According to the National Council of Teachers of Mathematics (NCTM, 2010), students who have reading, writing, and listening support reap dual benefits in that they can communicate to learn mathematics and they learn to communicate mathematically. This article presents a description of a professional development workshop designed specifically for middle grades (grades 4-8) mathematics teachers to learn best practices for literacy instruction. Thus the purpose was three-fold; that is, to (1) provide professional development in reading and writing using research-based strategies to support student mathematical learning, (2) examine the perceptions of middle grades mathematics classroom teachers regarding the NCTM principle, and (3) determine the impact, or lack thereof, of the provided professional development in the teachers' classrooms.
{"title":"Reading and Writing and Math - Oh My! Reading and Writing Best Practices for Mathematics Teachers","authors":"S. Miller, Erinn Bentley","doi":"10.56887/galiteracy.48","DOIUrl":"https://doi.org/10.56887/galiteracy.48","url":null,"abstract":"According to the National Council of Teachers of Mathematics (NCTM, 2010), students who have reading, writing, and listening support reap dual benefits in that they can communicate to learn mathematics and they learn to communicate mathematically. This article presents a description of a professional development workshop designed specifically for middle grades (grades 4-8) mathematics teachers to learn best practices for literacy instruction. Thus the purpose was three-fold; that is, to (1) provide professional development in reading and writing using research-based strategies to support student mathematical learning, (2) examine the perceptions of middle grades mathematics classroom teachers regarding the NCTM principle, and (3) determine the impact, or lack thereof, of the provided professional development in the teachers' classrooms.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"191 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121096168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
All children walk into our schools using ways they have learned to communicate and problem solve within their homes and communities. These "ways of knowing" are important, familiar, and valued because children have learned them at the knee and by the sides of those they care about the most. As educators, we need to value the "ways of knowing" or "funds of knowledge” (Gonzalez, Moll, & Amanti, 2005) that accompany all students to school. However, for English language learners (ELLs) or children who first language is not English, if we don't know about their communities and homes, we are teaching blind, so to speak. In this paper, we focus on one foundational area for early literacy development -- oral language as a window into ELL's cultural and linguistic backgrounds, and outline ways teachers can become familiar with their ELLs' "ways of knowing." First, we discuss language as a phenomenon that evolves naturally and serves as the basis upon which literacy develops. Then we offer a number of suggestions for ways teachers can enhance language to benefit young children's literacy development in the preschool through 2nd grade period.
{"title":"Using Language to Promote Literacy in Young English Language Learners","authors":"L. Farran, M. Matthews","doi":"10.56887/galiteracy.50","DOIUrl":"https://doi.org/10.56887/galiteracy.50","url":null,"abstract":"All children walk into our schools using ways they have learned to communicate and problem solve within their homes and communities. These \"ways of knowing\" are important, familiar, and valued because children have learned them at the knee and by the sides of those they care about the most. As educators, we need to value the \"ways of knowing\" or \"funds of knowledge” (Gonzalez, Moll, & Amanti, 2005) that accompany all students to school. However, for English language learners (ELLs) or children who first language is not English, if we don't know about their communities and homes, we are teaching blind, so to speak. In this paper, we focus on one foundational area for early literacy development -- oral language as a window into ELL's cultural and linguistic backgrounds, and outline ways teachers can become familiar with their ELLs' \"ways of knowing.\" First, we discuss language as a phenomenon that evolves naturally and serves as the basis upon which literacy develops. Then we offer a number of suggestions for ways teachers can enhance language to benefit young children's literacy development in the preschool through 2nd grade period. \u0000 \u0000 ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"266 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122551088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In which of these classrooms does the most authentic learning take place? Which one provides a more motivating experience? Which classroom provides a well-rounded picture of student understanding of the content? The description of Ms. Magby's classroom is one where project-based learning (PBL) is being implemented--students are engaged, motivated, and learning! As educators, who like Ms. Magby, have seen many academic and motivational benefits to students engaged in PBL, the authors of this paper want to encourage educators to incorporate this approach to teaching and learning in their own classrooms. The purpose of this article is to provide an overview of PBL, describe its benefits for students and help educators think about ways to implement PBL while using PBL as a tool for assessing student understanding. In the following pages we first describe PBL, synthesizing definitions from the literature. We then discuss the ways PBL benefits students, discussing both cognitive and motivational benefits. Next, we address the teacher's role and provide examples of how educators can implement PBL in their classrooms. Finally, we share how teachers can assess PBL through the development of rubrics and the use of formative and post assessments.
