Double Entry Journal #10

1. What are the features of the forms of language that are spoken in a home environment that align with academic varieties of language? 

The features of the forms of language that are spoken in a home environment that align with academic varieties of language are children telling regular events as stories, parents reading to children, and children using clear language to answer questions.

2. What are the features of Leona's specialized form of language? Leona' s specialized for of language is complex and with holds patterns. She groups her lines into stanzas where each line tends to have a parallel structure with other lines in the stanza to match them in content. In my opinion the features are reflections of Leona's home life.

3. Why is Leona's specialized form of language not accepted in school?  Leona's specialized form of language was not accepted at school because  it was different (non traditional) in which the teachers assumed it to be incorrect. 

4. Explain the contradiction between the research conducted by Snow et al. (1998) and the recommendations made by Snow et al. (1998). Snow states that the "Black-White Gap" in reading test scores was closing fast from the 1960's until the mid 1980's. Snow contradicts himself when he admits that this improvement was much greater than any progress that has been made as a result of the early phonemic awareness training that he recommends.  

5. What other factors besides early skills training will make or break good readers? Other factors besides early skills training that will make or break good readers is a sense of belonging and the use of modern technology. Modern technology has made it very easy for students to use their own language and not be tested/judged on what/how they use it. Technology could also break good readers if they unable to comfortably work with the technology.

6. Why do some children fail to identify with, or find alienating, the "ways with words" taught in school? Students find "ways with words" taught in school to be alienating because they can't find a sense of belonging at school when their home-based language is ignored or displayed as incorrect in that environment.

Double Entry Journal #9

Chapter 1: A strange fact about not learning to read.

1. What is the strange fact about not learning to read? 

The majority of children who do not fare well in early reading are poor or come from minority groups whose members have faced a history of prejudice and oppression. 

2. Why is this fact so strange?

The fact is strange because although poverty and learning to read are linked; it is not due to the idea that poor children are less good at learning than rich children. 

3. What is it about school that manages to transform children who are good at learning things like Pokeman into children who are not good a learning?

School manages to focus on the "skill" of reading rather then what is fun about reading therefore, taking out what the students might be interested in makes reading become almost like a chore.

4. What is the differences between a traditionalists approach to learning to read and more progressive educators?

Traditionalists approach reading as being skill-based. Progressive educators approach reading as being meaning driven.

5. Is learning to read a natural process like learning to speak a language?

No, because in order for learning to read to be a natural process that would mean that this skill would be biologically supported, which it is not, unlike oral native language.

6. What is the differences between natural, instructed and cultural processes and which process should reading be classified under?

Natural: ALL would learn to read. Instructed:speaks for itself. Cultural: some will succeed and then teach others.  

Reading should be classified under the cultural process because it ensures that everyone who needs to learn will learn.

7. How do humans learn best? Through instructional processes or through cultural processes? How is reading taught in school?

Humans learn best by doing which is more of a cultural process. Reading is taught in school through an instructional process.

 

8. According to the author, what is the reason for the "fourth grad slump."

According to the author, the fourth grad slump is for students who can "read" in the sense of decoding and assigning superficial literal meanings to text, but can not "read" in the sense of comprehension.

 

9. What is a better predictor of reading success than phonemic awareness?

Early language ability, semantic and syntactic skills.

 

10. What is the difference between "vernacular" and "specialist" varieties of language? Give an example of two sentences, one written in the vernacular and one written in a "a specialized variety",  about a topic in your content area. 

Vernacular is someones everyday language which is often related to the region. Specialist language is a special learning purpose or activity. For an example of vernacular I might say to a child "The family library is located down the holler by New Water crick". An example of specialist is "The local library is located off of the mountain by the New Water creek."

11. What is "early language ability" and how is it developed?

Early language abilities are prototypes of academic language that is developed at home. 

12. According to the author why and how does the traditionalist approach to teaching children to read fail?

 According to the author this approach fails because it is not started early enough, and it does not take into account each child's early language ability.

13. Are parents of poor children to blame for their children's inexperience with specialized varieties of language before coming to school?

In my opinion, parents are to blame to a certain extent about inexperience with language before school; however, not necessarily just the parents of poor children, but any parent who does not take the time to work with their children with language and reading early on will hinder their children's academic process.

14. Did you struggle with reading this text? Why? Are you a poor reader or are you unfamiliar with this variety of specialized language? 
I did not struggle with this reading which surprises me because it is late and I am rather tired. The reading was very easy to understand. I like that the author defines concepts and gives examples, that is very helpful. I did get a little lost with the Pokemon section, but I kept reading and eventually I got caught back into why the author explained Pokemon in depth; it created a concrete example. 

Appalachian Discrimination!

     I'm sharing this video only for one reason! To show that people are prejudice and UN-educated about the Appalachian Region and West Virginia. Yes, this video was created for college football and is suppose to be fun and games; however, Kansas crossed the line with its statements towards West Virginians.

