I find the idea of including relations of feelings and values into our literacy practices. I definitely think when students find a connection to the reading and value the work they are doing, we are going to see our students become more motivated to do well. We need to find these ways to connect to our students whether it is through their race, class, gender, or ethnicity. We are already encouraged to differentiate for our students based on their academic ability we need to do the same based on the characteristics I just mentioned. I think this is especially important as we see our students lose interest in literacy. Not only could we bring these students back into the world of literacy, but it would also build a community of respect regarding the differences among each other. As we bring these students back to the world of literacy, we are also giving them a “we of me” classroom. Someplace where they feel connected and belong on a certain level.
I like the statement, “White poor and working-class children are viewed negatively but without cultural sensitivity.” This really opened my eyes to some students in my room. It is interesting how we know and try to understand the cultural dissonance other students have in middle-class classrooms, but we don’t recognize this same situation in white poor and working-class students. My school has been studying Ruby Payne and her work. She definitely opens your eyes up to understanding the poor and working-class lives of our students. Sometimes we don’t understand the choices made in these households, but as you read her material you definitely get a better understanding of where these kids are coming from and why they make the choices they do when they are in school.
I’m not quite sure how I feel about students being autonomous reasoners about literacy practices. I understand that students need to be guided and taught literacy practices. They will not gain knowledge about these practices on their own, but I also believe there are students out there that find these practices easier than others. They might not have known they were using the practices, but they are still using them as they read. I also think different students use these practices differently based on their gender, class, race, and ethnicity. I think that is one reason I am so against the EOGs. I am not against monitoring our student’s progress and ensuring our students end the year on grade level and with a year’s growth. I think this test tests more than just their reading comprehension. I think it assumes our students use all the literacy practices in the same manner and therefore will get the same thing out of the story. Because our students have all had different experiences because of class, race, gender, and ethnicity I don’t think a one day test can show how well they comprehend. I have an ELL student in my room who knows about every single holiday his culture celebrates. When we read literature about his culture he became involved and motivated to do well and to inform others about his culture. He approached the activity with different literacy practices than I had seen him use all year. I know we have taught him literacy practices throughout his schooling, but he doesn’t seem to know how (or want) to apply these skills to literature that he doesn’t find interesting and connected to, and as I watched him fill in his bubbles on the EOG in thirty minutes I can guarantee you he wasn’t finding a connection to these stories.
Angie Sigmon
Comments (3)
Like you said, we should find ways to connect with our students. We should connect with not just their interests and likes but also their social life and economic statuses. If we know that they are living with a single parent then we need to pull reading materials or develop some lessons that will address this topic. Connecting with children is important for two reasons. The first reason is that it engages the children/students academically. It gets them linked and hooked to lessons and literature because they can relate to it. The other reason that teachers should connect is that it helps students to see that they are not alone. It gives them something to connect with emotionally. It teaches them about values and how others deal with situations similar to the ones they are in.
You had mentioned building a community of respect. I think that building a community of respect is also important for a classroom. This can also be done via literature and lessons instructed. These also can be lessons that are connected to students’ social class, economic class, interests, home life, etc.
You are absolutely right!!! How can the EOG measure comprehension adequately in students if it is not also culturally aware? Students are at a huge disadvantage when taking this one day assessment because of their differences in race, class, and gender. It is not fair for children who are economically disadvantage and who never have been on a vacation let alone the beach, to read an EOG passage about a family on a vacation at one of the beaches of North Carolina.
Posted by Maria Blevins | June 20, 2010 7:55 PM
Posted on June 20, 2010 19:55
I feel the exact same way as you with the EOGs. As teachers we are forced to differentiate for our children and we are mandated to take these long hour workshops to learn how to do this. The problem is that the teachers learn how to do this and all year teachers are modifying and accommodating to all of their learners and the EOG comes along at the end of the year which is primarily made for white middle-class students. So all year long these students are succeeding in the classroom because they have been given things they can relate to and connect with and now suddenly they cannot pass the EOG. Nowadays the students are even forced to take it once more after they fail it the first time. Wow - could you really put anymore pressure on kids these days? I am not a good test-taker so I know that I would probably have anxiety attacks if I were being forced to take these stupid tests.
I also agree with you about how some students are "natural readers/learners". Regardless of the socioeconomic status, I do believe that some children will come to school never being read to but will find learning to read rather easy. But maybe I am wrong because I am still considered a new teacher!:)
Katy Dellinger
Posted by Katy Dellinger | June 20, 2010 9:46 PM
Posted on June 20, 2010 21:46
I can totally relate to your ELL student's experience with the EOG. I had a student this past year that completed the reading portion in about 20 minutes. She read the first passage and tried to answer the questions; after that, she just went through and bubbled answers. The reading on the EOG was not at her level. She is a low student and became frustrated by the test. Three weeks before the test, I found myself teaching "to the test". Prior to that, I used more of the DRTA approach. My students truly enjoyed this approach much better than having to read and look back for answers. Through this prediction approach, we can teach those literacy skills and hope that students will come to do this on their own. So I feel a little indifferent about your position in the "autonomous" reasoner position. We have to give students all the elements, but in the end we do want them to practice these skills on their own.
Posted by Angela Steele | June 21, 2010 9:02 PM
Posted on June 21, 2010 21:02