Literacy in Middle School
Illiteracy in the Chesterfield County School District
Throughout the years, students in the Chesterfield County School District have shown how unprepared they are when it comes to reading. Many factors that contribute too many students struggling in the area of reading which include but is not limited to, parents are working more and not able to provide sufficient time to reading at home. Our classrooms are overcrowded due to a shortage of properly trained teachers, and funding for schools are limited, which prevent schools from purchasing up-to-date necessities that would allow students to meet basic requirements for state testing. Teachers are buying school supplies out of their own pockets, so students will have the paper and pencil needed for school. Students enrolled in high schools in this district are still reading and comprehending on a fourth grade level. Allowing these students to proceed to the next grade level without proper training, makes catching up academically very difficult to obtain the requirements needed for graduation. Majority of these students are minority’s students who are struggling with reading skills in South Carolina. South Carolina itself has a problem with illiteracy and reading readiness. Comment by JONES, SHELLEY: You’ve done well to provide the local context for your local problem, but note that the introduction does not prove that there is, indeed, a problem in Chesterfield County with reading. Provide evidence from researched sources to show that there is a problem in Chesterfield County and the extent of that problem. Comment by JONES, SHELLEY: This phrase is incorrect grammatically. Revise. Comment by JONES, SHELLEY: Factors/are. Subject/verb agreement. See this web resource for more details: https://owl.english.purdue.edu/engagement/2/2/63/. Comment by JONES, SHELLEY: Funding/is. See comment above. Comment by JONES, SHELLEY: Citation? You must provide researched evidence from credible sources to back all claims. Comment by JONES, SHELLEY: Delete. See number 12 at this resource: https://owl.english.purdue.edu/owl/resource/607/02/. Comment by JONES, SHELLEY: The majority. Comment by JONES, SHELLEY: As noted above, students must provide credible, researched evidence for all claims. It is not sufficient to provide generalizations. In a report on research, students must name credible sources of statistics, expert testimony, etc. to back all claims. Comment by JONES, SHELLEY: Should not be possessive.
The district are scored by grade level. A grading report was given from years 2012-2016, These results are as followed, 521 six grade middle school students tested 26.7 percent below the standard grade level, as for Seventh graders, 485 was tested and 38.1 percent scored below grade level and 504 eighth graders where tested and only 36.9 percent scored below grade level. “Statistics may differ from those in the state and federal accountability results” we have too many students testing below grade level readiness. Comment by JONES, SHELLEY: District/is. There are issues with subject/verb agreement throughout the paper. I will stop marking these errors now, but you are responsible for finding and revising throughout. Comment by JONES, SHELLEY: Give more details as to the source so that readers can locate it on the works cited page. Naming your sources prevents plagiarism and also increases your credibility as a researcher/writer. Comment by JONES, SHELLEY: Comma splice. See this resource for more details: https://owl.english.purdue.edu/engagement/2/1/34/. Comment by JONES, SHELLEY: There are multiple grammatical mistakes (most with punctuation) here that make this a run-on sentence. See this web resource: https://owl.english.purdue.edu/owl/resource/598/02/. Comment by JONES, SHELLEY: follows Comment by JONES, SHELLEY: What source are you quoting here? You must include an in-text citation in every sentence that includes material borrowed from a source. I am also not understanding the relevance of this statement. Is this quotation questioning the veracity of the reported statistics at the bottom of page 1? Your claim at the end of page 1 is that the “grading report” is for the district. Is this not the case? Comment by JONES, SHELLEY: Run-on sentence. See this web resource: https://owl.english.purdue.edu/owl/resource/598/02/.
Parents are not teaching their children how to learn to read as they did in past. Today it takes both parents working out of the home. In the past the mother stayed in the home teaching her children how to recognize letters of the alphabet while also teaching them how to read and write their own names. Now that both parents are working, these children enter schools with no ability to read or write at all. It is all on the teacher. Comment by JONES, SHELLEY: Avoid generalities in this paper, particularly those that border on hasty generalizations (basing a claim on too little evidence) or stereotypes (a hasty generalization about a group of people). Since this a report on research, all claims must be backed by cited source material. This means you will have some form of in-text citation in nearly every sentence and likely every paragraph.
