Synthesis:

Jetton: I really enjoyed this section as it made me examine how I create and teach my own curriculum. I think one of the biggest concepts that stood out to me was that students are aliterate—that they choose not to read and write. I think, though, that incorporating some of the strategies outlined in the chapter could potentially alleviate the issue. One of the easiest ways to get kids to want to read and write is to get them interested, and as a teacher, it is our job to engage them. The Jetton text states that “…the concept of the purpose of literature is that literature is written by people through the ages in an effort to share with readers a glimpse into the human condition at that one place and time” (143). I think that if we can impress this upon students and find ways for them to connect with the text, we will be successful in getting students interested in reading and writing. 

The authors outlined a plan that allows students to successfully connect with the text while also learning critical reading skills. Before reading, they stressed that it is important to not provide too much background knowledge to the students so that they don’t enter the text with preconceived notions. They also state that the themes should be presented prior to reading so that students have a purpose for reading. During reading, students need time to focus on reading and connecting with their text.  Once they finish reading their section, then they can discuss connections, theme, and other literary elements with their peers and teacher.  After reading, there needs to be a meaningful summative assessment which does not include a multiple choice test.  They suggested a multimedia project incorporating the focus of the discussions.

Hinchman I thought the sourcing, contextualization, and corroboration technique outlined in the text could easily be adapted for any subject. They used focused on the use in science and social studies, but I think it could be adapted for ELA when looking at the validity of various sources. It is an effective strategy for all levels, helps struggling readers improve, and helps students write better.

Text-to-self: When we started our literature circles this year, we did not provide much background knowledge to students other than brief descriptions of the book as well as the theme that all the novels. It has been fun seeing them connect to the text through theme and other during-reading activities. After reading a section, they complete a reflection sheet which asks them for a summary, connections to the text, an illustration or symbol (depending on which we’re focusing on), a favorite quote, and an examination of diction. We had a few ideas about an end project, but we are going to have them use technology to create a presentation about the symbolism in their novel.

Text-to-text: Most books regrading literacy talk about the importance of making connections and it’s relationship to student success.

Text-to-world: I worry that a lot of what (& how) we are pushed to teach will continue to push students to the aliterate status.  There are so many things that we know we have to teach that we sacrifice quantity for quality.  Really, though, if students have the opportunity to connect to text, write about something they’re passionate about, they feel more competent and successful and are more willing to branch out to other types of texts and writings.