 "You're missing teeth and you're breath smells bad,

Mama married your brother and now he's your dad.  

West Virginia, why don't you understand?" 

     These are just a few of the discriminating lines within this prejudice song. All I have to say is I am not missing any teeth!! I have great breath!! And my Dad is only my Dad!!! 

SO RUDE! 

     West Virginia contains the nicest kindest people you'll ever meet in your life, but when you cross us like this all I can say is.... Thanks KANSAS for the MOTIVATION! You have stirred up NOT ONLY football fans, but the ENTIRE STATE! So... I ask even if you are not a Mountaineer football fan support West Virginia this weekend!!

Clinical II Activities: Interveiw

     On October 1st, I conducted a focused observation of a struggling student. This male student blends in well with the other students; however, academically he stands out. I observed the student for an entire day and continued with the interview on October 3rd. On that Monday, I noticed that the student's gap consisted of phonemic awareness.
     The student is way below the second grade reading level which challenges him to complete his work. The student could not complete his given worksheet correctly in Language Arts because he could not understand the directions. The directions wanted him to circle the nouns within the given sentences; instead the student circled the verbs which was a concept taught the previous week. In my opinion, since the student could not read the directions he simply applied what he had already learned.
     During Reading the student left the regular classroom with a couple of other students. The teacher than explained to me that those students needed extra help in reading. Later in the day, I noticed the student was good with numbers when the teacher verbally asked him questions; however, when I graded his math assignment at the end of the day I was able to determine that this gap in reading he acquires is affecting other subject content. The student answered all number problems correctly in the beginning, but once the directions changed and word problems appeared his answers became incorrect. I also noticed that this gap with phonics has created an issue with handwriting and of course spelling.
     On October 1st, I also determined which student I would interview as high performance. I chose this specific male student because after grading papers and recording multiple scores in the grade book I noticed that he has yet to receive a score under 95%. I conducted a focused observation on the student later in the day. I learned that he comes from a very well-educated household that works with him academically out of school consistently. He is very mature for his age and stays completely engaged during lessons. The student was also the first to finish any assignments; he is eager to learn because upon finishing he liked to read books while the other students in the class drawled or spoke quietly.  I only wonder if this student will ever become bored with or distracted from school in later weeks, months, or years because of his high performance level.

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Interviews

A. Struggling Student

1. Question: Do you enjoy school?
Student: Yes, I like math and library.

2. Question: What kind of a student are you?
Student: A nice student.

3. Question: What do you do for fun outside of school?
Student: Play with my friends.

4. Question: How would your classmates describe you?
Students: They would describe me as a really kind student... And I'm helpful!

5. Question: Who are you friends with?
Answer: S** and Max

6. Question: What do you and your friends do together?
Student: Usually I invite them to my house but they don't come. We play on the playground at school.

7. Question: Tell me a good memory you have about school?
Student: Halloween walks, I was a transformer; we parade around the school.

8. Question: Tell me a bad memory you have about school?
Students: Bryton is mean; he tries to take the games I play with at recess when I'm with my friends.

9. Question: Describe a "good" teacher or favorite teacher...
Student: My 1st grade teacher is my favorite. Kind, helped a lot, really really really good teacher, I learned a lot.

10. Question: What is on thing you wish your teacher knew about you?
Student: I would tell her I like to collect rocks; I have a rock collection.
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B. High Performance Student

1. Question: Do you enjoy school?
Student: Kind of, there are certain parts of the day good and others not.
Question: What are the good parts?
Student: When we learn something new.
Question: What are the bad parts?
Student: When we review. 

2. Question: What kind of student are you?
Student: I was best of overall student last year and I imagine I will be again this year.


3. Question: What do you like to do for fun outside of school?
Student: I like to play video games, outside exercise, and my jet toy; it goes fast!

4. Question: How would your classmates describe you?
Students: I've wondered about that my whole life since kindergarten. I think the smart kid.

5. Question: Who are you friends with?
Student: About four friends... A****, Max, Ryan B., Bryton. 

6. Question: What do you and your friends do together?
Student: Outside we play alien mysteries. We are looking for space lions; we are on mystery #2.

7. Question: Tell me a good memory you have about school?
Student: When I was in Preschool I went to Jayenne and I went half day and there were always new kids. I miss my old friends.

8. Question: Tell me a bad memory you have about school?
Student: Somebody bullied and pushed me on the ground. I don't know who it was; it was a stranger older kid, maybe from fourth grade. I don't know why he pushed me down.

9. Question: Describe a "good" teacher or your favorite teacher...
Student: I don't have a favorite teacher because all of my teachers have been pretty awesome. They were nice and gave out pretty good prizes when you do well.

10. Question: What is one thing you wish your teacher knew about you?
Student: I have a hobby that I don't want Mrs. B***** to know... I played this video game and it made me fall asleep because it was so boring.