Teachers become frustrated with children’s lack of reading skills, and they who cannot read have become frustrated that they are unable to read as well as the other children. These teachers become so aggravated with these children that they place them on the other side of the class room so they will have less interruption in the class. Classrooms have become so over crowded. Due to the overflow of student, the ratio is 23:1 meaning the teachers cannot teach every student at the same pace. This make the classrooms too large for one teacher to teach. With so many students in the class room, these children begins to act out in class. “Full-time maternal employment which begun before the child was three months old was associated with significantly more behavior problems, reported by caregivers at age 4 ½ years and by teachers at first grade (Orthodox Union). “Such children will more likely to be worse with behavior problems, becoming unemployed and suffer mental pressure than those youngster whose mother stayed at home to bring them up. (Daily mail) Comment by JONES, SHELLEY: Note that these are generalizations as noted above. Cite researched evidence. Comment by JONES, SHELLEY: The referent for “they” in your sentence is “children.” I do not understand your mention of “the other children” given that the sentence speaks only of children generally. Comment by JONES, SHELLEY: In Chesterfield County? Citation? Comment by JONES, SHELLEY: One word. Comment by JONES, SHELLEY: Note that there is no close quotation mark at the end of these direct quotations. To avoid plagiarism, be sure to handle all quotations carefully according to the general conventions of writing and MLA guidelines. Also, all quotations should include an introduction/attribution and be incorporated into your own writing. If the sentence before the quotation acts as its introduction, then use a colon between the two sentences. Guide readers through your research instead of stacking quotations without explaining their importance. These are recurrent issues that I will not mark further instances of. You are responsible for finding and revising throughout.
Teacher are leaving the classroom here in chesterfield and other areas of the state of South Carolina. Due to the pay rate scales. “Depending on the experience of a teacher in South Carolina who is board certified can make anywhere from $28,000 per school year to $70, 000. It may take a long time to earn 79,000. Middle school teacher average $49,010 to 56,630 this does not include Teachers of Special needs and Career/ Technical Education. (Research Salaries in South Carolina). However, middle school teacher living in the state of Texas for example. Teachers with no experience, make a minimum of $37,040. Middle School Teachers except Special and Career/Technical Education can earn $50,860 to 57,630. (Research Salaries in Texas) And due to a higher pay rate teacher have moved to other state which pay a higher rate of pay. Losing good teachers put our children at a bigger disadvantage. Our children and schools need teachers who are qualified to teach them to become better readers. Our teacher need smaller class size to enable them to give each student the attention that the student need to enable them to comprehend what they are reading as they read. We need these teacher to help our children become successful throughout their school careers. We have too many students giving up and dropping out of school because they cannot keep up well enough to compete in the growing world of technology. An article “South Substitute Teaching License” “The South Carolina Department of Education does not issue a permits to those who wish to substitute teacher. While many substitute teacher are filling in for the teachers that are out for a sick day, or leave of absent. They also teach the class if a teacher leave the school for other reason. They have become a very important part of our school district. While the pay is not great, they still come out each day to make sure our students are not in a class without a professional to carry on the lesson plan of the day. yet there does not seem to be enough substitute teachers to fill the classrooms of absent teachers or those teachers who have moved away. It is clear that the District of Chesterfield County needs more Funding for our teachers and subs. Comment by JONES, SHELLEY: As noted above, you need clear evidence—statistics, expert testimony, etc.—that proves this is the case in Chesterfield. Comment by JONES, SHELLEY: Capitalize since this is a proper noun. Comment by JONES, SHELLEY: Sentence fragment. Combine with the previous sentence. See this resource: https://owl.english.purdue.edu/owl/resource/620/1/. Comment by JONES, SHELLEY: This is a run-on sentence. Use [sic] if this grammatical error is your source’s or correct if this is a transcription typo. See number 5 under “Direct Quotations” here: https://owl.english.purdue.edu/owl/resource/577/01/. Comment by JONES, SHELLEY: Sentence fragment. See comment above with linked web resource. There are issues with sentence fragments throughout this essay that I will stop marking here. You are responsible for finding and revising throughout the paper. Comment by JONES, SHELLEY: Delete. See comment above with linked web resource. There are issues with unneeded commas separating subjects and verbs throughout this essay that I will stop marking here. You are responsible for finding and revising throughout the paper. Comment by JONES, SHELLEY: You have not proven this claim. Provide evidence. Comment by JONES, SHELLEY: Should be plural. Comment by JONES, SHELLEY: Should be plural. There are issues with nouns that should be pluralized throughout. Find and revise. Comment by JONES, SHELLEY: It is unclear what you have quoted from this article and which of these ideas are yours. Not giving proper acknowledgement to source materials constitutes plagiarism, even if that plagiarism is unintentional as it appears to be here.
