Shirley Heath's What No Bedtime Stories

As the warm sun sluggishly dips below the horizon, the harsh, pale light of my desk lamp takes full responsibility for illuminating the slowly-shrinking collection of schoolwork. The piles of assignments collect in a stack beside by bed, each one masterfully designed from a combination of the material on the syllabus, personal tips from the teacher, and a collection of the teacher’s beliefs. The papers rest upon the old oak bookshelf containing monochromatic prints of esteemed relatives, each with their own lessons and beliefs learned through difficult life decisions. Although these stories don’t have a due date like my homework, every one of my family’s stories has lessons which are just as important, but are at risk of being lost forever, and as Amanda Hayes, author of Splintered Literacies states, “the weakness of oral cultures is that they can die in a generation” (Hayes 104).

Starting from the parents, the child must inherit the instinct of wanting to learn to read, developing the curiosity that comes with the increase of knowledge, interaction with others and building positive memories, that motivate the child’s learning to read. An approach that Vygotsky supported promoting scaffolding, a guided process that adults use to teach students how to master a skill, in this case a reading and writing skills. Children begin from the womb recognizing parent’s voices, singing tone for then building connections through prints and letter sounds in an environment that promotes literacy with stories, songs, games, group activities with families, “All about me” share, and “Show and tell”, to display and build a sense of belonging in the class. Nevertheless, incorporating strategies or methods that facilitate learning to read stimulated by own personal learning style. Most young children learn kinesthetically and are visually-sensory prompted to hands on experiences, using appropriate materials in a different setting. Foremost, with an ongoing informal and formal assessment to evaluate students’ pre-knowledge at the beginning of the scholastic year, students’ way of learning, feelings, and connections through the year, and at every lesson, check for understanding, and ways to improve the next step. Ongoing assessment is part of the whole learning process, it will tell you how the students learn, and achieve appropriate reading and writing goals. A good reader promotes a good writer and vice versa, but a firm stepping stone during the developmental stages, in rich literacy environments, attempting to positive interactive experiences, and always monitored, influences the chances of the child sense of wanting to learn to

Introduction to reading comes through phonetic reading boxes. The reading boxes are cleverly organized, going from simple to the complex. Reading does not follow the same process of writing, which is taking our own thoughts and symbolizing. When we read, it is not our language with which we are working with, it is the author’s language. Reading is the analysis of the language followed by a synthesis. Story telling and socio-dramatic play in the environment can help the child develop an imagination that fosters a higher capability to understand what is being read to them.

Angelyn Mitchell interprets Chopin’s work “The Story of an Hour” as a feminist piece of work. She believes that Chopin wants to prove the double conscience of females, which is when women connect their inner self with their outside and gain freedom. “In ‘The Story of an Hour,’ the quest for freedom is complicated by three important factors: biological determination, patriarchal social conditioning, and the patriarchal institution of marriage.” Mitchell uses Mrs. Mallard’s heart condition to show biological determination. “Richards, a friend of her husband, rushes to relate the sad news of his death before someone ‘less careful, less tender’ can do so.” Patriarchal social conditioning is shown by showing that Mrs. Mallard does not act as a woman

The concept of schooling, and how it differs from education, takes center stage in Angela Valenzuela’s Subtractive Schooling. The book is the culmination of a three-year study of Seguin High School in Houston, TX. Using data analysis as well as extensive observations and interviews, Valenzuela puts a face to the numbers. A significant portion of the book focusses on the role of language in terms of its application to culture. The book also shows a road map to creating relationships with our disenfranchised youth that will lead to authentic learning and positive changes in school culture. Valenzuela’s Subtractive schooling offers a sordid and shocking tale of “what could have been.”

A shiny, crisp red fruit hangs enticingly off a lush verdant branch; a sly, seductive serpent and a woman in the nude converse under the sacred tree, and then Eve tentatively reaches up and plucks the juicy crimson fruit, a look of panic only reflected on her face once she realizes the gravity of her decision. She picks the forbidden fruit and her ignorance is ripped away from her like a newspaper on a windy day, and this single act started a trend of succumbing to temptations throughout human history. Even in the novels The Hours and The Awakening, the characters are tempted by someone else or a different idea; however, some of these characters exhibit strong self control and avoid their demise. The fine line between success and failure when it comes to avoiding temptation is most obviously demonstrated by Edna Pontellier and Laura Brown, and these two women showcase the destructive power of seduction and the strength of will it takes to deny the enticement. The allure of the unknown is not exclusive to the female sex either, many men in the novel also suffer from it, namely Robert Lebrun. The secret snare of temptation is interwoven throughout the stories, and the sliver of thread can be glimpsed between the inky words.

