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Subscribe to this list via RSS Blog posts tagged in Literacy
Posted by on in Literacy

Michigan Judge Stephen Murphy III recently ruled children do not have a fundamental right to learn to read and write. This long lasting, far reaching decision responded to a lawsuit filed in 2016 by Public Counsel, for plaintiffs, students in five of Detroit's most poorly performing schools, including public and charter. 

The case was called Gary B v. Synyder. It named, among others, Governor Snyder, Michigan Board of Education etc. The 136 page complaint, highlighted need for literacy and adequate education for all Detroit schoolchildren, as well as remedies for lack of appropriate facilities, class sizes, learning conditions and access to the proverbial level playing field for beleagured students.

I really don't know where to start or what to say. It is so disheartening to read the backstory of the Michigan Judge's decision that children don't have a fundamental right to literacy.

I saw the story on Twitter about a week ago, have been knocking it around in my head until I found a day to cocoon, do significant research and then write what I think. So that is exactly where I am and not really happy about it. It's just stuck in my head and heart.

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Posted by on in Literacy

Young boy reading manga

I've had a couple of parents approach me recently with questions akin to: "How do I get my child to read something else besides graphic novel? I want him to read real chapter books." To which I say: "Why do you need to do this?" If your child is reading graphic novels, then he is reading. Graphic novels are real books. If your child is reading graphic novels avidly, then my suggestion is not to try to push him to chapter books. My suggestion is to find him more graphic novels.

Now, I will concede one issue that I've run into due to my daughter's devotion to graphic novels. There just aren't as many graphic novels as there are chapter books. This means that we can actually run out of books for her to read that are even remotely age appropriate (and believe me, I have stretched this upwards). She doesn't help matters by having only passing interest in fantasy - she wants thick, realistic graphic novels only. And she pretty much has all of the ones I can find that she can understand. She simply reads those over and over again. I'm fairly sure she must know Shannon Hale and LeUyen Pham's Real Friends by heart.

Because of this shortage I have tried introducing some notebook novels into the mix. These still have plenty of illustrations, but also have more text. My daughter is having none of it. This means that unless I can find new graphic novels that she likes, she ends up reading less. Which is certainly not the goal. But I personally think it would be worse to push her to read books that she's not interested in. So I don't.

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Posted by on in Early Childhood

child reading

Littles say the funniest things. The other day I asked “What’s your Mommy’s name?” Reply- Mommy.” Get what you ask for, right?

Childhood is a precious time. What’s the rush?

I’m back at school, year two, one week in, hired under a Literacy Grant, a good thing and not so good. What’s great is I have an opportunity to fine-tune teaching littlest learners, emergent readers. I was really winging it last year.

Students who returned are lots bigger, now the “biggers”, having moved up the ladder.

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Posted by on in Teens and Tweens

Whether early or accomplished readers, if your students read, then their emotions and imaginations can be evoked when they engage the "literate eye". Add this to your cognitive toolkit: literate students learn better when they have opportunities to work with information in different visual formats.  

So, encourage your students to play with graphs, charts, tables, maps, lists, VENN diagrams, info graphics etc.

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The Literate Eye: A Cognitive Tool

If you have been following this Tools of Imagination series on BAM EdWords, you will be familiar with the term “cognitive tool”. The practice of organizing knowledge in different visual ways is another tool of the imagination and, thus, learning or "cognitive tool." Here’s why: when we become literate the way we access information shifts. Rather than gaining most of our information about the world through our ears (which is the case primarily for oral language users) we now access information actively through our eyes. We de-code symbols all around us (language being one symbol system) all the time. So, afford your students opportunities to play with information visually and you will tap into this powerful feature of their imaginative literate lives.

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Posted by on in Education Resources

As a proponent of choice reading, I am always looking for ways to get books into the hands of my students and have them build their reading list, and what better way to celebrate Valentine’s week than having your students speed date books? Inspired by the speed dating scene in New York where single people met potential dates over a brief, timed conversation and ranked them, speed dating books is a way for students to quickly put their hands on several books in order to find one of interest.

To kick off each semester, my students speed date books. I’ll give our media center specialists a little information about my class, and they go to work pulling high-interest books. When we arrive in the library, several books are arranged on tables and students find a table and sit with their guided note page. I set the timer for anywhere between two to four minutes depending on the students, and the book dating begins. Students make notes on first impressions of the cover, the inside jacket blurb, and possibly even the first paragraph or two. The timer buzzes signaling students to move to another table and start the process with another book. We may repeat this process between five and ten times depending on student interest and the time of year. After students have completed the process, they will rank books deciding which book to begin reading immediately and which ones to add to their reading list.

I have experimented with book speed dating several ways. Books may be grouped at tables by genre helping students learn different types of genres and seeing the variances within a genre. Faculty members may choose books which have been personal favorites for students to browse or students may each submit a couple of their favorite books for others to choose from. Today my students will speed date books on Valentine’s day complete with chocolate and candles. The possibilities are limitless.

As a follow up to speed dating, I carry the analogy further by discussing dating the book. A book may start slow but grow on you as the more you read it, so I encourage students to not give up too quickly on a book. Sometimes, however, the book does not live up to the hopes and expectations of a student, and students have permission to break up with a book and try another one. Life is too short to trudge through a book without connecting to it especially for choice reading when there are so many other choices.

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