal Article #1
Date: Tue Oct 03 2006 21:00
Author: Forbes, Betty <bforbes@uta.edu>
Subject: Re: Celestina
--------------------------------------------------------------------------------
I LOVE the idea of a Literature Fair! A history fair would also be great! Can you believe
I didn't even know what a science fair was until I taught 3rd grade 14 years ago?! In fact,
I was never required to do a science project EVER! I basically grew up in Odessa and I
just can't remember learning any science until the 7th grade. It's a shame too, because I
really enjoy science and especially loved doing science experiments with my students.
My husband would tell you that all my cooking is a science experiment!
-------------------------------------------------------------------------------Forum: Session 4: Journal Article #1
Date: Wed Oct 04 2006 09:41
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: Celestina
-------------------------------------------------------------------------------Your cooking comment reminds me of my newly wed days, my dhusband would
exhuberently compliment the freshness of the fruit, the crispness of the tomatoes or the
salad, my skill at selecting delicious premade tortillas, the interesting way I displayed the
meal. In a nutshell, anything that hadn't actually been cooked!!!
I am not surprised that you never had a science fair. I was just telling my kids that in 8th
grade I had an Algebra teacher who told me point blank "girls are not allowed to make
comments or waste our time pretending to know the answers so keep your hands on your
laps where they belong as you are not allowed to prim yourselves in my room either" The
nerve of the man!!! I later had his wife as a teacher and for the life of me could never
understand why she had been married to such a person for so long.
Look what I found!! Newfoundland is having litfairs. What envy!!! and how darling!!!
http://www.arscammell.k12.nf.ca/StudentActivities/LitFair2006/LitFair.htm
Unfortunately after about 20 minutes that was all I could find :( but at least we know it
can be done and aren't those children darling. Notice how they beam with pride in their
accomplishments. Literature fairs would coincide beautifully with Scholastic Book
Fairs!! I am definetly going to suggest this one to our PTO since sometimes that is the
only way to get the principal to stop and listen.
Celestina
-------------------------------------------------------------------------------Forum: Session 4: Journal Article #1
Date: Wed Oct 04 2006 17:34
Author: Forbes, Betty <bforbes@uta.edu>
Subject: Re: Celestina
-------------------------------------------------------------------------------Let us know how your suggestion goes. I could really get into doing a lit. fair. My son
has to start working on his science fair project and I am stressing about it. Kids need so
much guidance with all the different components; I think Daddy gets to guide him
through that this year! I will check out the website you found, it sounds interesting!
Thanks
-------------------------------------------------------------------------------Forum: Session 4: Journal Article #1
Date: Fri Oct 06 2006 19:00
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: Science Fair
-------------------------------------------------------------------------------Couldn't pass up the opportunity to share an awesome experiment with you that might
interest your son. My son did it and learned a lot.
Materials needed: clear plastic cups, equal number of raw eggs, various drinks such as
milk, vinegar, water, coke, sprite, orange juice and maybe coffee, tea, or his favorite
beverage.
The eggs act as the teeth with shells being enamel and yolk being inside of tooth???
Anyway, you could do one set where he brushes eggs every day and another where he
does not but we simply let the eggs sit in the beverage for several days and recorded the
results as the days went by. It makes for interesting results and comparison to what we
drink does affect how our teeth look. Let's just say we never had a problem with that
child not brushing his teeth before he goes to bed.
Celestina
--------------------------------------------------------------------------------------------------------------------------------------------------------------Forum: Session 4: Journal Article #1
Date: Fri Oct 06 2006 07:20
Author: Crisafulli, Nolan <nolanj@mac.com>
Subject: Nolan to Celestina, S4-A1-B
-------------------------------------------------------------------------------Hi CelestinaYour article made me realize how a school can take the idea of multigenre research and
learning and present it to a greater audience for extended learning.
You mentioned the concept of the science fair and the fact that they're rarely given the
attention they deserve. SO TRUE! I went to a few as an adult and asked myself how
things have changed from the fantastic experiences I remember as a kid.
One great thing our school did hold was the annual ARTS FAIR, which was ARTS in the
sense that a BA is a bachelors of arts. Each display was backed by a unit within the
classroom that prepped everyone for their project. It was something big that had students
and teachers brewing for months in preparation and anticipation. There were art galleries
and contests, science exhibits, plays, music concerts, and a really top-notch miniRenaissance festival with actors, artists, poets and other displays for the school and
outside community to enjoy.
Take care!
-Nolan
Forum: Session 4: Journal Article #1
Date: Fri Oct 06 2006 18:44
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: Nolan to Celestina, S4-A1-B
-------------------------------------------------------------------------------The Arts Fair sounds so awesome!!! We had an international fair but it was mostly adult
run and adult made presentations with occasional dancing and costume display by the
kids-okay mostly it was a huge success as a fund raiser. The fair you speak of sounds
truly awesome. What school district was this and might they have published pictures on
the web or maybe an online newsletter! Was it set up by the school or by the community?
Sorry for the inundation of questions but I would love more information -- it sounds like
an awesome opportunity for learning. Thanks again,
Celestina
--------------------------------------------------------------------------------
The following is a compilation of the articles I replied to
Forum: Session 4: Journal Article #1
Date: Wed Oct 04 2006 13:24
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: Junie B
-------------------------------------------------------------------------------Your last question had me grapple with a post I just replied to in which I pretty much ask
where do we draw the line. Yeah kids have some pretty strange tastes and there is a lot of
very provocative literature out there that will most certainly get the peeps on the phone
pronto. (I just love alliteration) Anyway, here is my angle. There are ways to stay within
the line but make the kids think we are teetering off the edge and going against the grain.
let me explain. Does reverse psychology ring a bell?? Here is what one savvy teacher did.
RSledd a professor of American Lit. Came into class one day carrying a towel, a
completely chilled waterbottle and a little fan. Today we are going to discuss one of the
hottest writers of the 18th century (my century might be off). The girl was a true hottie in
her day and her words are pro vo ca tive. On and on.....he doesn't even identify her until
he has swooned, crossed himself, and bitten his lip more than once after reading a few
lines -- he was talking about Emily Dickinson, the puritan poet??? I still chuckle. Later he
would say our story is about censorship, prostitution, adultery and on and on and on....
The scarlet letter. Needless to say he had them on the edge of their seats.
My son's teacher did a novel thing, she provided a story which she said had been
censored more than once because of its racist undertones. This book detailed a boy's
struggle with personal identity and social defiance. The boy was accused of murdering
his father and of running from the police with a gang of thieves for months. She stripped
the book of title pages and made kids promise not to share this book with anyone on
account her job might be in jeopardy. She ran off copies when the other teachers were
turned away and snuck them to her students. My son squirreled around the house reading
when no one was watching.
The adventures of Huckleberry Finn.
He later went on to read I would say four or five interpretations of the tale on his own.
Reverse Psychology has its place in modern classrooms and classical literature can thrive.
Don't pass up the opportunity to share some of the classics like Edgar Allen Poe or even
the life story of Mary Shelley. It's actually quite enlightening.
http://en.wikipedia.org/wiki/Mary_Shelley
http://people.brandeis.edu/~teuber/shelleybio.html#MainEssaySection
PS here is one critical tip in teaching reading this way -look to your left
look to your right
make sure no one is watching and then look behind you
look to your left and to your right once again
If you can, find an old an raggedy copy that has had the covers ripped off and is covered
in lines, stray marks, vintaged (think emo-punk and torn up jeans) then ever so carefully
slide/sneak/push the book over to the student
put your fingers over your lips as if demanding yet pleading for silence then look away
nonchalantly like you don't have a clue what just happened.
Clear your throat and walk away without looking back.
Ask no questions make no demands call me if you have any questions or want more of
this...is all you need to say.
Remember you are Burris - Matthew Burris literary agent and high school book pusher.
Hope this helps,
Celestina
-------------------------------------------------------------------------------Forum: Session 4: Journal Article #1
Date: Wed Oct 04 2006 22:06
Author: Burris, Matthew <trp4661@exchange.uta.edu>
Subject: Re: Junie B
-------------------------------------------------------------------------------Seriously, that was great advice. Just what I needed.
-------------------------------------------------------------------------------Forum: Session 4: Journal Article #1
Date: Wed Oct 04 2006 10:50
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: Sess. 4, Art. #1 Phonics vs. Literature
-------------------------------------------------------------------------------After nearly 45 minutes I went to look up a website to share and lost all my work!!
Anyway in a nutshell, I was sharing my personal philosophy and it goes like this
Get them to love being read to and enjoying literature.
step 2. Get busy and deprive them of snuggle reading.
step 3 move into snuggle singing but encourage all readers to continue silent reading with
the occasional boisterous uproar of laughter
step 4 when the child is languishing or at least pretty miserable for lack of literary
experiences, pop the big question????
Honey, I am simply to busy but would you like to learn how to read so you can read to
yourself??
step 5 begin phonics - 10 minutes with no nibbles of literature
step 6 when the child might be able to recognize a few words, interject a sight word here
and there and encourage snuggle reading while stopping at recognizable words. We read
it together!!!
Pretty soon they are on their own.
I did this with fourth grade without the phonics. I began with a garage sale copy of my
basal and eventually got them hooked then deprived them of library and readings. After a
few weeks, I let them suggest they could help me read and eventually they were taking
turns reading outloud to the whole class. (Amazing considering I had one bunch of super
rowdy boys- personal pillows stashed in cubbies help)
I do not enjoy depriving but it seems almost like human nature that we can't miss
something or truly appreciate it unless we have that time to miss it. Is this what they call
tough love?
when you say that interjecting a literature lesson for phonics is lacking, when do you
suggest is the best time? Does your phonics program include a systematic step by step up
to reading? Are all five vowels introduced simultaneously? Do you work with word
families? Are you familiar with Samuel L Blumenfeld? My sons claim it is the authority
and answer to illiteracy...if only their teachers would let me come in and teach their
friends how to read.
Do you feel that some programs simply call themselves phonics but are clearly not!!!
when do you think sight words should be introduced?
http://www.howtotutor.com/
Have you ever heard of Teaching your baby how to read?? if so what do you think of that
program?
http://www.gentlerevolution.com/merchant.mv?Screen=PROD&Store_Code=G&Product
_Code=0201-40&Category_Code=B4
Are you familiar with the Jane Belk Moncure Books?
What do you rate them as - literature, phonics, sight words?? I love them but still can't
make up my mind and I pretty much used them with all my kids (in fact I own like three
sets none complete but alas)
http://www.janebelkmoncure.com/fsrsbbhome.htm
Celestina
-------------------------------------------------------------------------------Forum: Session 4: Journal Article #1
Date: Fri Oct 06 2006 20:39
Author: Gifford, Diane <dgifford@staschool.org>
Subject: Re: Sess. 4, Art. #1 Phonics vs. Literature
-------------------------------------------------------------------------------To which she responded right before I was about to post my rubric but I will respond
although I may not get to post it here.
Celestina,
I am so sorry you lost all of your work. That has happened to me too, and since then, I
have decided to either save my work frequently when I am replying in Blackboard, or do
it in a Word document first and cut and paste. You did such a great job responding to
this; I commend you for doing it again.
To answer some of your questions, the Saxon program is a structured systematic phonics
program. Letters at the Kindergarten level are introduced one at a time. L is the first
letter, followed by O, then G. Do you see that now LOG can be spelled? Vowels come at
strategic intervals so that students have letters that they can manipulate as they go along.
In the program, students have letter tiles which they can be arranged to make different
words and exploration of word families is encouraged at appropriate times. If a strong
literature program is in place, this program works really well. But I have to stress the fact
that Saxon cannot be the reading program. In the past, we used Modern Curriculum Press
for our phonics approach. We felt it was unsuccessful because although it presented
concepts, it was not systematic. As far as sight words go, some researchers define “sight
words” as words that can be read with automaticity (Ehri, 1995). In the traditional sense,
though, sight words can be introduced as students move along in their development, even
from the beginning.
You have brought some new websites to my attention. I have never heard of Samuel
Blumenfeld, but I checked out the website, and it seems interesting. I have never heard of
these website you gave, but I appreciate you giving them to me, so I can explore them. In
the meantime, thanks so much for the thorough and thoughtful response.
Sincerely,
Diane
------------------------------------------------------------------------------Forum: Session 4: Journal Article #1
Date: Wed Oct 04 2006 11:09
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Re: Article 1: "It's a Guy Thing"
-------------------------------------------------------------------------------With five boys in the house and three of them avid readers I feel I have a little insight
into the issue:
They love fear street books- which I find interesting but consider literary trash. I am
entitled to my own opinion however, check out the official site. It the perfect season to
share it.
http://www.rlstine.com/
Hanky is one of our favorites and his audio's are a true joy!!! It also has a very interesting
seasonal hank in #9-The Case of the Halloween Ghost
http://www.hankthecowdog.com/
And then there is another gem in what I call the master of postmodern literature - yeah I
read that article too but chose another one
http://guysread.com/
What are your favorites and do they have websites???
My men also love the Wardrobe series, the Imposter series by Haddix Patterson, the
Potter series, the unfortunate events series, magic castle series and the series devoured in
one weak by my 9 year old the Pokemon series. Huckleberry Finn and Dickens are also
strewn about the house but one book that is poured over regularly doesn't fit the bill -the
Cake decorating Bible. LOL
Return to top
Booktalk Session 4
Booktalk Chapter 9-10
I was instantly drawn to the manner in which Ms. Katz employed learning centers to
group children and free up her time to work with individuals and small groups. I like that
while students get to have some choice, they also know that it is important to work at
each of the learning centers. Ms. Katz was able to use the centers to also reinforce
flexibility of grouping (180) and the need for a literature permeated classroom.
Having had my boys in Montessori for a semester allowed me to recognize the value of
heterogeneous grouping as well as learning centers and activities. In fact, learning centers
are the thing my son misses the most. What was even most interesting was that the
students knew what to do even in the absence of their regular educators. They knew just
where the materials belonged, how to use them and if any new students were present it
was they who taught the child how to use the needed materials. In fact, one center
required the use of an apple cutter and, another center, the use of an orange juicer. It was
almost magical to see. If I were a child in that classroom, I might have wanted to crowed
around and see, but not them. They had all been taught how to use it and knew they
would eventually get a chance. Once the apples were cut, the cutter would look around
the room and invite and serve children they identified as busily on task. I think that
student choice and empowerment were the most effective teachers in that classroom.
I also felt that Frank Owens, (194-198) method of soliciting information to develop and
apply critical literacy skills was a fascinating way to include students, make connections,
draw upon prior knowledge and motivate students to seek out information. Perhaps the
most fascinating thing to me was that he was able to draw on individual’s interests and
strengths rather than force kids to try to fit into what was needed. As an educator we have
to be very careful of trying to peg kids into holes we think are perfect for them but
instead take the time to listen to them and find holes into which they can more easily fit
as was the case of the student who focused on the caricatures and was able to produce
one of his own that truly captured the essence of the lesson.
What do you see that might meet more than one learning modality?
By the same token, Frank Owens methodology is an excellent way of reaching students
of varying modalities because it allows children to bring their strengths into play. The use
of multiple and varied sources affords learning sources and opportunities for all children.
The incorporation of lots of discussion opportunities will no doubt also meet the learning
needs of more students. By the same token, incorporating “the critical literacy techniques
you’ve been using in your language arts classes,” into other content classes promises to
strengthen cross-curriculum learning. In addition, using multiple reading and/or studying
strategies are an effective way of reaching more than just the visual learner. On the other
hand, well managed learning centers have the capacity of encouraging multiple modality
learning. Learning centers can be developed for the auditory child as well as the visual or
kinetic learner. The family quilt work is an excellent way to include and encourage the
kinetic learner. I am sure multiple books exist that include the use of quilts in telling
family as well as freedom stories. I am particularly thinking of the book about the
freedom quilt in which a little girl quilts a map to freedom.
What do you see that might support hinder students with special needs?
The only special needs children that I can see hindered by the above mentioned
techniques would be the autistic or agoro-phobic child. I can’t think of the correct term
but a child who cannot feel comfortable working in groups or around to much discussion
might not fare as well as most other children in some of the activities, nonetheless, they
might progress wonderfully in individual learning centers. The incorporation of multiple
learning modality activities could easily be adapted to the hard of hearing and hard of
seeing. In fact, I gander that learning centers created for special needs children will not
only interest but fascinate “regular” learning children. What have you noticed about
regular kids and special needs kids? Do they really include and accept each other as
equals? Does that affect classroom project work? I remember observing a classroom with
one special needs child and it seemed that everyone including the teacher were beyond
frustration and had absolutely no tolerance for the child? Children can be cruel. What
measures have you tried to ensure equity and support for special needs children in
inclusion classrooms??
What do you see that might support/hinder English Language Learners? I feel that the
repeated exposure to dialogue and discussion will certainly benefit the ELL students as
well as afford multiple opportunities for linguistic practice, vocabulary development and
specific content learning. I love the fact that on page 194 the authors call teachers and
students active conegotiators of text and that they do more than call us consumers but
they recognize that both must indeed be producers of texts as well. ELL students are sure
to benefit from critical framing as well as the use of situated practice especially if their
unique and specific sociocultural needs are placed in context. Recently, the Mexican
community was in uproar when a Hispanic American artist bashed the Mexican
population. A less than sympathetic commentator stated that the boy was in short
destined to be a reject- having been born in the United States he will never truly be
American and having ostracized himself from the Mexican fans, he will never be
accepted or embraced. Too many of our ELL students are growing up dissatisfied and
displaced. Hopefully they can integrate, become excellent citizens and contribute in
making the US the greatest nation on the face of the earth, however, that won’t happen if
they don’t feel validated, valued and accepted as contributors which is exactly what the
Steven’s pedagogical framework promises to remedy. In the example of Mr. Owens
classroom, students of all races were being asked for their opinion and their opinions
were accepted. The students had their choice of resources recognized and their pieces
were allowed to reflect their thoughts and their concerns. I remember asking students to
write a news article. At first they complained because several of the students chose the
same topic. Imagine their surprise and joy to see that I said that’s okay. They will both be
good in their own way. I also informed that as chief editor, I would get to decide which
article ultimately made it into our publication. When they saw all articles had been
included they were taken aback. I responded to their puzzling looks by declaring that all
the articles were so unique and wonderfully written that I simply couldn’t leave any of
them out. In effect, the articles were unique, the students loved that you could hear the
authors voice. In a small way, they saw each other as a team. Isn’t that what we want for
our ELL students for them to feel accepted and safe to learn as members of a learning
team? I also feel that by incorporating this technique in teaching our ELL students we
effectively address the question of equity. By attempting to address and recognize the
needs of all contributing conegotiators of text we are in effect providing equity for all
learners. What do you do to make all children feel included in your classroom? Do you
find it difficult to include some kids? What do we do with the kids who simply could care
less about being members of a community or who have no intentions of being
conegotiators or producers? What do we do with the kids who simply refuse to participate
or are constantly disrupting others? I don’t know but at times we could all be ready to go
to the library or do some fun and exciting project and there was always one or two kids
whose personal problems took precedent. What do we do then??
What do you see that might be bias in the language used in the assignments discussed in
the chapter?
I don’t see any bias in the language used in the assignments discussed in these chapters.
By addressing the varying needs of all students, in effect the model teachers have taught
us that we too can be creative and reach all students. By contrast we learn that adopting
Mrs. Azner’s philosophy and pedagogy will not only alienate our students and set them
up for failure in that class and in any other class for which this class is based on. Who can
blame little Kyle for falling asleep? Would you want to fall asleep too?
In my response to an original response given to
Valerie
Forum: Session 4: Book Club
Date: Fri Oct 06 2006 15:26
Author: Amezquita, Celestina
Subject: Re: Session 4 Book Club Response
I was halfway through my post when I went back to look up a website and when I
realized I hadn't opened a new window I realized I lost it. Techno-difficulties.
In the first section, I hear your concern for using young adult literature when you state
“the use of young adult fiction with adolescents will engage a variety of students by
having them read literature that relates to what they consider the real world and therefore
provide authentic reading experiences.” I agree. There is so much excellent literature. I
was remarking to someone in another post how often we can find excellent examples of
modern day young adult fiction steeped rich in history, culture, psychology, and growth.
