Commonplace Book Entry #1 by

Source:

aprilobr — 2014-01-02 16:58:12 UTC

Beach, R., Thein, A. H., & Webb, A. (2012). Teaching to exceed the English language arts Common Core State Standards: A literacy practices approach for 6-12 classrooms. New York, NY: Taylor & Francis.

Partnership for 21st Century Skills

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Toolkit aligned with the Common Core State Standards

Literacy Practices Approach

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A literacy practices approach "builds on the knowledge and experiences of your students, draws on the worlds they live in, and connects those worlds to texts, language practices, and critical issues" (Beach et al., 2012, p. 6).

This approach requires teachers to relate content and experiences to their students in order for effective learning to take place.

It also encourages engagement in texts, as this approach says that knowledge isn't necessarily acquired by students, but rather is something students do.

THEMES

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RESOURCES

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Frameworks

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According to Beach et al. (2012), there are several curriculum frameworks for English Language Arts:

ELA as Literacy Skills
ELA as Content Constituting Shared Cultural Knowledge
ELA as Knowledge of Literary and Rhetorical Forms
ELA as the Use of Reading/Writing Processes or Strategies

Though these frameworks address various aspects of ELA (such as the composing process as part of the fourth framework), the literacy practices approach differs in its social aspect. It focuses on creating events for students. The authors advocate this approach.

Multiple Literacies

aprilobr — 2014-01-02 17:26:20 UTC

"Media and digital literacies are rapidly being recognized as more important for language arts teachers to address" (Beach et al., 2012, p. 38). Many students are familiar with literacies at home and among their peers, such as rap music, blogging, magazines, and more. The literacy practices approach takes into account the various literacies that students bring into the classroom.

Adopting a Literacy Practices Approach

aprilobr — 2014-01-02 17:40:50 UTC

Constructing classroom events and spaces for meaningful activities -> Common Core State Standards -> instruction in the use of literacy practices -> using literacy practices to change the status quo (Beach et al., 2012, p. 43)

Key Words

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Collaborating, synthesizing, connecting, constructing, framing, creating

Literacy Practices Approach in the 21st Century

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"As a teacher in the 21st Century, you may want to rethink familiar notions of classroom instruction, instead involving students as co-learners in a redefined workspace" (Beach et al., 2012, p. 74). This can be achieved in several ways. One example is to create a media lab in which students collaborate on a variety of projects, involving multiple literacies (especially a digital literacy).

In this model, students are not dependent on the teacher as the sole holder of knowledge. Rather, they work together to create knowledge.

Literacy Practices Grade by Grade

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It is important to recognize that students may not come to the classroom having achieved the previous grade's benchmarks. The CCSS does lay out standards in terms of grade level, but the authors of the text argue that language arts should be viewed holistically. Teachers should consider the needs of students when creating classroom events, as opposed to solely relying on the grade-level standards as prescribed.

It is also important to recognize that textbooks aimed at certain grades may not always be appropriate for a given set of students. Teachers should be aware that textbook companies aim to make a profit, and because of this, the content may not apply in all situations. Publishers include or exclude information based on buyers. The CCSS does not specify texts which must be used in classrooms, which gives schools and/or teachers flexibility.

SUMMARY AND REFLECTION

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Thoughts on Frameworks

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The various frameworks for ELA have pros, but seem to emphasize parts of the whole as opposed to looking at the subject holistically. For example, the Shared Cultural Knowledge framework fails to recognize diversity in literature (Beach et al., 2012, p. 23). Addressing the CCSS through the literacy practices approach allows teachers the opportunity to incorporate a variety of resources and literature to meet the needs of the students, as well as the community.

Literacy Practices Approach in Action

aprilobr — 2014-01-02 18:51:06 UTC

As stated in the text, connections between students' funds of knowledge and the classroom are crucial. I reflected on ways this could be done in my observation classroom. The students are beginning to read The Great Gatsby. An overarching theme related to the text is the American Dream. Students could reflect on their personal American Dream by creating multimedia presentations. They could also interview their parents or other family members about their ideas of the American Dream, and they could write compare/contrast essays. Finally, they could examine the social issues that could prevent them from achieving their personal American Dream and take action to address the conflict. For example, if a student wishes to attend a university, they could look at inequities in college acceptance and could write a letter to a congressperson to urge legislation to ensure equality.

Bloom's Taxonomy

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The Literacy Practices Approach and Bloom's Taxonomy

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In looking at Bloom's Taxonomy, the literacy practices approach seems to meet the following cognitive processes dimensions:

Understand - explain
Create - generate, produce
Apply - implement
Analyze - organize

It also moves past the factual knowledge dimension toward the procedural and metacognitive dimesnions.

Achieve the Core

aprilobr — 2014-01-02 19:24:00 UTC

Though grade level items should be viewed as suggestions (i.e. an activity for 6th graders may be appropriate for a given group of 8th graders or 5th graders, depending on the group), this website has many suggestions for lessons and classroom strategies.

Edutopia

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This article examines project-based learning, which aligns with a literacy practices approach.

Literature in the Classroom

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There are options for teachers to incorporate a variety of literature into their classrooms, as the CCSS provides for that flexibility. For example, there are websites that provide free downloads of books and audiobooks. One of these websites is http://www.booksshouldbefree.com/. Not only does it provide students with choices of literature that may apply to their funds of knowledge, it also gives teachers an easy way to differentiate and accommodate for different kinds of learners. Audiobooks are a good supplement for learners at different reading levels.

Student-Centered Learning

aprilobr — 2014-01-02 19:39:53 UTC