I found reading about Jake more enjoyable than Laurie. I, myself enjoy the games and need the hands on approach to learning. However, I am very much the girly girl…when I get dirty, I want to get cleaned up right away, but do enjoy learning how to use the power saw!
Today, there is great influence on how we see others and that influence is the media. The video games that we are pushed to buy mostly show violence; even my crossword video game has a male show host. Jake’s NASCAR craze is extremely influenced by the personalities shown on TV. Even from the Budweiser Shootout, opening of the season, to the local Coca Cola 600 the observers are influenced even by the advertisers. This is a part of the home culture that we have to be aware of as students enter our classrooms. For those of you who know about NASCAR…true fans are devoted through and through, hardly ever missing a race day!
Jake’s family did share the enjoyment of reading, but there was a clear purpose in reading that they participated in. For the most part, reading was done to “figure something out”, not just to read for pleasure, but for learning about someone/something or learning “how to”. As he entered into academia, Jake often was not allowed to do this type of reading and he began to struggle. This is where our education system is doing our students a disservice. Jake proved to “need more time to solidify his strengths and fluency” in reading. It is expected of us as teachers and our students to have a whole classroom of “grade level” functioning in one year.
This year, I moved from 2nd grade to 3rd grade. Puzzled and a little intimidated by a testing grade level, I questioned several “veteran” teachers about methods they used to teach…much to my dismay the response was that once they get to 3rd grade, there is no room for leveled reading. “At the end of the year, the test will be at grade level, whether they are ready or not.” Shame on the system of education, when we cannot teach how our students can learn. If Jake were here, would he have gotten lost in the “system”? Gives us something to ponder…
I really like the idea of Reader’s Workshop. I was not real familiar with this method, so I looked it up at www.readersworkshop.org. Amazing! Jake seemed to be engaged and even was quoted that he did not like when he had to quit writing! This method provides student choice, while interacting with the teacher to make sure that all students are successful. There is support for the strong readers, allowing them to choose books at a higher level; while the fledgling readers are getting small group support! I cannot wait to look at this method a little closer to implement in my classroom!
Response to literature doesn’t always have to be writing or answering multiple-choice comprehension questions. The teacher has to provide the opportunity for students to use the academic language. I like how Bakhtin’s work said that “social dialogue mediates learning”. All of our students learn in different ways, I don’t have to tell you all this, this is what our class has been about. It is our challenge to teach our students and provide them with a “cultural toolkit” so that they can be successful students, not just in our classroom, but in their school career. Jake is a prime example of how the facilitation of learning can affect how a student feels about their education!
Angela Steele
Comments (4)
I liked how you refered to a "cultural toolkit" that can help them be successful inside the school, at home, and in the community. We did a workshop several years ago about different learning styles, and even though I do not use some of the things I learned one thing has stuck out to me. We all have unique learning styles and we as teachers should try to meet the different learning styles present in our classroom.
Posted by Michelle Moffitt | June 27, 2010 8:40 PM
Posted on June 27, 2010 20:40
Angela,
Jake had an urge to be so much like his father. Luckily, he saw his father, mother, and grandmother reading. His father enjoyed reading instuction manuals and history books. Naturally, Jake hooked on to this and liked to have a purpose for his reading as well. He enjoyed books that told true facts and didn't seem as interested in make-believe stories. This lets us know as teachers, we need to have ample supply of fiction and non-fiction books within our classrooms. We need to put more focus on finding materials to reach the needs of all our students.
I have never participated in reader's or writer's workshop either. Thank you for sharing the website on reader's workshop. I will take some time to check that out this summer! We need to remember to get to know our students well enough to find learning activities they can really connect with.
~Jamie Brackett
Posted by Jamie Brackett | June 28, 2010 12:26 AM
Posted on June 28, 2010 00:26
It is sad and shocking that leveled reading was not permitted in your third grade (I teach second and cannot imagine trying to teach reading without guided reading. This is where I see my students make the most growth)! I have heard many middle school teachers complain that children are still in need of reading instruction at their level, well beyond third grade. It makes you wonder what is the purpose of our teaching? Is it to prepare students for a test, or to prepare them for life? I even question if tests like the EOG’s, equate to reading success. Does reading a three page passage and answering multiple choice questions really mean that you are an independent reader and thinker? Or that you are ready to join a job market that values technology skills, problem solving, and creative thinking? I have never believed you could measure a kid with pen and paper, yet the more we try to, the more our kids seem to come up lacking. It is no wonder they look to other areas of life to find positive feedback and success.
-Rebecca Ashby
Posted by Rebecca Ashby | June 28, 2010 1:17 PM
Posted on June 28, 2010 13:17
Angela,
I, too, am saddened when I hear upper elem. teachers say they don't have time for leveled reading groups. I do understand that the EOGs are on grade level and I also agree that all students need to be exposed to grade level material. I also believe, though, that educators owe it to their students to teach them reading on their instructional levels. I think it's a disservice to our students when we don't. I know it takes a lot of extra time to "level" our students and plan reading lessons for the different groups (I have 5 groups in my room.), but I think it's worth it.
Marsha Warren
Posted by Marsha Warren | June 29, 2010 9:56 PM
Posted on June 29, 2010 21:56