Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f98Mbf016105; Mon, 8 Oct 2001 18:37:41 -0400 (EDT) Date: Mon, 8 Oct 2001 18:37:41 -0400 (EDT) Message-Id: <16c.20f7bdd.28f3844a@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: MWPotts2001@aol.com To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1829] Re: current events X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit X-Mailer: AOL 5.0 for Mac sub 39 Content-Type: text/plain; charset="ISO-8859-1" Status: O Content-Length: 2536 Lines: 49 Hi Millie, If I understand your posting, you are wondering how you can help your students attain the standard, Read for Understanding by offering them newspaper articles. You said, My students are in a drug and alcohol program, have committed crimes and been to prison, are felons and have lost their right to vote, so they don't feel much like citizens. Discussing reading about terrorism in the newspaper was one area where they seemed to feel like "real citizens." Millie, Even though your students have lost their right to vote, they haven't lost another right, and that is expressed in one of the EFF Common Activities: Develop and Express a Sense of Self. They can still reflect upon and evaluate their opinions and ideas; communicate those ideas so that others can understand; and strengthen their own sense of self. As they read about the current events, they may not be at all concerned with the Standard, Read for Understanding. They may, however, attain that standard with the ACE Factor: Attention, Connection and Expression. The topic gets their attention because the events are so abhorrent, and they want to learn more about causes and effects, so they must determine the reading purpose. You will help them select reading strategies appropriate to that purpose and monitor their comprehension as they express their understanding of what happened, where the events took place, how those acts of violence affected the country (including the incarcerated population). They become connected, not only because of their own fears, but because they are concerned about the safety and physical needs of their families, and even though constrained, your students would still like to influence decision makers and hold them accountable for protecting their family members. They will have to analyze the information they are reading and reflect upon its underlying meaning. Integrating the new information with prior knowledge offers the opportunity for expression, perhaps by writing or by discussion. So, here's how I see it: You are offering them a chance to attain the four purposes, especially access to information and voice; You are addressing at least two of the Common Activities, (1)Develop and Express a Sense of Self and (2)Exercise Rights and Responsibilities. And sure enough, you are helping your students to achieve mastery of the Standard, Read for Understanding. Aren't they fortunate to have you for a teacher! All the Best, Meta Potts Glendale, Arizona
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