Fluency Development

Choral reading: When watching this I thought this method would be a great way to get kids to focus on how they are saying the words/inflection. They are able to first listen to the teacher to get an idea of how the book should sound. Eventually when they read it with the group they can hear other students reading along with them. They are able to compare how the teacher reads it, to how other students read it, to how they read it. They are able to figure out in their head which is the best way to read it and which makes it easier to comprehend. One weakness that I thought of is it might be difficult to get the students to speak together. Some might read slower than others or say a word differently than others.

Developing fluency: They used a word web to think about all the words that might be seen along with the center word. I think a strength of this approach is the kids will become more familiar with these words because they have seen them in the word web. There are some students who might not benefit from this type of fluency development. For example, kids who use prior knowledge to guess what the sentence is about to say. If students use their prior knowledge to guess at the sentence before they read it, it will affect their fluency. 

Pros and Cons of Reading Strategies

Pros and Cons of Reading Strategies

Christine Chern

Choral Reading
Choral reading is an effective strategy to teach students read with fluency. When the students read after hearing the teacher read, they have an idea about how the words are pronounced. They also get to hear how the text should be read or how to read it fluently with accuracy, appropriate speed, and expression. However, in the video, I noticed that the students do not start to read until after the teacher has read the whole book. I wonder if the students would still remember how the text is read and how the words are pronounced. Also, some lower achieving students may be following along other students who have a better reading fluency. In other words, instead of reading the text with fluency with the class, they might just be listening to their peers and saying the words, but not really reading while looking at the text.

Developing Fluency
The approach used in the video relies mainly on recalling their background knowledge and personal experiences. It is helpful because it motivates students. As they respond to the questions, the teacher writes down their responses and sticks them on the poster, so that students can also read it. Furthermore, the teacher also introduces the two different meanings of a word with the same method, which allows students to visually see the difference in meaning and related-words as the class compile responses. Yet, this particular approach demonstrated does not seem to support English language learners, because the questions that the teacher asks relies heavily on recalling information that a local would know, rather than inviting all kinds of responses.

New Literacy/ Digital Literacy Project

1)

My understanding of literacy has changed since the beginning of the year. When we first started this project I understood that literacy wasn’t just about reading and writing. I had learned in previous classes I had learned about other forms of literacy such as digital literacy. After this project my knowledge of different types of literacy has deepened. I have learned about literacies that I didn’t even know existed such as geo-literacy.

Through this project I have been able to explore a literacy I didn’t even know existed. Geo-literacy has recently been added to the list of literacies so I was immediately intrigued to figure out what it was all about. When I started to explore what geo-literacy was I realized how much I could connect with it. I love looking at maps and other visuals to compare where things are and why they occur there. I realized that some students learn better when they can connect it to the world around them.  A geo- literacy learner is able to make decisions based on how it will affect the world around them. This is very different from the tradition reading and writing literacies. Geo-literacy has almost no writing involved and very little reading.

Working with Flickr has definitely facilitated my learning of digital literacies. There are so many things to learn about when it comes to digital literacy. With all the technological advances we have this literacy is constantly changing. There are so many technologies to use to facilitate learning in the classroom. In this day in age it is very important that children have experience with technology and are able to use digital literacy to learn. The things they learn will help them in the future as technology continues to improve.

2)

I believe to have effective literacy instruction one must include a variety of literacy types into a classroom.  All students learn in different ways, some may be visual learners and others could be environmental learners. It is important to make sure lessons are appealing to all different types of learners. Now that I have learned more about these new literacies I will be able to easily spot these types of learners in my future classroom. If I ever see that is struggling I can find the type of literacy that appeals to this child and use it to facilitate their learning. By furthering my knowledge of digital literacy I may also be able to help struggling students by using a platform they are familiar with such as Weebly, or Flickr. The more I know about digital literacy the easier it will be to help my students.

I have learned that literacy is not just about reading and writing. Although it could be useful to some student, not all people can learn by just reading and writing. Some people learn from visuals, maps, graphs, and connections to the real world.  By adding these other types of literacies into my classroom I can make sure that all my students are learning in a way that is comfortable for them. They will even have a better grasp of the information because they actually understand it.

