School+as+the+Intersection+of+Literacies+for+Gateway

~ Jen, Heather, & James

//Directions:// As a group, discuss and decide what the teachers of Gateway, the larger region, noticed when the children of the communities of Roadville and Trackton showed up to begin school, where for the first time they began to experience on an extended basis the townspeople’s ways of using oral and written language. What differences did the teachers find with regard to the literacies of the students from these different communities, and how did it affect their teaching? When time is called, you will present your ideas to the class.


 * What differences did the teachers find with regard to the literacies of the students from these different communities, and how did it affect their teaching?**

There is a chart demonstrating teacher perceptions of student behavior and abilities in black and white students of both communities Trackton students were unresponsive to indirect instruction.Teachers initially viewed this as disobedience. They later recognized that these students were accustomed to explicit instruction. Roadville students were responsive to indirect/suggestive types of prompts/instruction. Other noted differences are the expressive, recursive stories of Trackton students that are rich in details but not structure, and the Roadville students who are adept at making linear, formulaic stories which follow all directions but inspire little emotional response. The teachers found that the students needed somewhat opposing instruction in writing and seemed to benefit from considering the various points of view present in their audience after differences were explicitly discussed. Oral storytelling is highly valued in both and was a good place to dive into literacy instruction.


 * What were some of the strategies that key teachers developed to address meeting the needs of the students from these three different communities?**

Teachers recorded students oral stories and encouraged self correction and audience interpretation. Teachers recorded the oral stories of Trackton students to let them know that they already had the skill of composition. Teachers discovered that oral story-telling ability was highly valued in vocational jobs in the community. They used more explicit instruction and practiced time tasks and time management. "Teaching school."