{"title":"Rethinking Assessment: Using Project-Based Learning to Assess Student Learning","authors":"Laura Shelton, Brooke Langston-Demott","doi":"10.56887/galiteracy.51","DOIUrl":"https://doi.org/10.56887/galiteracy.51","url":null,"abstract":"In which of these classrooms does the most authentic learning take place? Which one provides a more motivating experience? Which classroom provides a well-rounded picture of student understanding of the content? The description of Ms. Magby's classroom is one where project-based learning (PBL) is being implemented--students are engaged, motivated, and learning! As educators, who like Ms. Magby, have seen many academic and motivational benefits to students engaged in PBL, the authors of this paper want to encourage educators to incorporate this approach to teaching and learning in their own classrooms. The purpose of this article is to provide an overview of PBL, describe its benefits for students and help educators think about ways to implement PBL while using PBL as a tool for assessing student understanding. In the following pages we first describe PBL, synthesizing definitions from the literature. We then discuss the ways PBL benefits students, discussing both cognitive and motivational benefits. Next, we address the teacher's role and provide examples of how educators can implement PBL in their classrooms. Finally, we share how teachers can assess PBL through the development of rubrics and the use of formative and post assessments. \u0000 ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126473236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current buzz around STEM and the increased push towards programs that feature mathematics and the sciences give those of us in the literacy world pause, as we see the research funding pendulum swinging away from us and towards this shiny and new curriculum paradigm. But, what is presented here is an olive branch between literacy and STEM instruction and a perhaps a new way to view cross-curricular pedagogy. STREAM (Science, Technology, Reading, Engineering, Arts, and Mathematics) is a robust, multimodal approach for improving science, mathematics and literacy skills by embedding dynamic and artistic literacy-building activities into Science, Technology, Engineering and Mathematics (STEM) units (Breiner, Harkness, Johnson, & Koehler, 2012).
{"title":"Enhancing Literacy Skills Through STEM Activities: A Case for STREAM","authors":"M. Tobin","doi":"10.56887/galiteracy.49","DOIUrl":"https://doi.org/10.56887/galiteracy.49","url":null,"abstract":"The current buzz around STEM and the increased push towards programs that feature mathematics and the sciences give those of us in the literacy world pause, as we see the research funding pendulum swinging away from us and towards this shiny and new curriculum paradigm. But, what is presented here is an olive branch between literacy and STEM instruction and a perhaps a new way to view cross-curricular pedagogy. STREAM (Science, Technology, Reading, Engineering, Arts, and Mathematics) is a robust, multimodal approach for improving science, mathematics and literacy skills by embedding dynamic and artistic literacy-building activities into Science, Technology, Engineering and Mathematics (STEM) units (Breiner, Harkness, Johnson, & Koehler, 2012). \u0000 ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133932820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This case study analyzes how adolescents' out-of-school literacy practices were integrated and utilized in a secondary Social Studies methods course. The specific focus of this study is to analyze preservice teachers' responses to this approach, their efforts to integrate reading instruction in their planning and classroom practices and why it is important for secondary Social Studies educators to engage with and honor adolescents' personal literacies.
{"title":"Resistance and Retreat: Preparing Preservice Secondary Social Studies Teachers to Teach Reading","authors":"Michelle Reidel","doi":"10.56887/galiteracy.53","DOIUrl":"https://doi.org/10.56887/galiteracy.53","url":null,"abstract":"This case study analyzes how adolescents' out-of-school literacy practices were integrated and utilized in a secondary Social Studies methods course. The specific focus of this study is to analyze preservice teachers' responses to this approach, their efforts to integrate reading instruction in their planning and classroom practices and why it is important for secondary Social Studies educators to engage with and honor adolescents' personal literacies.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125059869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As students progress through middle and secondary grades, they continually encounter increasingly rigorous texts. These students must possess the comprehension and critical thinking skills needed to respond to such texts. Additionally, students need teachers who possess the pedagogical knowledge to teach reading comprehension across content areas. For those students who are struggling readers, the summer months -- in particular -- can be detrimental if appropriate reading resources and instruction are not provided. This article describes one school's initiative to provide middle school students with additional summer reading support and provide reading pedagogical training to pre-service content teachers. By collaborating with a local teacher preparation program, in-service teachers in the focus middle developed an interdisciplinary reading camp. This article describes the camp's structure and its impact on students, in-service teachers, and pre-service teachers.
