I’ve been asked by my school principal to join in a conversation on Monday about literacy and Language Arts in our school district. Our district focus next year will be to revamp our Language Arts curriculum, or at least move in that direction, and the administration is trying to bring together some teachers to discuss what literacy should look like in our schools.We’re planning a two-day Literacy Event for our district in the fall, too, and they want to get ideas from us.
I am trying to articulate what my own ideas are about Language Arts before that meeting and so, true to my nature, I am using this writing as a way to process some of my thoughts. Bare with me and please feel free to add your own ideas.
- We write to learn. This is a central tenet in my thinking. We use writing to understand the world, to make sense of information and to reflect upon our own experiences. Writing gives us private inroads into making sense of things. When we write, we organize, articulate and explore the things we know, the things we want to know, and the things we don’t quite yet know.
- Language Arts is all four spheres. Yes, we focus a lot on writing and reading, but listening and talking are also important elements of literacy. I wish we did more in the areas of listening (I try to work that in to as many lessons as possible) and speaking (beyond just oral reports).
- A “Stakes Approach” to writing provides multiple opportunities for expression. I stole this one from my friend, Bruce Penniman. The Stakes Approach is built on the concept of tiered writing opportunities, moving from low stakes (journal writing, writing for the self, etc) that is not necessarily shared with anyone to mid stakes (collaborative writing in the classroom, informal projects, etc.) that is for a comfortable audience to high stakes (published work, performances, etc.) that moves into the bigger world. This spectrum of writing allows students to try on different hats and use different voices and concentrate on different skills. (See this Google Doc for my own organization of Stakes Writing).
- Writing across the Curriculum is a key to learning. We need to integrate Language Arts more into all curricular areas so that writing is not just stories composed on paper, but thinking put into words. Math, in particular, gets short-changed with our fairly rote district-wide curriculum. It’s mostly drill and kill, and not the reasoning. For me, this has meant writing prompts connected to social studies, and digital projects connected with Science and Math. I’m not doing enough, but I am aware how important it is. (Note: my colleagues in the other disciplines do a lot of writing with the students, too, so it is not a vacuum.)
- Technology and multi-media should be components of Language Arts. Students are highly engaged and very aware of audience when they start using technology for showcasing their knowledge and understanding. They rise to the occaision when they realize that they are in the high stakes field of writing — the web is the world. The Web 2.0 opportunities opens up many doors for collaboration, integration of resources and multiple angles for students of all diverse learning backgrounds. Even the NCTE has come out strongly in favor of this kind of literacy. Given the world today and the world unfolding for tomorrow, to ignore this possibility to help show students how to “create” and “compose” (a better term) with technology would have terrible consequences.
What do you think? Am I on the right path? What am I missing?
Peace (in articulation),