Babies' literacy development!?

Babies May Pick Up Language Cues in Womb

NPR had a story today about babies and their tone when crying. It seems we start to develop language and perhaps literacy skills as early as inside the womb. Sweet! The study linked above studied German and French babies crying and found that french babies have a high pitch at the end where as German have a low pitch indicative of the native language spoken by the parents. Wow! The study points out that crying is not linguistic but that babies are able to echo the acoustic sounds they hear either in utero or very early on after birth. Amazing! I wonder how this then relates to the literacy development of a newborn. Does it play a key role or help language acquisition leading to literacy? The article talked about how it may affect bonding with members of the family as each group liked the pitch known for their language as well. Does it only have social impacts or any really?

Shared Writing in a Dual Language Classroom

In Room 20, which is part of a dual language curriculum, at first glance I thought they used shared writing talked about in Routman. But in further observation I think it is closer to the technique of shared demonstration. The teacher is still bringing the ideas and content to write about and the content is not from the students. But at times the teacher will use their ideas from the story they read together in a read aloud form but again the teacher picked the book not the students. And fore example when it come time to write the summary of the book they read they do it independently using the main ideas they came up with as a group to help them if they want. They do not write the summary out together. These activities seem to be somewhere in between shared demonstration and shared writing.

I wonder if literacy was done in a shared writing form especially during the afternoon and mornning when it is taught in something other than the students native language, if it would help students more than the shared demonstration. Which is better shared demonstration or shared writing? It seems to me that both are good and that shared writing could be done as part of the shared demonstration in Routman’s Optimal Learning Model. In this way the shared demonstration because more meaningful to students because the students bring the ideas and content instead of the teacher. This in my opinion would make the shared demonstration less artificial and more applicable for students.

A Writing Check List

In the text, Writing Essentials, by Regie Routman (2005), she shares a list of twelve writing essentials for all grade levels which in my opinion could be retitled as Twelve Ways to Improve Critical Thinking and Critical Communication. By critical thinking I mean making decisions in an informed, educated and thought out manner. By critical communication I take critical thinking one step further in meaning by the idea that what is critically thought out should also be communicated in a similar manner.

When Routman says things like, "present ideas clearly with a logical well organized flow", "create engaging leads" and "satisfying endings", and "write for a specific reader and a meaningful purpose", I think of the idea that education should help students improve critical thinking and decision making. Why should teaching writing not help develop critical thinking and communication as well? In my opinion these essentials only help support one of the main reasons behind literacy development; to be an active member in society.

Also I completely agree that all of her essentials can be taught at any grade level but in a progressive manner. The degree to which a senior in high school can be responsible by Routman's definition for one's own writing, may be higher than that of a kindergartner. That's okay in my mind. Just as applying "correct conventions and form" may be more of a sought after goal in sixth grade than in first grade. But in both grades both essentials can be used and improved. The level of independence may change but not the writing essential behind the instruction.

The question in my mind is not can these essentials work for all grades. They can. But when do some essentials really become essential? When is it not ok for a student to misspell words, or not be interested in writing and would rather do a performing arts piece to communicate? And the really problem comes when a student does not like to write? As as the teacher have to figure out a way to literally steal their interest. That to me is harder than teaching these twelve writing essentials at all grade levels.

Creativity in Schools

Check this out! It is about 20 minutes long but very thought provoking.

Precommunicative Spellers

My kindergarten buddy D is a very active young boy. When looking at D you can just see the wheels in his head turning around and around. He wrote a note on the back of a picture for me that if I remember correctly looked like this nIcEToMEETYA. When D wrote nice to meet ya, I think most if not all letters where capitalized without any spaces between them and all the same size letters throughout his writing. In another sample of writing he wrote, “HOWDOYOULIKEOURSCHOOL?” with help from me on spelling or finding words he wanted around the room and then writing them. He seems to be a precommunicative speller in that their is no spacing in between words but other than that he doesn't show any other of the characteristics of a precommunicative speller: mock letters mixed with real letters, pictures more visible than writing, same letter repeated, writing randomly around the page. When D uses resources around the room to spell how close is that to invented spelling? Is it a step before?

In relationship to his writing D seems to be ahead in his reading. We read, "The Giving Tree" and when I asked questions about it his answer showed comprehension of the story. He also did not just repeat words and phrases or paraphrase when he read the "long parts" which he specifically asked to read.

The progressive and relationship of writing to reading is very interesting to me. It seems similar to the chicken and the egg question in that when I ask myself which comes first it seems they both support the other. I am looking forward to the reading assessment to see if my observations will be supported or not. And just to add another level of mystery and consideration for myself as I was leaving on Tuesday D held up his Hh card and proceeded to say don't forget your a Hh and with me, as he made the /h/ sound as he held up his card.

Why Literacy?

I would argue that literacy is linked with the development of critical thinking skills. Literacy in my opinion is not just knowing how to read but making choices from what you are reading; comprehension. A certain level of understanding and comprehension needs to be reached to make choices from reading. Some might say being able to decipher from fact and fiction or at the very least questioning what we read as being fact or fiction is a needed skill in our society.

A shift from learning to read to reading to learn should be made in education after students know how to read. Reading to comprehend what the author is saying is I think the first step, then being able to agree or disagree in an informed way is the next.

Policy in our country is at a pinnacle of change or could be. To help students become active citizens in society as a teacher, I will have to be able to teach them to decipher the massive amounts of information available now as fact or fiction and how to make informed decisions.

This set of skills just enforces, in my opinion, why it is important to have student autonomy in the classroom at all levels. So students can begin to make decisions and know that their actions have reactions for not just themselves.

Emergent Perspectives

"Even though the way in which children develop literacy strategies are different from adults they are still logical and understandable, ONCE WE TAKE THE CHILDREN'S PERSPECTIVE." This statement just emphasizes that as a teacher I need to keep an open mind and let my students development in literacy be their own. I am only a mentor, an assistant to help them develop in their literacy. It seems I am not the leader as they will naturally start to decode language at a very young age. I found this very fascinating, that just by listening to an adult make a shopping list or a story over and over again helps build literacy in a child. I wonder than how harder or more of a challenge it is for a child to become literate at home if the adults they are around are not literate? Does it affects the child at all?

I also like the idea, that stems from the aboved mention characteristic of literacy in children in my opinion, that we should teach reading and writing to all children no matter the age as literacy is a developmental skill that changes with a child. I can identify with this change in strategy as when I first went to college I became a more active reader, in highlighting, asking questions, and defining words unknown as I read which in the end led I think to better comprhension for myself.

In my main Dyad placement class, for simplification later on I'll call it Room 20, the master teacher read to the students a book and together they marked main idea pages to understand plot summary with an emphasis on just going over main events. But in the afternoon when only spanish is spoken (Room 20 is a dual language classroom), a book was read to the class but new vocabulary and phrases unknown where identified instead of a board plot summary. Though I think (if my spanish isn't too rusty) a summary was discussed a bit through out by asking questions like "what do you think will happen next?" or "Is this a problem or a solution?" These lessons in Room 20 was a specific example how learning literacy needs to fit the development of the student. If the master teacher structured the spanish lesson the same way she structured the english lesson many students may not have enjoyed the story as much due to their level of spanish. Does structuring literacy this way helps both students who are strong in spanish but lower in english or vice versa to develop their literacy skills? Or not? I wonder how she knows one way or the other.