What can be better than using time proven characters to teach real life situations in the
context of fiction. I am thinking of Lowry’s, Number the Stars. Excellent young adult
literature, both modern and vintaged (gets better with time doesn’t it), aught occupy a
space on our classroom shelves and in the hearts of our children. I can’t think of a better
best friend for our troubled youth than the very friends that have for decades calmed our
own troubled souls. Personally, I am grateful to authors who have spent years “raising”
worthy characters with authentic worries, upstanding parents, and the tenacity to solve
the ever present struggle of having to grow up. Does this make any sense? I hope so.
What would our world be like without Ramona, Anne with a silent e, Laura and Mary
and Nancy Drew or even Encyclopedia Brown? Do you have any experiences with a
fictional character particularly endearing to you?
I would love to hear more about your idea of using music as a tool in teaching literacy.
Do I understand you suggest we employ cultural music to strengthen the literary ties? Are
you suggesting we listen to Hindu music while we learn about India, Egyptian music
while we learn about Egypt or maybe the songs of whales as we learn about the marine
ecosystem? I love this idea!! Many years ago, when we did a study of Egypt, I recall a
child suggesting we wrap one student in toilet paper and pretend he were a mummy. I
thought it crazy at the time (I still do) but then we read that book where a bunch of little
kids create a club. Anyway I am sure you will find it here in this website
http://guardians.net/ It is the absolute authority on Egypt as far as I am concerned and a
website I love to visit!!!
This brings to mind another idea, what do you think of international fairs? I have attended
one that was a smashing success as far as the food went. However, I wish the children
had been allowed to work on the actual presentations rather than it be a teacher directed
presentation with students as contributors of artifacts. One thing that bothers me about
international fairs is the idea that we have to dig into our past to find our ancestry when
some children have no way of finding out their past on account no one has thought of
preserving it for them. What would you do in a situation where the music or the cultural
ties are painful??? I am thinking of children recently immigrated from war torn
countries? I am also thinking of children adopted from third world countries? What about
children who are in foster situations?
Concerning your comment, “These chapters are heavily biased towards the importance of
using literature in the classroom, but because I agree with this importance and it still
advocates a balanced approach to literacy instruction I don’t find this bias offensive.”
Ditto!!! I never thought of it that way but your are so right the authors are definitely
biased in favor of literature richness.
Oh Barbara,
Reading your posts is always a joy!! In fact to steal a thought from your post, you
motivate me to become a better teacher. What I hear you saying in your story about the
Chinese dad is that it is equally important to validate the child as well as his culture and
that doing so enriches the entire class. It is refreshing to know that some people embrace
their culture so much that they send their children to Saturday school. I have been trying
unsuccessfully to get a few of my close friends to start up a Saturday school here for
Hispanics. While a lot of people feel that such a school would be redundant, having
secured Mexican textbooks for my own children has allowed me to see that in reality they
have been deprived of something when not allowed to embrace their culture. It is such a
shame that children born in the US don’t speak English and don’t speak Spanish. It is so
sad to see that this had detracted from a true bilingual program also. In a nearby school
district, they have gone the dual language for all route and they are excelling in every
area!!!
In your comment, about students being encouraged to write, illustrate, and share a story
abut a tradition that is part of their family. This activity is activating the children’s prior
knowledge. (Marshall, 1996) (page 172) Children love to tell ‘their’ stories, and
especially if it includes their significant others! This would be an opportunity of a
lifetime and they are so young that they may not realize it. I would like to pose a question
I posed in a previous reply but which troubles me greatly. What would you do in a
situation where the music or the cultural ties are painful??? I am thinking of children
recently immigrated from war torn countries? I am also thinking of children adopted from
third world countries? What about children who are in foster situations? It is especially
the foster situation that I think troubles me. What can we do to help these orphans of
culture??? I often think of the tenacity of Bud, not Buddy. He had something to hold on
to but what of the little boy who never knew his mother or whose mother was always
drunk or passed out where do they start???? What would you do in this situation?? I don’t
know what I would do???
In your post you mention that literature is both a window and a mirror to the world and
that it is through literature that students learn about people they might never meet and
places they may never visit in their lifetimes. You also mention the idea that children
must see themselves in books to affirm themselves, and must see others to expand their
conception of the world. What I also think this means is that without the vicarious lives
of the characters in books children might never get to see what they might become or
what they have the opportunity to become. I am thinking about the numerous people that
have come my way that I will forever feel indebted to authors such Zilpha Keatly Synder
for Gib and the little girls in the Egypt Game. When I peaked into the lives of these
children as a child, I had an ally who understood what it was like to be alone. When I
read these books as an adult then I had an opportunity to peak into the hearts of the
children I want to be able to reach. Does this make any sense? I hope so. Sometimes it is
so easy to forget what it was like being so young. To the authors description of literature I
would like to add, crystal ball or a wishing well or even an opportunity to tesseract.
Tell me more about how you choose books for your students. Do you have them fill an
interest inventory? Do you go by the awards? Do you read children’s literature for fun
and pleasure? Do you swap favorites with friends??
Once again, thank you.
Celestina
At the time of my posting this I had not received any responses to my replies or my
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Article 2 Session 4
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Article 3.1
Session 3 Article 1
Volume 93. 3
JACK GANTOS—JOURNAL KEEPER EXTRAORDINAIRE
Cyndi Giorgis
Last week there was quite a bit of discussion about journal writing, so when I read the
title to this article, I knew I had to read it. In addition, I am just itching to read one of the
Joey books.
The author, Cyndi Giorgis, does more than interview Gantos. In fact, I felt as I were
personally talking to the author himself as he shared his love of journal writing, his use of
journal writings and his belief in the academic power and impact journal writing can have
on school age children. In fact, rather than just argue for the use of journals in
classrooms, Gantos teaches teachers journal writing and reading protocol and purpose.
Gantos explains how journal writings are the raw material he has used throughout his
career as a writer but how we as teachers can use this same technique to help our students
focus on conveying details and eventually on linking details as we help students grow
into confident writers. While a greater portion of the article dealt with his personal use of
his own journal writings, teachable gems are strewn all about. First of all, he explains that
journals help children deal with the realities of their own personal lives. He explains that
children have a right to seal, clip or not share portions of their writings. As readers we are
never to write in the journal but use post it notes instead. A writer need for privacy and
safety are foremost, while his need for an audience should also be respected. Gantos
explains that drawing maps and story mapping are incredible tools in jumpstarting
detailed writing. He relays the importance of invented spellings and with it the
importance of allowing even the youngest children to begin writing as best they can. I
remember when my now 14 year old was in 1st grade, how much he enjoyed being able
to share his stories. At times he would spend a week on a story that would span no more
than four sentences. These journal writings were written on the computer where invented
spellings were never corrected. I remember my husband complaining that the teacher
aught teach them how to spell or even how to use the spell check. Recently when we
found his writings, I remember my son chuckling to himself amazed at his own
inventiveness at spelling. Do you find it difficult not to correct invented spelling? Should
the very young be indoctrinated in spell check?? How do you feel about spell check and
spelling? If we are to respect invented spelling, where do spelling tests fall into the
picture??? Are you still teaching spelling the traditional way?? I would love to find out
what your opinion is about the role of invented spelling versus traditional orthographic
learning.
I wish I could report that my son continued to enjoy writing however, until recently, he
has hated writing. Teachers who demand perfect handwriting and dictate journal entries
sometimes don’t realize what it is they are doing. Gantos makes repeated mention of how
important it is to respect the writer and his life experiences by asking we value the
honesty and detailed descriptions. I too feel that as students are allowed to explore this
genre of faction they will flourish in all academic subjects (p275). What could be more
authentic than recording our lives for our own learning? Can you imagine? In the past, I
have made use of what I call reflective written reasoning. My form of discipline included
these reflections. When a student’s conduct was inappropriate, I would ask the student to
write down their version of what happened, why they thought it happened, what the
consequences to the offended party were and how they could avoid this situation in the
future as well what they felt before and after? I was told to refrain from practicing
psychology without a license. I was also asked not to send these reflections home with
the students because a parent might find them offensive? I have often wondered about
that. Based on what you have just read, do you think I was out of line??? Please be
honest.
For the record, the students and I drafted the original note together and it went something
like this:
Dear parents/guardians,
Today in school I did not display the manners taught to me at home. I am sorry for
shaming my family by displaying inappropriate behavior and I hope you can forgive me.
I will try harder to remember who I am.
I did this…
My actions hurt/offended….
I did it because…
Next time I will do this instead…..
Student signature
Parent signature
Teacher signature
The parents who received this note often thanked me. We had a similar drill for mistakes
on tests but rather than have them write it out I had to opt for them simply reflecting with
their partner or the person next to them.
Another point made in the article is how important high expectations are. I so appreciate
the lesson shared about his year in Barbados (272). Gantos shares how busily engaged his
class was and yet how mentally stimulating. Everyone was expected to be busy. From
this passage, I gather how important it is for us as educators to set the classroom pace as
well as the expectations. He also lets us see that once these standards are in place, a
student is made stronger. His personal experience in Barbados schools when contrasted
with the Floridian middle school shows how much easier it was for him to survive based
on his previous experience. For me that testimony cemented my desire to excel as an
early childhood educator. So often I have noticed educators who are in early childhood to
escape TAKS or to avoid the demands of grading associated with upper elementary. In
my children’s school there is one lady in particular that comes to mind. Until recently,
her every gesture made parents and children cringe. It was obvious she was unhappy, her
students were unhappy and any other student who crossed her path would encounter
some wrath. I prayed my children would not get her. I know that early childhood has high
demands on skill as well as patience, but one can see how extremely important it is to
teach a love of learning and a love of inquiry. What experiences have you had with
children who came from a bad classroom? In one post I read how it takes up to two years
for a child to recover after being exposed to a bad teacher. What have you done or what
do you suggest doing for children who are coming from bad classrooms? Is there
anything we can do to stop this form of child abuse? I know that everyone has issues but
what can we do as educators to stop other educators without going through the entire
legal process? I had a child who was educationally abused and even I can’t help him. I
know another very bright child whose parent claims the child was educationally abused
and regressed academically and socially. I myself was an educationally abused child but I
had a loving mother and had had a loving and protective third grade teacher as well as a
protective and loving fifth grade teacher nonetheless, trauma sustained in fourth and sixth
grade classrooms nearly crushed me. I can remember being spanked for reading ahead of
the class or for “finishing” a test early. Even today, more than thirty years later I cringe
and want to cry at times. Oh well… would you believe how therapeutic these online
classes have been. One day while I was being taken out for a supervised spanking (when
one teacher calls on two other classrooms and pulls all the children from that class and
her own class to witness- I had lagged behind in the library) I was saved only because as
she pulled my dress up she noticed my back was covered in chicken pocks. I know this
kind of abuse no longer exists but I also know verbal abuse is much harder to detect as is
what I call educational neglect. What can we do as educators to ensure kids are safe in
schools??
He also relates how important reading is to writing but how much more important it is as
educators to find parallels in the children’s writings and outside readings rather than
allow children’s writings to mirror television or other’s writings. I don’t know if that
makes any sense the way I wrote it. I would like to know if anyone has had success with
this technique?? I love reading children’s literature but even so I can see how difficult it
might be to create these perfect match lists. Does anyone have any suggestions or helping
match students and books?
Celestina Amezquita
Responses to Articles One
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-------------------------------------------------------------------------------Forum: Session 3: Journal Article #1 Discussion
Date: Tue Sep 26 2006 23:13
Author: Gifford, Diane
Subject: Re: S3 A1 JACK GANTOS—JOURNAL KEEPER EXTRAORDINAIRE
-------------------------------------------------------------------------------Dear Celestina,
You always make me think. And your thoughtfully written response to this article was no
different. You brought up some really interesting points to which I would like to reply.
First of all in regard to inventive spelling, I think this is such a developmental phase of
writing that we should insist that children explore. Even the first day of school in
Kindergarten (or earlier), we can begin the process of writing. Just a single word (the
student’s name) and a picture is enough. As children move on in Kindergarten, by the end
of the year, they should be able to construct short sentences using inventive spelling. As
they grow older into first and second grades, their writing should continue to mature so
that the invented part becomes less and less as they acquire more phonetic and sight word
knowledge. I am such a proponent of children writing in this way and of teachers
allowing them to do so. As a matter of fact, I recently had a discussion with a first grade
teacher. She was lamenting the fact that her students could not write for longer than a
couple of minutes in their journal and that she was constantly having to tell them how to
spell words. My thought was that she was taking away a very important developmental
phase from her students by not giving them the freedom to spell and write on their own.
She had become a crutch to them saying “I can’t….” I told the teacher that it is really
important that she create an environment where she begins to release the students from
thinking they need her to spell words for them. And at this time in first grade, it’s okay
for a bird to be spelled brd. As for spelling tests, they should really begin right away in
the 1st grade. There, a teacher should expect words to be spelled correctly. As more and
more words are learned, the invented spelling becomes conventional spelling. I love
looking at 1st grade beginning of the year journals compared to 1st grade end of the year
ones. It’s amazing, and student growth is so obvious.
For the record, I think that having students reflect on their wrongdoings and write about
them is so great. I can’t imagine that anyone would find this offensive, because you are
calling upon kids to really look at what they have done cognitively and empathetically
and consider how they might have acted differently for a better purpose. Who in the
world told you to refrain from practicing psychology with this technique? At our school
we have 18 lifeskills we teach students, like friendship, caring, integrity, common sense,
persistence, cooperation, etc. If a student behaves inappropriately, our principal has
him/her write about the lifeskills they have broken and how they can behave differently if
confronted with the situation the next time. In my opinion, this works so much better, and
it ask the student to call upon the elements of true character to change the action. I’m
sorry that someone reprimanded you for this.
Lastly from one of your prior responses, I remember your wonderful story about your
high school teacher and how she changed your life. I am sorry that you had the other
horrible teacher as well. I think the way we get rid of these verbally abusive teachers is
by filling in the administration about what is going on. Principals cannot act upon
information if they don’t know that it is happening. But then, assistant principals and
principals should constantly be doing walkthroughs as well. We cannot allow teachers
like this to continue in the classroom. It is a terrible injustice to students.
Again, thanks for writing a great response,
Diane
-------------------------------------------------------------------------------My response to Diane
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-------------------------------------------------------------------------------Forum: Session 3: Journal Article #1 Discussion
Date: Fri Sep 29 2006 11:47
Author: Amezquita, Celestina
Subject: Re: S3 A1 JACK GANTOS—JOURNAL KEEPER EXTRAORDINAIRE
-------------------------------------------------------------------------------Thank you.
It truly is amazing to review the beginning journals of 1st graders and even 2nd graders. I
know I have always battled spelling tests. I guess it isn't the spellings tests so much that I
disapprove of but rather the idea of having the students copy the sentences or words so
many times. I remember writing the words 10 times each and then having to write each
word in a sentence and then having to write a paragraph using at least 10 of the words. It
was seeing my sentences go unread that convinced me how futile the exercise was. I had
a friend who always wrote the dumbest sentences for example, "I told Jim I had
absolutely no idea what ----- meant. or I found a ----- at my Grandma's house and asked
her what it was? or how about the classic This is the most interesting ---- I have ever
seen."
I remember being told my six graders needed to do the same for spelling and vocabulary
words minus the paragraphs which we did once in a while but for fun. I was still getting
these vague sentences from my students twenty years later. My 1st grader only writes it 3
times two times a week but it still seems to me that something is lacking. I know
repetition helps students learn and their teacher allows them to use shaving cream on
Thursday but spelling exercises -- well I can't seem to support them. Am I alone on this
issue? I feel that invented spelling is fantastic and that the only way to correct that is to
give it an audience who will demand corrections. There has to be a need for corrections
and I think it can even be done in early elementary. Another thing I like is the idea of
having students chose at least one word of their own accord and having the students pick
three or four words as a class. Do you think 1st grade is too young to start this practice??
Do you support the practice of copying words just to learn them? I have tried to convince
my children to write the words as a pensmanship exercise but that doesn't seem to
convince them. I just wish there was some better, funner, and more meaningful way to
help students learn to spell. Let me know what you think about this issue.
I fully agree that we can't handicap students by spelling every word for them but what of
the classic look it up in a dictionary comment. No wonder so many kids hate dictionaries
they are always looking up words they can't even spell. I worry about a new threat to
spelling -- the blog and other e-spondence where invented spelling has taken on a new
meaning. I often think of whether our American English is on the verge of a technooverhaul like the one we underwent hundreds of years ago when we adopted all those
strange unphonetic rules like ph = f. What do you think??
Once again thank you, Celestina
-------------------------------------------------------------------------------I loved her suggestion complete with author about word walls as I have always been
fascinated by the concept but never had an opportunity to investigate.
Forum: Session 3: Journal Article #1 Discussion
Date: Fri Sep 29 2006 22:26
Author: Gifford, Diane
Subject: Re: S3 A1 JACK GANTOS—JOURNAL KEEPER EXTRAORDINAIRE
-------------------------------------------------------------------------------Celestina,
Have you ever tried having a word wall? Having a word wall in your classroom is a great
way of having students become more familiar with vocabulary and content area words.
Patricia Cunningham wrote a couple of wonderful books entitled Phonics They Use and
Making Words that speak of how to create word walls in your room. The advantage I
think is that teachers put up words as they become important in the context of instruction
and also having these words as story starters or words that can be used in writing. I have
to say I am not really a fan of repetitive copying or endless dictionary copying. The brain
is not engaged here. Rather I would see active involvement with words - how they are
used, what they are, what they are not, word relationships to other words, etc. If we want
kids to learn words, we must use them too.
I hope this helps.
Have a great weekend,
Diane
-------------------------------------------------------------------------------I also responded to Nolan who wrote
-------------------------------------------------------------------------------Forum: Session 3: Journal Article #1 Discussion
Date: Fri Sep 29 2006 17:55
Author: Crisafulli, Nolan
Subject: Nolan to Celestina, S3-A1-C
-------------------------------------------------------------------------------Hi CelestinaNeat article, for sure...I honed in on the terms PRIVACY and SAFETY. They are the
keys to making journals special, influential and indispensable. Students get to take risks,
share with a teacher or a partner, and they get to do so without worrying about the
reactions of the class.
For me, these types of assignments were great for trying new vocabulary or writing
styles. I remember one time I used the word epiphany in a ninth grade journal. I used the
word in the appropriate context, but I had no idea I really understood the term until I
threw it out there...and I did so because I knew only my teacher would be reading it. I can
recall that because I remember my teacher giving praise to our class for trying things we
would normally not attempt. She made sure to ask us to try new words, and to try ideas
that would sound "silly" if we told our neighbor. She promised to give helpful
feedback...and she made good on that promise.
As for matching students and literature...one way may be to ask students to fill out an
interest survey. Find out what they value, what they like, fear, hope for, are excited for,
etc. Sometimes this gives students a chance to think about what THEY like...and aside
from giving you some ideas for matching topics/titles, may also get them in the mood to
go searching for something on a topic that they're motivated to read about. That's one
way, at least!
Take care.
-Nolan
I
With the following
COURSE CATALOG > LIST 5325 CURRENT TRENDS IN LANGUAGE ARTS
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-------------------------------------------------------------------------------Forum: Session 3: Journal Article #1 Discussion
Date: Fri Sep 29 2006 22:20
Author: Amezquita, Celestina
Subject: Re: Nolan to Celestina, S3-A1-C
-------------------------------------------------------------------------------Don't you feel that in many ways all this reflection and connections as we read and post
to each other's writing are forcing us to have epiphanious moments?? I know I feel that
way.
But just to be sure I looked it up on the web (are good ole dictionaries becoming a thing
of the past? I hope not!)
http://www.answers.com/topic/epiphany
A sudden manifestation of the essence or meaning of something.
A comprehension or perception of reality by means of a sudden intuitive realization:
“I experienced an epiphany, a spiritual flash that would change the way I viewed
myself†• (Frank Maier).
Now I just gotta take the time to get these favorite websites into the favorite websites
listing.
Another moment... why not get kids to recommend books to kids, After all, they share
likes and interests. An interest inventory a definite must, I agree.