An article in “ The Post and Courier:” reported “Increased education spending in South Caroling still doesn’t go far enough to the level disparities, some lawmakers say” State Lawmaker in the House and Senate voted to boost the funding for K through 12th grade by roughly $140 million over the last year’s spending plan, while covering also $68 million for Storm Matthew cleaning costs and $150 million for the state’s underfunded income organization” also state education expenses includes $28.9 million for new school buses, $60 million to surge the state’s per-student funding to 2,425 per adolescent and $55 million for school maintenances in low-income districts in the state.” it is a significant amount of money but it does not solve every problems. “I don’t think it’s going to help one bit,” (Rep. Bill Herberksman,), T-Bluffton. “I think its throwing money at a problem when the solution is not money.” While money does not fix every problem. It will solve the problem of overcrowding in our schools. It can element the problem of teacher being under paid. If these issues were resolved our well trained teacher would not leave our state for better wages. When our teachers are pay at a better rate of pay then our children will have a better opportunity of a better education. Thus the state produce more students able to graduate high school able to read and able to meet the requirements of a high tech profession. With more companies who are focused on high technology will enter into our state instead of by-passing us. Comment by JONES, SHELLEY: Work on incorporating all quotations into your own sentences grammatically and with clear transitions from idea to idea. Guide your reader through the research. Comment by JONES, SHELLEY: Eliminate? Comment by JONES, SHELLEY: Paper one should not hint toward your eventual solution. Report the facts of the local problem only.
If we do not allow our children every opportunity to learn to read and eliminate illiteracy, they will be doomed to failure with an unclear future. Thus allowing the state to spend more money when these young adults are forced to be placed on welfare. Comment by JONES, SHELLEY: Avoid subjective judgments in paper 1. This paper should report the facts of the local problem only in objective language. Revisit the slides on objective and subjective language in our modules for further clarification.
According to the (Department of Education) the 2013 poverty index for Chesterfield County School District is 82.08 percent ranking 34th in the state. Currently 72 percent of the students within the district do meet the requirements for sponsored meals. At this time there are 256 students recognized as English for Speaker of Additional Languages with the district. Ten percent are recognized as pupils with a Disabilities. Chesterfield County School District is one of the biggest administration employers within the county with over 1000 employees including 480 certified teachers 99.2 percent are “extremely capable” according to South Carolina guideline. According to the 2013 District Report Card. “Unique Features and Challenges Associated with the Community. Reduced funding from the state, economic recession and deteriorating admission generates challenges for CCSD in meeting the requirements of our scholar. According to the 2011-3.12 South Caroling State Department Sate reports, Chesterfield County School District’s per-pupil charges overall for this reporting period was $9,678, which showed that our district was rated 60th in the state In the state. 2010-2011 CCSD applied a number of administrative alterations to offset budget shortages as well as “freeze” administrative salary and “freeze” all teacher income step increases. Additional budget cuts from the state level required the district to captivate a 12 percent cut from the budget and cut the number of working seniors at this time. This result of these general fund removals and reductions in funding the district remains to overcome the economic slump from the 2010-2011 school year. With the freeze of administrative staff and teachers will not aid our children to gain the knowledge and skills of reading and comprehension of the books that they need to read and comprehend. When funds are being cut how our school can teach, where will they go to gain the technology training for future jobs? How will our state compete with other communities, towns, and states for these companies to come into our county? Chesterfield County have in the years past have lost companies they close or moved to other states or other country. With these companies moving our youth will be forced to become either on state funds, or crime. It will not be a bright future for our children unless we find funds to meet the needs of our school district; so that the district may meet the needs of each of our