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Using Children's Literature as a Resource Within Middle Grades Social Studies Curriculum 在中学社会课程中运用儿童文学资源
Georgia Journal of Literacy Pub Date : 2010-03-30 DOI: 10.56887/galiteracy.70
C. Draper
{"title":"Using Children's Literature as a Resource Within Middle Grades Social Studies Curriculum","authors":"C. Draper","doi":"10.56887/galiteracy.70","DOIUrl":"https://doi.org/10.56887/galiteracy.70","url":null,"abstract":"Many of us remember sitting in a social studies class simply reading from a textbook, answering comprehension questions, reciting mere facts and dates, and taking a weekly test. Most of us remember hating this course for those very same reasons. For many middle school students, social studies are \"a fragmented, hit-or-miss portion of the curriculum often lacking in roots, continuity, personal relevance, and comprehension of the multiple causes and effects of historical events\" (Perez-Stable & Cordier, 2000, p.23). As a social studies teacher, I felt that it was time that this disenchantment with history was put to an end. One method that worked favorably with my 7th grade history students was to incorporate children's literature into my social studies curriculum. Children's literature can be utilized at multiple levels in a wide variety of classroom settings (Villano, 2005) and proved to work especially well in my middle school social studies classroom.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130876276","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}
引用次数: 0
Critical Literacy: From Theory to Practice 批判素养:从理论到实践
Georgia Journal of Literacy Pub Date : 2010-03-30 DOI: 10.56887/galiteracy.71
Katie Simon Kurumada
{"title":"Critical Literacy: From Theory to Practice","authors":"Katie Simon Kurumada","doi":"10.56887/galiteracy.71","DOIUrl":"https://doi.org/10.56887/galiteracy.71","url":null,"abstract":"As an educator, I have always had a passion for teaching students diverse in their language, culture, and socio-economic status. Beginning with my pre-service teacher education, and continuing now with my graduate studies, my goal was to learn all that I could about teaching literacy so that I could reach each of my students. My belief was that by teaching them to read and write, they could become and do anything they wished, regardless of their economic or cultural background. Through a variety of experiences with students in urban schools and a deeper understanding of the systemic and historical inequities that exist for students who are linguistically or culturally diverse, I began to question if teaching my students to read and write was going to be enough to allow them to achieve in a system that continues to hold them back (Shannon, 1995). Research continues to show that because schools receive different levels of funding and resources, this creates different opportunities for students who attend schools in low socio-economic neighborhoods. Even when educational opportunities are adequate, the realities of the current global economy and systemic racism affect life opportunities of poor and minority students (Gee, 2008; Nieto, 2001).","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132105926","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}
引用次数: 0
Can Digital Storytelling Improve Literacy Outcomes for Students with Autism? 数字讲故事能提高自闭症学生的读写能力吗?
Georgia Journal of Literacy Pub Date : 2010-03-30 DOI: 10.56887/galiteracy.73
Brent Daigle, Margaret-Mary Sulentic Dowell
{"title":"Can Digital Storytelling Improve Literacy Outcomes for Students with Autism?","authors":"Brent Daigle, Margaret-Mary Sulentic Dowell","doi":"10.56887/galiteracy.73","DOIUrl":"https://doi.org/10.56887/galiteracy.73","url":null,"abstract":"This investigation aimed to determine how Digital Storytelling impacted the academic performance and social interactions of a sixth-grade female student with high-functioning Autism. This study was conducted over three weeks in the Gulf Coast region of the United States. Qualitative methodology, using an inductive approach informed by grounded theory, was employed throughout this exploratory case study. This paper concentrates on academic learning, literacy acquisition, and social skills associated with this holistic intervention. Active participation, increased engagement, and critical reflection were identified as the most important factors that contributed to the success of Digital Storytelling within the context of this investigation. Guidelines for classroom implementation are considered, with recommendations offered for future research and practice.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"150 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132346633","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}