For students to develop their digital literacy they must know a few things about technology. They need to know how to work a computer or similar device. Most ways of explaining information digitally involves using the internet or some sort of computer program. It is important they know how to work a computer so they can focus on the task at hand. It is important that students are given support on how to use the technology before an assignment is given. For example if you are using Flickr you could bring it up on the smart board during class and show student how to use it. You could also have them do some exploring on their own.

For students to be able to develop geo-literacy they need to have some background on how the world works. They can use this information to make informed decisions on how they can protect Earth. They also need to have good judgment.  They need to know what a good decision is and what a bad decision is. To support student’s geo literacy learning you must allow them to be put in real life situations. For example, allow them to decide whether they should recycle a glass bottle or throw it away. Allow them to go over the positives and negatives of the situation and make a decision based on that.

Final New Literacies Reflection

CONCEPTUAL UNDERSTANDING

My conceptual understanding of literacy has changed and evolved since the beginning of this class. I've learned through class readings, discussions, videos and projects that each literacy type has more dimensions then you first might think. From reading a classmates project about visual literacy I've discovered that literacy is more than just viewing pictures, videos but how those materials are presented such as colors, shapes and clarity as well as how those images are viewed due to these detailed differences.

This thinking was also seen when researching about Geo-Literacy. I learned that it’s more than just viewing a map and pictures but connecting the picture with a place and how inter connected and diverse the world is depending upon where you live.  Geo-literacy is extremely important because it’s helping students think outside themselves and their place in the world but how they affect those around the world and vice versa. Also students start to realize that each of their classmates are unique individuals that may have had different experiences/ lived in a variety of places become coming to their specific class. When you teach using Geo-Literacy it doesn't mean you have to connect the activity to geography but relating the information such as a story from a book to other children’s lives around the world.

Using my digital literacy of Flickr has also informed my understanding of technology and how extensive a tool such as Flickr can be. There are so many variations to use when opening up to the use of technology. You have to make the decisions of how much is enough such as use in the classroom and for class projects. My literacy group talked a bunch about using our Geo Map for posting photos for a homework assignment as well as the teacher using the site to organize a unit of study and all the pictures that visually show the children the places. Flickr has many applications that we didn't get to use such as video use and adding comments to the pictures. I've learned that the teacher needs to have explicit clearly defined directions when using a form of technology to insure proper and productive use.  

Classroom Implications

          As I said up above to provide effective instruction the teacher needs to clearly explore and discuss the technology with the entire class. Have the students ask questions and explore the literacy and technology before assigning the assignment of posting photos on the site. Teach the children about safe internet use, what is appropriate and expected depending upon their grade. Show examples to the class, model the use etc. Through these repeated practices and exposure students will become educated, responsible when using technology and will be set up to explore new topics and enhance their literacy. Students will also need support in the various subject areas in order to be successful. For my literacy project I researched the Seven Natural Wonders of the World. In order to use this topic for class students will have had to have previous exposure, lessons discussing this topic or understand what a map is for posting photos. There needs to be some prior understanding of Geography and the world in a general sense before adding more material. I would slowly scaffold the children before assigning use of Flickr. I would first provide in class activities that introduce the new strategies of presenting the information in a map format with pictures then giving the students a chance to make their own versions.  If students just read a story in class about one of the natural wonders scaffolding and introducing the other six wonders would be a good way to connect the new and old information in one assignment. 

Chern New Literacy Blog

New Literacy Entry Blog

Christine Chern

            Before the project, I was only familiar with the traditional reading and writing literacy. After I read through the different definitions and activities involved with each literacy, I realized that there are many more literacy than I know. Even though I have not heard of the terms, such as geo-literacy and emotional literacy, I am not a stranger to these types of literacy at all. Throughout the years in school, I have had experience with learning about all of the literacy, but not so much with digital literacy. After exploring the different technologies, I realized that a lot of literacy can be taught together across several subject areas. For example, visual literacy may seem appropriate in art or language arts at first impression. However, it can be used with maps, symbols, visual aids, and so forth in math, social studies, English, and even science classes. 

