Digital Natives in my Classroom

After reading and discussing "The Digital World of Young Children: Impact on Emergent Literacy", I have metamophosized as a teacher. Previously, I had not given much thought to the Digital Era and its impact on literacy. If anything, I thought of it as a distractor and detractor from learning. I think I get it now.

The change worldwide in childrens interaction with computers, internet, digitized toys, video games and even cell phones is impacting their approach on learning and literacy. "These changes present a revolutionary phenomenon in child development and must be understood. Factors that might be affected include attention, information processing speed, social collaboration, attitudes and digital literacy." That's huge and cannot be ignored.

As an educator, I need to realize that my students are Digital Natives and to embrace all that that means. My role is to use technology in a meaningful, real way in my instruction, act as a catalyst to my students in interpreting the information and facilitate my students and parents in finding appropriate programs and games that enhance the students' learning. I will need to accept that my students may be more tech savvy than I am; therefore, there will be times when roles will switch and my students will teach me about the fast-evolving digitized world.

Implications of Marie Clays' research for my own classroom

I have made a renewed committment to my at-risk students after studying Marie Clay and to be more disciplined in my approach to managing my reading groups. With the daily demands as a reading teacher, I have been guilty more often than I care to own up to it of short-changing my at-risk students by skipping their group because I ran out of time. Running records, regardless of how formal or informal they are, are a highly efficient and effective means of evaluating my students. I have always known that daily, small groups geared specifically to the needs of the children are the most efficient means of "catching up" those children who have fallen behind.
My reading class usually consists of a large percentage of ELLs who I can safely assume often lack much reading at home and perhaps few English-speaking role models. I will consciously enter into next school year with a renewed comittment to my guided reading groups to follow a modified version of Marie Clay's Reading Recovery class with more frequent of running records, familiar readings, working with letters, writing and reading new, appropriate-leveled book. The best way of meeting this challenge is being more self-disciplined and adhering to that timer when it goes off to switching groups, regardless of where I am in the lesson.

As stated by the Reading Recovery Council of North America

"There are two positive outcomes for students:

• Since 1984 when Reading Recovery began in the United States, approximately 75% of students who complete the full 12- to 20-week intervention can meet grade-level expectations in reading and writing. Follow-up studies indicate that most Reading Recovery students also do well on standardized tests and maintain their gains in later years.
  
• The few students who are still having difficulty after a complete intervention are commended for further evaluation. Recommendations may be made for future support (e.g., classroom support, Title I, LD referral). This category represents a positive, supportive action on behalf of the child and the school. Diagnostic information from Reading Recovery is available to inform decisions about future actions."

75% can meet benchmark - that is significant. In addition, I would have great data on those who don't meet benchmark to help inform decisions for future interventions.

Early experiences with books and print is what allows children to acquire concepts that form the bridge to later reading and writing. There are seven concepts about literacy that build the child's foundation for future learning.

1. Reading is fun.
2. Toddlers and parents discover ways of interacting effectively while reading.
3. Language is an important part of reading books.
As a toddler's language develops, so does her reading and writing.
4. Books are handled in special ways - you look at them, turn pages .. and read
5. Literacy involves symbols.
At first, children treat books as objects.
Gradually, they learn to look at pictures in books as representations rather than just colors,
shapes and lines.
6. Books communicate a meaning - they tell a message.
7. Literacy comes from social interaction embedded in cultural practices.

What does this mean to us as educators?
We must recognize that children come to school with multiple literacies - incl. abilities to communicate through speaking, listening, watching, drawing and , yes, clicking! Children have different concepts about literacy as they learned from home/community. To be effective we must expect and appreciate childrens different styles of engaging in reading and writing. If a child comes to school knowing how to type their name on a keyboard, recognize that for value in the emergent literacy of the child and tap into this connection, rather than discounting it with preconceived, perhaps prejudiced, notions. Accept childrens diverse capabilities with eyes wide open.

My First Blog

Hi.
I'm Tina Taupenot. This is my first class on my journey to getting my Masters in Reading. I am happy to be back at school and meeting people with similar interests. I never thought I would have a blog but here it is.