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  1. 1. <ul><li>850 students </li></ul><ul><li>Serves the poorest neighborhood of </li></ul><ul><li>a midsized northeastern city. </li></ul><ul><li>97% qualify for free/reduced lunch. </li></ul><ul><li>94-98% qualify for Title I . </li></ul><ul><li>High mobility rate at the school, 1/3 of the class makeup will change between September and June. </li></ul><ul><li>Approximate class size is 23 however in Lilly’s classroom 31 different students were placed in her classroom throughout the year. </li></ul><ul><li>Have gone through a variety of reading programs including; Open Court, Distar, and two literature-centered basal reading series. </li></ul>School:
  2. 2. Students: <ul><li>Most students in the class are African American with the exception of three Hispanic children and a few multiracial children. </li></ul><ul><li>All students could be characterized as urban, poor, and from minority populations. </li></ul><ul><li>All students were English dominant. </li></ul>
  3. 3. <ul><li>One parent was Puerto Rican, three were European American, and six were African American. </li></ul><ul><li>Some unemployed, others had steady jobs. </li></ul><ul><li>Most had gone back to school after high school and were working to make a better life for their children. </li></ul><ul><li>Some of welfare, others had not been on welfare since they were children. </li></ul><ul><li>One parent earned an associate degree, other parents had not graduated from high school. </li></ul><ul><li>All grew up in different types of settings: cities, down South, suburban communities, as well as rural towns. </li></ul><ul><li>Some were single parents, others married and in long term relationships. </li></ul>Parents : Of those interviewed…
  4. 4. <ul><li>  To situate discussions about reading within my [Lilly’s] students’ personal and collective experiences. </li></ul><ul><li>To address how children’s concepts about reading are situated within larger contexts that include a variety of situational and cultural factors. </li></ul><ul><li>To show the importance for all teachers to apply ethnographic techniques to observe classroom efficiency without leaps to judgment. </li></ul>Compton-Lilly’s Goals:
  5. 5. <ul><li>Ms. Rodriguez: “I think everybody needs to learn how to read, really, cuz I don’t think you’re really going to survive in this world without reading. You know. And with the ability to read, it’s still not going to be easy…” </li></ul><ul><li>Ms. Horner: “Yeah, um, I think of reading as uh, uh, a daily function. You need to learn. You need to be able to read in order to be able to survive. It’s definitely important.” </li></ul><ul><li>Ms. Mason: “That’s the only way they going to make it in life. They have to learn how to read.” </li></ul><ul><li>Ms. Johnson: “You know, I always took reading for granted. But now, you know, I know how you have to read in order to live.” </li></ul><ul><li>Ms. Allan: “Reading and writing, you have to have those two things to get through the world today. You know what I mean? You can’t get by without reading and writing.” </li></ul>
  6. 6. <ul><li>Ms. Webster: “If you can’t read, how are you going to fill out an application? And one thing I want her to do is get a job. I want her to go to college. I want my other daughter to go to college. Something that I never had. OK? And one thing I want them, both of them, to get a good education and get a good job and not have one of these penny-enny jobs.” </li></ul><ul><li>Mr. Sherwood: “I know people who drive a truck out here, you know, going back and forth to finish their route, they don’t know, they don’t know how to read a darn sign out there. It’s really amazing…and you got kids playing around here, he came, and they can come around that corner like it ain’t nothing. You know because they can’t read.” </li></ul><ul><li>Ms. Rodriguez: “It takes you to a different place. It relaxes you.” </li></ul><ul><li>Ms. Horner: “I’m a dreamer and I like to let my mind imagine, it just takes me places I wish I could be.” </li></ul>