Questions about Literacy

Is it okay if students are simply uninterested in reading? Where do we draw

the line between students being unwilling to read and the need for a certain
fundamental literacy in society? I think of some basic skills in society,
reading a stop sign, ordering food off a menu. Other skills such as writing a
cheque, reading a map, come to mind. But what do we decide is essential for
students to know, and what areas should we push the reluctant reader to
learn? And who is it that decides what is so important? How do we
distinguish the essentials from what can be optional, and how much choice
lies in the student themselves? What do we do about people who dont have
a desire to be literate and dont see the need? Do we tell them that they are
wrong? Suppose there is a farmer who does not leave his home often, he just
wants to take care of his land and his cows. This is a simple form of living,
but doesnt he need to read the pesticide bottles, as to follow directions? Or
the recipe on the back of the stuffing? It seems like there is an unavoidable
aspect of life that is essential for living. At least a basic level of literacy that
aids in survival and quality of life.
If all students learn differently, how do we teach reading to meet the needs
of all students? One example Ive seen is individualized reading tubs that
kids draw from for students that only have books at the students level inside.
Once a student graduates to a new level, the teacher replaces all the
books for them with the next level. Students dont know where all of their
peers are at, as it is not emphasized. What other kinds of tools can we
implement to provide customized reading programs?
As a professional, how picky should a teacher be about punctuation and
capitals? Should we be nit picky to teach discipline and precision, or is that
avoiding the point of our assignments? Does this actually align with the
curriculum? We talked in class about the content being what is more
important. So this provided me with a little insight on the topic. A colleague
shared the idea that on government tests, the grammar is work 5-10%. This
shows that the people behind us value it less, so we should follow that. There
will be a certain emphasis in some work places on the correctness in this
matter in job situations, so this must be taught, but I do like the idea of
focusing on the ideas and thought process.
What is the solution for students who are still well below their grade level for
reading? What is the standard for, pushing students along? Since it is hard
now to make the call as a professional to hold a child back, and more control
lies with the parents, what can we really do about this issue? It seems to me
like a lot of students are flying under the radar in some ways. Some people,
like a colleague in class, had a reading disability that wasnt detected until

he was in grade 6. Its not only these exceptionalities that arent always
being detected, but also the students that just dont currently have the
capability. This being said, we have to keep in mind the attitude, you arent
a strong reader, yet.
How do we as professionals teach in schools that have implemented the no
zero policy? It is a slippery slope and causes a lot of controversy. We must
be able display student learning regardless. They will have some knowledge,
we just have to be able to find learning in different ways. But can a person
pass a course without a certain fundamental understanding and
comprehension of literacy? Assessment practises originate from various
schools of thought, each reflecting different ideas. How can we assess what
is not there? And what obligation exists to make teachers strive to ensure
that knowledge is demonstrated?
Who determines what is important for students to learn? We go by the
Alberta Program of Studies. In todays society, what is actually important for
students to be able to understand. Food labels, reading a map, but what
else? Are there fundamental skills that are by passed or missed? How much
effort should be made to investigate if there are any ideas that arent
touched on. Would it be successful if students had more choice in their own
learning, and chose topics of interest, or things that they wanted to learn?
In regards to avid readers and advanced students, how do ELA educators
approach this, and how much effort and time should be taken to help these
students? It does create extra work, so how much should we value putting all
the extra time into this. Also, is it just on the teacher to find resources and
extra things to do, and ways to enrich the students learning? We talked
about not just creating extra work for students, because this may not be as
motivating as other approaches. Do we need special education to better
implement enrichment programs, and how much responsibility lies within the
ELA teacher to learn about the best ways to help advanced students in ELA?
How important is it to connect the ELA strands into other courses, such as
PE? I can see the value in this, because it might encourage readers who are
typically not so interested in reading, but is there a certain obligation that we
have to do this?
Is there a certain standard that we should have students prepared to by the
time that they graduate (other than meeting the outcomes according to the
AB program of studies)? There is a certain hidden curriculum in school, what
aspects should we meet?