Voices from the Middle - Volume 10, Issue 3, 2003

Examines ideas about the literate and the illiterate, the tutored and the untutored in the poem “Answer,” by Mary Oliver. Suggests that if educators want students to read carefully and analyze conscientiously, then the works they study have to matter to them. Discusses universal literacies, literacy in school and out, classroom discourse and real talk, and the teacher as someone to talk with.

Notes that performative literacy can be identified as an enabling knowledge--knowledge that enables readers to activate and use all the other forms of knowledge that are required for the exercise of anything like a critical or disciplined literacy. Identifies seven traits as constitutive of performative literacy, each one associated with actions and dispositions that distinguish more competent from less competent readers. Discusses ways to foster performative literacy in classrooms.

Discusses many ways in which teachers can encourage students to take a critical stance to the media. Presents a letter offering suggestions to help adopt a critical literacy stance. Considers how as someone adopts a critical literacy stance, they will move beyond thinking critically about the text, to thinking critically about the world.

Describes a six-week Hero Inquiry project in detail so readers may implement similar units of study in their classrooms.Concludes that most of the students enjoyed the activities because they focused on strengthening skills for online research, and the hero theme was successful because students were allowed to research a self-selected topic of personal interest.

Outlines how the author and her fellow history teacher used kamishibai storyboards (a type of folk art common in Japan before World War II) in an integrated unit on Egypt to make textbook reading more meaningful to students. Notes that in order to complete the unit, students had to use multiple literacy skills as they combined textbook reading with Web research with art with oral presentations.

Notes that the author’s concern is in identifying an old focus of literacy instruction and giving teachers license to leave it behind to make room for new recommended practices. Suggests that this article is a license to discard time-consuming practices to make room for more meaningful literacy activities.

Notes that the foundation of any lasting change or improvement in education in the United States is the individual teacher in the individual classroom, working in service of students’ learning‥

Suggests that drawing allows students time to think, spaces in which to look at the world more deeply, and ways into words. Lists eight ways teachers can encourage students to use drawing in language arts classrooms.

Presents the Main Idea Organizer (MIO) to help students who may struggle with writing, reading, and thinking--though in different ways and for different reasons. Describes many different ways the author uses the MIO.

Describes how the author uses three properties of vocabulary instruction that increase comprehension: integration, repetition, and meaningful use. Notes that these three properties can be a natural part of the teaching and learning that occur each day in the classroom.

Considers a number of different spelling/meaning patterns that may help students advance their spelling knowledge while strengthening the conceptual connections among known words and providing clues to the meaning of unfamiliar words. Describes ways in which to make spelling/meaning connections.

Suggests three main characteristics middle school students can look for when deciding whether a Web site has reliable information. Encourages students to “Think APE”: Author, Purpose, and Expiration date. Presents an annotated list of eight Web sites to help build Web literacy.

Shares some novels that can reinvigorate a “dormant reader.” Presents annotations of nine titles and some additional titles related to the main nine titles.

Presents an annotated bibliography of nine books that kids think are great. Recommends the books on the basis of pure enjoyment.