I found Ella's story very interesting. It was sad that she felt so intimidated by and uncomfortable around other people. It made me think about my own presence and how I may come across to other people. It is so important to make both your students and their parents feel comfortable about talking to you. If they feel as though you are more educated than them, it may cut off communication because they are embarrassed. I think that teachers need to find a way to reach these parents who may feel intimidated and make them feel as though you are equals. Only then will there be successful communication.

I also found it interesting how she said that her daughter corrected her speech a lot. I think this happens a lot in today's society, and may add to the problems that I spoke about above.

"The frequently made programmatic assumption is that programs can and should be developed to train parents to read to their children as a way to solve, or perhaps prevent, reading problems of beginning readers. On the one hand, such an approach might seem misguided on purely practical grounds; how could all the parents who do not read to their children (or who do not read "the right way") be trained? Beyond this, however, one may question such an approach because it diverts attention away from the school on the assumption that the "problem" originates in the home and because it assumes "right" and "wrong" forms of parenting, based on a dominant group model" (Gallego, 206).

This section stood out to me because I think it is a good idea that parents be "trained" on how to read to their children. Of course, it would be difficult to train parents before their children attend school. Once they enter Kindergarten, however, I think that the child's teacher should take responsibility for helping the parents of his/her students. Formal training is not necessary and may not be welcomed by all, but I feel as though the teacher can continue to give tips and offer direction.

When I have my own classroom, I plan on creating a strong connection between me and the parents of my students. I would like to offer tips on how to help their child read and complete other learning activities. Simply sending a letter home, or discussing it with them during open house would be beneficial. I think that some parents may resist the advice, however, many parents are always willing to learn about ways to help their children. So while formal training of every parent may be impossible, it is definitely feasable to think that classroom teachers can help to "train" the parents of their students.

I really enjoyed reading the article by Silin, titled Reading, writing, and the wrath of my father. I found it interesting mostly because it talked about something other than what we've been reading about for the past five weeks. I feel as though a lot of the articles are repetitive, but this one had new and interesting information. The quote that stuck with me was "I did not imagine that in learning a new way of being in the world, a child might also give up an old way, one that had worked for her in the past-- the physical intimacy that occurs when an adult cares for her clothing or the social connection she experiences when accompanied by a caregiver on the walk home from school" (p 38).

I have never thought of this before! It definitely makes sense now that I think about it, that some children may resist change, and make it seem as though they aren't learning or don't want to learn. Many children and adults have trouble with change, and it makes sense that some children may have a hard time giving up old ways. When learning to read on their own, they are giving up a lot of the support and attention that they received as a non-reader. For this reason, I feel that it is so important to let your students know that they will still be receiving attention and support, even after they become more independent.

I think that this article has forced me to think in new ways and has ultimately made me a better teacher. Just by understanding that some children may be resistant to change, it increases the chances that I will be able to reach more students.

A major theme that I found throughout all of the readings was that it is important that educators teach in a culturally responsive way and help to bridge the gap between different cultures and the required curriculum. In the Gay Article, it states that culturally responsive teaching is validating to students. I feel that this is important because everybody, young and old, want to feel validated. When student's individual culture is recognized and celebrated within the classroom, their comfort levels increase and they become more motivated to learn.

In Gallego, one of the things that jumped out at me was "rather than attempt to their students' literacy to vocational aspirations ('You need to learn to read so you can get a good job'), they assert that literacy is a tool of liberation, both personal and cultural" (Gallego et al, 150). We have been talking in class about how it is important to connect school literacy with home literacy. We have discussed that children should know how literacy applies to the real world (careers, bus schedules, maps, menus, etc..). This quote from Gallego forced me to think about it in a different way. I feel that it is important to do both. As educators, we should absolutely connect home literacy with school literacy, but we should also inform students how their literacy will empower them. Being explicit in your instruction and making sure that your students understand why you are doing something is very important because it helps to validate their learning.

"Acceptance of children's choice of language fosters the formation of a child's sense of self as an able learner and problem-solver" (Gallego & Hollingsworth, 176).

I love this quote because it forced me to think in new ways about language. Connecting the articles to the text book, one of the major themes was that teachers should not take away student's individualism by taking away their right to use their own language. For example, the articles expressed the idea that African American students who speak Ebonics should be allowed to do so in the classroom. Before reading these articles I personally believed that Ebonics should not be used in the classrooms. I felt as though it would hinder learning. After reading, however, I see how taking this from your students could actually hurt them.

I also enjoyed reading about the field trips that the students took in Gallego and Hollingsworth. Teachers decided to take their students to a car dealership and a local radio station to show them how multiple literacies are needed for each location. At the car dealership, children learned what information they could get from reading a car sticker, and also how computers were necessary in every day business. This stood out to me because I would have never thought that taking my students to a car dealership would benefit them in any way. Seeing how literacy was being used in real life helped to validate the student's learning. Now I recognize that there are plenty of different locations that could foster students learning about literacy.

After reading both the textbook and the articles, I found that there were two major themes. The first main idea is that there are multiple literacies, and that all types of literacies need to be recognized. One idea that stood out to me is that teachers often look at children entering kindergarten as "literacy deprived," however, they actually know a lot about literacy. They have been exposed to other people, signs in the community, books, pictures, movies and television and many other things. It is important to recognize this and to treat all students as though they have the ability to read and write. (Bell & Jarvis)

The second major theme throughout the readings is that literacy in home and school need to be connected. What generally occurs is that literacy in schools is limited to reading and writing, while literacy in society includes much more than just those two things. I think that this is so important to recognize! Nell Duke also touches on this point in her article titled Genres at home and at school: Bridging the known to the new. She states that "when schools actively attempt to link children's home and school literacies, students' literacy development is facilitated" (p 30). I think that consistency in any area of learning is beneficial to students, especially when home and school are connected.

One of my favorite quotes from the readings is from the Gallego & Hollingsworth text. "The flexible use of multiple sign systems supports students in bringing their personal and sociocultural strengths as meaning makers into school and gives them access to a wider range of connections from their lives outside of school. Literacy should not be a different event in school than in their lives in the community and in their homes" (p 44). This quote does a great job of summarizing the two major themes from our readings. It states that students should have the opportunity to express their thoughts and ideas in many different forms, and that schools should teach literacy in a way that will benefit them outside of the classroom.

The multiple readings that I completed on these particular ideas have convinced me that this is the best way to go when teaching literacy. When I have my own classroom full of students, I plan on including brochures, maps, menus, and various other types of items that are important in society. I hope that by including these in my classroom, my students will become excited and motivated to use them.