Celestina
-------------------------------------------------------------------------------COURSE CATALOG > LIST 5325 CURRENT TRENDS IN LANGUAGE ARTS
(FA06) > COMMUNICATIONS > GROUP PAGES > > GROUP DISCUSSION
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-------------------------------------------------------------------------------Forum: Session 3: Journal Article #1 Discussion
Date: Fri Sep 29 2006 18:02
Author: Hirtle, Jeannine
Subject: Re: S3 A1 JACK GANTOS—JOURNAL KEEPER EXTRAORDINAIRE
-------------------------------------------------------------------------------Celestina,
Your entry really touched my heart--the "educationally abused" term, I hadn't really
heard before, and I find that an apt description for what may sometimes happen to
students. I think the attitude of the teacher and the care he/she feels for the students--the
respect given to them matters so much.
We know from research that student choice makes a tremendous difference when it
comes to writing--we can dictate genre, set guidelines on structure, but somewhere in
there, there needs to be choice. Reading, reading, and more reading from excellent
authors (from a variety of cultures--more than just the Western Civ canon of lit) is so
important in helping children know not only "how" to write--what good writing looks
like--but "what" to write--as it causes readers to dig deeply into their own worlds.
I digressed somewhere and touched on someone else's response in this discussion, but
suffice it to say, I come down on the side of a caring, nurturing teacher--with standards-who challenges students minds and hearts with good, developmentally appropriate
literature which he/she teaches readers to know, love, and enjoy and then utilize and
analyze for writing lessons.
I could say more, but I better stop here--
To which I responded although I might not make it to midnight
COURSE CATALOG > LIST 5325 CURRENT TRENDS IN LANGUAGE ARTS
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-------------------------------------------------------------------------------Forum: Session 3: Journal Article #1 Discussion
Date: Fri Sep 29 2006 23:10
Author: Amezquita, Celestina
Subject: Re: S3 A1 JACK GANTOS—JOURNAL KEEPER EXTRAORDINAIRE
-------------------------------------------------------------------------------You could say more but I truly think your last comment captures the essence of what
should be this thing we call education.
Without a love of reading...its all just unrelated facts and there can be no love of writing.
Without a love of reading and writing there can be no reflection...Hmmm!!! I think I am
onto something....
Celestina
Responses to Original Posts of Articles 1
Forum: Session 3: Journal Article #1 Discussion
Date: Fri Sep 29 2006 12:37
Author: Amezquita, Celestina
Subject: Re: Sess. 1, Art. 1 Fluency Beyond the Primary Grades
-------------------------------------------------------------------------------Hi Diane,
I really enjoyed your summary. I find fluency in reading a fascinating topic. I guess I
never really thought about it. I know we used something called the PALS program and I
loved what it did to kids. The way we did the program, children were assigned a team
partner and then the student had to read a passage to each other. Count the number of
words and the mistakes. I altered the program in my classroom by having them read say
the science chapter to each other one day, the social studies passage another, a day each
for a book of each other choice and a day from the reading book. They loved to do this. I
remember I had this reluctant student who refused to perform. One day he came into
reading with his book and its copy because they needed a copy. It was the GBook of
World Records. So he starts reading to his partner and he is watching his partner the
whole time, reading and watching. The partner looses focus and starts reading other
records. They forgot all about counting words or mistakes. Soon they were off in a corner
laughing, oohing, and aweing. Sure enough, World Record books started popping up all
over the class at odd hours of the day. It is the most amazing thing to me to watch boys
sneaking facts into their growing heads. All I had to say was
"I hate those books... I can't stand all those facts... why would anyone want to know who
can carry the most, chew the most or eat the most...it's crazy. When I was a kid I
remember reading some guy had finger nails down to his feet and they were all curly and
disgusting..."
Pretty soon, we would be reading something in science and they would start sneaking in
facts. Mrs. A did you know.... Did you get those facts from that book you guys are
always reading???? And hands would start shooting up all over the room.
I did they same thing to my then first grader. I said son I know how smart you are but if
your teachers catch you reading I might get in trouble. They want to teach you so you
have to pretend you don't know how to read okay. Sure enough he was reading at 4.8 by
the first six weeks in 2nd grade. Boys can be so competitive and reverse psychology does
have it's place. Which brings me to another point about fluency.
In Sixth grade I had a student whom I will name Star because she was a star. I knew she
had reading problems and while reading at 1.4 was extremely embarrassing to her, I also
had a two year old. After school, day care dropped off the two year old and I would beg
her to read to him so I could grade papers. Well, she was able to read to him and then AR
test on the books. Within a six weeks, she had gone from 1.4 - 3.6 and soon she was at
4.8. She did not pass the TAKS test but in my book she passed the more important test
and I loved her for it. In addition, to the occasional read to my son/tutoring, during
reading time, I would send her to the K-2nd grade classes to read to the little kids. She
was able to read, save face, AR test, help the little kids AR test, be useful and learn to
read with greater fluency. I am all for fluency but we need to make the test real by having
the children read to someone be it a child in a lower grade or a volunteer older person.
My daughter learned to read fluently when an old winter Texan came into her classroom.
The woman wore those big dark black glasses and told the kids that she loved children's
books but her eyes didn't help her. I find these techniques work very well??? Tell me
what you think. Tell me more about your reading program. I would love to know the
basics. Does it have a website?
I enjoyed what you said about reading in middle school. I think that chorale reading and
the reading of plays outloud in school helps tremendously. In fact, I don't think I would
have ever fallen in love with Shakespeare had it not been because we were allowed to
laugh at each other as we read his plays outloud in school.
Thanks for the insights,
Celestina
I think religious schools have an advantage because they have the opportunity to read and
reread and nail the fluency thing with the aid of scriptures, however, we don't have to feel
cheated. What do you think about having student read and practice fluency with readings
of Our Constitution, Bill of Rights, State Constitutions, etc?
She responded with the following
-------------------------------------------------------------------------------Forum: Session 3: Journal Article #1 Discussion
Date: Fri Sep 29 2006 22:02
Author: Gifford, Diane
Subject: Re: Sess. 1, Art. 1 Fluency Beyond the Primary Grades
-------------------------------------------------------------------------------Dear Celestina,
Thanks for the really insightful post. I appreciate the fact that you put your whole heart
and soul into what you are saying. At least, I feel that coming through your words.
I love the stories you shared here. How exciting to watch kids get enthused about reading,
even though they act as if they resist it! And your story about Star is so inspiring. Thank's
for sharing it.
It's funny you ask about a website for our reading program. I actually was talking about
possibly developing a "spotlight on curriculum" on the website with my principal just
today. We'll see about that. But you can go to www.staschool.org and see our school site.
I'm on the link Curriculum Corner link. Thanks for asking because our reading program
is a passion of mine and I am working very hard to make
sure it's the best.
Finally you asked about what I thought about practicing fluency with the Constitutution,
etc. You know, when I taught 5th grade, I ALWAYS had my kids memorize the
preamble to the Constitution and the Gettysburg Address. Have you ever looked at the
words of these documents, especially the Gettysburg Address. It is beautiful and so
inspiring.
Until next time,
Diane
-------------------------------------------------------------------------------To which I responded
Forum: Session 3: Journal Article #1 Discussion
Date: Fri Sep 29 2006 22:11
Author: Amezquita, Celestina
Subject: Re: Sess. 1, Art. 1 Fluency Beyond the Primary Grades
-------------------------------------------------------------------------------As you enter my home, you are greeted with three sites. A picture of Jesus, a bronzed
Constitution of the United States, and the temple were my husband and I were married.
I love the words of our forefathers because you can feel them. Once again another
instance where Language is truly an Art. I am sure your students will always treasure
them.
Thank you,
Celestina
Matthew’s original response prompted me to write
-------------------------------------------------------------------------------Forum: Session 3: Journal Article #1 Discussion
Date: Fri Sep 29 2006 13:18
Author: Amezquita, Celestina
Subject: Re: S3A1- Teaching to the test?
-------------------------------------------------------------------------------Wow!! Yeah I say that alot when I mentally stimulated.
For the record, I would like to say. That I am not anti-TAKS despite the fact that I am a
Kohnite, I am against allowing TAKs testing and studying to rule our educational arena. I
am not against SAT or ACT or TASP or anything of that kind if it is a piece of the puzzle
but by no means should it be the only piece either. We don't keep kids out of college
because they didn't pass the SAT nor do we keep kids out of college because they didn't
have leadership opportunities. (we don't right???) I am simply for allowing TAKS to be a
piece of the puzzle, a small "okay business people be happy you have numbers to work
with piece" and a nice "today you get a break from regular classes and we serve you
breakfast at your desk for being such great kids" (that's what we were told of course their
was the fear that if you didn't pass the test you didn't graduate but that was it) piece.
Twenty years ago, you couldn't pin the tail on one teacher because it was an exit exam
measuring 11 years. So maybe that wasn't enough accountability. Maybe too many lazy
teacher got away with playing cards instead of learning. Have you ever had experience
with a less than honest teacher who simply did not teach??
I know that TAKS has its place somewhere. I know that we do need a standardized kind
of testing. I just hate the teaching to the test only and I totally disagree that kids should be
held based on one test that measures what someone somewhere in a blue suit determined
they should all know. I know that waiting until junior year to catch deficits is the
equivalent of having wasted too many years and another life. What about
departmentalized credit by exam??? But then that stumps individual creativity for
teachers and students. The answer is out there somewhere. It has to be. Then again, if we,
as parents and administrators, are waiting till the end of the year to catch bad teachers (if
that is why we are giving these tests) then we waited to long!!! If we are trying to catch
lazy kids and scare them by saying I am only giving you five chances to take this test
before I officially flunk you, then we waited too long.
Matthew and other middle school or high school teachers, may I ask if you use individual
student's previous year testing results??? How often and how stringent are
benchmarks??? Who grades them??? Do you have access to benchmark results??? As
elementary teachers we did but I am wondering how it works at the high school level.
Celestina
-------------------------------------------------------------------------------Response to other responder to Matthew
Forum: Session 3: Journal Article #1 Discussion
Date: Fri Sep 29 2006 12:55
Author: Amezquita, Celestina
Subject: Re: Valerie to Matthew
--------------------------------------------------------------------------------
Ditto!! You are not alone. I totally agree. In fact, my new approach may border on the
insane and dishonest, but I am convinced that we must teach to the best practices and to
the needs of the students. My new approach is to get tenure and yes the administration for
maybe a year or two, all the while sneaking in worthwhile teaching. Keep careful records
of what I did and then let the results do the talking. It does take courage but I beleive it
can be and needs be done.
Celestina
3rd Response
-------------------------------------------------------------------------------Forum: Session 3: Journal Article #1 Discussion
Date: Fri Sep 29 2006 13:53
Author: Amezquita, Celestina
Subject: Re: Session #3, Article 1
-------------------------------------------------------------------------------Hi,
When I read your post I knew I had to respond, first of all, is this the same Donna
Santman who wrote the article Matthew critiqued in his article??? I think it is. I did a
double take when I realized you were also quoting Lucy Calkins. Somehow I never
imagined Lucy on the Standardized testing bandwagon.
I can relate to a lot of what you have said in your post about how to teach kids to take
tests. I agree that tests are a genre unto themselves and that they do need attention. I
found it amazing that they began test taking strategies one month before the test whereas
I have seen test taking strategies start as early as week three.
One method that I used to help students was to tell them to read with different hats on.
The hat of a sleuth, a doctor, a mechanic, a fortune tellers turban and even that of a
daredevil. When encountering a new passage, we would take out a crystal ball and
mentally everyone would put on a fortune tellers turban. Then we would cast predictions.
Funny but I think it worked. When I start teaching again I fully aim to secure costumes
and hats or spectacles. First you predict a passages fortune, then you sit on the edge of
your seats as you dive into a new passage, you are then a reporter and summarize the
facts, then you read the questions and return to the passage ala Sherlock Holmes, then
you are a doctor and you diagnose the problem send it to the mechanic for repairs or the
pharmacist for the antidote finally you are the banker and lock your answer in the vault.
Does any of this make sense??? I hope it does. The kids loved acting out the strategies
and reading with purpose plus it helped them visualize the particular job they were
performing as they worked through a passage.
For math we had a strange strategy that helped some kids. Rather than make math word
problems meaningless, I hit upon the idea of giving say, "Robert" characteristics that
made him or her seem real. Let's say the person in the world problem had so much ribbon
and then cut so much and then got so much more. Well we would sit there and say what
does this Robert want ribbon for anyway?? Kids would start saying, "My grandma uses
ribbon for this or that" "Robert is wrapping flowers for his girlfriend", no "Robert has a
ribbon fetish" or "Robert is making a gift for his mother." What does Robert look like?
Why didn't he cut all he needed in the first place. So we would draw a Robert on the
chalkboard, measure out the ribbon etc. Make them more than just words in a word
problem --connect to real life. These were a few of my favorite strategies. A little
unconventional but they kept us going.
I have used Kamico in the past and didn't particularly like them until we started making
the characters in the story real people. Of course, some students couldn't stand to make
them real but the visuals and the auditory loved it. You say you taught 1st grade, I was
wondering, why were you teaching Kamico to first graders. I notice my Kinder nephew
doing bubble in math??? Is this in preparation for the TAKS??? Why???? Do you feel
pressured to teach strategies for test taking by administration and are you doing it
throughout the year or like the author, a month before the testing.
PS. Things that make me go, hmm. I am not surprised that Iowa is the only one not using
the tests but I am a little surprised that everyone else uses the Iowa test for beginning
reading.
Celestina
--------------------------------------------------------------------------------------------------------------------------------------------------------------Thread Detail
Session #3, Article 1 Goodsite, Barbara Tue Sep 26 2006 21:36
Valerie to Barbara Brookby, Valerie Fri Sep 29 2006 10:03
Re: Session #3, Article 1 Amezquita, Celestina Fri Sep 29 2006 13:53
-------------------------------------------------------------------------------I also responded to Dr. Hirtle who was responding to Barbara with the following
Forum: Session 3: Journal Article #1 Discussion
Date: Fri Sep 29 2006 22:32
Author: Amezquita, Celestina
Subject: Re: Session #3, Article 1
-------------------------------------------------------------------------------Personally, I can't think of anything wrong with reading, and reading, and reading, and
reading. Somehow by being allowed to direct their own choice of literature, students gain
a perspective and knowledge that cannot be "I am thinking of that property of science
where certain elements like aluminum allow heat to pass through very quickly" to
traditional education.
I once read in a teen romance, when I was a seventeen year old, that if you cut a carrot
lengthwise you expose more of its cellular make-up because carrot cells are long thereby
enriching the flavor of the soup but the opposite is true of citrus cells. That was over 20
years ago and I have never forgotten it.
One confessed reader to another,
Celestina
Return to top
Article 3.2
Session 3 Article 2
Original Article Post
Poor Teaching for Poor Kids
By Alfie Kohn
Let me start by saying I consider myself a Kohnite and wish every educator had the
opportunity to read his books. The man is a GNYUS. I truly appreciate Kohn’s
perspective. He has a way of looking at things that makes a person see, to steal a phrase
from my research professors, “a la Sherlock Holmes.” In this article, Kohn expounds the
kind of learning that biased standardized testing promotes and encourages at the expense
of real learning. Literally I was in tears and even as I write this critique my throat is in a
knot because I see so much more of the injustice that before I only suspected. Something
truly reeks in Denmark and I feel for our Hamlets who decry “to teach or not to teach and
to what question.”
Kohn decries standardized test creators for building discrimination into the tests. Oh I
know that tremendous strides have been made to make testing items non-discriminatory
and fair, equal and accessible but the truth is they are. It is almost impossible to find a
question dealing with snow or sleds. Nonetheless, in a recent TAKS test, I noticed a
question asking students to compare a newspaper article created by a regular student and
one created by a museum. Both papers had perfect mechanics. Both treated similar
subjects but for a student who has never even fathomed the idea of creating an article or
seen or heard of such a publication such authentic questioning is unauthentic. Wouldn’t a
student better understand this perspective if they had been allowed to see and create work
for print rather than had they been provided with five different worksheets comparing
student created material to authentic publications? Do you not agree that it is better for
students to create graphs or signs than to learn about the parts of them on worksheets or
from stories in the basal? Students who have never had a chance to handle money can not
possibly care how much Susie spent on ribbon. The old joke where the teacher asks
Jimmy what do you have if you have four quarters in your left pocket and three nickels
and four dimes in your right pocket? To which Jimmy responds, “someone else’s pants.”
Please forgive the grammar. This non-joke is another example of discrimination in test
preparation and life preparation for that matter.
In addition, Kohn points out that not only are the affluent afforded much more enriching
experiences to the poor child’s vicarious experiences but their school districts have the
economic facility of purchasing expensive packaged curriculum thereby giving them the
extra edge. Recently, I signed up to take my GRE after nearly 20 years from graduation, I
felt lost and scared. I felt loster and scareder (don’t you just love invented spelling) when
I started receiving invitations to purchase super expensive GRE preparation courses – I
could barely afford the test! Somehow armed with an algebra book and a lot of prayers
after traveling 400 miles to the testing site with my entire family complaining and
bickering and begging to go to the bathroom, I passed. In many ways, that experience
opened my eyes. I used quite a few minnie, miney and moes and my junior high school
friend, Able, came to mind. Able, a fellow pale skin, had been beaten down academically
and socially to the point that he gave new meaning to the deer in headlights look. At one
time, we took a standardized test together which he passed with flying colors. Only thing
is I was sitting next to him, I had witnessed him nearly passing out from the stress, and I
saw his white green knuckles. I begged him not to cry and not to shame us. I am ashamed
to say I did supply him a few answers (okay think Kolberg’s highest level of empathy)
but mainly I taught him to use minnie, miney and moe to catch some tigers by the toe. If
anyone does not understand this I will be happy to let you in on the greatest test taking
strategy ever. By the way Able was forced to drop out of sixth grade for safety reasons. I
want to mention something else that has a little to do with both of these examples. Has
anyone but me noticed that not only were the TAAS questions dumbed down but the new
TEXES exams seem to have been dumbed down? In a recent interview, an administrator
told me that my EXCet had more clout and meaning than my four TExES and it wasn’t
because they were credit by exam. Any ideas? Does this have anything to do with the
explosion of Alternative Certification Programs?
Another point that Kohn makes is that the quality of education declines most for those
who have least. If I remember correctly, in his book the Schools our Children Deserve,
Kohn makes detailed reference to how the children who need the most experiences are
condemned to extra worksheet practice as well as more drill and s(kill) (my parenthesis)
strategic learning. Rather than put words into his mouth, allow me to reprint a few
sentences:
the pressures of high-stakes testing lead to a more systematic use of low-level,
drill-and-skill teaching, often in the context of packaged programs purchased
by school districts. Therefore, when someone emphasizes the importance of “higher
expectations” for minority children, it is vital that we reply, “Higher expectations to do
what? Bubble in more ovals correctly on a bad test—or pursue engaging projects that
promote sophisticated thinking?”
The more that poor children fill in worksheets on command (in an effort to raise their test
scores), the further they fall behind affluent kids who are more likely to get lessons that
help them understand ideas. And if the drilling does result in higher scores, the proper
response is not celebration but outrage: The test results may well have improved at the
expense of real learning.
Do you feel that there is any validity in these statements? It would be easy to point one
finger at the teachers and four at the parents or the administrator. First of all for allowing
it to get so bad that we now have to have standardized testing and second of all for
embracing the worksheets and drills. The author argues that teachers are not the problem
but have in effect been crucified by administrators, parents, officials and even journalists.
What can we do as educators? In a recent listserv that I attended and tried to comment on
I was reminded to pray for our compatriots in Detroit. Apparently, for lack of appropriate
funding and decreased municipal funds, city officials had decided that in order to make
up for the lack of city funds and since teachers weren’t really earning their pay, that
perhaps they aught not mind a voluntary forced reduction in pay. It is no wonder that they
have resorted to strike. Once again, my experience growing up in an all black community
surrounded by the ideals and desperate need for freedom, justice, equal rights,
emancipation and suffrage allows me to see that a new wave of discrimination begins to
weave into our national tapestry only now it is against children. I know my words are
strong and perhaps not as well thought out as they should be (Gee give a girl a soap-box),
feel free to correct me, to redirect me and to convince me that as a parent and future
educator these thoughts are simply tumbleweeds passing each other on the prairie of my
mind.
