RUNNING HEAD: Case Study/Reflective

Case Study/Reflective Paper

Sarah Field
Colorado State University
























Case Study/Reflective 2
All teachers are teachers of reading. At the beginning of this semester, I
would have had my doubts regarding this statement, yet now I firmly believe that
this statement is true. Initially, my reaction would have been something along the
lines of no, only a few teachers are teachers of reading, such as English, social
studies, history, etc. Now I realize that even math and family and consumer science
teachers are teaching reading as well. However, when I think of teaching reading, I
think more in terms of literacy in general and not simply reading. Literacy consists
of reading, but it encompasses even more. Literacy comes in all forms, not just in
books and words; it consists of numbers, symbols, and the spoken word (Schmer,
2014). As a family and consumer science teacher, I will be teaching reading (and
literacy) in the forms of quantifying recipes and measuring, balancing checkbooks
and planning finances, caring for children and making clothing; all these various
forms of literacy will also be presented in a variety of ways, i.e. blogs, cookbooks,
podcasts, TV shows, and magazines. Reading extends far beyond the text book and
into every aspect of teaching and every aspect of daily life.
This semester I was able to work in an array of classrooms math, English,
and family and consumer sciences. In math, we used non-numerical literacy to
understand the assignment for the day, figure out word problems, line numbers on a
graph, and talk through tough spots. Obviously, we primarily used numeracy, yet
there were many instances throughout the class where the students were reading,
speaking, and deciphering. We taught reading to them via the ways we explained the
problems, using words to help the students visualize or otherwise work out the
solution to the problem. In the English classroom, teaching reading and literacy was
Case Study/Reflective 3
quite apparent. The students were able to read on their own, teaching themselves
reading, but we also worked with the students to define difficult words, explain
complicated parts of books, or to listen and infer from other students. All of those
aspects are teaching and engaging students in literacy, whether predominately
reading focused or not. In the family and consumer sciences classroom, it was a
little different than the standard core curriculums. The students would read recipes
out of their cookbooks, read from textile textbooks, and read off of worksheets.
Additionally, they would discuss their lessons, create projects, give presentations,
and write up summaries and evaluations. All of these things utilize literacy and the
ability to read. As teachers, we assisted them in their literacy endeavors, and we
taught reading to them by helping them understand a complicated recipe or a
fashion term they did not understand; we scaffolded their learning throughout the
class, and much of that learning was in the form of literacy.
Reading is everywhere, in every subject, and in every lesson. In order to help
students succeed, teachers must teach them the lesson as well as teach them the
skills needed to achieve academically. When a student cannot read the lesson, they
will not be able to understand exactly what to do, be confused, frustrated, etc, and
suffer because of it. Teachers have requirement to teach reading throughout their
day. They must scaffold lessons to help students learn new information without it
being too over their heads (Seahorn, 2014). If the students are not strong enough
readers, the teachers must be aware and capable enough to assist in the students
developing stronger reading skills, even if it is simply being able to read a recipe. If a
child comes into class not having the appropriate reading skills, the teacher assumes
Case Study/Reflective 4
an even bigger role in teaching them reading which will hopefully catch them up to
their appropriate academic level.
There are many ways I can use what I learned this semester in teaching
family and consumer sciences. Even though a majority of my time spent in the
cooking or fashion classrooms at Preston was spent observing or interacting in a
more hands-on activity way, there were a plethora of literacy skills that I would be
able to incorporate into my content area to help the students better understand the
information. The first strategy I could use is implementing KWLs before a new topic
is introduced, especially if the topic is controversial or carries heavy stereotypes.
For example, before starting a new cultural specific cuisine unit, I could have my
students write down what they (think they) know about that cuisine/culture, then
what they want to know; I would then introduce the subject and have them finish
the KWL by writing down what they learned before exiting class for the day. I think
this would be an effective way to address stereotypes and misconceptions about
cuisines and cultures.
A second skill I am looking forward to utilizing in my classroom is the RAFT
activity. I think it would be a great and unique way to get the students creative
juices flowing about a specific component for cooking. For example, I think it would
be an interesting way to have the students write about food science why things
happen in a kitchen. I could have them pick a type of cooking, i.e. steam, boiling,
electric heat, or fire, and write a RAFT from that cooking type to the food that is
being cooked describing the process going on. I think it would challenge them to
really understand the why behind the process and force them to write about it in a
Case Study/Reflective 5
creative short summary. Additionally, to get students to think a little more
creatively and on their toes, I could have them perform quick writes. The quick
writes could be utilized in the same way as a KWL, at the beginning of a unit. I
remember doing quick writes at the beginning of classes in college, and I think they
can be quite beneficial in getting students prepared for the lesson or the unit for the
day. Quick writes are also a good tool in preparing students simply to think and
focus on being present in the classroom. Quick writes could also be used as an exit
slip at the end of the unit to gauge what the students learned and what they thought
of the subject matter.
A fourth strategy I would like to incorporate into my classroom would be a
visual/verbal such as the Frayer model. There are many complicated culinary terms
stemming from many different languages, and I think it would be quite useful to
have students make a visual/verbal so that they can better associate the specific
term to the kitchen. The Frayer model would also assist in making connections and
associations between two different words that essentially mean the same thing. For
example, green onion and scallion are they same ingredient, yet they can be quite
confusing to beginner chefs, especially if one is more commonly seen than the other.
A Frayer model would help a student understand this overlap.
Chronological sequencing would be another strategy that I could easily
incorporate into a foods classroom. The mapping of things in chronological order
could aid in students awareness of various baking processes, such as making
cookies. If they understand the order in which ingredients should be added for
certain items, then they could easily decipher a jumbled recipe into its appropriate
Case Study/Reflective 6
order. Also, by putting things in a chronological sequence, students have to think
objectively about why they are putting it in that order, which helps them
understand the science and technique behind a recipe.
Lastly, I think putting the four As to use in a classroom would be intriguing.
Specifically, I would like to utilize this skill after having students read a more
politically or ethically charged piece of literature. Opinions can be quite vast when
discussing animal welfare, labor rights, fossil fuels, and food waste, and by having
students write down information into the four As, they have to form opinions and
reason why they have that specific opinion. I think this would be quite valuable,
especially for older children, and possibly if setting up for a debate activity or
project. Even having the students read a page or two from a book and fill out a four
A form would have them think critically about the subject and about what point of
view the author is taking; it also had the potential to spark interest in the subject
(pre-project or paper).
Although I have listed only six specific examples of how I would use various
literacy skills in my family and consumer science classroom, there are many more I
would love to incorporate as well. These examples prove how all teachers are
teachers of reading because all of these examples focus on various aspects of
literacy and reading even though I have demonstrated utilizing them for a culinary
specific setting. Literacy is not a naturally occurring skill in our brain; therefore, we
must nurture and develop it and help it grow (Seahorn, 2014). By developing
interesting activities for students to use daily, teachers are fostering interest and
creativity in their students. It would be possible (and wise) to, every day, use some
Case Study/Reflective 7
activity or strategy to engage students in the content. Even if teaching reading is not
the intention, it will nonetheless be taught by default. However, understanding the
value of literacy education in all classrooms is a necessity for teachers as then they
will become more attuned to meeting their students needs and presenting new
information in unique and interesting ways.


















Case Study/Reflective 8
References
Seahorn, J. (2014). Lecture. Lecture conduced from Colorado State University, Fort
Collins, CO.
Schmer, A. (2014). Lecture. Lecture conduced from Preston Middle School, Fort
Collins, Co.