the right to literacy in secondary schools2

03/08/2010 Dr. S. Jenkins REED 502 Spring 2010

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THE Right TO Literacy IN Secondary Schools

CREATING A CULTURE

OF THINKING

EDITED BY Suzanne PlautFOREWORD BY Theodore R. Sizer

Marcia Morris Introduction & Part I

(11-61)


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Literacy as a Civil RightIf we do not educate our students,

we rob them of a future o Literacy is used to give students

the “ability to use his or her intelligence to make sense of and engage with the world” (Introduction, p. 1)


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Literacy as a Civil Right cont.

“ Literacy enables students to have a voice, take a stand, and make a difference ” (p. 2)

• Literacy encourages students “ to probe, challenge, push, and question ” (p. 14)

• Students who do not read, do not think, those who do not think, do not question, those who do not question fall for anything


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Literacy as a Civil Right cont.Literacy opens the door to being aware of

things in the world

• Students are more aware of their surroundings and events

• They are more favorable at interviews and can hold conversations


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Gettin’ It

Introducing a new topicUse a KWL chart and discuss responsesHighlight what will be covered and most importantIntroduce vocabulary- begin to use the languageDo not spend a lot of time readingcover essential information and discussCompare responses and make constructive argumentsMake sure everyone is heard and feels respected


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Gettin’ It cont.

Extend your timeAlthough tests are important, it as just as important to spend time making sure students are really gettin’ itHold discussions; to get students to begin to question and evaluate even in core subjects (p. 15)Be a participant in the discussion and take minutes Students will begin to rethink things they have said


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Making the connection

No matter the content area, literacy is important

o As a science teacher, students are challenged regularly to (p. 3):

actively engage in conversation- find reading level and student friendly resources on the topicThoroughly think – think before presenting your argument and make it connect


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Making the connection cont. Discuss what they have read- for a deeper understanding, students should be encourage to discuss core concepts to compare ideas

Increase their independence- allow student s to make mistakes; allow them time to make the content personal


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Making the connection cont. Move beyond the

classroom• Access- find information

outside of the class to show connections; find the most recent and reliable sources utilizing tools students will appreciate including electronic tools

• Power to participate in a democracy- in my class students wrote to elected officials about pollution and ways to save the planet


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Ms. Morris’ class Have students analyze

• Consider other ways of thinking

• Participate in discussion- improving social and communication skills

In my class, I… (p. 53-55)• Encourage students to

question everything. By questioning, they aren't afraid of the information and are open to more information or ways to think.


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A Collaborative Effort

Work with your colleagues, not against them o Although I teach Science, I invest in engaging

students in real thinking, reading, writing, and discussion (p. 5)

o I work with the history department to link original inventions and the inventors to technological advancements of today


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A Collaborative Effort cont. • Hold each other

accountable, but be patient• Students need to see a

cooperative effort amongst staff including administration

• Motivating students, and providing additional support to everyone increases their success (p. 31)


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Thank You

the right to literacy in secondary schools2

Education