literacy inquiry assignment (survey results)
DESCRIPTION
PresentationTRANSCRIPT
Demographics
• Owosso Public Schools (from MI School Data)• Economically Disadvantaged: 61.6%
• Students with Disabilities: 13.5%
• Proficiency (MME 11th Grade):• Reading: 54.8%
• 13-14 Target: 64.14%
• Writing: 34%
• 13-14 Target: 48.68%
Observations of Owosso (from my placement)
• Little diversity
• Many students go on to attend 2 year colleges or trade schools
• Tight-knit community
• Infrequent parental involvement
Focus Class Demographics
• 11th Grade World Literature• 50 minute class
• English Language Arts
• 30 students: 17 males, 13 females
• Racial Makeup: 28 students white, 1 student African-American, 1 student Asian
• 5 students have IEPS• Accommodations are needed mainly for testing purposes
Survey
• Transition from literacy in the ELA classroom to real-life applications
• Literacy questions based around interests and hobbies
• Trying to expand literacy beyond “reading/writing”
Survey
• Outside influences
• Providing autonomy in the classroom by asking about their preferences
• Using single words to describe themselves
• Favorite word
Survey Results
• Views on reading and writing mainly from an academic standpoint• When you hear the word “reading”, what do you think of?
• Books
• Boring
• When you hear the word “writing”, what do you think of?
• Essay
• Papers
Outside Influences
• What does your family read at home?• 33% Magazines and Newspapers
• 31% “Nothing”
• What does your family write at home?• 56% “Nothing”
• 17% Communication Purposes (writing letters, emails, social media)
• “Nothing” indicate many students strictly see reading and writing as an assignment
Literacy
• What does the word “literacy” mean to you?• Writing and Reading
• Connecting the idea of literacy to their hobbies and interests• Can you be literate in your hobbies and interests?
• Definition of Literacy (created after survey results):• The ability to understand and explain the world around us through
the use of our skills and interests
Artifact Idea
• Taking the survey results into consideration, I wanted the artifact to be an introduction into the expanded thought of literacy• Also incorporating their own interests into the artifact as well
• Use of Informational texts
• Many students indicated they were familiar with newspapers and magazines
• Introduction to Dialogic Instruction as well
• Feedly.com
• Creating your own personalized newspaper based around your hobbies and interests
Artifact
• Students chose a newspaper/magazine article on Feedly based on their interests
• Summarize it
• It needed to have two sides to the story• Introduction to
Debate/Discussion
• Feedback on Feedly
Curricular Goals
• After survey and introductions of the classroom, my mentor teacher and I decided to base the class around:• Focus on dialogic instruction
• Use of informational texts as a means of expression
• Stepping stone to short stories and novels
• Discussion and debate-oriented classroom
• Real-life applications (exploration and research of different cultures)
• ACT preparation responsibilities (Average Score: 19)
School-wide Standards
• Owosso based around International Baccalaureate (IB) standards
• Students should be able to:• Analyze the content, context, language, structure, technique, and
style of texts and relationships among texts
• Justify opinions and ideas, using examples, explanations and terminology
• Great for debate and discussion
• Common Core Standards line up perfectly with IB
Upcoming Unit
• Social Injustice• Students will be doing research about a social injustice in the
world
• Use of informational texts as research
• Many of the activities will be hands-on
• Students will be using their interests and skills to present a social injustice to the class
• Students will be required to discuss the social injustices to the classroom
• Transition into “Night” by Elie Wiesel
Curricular Goals Moving Forward
• Students will be engaging in ELA through constant use of discussion and interaction with each other
• Students will be reading short stories and plays about social injustice to better understand the cultures/societies that surround them
• Students will be using informational texts in relation to discussion/debate to further development arguments that can lead to a dialogic classroom
• Students will be collaborating in groups to form activities and assessments around structured roles
• Students will be preparing for the ACT by reinforcement of grammar and other necessary components of the test