Kohn begins his article by stating that educators and parents are “beginning to engage in
civil disobedience to rescue education from the current accountability fad.” Is this what it
is going to come down to? As a parent, I have been so tempted to keep my children home
but my children do well and love the recognition that even when I have homeschooled a
child they beg me to take them in and see if they can take the TAKS. Too weird, huh?
One child did so well he was recognized by the Duke University. Allow me to share a
recent personal experience that floored me. In fact, this same son repeated 7th grade for
lack of effort, however, that same year he missed a total of four problems on three TAKS
tests. When I shared the results with his new principal, his mouth literally fell open. I was
disgusted by his lack of discreetness- my son was present. One test in my opinion to
which so much credit is given means nothing more than a sticker on someone’s not so
permanent record. Unfortunately, that sticker has so much weight that even if you are a
straight A student you will not graduate if you are not a good test taker. The opposite is
not true either. A failing student can literally ace the test and still be held back. How can
we justifiably give so much credit to one test? Are we guilty With this in mind, Kohn
ends his paper by also arguing that the very children we are trying to help the most by
making sure they are given the basic standards as measured by one test are the very
children being driven out of the system. Is the pressure we are putting on students to pass
the standardized test really provoking the less able to miss the forest for the trees, to pass
out, to cry themselves to sleep, to drop out of school for safety issues?
Did you hear about the teacher who just had to defend himself against sexual
harrassment. Apparently, he used a version of Jeopardy and based on the questions
answered correctly he added points to the students final grades. The girls in the class
cried sexual harrasment not because the questions were sexists but because the questions
were written from a male perspective or something like that. I don't think it is just a
matter of race. Believe me I hear your pain and in no way excuse or uphold the reverse
discrimination. I don't think that the color of the skin or the ethnic background should
even have a place on applications nor do I believe gender should. I would like to point
out that there are a lot of upstanding and hardworking people of all races and all
economic statuses who are really trying hard to do their best just as their are alot of
people of all races and all creeds demanding a free ride in exchange for no effort.
Nonetheless, any test that demands and demeans an instructor the way that standardized
testing does cannot and aught not have the weight that it does. Why are educator's being
penalized because these kids refuse to pass a minimum standards test?? Why are we so
focused on teaching skills to a generation that should be demanded to do more than just
sit around bubbling??
A second post served to extend the post
COURSE CATALOG > LIST 5325 CURRENT TRENDS IN LANGUAGE ARTS
(FA06) > COMMUNICATIONS > GROUP PAGES > > GROUP DISCUSSION
BOARD > MESSAGE VIEW
-------------------------------------------------------------------------------Forum: Session 3: Journal Article #2 Discussion
Date: Tue Sep 26 2006 15:26
Author: Amezquita, Celestina
Subject: Re: S3 A2 Poor Teaching for Poor Kids
-------------------------------------------------------------------------------Couldn't help but want to post this post I just refound on the listserv as it seems to totally
support what the author has been describing
Mon, 11 Sep 2006 19:50:29 -0600
Reply-To: "A discussion group for the journal, The Reading Teacher,"
Sender: "A discussion group for the journal, The Reading Teacher,"
From: "Gutierrez, Priscilla S"
Subject: Detroit Teacher Strike
Content-Type: text/plain; charset="iso-8859-1"
For those of you who haven't heard, the Detroit Teacher's Union walked out on strike
recently, evidently in protest of a lack of respect brought about by top-down management
and one-size-fits all curricula. Parents also have complained that they are not respected,
and are treated as outsiders to their children's education. They've kept their children home
in support of the strike. The superintendent finally shut the schools down and even
though a judge has ordered their return or face arrest as criminals (rather than ordering
the district to return to negotiations), the city has not yet enforced the judge's order.
I don't have all the details, but it would appear that a group of educators decided to take a
dramatic stand, even at grave risk to their careers for the insanity that is passing as
education in many circles today. Say a prayer for them, as well as their students and
families in this troubling time. Say a prayer that the administrators, legislators, and the
judge involved in the case come to their collective senses and listen to the teachers and
the parents.
Godspeed to them all...
Priscilla Shannon Gutierrez
Outreach Specialist
Center for Information, Training and Professional Development
New Mexico School for the Deaf
...change is inevitable, growth is optional...
I received the following replies followed by my replies to the replies
COURSE CATALOG > LIST 5325 CURRENT TRENDS IN LANGUAGE ARTS
(FA06) > COMMUNICATIONS > GROUP PAGES > > GROUP DISCUSSION
BOARD > MESSAGE VIEW
-------------------------------------------------------------------------------Forum: Session 3: Journal Article #2 Discussion
Date: Tue Sep 26 2006 22:11
Author: Forbes, Betty
Subject: Response
-------------------------------------------------------------------------------I'm beginning to think I'm the only one in this group that is not against standardized
testing and also the only one who doesn't see blatant discrimination against minority and
low income children from administration and teachers in every school - and the only one
who apparently doesn't know that there is an evil group of people in Texas who have
been chosen to write TAKS test questions that purposefully discriminate against groups
of children. What I know that I do recognize is this: We need to stop giving a crutch to
children that excuses poor behavior, poor study habits, and poor performance due to the
treatment by others. I'm not saying that we live in a perfect world in which people always
treat one another fair, but I am just not seeing what a lot of you say you are seeing and I
teach in a Title I school. Every day I see students who are on free or reduced lunches but
somehow they have enough money to own a cell phone that they bring to school. I have
personally known of many parents who lie on free lunch applications about income or
employment. As an Anglo teacher, I can't tell you how many times I have been told by an
African-American or Hispanic student that the only reason I corrected them was because
they were black or Hispanic. It has really gotten to be a pathetic ploy to direct blame or
excuse behavior. I could really get on my soap box about reverse discrimination in this
area. How about the fact that there are far more college scholarships available to minority
students than to Anglo students? Why do we even ask race when it comes to scholarships
and other governmental forms? Why is it okay for my children to be penalized for being
Anglo and to offer more funds for other races just based on skin color. You know who
has the hardest time sending their kids to college? Middle income Anglo families;
because they are not rich enough to afford college but are not poor enough to qualify for
grants and scholarships - and because they are white, they are not given special
consideration. Soooo... my kids because they were born into an Anglo middle income
family (I'm a teacher, Dad is a firefighter) will be paying on college loans for years to
come. I know this must make me sound like a cold, harsh, non-caring teacher. I really am
not; I just get tired of the race card being played over and over. The students latch on to it
and the sad truth is that in the end they are the ones who pay the price. They spend their
time blaming and excusing low effort that they miss out on making their world a better
place.
--------------------------------------------------------------------------------
COURSE CATALOG > LIST 5325 CURRENT TRENDS IN LANGUAGE ARTS
(FA06) > COMMUNICATIONS > GROUP PAGES > > GROUP DISCUSSION
BOARD > MESSAGE VIEW
-------------------------------------------------------------------------------Forum: Session 3: Journal Article #2 Discussion
Date: Fri Sep 29 2006 19:21
Author: Amezquita, Celestina
Subject: Re: Response
-------------------------------------------------------------------------------Did you hear about the teacher who just had to defend himself against sexual harassment?
Apparently, he used a version of Jeopardy and based on the questions answered correctly
he added points to the students final grades. The girls in the class cried sexual harassment
not because the questions were sexists but because the questions were written from a
male perspective or something like that. I don't think it is just a matter of race.
Believe me I hear your point and in no way excuse or uphold the reverse discrimination. I
don't think that the color of the skin or the ethnic background should even have a place on
applications nor do I believe gender should. I would like to point out that there are a lot
of upstanding and hardworking people of all races and all economic statuses who are
really trying hard to do their best just as their are a lot of people of all races and all creeds
demanding a free ride in exchange for no effort. I do think that those who have so little
need a little more otherwise the cycle is never going to be broken. I don't agree that the
middle class should foot the bill though. Sometimes though I think that if higher
education is the only way to progress, something needs to be done to make it free, never
effortless, just free. By the same token, I feel that welfare should not be provided to
people who aren't in school and passing. If your kids don't pass, then the welfare checks
need to be cut off. If the parent is not in school and passing then the parent shouldn't be
given welfare either. The longest time anyone should be able to receive aid is the four
years it takes to get a degree. No entity should be allowed to dumb down education or to
catch 22 people into taking remedial classes for more than a year and only if they
graduated prior to 2000 (ahem). A real education is the real welfare anyone needs. Lunch
in school needs to be free for all. Maybe, I am crazy. Maybe I was knocked one time to
many against the bathroom wall. By the way, I don't think the real issue is racial or ethnic
or cultural discrimination. I think the greatest problem is financial and exposure
discrimination.
For the record, we were white middle class Hispanics or anyway we considered ourselves
middle class on account of we didn't accept welfare and we owned our home and vehicle
and my mom didn't work. We shared clothing and ate sparingly but hey that's life. I was
the victim of reverse discrimination and for all the talk of equality around me, a handful
of us white kids grew up victims of racial slurs and regular beatings so I hear ya. Once
again, when I talk of discrimination, I talk of the child who can't understand being read to
because no one cared or could read to them. I talk of the children who don't know what it
means to sit around a table and have dinner as a family. I think of children who have
never been allowed off the sidewalk or to touch a furry creature or to grow a bean in a
paper cup on the window seal or to play with clay or to slip their fingers in finger paint or
to watch erosion happen if only in a cake pan or to have a conversation with an adult or
even to go into the woods or to go sledding or to eat in a restaurant or to catch a frog or to
make a collection or to experience so many things we take for granted like soccer teams
and scouting and laughing and having a safe home, a real bed or even a place to do your
homework. Poverty knows no color. Poverty does not discriminate.
However, when a test demands that a poor child give up even DEAR time, mind travel
into another world, to work on strategies then something is really wrong. When a test
becomes so important that teachers cannot afford to take the time to do science
experiments, then a test has too much power. When there is absolutely no time to have
learning centers or a real discussion on the declaration of independence, then something
has gone wrong. When students don't have time to create a meaningful survey or a graph
or even to measure or count or make advertisements or do research on the dangers of
drugs. When a test makes unreasonable demands and demeans an instructor the way that
standardized testing does, something has gone wrong. When a test and bubble sheets are
the only genre and the only activity and the only curriculum then something has gone
terribly wrong. Why are educator's being penalized because these kids refuse to pass a
minimum standards test?? Why are we so focused on teaching simple test taking skills to
a generation that should be demanded to do more than just sit around bubbling?? I have
read your other posts and I know you are no cold blooded harsh teacher. I know you care
and I know how much it hurts to see kids squander opportunity. I also know how
frustrating it is that you are giving your all because you care and you worry your own
won't be taken care. But resenting the kids for repeating what parents teach them is the
same things as punishing kids for coming to school late or for not doing their homework
when we know that at home no one cares and they are more concerned with will mom be
home today (and you know it happens to kids of all colors)?
Kids aren't stupid. They know that this test rates them and wastes their time. Honestly,
even when a child attains exemplary what do they get for it?? A ribbon, a pat on the back,
a 99cent medal maybe a certificate of recognition and of course the promise that next
year we get to spend a whole year reviewing the golden strategies while our teachers run
about frantic. Kids deserve better. Educators deserve better. I hope that clarifies my post.
Thanks for making me think and for not holding back, however, if in anyway I offend
you please forgive me as I am mean no offense, simply trying to make sense of it all.
Celestina
--------------------------------------------------------------------------------
COURSE CATALOG > LIST 5325 CURRENT TRENDS IN LANGUAGE ARTS
(FA06) > COMMUNICATIONS > GROUP PAGES > > GROUP DISCUSSION
BOARD > MESSAGE VIEW
-------------------------------------------------------------------------------Forum: Session 3: Journal Article #2 Discussion
Date: Wed Sep 27 2006 18:58
Author: Gigas, Darcy
Subject: Re: S3 A2 Poor Teaching for Poor Kids
-------------------------------------------------------------------------------CelestinaThe article of your choice was very intriguing for me. First, let me start by saying that I
do feel that standardized tests are written discriminatingly. I personally feel this way
based on the recent PPR exam I took. In preparation I was told (and I quote), "remember
this test is written by a white middle-class man who lives in a utopian world" and to
remember that "how you would actually handle a situation in the classroom is probably
not going to be the right answer". I found that this was true. The test was designed to
reflect a perfect world where the students were wonderful, there was high parental
involvement and support, class sizes were appropriate, and every type of technologically
advanced machine was available, not to mention the abundance of books to fulfill the
curriculum needs. So, based on this experience I agree with Kohn. Now the question is
posed, how do we change this?
I also have to stop and think about what standardized test are doing for the public
schools. If scores are the basis for school budgets and funding and the school cannot get
any money to properly educate its students how is the pattern supposed to break? It seems
that we've created a continuous cycle that will take a restructuring of the educational
system to change anything. Would you agree?
I would love to know the "greatest test taking strategy ever"! I am probably one of the
worst test takers, so anything would be beneficial for me. Maybe I could share this tip
with my students some day.
It's funny that you mention how you feel that the TExES exam has been dumbed down
because another student felt the same way about schools and the TAKS test. I guess this
is a common feeling amongst educators.
I agree that one test holds entirely too much emphasis and I don't agree that even though
a student may be a straight A student and they do poorly on the test that they should be
held back and vice versa for those students who do poorly in class yet ace the test and
pass! Is this right? I say no! Your last statement sums up the article in mentioning that the
students we are trying to help the most are being run out. How would you suggest we
change that?
Thank you for sharing.
Darcy
-------------------------------------------------------------------------------COURSE CATALOG > LIST 5325 CURRENT TRENDS IN LANGUAGE ARTS
(FA06) > COMMUNICATIONS > GROUP PAGES > > GROUP DISCUSSION
BOARD > MESSAGE VIEW
-------------------------------------------------------------------------------Forum: Session 3: Journal Article #2 Discussion
Date: Thu Sep 28 2006 10:44
Author: Amezquita, Celestina
Subject: Re: S3 A2 Poor Teaching for Poor Kids
-------------------------------------------------------------------------------Amazing! I was told the same thing by my professor when I first took the test back in
2000 only I was told it was written by people who held doctorates but only taught the
minimum two years at the perfect schools) I know for a fact, I got several wrong because
I refused simply refused to give them the answer I knew they wanted (somehow I thought
if I bubble in the answer they want I am agreeing to it and if I don't the test will be
changed- okay it makes no sense).
I agree that there is definitely a catch 22 here. Unfortunately, I also believe that the
trenches have been dug so deep that we might not be able to see the enemy for who they
really are anymore and my in effect be shooting our own people -to borrow an image of
war from an old war movie. In reference to your question of what can we do. I think
someone needs to say to heck with the standardized test taking strategy building
worksheets and make head start really head start but for all kids. By this I mean
"EXPERIENCES". We need to stop making the test the goal and start making life the
goal with the test as a small part of it.
I met a teacher whose dad helped create and write the IQ tests. She said her father was
constantly testing her and her four siblings. On various occasions, they begged to see the
results and they were never ever told or shown the results. In effect, he said that to tell
them the results would be to ruin the experiment. I think the experiment here has taken on
a life of its own. I am thinking the Blob but haven't seen the movie since 2nd grade a
loooonnnnngggg time ago so I might not remember it well. What we need is a control
group that is not subject to the test where teachers teach the standards and are never told
the results and the kids take the tests like what it is a special test for statistics.
A nearby charter school was forced to take the test to get public funds. The teachers were
simply teaching and the kids had simply been learning. Towards the end of the year, they
realized the school would be shut down for lack of funding and the principal and
administrator decided maybe they could get public funds if they allowed this testing. 94.5
percent of the school passed. They got exemplary the first time with no specialized
testing preparation. Of course I am relaying the information as told by me and I don't
have all the facts but I believe my source. To comply they have had to change some
things like now they have to include test taking strategies and they had to take God
completely out of the curriculum etc. They have to use certain textbooks and so forth.
Trapped in 22. The atmosphere in the school has changed as has the pressure and the kids
have felt it. It is no longer the fun learning and growing place it was. I interviewed for the
school and I could feel the TAkS pressure in the interview. In another interview, I was
asked for a 1st grade position what would I do to help prepare kids for the TAKS!!! I
hope my response sheds some light on what I believe we can do differently.
I responded that I felt that although these students were not going to test, the standards
indicated that what they need to learn will if effectively taught not only prepare them for
the TAKS in the future but most importantly prepare them for life. All children need to
feel safe to learn to read with gusto by learning to trust and follow their interests and by
learning to read for enjoyment, for knowledge, and with understanding. Even first graders
need to comprehend perspective, to summarize, to predict, to search the texts for facts,
discern opinions, read critically and most importantly to become life long learners. These
are standards tested by TAKS but they are more than strategies and objectives. Becoming
efficient and effective readers is about being allowed to enjoy reading by learning to
laugh, to love, to feel safe and to, yes, hug a book and follow your heart. We need to stop
seeing the TAKs as the measure of their learning and a teacher's teaching and start
looking for and planting the sparks. What we need is that spark-o-meter mentioned
several posts earlier.
And what do we do with the children who have lost that spark - reawaken it! One day,
standardized testing will occupy its place next to Vietnam. Only we will not build
monuments to the children or the teachers who are being sacrificed in that war, we will
build more homeless shelters and more prisons. I am not a hippie, maybe just one of
those kids who decided to challenge the draft card and stayed in school.
The greatest test taking strategy is probably my answer to what we should do. The
insurmountable question sits before us. Decide what could not possibly be the answer.
Discard the obvious wrong answers even the slightly tainted ones or the ones your heart
or gut feel are wrong, then either pick the one your spirit indicates is the right choice and
stick with it- don't go back and change it or for lack of inspiration, start a little chant.
These are a few of my favorite ones-- bubble gum bubble gum in the dish tell me which
bubble gum do you wish or minny minny miney moe catch a tiger by his toe if he hollers
let him go minny minny miney moe and then there is my momma told me to pick this
one... aren't I a card. Hey it works for me. Finally, internalize this old refrain -- this is a
test of the emergency broadcasting system.....this is only a test.... in the event of a real
emergency instruction can be reviewed and we can always take the test again but this is
only a test... real life is being true to yourself.
A year in the life of a child is a more important test than the TAKS wouldn't you agree??
In my own experience as a student and as a teacher, I have always felt that if I can root a
child in safety and acceptance for one year, it may not seem to make a difference but
those wings will be stronger when they finally take flight and the measure of my success
will be how I feel about my part in helping the eagle fly. I could really be psychologically
messed up and bitter had it not been for those teachers and my mom whose nests helped
me feel safe enough to let me learn to be me. So what made you go into teaching???
When you walk into different classrooms can you feel the difference that makes a
difference?
Celestina
-------------------------------------------------------------------------------COURSE CATALOG > LIST 5325 CURRENT TRENDS IN LANGUAGE ARTS
(FA06) > COMMUNICATIONS > GROUP PAGES > > GROUP DISCUSSION
BOARD > MESSAGE VIEW
-------------------------------------------------------------------------------Forum: Session 3: Journal Article #2 Discussion
Date: Fri Sep 29 2006 08:47
Author: Burris, Matthew
Subject: Re: S3 A2 Poor Teaching for Poor Kids
-------------------------------------------------------------------------------Props for bringing it. I just have to throw in my two cents.
#1- Teacher certification tests ARE a joke. The first time I took mine (in MS) I fell asleep
during both parts of the test. One one part I woke up to discover that my answers hadn't
been lining up to my questions for a long time. Still finished. Still passed. The one I took
out here (TX) was the same. Took it on a few hours sleep, passed it. Not because I'm the
smartest guy in the world, but because the test was ridiculously easy. Every school I've
ever worked for has had an unwritten rule that only 10% of the student pop. could fail.
Otherwise, we'd have to build whole other schools in which to house them during the
day. So, we make the tests easy. Same for teachers. There's too big a shortage. They need
teachers, so they can't really demand the best. They give us some lay-up of a test so they
can put bodies in a classroom. Out of all of this, I think that's got to change first.
