Reading Literature and Informational Texts blog post
I think from Core Standards, even starting at the fifth grade level, that the informational reading is very important and can easily be implemented in a classroom setting. I think that even at the fifth grade level it became important that students summarize the texts and begin to analyze different points of view in the text and be able to cite and explain where and how they came to the conclusion that they did and I myself making a big effort to teach students these skills and make them aware of their importance at this age as it is something that they will be doing for the rest of their school career in secondary schools and possibly even in college depending on their major. I also think it is important at this age for students to start to learn about how to read more into a text by looking at other sources that may support or challenge their ideas as that is a major focus in secondary schools. I am surprised at the amount of different subjects that students are supposed to be exposed to and how they need to be exposed to enough to be able to tell the difference from one another. I believe that the core standards are manageable and there is more than one way to expose students to this type of informational reading that could cover other subject matter.
I think that the reading literature Core Standards seemed to relate back a lot to the informational readings as well. A lot of it seemed to also be analyzing and reading more texts and citing ideas and information that you interrupted in the text. I feel like this also hit the global literature standards that the NES discussed in the reading. It relates back to the book and global studies by its discussion of the importance of reading different types of literature and be able to understand them. I feel like this part of the Common Core was very straight forward and manageable in the classroom and I felt like it provided enough details and examples for a teacher to be able to help students meet these standards.
Throughout the rest of the grades I think the informational reading and writing is manageable and think it is a lot like how college classes are set up. If the building blocks of this knowledge truly do start at a young age then I think that it is definitely possible for students to be held at such a high standard and be successful in the way that they write and read informational texts. However, if the building blocks are not in place I think it would be pretty hard for students to achieve the standards set by Common Core. I think that if not enough time on these skills is planned for the curriculum that it would be very hard for the students to teach this level. I enjoy this type of reading and writing and after reading the standards and becoming familiar with it, already have ideas as to how I could implement it in a secondary classroom.
The NES text pages 1-87 were very beneficial to read. I think that the first 20 pages or so helped me understand what the Common Core was stating in regards to reading and responding to informational texts as well as gave me more ideas about what skills I could implement in my classroom and how I could go about doing that. I liked that it focuses on credibility as that is a skill that I think is very important when conducting any sort of research in school, a job, or even for personal use as it helps ensure that the information you are receiving is true and accurate and beneficial and that is something that is not always understood, even by adults. I also like that it included how to read maps and other forms of graphics as that is something I want to teach in my class, but is not commonly one that is thought of as being taught in an English Language Arts class. I think that it is very important though and a skill that should be had, especially in outdoor recreation or for those living in a place like Spokane where many do participate in outdoor activities as you cannot always rely on Google maps or Apple maps to get you where you need to go in every situation and for every occasion.
Beyond that I thought that a lot of the information inlaced was information that was taught very well for me in secondary schools. The different mediums of text as well as the different formats and subjects was always something that my teachers did a very good job of teaching. However, when it came to poetry, not so much. Until college I had not learned anything about poetry and I think that it is something that should be taught in secondary classrooms, and could be easily integrated into a class when learning about dramas and Shakespeare. A lot of poetry and skills and definitions that come along with it show up on the NES and that was a very big struggle for me. Also it is beneficial for students to be exposed to that kind of art and medium and it is something that I know I plan to teach in my classroom. Interesting and analyzing other forms of literature besides poetry as I said before definitely was done well in the schools that I attended so a lot of that reading just gave me more ideas and understanding how not just how to teach it but how I have taught it by my teachers and got me thinking about ways and skills I could apply them to my own classroom. The only other subject that I thought would be hard was teaching world literature as it is something that I think the EWU classes are still trying to figure out what to teach and how to teach it and how a teacher could have enough time to teach world literature. However, it was very helpful that the NES text included authors of importance from other countries and the texts that they have written so a feature teacher isn't left guessing and having to go out with no foundation of knowledge of what that might look like and how it might be taught and what authors to include. I think just for that reason alone the NES will and should stay apart of my personal library on a bookshelf in my classroom so I can look in it for more information when I am beginning to lesson plan for a subject as big as world literature.
I think that the reading literature Core Standards seemed to relate back a lot to the informational readings as well. A lot of it seemed to also be analyzing and reading more texts and citing ideas and information that you interrupted in the text. I feel like this also hit the global literature standards that the NES discussed in the reading. It relates back to the book and global studies by its discussion of the importance of reading different types of literature and be able to understand them. I feel like this part of the Common Core was very straight forward and manageable in the classroom and I felt like it provided enough details and examples for a teacher to be able to help students meet these standards.
Throughout the rest of the grades I think the informational reading and writing is manageable and think it is a lot like how college classes are set up. If the building blocks of this knowledge truly do start at a young age then I think that it is definitely possible for students to be held at such a high standard and be successful in the way that they write and read informational texts. However, if the building blocks are not in place I think it would be pretty hard for students to achieve the standards set by Common Core. I think that if not enough time on these skills is planned for the curriculum that it would be very hard for the students to teach this level. I enjoy this type of reading and writing and after reading the standards and becoming familiar with it, already have ideas as to how I could implement it in a secondary classroom.
The NES text pages 1-87 were very beneficial to read. I think that the first 20 pages or so helped me understand what the Common Core was stating in regards to reading and responding to informational texts as well as gave me more ideas about what skills I could implement in my classroom and how I could go about doing that. I liked that it focuses on credibility as that is a skill that I think is very important when conducting any sort of research in school, a job, or even for personal use as it helps ensure that the information you are receiving is true and accurate and beneficial and that is something that is not always understood, even by adults. I also like that it included how to read maps and other forms of graphics as that is something I want to teach in my class, but is not commonly one that is thought of as being taught in an English Language Arts class. I think that it is very important though and a skill that should be had, especially in outdoor recreation or for those living in a place like Spokane where many do participate in outdoor activities as you cannot always rely on Google maps or Apple maps to get you where you need to go in every situation and for every occasion.
Beyond that I thought that a lot of the information inlaced was information that was taught very well for me in secondary schools. The different mediums of text as well as the different formats and subjects was always something that my teachers did a very good job of teaching. However, when it came to poetry, not so much. Until college I had not learned anything about poetry and I think that it is something that should be taught in secondary classrooms, and could be easily integrated into a class when learning about dramas and Shakespeare. A lot of poetry and skills and definitions that come along with it show up on the NES and that was a very big struggle for me. Also it is beneficial for students to be exposed to that kind of art and medium and it is something that I know I plan to teach in my classroom. Interesting and analyzing other forms of literature besides poetry as I said before definitely was done well in the schools that I attended so a lot of that reading just gave me more ideas and understanding how not just how to teach it but how I have taught it by my teachers and got me thinking about ways and skills I could apply them to my own classroom. The only other subject that I thought would be hard was teaching world literature as it is something that I think the EWU classes are still trying to figure out what to teach and how to teach it and how a teacher could have enough time to teach world literature. However, it was very helpful that the NES text included authors of importance from other countries and the texts that they have written so a feature teacher isn't left guessing and having to go out with no foundation of knowledge of what that might look like and how it might be taught and what authors to include. I think just for that reason alone the NES will and should stay apart of my personal library on a bookshelf in my classroom so I can look in it for more information when I am beginning to lesson plan for a subject as big as world literature.
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