A cornerstone of student engagement is relevance. As teachers it is important to understand that our students bring a wealth of knowledge into our classrooms. We are able to maximize their learning by providing materials where they see themselves in the characters and are applicable to their lives. “When possible to bring media based in the real world into classroom instruction, the text becomes relevant”(Gambrell & Morrow, 2015, pg. 67). By making their reading relevant and incorporating new literacies to enhance their learning, students are better positioned to be engaged in their learning because they have the background knowledge and relevance in which to approach it.
Culturally Responsive Teaching
Every classroom community is composed of students who hail from different backgrounds and experiences. Teachers must acknowledge and see the value of these cultural differences to help their students create connections and engage in their learning. “Culturally Responsive Teaching (CRT) is defined as using the cultural knowledge, prior experiences, and performance styles of students to make learning more appropriate and effective”(Gambrell & Morrow, 2015, pg. 12). CRT looks to include not only visible aspects of culture like literature, art, and music, but also the invisible aspects of culture like values, beliefs, and opinions. There are many ways to build CRT into literacy instruction. Teachers should ensure that all students are represented in literature used for instruction and in the classroom library, students should be engaged in discussions about real issues with respect and understanding. Throughout this program, I was able to build my library of social justice books. In ECI 546, I created a book talk for the book Separate is Never Equal: the story of Sylvia Mendez and her Family’s Fight for Desegregation by: Duncan Tonatiu. I was able to use this picture book to learn about and discuss segregation with my second grade students. As educators, we are fortunate to have a vast assortment of picture books written on difficult, but relevant topics that can be hard to address with elementary students. By incorporating CRT into instructional practices, our students are able to build stronger connections to their world and their learning.
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Authentic Texts
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The use of authentic texts in literacy instruction is a key element in student engagement and motivation. Authentic texts are real informational or narrative texts. When leveraged in literacy instruction, students are able to engage with quality texts that are meaningful to them. “Highlighting these books in book talks, book commercials, or other means helps build students’ faith in teachers' ability to find relevant materials for them”(Gambrell & Morrow, 2015, pg. 70). Often in reading education, students are limited to leveled readers or books deemed appropriate for their instructional level. Through the use of scaffolding, students can access these authentic texts and participate in learning that is relevant to them. Throughout the fall semester in ECI 540, I developed a list of “WOW Books” on the website Goodreads. The list contains a variety of authentic texts that can be utilized in literacy instruction.
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New LIteracies
As teachers it is our job to prepare our students for success in the global community. This means that we need to engage our students in the use of technology for the enhancement of literacy instruction and to also guide them in how to approach new literacies. “Teachers should be guiding students in real-world reading, assigning critical reading of magazines, newspapers, Web sites, and blogs that provide background knowledge about U.S society, key political players and issues, and students’ own role as informed participants”(Gallagher, 2016). We cannot rely on traditional methods of instruction to suffice when our students will be expected to read, comprehend, and synthesize information in a variety of mediums. Caution must also be given to make sure that teachers are not using technology for the sake of using technology, but to truly enhance student learnings and outcomes. By incorporating new literacies and technology into our instruction, we can equip them to be successful in the global community. Throughout the NLGL program, we were challenged to think of creative ways to integrate technology into our lessons. One example of this is the “Cool Tool Blast.” This presentation discusses the ways that the digital tool “Chatterpix” could be applied to literacy instruction.
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REferences
- Gallagher, K. (2016). On Developing Readers Readings from Educational Leadership. (M. Scherer, Ed.). Alexandria, VA: ASCD.
- Gambrell, L. B., Morrow, L. M., & Pressley, M. (Eds.). (2015). Best practices in literacy instruction (5th ed.). Guilford Press.
Claire Straub
NLGL Literacy Cohort
Spring 2020
NLGL Literacy Cohort
Spring 2020