#2- I don't think the test is so much racist, as it is reflective of population (I think the
whole process is mostly a waste). For a long time we were taught that being poor meant
you had to work much harder to catch up. I don't think we're being taught that anymore. I
think we're promoting the minority as victim approach now.
#3- Rich students do get a better education. They also live in better houses, drive better
cars, go to better universities, live in better communities, take better vacations, and eat
better food. Always have and always will. Bottom line is that students and families flood
into this country from lands with a poverty that no American can imagine to take
advantage of our education. We're not perfect, we're not even the best at it, but we're ok.
Those same students seem to do just fine in school. Doesn't seem to be motivation
problems with them. Seems like dedication and hard work are working just fine with
them. Which I guess it does with all students, regardless of race or income.
Last- and I could respond to this all day long, it really was an outstanding post- I
completely agree with you that it's too easy to point one finger at ourselves and four at
everyone else. This is our profession and we've let it be hijacked. No one else did it for
us.
This post was fantastic. Really, really great. Thank you.
-------------------------------------------------------------------------------COURSE CATALOG > LIST 5325 CURRENT TRENDS IN LANGUAGE ARTS
(FA06) > COMMUNICATIONS > GROUP PAGES > > GROUP DISCUSSION
BOARD > MESSAGE VIEW
-------------------------------------------------------------------------------Forum: Session 3: Journal Article #2 Discussion
Date: Fri Sep 29 2006 19:46
Author: Amezquita, Celestina
Subject: Re: S3 A2 Poor Teaching for Poor Kids
-------------------------------------------------------------------------------I was told I could not fail a child no matter how much they didn't perform unless I had
tons of documentation to prove I had done everything in my power to help them. But you
are right, if all children who deserve to fail we might have a lot more 20 year olds on
campus.
I so laughed when I read that you fell asleep. So did I!!! Of course I was pregnant and my
blood sugars were dipping but how can one not fall asleep. Never underestimate
yourself!! (But it is a lot of common sense, right.) I agree that that has got to change as
does the financial rating educators are subjected to. How else can education attract the
best?
Why are we no longer taking the time to teach that we need to work harder??? Do you
suppose it is, again, the pressure to prepare for the test does not allow for social
teaching??
Do you have any opinions on why our kids aren't willing to take advantage of the
education?? Is it that they have had to much handed to them?? Is is a by-product of the
welfare system?? What could it be??? As a parent, I sure wish I knew. As a second
generation immigrant, I sure wish I knew.
Your are too kind but thanks really I appreciate your comments and I really enjoy your
posts as well. It is great to be in a group that is not afraid to speak their mind. I see the
potential for a lot of growth here.
Celestina
-------------------------------------------------------------------------------COURSE CATALOG > LIST 5325 CURRENT TRENDS IN LANGUAGE ARTS
(FA06) > COMMUNICATIONS > GROUP PAGES > > GROUP DISCUSSION
BOARD > MESSAGE VIEW
-------------------------------------------------------------------------------Forum: Session 3: Journal Article #2 Discussion
Date: Fri Sep 29 2006 18:50
Author: Hirtle, Jeannine
Subject: Re: S3 A2 Poor Teaching for Poor Kids
-------------------------------------------------------------------------------I am a TOTAL KOHNITE! I'm so glad you read, shared, and appreciated this article.
Experiencing education! How very John Dewey!
I chuckled at your description of the trip to the GRE.
When I took it after being out of school for about the same amount of time as you. I sat
down one day, familiarized myself with the "text grammar' by working through a
Princeton Review workbook. I aced the verbal, made a credible score on the logic, and
barely passed the math. I figured I'd just work what I knew, and bubbled in the math
answers randomly. I made an amazing score with that method. Whew! I think we all
know much more than we think we do--we have our areas of strength, and brushing up a
little on test strategies, focusing on our strengths, then we just take that darn GRE and let
the learning we know we have shine through.
--------------------------------------------------------------------------------
Responses to original posts
To Betty
COURSE CATALOG > LIST 5325 CURRENT TRENDS IN LANGUAGE ARTS
(FA06) > COMMUNICATIONS > GROUP PAGES > > GROUP DISCUSSION
BOARD > MESSAGE VIEW
-------------------------------------------------------------------------------Forum: Session 3: Journal Article #2 Discussion
Date: Fri Sep 29 2006 20:11
Author: Amezquita, Celestina
Subject: Re: Article 2: How Do You Value What You Teach...
-------------------------------------------------------------------------------Wow!! I had never really thought about how important this must be at the high school
level and at the middle school level. Especially on account students are so impressionable
and if they respect you and admire you, well you have the floor and must be very careful.
My daughter the oldest and only among five other males was taught by someone she
respected that she did not birth her brothers, did not ask us to have them, and should
never be expected to serve or watch them. For the record, she begged us to have more
children so that she might have a sister. It broke my heart and so now I have five
beautiful boys but oh well. She had never been asked to change a diaper or babysit or
feed or bathe a boy.
Armed with this new found emancipation, she decided she would not babysit or be
subjected to help with any of them in any way. Needless to say, I feel the "teacher" was
way out of line because she forgot to teach my daughter that families do things for each
other whether or not you chose to be a member of a family.
I do love what you said the author said about multiple interpretations and perspectives.
That is perhaps the crucial thing. I remember when I had to teach evolution which I don't
believe in. I don't believe the earth was created in six of our days either but the evolution
theory leaves a lot to be desired to. I remember teaching them what a theory was and yes
bringing in various secular perspectives and "evolution of theories" as well as allowing
children who did believe in creation to have the floor, notice I say gave other children the
opportunity to share - as far as I am concerned they have rights to. In addition, I
constantly remind them that learning is about making your own decisions and if asked for
my opinion, I would say things like, well I do have my own opinion but I am more
interested in what you are thinking and why you came to that particular decision.
As for my daughter, as a parent I gave her my opinion but I try to let her make up her
own mind as long as she understands that I have my own mind and I can make up my
own decisions she knows that I love her and birthed her but I did not sign up for slavery,
either.
:) In the end we hope this parenting thing pays off and they visit once in while.
Celestina
--------------------------------------------------------------------------------------------------------------------------------------------------------------To Darcy
COURSE CATALOG > LIST 5325 CURRENT TRENDS IN LANGUAGE ARTS
(FA06) > COMMUNICATIONS > GROUP PAGES > > GROUP DISCUSSION
BOARD > MESSAGE VIEW
-------------------------------------------------------------------------------Forum: Session 3: Journal Article #2 Discussion
Date: Fri Sep 29 2006 14:21
Author: Amezquita, Celestina
Subject: Re: Session 3 - Article #2
-------------------------------------------------------------------------------Darcy,
Take heart.
I hear your concerns for the child, however, I am afraid that even if you talk to the
teacher, the principal and even administration your pleas will fall on deaf ears. I too have
tried to influence teachers with new research and proof but pride plays a more stronger
roll. First of all, not all teachers are subject to suggestions. I have been told point blank,
they are the professionals and I have seen educators cringe and feel threatened when you
respond, excuse me, I have reviewed your credentials and challenge them.
A classroom is a strange environment. In a recent youth protection training, cubmasters
were advised that sometimes volunteers volunteer because their is a power trip involved
as well as free reigns to be abusive which is why the organization has a built in series of
checks and balances. Unfortunetly, the classroom attracts power hungry individuals and it
is a little known fact, that once a teacher has some tenure, nothing anyone does short of
prove incompetence, neglect or abuse in court, can oust the educator. Sometimes, you
just have to be as involved as possible. In fact, even if you volunteer to man the portfolios
keeping she may not adopt it or care. I am not suggesting this teacher be this way but do
keep it in mind, scary as it is.
Also remember that the principal will always tell you the teacher has the final word, but
still gives the teacher an earful. It is nearly impossible to change a child out of a
classroom unless you go the withdraw and re-enroll in six weeks route or term route. Do
keep your own portfolio by all means not to prove the teacher wrong but to build the
child up. Portfolios are invaluable as are journals but the author is right, in life there
seems to be so little time even for the basics let alone the enrichment. What did I do??? I
combined. I combined mechanics with spelling and vocabulary by using anonymously
student created sentences as the “identify the mechanical error sentences” and tell what
makes this such a strong sentence. I combined literature with history and science.
Student’s wrote essays on mitosis or on the migration of the Texas Indians. Students
wrote poems and letters as if they were a child traveling to Oklahoma during the
depression. Students wrote and published interviews with relatives or neighbors relating
their experiences with the emancipation or racial tensions in Deep South Texas. Children
researched their own community as we studied the beginnings of civilization and wrote
reports or how to papers describing how to create their perfect utopia. Children wrote
their own bill of rights. They compared the teachings of Martin Luther King and applied
it to their own lives as oppressed and rushed kids. Children were given the floor at the
end of the day to share something written or read or learned.
I call it multi-tasking. Teaching is the only place where I do not advocate – divide and
conquer.
As for another assessment, sometimes, sometimes watching the light go off in someone's
head or watching a child feel emphathy for the character or concern for the environment
is the only assessment I needed. One child in my classroom had a mom who was a
principal and she hated worksheets (kids know when moms hate something) I knew that
out of loyalty to his mom, he could not fill one out. I allowed him to tell me the answers
or type out his own answers. I had another child who could not read a passage about a
happy family because his own family was in turmoil, I assessed with a nonfiction story
on whales in the artic from another source. I don't know if that helps or not but I hope it
does.
Celestina Amezquita
-------------------------------------------------------------------------------To which she responded
COURSE CATALOG > LIST 5325 CURRENT TRENDS IN LANGUAGE ARTS
(FA06) > COMMUNICATIONS > GROUP PAGES > > GROUP DISCUSSION
BOARD > MESSAGE VIEW
-------------------------------------------------------------------------------Forum: Session 3: Journal Article #2 Discussion
Date: Fri Sep 29 2006 20:13
Author: Gigas, Darcy
Subject: Re: Session 3 - Article #2
-------------------------------------------------------------------------------CelestinaThank you for sharing your thoughts on the matter. I too was very hesitant about
speaking with the teacher. Being that I want teach in the near future I am careful to
overstep the so-called parental boundaries. I more or less want to share my concern with
the teacher and offer my suggestions. But you are right in that the teacher ultimately will
have the final word.
I appreciate you sharing your opinion on this! This is definitely something to consider.
Darcy
--------------------------------------------------------------------------------
To Barbara
Forum: Session 3: Journal Article #2 Discussion
Date: Thu Sep 28 2006 09:22
Author: Amezquita, Celestina
Subject: Re: Session #3, Article 2
-------------------------------------------------------------------------------Barbara,
Thank you for such a well written and complete response and again for you dedication
and perseverance as an educator. As I read your connection I can see that you truly
CARE about helping students and their success. I found you post very encouraging. In
the past, like many peers have felt such negativity towards this testing that seems to
infiltrate and take over the entire process of education.
I have seen administrators so focused on increasing the scores on the writing tests that
children were writing to scripts. I remember a child after child turning in the same
response to a writing prompt with little variance or imagination. I remember thinking the
papers I had received felt like processed prepackaged food- bland and cold. Later I
learned the severity with which fourth graders were drilled in this science because my
daughter was a fourth grader at the time. Her teacher was amazed that my daughter
refused to adopt the script and amazed even more that our principal had singled her paper
out for creativity and initiative. I wish I could say that they didn't manage to force her to
write to the script. They did. That year the TAAS people decided they wanted creativity
and imagination and the kids did not fare as well. "Had we allowed her to write her own
way, she may have gotten a four" came to late but I was grateful because my daughter
though disappointed learned a very important lesson and learned to value her own way.
A writing teacher’s goal is to meet and then push the student’s writings beyond
the boundaries of the established rubrics. In other words, take the writing to the next
level!
I loved that comment!! It reminded me of the phrase is the glass half empty or is the glass
half full. Yes the test has mutated to a giant with tentacles and barbs that threaten to shut
down every school (that is the most amazing thing I have ever heard that if a school
doesn't do well parents have the option to take their students to another school and that
some teachers are placed on probation or loose their jobs - everyone questions the teacher
but how many people point the finger at the test makers -childrendren were told they had
the option to move tdifferenternt school on account the Spanish version of the test did not
fare well - what normal teenager abandons their alma mater???) but we can learn from
the educators in your article and begin to see the glass as half full, and yes take writing to
the next level. Do you personally find it difficult to move beyond the basic and onto the
next level? Don't you find it difficult to not want to focus on the detailed objective and
not use the drills and the piece meal worksheets for fear of overlooking something? I took
great courage in the examples. These instructors have taught us that you work within the
system but not allow ourselves to be limited by the system -- we must be true to helping
students beyond the test day -- to succeed in life.
As an undergraduate student, I took an interest in a particular author and made him the
focus of my studies per say. Some instructors might say you can't turn in a paper twice
but is a paper ever really the same or is a topic ever so explored that you can't reuse your
sources and C.A.R.E. so much that in effect the paper you turned in one semester is not
the same you turn in another semester. Some might say that is not fair to other students. I
can understand how wrong it is to tanother'shers work and turn it in as your own but I can
never understand why we cannot take our own paper or topic to a new level and turn it in.
I grew so much in the process of refining that one paper and learned so much from that
one topic (my only regret is having lost my copies and the diskettes in a move as I had
planned to base my dissertation on it) I learned that as I shaped that paper what I learned
shaped me. I think every child need that opportunity but we can only do this if we teach
them to reflect on the issues that interest them.
I agree with you it does do the ole heart good.
On the same subject but not really. As an English major, I had to take a lot of Literature
classes. Just as a I chose that one topic to focus my energy, I chose one instructor with
whom I took at least three classes. In my first year, I got my share of D's and C's but what
I loved was that a grade was never final and he knew I could only grew if I C.A.R.E.d
about my writing so as long as a student was willing to put in the work the grade could be
changed up to three times. By the third semester, I turned in a poem that he says floored
him. Had he not known me as a writer and as a person, he would have failed me thinking
it was not mine.(It has happened) He was not an easy teacher by no means - in fact he
accused me of loving torture because I kept coming back. I feel that it is just as important
as teachers of writing to allow students to know themselves, know the subject, and for us
to trust them to be true to their voice once we have established a culture of safety.
PS. You can't just leaving us hanging like that... you hint at the notes that warm up your
heart... please share more than that otherwise it is like a you tore the last page out of the
book and left us hang...i...n...
Celestina
-------------------------------------------------------------------------------Forum: Session 3: Journal Article #2 Discussion
Date: Fri Sep 29 2006 17:39
Author: Goodsite, Barbara
Subject: Back to Celestina from Barbara Goodsite
-------------------------------------------------------------------------------Thanks Celestina for the thoughtful response.
I do love teaching children. They amaze me everyday, and I learn something new
everyday!
Moving beyond the basic and onto the next level - One you KNOW that they have the
basics, then the only way is UP! You will be able to tell. They may not come out and tell
you, but your instincts will start signaling! If you stay too long in one spot, then their
work starts becoming boring for them, and they lose that drive to keep learning and
growing. I'm constantly reviewing and revisiting prior concepts. That's one of the
problems with alot of teachres. They teach the concept one time during the year and the
students never have the opportunity to reinforce those skills throughout the year.
I agree with you in that the students need to be allowed to write about topics that interest
them and them be able to reflect on their own stories and the stories of their peers.
Students learn best from each other!
Thanks for your great response.
Barbara
Return to top
Booktalk Session 3
Forum: Rubrics/Assignments
Date: Sat Sep 30 2006 00:00
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Attachment: Current Rubrics.doc (50688 bytes)
Subject: Booktalk chapter 11
-------------------------------------------------------------------------------Although the authors mention various techniques, I would like to focus on the four
mentioned on page 215 because they are after all the recommended authentic assessment
strategies for all classrooms. I think that it is amazing that they specifically interrelate the
four and demonstrate how dependent they are upon each other.
Another thing that I find fascinating is the amount of actual language that needs be
interchanged in order to accomplish this kind of assessment. Having been trained as a
bilingual educator, I am convinced that one of the most important skills ELL students
need is that of practicing authentic communication. Question 3 of figure 11.3 asks what
volume levels of talk do you accept? It also asks whether second language learners have
enough time to practice speaking. I chuckle as I remember defending the need for
children to talk. In a recent job interview, I was asked the first question with a clear
understanding that my answer was less than acceptable because I fully appreciate and
encourage lots of communication. The principal insisted that children need lots of silence
to learn to which I replied that the very young in effect need more practice speaking.
How can we expect children to learn to break down and build up language if they are not
allowed to play with the legos that are sounds. In addition, I wonder how can teachers
really get to know a child’s demographic and historical information unless we talk to
them and to their parents.
Although when I first settled for Gantos as the topic of my first article discussion, I was
unsure how biographical information had much to do with assessment, after reading the
book club chapter I am convinced that in effect Gantos love of journaling and support for
this technique is founded in the most important of all assessments – the ability of the
child to record their reflections about what they are learning and experiencing in this
great adventure we call life. The authors of the text might call this a major step in
developing the child’s literacy learning through contextual and cultural surveys. In effect
it is extremely important that as educators we make a concentrated effort in discovering
how people from other cultures understand and interpret communications (216.)
What do you see that might be engaging to many different students?
The authors mention various activities that might be engaging to multicultural as well as
multi-interest children. One of the most fascinating topics has to be without a doubt the
use of portfolios but most importantly the active role students are asked to take in
assembling and reflecting about their portfolios. On page 229 of the text, the fourth
paragraph suggests that students be allowed to have a sharing time in which they get to
select a piece they seek to include in their portfolio but also share it with others and how
this simple sharing can impact and enthuse the children thereby enriching their writing
workshops.
It is my experience that children need an audience. They need to be heard. They need to
bounce ideas off of each other to validate their own thinking and their concerns. We are a
social animal and it is only through communication that we socialize be it though face to
face communication, written, or read. In a show called Puzzle Place, a young puppet
named Sky wrestled with his desires to become a musician until he realized other Native
Americans were engaging and succeeding as vocal artists. Children of different races,
religions, creeds, economic or health status need to know that they can talk about their
concerns, interests and problems and still be accepted for who they are and for where
they are coming from and we will know where they are coming from if we take the time
to get to know them (11.4).
What do you see that might meet more than one learning modality?
I can see how Literature discussions as well as anecdotal records could easily serve
children of different learning modalities. The visual child would get to read along and
actively underlining or noticing what other students have underlined while the auditory
child would learn by listening and contributing to discussions with classmates. On the
other hand, I can easily see the kinetic child, moving around the room like storytellers of
old conveying with body movements their interpretation or retelling of a particular story.
If we take the time truly understand their culture we can learn to appreciate the way they
process stories. I had an interesting situation arise one day as the children in my child’s
class prepared to do Christmas around the world, an activity wherein the children would
rotate throughout the school with passports in hand as they learned how different
countries celebrated Christmas. I watched in horror as a young child felt excluded and
ostracized because her family did not celebrate Christmas and I could feel the offense of
Hindu classmates and parents that they had not been invited to participate.
What do you see that might support hinder students with special needs?
On the other hand, I can also see how speech limited students might suffer because so
much of the assessment is based on communication. As the sister of a stutterer, I know
that he would have suffered greatly having to share stories aloud or having to participate
in discussions. My own son has a slight speech impediment and I have noticed that he
goes way out of his way to avoid communication which he feels may be assessed
especially if the letter r is involved. I can also see how placing so much emphasis on
writing might hinder a child who can not physically write. Nonetheless, both can find
learning enriching if afforded helping hands or vocal cords and if emphasis is placed on
the creation of ideas and the actual reflective process which in reality is the focus of the
four authentic strategies.
What do you see that might support/hinder English Language Learners?
Once again I feel that little about this assessment strategy aught hinder an English
Language learner if the program is run and carried out the way it should be. If the child is
assessed from the level at which they are, there is no reason why an instructor cannot
focus on the progress that has been made. What I find particularly encouraging that the
educator is constantly striving to understand the child and their level of literacy by
reflecting in the progress of the child while attempting to tailor the content to meet the
individual needs of the child. Again the numerous opportunities to practice language
skills alone make this kind of assessment invaluable.
What do you see that might be bias in the language used in the assignments discussed in
the chapter?
