CULTURAL CAPITAL
1. How does elementary reading instruction contribute to poor literacy attainment for older children?
- In elementary school, children are taught the basics of reading rather than how to attain ideas, concepts, information, and instruction from reading. Because elementary aged children are taught the joy and fun of reading rather than what to look for, what you can gain from it, and how reading can be effective, elementary reading instruction usually contributes to poor literacy attainment for older children.
2. What reading test scores good for?
- Reading test scores are beneficial in showing on what level students can read and comprehend. Reading test scores also show in what area the student needs improvement which serves as a guide for the student's educator.
3. What reality about a literacy myth surprised you the most? Why?
- I was most surprised by the myth that students learn the majority of their reading and writing skills in elementary school. Almost every time I picture an elementary classroom, I envision the teacher instructing the children how to read and write and the students learning the basis of their skills in the elementary classroom but now I realize that the students learn based on the grade level in which they are in and they just foster and add to their skills.
4. What do you know about teaching reading comprehension in the content areas? Give an example of a strategy you might use to teach reading during a science or social studies lesson.
- I've learned that reading comprehension in the content areas is of the utmost importance. If the student cannot comprehend the information given to them to read on the content in which you have them study, they will put more effort towards trying to understand how to read the print rather than attain the important information that the teacher is trying to get across to them.
In my class that focused on reading in the content area, I was taught that for a social studies lesson the idea of putting events in chronological order and making sure that the organization of the content is clear and in terms that the student can understand rather than using big, descriptive words that will only puzzle the students is the best way to go when presenting a lesson.
5. What kind of literacy do you have that was not acknowledge in school? (Literacy means being able to use texts and technologies to accomplish one's purpose in the world.)
- As a young child, I always was accustomed to using different types of technology to further my literacy skills. Although my parents read to me from books on numerous occasions, my mom and dad also bought me programs that I used on our home computer that also taught me a majority of the literacy skills in which I gained on my own. I remember one program in particular called " Bailey's Bookhouse" that was one of my favorites. "Bailey's Bookhouse" was a reading program that allowed young kids to create their own stories, play games, read stories, all while teaching valuable literary skills.
6. Give an example of a literacy practice.
- I feel that an important literacy practice is to make sure that the students are interested in the reading that they are assigned to and if they are not, finding a way for them to relate to the reading so they understand the perspective and what they are gaining by reading it. Although I've always loved to read, I felt sometimes throughout school that there were certain books that made me want to never open a book again. (Lord of the Flies!) Certain books made me want to stray away from reading as a whole but I was lucky enough to find a teacher that made me understand the concept behind the piece which made me establish an appreciation for the work rather than closing my mind to reading in general.
7. What is a discourse community?
- A discourse community is a community in which it is very difficult to understand the ways of communication unless you are a part of the community.
8. What can happen if students valuable multiple literacies are not recognized as valuable in school?
- If students feel that a literacy is valuable but they are forced and told that it is not valuable in the school, they may feel estranged from literacy in it's entirety.
9. Give an example of how a teacher might build on the extracurricular literacy practices of their students?
- Throughout my literacy experience in school there has been multiple ways that the school and teachers have tried to build on the extracurricular literacy practices. There was a program called Accelerated Reader that throughout the 9 week term, the students would have to read different novels and then take a test based on the novel. The students were assigned a point value that they had to complete per 9 weeks and each book was worth a different amount of points based on the score the student received on the quiz. Another method I remember was every Friday for a month, the students were required to read for the first 10 minutes of every period. Both of these methods helped me read outside of the classroom because they sparked my interest in the material and forced me to take the time to explore it.
10. Describe a time in which a teacher in your 4-12 schooling experience employed one of the research-base strategies to improve motivation.
- Just like I mentioned above, both methods seemed to motivate me to read outside the classroom. I also had teacher's require reflection journals based on the reading that we were assigned.
11. Give an example from your own K-12 schooling experience that engaged in you in multicultural literacy development.
- I did not have many multicultural experiences throughout my K-12 schooling experience but my family did host an exchange student when I was young and the exchange student often shared with me and my brother the "fairy tales" or " children's stories" of his home.
12. What do teachers her gain recognition and respect from their peer also do well on?
- Teacher's gain respect and recognition from their peers as well as students when they develop a literacy strong classroom that helps students of each and every culture.
Sources:
Bolima, D. (n.d.). Contexts for understanding: Educational learning theories . Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm
NCTE. (n.d.). Adolescent literacy. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Positions/Chron0907ResearchBrief.pdf
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