students. To do nothing will cause out children to drop out of school before the complete, or enter high school/ Comment by JONES, SHELLEY: Transition? Comment by JONES, SHELLEY: How are these statistics relevant? How do they help readers understand the local problem with reading readiness in Chesterfield County? Note, too, that to avoid plagiarism, you are required to include an in-text citation in every sentence that includes material taken from a source. Readers should not have to guess when you have used sources. In most cases, you can make it clear that you are using a source through in-text citations as well as parenthetical citations. An example of an in-text citation might be “According to this same source . . . .” Failure to properly acknowledge source materials through in-text citations and entries on a works cited page constitutes plagiarism. In-text citations must be added throughout the paper when required in order for the integrated paper to pass. Comment by JONES, SHELLEY: This paragraph includes many ideas that are not clearly related to the overall purpose of paper one—to introduce the facts of the local problem—or to each other. There are also issues with citations and quoting throughout that make it unclear which ideas are coming from sources and which ideas are your own. This constitutes plagiarism, as explained in comments above and two comments below.
According to the South Carolina Education (p3) “The dropout rate for students who participated in an at-risk program funded or sustained by the (EEDA) has been less than the state’s average.” This report prove that a problem still is present in the Chesterfield County Schools. Due to the fact that these students cannot read, they do not stay in the school system, and are dropping out at an alarming rate. Leaving these students unprepared for the future not being able to meet the demands of a good productive future. Chesterfield County School District. Use a strategies that will help our students to develop corrective language: understanding, background, physical breakdown making similarities, classification and writing. To incorporate a customary pattern digital, and online resources, as well as non-pattern resources. Comment by JONES, SHELLEY: You have not proven that this report is about illiteracy leading to the drop-out rate. This report takes into account all reasons from dropping out, not solely illiteracy; therefore, your claim moves beyond what the evidence proves and needs to be revised or edited out. Comment by JONES, SHELLEY: I am not following here.
The illiteracy capabilities in Chesterfield County Schools as well as other schools in the state of South Carolina does pose a problem. “The South Carolina literacy Competencies for Middle and High School Content Area Teacher.” Reports Middle and High School Content Classroom Teachers under the academic and indication –based practicalities of reading and writing procedures and instruction. The elements of competences; the teacher plans are to help each students contract meaning from their texts; making readings, detecting/ instructive, / insuring the important information, generating and answering question, brief, formation and calculation. To incorporate content area reading and writing strategies to give them support in the metacognitive thinking procedures of these schoolchildren as they build meaning from their informational versions. Yearly development goals shouldn’t be set until data history demonstrations that there is improvement in these patterns. The school of chesterfield and the cities of South Carolina have concerns, that the current process to revise standard is led by SCDE but the work of standard adjustment is done chiefly through the partnership of skilled in the K-12 grade, higher teaching, and professional and manufacturing. Already the EOC is part of the expansion of the ideals and are involved in the community. An assessment and evaluation of the principles have sufficient opportunity to influence changes within the average. Two reading with the SBE and two reading with the EOC is duplicative and slows down the standards approval application development. Comment by JONES, SHELLEY: Word choice? Comment by JONES, SHELLEY: I am not following here. As marked above two comments above, these sentences do not make grammatical sense and appear to borrow from sources without proper context or citation. Comment by JONES, SHELLEY: I am not following here. See comments above. There are recurrent issues throughout the paper where it appears you are borrowing from sources without giving needed context for readers, citations to avoid plagiarism, and grammatical sentences for readability. I will stop marking these issues here, but you are responsible for finding and revising throughout. Note, too, that it appears some of these words