I didn’t particularly notice anything biased in the language used in the assignments
discussed aside from the author’s attempt to dance around the issue and be a little
ambiguous about their position on standardized testing. For instance, on page 233, the
authors state that there is a love hate relationship with education and that a lot of work
needs to be done but that they are in effect “cautiously optimistic” when it is obvious
from every side that the No Child Left Untested policies are in no way backing down. Of
course we could argue that the authors define their position by purposefully including the
extended quote from AERA. This brings me to our last remarks on the issue of respect to
equity. While the authors are not as vocal as Alfie Kohn, by mentioning the position of
AERA pages 210-212, it is obvious that they would like for there to be a lot more equity
and authenticity in testing and in assessing.
What do I wonder about with respect to equity?
The paragraph dealing with protection against high-stakes decisions based on a single test
decries the use of testing to pass or fail a student and yet it is obvious that retesting efforts
are lacking (212). In fact, everyone suspects that retests are just a little easier and less
demanding than the tests given the first time. In addition, we know that students must
have ample opportunity to learn but we know that oftentimes tutoring is not offered
unless the parent demands it and even when provided it is simply a concentrated dose of
drilling the skills. I also wonder about the mentioned full disclosure clause. It seems
highly unlikely that the same people who create the tests are going to make a
concentrated effort to shoot the foot that holds them up. As for myself, I would love to
see credible evidence that such testing is not detrimental to the health of students but
more specifically educators.
Celestina Amezquita
MEdTechnology
LIST 5325
MRT
Responses to my post followed by responses to responses
Forum: Session 3 Book CLub
Date: Fri Sep 29 2006 19:57
Author: Hirtle, Jeannine
Subject: Re: Booktalk Chapter 11
-------------------------------------------------------------------------------My goodness! You actually had to defend the need for children to talk! I shudder at what
is not happening in the education of our administrators!
Forum: Session 3 Book CLub
Date: Fri Sep 29 2006 21:51
Author: Amezquita, Celestina
Subject: Re: Booktalk Chapter 11
-------------------------------------------------------------------------------I know!!! It's really sad that so many people equate a noisy classroom to a mismanaged
classroom without recognizing the opportunity of linguistic growth.
Celestina
Forum: Session 3 Book CLub
Date: Fri Sep 29 2006 20:23
Author: Crisafulli, Nolan
Subject: Re: Booktalk Chapter 11
-------------------------------------------------------------------------------So you thought the same thing I did about the bias question, no? I kept looking and
looking, and everything in the reading seemed pretty straight-forward. There really wasn't
much bias, and I was impressed that there wasn't even the usual hint of political bias that
is often scattered throughout educational texts.
Refreshing!
Take care.
-Nolan
Forum: Session 3 Book CLub
Date: Fri Sep 29 2006 21:57
Author: Amezquita, Celestina
Subject: Re: Booktalk Chapter 11
-------------------------------------------------------------------------------I love that you guys are thinking politics. I don't know why, but I almost never do. Just
curious, do you keep your radio tuned to talk radio? My husband does and whenever he
drives I learn so much. Maybe that is what is hurting our educational system also. In a
profession dominated by women we need to wake up and listen to what the guys are
saying more often.
What's your take on my new theory?
Celestina Amezquita
My responses to original book club posts included the following dialogue
To Matthew
-------------------------------------------------------------------------------Forum: Session 3 Book CLub
Date: Fri Sep 29 2006 21:48
Author: Amezquita, Celestina
Subject: Re: Ch. 11
-------------------------------------------------------------------------------I couldn't help but respond to your bookclub as I am fascinated by the SPED spring
semester. I remember having some kids in class who were actually SPED or who had
severe problems. Getting them MAST B was impossible but I do remember them trying
to force them in Spring. I couldn't do it. I promised to get the paperwork together but I
couldn't do it not for those reasons. Tell me more of how you were able to fight this, or as
another classmate wrote, and teach without compromising your values before you dared
to quit.
When you say that we don't need anymore non-salary money, what I hear you saying is
put your money where it needs to go - to the teachers. If I understand you correctly on
this issue, what is your theory on this conspiracy to deny teachers a higher pay? Do you
suppose that somewhere along the way teachers are being punished for going into
teaching? Or is it that we are simply not a valued profession? Is it that they think we have
it easy because deep down they think we are simply glorified babysitters? Is it that
somewhere along the way every politician has had a bad experience with a bad teacher
and want to punish him/her. Is it because we are allowing it to happen to us? I wonder.
What do you suppose we can do to influence the outcome seeing as our leaders are not
listening?
What is it going to take????
You know I can't help but think of other professionals, in particular pharmacist and
pharmacy technicians. They have seen a tremendous increase in their pays. Is is because
drug "company" money is involved? Is it because now they are doctors of pharmacy and
CPhT are required to be certified?? Why is a masters in education only worth 500-1000
more a year?? Is is because Medicaid or Medicare aren't pretending to foot the bill??
Maybe its that our educational system is not really ailing? Afterall, who can compare
standardized testing to say silent killers like diabetes, cancer, or high blood pressure.
What did the authors say on page 210 about the full disclosure of likely negative
consequences of high-stakes testing programs??? Am I making any sense??
I read a bumpersticker that we follow to school everyday. It reads, "I'm mad. I'm
registered and I am voting" What is it going to take to get teachers to vote? Maybe
elections need to be held around TAKS day. Wait, they are, but we are too busy worrying
and administering the TAKS! Hum!!! (She bangs on her not so crystal monitor.)
So do you think I might have the makings of a conspiracy theorist???
Thanks again,
Celestina Amezquita
--------------------------------------------------------------------------------------------------------------------------------------------------------------Forum: Session 3 Book CLub
Date: Fri Sep 29 2006 21:15
Author: Amezquita, Celestina
Subject: Re: Crisafulli, S3: Ch11
-------------------------------------------------------------------------------I didn't get to respond to you in the original articles, but I didn't want to not touch base so
here I am.
I hear what you are saying about assessing the assessment. I too have wondered about
that. I went in today to speak to my 1st graders teacher who told me he was below the
average but I couldn't get her to tell me who the "average" was -- kids in his class, kids in
Texas, kids in the USA. As the mother of many boys, five, I know that sometimes boys
are a little slow to begin reading but they can take off. Where is this normal kid and what
makes him so average? Inquiring moms want to know. Inquiring teachers need to find
out. Are you comparing my class to the ones in Treasure Hills?? (We have a community
in Harlingen called that and yes it is the rich affluent professional kids) According to her
my child was reading in K3 rather than 1-1. Contradiction ran throughout the
conversation. Please teach high frequency words and have him blend them. Hello last
time I checked high frequency words were not "read" but memorized because they
usually can't be phonetically read.
When you say " I sure wouldn't want biased assessments, would you? I say this only a
TINY bit tongue-in-cheek, because I read so much about the biases in our standardized
assessments." are you really saying that they are biased?? I am curious, what is your
take? Do I understand correctly from your "relationship" with Ms. Scantron that you feel
that the loss of the human touch is also a form of bias?? I hadn't thought of that but I can
see the possibility. Just wondering, do you by chance remember Grandma Scantron??? Or
anyway I think they were precursors to scantrons. Data cards with little holes punched in
them???
I remember walking in on a teacher who was erasing the stray marks on TAKS tests and
thinking, oh man this is really bad. Thank goodness they no longer allow tests to be
submitted that have had too much human contact....
Is what I am saying making any sense? Do you really think that testing "erasures and
corrections" are a thing of the past? Or are they built into the system? Is that why we hear
rumors of making all tests computerized?? Have you ever had such a situation arise?
What would you do if someone suggested it? Would you turn them in?
You know what this makes me think about - the similarities between the Standardized
tests and the 1950's version of the blob. You can run but you can't hide because there is
not stopping it. Don't you agree that when it comes to standardized tests it almost seems
like we are viewing an experiment like the Blob gone awry? 1988 version. I had to look
up the information on the Blob and the similarities are striking, okay interesting.
Check this out-The Blob is an amorphous creature from another planet which lands on Earth encased in
a meteor. It escapes, then survives and grows by absorbing any human being or animal
with which it comes in contact. A group of teenagers discover the Blob but the adults
won't believe them until it is almost too late. The Blob's one weakness is cold; in the end,
it is hit by freezing gas (specifically, carbon dioxide fire extinguishers) and shipped to the
Arctic. http://en.wikipedia.org/wiki/The_Blob
I wonder how hard do we have to blow to get rid of ours? Maybe we need to listen to the
kids???
Celeste.
Return to top
-
Article 2.1
Original post
Session 2 article 1
Exploring Inquiry as a Teaching Stance in the Writing Workshop
as found in Language Arts 83.3
Katie Wood Ray
The above mentioned article discusses the art of taking authentic literature, exploring it,
and using it to teach children to teach themselves how to create same genre writing
samples. The author argues the validity of such a method as well as the real world
applications that this strategy has even on professional writers. In addition, the author
compares the inquiry stance to other methods which mimic but fall short. However,
Wood-Ray does more than just report on one classroom’s attempt at op-ed writing, she
uses great detail to describe the actual process and support the validity of the inquiry
stance in real world applications as well as enumerate the academic advantages to the
learner’s cognitive growth. I encourage all to read this article as I believe it holds
important keys we can all use to unlock not only creativity in our classrooms but the map
to treasures that lay undiscovered in ourselves as educators and in our children.
One of the many things I hope to remember is that it is not enough to use real world
literature or even to produce authentic samples, but that authentic samples must be used
to learn from. So often we think that if we are using the resources then we have one leg
up on educators who aren’t. I often think about that cliché. In my opinion, “one leg up” is
an archaic term describing the saddling of a horse. A rider, who had one leg up on the
others, should have been able to saddle to horse faster and take off faster. When we use
authentic sources inappropriately perhaps we metaphorically have one foot in the stirrup,
but if we take off without really thinking about why we are employing the strategy or
resource, in effect we might have the same results as if a rider had only one foot in the
stirrup when the horse took off. In effect, using a strategy might be very useful in
producing a five paragraph essay or even a canned version of an introduction paragraph. I
particularly like the way the author puts it when she says, she
“understand(s) that when teaching is simplified, when children are given a graphic
organizer and a few simple guidelines to follow, they sometimes produce tighter, more
polished-looking products than the writing I typically see when students write out of
inquiry. But when this happens, the very nature of what is being taught has fundamentally
changed because writing doesn’t exist like that in the world outside school.” (page 243)
As a student, I have never, in all my years, understood the need to write a paper or do
research for an audience of one. In fact, I believe this not only invalidates the writer but it
is the equivalent of riding a horse upside down and backwards. Yes, at times, selfreflection is utterly important and self-writing is sometimes the only way to truly reflect.
However, even our reflections need a wall to bounce off of once in a while. In eighth
grade, we were encouraged to keep a journal. That journal didn’t take on real meaning
until the teacher started leaving notes and validating my feelings. As a teacher, I
encouraged my students to write in their journals but there simply was not enough time
for me to read their writings so eventually few students wrote in their journals. On the
other hand, we did devote at least 5 minutes a day to sharing good thoughts. Students did
not begin to actively write in journals until I hit upon the idea of saying good thoughts
had to be read from previous journal writings. Writing assignments must have an
audience otherwise they do not communicate and is that not the whole point to
writing???? I would like to hear what kind of success any of you are having with journal
writing and why you think it is working or not working for your class??
I also hope I always remember that we must remember that we need not reinvent the
wheel. We don’t have to be writers or love writing; we need to find the appropriate
models for our students. I have found the reflective work of Marion Dane Bauer, Ralph J.
Fletcher, Yolen, and even Elizabeth Mann’s website, Mikaya Press, as they have written
for children describing and sharing the art of writing could easily support the inquiry
stance. In fact, I found it encouraging that even they, as professional writers, attest to
scoping out the publishers by reading the work of others before submitting their work or
beginning a new story. Children know what they like and if they like it and we believe
they can produce it why not support them and believe in them. David Melton dedicated
his life to this and maybe we can stand to learn a lot from him. The man was a master at
believing in the ability of children. I will never forget my sixth grade teachers comment,
“You can’t write like that you are not a professional.” This comment was repeated
throughout my educational career. I took a class with the director of the English
department. My first paper received an F- and scribbled across the bottom something to
the effect I was to refrain from using conventions, should have been written
unconventions, only allowed to real writers. Please tell me my experience is unique and
that maybe I am simply an unconventional writer. I wouldn’t be offended; in fact, I
would appreciate it and maybe try to change (no promises).
I would like to ask, do you find assessment of student work pegged to old world
conventions? What I am trying to say is - do you find yourself wanting to grade like an
old English teacher? Do you find students flourish or withdraw as writers? The author
states that Shuster has been looking for a five paragraph theme in scholarly journals since
1958 and has been unable to find one. Do you feel this is an accurate statement? What
should the role of writing conventions be? I mean it can’t be all that bad if it has been the
basis of teaching writing for so long and helped so many real writers be?? Can we find a
balance between proper writing and still allow for creativity? Do we sacrifice one for the
other? And if we do who do we sacrifice?? I wonder what other countries are doing in
respect to this.
How do you use authentic writings in your classrooms? What kind of success are you
having? The author has great faith in what she calls vision before revision? What are your
thoughts on this whole to part to whole way of teaching?
Celestina Amezquita
LIST 5325
MEdTechnology
MRT
You are asking SO many good questions here. I'm delighted you read Katie Wood Ray!
I've been reading her work and am using a 2006 text by her as one of the texts in my Adv
Writing Pedagogy class.!
Form-like I mentioned to Nolan. Try reading Tom Romano's Writing with Passion to get
his take on it!
Audience! Isn't that SO obvious and yet schools have missed it for years. Give students a
real audience to write to and with real purpose and their writing skills will improve
tremendoulsy!
Rubrics? Self Assessment? Peer Assessment? What do you think about how that fits in
here?
To which I responded
Forum: Session 2: Journal Article #1 Discussion
Date: Fri Sep 22 2006 12:19
Author: Amezquita, Celestina
Subject: Re: 2.1 Exploring Inquiry as a Teaching Stance in the Writing Workshop
-------------------------------------------------------------------------------I guess I always thought the Rubric and self assessments were wonderful tools that a
student could use to make sure they were on the right track. I never really thought of a
student actually giving themselves a grade. I grew up in a traditional Hispanic family
where you didn't praise yourself and where the father had the ultimate authority. (Gee I
hadn't thought about it but I am more or less raising my kids that way too). We could
think we did a good job but it wasn't good enough until he approved it and my dad rarely
did. In fact, I remember spending hours explaining to the man how the most I could get
was a 105 and he demanding that I go back there and demand an opportunity to get 115
on an assignment although my average was already a 100 in the class. To think I am just
happy if mine bring home an 80. Maybe I should take Gifford advice and learn to expect
more so that children perform more.
Again balance.
I love the idea of Peer Evaluations and Self Evaluations as long as they are only learning
tools. Too often I have seen kids rate themselves to hard and that too can be so
detrimental. I will seek out the Romano article. Thank you.
Celestina
Barbara Goodsite responded to my original post with
Forum: Session 2: Journal Article #1 Discussion
Date: Thu Sep 21 2006 20:41
Author: Goodsite, Barbara
Subject: Re: Response to Celestina Amezquita from Barbara Goodsite
-------------------------------------------------------------------------------Hi Celestina,
Writing? Writing? Writing? This is and has always been a tough topic for me. It didn't
matter what grade level I was teaching. Most students DON'T like to write. Same story. I
can't read. I can't write either.
Getting the students to the point of feeling comfortable and not threatened is a
tremendous goal. It's hard for them to put their thoughts on paper. When it does happen,
you can see a great burden lifted. The frown changes to a smile. Once they find that it's
NOT a 'right or wrong' answer, then the teacher has a chance to extend and expand upon
their personal experiences.
Children can get up in front of the class and tell about an experience, but ask them to
write it on paper and the 'joy' is gone from their face.
I am teaching an elementary resource class this year. I want to begin writing as we start
our second six weeks.
Years ago I worked with 4th students two weeks before the TAAS Writing test. I
attempted to prepare them in this short amount of time, so I had to think up some short
cuts. (Actually I was tired of our writing scores being so low, so I proposed a idea to the
principal and she let me do it. I think I was teaching Kinder at the time.) One group came
in the AM and the second group came in the PM. Our scores jumped to 68 that year
compared to 18 and 20 in years prior. This happened two years in a row. Finally the
principal made it mandatory that the 4th grade Language Arts teacher begin teaching
writing at the beginning of the year.
I understand the amount of time it takes to read all the individual writings, so I have to
come up with a good plan.
I need you to explain more about your idea of saying good thoughts from the previous
journal writings.
Did you assign topics or give them a starter?
Are there things that you Definately don't want to do again?
I'm waiting to hear your thoughts and ideas!!!!!
Thanks,
Barbara Goodsite
To which I responded
Forum: Session 2: Journal Article #1 Discussion
Date: Fri Sep 22 2006 05:55
Author: Amezquita, Celestina
Subject: Re: Response to Celestina Amezquita from Barbara Goodsite
-------------------------------------------------------------------------------Thank you for your reply. Truth is it is a lot of writing to go through and we can not and
should not go through it all everyday, nor should we pick favorite authors who get more
comments or readings than others- kids notice. Of course like you said there can be no
right or wrong answer. In fact,we need to remember we just want to foster writing. One
thing I would do different is create a journal basket and allow students who desperately
needed or who wanted a teacher audience to bookmark the passage they want to share in
private. Thereby giving the shy ones an audience if needed. I would create another
bookmark that might signal permission for a wider audience. I would also like to find a
bookstand to clamp down and display a journal that desired a much wider audience. I
think it is important to respect privacy but sometimes they may want an audience and it
will be hard but not impossible to teach that we are sharing this one entry only. Wow, it
would also be a way of extending sharing time throughout the day.
Another thing that I think needs to be stressed is that this is not a diary. It is hard to drill it
in but it is pertinent that kids understand that the differences between journals and diaries.
Do you think that is important?? I love that girls like to write more than boys but I also
find it interesting that boys "ain't gonna write in no pink diary."
To continue. Let me explain good thoughts. After the pledge and formalities, we allowed
five to eight minutes and no more for the volunteer sharing of good thoughts. Children
were allowed to share happy, sad, or simple concerns or other exciting announcements
with the class. It was a sort of class bonding and celebrating moment. Pats on the backlike. Eventually, I hit upon an idea that some kids needed a script to overcome shyness.
(In fact a few kids actually had begun writing their happy thoughts so others could read
them for them) What better than journals. In addition, I provided two prompts for the
reluctant writer. Eventually we began ending the day with If I could I would or I sure
wish I could or the one thing I am glad I learned today- goal setting or I love the book I
am reading because...minutes. Granted not everychild participated but my goal was reach
those I can and plant seeds in those I can't.
There were kids who refused to write. They were allowed to read and eventually they
were allowed to draw. (I think that eventually kids notice it takes the same amount of
pencil strokes to write a good paragraph as it does to shade in an awesome drawing) The
one thing I would change is, I would allow them to display their drawings if they so
desired it. I made the mistake more than once of saying, sir that does not constitute a
good thought. Now I realize it sure does. We have all heard the cliche - something about
a picture and a thousand words????? I would request they write a caption or at least one
fully developed sentence to accompany and document the drawing. Eventually, I feel that
with the author/artist's permission I would begin photocopying the drawings and the
sentence for display and slowly start giving more positive feedback to the little writing
they did produce.
Another thing I would like to do differently is create a My class news wall, a sortof
newspaper on a wall. Where kids could post copies of important current events news
clippings or copies of important journal entries. One thing I know I would do different for
sure is limit the number of times one individual can share happy thoughts - some kids are
hams. In addition, I would assign reluctant sharers the mission to find a happy thought
and report back to the class within two days. Another thing I would do differently is I
would make sure to make those few minutes we did journal writing equal in importance
to DEAR. DEAWe drop everything and write time and make sure I model with my own
journal/ scrapbook.
PS. I think what you did to build up writing scores amazing!!! I am curious was you
focus on bringing up the writing portion of the test or the grammar/mechanics portion of
the test?? Will you be having your kids decorate the covering of their own journals? I
find the series of books that look like composition books written by a little girl inspire
kids. I just can't remember the author. Do you know who I am talking about? The book
series looks like those black and white composition books turned into a journal and the
little girl has a pestering older sister named Pheobe or something like that.
