These two chapters were much more interesting and easy to read. I enjoyed getting to know Laurie. I like how Hicks took on a journey through Laurie’s home and school life from kindergarden through third grade. In kindergarden, Laurie was involved and engaged in her classroom. She was very social and had friends. Her literacy seemed to be on track for the most part, she knew her letters and was retelling stories. Her home life was playing a part into her interactions with her peers and teachers. She was taking on the role of “caretaker” or “girlfriend.” These are roles that she was carrying over from her home life. In first grade, her problems with reading and writing became so much clearer. Her problems with literacy made her have problems in all areas. She struggles at academics, social interactions, completing her work. She was not progressing as fast as the other students in the class and she was getting so far behind. In second grade, her problems continued but when she thought she was getting a “daddy” she began to improve. This is proof that your home life has so much to do with your school life. Laurie wanted so much to be a good student and to be smart.
Some of the points that really struck me from these chapters are the fact that in first grade they were using a reading program that moved at a fast pace and it was leaving Laurie behind. I think this is the case in so many classrooms. Basals are too hard or school systems adopt a new reading program that just does not work for children. How can we get school systems and the state to understand that what works for one student does not work for all?
I felt so bad for Laurie having to grow up without a father. I can’t imagine what that was like to not have a father. My dad is such a big part of my life and always has been. I have very fond memories of spending time with him as a child and him helping me with homework. How can we as teachers help students who are growing up in homes like Laurie’s?
Ashley Caldwell
Comments (4)
Ashley,
I also found it sad that Laurie did not have a great 1st grade experience. That year is crutical to literacy development, not to mention kids are dying to come to school at that age to learn. What a difficult time Laurie must have had not feeling successful as the others did. The focus on small group reading, that was tailored to the individual student was powerful. I think all teachers should read the chapter about Laurie becuase they have many students in their rooms that are similar to her. Through this they can get a glimpce as to how their students feel. Teachers want their students to be successful, yet sometimes in our trying to help them we push our own thoughts and ideals and leave them behind.
Micahel Lemke
Posted by Michael Lemke | June 25, 2010 4:44 PM
Posted on June 25, 2010 16:44
Ashley,
I am writing in response to your comment about the basal textbooks and reading programs. I think you are exactly right! Basals are often too difficult for the students although I think they have improved in recent years as they often include authentic children’s literature. The school in which I teach has adopted a new reading program to use next year. Because I am not yet trained in the program I haven’t formed an opinion of it. I have heard many mixed reviews. I think it’s interesting that the school has decided to adopt an expensive program when our current methods seem to render good results.
Laura Corbello
Posted by Laura Corbello | June 25, 2010 7:56 PM
Posted on June 25, 2010 19:56
Ashley,
You made a great point about how the literacy programs seem to proceed way too fast for most children. At our schools we do Language Exclamation for those that struggle with the basal series. I do and I don't like this program. I think this favors elementary schools more so than middle school. My middle school students absolutely hates this program because it is very "childish" to them.
In answering your question at the end...well I think you just have to be the best you can be. Let them know you are there for them and would do anything in the world for them, even if its as small as going to watch a softball game.
Posted by Candace B Heffinger | June 27, 2010 12:14 AM
Posted on June 27, 2010 00:14
I definitely think some of our students are being left behind at such a young age. I'm glad you brought that up because that is why I'm in this masters program. I have 7th graders barely reading at a 4th grade level. I think by teaching on their instructional level and allowing them to progress as they grow naturally is so valuable. We push so much that we don't allow our students to fully develop their strengths and feel confident in reading and writing. It amazes me how many students are already below grade level at 2nd and 3rd grade. We have to do something better and teach the process of reading rather than clinging on to the reading trend of the decade. As for your final question, I think this is where small groups and reading relevant books can support students like Laurie.
Posted by Amy Hardister | July 2, 2010 10:41 AM
Posted on July 2, 2010 10:41