are borrowed directly from sources, but you have not signaled that borrowing with quotation marks. Whenever you use your source's language, you must signal to your reader that those are not your words by using quotation marks. These are called direct quotations, where you use your source's language exactly as it appears in the text. Indirect quotations, which do not need quotations marks, are either paraphrases or summaries of the text all in your own language. It is not sufficient to change a few words or the structure of the quotation and not include quotation marks; you must quote faithfully from the source and use quotation marks or use only your own words and not use quotation marks. Failure to handle direct and indirect quotations properly technically constitutes plagiarism. Please see the following web resources for more information: https://owl.english.purdue.edu/owl/resource/577/01/ https://owl.english.purdue.edu/owl/resource/563/01/ https://owl.english.purdue.edu/owl/resource/747/03/ I will not mark these issues further; you are responsible for finding and revising throughout. Future assignments with these issues cannot pass and may result in a referral to the Office of Academic Integrity. Review the materials linked to above and under "MLA Citation & Plagiarism" on Blackboard for help, and contact me with questions. Comment by JONES, SHELLEY: Word choice?
According to” Reading Partners Charleston,” the percentage of fourth graders that read at grade level is 34% (Bonds 1). Statistically, these children are the ones who grow up to become either, locked up, unemployed, or deceased. South Carolina is ranked with the 13th highest rate of functional illiteracy. It also has the nation’s third highest adult illiteracy rate (WISTV 1). Because students are not able to read and write, they have a higher chance of dropping out later on in their scholastic career. As aforementioned, these students are highly likely to end up in jail, living with no job, or not living at all. Those who are not locked up, or killed, will more than likely live with their parents. These children will totally be depending on their parents for support. An article “11 Facts about Literacy in America” reported “2/3 of students who cannot read proficiently at 4th grade will end up in prison or in the state system. Over 70% of America’s inmates cannot read above 4th grade level. One in four children in the United States grow up without learning to read. Students who don’t read skillfully by the 3rd grade are more four times likely to drop out of school. As of 2011, America was the only free-market OECD (Organization for Economic /C/cooperation and /Development) country where the present generation was less educated than those of earlier years. Comment by JONES, SHELLEY: In Chesterfield County? Comment by JONES, SHELLEY: You must provide the statistics. Comment by JONES, SHELLEY: The ones who are reading at grade level? Comment by JONES, SHELLEY: Relevance to Chesterfield County School District’s reading readiness rate for school-aged children?
Many may think that literacy has nothing to do with the increased danger of being incarcerated, but, in some cases, they are identical. “Nearly 85% of the juveniles who face trial in the juvenile court system are functionally illiterate, showing that there is a close relationship between illiteracy and crime” (DoSomething.Org). The rate of prisoner who are in jail is overwhelming overcrowded. Yet the crime rate increase daily. Our young youth are being brought into the court system today more than ever before. Learning to read has been and is proven that reading is something that our children must learn to do well. if they are to survive. Comment by JONES, SHELLEY: Word choice?
While teachers go by their appointed standards to make their lesson plans, others go above and beyond to teach their students how to read and write. Brenda Richards uses her fictional character, Bellman the Bear, to teach her students reading skills (Bluvas 1). Although she is helping her students get these skills, other students are still lacking those certain skills. Comment by JONES, SHELLEY: Relevance?
Low illiteracy levels is the cause of a percentage of unemployment nationally. In a meeting held by the Lancaster Chamber of Commerce, Dr. Gene Moore stated, “South Carolina will not be competitive if we do not educate our adults over the age of 25” (Wilds 1). The problem with that is if we do not educate our children before they get to the age of twenty five, they will not be able to catch up enough academically as they age. Because South Carolinians are not literarily competent as compared to other states, we are not able to compete with other states in bringing in more technologically advanced companies. Comment by JONES, SHELLEY: Evidence? Comment by JONES, SHELLEY: Relevance?