Literature is defined as written works published on a particular subject. Literature can also be viewed as witness, because it can be a source of proof based on the events it was written on. Literature as witness allows readers to get a deeper understanding of the issues that have happened based off of what the books are about. Those who read literary texts such as historical novels, memoirs and novels are witness to historical events. These texts can be viewed as witness because the events mentioned are based off of true life events. Some may argue historical fiction is not real and therefore could not be viewed as a reliable source. Even though historical fiction is made up of fictional characters, the conflicts that are mentioned are based

The process of learning to read is one of the most essential skills to master. One might not remember originally tackling this task, but it is certain that parents put copious amounts of effort into teaching this necessary skill to their offspring. As cultural backgrounds differ from person to person, methods of teaching do the same. The main topic in Andrea R. Fisher’s piece titled “Becoming Literate: A Lesson from the Amish” is the process and procedures of becoming fluent in reading in the Amish community. Throughout the piece, lots of sophisticated language describes the process, and the piece greatly benefits from such diction.

From and early age, I can remember my grandparents reading books to me and my brother; books such as Dr. Seuss and Peter Pan were some of my favorites, growing up in my family proper English was always important.

“Literacy learning has a profound and lasting effect on the social and academic lives of children. Their future educational opportunities and career choices are directly related to literacy ability. Since early childhood is the period when language develops most rapidly, it is imperative that young children are provided with a variety of developmentally appropriate literacy experiences throughout each day, and that the classroom environment is rich with language, both spoken and printed. Early childhood teachers are responsible for both understanding the developmental continuum of language and literacy and for supporting each child’s literacy development.

Through this week learning resources, I have learned that there are evidences that demonstrate that when a child has limited experiences he or she is more likely to have difficult comprehending what is read. It is why early childhood professionals affirm that oral language is the foundation for literacy development. Everything that children learn about speaking and listening they use for writing and reading and what they learn from writing and reading they use in listening and speaking. In other words, oral language and literacy develop simultaneously. When parents provide rich language and literacy reinforcement at home, children do better in school than those who do not. It is also known for early childhood professionals that for a child with limited experiences is more difficult comprehending what is read. For example, a child who has being exposed to many environments like a farm or like a museum will have more mentally engagement in classrooms activities about things he or she already know that children who have not had experience in those environments. Many researches showed that children that have not have a literacy development or an oral language development years before formal schooling, are less likely to be successful beginning readers, opening an achievement lag that might last through the primary grades. Some of the reasons why parents are not actively involved into their children’s educations are their socioeconomic or legal status. For example, in an immigrant family sometimes both parents have to work and sometimes they have to work two shifts. I have known families where children are the whole day in school and with nannies. Those children do not develop any skills that help them to succeed at the time of attending forming school.

Young children are like sponges; they absorb information like a sponge absorbs water. It is essential for them to be emerged in an environment in which they can absorb positive information so that one day they can become contributing members of our society and have a better future. For this reason, there is a pronounced importance on providing enriching environments for children to learn and develop appropriately. One of the ways that this can be achieved is through a literacy rich environment specifically with the use of story reading and storytelling.

By the mid-1980s emergent reading/literacy became accepted among researchers, early educators, and reading teachers. Emergent literacy appeared as an ERIC descriptor and was recognized as a justifiable area of work in the conventions of the National Association for the Education of the Young Children, the National Reading Conference, the International Reading Association, and other professional organizations (Teale, 1995). According to Teale, the emergent literacy model for preschool reading instruction had far-reaching implications. Daily interactions between parents or other caregivers and children in the home environment were emphasized. The shift to an emergent literacy perspective in the preschool and pre-kindergarten environments meant that reading needed to be taught in those settings (Teale, 1995; Roberts, Jurgens, Burchinal, 2005). In other words, adults in those environments must be considered as the child

After reading The Liars Club an autobiography by Mary Karr, my interpretation of the reading is that she is telling her story from her point of view as a child and as an adult, utilizing foreshadowing and vivid imagery. For example, the reading states “My sharpest memory is of a single instant surrounded by dark.” “I was seven, and our family doctor knelt before me where I sat on a mattress on the bare floor” (Karr 3). This passage also brought some significance to the story as discussed in class. This helps the reader to understand that a very young age Mary Karr experienced something that was traumatic and it as stuck with her, therefore she labeled is one of her sharpest childhood memories. Usually when things happen to us as children we are not able to remember them exactly in detail, but when they are traumatic events those memories tend to stick with us throughout life. While writing Karr takes the role of two characters, those include the character “Pokey”. In the story this is a representation of Mary Karr a child. Her father Pete calls her Pokey. During this time frame Mary isn’t too aware of what is happening to her, she admires her father, and is also of her sisters. As I continued to read the story the next character that Mary Karr takes on is the narrator or author. This is referenced throughout the story when she looks back on her childhood to try and understand what was happening to her. A good example of this is when the author uses breaking of the fourth

Learning to read and write, or getting an education in general, is something that is easily handed to us in the world today. Imagine living in a world where you were expected to be uneducated, illiterate, and stupid. In the texts “The Joy of Reading and Writing: Superman and Me” by Sherman Alexie and “Learning to Read and Write” by Frederick Douglass, these young boys grew up in different worlds where they were looked down upon and were expected to fail due to the standards they grew accustomed to. Although Douglass and Alexie underwent contrasting hardships on their educational journey, they both shared the realization that learning to read and write was both a curse and a blessing. With those shared