Summary of Field Advisory, October 2008
Suzanna reads through student generated
poetry as Donn shares his thoughts
on this artifact.
On October 21, 2008 we held the second field advisory meeting for the Fall 2008 semester. CPS partners and UIC students continued their conversations around literacy teaching mediated by the literacy artifacts from CPS partner classrooms. Alex Lichtenfeld brought a character trait chart that her students created to accompany a book they read, Thank you Mr. Falkner. She used this chart to help students develop a deeper sense of the traits of each character and draw inferences - important skills for reading and comprehension. Lauren Miller, a UIC student wondered how this could be used in the general education classroom setting. Donn Simon, a CPS partner who works with students having emotional difficulties shared student poetry from his classroom. He used this as an example of how literary activities can afford a powerful space for emotional expression, connection, and to transform student behavior.
Mary Stalzer, another CPS partner brought colorful dodecagons that her students created. We saw big round like paper structures stapled formed by stapled together pieces with writing and designs students made. Mary asked UIC students what they could infer from this artifact. UIC students made statements such as "One of the dodecagon has the elements of story", "It's like the artifact from the another field advisory in which students displayed history events." Mary then shared with them that each side contained text from a book they read, Becoming Naomi León. The activity allowed all her students, including those with special needs to participate, to show their learning and use language in varied ways.
Maryan Fine brought charts that her students made in response to questions related to a discussion of the book The Giver. Students responded to questions such as "Name a ritual in your life," or "Are the stirrings something to be afraid of?" or "What's Jonas' biggest worry?" and "What is your biggest fear as a pre-teen?" By sharing the questions that ranged from those aimed to make connections to students' lives and those aimed at making connections with the plot and themes of the book, Maryan could help UIC students see the varied ways she uses literature to support learning. Maryan also shared how she chose these questions in relation to the book, students' lives, and different aspects of life relevant to her students such as the coming transition to high school, friends, tests, etc. The meeting ended with discussions of artifacts that UIC students brought from their field experiences.
Mallorie looks through the book Thank You
Mr. Faulkner for which the Character
Trait chart is seen in the background.
UIC students examine the literacy artifact
brought in by Mary.
Aaron shares his artifact with his group.
Diana shares her artifact with her group.