{"title":"Summer Acceleration in Literacy: A Collaborative Reading Camp Experience","authors":"Erinn Bentley, Kim Cason, K. M. Evans","doi":"10.56887/galiteracy.54","DOIUrl":"https://doi.org/10.56887/galiteracy.54","url":null,"abstract":"As students progress through middle and secondary grades, they continually encounter increasingly rigorous texts. These students must possess the comprehension and critical thinking skills needed to respond to such texts. Additionally, students need teachers who possess the pedagogical knowledge to teach reading comprehension across content areas. For those students who are struggling readers, the summer months -- in particular -- can be detrimental if appropriate reading resources and instruction are not provided. This article describes one school's initiative to provide middle school students with additional summer reading support and provide reading pedagogical training to pre-service content teachers. By collaborating with a local teacher preparation program, in-service teachers in the focus middle developed an interdisciplinary reading camp. This article describes the camp's structure and its impact on students, in-service teachers, and pre-service teachers. \u0000 ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"216 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133755142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Motivating students to read is an important aspect of Reading researchers have determined that activities focusing on reader response, such as literature circles, dialogue journals, and classroom discussions are ways of connecting students' life experiences to texts, increasing understanding of texts, shaping subjectivities, and building communities of learners. Literature circles are a literature-based instructional strategy employed in literacy classrooms today as a way to encourage students to talk about literature. The concept of literature circles, including a description and an explanation of how the approach is most commonly used in classrooms today is presented, followed by the research evidence that delineates the critical benefits students received from literature circle participation. The article concludes with a brief look into literature circles for the 21st century.
{"title":"Literature Circles: Something Old, Something New","authors":"L. Soares","doi":"10.56887/galiteracy.55","DOIUrl":"https://doi.org/10.56887/galiteracy.55","url":null,"abstract":"Motivating students to read is an important aspect of Reading researchers have determined that activities focusing on reader response, such as literature circles, dialogue journals, and classroom discussions are ways of connecting students' life experiences to texts, increasing understanding of texts, shaping subjectivities, and building communities of learners. Literature circles are a literature-based instructional strategy employed in literacy classrooms today as a way to encourage students to talk about literature. The concept of literature circles, including a description and an explanation of how the approach is most commonly used in classrooms today is presented, followed by the research evidence that delineates the critical benefits students received from literature circle participation. The article concludes with a brief look into literature circles for the 21st century. \u0000 ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"27 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132807496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Traditional word walls displayed in the elementary classroom are typically posted by the teachers and left alone (Jackson & Narvaez, 2013). Since vocabulary instruction is best when students are actively engaged in the process, the authors of this article present the digital word wall as an active method of instruction for students to use in the acquisition of Greek and Latin roots. Students who participate in the construction of digital word walls have access to 21st century technological tools such as online dictionaries, Greek and Latin root websites, and image gathering sites such as Creative Commons.
{"title":"Digital Vocabulary: Greek and Latin Root Study in the 21st Century","authors":"L. Yearta, Pamela D. Wash","doi":"10.56887/galiteracy.97","DOIUrl":"https://doi.org/10.56887/galiteracy.97","url":null,"abstract":"Traditional word walls displayed in the elementary classroom are typically posted by the teachers and left alone (Jackson & Narvaez, 2013). Since vocabulary instruction is best when students are actively engaged in the process, the authors of this article present the digital word wall as an active method of instruction for students to use in the acquisition of Greek and Latin roots. Students who participate in the construction of digital word walls have access to 21st century technological tools such as online dictionaries, Greek and Latin root websites, and image gathering sites such as Creative Commons.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126150975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Using picture books as mentor texts inspires engagement and motivation for enhancement of students' reading and writing connections. Invite students to innovate on these books to add their own perspectives! Make writing fun!
{"title":"Picture Books as Mentor Texts: Reading and Writing Outside the Pages","authors":"Deb L. Marciano","doi":"10.56887/galiteracy.98","DOIUrl":"https://doi.org/10.56887/galiteracy.98","url":null,"abstract":"Using picture books as mentor texts inspires engagement and motivation for enhancement of students' reading and writing connections. Invite students to innovate on these books to add their own perspectives! Make writing fun! ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127933988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There have been many changes in the field of education in recent years, and some of the most important changes directly impact the training of pre-service teachers. Educator preparation providers must consistently look for new and innovative ways to effectively prepare teacher candidates. This article discusses a successful P-20 partnership that utilizes a practicum designed to allow teacher candidates the opportunity to practice teaching literacy skills to young children. Partnerships between schools and universities are extremely pivotal in the nurturing of pre-service teachers, and this practicum proves to be an invaluable learning tool for all involved.
{"title":"A Practical Partnership: A Literacy Practicum Framework to Improve P-20 Learning and Enhance University-School Connections","authors":"Vicki L. Luther, E. Bryant","doi":"10.56887/galiteracy.95","DOIUrl":"https://doi.org/10.56887/galiteracy.95","url":null,"abstract":"There have been many changes in the field of education in recent years, and some of the most important changes directly impact the training of pre-service teachers. Educator preparation providers must consistently look for new and innovative ways to effectively prepare teacher candidates. This article discusses a successful P-20 partnership that utilizes a practicum designed to allow teacher candidates the opportunity to practice teaching literacy skills to young children. Partnerships between schools and universities are extremely pivotal in the nurturing of pre-service teachers, and this practicum proves to be an invaluable learning tool for all involved. ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132700097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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