Derrick's Post for 3/23

Reading History: A Practical Guide to Improving Literacy

Chapter 2: Providing Ongoing Support

                  In Chapter 2, Allen emphasizes that literacy comprehension is the key for students’ understanding of history related-texts, such as historical fiction, periodicals, biographies, diaries, documents, reports, and documentaries.  Freebody and Luke (1990, 7-16) explained that in order for students to become independent readers they must familiar with four broad roles, which are Meaning Maker, Code Breaker, Text User, and Text Critic.  It’s not only important to know these tools but how and when to use these tools when encountered with diverse types of historical texts.

                  One strategy I found intriguing was Exclusion Brainstorming, which is an instructional group exercise to help students build up their vocabulary.  After completing a reading assignment students would be given a vocabulary worksheet.  Students would first be instructed to circle words that correspond with the topic then cross out words that don’t.  In order to finalize their vocabulary list students would have to add words they believe correspond with the unit.  By discussing this in groups students will learn how to define new and unknown words, clarify word definitions by looking by at the text, and figure out which content words belong.  If I were to do this strategy I would alter it by incorporating another question or two linking it to the Word Wall strategy.  Therefore, students would be asked to evaluate and explain which words they believe are essential throughout the unit.

                  I recently witnessed my CPD instructor use the Narrative Text strategy.  He used a newspaper article written during the Great Depression, which gave examples of the tough situations people were facing.  The author stated how when he visited the south farmers had such a surplus, due to not enough people buying their goods, they had not choice but to throw it out.  While in industrial cities, like Chicago, children were starving because they couldn’t afford to buy anything.  The author also mentioned how in the west people during the summer were starting fires only to put it out themselves in hopes of getting a job with the fire department.  The author ended the article by foreshadowing a revolution by the people demanding change if the government didn’t step in and do something to stimulate the economy.  Since this was the first time students were asked to read and analysis the article they struggled, but understood a good amount.  While students were working I overheard groups trying to make connections to the text and previous reading, which surprised me.  Afterwards my mentor reviewed it with the class, really helping students further comprehend the meaning of the article.  Students found the article interesting because it was a primary source they were able to relate to their own lives.

                  This chapter has a lot of rich strategies I personally liked because it encourages class and group discussion.  I believe that this is a kind of unwritten requirement needed in social studies classes otherwise it’ll just be a teacher lecturing, resulting in a huge discourage of interest from students.