            I enjoyed learning about Weebly and how I can use it to make it accessible for students. It has a variety of features, where I can include descriptions with the pictures, embed videos from YouTube or clips that my classmate or I made, add links, and create blogs for students to comment on. These features not only allow students and me to become more digitally literate, they also give us the chance to be involved and engaged in the target literacy with the technology (visual literacy in Weebly). With the incorporation of traditional literacy with visual literacy, it will be a lot more time-consuming and less interactive. While traditional literacy is more text-based, digital literacy allows a variety kinds of features and technology to be incorporated, which can be fun, engaging, and motivating.

The usage of technology helps enhance student learning. Because there are so many free to low cost resources available on the internet, lesson plans can be implemented to fit more diverse students’ needs. For instance, students who struggle with reading literacy may find success in pairing up with visual literacy, because the visual aspect will help them understand and become more comfortable with reading. This is the reason why we have a video paired up with written text about what visual literacy is in our Weebly website. 

The digital literacy may be effective or problematic for students. Like I mentioned, digital literacy is useful, because there are many resources available, where students can explore the topic and become more involved and engaged with videos, pictures, surveys/questionnaires, and posting comments. However, the social literacy aspect may also be an issue if the students have become dependent on technology-based communication. Thus, it is essential that the instructor incorporates both traditional and digital literacy for students to be literate in all types of communications as well (face-to-face, blogging, etc.). Students should never become skilled in one type of literacy and lose the fluency in other types of literacy. It is more ideal that teacher equip students to become knowledgeable and fluent in different areas of literacy in a variety of ways, whether digital and/or traditional. 

Furthermore, for students to become digitally literate, they first have to have a computer to be able to practice and explore the technology. However, not all of the students can afford a computer. Thus, not many of them will know the basic computing skills either. To assist students, teachers can provide computer lessons and computer time for students to become fluent in using technology before implementing digital literacy in the lesson. Similarly, visual literacy may not be “natural” for students without exposure or experience. Because visual literacy can be used for all subjects, it really depends on what the goal or objective of the lesson is. On the one hand, if visual aid is taught to younger students, they might simply need observation skills. They can play games, like finding the difference (posted in Weebly). On the other hand, the teacher can teach visual aids for students to use in an English class. Before teaching it, students will need to develop some kind of communication skills (verbal, written, gestural, etc.). They will then be able to write and express their thoughts (communication) well.

Geo-Literacy: Flickr

Becoming literate in Geo Literacy includes understanding how the world works, how our world is connected, and how to make well-reasoned decisions. There are three parts that are a focus; understanding human and natural systems, geographic reasoning, and systematic decision making. Becoming literate means having skills that can be applied to help understand ones surroundings, create, critique, analyze, and analyze texts such as graphs and maps.

The traditional literacy’s are all utilized while carrying out Geo literacy. Learners use their skills of visual literacy to understand pictures, materials etc, as well as understanding their environment around them.  They have to write/draw models, read about the world and vocalize the knowledge they have to explain their understanding.

The content I’m learning about is that the skills learned through becoming Geo literate are becoming more aware by developing the skills and knowledge to help make educated decisions that will affect the planet. I've learned that this literacy is not only about the knowledge of the world but how people and things interact in it, relationship shared. Interconnected world that ties all our decisions together which all have a lasting impact on the future.

Some strategies I found to help develop Geo literacy before middle school are explore different homes from around the world and talk about the differences, talk about different cultures notice similarities and differences, check out various biomes, create, study and follow maps to get the students involved and thinking.