Research has shown that 75% of students who read poorly in third grade remain poor readers in high school (Duke Energy 1). Many of those students say that they have dropped out because they were failing too many classes, which can be linked back to them not being taught necessary literary skills in elementary school. Solutions to this growing problem have been: A ‘Read-In’ march held in Columbia, the creation of the Books and Barbers organization, and the annual Read-In at the State House. Comment by JONES, SHELLEY: Evidence? Comment by JONES, SHELLEY: Paper one must introduce the facts of precedent, both solutions tried within Chesterfield County to meet the problem you’ve identified and solutions tried elsewhere with success to meet similar problems to the one you’ve identified. You will need to add in sources for both types of precedent, fully explaining the programs you are using as precedent to readers in paper one. Paper two will then evaluate these forms of precedent, and these forms of precedent will serve as inspiration (properly cited) for your eventual solution proposed in paper three.
Illiteracy in South Carolina is a situation that desperately needs a solution. Low illiteracy levels negatively impact this state in various ways. Being able to help current students build their reading and writing skills can help to lower unemployment rates, juvenile rates, and to lower the percentage of high school dropouts. Illiteracy in South Carolina is a major problem that needs to be resolved before South Carolina can be known as a state of literary competency instead of a state of low functional illiteracy.
According to the (WISTV.COM) “Teacher say schools need more staff to improve kids; reading.” Statistics show South Carolina has the 13th highest rate of functional illiteracy in the United State. To get in the front of this problem, and the high dropout rate that will cause a result, state representatives are endorsing a contentious solution.
Early childhood literacy is a hot topic in the legislature this session. It’s the basis of all students’ future goals and accomplishments. “It’s so much more than seeing a word and reckoning out what it mean,” said Catherine Griggs, a first grade teacher in South Carolina a Pontiac Elementary School. One in five third grade schoolchildren in South Carolina who can’t read at their grade level. A much better plan for our children to ensure their goal for success is needed. “We do need a better plan to ensure the success of all our students,” said State Representative Andrew Patrick, which represent the 123td District in Hilton Head. Comment by JONES, SHELLEY: Evidence? Relevance to the rest of this paragraph?
This plan, known as the Read to Successes Act gives district like Chesterfield County the option to hold back students who cannot read on grade level by the end of the third grade. This would allow the child more time to sharping their skills of reading. Giving them more time to comprehend what they are read on the third grade level before going high. But many teacher disagree. They feel that this act falls too short. Comment by JONES, SHELLEY: Do you mean the Read to Succeed Act? Give full details using cited scholarly sources.
At a state House Education Committee meeting, many expressed numerous doubts about how this act effective the Florida-modeled retaining method? No evidence was establish that the students retained in Florida schools became better readers or that their test scores improved at all. To force or mandate a student to stay back. Just the social, responsive aspect of knowledge to read, now and again can hinder the child rather than help them in moving forward with their reading and writing skills. The Chesterfield District Scores Students by grade level and the demographic- grouping. These statistic may vary from those in the state and federal accountability results. These student were considered based on where the students tested regardless of school arrival date. Home school student were omitted from testing. The District of Chesterfield Scores each child by grade level and Average. Comment by JONES, SHELLEY: affected Comment by JONES, SHELLEY: Relevance to the Read to Succeed Act?
Teachers at New Heights Middle School regularly use data to create a classroom setting for encouraging learning. Though test-item analysis, MAP testing, and developmental calculation, educators are able to screen each student accomplishment and amend instructional plans accordingly. New Heights Middle have numerous programs and association with the purposing of providing their students with the experience that is needed for their development both socially and scholastically. These organization embrace, but are not limited to Student Council, Beta Club, Step Team, Junior Scholars, Sport teams, ALPHA Art and Music, Gifted and Talented, , Drama Club, Hawk News Team, Gawks Have Heart Charity Club, and Response to Intervention (RTI). These students have access to leveled text books in every schoolroom and a established time for silent reading. The Hawk News/ broadcasting Team offers all student with provision knowledge credit and real realm of knowledges by a publication on their school’s website. New Heights Middle School is going beyond the call of duty. Allowing children to participate in different organization, to keep them active and interest in learning. They have made a big difference with each student. Getting them the assistance they need with homework, after school actives. Providing extra help when need for reports. New Heights Middle reaches beyond the break in helping students prepare for a better way of life. Yet finding the funds to better educate our children is still in question. Our education personal are not reaching out far enough to reach the demands of our children. Comment by JONES, SHELLEY: Are you using this school as precedent? If so, explain further how this school’s programs met the local problem you’ve identified.