Once again thanks,
Celestina
My responses to originals with follow up responses
To Diane
Forum: Session 2: Journal Article #1 Discussion
Date: Wed Sep 20 2006 09:49
Author: Amezquita, Celestina
Subject: Re: Art. #2 - Exploring Inquiry as a Teaching Stance in the Writing Workshop
-------------------------------------------------------------------------------I wanted to commend you for a well written summary and post on the issue. Kudos for
Mrs. Lorenz as well. I guess you could say, I had Mrs. Metke. Mrs. Metke was my senior
English teacher and it was a prehonors class but she knew I was supposed to be an honors
student who copped out- I was also a full time migrant and you can't pick tomatoes and
read all night long.
When the work in the fields let up she honed in on me. I was allowed to produce creative
pieces that connected and weaved my experiences and my ideas into actual research
papers. I was asked to internalize and make meaning out of things. I was allowed to take
my vocabulary words and weave them into a story. I remember being so embarrassed and
pleased when she would then use our vocabulary sentences and anonymously post them
on the board as we dissected them. Our sentences were used by the class. Our papers
were read outloud to the class. Our poems ended up in the school paper or in the school
literary magazine. (I had one end up in the yearbook!) They were going to be read. She
shared our work with our junior and sophomore teachers who beamed when they said,
"Mrs. Metke tells me I prepared you well for senior English. Have you turned in your
college essays and applications?" Not do you plan on going to college, but have you
turned them in.
Being on the school yearbook is a year long project and a lot of hard work but it is just
another example, as is being on the school newspaper or journalism class, of inquiry
stance curriculums that succeed. I believe that more of this can and should be done and
that these two examples demonstrate how successful it can be.
I think so often research papers have been frowned on because they are so easily bought,
sold, traded. And perhaps educators are weary on account what is to stop a student from
wanting to turn in an actual op-ed for credit. I feel that in order for it to really work, we
have to really get to know our students as people and demand that their voice be there. I
don't know if that makes any sense. I guess what I am trying to say is if we allow students
to be true to their voice then they can eventually learn to trust themselves as writers and
won't that make it all worth it. I think we short change kids a lot when we don't allow
them to be authentic.
I was wondering, would you consider the work GT kids do as inquiry stance?? I am also
curious, why is it that GT kids seem to have so much more time to create this fantastic
projects??? Are there any GT teachers out there who might be able to shed some light or
even some journalism teachers that can let us know how this works for them???
Celestina Amezquita
To which Matthew responded with
Forum: Session 2: Journal Article #1 Discussion
Date: Wed Sep 20 2006 22:03
Author: Burris, Matthew
Subject: Re: Art. #2 - Exploring Inquiry as a Teaching Stance in the Writing Workshop
-------------------------------------------------------------------------------This might not make any senseI notice, sometimes, the speed which I walk. Most of the times, without any sort of effort,
I zoom past people in the hallway. I'm starting to wonder if that has any impact on
lifetime achievement, like if the fact that I get places faster means I'll get more done
faster.
Maybe the same goes for the GT kids. But with reading speed/ not walking.
And I responded to him with
Forum: Session 2: Journal Article #1 Discussion
Date: Fri Sep 22 2006 11:50
Author: Amezquita, Celestina
Subject: Re: Art. #2 - Exploring Inquiry as a Teaching Stance in the Writing Workshop
-------------------------------------------------------------------------------That's funny I use to think the same thing. I too am a speed walker but recently I began
thinking it was because I just like to zoom past people and I like the adrenalin rush.
You might just have a point there. Thanks for responding.
Celestina
On the other hand Diane responded to my reply with
Forum: Session 2: Journal Article #1 Discussion
Date: Thu Sep 21 2006 00:13
Author: Gifford, Diane
Subject: Re: Art. #2 - Exploring Inquiry as a Teaching Stance in the Writing Workshop
-------------------------------------------------------------------------------Celestina,
I love your story about Mrs. Metke. Wow! Have you seen her since then to thank her
again for what she did for you? I wish she could see what you just wrote because the
excitement and pride in your "voice" are still very plain. How wonderful to have that
experience! And how it reminds me of the reasons we are in this profession to begin with.
As for voice in student writing, I think you are absolutely correct when you say we must
nurture it and expect it of our students. If it is not there then it is our job to help students
find it. We certainly do no good for them if we accept mediocrity.
Finally, I think teachers need to allow all students to work from an inquiry standpoint, not
just GT. Set our expectations high and in many cases, students will achieve it.
Thanks for responding,
Diane
To which I responded a second time with
Forum: Session 2: Journal Article #1 Discussion
Date: Fri Sep 22 2006 11:42
Author: Amezquita, Celestina
Subject: Re: Art. #2 - Exploring Inquiry as a Teaching Stance in the Writing Workshop
-------------------------------------------------------------------------------I have often thought about it but I know she moved. I have often searched her name on
switchboard. I am hoping her daughter will show up to our 20th year graduation. I have
often compared the teaching profession to that of civil servants in defense and protection.
I honestly feel that while educators are not given the recognition they deserve, in effect,
people like Mrs. Metke should be as honored as Marines. They too are the few... the
proud.. Teachers.
Thank you for your post and for taking the time to read and respond to mine.
Celestina
My second response to a classmate was to Matthew to whom I wrote
Forum: Session 2: Journal Article #1 Discussion
Date: Wed Sep 20 2006 10:30
Author: Amezquita, Celestina
Subject: Re: Session 2- Art 1
-------------------------------------------------------------------------------Wow!! You definitely have strong arguments and they seem pretty valid. However, if I
understand Diane correctly, I too agree that a research paper should be a research paper
and not a research story. I do agree that a mini-search paper seems a valid and
worthwhile experience. More power to you.
However, I feel that expecting all students to write a research story is unrealistic. First of
all some students (people for that matter) simply aren't story tellers. Yawn with me on
this one- don't you know at least a few people who can't relate an event without it
sounding like Steve Urkle has stepped into the room or Microsoft Sam has possessed
them.
Now a mini-search paper coupled with say original songs, a compilation of poems, a
research bibliography with summaries, a few journal articles or editorials written from
the character or specimen's perspective, a powerpoint, a webquest, a model of their
creation or some other student created tangible display, a poster board, five scrapbook
pages or something of quality that says this is what I learned and how I interpret it and
doggone it I spent 10 hours of my life internalizing the information and I learned this and
present it as part of my English fair project. I can live with that and can my kid please be
in such a teacher's classroom.
I think you will find the balance for your own classroom and if nothing else your
realization that a mini-search paper can be and is a viable alternative is worthwhile and
enough to benefit your students.
On the notecard issue - I may stand alone on this one but that's okay. Yes, notecards hurt
the environment. Yes, notecards get lost. Yes, notecards are a royal pain. But, yes there is
a but, computers crash. Not all kids have access to the internet at home or at the library.
Not all kids know how to save information. Not all libraries allow kids to use the
computers on campus or even the resources for that matter and yes sometimes, kids will
accidently lose all information because they pushed the wrong button. Not all kids own or
have access to a PDA or whatever they are called.
In a recent trip to the Young writer's club website, I noticed a lot of kids complaining that
just when they think they finally have the perfect sentence, they change their minds and
delete it only to lament they can never get it back again.
Personally, I always enjoyed moving my notecards around. I always enjoyed having a
specific spot on which to document a source or a quote as I cruised through sources.
Don't you agree that they "kinda" of are convenient??
You mention that you never felt you were part of the process. In Washington state or at
least at the campus I attended, every senior must turn in a senior project. The project
begins the first week of school and the project must be something relevant and of interest
to the student but of social worth. You can not graduate without a senior project. The
student must then document 100 or so on the job hours as well as turn in all kinds of
stuff. A research paper is part of the matter. I look at is as an eagle scout project. My
sister did her project on childcare. Her research project had to include a research paper
comparing and contrasting child development standards and methods of learning. The
research paper had to have scholarly journal articles as well as information from her
"experience" volunteering at a local school, interviews from supervisors etc.... Can you
see the significance of this? My cousin did hers on the effects of cancer and dying on
family members and it's costs to society. Sure a lot of kids dropped out for fear, but it is
the ones who didn't that I feel really grew and had their lives impacted by the research
paper they were a part of. Don't you agree??? It goes back to what the book says about
learning to teach life. Matthew it can be done and you can make it happen. More power
to you!!
Celestina Amezquita
My third response was to Nolan
Forum: Session 2: Journal Article #1 Discussion
Date: Wed Sep 20 2006 09:16
Author: Amezquita, Celestina
Subject: Re: Crisafulli, S2, Art.1
-------------------------------------------------------------------------------Nolan,
Based on your post and that of another student, I am itching to read this article.
Unfortunately, I do not have access to the English Journal. If you have a free minute, feel
free to attach it.
I wanted to respond to some of your questions.
HOW can a teacher ask students to find meaningful research topics that would later
blossom into thoughtful, creative writing pieces?
Kids have interests of their own. So often it is difficult to help them make a connection
with a classical work because so often we beat a piece of work to death without letting
kids enjoy it. To this day, I lament the death of a reader aka my own daughter. Even
when my daughter could not see, she would spend hours pouring over novels and other
teen literature until the year she took her first PreAp English class. The readings were
dissected to such a point that the magic was lost.
I always recommended that strategy no. 1 in reading passages had to be: read the passage
as if you selected and couldn't wait to get home and into your comfortable chair to read it.
In fact, I even remember telling the students they had to sit on the edge of their seats to
read it the first time. What I am trying to say, we can't say this must be read therefore
read and dissect and annotate as you go along. On a more personal level, I grew to love
Hawthorne as I searched for common threads between his writings and my life. These
common threads exist which is why such pieces remain classics. I love writing research
papers, okay so I am odd. Why do I love it?? One year I wrote a paper on Hamlet. My
focus was on the depression Hamlet was undergoing. My sources were modern and
basically from psychological journals. I was allowed to be original and I felt as if Hamlet
were just another one of my friends undergoing a difficult time. It can be done. By the
same token, if a research paper can be modernized and internalized, it is very possible
that a topic can blossom. We simply have to be open to new ideas and allow for
personalization. Are you familiar with Liberties Kids? School House Rock?? They
remind me of topics that took on a new life of their own for the betterment of society.
And it will be worth it.
Will it prepare students for future assignments with less creative instructors (or
employers)?
Definitely, yes and a little no. Anytime you can teach a kid to find things on their own,
progress has been made. Anytime a child can spend hours researching a subject of his
own interest, that child will have gained an initiative sure to make them into a valuable
employee. I have a son who cannot find anything. Of course for years he had severe
eyesight problems that went undetected therefore everything was handed to him, for my
sanity's sake. I have another who learned the "from top to bottom 360 lesson". You stand
in the middle of the room and do a 360 scanning from the top of the room to the floor
then move onto the next room. This same child was asked as a toddler, what do you want
to learn about today. To this day, he will go on the internet or through the encyclopedia
and find out about things no one is asking him to find out about because its what he wants
to know. Recently he spent an entire day finding out where Boston was and what kind of
people live there, what they eat, what they do for fun????
Initiative matters. However, I do worry about whether our students will be prepared for
college as I feel that English 1301 and 1302 is way to late to be learning about what a
thesis is, how to evaluate sources, and how to compose a formal paper. I feel there
definitely needs to be balance but then again I still believe in notecards so maybe I am
behind in the times. It's just with so much emphasis on research and research papers in
college, I can't imagine kids not knowing how to put one together. If only teachers could
just understand that research is supposed to be done on the edge of your seat.
Celestina Amezquita
LIST 5325
MEdTechnology
MRT
Return to top
Date: Fri Sep 22 2006 18:32
Author: Amezquita, Celestina <mc4my6@yahoo.com>
Subject: Session 2 Article 2
-------------------------------------------------------------------------------Reader Response Rubric For Article Two Session Two
Session 2 Article 2
This is without format but I have attached the rubric to my previous rubrics and added
them as an attachment
Reader Response Rubric
Clearly Outstanding 10-9.3
Includes points to remember from the reading.
Effectively summarized and brought
up various webpages visited and other point such as the need to keep a list of favorite
webpages. I also discussed the downside of keeping them listed on the computer. In
addition, I suggested that classroom blogs might be another manner of providing our
students with our favorites and a place for them to post their own.
10
.
.
Connects readings to present or prior experience in education. Includes stories or
examples to support these recollections.
I made clear connections between the
readings and ideas we can use to help our students make use of various webpages. In fact,
I included specific suggestions such as that of creating a classroom blog and of
incorporating author’s pages into teacher or student designed webquests. I included
examples of how much easier it is now and yet it must surely be harder to find
information because there is so much information out there. 10
Raises questions and/or offers comments for discussion on the discussion board
thus offering opportunity for clarification, explanation, and/or extension.
I raised at
least two high quality questions after giving my own opinion. Although I was a little low
on questions, I feel that my detailed responses and my initiative in providing my
classmates with sample urls as well as other information more than made up for it. I
responded to each of the persons who replied to me attempting to clarify as well as
further the discussion and even some. I felt especially pleased with the dialogue and the
numerous suggestions offered by classmates and to classmates. In fact, I feel grateful to
questions raised as they helped see where I would definitely need to focus planning. 10
Responds to colleagues initial posts and acknowledges all follow-ups to own initial post.
I responded to at least 3 peers with questions or comments that facilitate discussion;
every peer who posted to me was responded to and had follow up to follow ups
responded to. It is getting pretty interesting. 10
Total your points and divide by the maximum. Post the rubric, % score, along with a
copy of your reader response posting, and responses to others to your self assessment
folder.
40/40= 100%
Article 2
My original posting
Forum: Session 2: Journal Article #2 Discussion
Date: Tue Sep 19 2006 15:45
Author: Amezquita, Celestina
Subject: 2.2 Web Watch sites linked to standards for the English Language Arts from
Reading Online.
-------------------------------------------------------------------------------Session 2 Article 2
I too chose to write and read the article titled Web Watch sites linked to standards for the
English Language Arts from Reading Online.
I found it fascinating that we so often overlook how important it is to include these
technology gems as part of our tools. The authors argue that there are so many sources
that can be used and incorporated into our teaching. I love that they go beyond talking
about it and get to the real meat and bones of the issue by providing us with sites and
more sites and sites to more sites. At first I thought oh no lists of sites leading to dead
ends. I usually find it depressing that so many wonderful promising titles have fallen into
404 status and can no longer be found or have been removed nonetheless, it alerts to two
very important things. First of all, there are hordes of quality websites out there so in
reality we really can†™t just blindly send our children out there and say do research on
a given topic. Secondly, the internet is constantly changing, upgrading, adding and
deleting information. I am reminded of a quote I read on one of the posts in the Young
writer’s website. The young authors were discussing what influences their writing
and several writers commented on how they love to use the computer and how they can
work on a piece for hours and then they hit one key and it is gone or they change their
minds and delete it but can’t unchanged their minds and get it back even when they
realize it was the perfect sentence. That kind of information could really help kids a lot. A
friend once suggested I keep my own list of favorite websites. I tried doing this and then
one day my husband had a friend fix our computer and bye bye lists. How do you keep
favorite websites handy or how do you keep favorite list alive and useful??
Another website that I found totally fascinating was
English-Arabic Vocabulary Quizzes I found this website somewhat fascinating on
account I myself couldn’t just go away until I had gotten a hundred. I can’t tell
you now what the translation is for all eight colors but I know azraq is blue. I loved this
site!! Bored? Learn a little and be more cosmopolitan. I can’t wait to share this site.
Actually I went back after 30 minutes of surfing and I got a 100% oh yeah. The magic of
this website does not fall on the above mentioned page but in the preceding page which
allows you to explore various languages. I guess you could almost call these quizzes
electronic flashcards. In addition there are lists for nationalities, and even college board
vocabularies. Bilingual Vocabulary Quizzes (English Study Materials, ESL, EFL)
Wacky Web Tales Is simply a fun website like the Captain Underpants website my
children enjoyed for so long where they put in words and then laughed for hours with the
wacky and crazy stories spun by themselves and the computer. Even I was laughing as I
input my newfound language skills into the story. I can also see how this could be helpful
to the Bilingual student. The humor afforded by the stories is sure to motivate and
encourage students to want to read as well as write. In fact, come to think of it is the
equivalent of the round robin storywriting so popular when I was a young child.
IPL Kidspace: Story Hour I really enjoyed this website and will recommend it for my
own children as an accurate and fun site to learn from and visit. Isn†™t it great that
organizations like this are so detailed and so ready to help kids. The stories are hilarious
and different yet the same and there are oodles of information for all kids and adults. It is
a wonderful combination of fiction and non-fiction stories, resources, references, links,
etc.
Into the Wardrobe :: a C. S. Lewis web site I found this website fascinating as well as
others like it. How wonderful to be able to do research and have the research of others to
fall back on. Students cannot always share the same resources but sources on the internet
are available to all. As a fourth grade teacher 6 years ago I can recall that my students had
difficulty finding sources on the web but with a little effort and a lot of time, as educators
we can certainly create some wonderful webquests activities for our students by
incorporating these kinds of websites in author studies. Now with the recent advancement
the possiblities are endless. In fact, a classroom blog might be the most appropriate place
to create an up to date listing for students where they too can add their own favorites as
well as summaries thereby learning to be contributors to an educational community as
well as critical. If anyone knows of where we can find space on the web for creating such
blogs I would really appreciate it.
http://iteslj.org/v/ bilingual quizzes or http://a4esl.org
http://www.realkids.com/club.shtml
http://www.mikaya.com/authors.html
http://cslewis.drzeus.net/papers/originsofnarnia.html
http://ipl.si.umich.edu/div/kidspace/
http://www.eduplace.com/tales/content/wwt_035.html
http://www.cs.bilkent.edu.tr/~david/derya/ywc.html
As for myself, I can easily see myself beginning my own list of favorite webs and
incorporating it into the webpage that is due in five sessions.
Can’t wait to keep exploring and learning!
Celestina Amezquita
LIST 5325
MEdTechnology
MRT
To which I received a response from
Forum: Session 2: Journal Article #2 Discussion
Date: Fri Sep 22 2006 12:52
Author: Amezquita, Celestina
Subject: Re: 2.2 Web Watch sites linked to standards for the English Language Arts from
Reading Online.
-------------------------------------------------------------------------------So sorry to hear about the Laptop/Tea disaster. Yes computers can't live with them can't
live without messing one up either. I do hope everything it is salvageable. I can't even
begin to imagine how that is going to affect your pages on the net. Like how can you
update a webpage you can no longer access???
My old computer won't connect to the internet so all my old webpages now remain frozen
in cyberspace!!!
Its wonderful that you have earned the trust of coworkers. I feel that the more educators
can say look at my website and the more feedback they get the higher the chances that
more webpages will start popping up by teachers (or hopefully their students) and more
teachers. It would be the old authentic assignment bandit strikes again.
I just had a thought!!!! You know how sign up sheets at schools and everywhere now
automatically ask for phone and email??? What if teacher signup sheets started to pop up
at faculty meetings with email and website address blanks??? Can you see teachers lining
up in a frenzy trying to fill in the blank. It would be your old high expectations bandit at
work:)))) So do you think it would work??? Schools jumped on the website bandwagon. I
think it can work.
Celestina
Betty responded to Diane’s reply with
Forum: Session 2: Journal Article #2 Discussion
Date: Tue Sep 19 2006 22:49
Author: Forbes, Betty
Subject: Response to Diane
-------------------------------------------------------------------------------I too found it a little frustrating when links were bad. I think teacher web pages are
wonderful. I recently updated mine (we were required to do so) but it still needs a lot of
work. I think links that parents can use are very useful, especially when it comes to
homework. kidshub is another great one that has practice tests and games that students
can use to help them study certain topics. I would be greatly interested to find out how
different teachers use their own web pages for classroom instruction and/or
communication with parents and students.
