In what ways were you invited to read children 's literature when you were in elementary school? Young adult literature when you were in middle and high school? What kinds of texts were used within these contexts?
My literacy history in elementary school is somewhat vague. Most of the classrooms had one reading center that included a stereo system and bulky headphones. The teacher would place us in groups of four in which we were required to listen to an audio recording of a story and follow along with the book. The reading center was the primary reading source in the classroom when it was not out of order. Occasionally, the teacher would read the weekly story aloud to the class. On a weekly basis, the class would visit the library where we …show more content…
I do not recall visiting the school library much, but when we did go it was only to gather information for book reports and other classroom assignments. I was mostly exposed to young adult literature through a class termed, reading 101. I remember being required to read a variety of texts in this class, such as The Call of the Wild by Jack London and Little Women by Louisa May Alcott. The students would also take turns reading portions of the book in the classroom (round robin …show more content…
For example, the use of text circles could be incorporated into the classroom. Teachers could incorporate the traditional read aloud along with the text circle to ensure that “children engage with texts at a deeper level, contributing to their overall literacy learning” (Botelho & Rudman, 2009, pg. 269). Reflecting back on my literacy history, I realize that teachers did not utilize small groups often. We remained in whole group discussion for most of the class period. Also, most of the students were not encouraged or challenged to participate in classroom discussions. The practice of text circles would open up dialogue and provide students with an opportunity to discuss and contribute while in the small group discussion. I would also add the use of multiple texts. After completing the Cinderella project, I think it would be extremely beneficial for every learner to juxtapose multiple text and apply what they have learned to graphic organizers and other visual elements. The textbook adds that, “everyday texts, like children’s literature, are socially constructed and are imbued with dominant worldviews. Using these texts alongside children’s literature will guide children’s critical analysis” (Botelho & Rudman, 2009, pg.
My literacy history in elementary school is somewhat vague. Most of the classrooms had one reading center that included a stereo system and bulky headphones. The teacher would place us in groups of four in which we were required to listen to an audio recording of a story and follow along with the book. The reading center was the primary reading source in the classroom when it was not out of order. Occasionally, the teacher would read the weekly story aloud to the class. On a weekly basis, the class would visit the library where we …show more content…
I do not recall visiting the school library much, but when we did go it was only to gather information for book reports and other classroom assignments. I was mostly exposed to young adult literature through a class termed, reading 101. I remember being required to read a variety of texts in this class, such as The Call of the Wild by Jack London and Little Women by Louisa May Alcott. The students would also take turns reading portions of the book in the classroom (round robin …show more content…
For example, the use of text circles could be incorporated into the classroom. Teachers could incorporate the traditional read aloud along with the text circle to ensure that “children engage with texts at a deeper level, contributing to their overall literacy learning” (Botelho & Rudman, 2009, pg. 269). Reflecting back on my literacy history, I realize that teachers did not utilize small groups often. We remained in whole group discussion for most of the class period. Also, most of the students were not encouraged or challenged to participate in classroom discussions. The practice of text circles would open up dialogue and provide students with an opportunity to discuss and contribute while in the small group discussion. I would also add the use of multiple texts. After completing the Cinderella project, I think it would be extremely beneficial for every learner to juxtapose multiple text and apply what they have learned to graphic organizers and other visual elements. The textbook adds that, “everyday texts, like children’s literature, are socially constructed and are imbued with dominant worldviews. Using these texts alongside children’s literature will guide children’s critical analysis” (Botelho & Rudman, 2009, pg.