English language learners have challenged educators and politicians throughout the decades with finding a best method to educate them; however, the dispute remains on whose view of what constitutes “the best” program for ELLs (Crawford, 2004, p. 29). Graphic novels are gaining popularity as understandings of the various literacies (critical, visual, etc) fluctuate. This trend could assist educators as more instructional methods are sought to increase the literacy skills of English language learners. Between the hard work of librarians, English language arts teachers and the popularity of film adaptations of popular graphic novels, this under-studied format is gaining respect and teaching time (Carter, 2007). Through various studies, project-based learning using graphic novels has been shown to assist students in this endeavor by creating “strong connections among the arts and retention, self-image, and academic progress”, all positive components that we want to see in the English for speakers of other languages classroom (ESOL) (Carter, 2007, p. 4). Students who are learning to maste...
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
My literacy journey commenced at a young age. My story begins with the typical bed time stories and slowly progresses into complex novels. Some points in my literacy journey have made me admire the written word but other times literacy frustrated me. These ups and downs within my story have made me the person I am today. My parents noticed that my reading was not up to par with other children in kindergarten and I was diagnosed with mild dyslexia at the age of five. My parents provided me a reading mentor named Mrs. Mandeville who has shaped my literacy journey in many ways. Events in my childhood have shaped my literacy in various ways.
Sherman Alexis a Spokane/Coeur d’Alene Indian who wrote “The Joy of Reading and Writing: Superman and me”. In the short story explains how he learned to read and write even with limited resources on the reservation where he grew up. He starts his story by using popular culture describing how he learned how to read using a comic book about “Superman”. He also explained why Indian children were never supposed to amount to anything in life and that they were supposed to be dumb among Non-Indians. He wanted to let other Indian students that reading is what saved his life. It opened up his mind and made him a better person today.
In the essay, “The Joy of Reading and Writing: Superman and Me,” Sherman Alexie discusses about how a Superman comic book was the reason he learned to read. He believes that anyone can gain education and achieve their goals if they are willing to put effort, even if the world wants to see you fail. To begin with, Alexie opened up by saying that he learned how to read by reading a “Superman” comic book. Alexie grew up in a Spokane Indian Reservation in eastern Washington. Even though his family was poor, alexie’s father would find his way to collect as many books as he could. His father influenced his love for books and reading. Furthermore, the first word he learned was “paragraphs” and he described it as a “fence that held words,” and began
It can be quite a shock to confront the possibility that reading, writing, and talking exercise almost none of the powers we regularly attribute to them in our favorite stories. The dark night of the soul for literacy workers comes with the realization that training students to read, write, and talk in more critical and self- reflective ways cannot protect them from the violent changes our culture is undergoing.
Writing and Reading Across the Curriculum. Tenth edition. Edited by Laurence Behrens and Leonard J. Rosen. New York: Longman Publishers, pp. 371-377, 2008.
Begrens, Laurence; Rosen, Leonard J. Writing and Reading Across the Curriculum. 7th ed. New York, Longman, 2000. 320-322.
There are several advantages to using narrative text in the middle school classroom environment. The first advantage is that the reader is entertained when reading narrative text. Second advantage involves narrative text attains and contains the interest of the reader. Third advantage consists of narrative text teaching or instructing the reader. Fourth advantage focuses on narrative text inconstant demeanor or social opinions of the reader. For example soap operas. The Bold and the Beautiful displayed in one of the episodes concerning homeless people and how their circumstances caused these individ...
My relationship with literacy began when I started elementary school and that was the first starting point of my positive relationship with literacy. I really started to grow as a reader and writer throughout my middle school and high school years. Throughout my years of going to school I had many positive experiences that shaped my view of literacy today. My literacy skills have also enhanced throughout my educational years.
Looking back over the course of the semester, I feel that I learned many new and interesting uses for technology within the classroom – both for classrooms that have a lot of technology and for classrooms that are limited with technology. For the majority of the class, we utilized William Kists’ book The Socially Networked Classroom: Teaching in the New Media Age (2010), which provided multiple modes of instruction that both utilized and/or created technology. One of the first things that I remember, and consequently that stuck with me through the course’s entirety, is that individuals must treat everything as a text. Even a garden is a text. The statement made me change the way that I traditionally viewed Language Arts both as a student and as a teacher, as I very narrowly saw literature and works of the like as texts only; however, by considering nearly anything as a text, one can analyze, study, and even expand his/her knowledge. Kist (2010) states that society is “experiencing a vast transformation of the way we “read” and “write,” and a broadening of the way we conceptualize “literacy” (p. 2). In order to begin to experience and learn with the modern classroom and technologically advanced students, individuals must begin to see new things as literature and analyze those things in a similar manner.
Children have become much more interested in cartoons over many years and it has become a primary action to some lives. Typically, children begin watching cartoons on television at an early age of six months, and by the age two or three children become enthusiastic viewers. This has become a problem because too many children are watching too much television and the shows that they are watching (even if they are cartoons) have become violent and addictive. The marketing of cartoons has become overpowering in the United States and so has the subliminal messaging. The marketing is targeted toward the children to cause them to want to view the cartoons on a regular basis, but the subliminal messaging is for the adults’ to target them into enjoying the “cartoons”. This is unfortunate because children watch the cartoons on the television and they see material that is not appropriate for their age group. The Children who watch too much cartoons on television are more likely to have mental and emotional problems, along with brain and eye injuries and unexpectedly the risk of a physical problem increases.
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
Popp, Maria S. 2008. Teaching Language and Literature in Elementary Classroom. New Jersey: Lawrence Erlbaum Associates, Inc., Publishers.
In our schools today, literacy should not just be a task for the English or Reading teacher. Instead, literacy should be a shared venture by all teachers within all content areas. Teaching literacy in all content areas is important because a teacher with a solid understanding of teaching literacy in his/her content area will tremendously help all students achieve greater success on class assignments and standardized assessments. There are three main points that surround the idea of teaching literacy in all content areas. Teachers need the necessary skills and knowledge to teach literacy, once the necessary skills and knowledge are gained then there is justification for teaching literacy across content areas, and
Visual Literacy can be defined as a way of using sight to evaluate, apply or create. Education, art history, art criticism, philosophy, graphic designers and more use the term “visual literacy” to mean different things. The term is widely contested. Wikipedia defines it as “the ability to interpret negotiate, and make meaning, from information presented in the form of an image.” There are many definitions used to define the term and all are lacking. No one definition will suffice to encompass the whole definition.