Teaching Literacy- Chapter 4

I found a lot to appreciate in this chapter especially as I related it to what I have been observing in the ELA classes so far. The value of spending time before tackling or returning to a text, by identifying prior knowledge and building upon it is very practical and useful endeavour. A new term to me "frontloading", describes this tactic. Just as explaining a joke after the fact might help someone understand the joke but will ensure it loses its impact, explaining what a challenging chapter means after the reading will also probably result in a student who might "get it" but with considerably less meaning.  Especially when considering some students are going to have a negative outlook towards any book, it is important to make it relate-able, and something they can truly get, and hopefully a piece that they will actually look forward to returning to. The list of 10 easy ways to ruin reading- while humorous to a point- is also a great guideline for ELA teachers to keep posted. The description of students who prefer "marginalized" reading material and the tangible pleasure they find in it, is a good reminder to us that we want to promote a love of reading- not just our own idea of what constitutes good literature. While part of our role is ensuring the material we teach is relevant and meaningful - achieved in large part through frontloading- another important part of our role involves promoting literacy. This involves  keeping in mind people's varied preferences, enhancing our students love of reading or helping to instil that in students who have negative attitudes. As was mentioned in class, avid reading leads to strong writing skills. I would add that strong oracy (oral literacy) also contributes, emphasizing the importance of discussion, discussion, discussion, something we've been fortunate to see modelled in 379, and which I've been happy to see in the ELA classes so far.

Critical Encounters: Critical Encounters in High School English Chapter...

Critical Encounters: Critical Encounters in High School English Chapter...: I am inclined to find this book almost as engaging as the Gallagher text, as it is also designed to be a very useful tool for teachers of hi...

Critical Encounters in High School English Chapters 1 and 2

I am inclined to find this book almost as engaging as the Gallagher text, as it is also designed to be a very useful tool for teachers of high school ELA. I really enjoyed the examples of the different teachers and their ideas for incorporating literary theory in ways that are sometimes subtle, and gently woven into the day to day learning. I also liked the section on different perspectives, and the recasting of roles in such literature as nursery rhymes (ie Humpty Dumpty). The idea that there is usually more than one side to every story resonates with an article I had to read for EFDT 101"Shifting from Neutral" by Kelly, that explored teachers and their stances on controversial issues. The idea that a teacher can remain neutral (which I’ve come to accept as not desirable or possible), is emphasized for me in this reading, as I’m reminded that in literature we all take something different away, and interpret what we’ve read through our own lens (personal experience). When considering sensitive, difficult issues, we must remember that everyone has their own opinion and viewpoint. However as is stressed in CE, it's important for students to move beyond  their own perspectives to consider that of others. Another powerful point I think is that it is not simply the teacher but the students and teacher together who construct the  theoretical framework of the classroom. I loved the description of one teacher's handout on Literary Theories that changes every year with a "collective reconsideration"