Writer's Notebook Post #4

We are just rocking through this Reading/Writing in the Content Areas class extremely quickly! We have now studied all three models required of the class, and all three involve an integrated learning/reading approach. (As a reminder these three models include Concept-Oriented Reading Instruction (CORI), Environment as an Integrating Context for Learning (EIC), and "Seeds of Science/Roots of Reading".) The citations for each of these models are referenced in Writer's Notebook Posts #1-3.

Reading and learning about integrated instruction has been a great experience so far, but I'd like to focus today's post, more specifically, on the idea of engaging cultures and literacies for learning. Norman Unrau, author of Content Area Reading and Writing: Fostering Literacies in Middle and High School Cultures (2008) believes that engaging your students' cultural and prior literary experiences and quintessential to their reading (and overall learning) success.

I happen to agree wholeheartedly with Unrau on this point.

On page 23 of his text, Unrau cites a list of seven principles that the International Reading Association (IRA) developed in 1999 as part of their "Position Statement" towards adolescent literacy. Numbers 6 and 7 on the list piqued my curiosity the most:

6) Adolescents deserve teachers who understand the complexities of individual adolescent readers, respect their differences, and respond to their characteristics.

7) Adolescents deserve homes, communities, and a nation that will support their efforts to achieve advanced levels of literacy and provide the support necessary for them to succeed.

To me, these are two of the MAJOR points that Unrau is emphasizing in his text.

In response to number 6, I think that this really speaks to the differentiation of teacher instruction. We truly need to meet our students where they ARE (not where we want them to be) and then challenge them appropriately. This means that not every child will achieve reading and content comprehension at the same level. It does mean, however, that every child has the right to success. In my opinion, every teacher should stand behind that statement 100%.

In regards to number 7, I feel that the community and school environment is crucial to student learning and student success. Students need to SEE that their teachers, their parents, their friends, and their overall community value a literacy-based education. I am saddened, for example, when I hear of teachers who never take time to read for themselves (even for leisure). How can we expect our students to accept and excel in literacy-based curriculum if we are not modeling those same practices ourselves? For that reason, I always discuss (usually when there's extra time at the end of class) the current novel or non-fiction book I'm reading. This shows the kids that it can be "cool" to read and that we, as teachers, don't just arbitrarily assign reading homework/assignments/projects. We believe that reading plays a true role in our students' educational development, and more than that, it's ENJOYABLE!! :)