引用次数: 1
Project Pen Pal A Win-Win Service Learning Project for College Students and First-Grade Children 笔友项目:大学生与一年级儿童双赢的服务学习项目
Georgia Journal of Literacy Pub Date : 2010-03-30 DOI: 10.56887/galiteracy.74
M. Haney
{"title":"Project Pen Pal A Win-Win Service Learning Project for College Students and First-Grade Children","authors":"M. Haney","doi":"10.56887/galiteracy.74","DOIUrl":"https://doi.org/10.56887/galiteracy.74","url":null,"abstract":"This study explores a pen pal project in which college students studying human development are matched with first-grade students beginning to learn letter-writing skills. Analyses of college student final reports indicate that this project facilitated learning by offering an enjoyable authentic learning experience. Furthermore, teacher reports indicated that the first-grade students were highly motivated by the pen pal experience. Recommendations for further developing a pen pal service learning activity are provided.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117031956","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}
引用次数: 0
Tapping Students' Popular Culture Interests Through an Elementary School Newspaper 通过小学校报挖掘学生大众文化兴趣
Georgia Journal of Literacy Pub Date : 2010-03-30 DOI: 10.56887/galiteracy.72
Andrew Huddleston
{"title":"Tapping Students' Popular Culture Interests Through an Elementary School Newspaper","authors":"Andrew Huddleston","doi":"10.56887/galiteracy.72","DOIUrl":"https://doi.org/10.56887/galiteracy.72","url":null,"abstract":"This article examines one teacher's experiences sponsoring an elementary school newspaper, the Whirlwind News. The school newspaper provided a means by which the teacher incorporated the student-centered, project-based instruction advocated by educational theorists such as John Dewey. Although the political climate in which the teacher taught focused largely on standards and high-stakes testing, the Whirlwind News served as a venue for authentic literacy, tapping students' popular culture interests. The logistics of funding and creating the newspaper are briefly described, and several students' examples of everyday literacies are examined. The relationships formed through students exploring and sharing their interests created a welcoming environment where both personal and academic growth could occur.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114635290","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}
引用次数: 0
The Five Components of Reading Workshop: Preservice Teacher Learning From Literacy Practitioners 阅读工作坊的五个组成部分:职前教师向识字工作者学习
Georgia Journal of Literacy Pub Date : 2009-10-30 DOI: 10.56887/galiteracy.83
Sharry M. Sackor
{"title":"The Five Components of Reading Workshop: Preservice Teacher Learning From Literacy Practitioners","authors":"Sharry M. Sackor","doi":"10.56887/galiteracy.83","DOIUrl":"https://doi.org/10.56887/galiteracy.83","url":null,"abstract":"During the fall semester of each school term for the past four years, I have taught an Early Childhood reading course at Albany State University. This is a graduate reading course, which was realigned in the fall of 2008 as a reading endorsement course. Initially, there were several options for completing the major assignment for the course, one of which was to conduct a reading workshop. The first year an individual student presented one for her fellow classmates. The second year the students asked if they could present the workshop as a group project. I thought that was a good idea and provided them with an audience: pre-service teachers who were enrolled in my content area reading course and my children's literature course. Since that time, I have made the group presentation of the workshop a requirement. Each year the presentations get better and better. The students have elected to present \"The Five Components of Reading\" workshop because it is emphasized in their reading endorsement course, which is relatively new to our campus. The National Reading Panel (2000) concludes that the five components (phonemic awareness, phonics, vocabulary, comprehension, and fluency) are essential elements for teaching students to learn to read. This article describes how my students used the panel's conclusions and recommendations from Armbruster, Kehr, & Osborn (2003) to design and present the 2008 workshop -- \"The Five Components of Reading.\"","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121060264","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}
引用次数: 0
University-School Partnerships: A True Story of How They Work and Who They Help 大学与学校的合作:一个关于他们如何工作和他们帮助谁的真实故事
Georgia Journal of Literacy Pub Date : 2009-10-30 DOI: 10.56887/galiteracy.81
Loleta D. Sartin, Vicki L. Luther