To study Geo Literacy I am using Flickr which is a photo sharing website. This technology is very useful especially when talking about my focus literacy, geography. The technology has the option to post the photos on a map which could be shared with the entire class. Everyone adds to the class map and the students will start to see people, things and conflicts in a global manor. The students can think outside themselves and more towards the similarities and differences they notice when compared with themselves. This website is a way to organize many different Geo activities and projects. Separate groups can be created to locate a particular characteristic, land form etc that the class is researching. Another feature is the chat option which allows classmates to post their questions, answers etc for the class to see and the teacher can answer. The material and skills being used to create maps with pictures will help create more of a meaningful connection to the material. 

Geo-Literacy and Flicker!

I have realized that I really enjoy learning about geo-literacy. It is a great way to learn and discover new things about the world around you. Two things that come up in almost all of our definitions of literacy is the ability to read and write. When you think about it geo-literacy really does not involve the ability to read or write. Of course it would be useful to be able to read about geography but it is not critical. Geo-literacy is about knowing how the world works (both physical and social), how the world is connected, and the ability to make decisions to help the Earth. For example, you can look at a map of the weather and know what is going on without reading or writing. Geo-literacy has a lot to with viewing and occasionally some reading. Most of geo-literacy has to do with thinking, making connections, and your physical actions. You need to make connections of how the world works and what steps you need to take to protect it. From what I have learned so far it seems like geo-literacy could be a stepping stone towards reading. Geo-literacy allows you to gain knowledge without actually having to read. By looking at pictures, graphs and diagrams and you can see how different things appear on Earth and can help you make connections.

My digital literacy has improved since we started this project. Before we started this I had no idea Flicker even existed. Now I am learning all about the site and what it has to offer. So far I have learned how to start a project and how to invite other group members. I have also learned how to add pictures to a map. Flicker could be very useful when teaching children about the continents and how they differ. Instead of using a book as a visual you can use a picture map created on Flicker. The kids can interact with this site and click on all the different pictures instead of a teacher just reading a book. When using the Flicker Picture Map the only real traditional literacy being used is viewing. The students can look at the pictures to make connections with their lives and find similarities and differences. I can see my field placement students loving an activity like this. They enjoy learning about other places and because this activity requires very little reading my first graders, kindergartners and even preschoolers can benefit from this technology. They may be learning without them even realize they are learning!

Visual Literacy Through Weebly

In becoming “literate” in visual literacy, in my opinion, it means that the person is able to interpret the different visual images, objects, and actions in an environment, without limitation of one single meaning. The only difference between the traditional and my own definition is that visual literacy can have several layers of meaning, which could vary among individuals’ perspectives, because no one will have exact same experiences.  My initial thought of this type of literacy is that it is only used in advertising or marketing, but it is only one area of the wide-range of visual literacy. As I become more familiar with visual literacy, I have learned that it can also be used as strategies in other subject areas to help organize our thoughts. In other words, it is not only used to represent a concept or multiple meanings. It can also be used with written words for organization of thoughts and ideas. The Periodic Table of Visualization Methods (http://www.visual-literacy.org/periodic_table/periodic_table.html) is a useful source for identifying the types of visual literacy and how they can be used. If I were teaching students about visual literacy, I would have to make sure retrieving from their background knowledge is a habit that they always do, because it relies heavily on prior knowledge, and information that they slowly build up with academic, social, cultural, familial, linguistic, and personal experiences. In this way, they would be able to have an extended knowledge to relate and make more connections to the visuals that they observe. 

Weebly, the technology that we are using for teaching visual literacy, is useful because it has several features we can use and make it interactive for the students. Some of the useful ones are YouTube videos, web links, images, and blog posts. We can use these features to post resources and activities for students to work on. The blog posts are also effective for discussions and getting to know what the students are thinking about the activities, resources, and even articles about visual literacy. Furthermore, the blog feature allows the instructor as well as the students to make comments on one another, in which students can have the opportunity to help and explore with their classmates. These features allow students to use their different senses and skills, such as reading, writing, listening, interpreting, communication, and social skills. Some features still overlap with traditional forms of print, like reading an article, and writing responses. As I work through the features though, I feel like the students and the teacher may be too dependent on technology. Thus, some time may be needed for classroom discussion, rather than communicating through Weebly, so that students do not become more technology-oriented and less socially active in person.