When reading this chapter, I encountered a lot of old thoughts and observations put into
words. I often use the mentioned strategies in my daily readings of newspapers,
magazine articles, and class readings but I never put those ideas into theories with
descriptions. This chapter really helped bring these theories to life for me. Using the
‘keys’ to help students unlock connections is huge in literacy in the English classroom
because often students are reading diverse texts that are not easily comprehended.
For example, you may be teaching a unit on Shakespeare and you come across the
story of “Romeo and Juliet,” we all know this story at least parts of it but it is
relatable to real life? How do we get students even more engaged with the story and
the old English used in the story? Using the ‘keys’ to unlock student’s previous
knowledge about the content may come from history and studying London during
the Scientific Revolution and the 30 years war. Using these “keys” the students
should be able to make connections between Shakespeare and the physical location
he was writing in, this may draw some deeper connections as to the characters in his
writings or the locations he reference.s or maybe even the circumstances that
brought about their families feud. At the very least using this literacy strategy can
help students better remember the story and thus aide the students in
comprehending its more difficult sections.
words. I often use the mentioned strategies in my daily readings of newspapers,
magazine articles, and class readings but I never put those ideas into theories with
descriptions. This chapter really helped bring these theories to life for me. Using the
‘keys’ to help students unlock connections is huge in literacy in the English classroom
because often students are reading diverse texts that are not easily comprehended.
For example, you may be teaching a unit on Shakespeare and you come across the
story of “Romeo and Juliet,” we all know this story at least parts of it but it is
relatable to real life? How do we get students even more engaged with the story and
the old English used in the story? Using the ‘keys’ to unlock student’s previous
knowledge about the content may come from history and studying London during
the Scientific Revolution and the 30 years war. Using these “keys” the students
should be able to make connections between Shakespeare and the physical location
he was writing in, this may draw some deeper connections as to the characters in his
writings or the locations he reference.s or maybe even the circumstances that
brought about their families feud. At the very least using this literacy strategy can
help students better remember the story and thus aide the students in
comprehending its more difficult sections.
Word Count: 242, cross curricular literacy (History, English)
Because you can't go wrong with Taylor Swift
Enjoy :)
Hello Brittany!
ReplyDeleteYour post drew my attention because I believe we have a mutual liking for the concept of giving students "keys" to better comprehend a reading. All children who enter our classrooms will come into it with prior knowledge or schema about our subject matter, but it is our job to provide clues or keys to, as you said it, "unlock connections". Giving a student a reading assignment in math may throw them off, but little to their knowledge, we are providing them with material that will help to build upon their existing schema and make them experts in our classes.
(100 words)
Yeah. Notice how well the authors do this with analogies.
DeleteThanks for the music break!
ReplyDelete