To which I replied with
Forum: Session 2: Journal Article #2 Discussion
Date: Fri Sep 22 2006 12:58
Author: Amezquita, Celestina
Subject: Re: Response to Diane
-------------------------------------------------------------------------------Betty,
I found this darling little website. I can't remember what grades you teach but look what
one first grade teacher is doing.
http://www.mrsmcgowan.com/projects/petexchange.htm#Our
Is it not the most darling idea??? A foreign exchange stuffed animal. I found this while
doing research for my own stuffed animal.
Celestina
In addition, Betty responded to my original post by asking several questions
Forum: Session 2: Journal Article #2 Discussion
Date: Tue Sep 19 2006 22:44
Author: Forbes, Betty
Subject: Response to Celestina
-------------------------------------------------------------------------------Celestina, how do you or how will you specifically use these websites in your
instruction? Can you use any to concentrate on reading comprehension? Have you ever
thought about combining websites with teacher made questions? I find this is great for
teaching researching skills and reading comprhension. My favorite is having the kids
participate in a "treasure hunt" on line. How important do you feel it is for teachers to
incorporate internet skills with regular instruction?
To which I replied
Forum: Session 2: Journal Article #2 Discussion
Date: Wed Sep 20 2006 11:07
Author: Amezquita, Celestina
Subject: Re: Response to Celestina
-------------------------------------------------------------------------------Betty,
Personally I plan to make extensive use of webquest technology. Are you familiar with
webquesting? It is a lot like treasure hunting on the computer however, as the educator
you map out and provide the links students can follow. All the while you get to
incorporate quizzes and allow for extensions. Students then have options and a definite
sequence to follow and fall back on but also have room for creativity and diversity. I love
webquesting and from other instructors I hear so do students. Students love to create
webquests.
Are you familiar with Discovery School website??
Here is a link that offers some insight into webquests and discovery school.
http://school.discovery.com/schrockguide/webquest/webquest.html
It's not the best and the student examples are a little dated but it gives you a rought idea.
For an example of what I mean about how we can use the web see
http://gemini.utb.edu/camezquita/wranglerconnection_files/Page941.htm
More can be done. It just takes a lot of time.
Then there is the MarcoPolo website another gem but I couldn't find it.
I did find this one and thought you might enjoy it.
http://interactives.mped.org/view_interactive.aspx?id=110&title=
Celestina
And which she replied a second time with
Forum: Session 2: Journal Article #2 Discussion
Date: Wed Sep 20 2006 19:49
Author: Forbes, Betty
Subject: Thanks!
-------------------------------------------------------------------------------Thanks for the websites! I'm familiar with Discovery School but not Webquest. I will
definitely check it out and share the information with my colleagues that teach in a
computer lab. I help out in Content Mastery as my duty period and we are always looking
for great educational websites, specifically with science and social studies content. Any
other great ones, please send my way! I sure appreciate it.
Betty
Darcy also replied to my original post with the following
Forum: Session 2: Journal Article #2 Discussion
Date: Thu Sep 21 2006 17:01
Author: Gigas, Darcy
Subject: Re: 2.2 Web Watch sites linked to standards for the English Language Arts from
Reading Online.
-------------------------------------------------------------------------------Celestina,
Isn't technology amazing? Thank you for posting a few of your favorite sites. It is
beneficial for me when others share sites that work for them. I am just dumbfounded by
all the sites we have to work from. As you mentioned, we must be careful when we send
students out to work on a project, especially if they are typing in key words to do research
on. One way I find beneficial is storing sites in my favorites on the computer; however,
like you, I don't want my sites wiped away so I keep a journal of websites. I was telling a
classmate in another post that I am the queen of organization. Everything has its place in
my house and at my job. I heard about keeping a "favorite website" journal from a friend
who is also a teacher. She told me that it is a quick reference to utilize when you need to
make decisions quickly. Also, you always know where to find them! I will go through
and mark websites off if they go away or change URL's. I have found this method to
work well for me. I have labeled my journal is sections, such as, math sites, reading sites,
fun sites, etc. Maybe this is something that would work for you.
I too will be exploring and learning about new websites with you. Aren't you excited to
see where technology takes education in the next few years? I know I sure am.
Thanks for your post.
Darcy
Forum: Session 2: Journal Article #2 Discussion
Date: Fri Sep 22 2006 13:09
Author: Amezquita, Celestina
Subject: Re: 2.2 Web Watch sites linked to standards for the English Language Arts from
Reading Online.
-------------------------------------------------------------------------------So you keep a hard copy journal of websites??? That is a fantastic idea. I tried keeping
notecards but with so many kids and a husband who like to throw things away, I know
just where I will keep my journal too. I love it. I think I can make this work. The most
frustrating thing has always been not remembering the website address to websites even I
created :( but that isn't going to happen to me anymore.
Thank you Darcy
Quick question?? Don't you find hanging shoe organizers amazing?? I just discovered
them. I have learned so much about organization from the Montessori classrooms I
visited. What other things have you noticed in classrooms or what ideas do you have for
keeping papers organized in classrooms -- its one thing I struggled so much with.
Celestina
I also received a post reply asking for URL’s
Forum: Session 2: Journal Article #2 Discussion
Date: Thu Sep 21 2006 18:53
Author: Hirtle, Jeannine
Subject: Re: 2.2 Web Watch sites linked to standards for the English Language Arts from
Reading Online.
-------------------------------------------------------------------------------I think I definitely should start a discussion forum for people to post their favorite web
sites. I talked about it last session, but I htink I better actually do it this session! Your
descriptions were wonderful and the narrative approach you used to describing your
experiences with the web sites were fun as well. I'd like to try some of these sites. Post
the URLS!
Forum: Session 2: Journal Article #2 Discussion
Date: Fri Sep 22 2006 13:16
Author: Amezquita, Celestina
Subject: Re: 2.2 Web Watch sites linked to standards for the English Language Arts from
Reading Online.
-------------------------------------------------------------------------------I just read your post and went back to see why you wrote post your URL's. When I wrote
the original article response, I placed hyperlinks into it that did not paste. Unfortunetly,
my children erased my original posts from my computer and now I have lost my URL's
Whaaaa!!! %(
Distraught in McAllen,
Celestina
PS. A URL forum sounds like a wonderful idea. With small descriptions a must. Thanks
again.
My responses to original posts included this one to Diane
Forum: Session 2: Journal Article #2 Discussion
Date: Wed Sep 20 2006 12:49
Author: Amezquita, Celestina
Subject: Re: Ses. 2, Art. #2 - Sites Linked to Standards for the English Language Arts
-------------------------------------------------------------------------------Wow! We picked most of the same sites. Great minds do think alike. LOL.
In addressing your questions about integration. My sixth graders learned a lot about
computers in their GT class. The project was to create a website. Unfortunately, the
website didn't get posted until almost the last day and no one knew about it so that
invalidated a year of work. In addition, our technology teacher got so hung up on
teaching kids copyright and terminology that they did very little hands on. To make
matters worse, it became a chore.
What did I learn from this experience. Kids are anxious to play with the system. While
the school site became a chore, I was not surprised they were creating web pages at
home. A little tour through my space and livejournal tells us kids are itching to be
creative. We don't have to reinvent the wheel. Okay get rid of posters and have the kids
create eposters. Look the kids are already techno-savvy. We can't beat them no matter
what we do. Teachers have no choice they must learn to accept it. Remember 8 tracks.
Well worksheets are soon to be the 8 tracks of education (cheers can be heard emanating
from playgrounds across America) (Oh remember ditto machines???)
A friend of mine who teaches at a specialized public school has had great success
teaching with webquests and having students create webquests for regular teachers as part
of their coursework. This is the school's website.
http://beta.stisd.net/Showcase_1.htm
Of course they are a specialized school and still don't seem to have their act together
which proves that it takes a lot of work but it can be done. In fact, I think all school
websites would look a lot better if we just let the kids get creative and do that which they
are good at.
TEA standards now demand all teachers are better versed and much more
knowledgeable. I do hope others take advantage of the training. However, I repeat, don't
you agree that a lot more could be accomplished if teachers just let kids do the work???
I am reminded of the mother of a famous brain surgeon. His mother wouldn't allow them
to watch TV unless they read to her and wrote a report on the book. Of course she was
illiterate but the boys didn't know it. When they asked her to read the reports the mom got
really busy making dinner and said something to the effect honey why don't you read it to
me while I make dinner then we can discuss your report over dinner?? At dinner she
heaped on the praise and asked countless questions. This went on for years. Both boys
became prominent members of society. She learned to read and became a registered nurse
if I remember correctly. Kids want to be helpful, praised and validated.
Do you know who I am talking about??? He is a famous children's brain surgeon??? I
will look for information but if you know any like stories do share. I read about him in
the chicken soup for the soul books, also.
Please forgive the grammar, I am thinking so fast its hard for my fingers to keep up.
Celestina
Forum: Session 2: Journal Article #2 Discussion
Date: Thu Sep 21 2006 00:31
Author: Gifford, Diane
Subject: Re: Ses. 2, Art. #2 - Sites Linked to Standards for the English Language Arts
-------------------------------------------------------------------------------Okay, that website was SO cool. I've already saved it on favorites, and tomorrow, I'm
emailing it to our computer teachers and principal. You are so absolutely right. Kids have
got to DO in order to learn. When I was reading your response, I kept thinking, Why is
our computer guy making all the pages on our school website. I loved the "Best Friends"
link. It made me smile the whole time. Parents would love this too....AND the kids would
learn. Thanks for sharing this with me!!!
Your story about the brain surgeon and his mom is terrific. That is so inspiring because
even though the mom was illiterate at first, she was very bright and knew just how to help
her children. It just goes to show we should never take anyone for granted.
Thanks,
Diane
I also responded to Barbara Goodsite
Forum: Session 2: Journal Article #2 Discussion
Date: Wed Sep 20 2006 11:56
Author: Amezquita, Celestina
Subject: Re: Session #2, Article 2
-------------------------------------------------------------------------------Thank you! Your posting truly touched me and made me reflect on Ms. Perry and her
teaching. What a monumental contribution to the student's lives the coach's life and death
must have had.
In 1999, our principal retired after 38 years in teaching and his life had made a great
impact in the lives of so many kids. So many that a school was named after him two
years later while he was still alive which is a tribute in itself. I too challenged my students
to write a goodbye letter but the administration opted to ask for pictures. (What a waste) I
did manage to wrangle out a newsletter which we distributed to the entire sixth grade on
the last day of school. While I felt it was a little to late, I hope it still made a difference to
my kids.
I have always believed that Language Arts must needs be taught as a combination course
much like they do in the lower elementary courses. There is a reason it is called
Language Arts, unfortunately, I feel a lot of educators have forgotten that it is an art- the
art of language. Theater interprets life. Paintings present an artistic interpretation of life.
Music aims to capture emotions and experiences and render them with notes. Real
writing does the same and aught do the same unless of course you are -- what in
school????
Let me demonstrate a method I used to teach grammar to my fourth graders. I wrote a
letter to the parents from my perspective, telling them what wonderful children they had
and how important it was that school supplies be purchased in January (supplies were
running low). However, I wrote it shocked full of mistakes. The children had to correct it
because "will your parents really believe or even read what wonderful children you are
and how important it is that you get the supplies you need or will they focus on my lack
of writing skills????" Well, I never saw a more interested bunch. I kept hearing things
like - I can't believe she made such an easy mistake -- Oh man I already counted 32
mistakes, the miss really needs help!!! - My dad would take a red pencil and demand we
get a new teacher if he read this note. We have to save Mrs. A's job or we might get stuck
with a bad teacher. I hope she gets fired, can you believe she didn't even notice that you
don't say "we needs". I was pregnant at the time and had told them that pregnant people
tend to forget things.
It's just a simple idea and I didn't do it more than three or four times. It taught the
children the importance of why formal writing needed to be correct. As a class we edited
one of my letters to the principal in which we requested regular desks instead of the
round tables. On another occasion, we edited each others letters of sympathy to a friend
and his family who had lost a grandfather. Authentic writing teaches. David Melton
dedicated his life to this. I recommend you browse his book. Most libraries have a copy
hidden somewhere.
http://www.landmarkeditions.com/Scripts/contest.asp
Forum: Session 2: Journal Article #2 Discussion
Date: Wed Sep 20 2006 12:12
Author: Amezquita, Celestina
Subject: Re: Session #2, Article 2
--------------------------------------------------------------------------------
Sorry I hit the submit button too soon. I wanted to say that choosing to teach authentic
versus skills and strategies is a scary thing. Sometimes we have to take that risk.
Oftentimes, we don't get to really teach until the last month - after the dreaded state
mandated test. After reading this article do you think you will work hard to sneak in
authentic writing? I feel it can be done a lot easier than we think.
For example, instead of using supplied sentences, take them out of the editorials in the
paper or better yet take them out of the principal's message to the parents found in the
home/school connection newsletter. Kids love that.
I also wanted to ask. I understand kids in extreme poverty have different authentic needs.
In your experience working with these children, what kinds of needs did you witness that
could have found an outlet in authentic writing? What kinds of authentic writing
assignments could be tailored to interest them?
I hear what you are saying about food and new regulations. It is a shame. My mentor use
to keep a jar of peanut butter and a loaf of bread in her classroom -- those days are gone.
(she also had a toaster) You do know that microwaves are being banned in classrooms?? I
just wanted to personally thank you for caring enough to stay with it. I know it always
broke my heart. Many of my kids were from the projects but their needs were for adult
socialization. I tried to remedy the problem by allowing students to "eat in the classroom"
like a family would or by joining them on the open tables outside the cafeteria - kids
could only eat there with an adult - parent or teacher.
Teaching has become so much more than just teaching. Wouldn't you agree??
Celestina
Forum: Session 2: Journal Article #2 Discussion
Date: Fri Sep 22 2006 00:13
Author: Goodsite, Barbara
Subject: Back to Celestina Amezquita from Barbara Goodsite
-------------------------------------------------------------------------------Hi Celestina,
I loved your story!!!!! What a great idea!!!
I can just hear those kids!!
United Educators Association gives $$$ for good ideas.
I think you need to submit this! $$$$$
Celestina, you were on a roll in paragraph #3! Theater, Paintings, Music... But you are
RIGHT!
I definately enjoyed your thoughts.
I will check on David Melton's book on authentic writing. It sounds interesting, and
should have lots of ideas.
Children of poverty tend to have alot of fears.
Will mom be home when I get there?
Will she be there when I wake up in the morning?
Brothers and sisters stick together and have great concern for each other. Protection
beyond normal.
Food is the #1 reward, a toy comes in 2nd.
In this article, Ms. Perry had the children write about their community and attempt to
come up with an idea of how the problem could be fixed. She did this after the students
complained about how their park had changed to a meeting place for drug dealers. The
students also talked about the drive by shootings, so she wanted them to write about their
feelings on these topics in order for them to deal with their everyday life.
I agree that teaching has and is much more than teaching. We become a major key in that
child's future, and we as teachers are often that replacement 'link' that completes their
path to success.
Barbara
My third post to an original posting was to Darcy Gigas
Forum: Session 2: Journal Article #2 Discussion
Date: Wed Sep 20 2006 16:58
Author: Amezquita, Celestina
Subject: Re: Session 2 - Article #2
-------------------------------------------------------------------------------As I read your post, I am reminded of the Montessori method of teaching and learning.
Maria Montessori, if I understand correctly believed children could direct their own
learning. I had the experience of watching Montessori at work and I greatly applaud what
it does for little children. My own children attended a public chartered school for one
semester and I truly believed it was more life changing for me than for them. I
recommend you stop by one day or volunteer at a Montessori classroom if you can. They
have the system down pat. It truly is amazing. I would that my children continue to attend
but I had to make some difficult choices and their public school, although not the same
had benefits that outweighed those of the other school.
Anyway to make a short story long, I noticed at least 40 activities from which to choose
and when time came to work, students chose their activities which were bundled
complete in a little bin, spread out their mats and began to work without bothering
anyone. Here you had 30 little children all working on different things. Suffice to say that
they monitored each other and made sure other kids respected the materials.
I have seen the benefits of this training in my own home. The young ones will not always
put things away but can entertain themselves quietly with school materials and be fully
engaged for hours.
One manner in which I recommend we structure our classrooms is to create selfsupporting stations. A writing station should include enough material to actually write
and mail a letter. A history station can include artifacts pertaining to the period with
numerous resources especially quality literature.
Doesn't it seem funny. Inquiry and semiotic seems a lot like those learning centers from
the 1990. Of course, I may have misunderstood your post entirely, which is very possible.
So I looked it up on google and came up with this.
http://www.unb.ca/fredericton/science/physics/acase/Journal/Vol1_pdf/ACASEJAEESA
_1_9_Jaipal.pdf#search=%22multiple%20semiotic%20systems%22
According to this text, I gather that multiple semiotic systems involves the use of
language to illustrate things. The teacher in this paper uses terms and words not
traditionally associated with a particular thing to illustrate science concepts. That makes
all the sense in the world. Is my assumption correct?? For my opinion on language arts
allow me to paste this from a reply to another classmate.
I have always believed that Language Arts must needs be taught as a combination course
much like they do in the lower elementary courses. There is a reason it is called
Language Arts, unfortunately, I feel a lot of educators have forgotten that it is an art- the
art of language. Theater interprets life. Paintings present an artistic interpretation of life.
Music aims to capture emotions and experiences and render them with notes. Real
writing does the same and aught do the same unless of course you are -- what in
school????
To answer your final question, I feel that the true role of a teacher is to be a shepherd. My
father was a shepherd as a youth. My grandfather was a shepherd his whole life. So
naturally, I see myself as a shepherd of sorts. What do I shepherd? Dreams. What other
profession do you feel teachers mimic? In a way aren't shepherds like the facilitators
mentioned in the book on page 30??
Let me know what you think.
Celestina
To which she responded
Forum: Session 2: Journal Article #2 Discussion
Date: Thu Sep 21 2006 16:22
Author: Gigas, Darcy
Subject: Re: Session 2 - Article #2
-------------------------------------------------------------------------------Thank you for sharing Celestina. I feel that you really shared some valuable information.
I am not very familiar with the Montessori methods of teaching. I appreciate you bringing
this method of education into the picture and comparing how they teach to our public
schools. Also, you offered up some great activities that I hope to incorporate into my
classroom one day. Thank you for sharing the website also. It gave great information!
I thought your comparison of teachers to shepherds was very interesting. I hadn't thought
of teachers in this manner, but you are correct in stating so. I think teachers mimic almost
all professions in one way or another. I don't feel like there is any one particular one you
could pick. As educators we are counselors, CEO's, flight controllers, etc. We are a
multitude of professions intertwined.
Thanks again for sharing.
Darcy
I love the flight controller analogy!!! Volunteered at Johnny Appleseed day today and
they truly are all over the place those kindergarteners. Even with five adult volunteers the
need was felt. So different and yet so alike in basic needs. Gotta love'em.
The fact that you are already thinking ahead means you are one step ahead of the game.
Celestina
I responded to a fourth article with the following
Forum: Session 2: Journal Article #2 Discussion
Date: Fri Sep 22 2006 13:31
Author: Amezquita, Celestina
Subject: Re: Crisafulli, S2, Art.2
-------------------------------------------------------------------------------I was reflecting on your question and I keep thinking about my teens myspace pages. Do
you have a myspace page?? My dd convinced me that her Algebra teacher had one just to
make me unblock myspace from my list of locked and blocked sites. (her teacher has no
such a page) I do and it is boring!!!!! Now go visit your student's myspaces if you can.
Creativity bursting at the seams. They are pasting music, graphics, pictures, blogging,
quizzes, etc. etc.
I think that more than anything - in our world where kids get to do so little for fun,
creativity and uniqueness feels suppressed. The way they dress is simply an indicator that
they just want to be valued for their creativity and uniqueness. A lot less kids would look
so strange if they had a lot more creative projects to pick from.
My daughter has a friend who spent over five hours creating a label for a bottle of
water???? cuz he was bored.... to answer your question I think Ms. Brown's assignment
delivered the goods because it allows for the student to be a part of the assignment. I just
realized my insert key has been off so if my post doesn't make a whole lot of sense blame
it on my keyboard. :o <- to think this is where kids began experimenting with emails and
their newfound computerese or chatese or whatever they want to call it.
Celestina
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Session 2 Article 2
Amezquita, Celestina
Fri Sep 22 2006 18:32
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