E340 FA2019

Do you know how to get your students writing for a social action? In chapter 8 of Bomer, it gives teachers an outline of how they should step up the unite of writing for social justice. It has a lists of the 10 steps of how the social action writing/project should go. In the chart it gives the description of each part and how long your students should take on each section. (Figure 8-1 Outline of a Study on Writing for Social Action ) (Bomer & Bomer, 2011, page 124).  1. Reviewing- students will look back through their notebooks to find previous entries that connect to social issues and mark them. Should spend one to two days. 2. Collecting- Students will collect in their notebook, their thinking in response to current events in the world around them, using lenses related to social justice. Students should spend two to three weeks. 3. Identifying topic- students will reread notebooks to see what topic has most captured their interest and passion. Students should take

What Are Authentic Literacy Tasks? Authentic literacy activities in the classroom are those that replicate or reflect reading and writing activities that occur in the lives of people outside of a learning-to-read-and-write context and purpose (Duke, Purcell-Gates, Hall, & Towers, 2006, p. 346). Therefore, authentic tasks are different from the traditional “school-only” tasks, such as spelling lists and answering short questions from reading passages, which merely serve the purpose of teaching students reading and writing. Nevertheless, although authentic literacy activities incorporate “school-only” tasks, these authentic literacy tasks must include authentic purpose or function and authentic text, which is described below. How Do You Determine if a Tasks is Authentic? There are two dimensions to judge the authenticity of a literacy activity: 1. Authentic purpose or function- the activity serves a communitive purpose, to inform oneself or to provide inform

Mighty and Multilingual: Some students are multilingual and while others are trying to keep their mother tongue and learn a new language. While trying to learn the new language these students are trying to become literate as well as learn the language. There are students who are struggling on the academic side of becoming literate, but it is stated in the article, "Research has shown that some who are struggling readers and writers at school use literacy competently outside of school for their own personal ends" (Haneda 2006). Students are finding ways outside of school to use their literacy practices for personal reasons. One of the students in the article uses his out-of-school literacy practices to promote his business. Students aren't becoming critically literate because schools aren't allowing students to focus on wide ranges of literacy practices. "Schools should give students opportunities to to engage in wide range of literacy so that they become cri

My mother never read to me It is not news when we hear that parents should read to their children every night and this in return can have a positive effect on children by making them grow up to be readers, love literature, and experience academic success in school. "There are many studies to back up these claims that reading to children every day, from the time they are born, can have a positive effect on reading achievement later in life"(Cline 2003). From Zulmara's and Juan's stories, we learn how this is not the only way to ensure a student's academic success. "There are many different paths to literacy, especially within immigrant and minority families where parents may not possess the skills to promote literacy in the traditional way"(Cline 2003). Zulmara Cline's Story - The oral tradition  "My mother never read to me, and yet I am an avid reader"(Cline, 2003). Zulmara says they cannot remember owning more than three books

The Value of Hard Work: Lessons on Parent Involvement from an (Im)migrant Household By: Erica Hurt & Meagan Stapp As a teacher, when you think about parent involvement within your classroom, what does that look like? Have you ever considered other ways parents may view involvement within their child's life that is outside the 'traditional' models? The "Transparency" of Parent Involvement  Parental involvement has been proven to be a contributor of student success. When thinking in traditional terms, involvement has often been thought of as direct activities parents contribute to, for example any student parties a parent attends, their contributions to the PTO and availability for parent-teacher meetings. Educators, practitioners, policy-makers and community organizations part of educational decision making processes and councils are calling for increased voice and visibility of those who have been historically marginalized. With a continuous