2.19 Wohlwend and Five & Egawa
Wohlwend, Chapter 3: "Just Playin' Around" and "Just Makin' Stuff"
"The boy problem": boys' interests and activity is incompatible with school
The boys' play practices are shaped by models of boyhood circulated through global discourses in schooling, gender, and popular media
"Their pretense imagined out of school events into school space, replaced teacher mediation with peer mediation, and maintained hierarchical mentoring relationships in a boys only space.
Multimodality provides a way to critically examine literacies for layered practices, identities, modes, and discourses
"Multimodality fuels the representational power of literacies by providing multiple avenues for changing the meaning of a sign by making it with different materials, also changing what meansings can be made and who gets access."
**This is so important and true. When we stop trying to fit everyone into this mold that we created is the right way to read/write, then we can see the benefits of all the other types of modalities. For example, singing, as the text mentioned, can lay the foreground for verbal and auditory modes of speech, music, and sound effect. Speech helps to articulate writing and understand readings... so why do we not consider singing as a form of literacy? Once we look at the benefits of all the different types of modalities and how literacy is embedded within them, we can meet the interests of our students and help them so much more.
**Play can help bring out different types of literacy. Many teachers need to remember that children are learning through play, especially young children. That is why free time (like recess) is so important for children. Connecting this with my information gathered from my ECE class, I remember breaking down the importance of play and seeing that it has physical, social, and emotional benefits. It also can be easily tied into a curriculum topic. For example, even in our LLED class when we were learning about the different popular culture genres we were able to use play to make these ideas come to life. Essentially this was just like play, but we were learning at the same time. They are one in the same, which is what we have to remember.
Five & Egawa: Reading & Writing Workshop
Large blocks of time for reading/writing experience
Remainder for mini-lessons or demonstrations, record keeping, assessment, group share
immersed in reading/writing for real purposes based on their interests & individual abilities
**This is key! Students need to be able to connect to what they are reading/writing in order for it to sink in and be meaningful. We can do this by making the reading/writing personal and allow the children to have choice in deciding what they are interested in. A large block of time like Five & Egawa mention will be so helpful because that is where the actual reading and writing learning will occur. We are able to learn better by doing and actually experiencing things. Mini lessons are helpful with guided instruction and gradual release of responsibility, but allowing students a lot of time for independent hands-on work is key to success.
"Status of the class" - recording what each student does during the workshop time each day so teacher can provide help when needed and monitor progress
Workshop ends with group share-builds and reinforces a sense of community among learners
**I like the idea of wrapping up the class with a group share. I am trying to think back to my experience with this but I don't remember doing this too often at the end of classes. I think it is important, though, so that students are working hard throughout the entire class and are also recognized for that hard work by sharing it with the group. This may be tricky to do in certain settings with limited time restraints, though, because I feel like some topics could cause lengthy discussions or questioning time. This may be hard to get around to each student and allow them proper time to share.
TIME: 45 mins, 3/5 times a week
full engagement in reading and writing
PREDICTABLE STRUCTURE/ROUTINE
OWNERSHIP AND CHOICE: choose own books, topics, but can offer teacher guidance
RESPONSE OPPORTUNITIES: even when responses might not seem to make sense, they may indeed be meaningful-"It's this kind of environment that allows us to identify and to build upon students' interests and strengths."
**I LOVE this quote! I remember previous teachers I had that would make me nervous to answer questions or make comments in class. I remember one teacher in particular that wouldn't give any feedback to your comment and would simply nod her head once with a straight face after you gave input. This was so unusual to me and it really bothered me--I wanted her to engage in a conversation with me or acknowledge my input. I will be sure not to do this with my students. I want to create an environment that encourages questions and discussions rather than scares the children away. This open feeling of comfort within a classroom is so important and helps the teacher gain respect as well.
Read aloud: occur daily, usually read aloud by teacher
Shared Reading: all participants have access to same text: big books, overheads, personal copies
Mini lessons or Demonstrations: planned, focused, discuss elements of reading
Guided Reading: one or two children, small group, whole class, ongoing explicit reading instruction
Independent Reading: students choice of book
Literature Study: reading and discussing books together
Inquiry, or reading to learn: research, make observations
Opportunities for Response: reading journals, letters, group discussions, art, music, drama,
Write Aloud: chart paper, overhead, chalkboard, talking through writing decisions
Shared Writing/Interactive Writing: teacher and student composes together, students help orally while teacher writes
Mini-Lessons: focus on different writing aspects-genre, topic, revise, edit, proofread, etc.
Independent Writing: select own topic, edit, publish
Opportunities for Response: sharing of drafts, completed pieces with class
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