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     My interviews were very knowledgeable and the information the students shared with me not only helped me to understand the students personally, but academically as well.  I learned that my two interviewees were best friends which was rather ironic!
     I was able to help the struggling student with a bullying problem that took place during recess by informing my host teacher. I plan to observe recess soon and see if the problem has stopped or if it is still occurring. Hopefully it has been put to a stop, but the bully is friends with the high performance student and since the struggling student is best friends with the high performance student I'm afraid it still may be occurring because the struggling student does not want to lose the high performance student as a friend.
         I just recently learned that the struggling student's parent is concerned about their child's education. The parent seems to communicate often with my host teacher and asked my host teacher to prepare some extra practice reading work for after school. My host teacher spent her own personal money to create a phonics kit since this is the area the student struggles in. The parent returned the student the next day with a note that was rather unkind to my host teacher. The parent stated that the kit was useless and unhelpful because her son already knows this information. Obviously the parent is in denial because her son has severe reading gaps. On October 8th, the parent sent my host teacher a doctor evaluation form for ADHD to fill out on the struggling student. My host teacher allowed me to be involved as she filled out the required form. In my opinion, this student does not have ADHD, he has severe reading gaps that can be resolved if worked with at an early age.
     Yesterday, I was informed that the parent and my host teacher have devised a temporary plan in the classroom until the student is tested. The struggling student will be read any graded work especially tests. Therefore, yesterday I read the struggling student each question and every answer for his Reading test. The students score changed drastically! Hopefully he will be able to receive the help he needs.
     I was amazed by the responses I received from the high performance student. He is so mature for his age and opened up so easily. I am interested to see if he becomes "bored" with school at a later date because of his response to whether he enjoys school or not. The student stated that he likes school when the class learns something new, but he doesn't enjoy the parts of school when they review. This is a major characteristic seen in high performance students because they learn so fast compared to other students. He was very confident in himself about being overall student of the year; however, when asked what he thinks his classmates think of him he responded quietly and slowly with, "I've wondered about that my whole life since kindergarten. I think the smart kid." This response surprised me! The student is aware that he does perform academically above his classmates. Does this affect him socially and emotionally? Will he need to be advanced in the future?

Double Entry Journal #8

1. What is the main challenge being addressed in the book?  
     The main challenge being addressed in the book is the role language plays in learning.

2. What does the author mean by the phrase "ways with words"?
     In my opinion, the phrase "ways with words" means that an individual has a greater knowledge of vocabulary. This also could mean that the individual may present a higher reading level.

3. What is the core argument being made by the author of this book?
     The core argument of this book is that individuals learn new ways with words, in or out of school, only when they find a connection to the words.

4. Give an example of a specialized variety of a language or "way with words" you have learned outside of school?
     I learned to text outside of school which in my opinion is a specialized variety of ways with words because texting language is very different then academic language.
     

5. According to the author, how do people learn a specialized variety of a language or "way with words" best?
     According to the author, people learn "way with words" best when their minds run and build simulations of experiences that they have already had.

6. If people are to be successful in the 21st century, what must they become?
     According to the book, people must become "shape-shifting portfolio people"; which means people should gain many diverse experiences to use later in life to adapt themselves for fast changing circumstances.

7. The author states that  learning academic language is NOT sufficient for success in modern society? Do you agree? Why or Why not?
     I feel indifferent about the concept. In my opinion individuals should be able to understand academic language and new specialist varieties of language in order to succeed in the modern society. I don't think it would be sufficient to completely rule out learning academic language but I do agree that it is time for new ways of learning.

8. What do you think about this author's "way with words"?
     I think the author has a great way with words, however; in some cases I felt lost and had to re-read the material to grasp the concept. I am intrigued to see how the rest of the book is written.

Citation:

Paul Gee, J. P. G. (2004). Situated language and learning: a critique of traditional schooling. New York, NY: Routledge.

Double Journal Entry #7

What are some challenges to inquiry approaches in learning?

"One of the most significant challenges to the successful implementation of inquiry approaches is the skills and knowledge of the teachers engaging in this alternative form of teaching and learning" (Barron and Darling-Hammond). Teachers who don’t fully understand the complexities of inquiry-based learning may simply think of this approach as “unstructured,” and may, in result, fail to provide proper scaffolding, assessment, and redirection as projects unfold. Another challenge to inquiry is teaching your students to learn this way; students may lack the background knowledge needed to make sense of the inquiry. Therefore the teacher must work harder with students to comprehend this type of learning. "One of the principal challenges for teachers, then, is to learn how to juggle a host of new responsibilities and implementation issues—from carving out the time needed for extended inquiry to developing new classroom-management techniques. Teachers must also be able to design and support inquiry-based lessons that meet a variety of criteria, such as illuminating key subject matter concepts, balancing direct instruction with inquiry opportunities, scaffolding the learning of individual students through modeling and feedback, facilitating learning among multiple groups, and developing assessments to guide the learning process" (Barron and Darling-Hammond). Successful inquiry-based approaches require careful planning!

Citations:

• Barron, B., & Darling-Hammond, L. Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf