Chapter One: Literacy Matters

Before Reading:
1. Write an autobiographical reflection in which you recall middle and high school
teachers (no names used) whom you believe were effective and/or ineffective. What
strategies did the teachers use that engaged or disengaged students? Following the
written assignment, divide a chart into two columns: Effective Strategies and
Ineffective Strategies

One of my favorite things that my 9th grade literature teacher did was place students in literature circle
groups. It gave students time to talk in small groups, and engage in the text however they wanted
(although there were guidelines and procedures). It gave all students the opportunity to talk and discuss
what was important to them. The teacher was vibrant and excited about the book, and she would walk
around to the tables and talk to the students about favorite moments, confusing parts, and possible
predictions. My 8th grade reading teacher did something similar, except that we got to pick a book from a
selection to read with a group. We worked with historical fiction, graphic novels, and short stories. The
variety was engaging.

My 10th grade reading teacher used to make us popcorn read in class. It was something that I hated
because I was always anxious to read in front of the class. It wasn’t personal, and I remember associating
reading time with anxiety. I’ve also had a teacher give reading guides, where students have to answer
questions about the facts of the book as they are reading for homework. I understand how this can be
beneficial, but it can be tedious and busywork for students who do not struggle. Especially if there are a
lot of questions and they’re graded.

Effective Strategies Ineffective Strategies

Literature Circles ONLY whole class discussion
Student Centered Discussion Teacher Decided Discussion
Variety of texts Reading irrelevant/uninteresting
nonfiction articles

2. What is content or disciplinary literacy? Why is it important that content teachers

integrate effective reading, writing, thinking, and communicating strategies in the
classroom?

Wiens RDG 323 Fall 2018 Digital Journal

Disciplinary literacy is the ability to change your mindset and read from the perspective of a real
person, in a real situation, and connect to real world events. This is highly important across all
curriculums because it helps student develop critical thinking, multiculturalism, and perspective.
These skills affect the lens in which we see the world, as well as they way we interact with it.
They are the basis of human interaction and involvement.

3. Why are you taking this course? What goals do you have for the class, in order to
have a positive experience this semester?

I feel like this class is relevant because literacy extends beyond knowing how to read and
write. In this class, I hope to learn new strategies and activities I can implement in my
classroom to encourage literacy. Leaning concrete activities to bring into the classroom
would be very beneficial.

4. Work in a small group to complete the following anticipation guide:

True Statement False

Reading instruction in False because reading is a

middle and secondary necessary part of the learning
schools is unnecessary. process.

True because in order to learn Content area teachers

the material, students must do should expect students to
readings. read their textbooks.

True because that is the The primary role of the

purpose of the course, but content area teacher is to
literacy may be an avenue to teach subject matter.
achieve this.

While Reading

1. Read pages 10 - 18. Define the following terms: content literacy, disciplinary
literacy, new literacies. What are the similarities and differences between these
terms?
Content Literacy:
 Content knowledge
 The curriculum

Wiens RDG 323 Fall 2018 Digital Journal

  Resources, strategies, activities
Disciplinary literacy:
 How experts within a discipline area, write and think
New literacies:
 New ways technologies can help reading and comprehension

2. Two Column Notes

Read pages 18 - 23. Use the two column note sheet to keep track of 3-4 essential ideas
from the chapter. In the first column record a quote or direct phrases from the text in
the second column record your personal response

What the Text Says Why it Matters

“Good readers: Have clear goals in
mind for their reading and evaluate
whether the text, and their reading of it,
is meeting their goals” (23).
“Students benefit from exposure to
different types or genres of texts (e.g.
informational and narrative texts)”
(23).
Teachers designing reading activities
with purpose, and reflecting on them
(19).
It’s important for the teacher and
students to write down and establish the
Purpose of their reading, so students
have a goal to accomplish. It’s not just
mindless reading.
This makes literacy dynamic and
engaging and creates a diverse reading
classroom.
As a teacher, reflecting is critical. It
helps you align your purpose and goals
and identify successes and
shortcomings. It is key to becoming a
growing teacher.

3. Reread the paragraph on page 21: A Plan for the Improvement of English
Spelling. Describe some of the strategies you used to read this paragraph. How would both
excellent readers and striving readers each attempt to comprehend this type of academic
text?

I found myself using several strategies as I read the paragraph. The biggest one was rereading. I
read the same sentence 2-3 times until I understood the meaning or general concept. I also
visualized what the changes and words looked like-I tried to picture it in my head. Lastly, I

Wiens RDG 323 Fall 2018 Digital Journal

mouthed the text while I was reading, silently reading aloud. I think these are great strategies to
use, and I believe all students can benefit for these.

After Reading (To be done after Wednesday’s class)

Place yourself in the role of a staff developer in your school. Write an email
(roughly three paragraphs) to teachers, using your powers of persuasion,
explaining the need for incorporating literacy instruction to content area
classrooms. Do your best to convince your readers that content area teachers
need to go beyond assigning and telling.

Dear teachers,

As the beginning of the school year begins, I wish you luck and extend my encouragement.
However, I also challenge you to be reflective, purposeful teachers. In our recent professional
development meetings, I challenged you to consider how you, as a teacher, implement literacy
activities and techniques into your own classrooms. To be an effective and growing teacher, go
beyond assigning and telling, and provide a rich and interactive experience with reading.

For those of you who are ELA and History teachers, engage in Pre-reading, During-reading, and
After-reading activities. Focus on structure of the texts, consider context and perspective. Use
these lenses and contextual understanding as a foundation to create meaningful discussion and
interaction in the class.

For those of you who teach science and math, this is equally important. Literacy is embedded in
reading graphs, charts, and equations, and using the prementioned skills can help students grow
confident in reading within the content area. Have students notice things about the graphs and
equations—notice structure and features. Find meaning in these.

Whatever your content area or what you teach, teaching literacy is beneficial. It improves
understanding, comprehension, and critical thinking.

Please consider these techniques and explore some more ways to improve literacy in your
classroom.

Thank you for all that you do!

Aubrey Rychen

Wiens RDG 323 Fall 2018 Digital Journal