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Extra resources for Powerful Content Connections: Nurturing Readers, Writers, and Thinkers in Grades K-3
Just remember that we are surrounded by texts, and we can always replace texts to find those that better meet our needs. With many texts readily available, there is no reason to continue to use a book that doesn’t work. Instead, we can look at five key features of books and make a decision whether to USE IT. The Role of Materials in the Classroom Context Nobody will argue whether the teacher and students are integral parts of any learning environment, but the role of materials is receiving a greater emphasis.
It really is as though we have traveled to a new land and are trying to learn the language and adjust to the culture. Just as younger children often pick up a second language faster, this appears to be true with technology as well. My hope is that we can learn from each other: Those teachers who are digital natives will continue to help digital immigrants adjust to our new surroundings. Our K–3 students, who are clearly digital natives, are often much more comfortable using technology. , 2009).
Often those children are already struggling to meet educational expectations when they enter school, and yet once in school they are then experiencing less exposure than other students to the type of text that will help them to be successful for future careers and life. The results of Duke’s study are, unfortunately, not unique. Other studies reveal similar grim findings. For example, Kamberelis (1999) found that students in kindergarten, first grade, and second grade are more familiar 25 with narrative texts than other genres.