Other problems contributes to our education. According to an article “Poverty, racism, and Literacy” a significant association between race and poverty does exists with African American, and Hispanic Americans. These Americans are three times more likely to be disadvantaged than their white Americans (Proctor and Dalaker 2002). This cycle of insufficiency and low-literacy functioning is well recognized, as is the accomplishment break between white pupils and pupils of color. Race is a persistent factor in employment statistics, educational accomplishment, the achievement of learning skills, with meaningfully higher joblessness rates and lower educational accomplishment rates among Black and Hispanic Americans than between White Americans. Thus crippling African Americans, and Hispanic Americans students of accomplishing education for the future technology jobs that the state bring jobs into South Carolina. Occupation loss and squat earnings are unequally dispersed across races ethnicities, with Blacks and Hispanics more possible to lose employment than whites and more possible to be hired for service work that for better-paying Job (Bureau of Labor Statistics 2002). Auerbachian (1992) suggests that there exists a “literacy Legend” in which financial flexibility is touted as the result of literacy acquisition when, in reality, race and gender play a greater role in shaping person’s financial predictions. The obtainability of occupations that pay a living wage, literacy education loses its worth and charm. Literacy alone cannot overcome the consequence of class and race on access to educational and work opportunities (D’ Amico 1999). We must close this divide of race the keep our children from moving forward to a better education for all, not just for whites Americans, but for all Americans. The better educated our children are will decrease this divide that we have that hinders our children from achieving the skills or reading and writing. Comment by JONES, SHELLEY: Are you focusing on particular demographics, children of color, for instance, for your local problem? If so, that needs to be stated upfront, and the whole of paper one needs to be framed around this demographic.
According to “ Carnegie Corporation of New York Executive Summary” “ Despite decades of reform efforts, certain groups of youth—African-Americans, Latinos, English Language Learners(ELLs) and those from low-income homes- continues to underachieve on common pointers of academic success. The current trend toward high-stakes testing makes the accomplishment gap both more obvious and more significant. “An important origin of the gap is inequalities in literacy achievement. However research has communicated to us so much about what is needed to learn to read words of a page, providing much a smaller amount information about the effective means of helping schoolchildren learn to read to learn. Although so many teaching approaches exits, they often do not measure themselves in similar way, making evaluation across programs and large- gauge use assessment problematic. Many instructional inventions are researched-initiated, and not ever get supplied with the tools needed for continued large-large-scale use. Nevertheless, a dearth of information exists about novel approaches or adaptations of actual approaches designed specifically for use with the groups of underachieving reader, chiefly English Language Learners population in American schools, one that presents massive variation, and a population that brings both exceptional strengths and challenges to classroom learning. A group proposed to formalize its presence, as the Adolescent Literacy Funder Forum (ALFF). The forum does not involve an obligation of funds, but rather is planned as an important breeding ground for ideas on how best to serve the most under-server populations of teenagers. Whose educational achievement is most at risk: African- American, Latino, ELL, and low-income students? Numerous concrete step for ALFF were suggested. ALFF should sponsor an information-sharing website with the aim of promoting funders, those with funding, those seeking funding, and those basically looking for ideas, information, or evaluations of initiatives.
Unfortunately, still another gap between what we are doing to improve the literacy achievement of under-performing adolescent and what we would need to know and do in order to address this pressing social problem. We hope that ALFF may provide a Springboard for bold, future collaborations among the organization concerned this problem. Comment by JONES, SHELLEY: Who is the “we” in this paragraph? I am not following.
