Read‐alouds are a common component of literacy instruction. However, research on the method for providing read‐alouds is limited. To determine if there was a common set of implementation practices, the authors examined the read‐aloud practices of 25 teachers who were nominated by their administrators as experts. From these data, the authors identified several factors common to read‐alouds. The authors then observed 100 additional teachers to determine how common each of these factors were in read‐alouds.
Using Graphic Novels, Anime, and the Internet in an Urban High School Using forms of popular culture not frequently found in schools, the authors encouraged urban English-language learners and native English speakers to improve their written communication. Excerpts from students' stories demonstrate the success of this approach. dolescents who struggle with reading and writing are often grouped in remedial classes and spend countless hours with worksheets and paraprofessionals. The focus of many intervention programs is basic skills, such as decoding. But as Gallego and Hollingsworth remind us, these intervention programs fail to recognize the multiple literacies that the students possess. Using popular culture builds on students' multiple literacies (Alvermann, Moon, and Hagood 3), as we found when we employed alternative genres such as graphic novels, manga, and anime. Students used these and other forms of popular culture, including the Internet and teen magazines, to enhance their creation of an illustrated story. Meet the Class We were intrigued by the status of graphic novels among adolescents. We hoped this hidden literacy might allow us to create lessons in reading and writing that addressed the multiple literacies that students possessed and needed to develop. Hoover High School, in the most densely populated and poorest community in San Diego, is notable in its diversity-more than thirty languages are spoken by 2,200 students who all qualify for the federal free or reduced lunch program. The thirty-two students in our class were ninth graders enrolled in a ninetyminute class designed for struggling readers and writers. Seventy-two percent of the thirty-two students were English-language learners who had not yet developed proficiency in English. Their average reading level was 5.4 on the Gates-MacGinitie assessment. Of the thirty-two, twenty-four were Latino/ Latina, four were Asian American, three were African American, and one was White. As university teacher-educators working in a partnership with a large, urban high school, we were interested in enhancing literacy acquisition for adolescents from diverse backgrounds. This article discusses our experiences teaching a ninth-grade writing course that emphasized the use of popular culture as a vehicle for developing students' writing skills. Scaffolding Instruction: Using Graphic Novels as Writing Prompts We had observed students actively engaged with anime and manga materials (see sidebar), although not in sanctioned school activities. Evidence of their interest usually appeared in the margins of their writer's notebook pages, on the covers of assignment folders, and in the sheaves of drawings they squirreled away in their backpacks. When we attempted to strike up conversations about these works, students seemed reluctant to discuss them, perhaps because it would disclose a literary form belonging to their generation. When we explored graphic novels in local bookstores, we found both positive elements and serious drawbacks to our incorporating
Close reading is a recommended instructional approach to meet the challenges of teaching complex texts. But close readings are more common in high school and college than in elementary schools. In this article, we identify the components of close reading that were developed after a group of elementary school teachers observed their colleges in high school. In addition, we focus on the modifications necessary to implement close reading in elementary schools.
This article focuses on the role of the special educator in an inclusive school. The authors review the development of a special education knowledge base and specific schools' change to an inclusive service delivery model. They then use that information to suggest that special educators' roles include instruction, assessment, curriculum, leadership, and record keeping.
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