{"title":"University-School Partnerships: A True Story of How They Work and Who They Help","authors":"Loleta D. Sartin, Vicki L. Luther","doi":"10.56887/galiteracy.81","DOIUrl":"https://doi.org/10.56887/galiteracy.81","url":null,"abstract":"University researchers are calling for partnerships as a way to improve PK-12 schools and their own teacher education and school policy research (Via, 2008). Amongst the approximate 107,235 people graduating with a degree in education, many are in need of additional support and best practice acquisition (NCES, 2007; Darling-Hammond, 2000). Henderson, Mapp, Johnson, and Davies (2007), in their book Beyond the Bake Sale, postulate that partnerships and student achievement are closely linked.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130918440","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}
引用次数: 0
An Efficient Reading Diagnosis and Effective Intervention Plan Provides Answers for Parents and Teachers 有效的阅读诊断与干预方案为家长与教师提供答案
Georgia Journal of Literacy Pub Date : 2009-10-30 DOI: 10.56887/galiteracy.82
Sally Averitt Miller, Jeffrey T. Conklin
{"title":"An Efficient Reading Diagnosis and Effective Intervention Plan Provides Answers for Parents and Teachers","authors":"Sally Averitt Miller, Jeffrey T. Conklin","doi":"10.56887/galiteracy.82","DOIUrl":"https://doi.org/10.56887/galiteracy.82","url":null,"abstract":"Is there really hope for my child? He is in third grade and still reading below grade level. Yes, there is hope for children who are reading below grade level. Case study after case study document grade-level advances for struggling readers. The case study addressed in this article advocates early identification and is built on reading diagnosis and prescribed intervention. The following text demonstrates the case study procedures. A typical [and actual university-generated] case study using the diagnostic and intervention process is showcased.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125351212","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}
引用次数: 0
Organically Grown: Development of the Georgia State University Urban Literacy Clinic 有机种植:佐治亚州立大学城市扫盲诊所的发展
Georgia Journal of Literacy Pub Date : 2009-10-30 DOI: 10.56887/galiteracy.80
Lori N. Elliott, Nancy Lee Daily
{"title":"Organically Grown: Development of the Georgia State University Urban Literacy Clinic","authors":"Lori N. Elliott, Nancy Lee Daily","doi":"10.56887/galiteracy.80","DOIUrl":"https://doi.org/10.56887/galiteracy.80","url":null,"abstract":"As an hour and a half of literacy instruction, skills demonstrations, and discussion of course content concludes, someone calls out: “Here they come!\" -- and the energy in the auditorium-style clinic space skyrockets, fueled by movement, smiles, laughter, and most of all, by the electrifying eye contact between students and tutors. For the next hour and fifteen minutes, individualized tutoring sessions are taught while master-level teachers observe lessons and offer feedback to the new teachers. Doctoral students lead parents in workshops focused on family literacy practices, and the university faculty instructor monitors progress and videotapes literacy session segments for future instruction. This is a typical evening at one of many literacy sessions at the Georgia State University Urban Literacy Clinic (ULC).","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122206798","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}
引用次数: 0
Tricks of the Trade: Using Controlled Choice to Increase Student Engagement and Accountability 交易的技巧:使用可控的选择来提高学生的参与度和责任感
Georgia Journal of Literacy Pub Date : 2009-10-30 DOI: 10.56887/galiteracy.84
Katie Greene
{"title":"Tricks of the Trade: Using Controlled Choice to Increase Student Engagement and Accountability","authors":"Katie Greene","doi":"10.56887/galiteracy.84","DOIUrl":"https://doi.org/10.56887/galiteracy.84","url":null,"abstract":"With all of our bags bulging with familiar tricks and tools, I have found it difficult to engage all of my students all of the time. This year I decided that I needed to add a new trick to my bag. Therefore, I began to review research about student choice (Atwell, 1989; Graves, 1983) and discovered the importance of controlled choice, which allows for student choice within a set of standards-based parameters. While students are able to choose topics and genre, standards and learning goals are still paramount. Atwell, in her hallmark text In the Middle, explains \"Freedom of choice does not undercut structure\" (p. 15). Confident that this was the trick I needed, I chose to incorporate controlled choice into various writing activities throughout the year.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132131682","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}
引用次数: 0
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