Although the fraction of Black 8 grade middle school performed at the Underneath Basic level lessened somewhat between 1994 and 1998, only the percentage of Black B8th graders are also decreased Basic go-getters increased. In contrast, the percentage of whites at the Below Basic level. Males in Chesterfield County and the whole state of South Carolina, are struggling to read and write. An article, “Combating I Hate this stupid book!” gives detailed examples of American male’s behavior in the middles school when it comes to reading. The male would claim that the books where stupid and nobody want to read a book that’s not interesting. Reading a book that is not interesting makes it harder to comprehend what is going on within the book. These males find it hard to find books that captures their interest in reading level. These boys are not incapable of learning how to read they may very well have an environmental or cultural background history that effects their skills to read as other males. Comment by JONES, SHELLEY: I am not following here.
Even though we have been give the necessary knowledge of the skills to aid students to comprehend reading and writing skills that they might improve on illiteracy. Educators overlook the problems of children who are unable to read. Many children who come from families who are illiterate will most likely struggle because their families cannot help them obtain knowledge of these skills. Some of these parents are not able to read or write their own names. This prevents them from helping the children with school work.
According to Don Deshler, teachers becoming upset with their student because the lack the ability to read and write. Reading and writing skills are the basic key component of learning other subjects, such as Science, Social Studies, and English. Teachers fail to moderate some of their students to read and write. Making those student uninterested in the material on hand for them to read. The article implied teachers must understand where the breakdown of learning occurs, it is not the teacher’s job alone, but the parents’ job as well. The children is only with the teacher for a few hours a day. Whereas the child spend more time with the parents than that of the teacher. The parent must show attention to the child’s progress in school. When the parent is engaged in the child’s homework it will set them up for success in the needed skills to learn how to become grade level readers. we cannot allow teachers to bear all of the blame for these students inability to read, some of the blame must be placed on the parents of these children. When the child read every day in school and in the home there shouldn’t be a problem with illiteracy on our school district.
Homework is crucial to the success of our children future. With technology moving rapidly in the work force. we have no chose but keep up with the present. Reaching for our future, or we will get left behind. Jobs will continue by-pass our state. When companies failing to come into our county and state due to the lack of ability to compete. We will not be able to grow and keep up with other cities and states. We will be unable to prosper financially and maintain a healthy way of life.
Vital sign that effect out children reading issues are very much real. According to the article “ Vital signs of Literacy Instruction for African Male Adolescent,” A vital sign of reading are designed to advance reading and writing skills and to help cultivate their reading development. The National Assessment of Educational progress is measure skills connecting with the vital signs of reading skills. They are crucial for providing the working tool students so desperately need to be able to bridge the grip of their books self-sufficiently an essential minimum for all literacy efforts. These tools include an understanding, self-questioning, using language, inspecting, and sympathetic “(Tatum, Vital Signs”). Vital signs affect reading and writing result of these children.
Another important connections between the race and poverty, with Black and Hispanic Americans being three time more likely to be at a deprived than white Americans, according to article, “poverty, Racism and Literacy” (Corley1). “The system seems to be designed for the deprived children of color to fail. The difficultly of racism is still presenting a real problem in every state of our country. There was a time when it felt like people of all races were coming together to end the problem, even in small towns like Chesterfield, and Pageland, South Carolina. However this problems continues to lingers on. Only having a band aid to cover it, and the consequences of this failure can be felt by the whole state, because of this problem. Our children are not able to function in our society as they should. Parent and educators will not able to teach our Black and Hispanic American students to learn how read, write, and to be able to comprehend what they are reading. They will not be able to function in the job market or in society
Works Cited Comment by JONES, SHELLEY: This works cited page is not formatted properly according to MLA 8 guidelines. Using MLA is a basic requirement of any assignment this semester. Failure to use MLA 8 for the integrated paper will result in an automatic failure of the project. Use your textbook and the resources under “MLA Citation & Plagiarism” on Blackboard for guidance.
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