Youngest-Learner
Week 6
Y--The discussion on different genre is very interesting this week. We read different genres to the students when they come into the library. We will read a book to the students then have them decide which genre it belongs to and why they think it belongs to that genre.
One in particular is fable, we read the story to the students and they tell the genre and the moral. This really gets interesting. We will also have the students draw a picture that tells the story. We feel this helps them in understanding what the story is telling.
Brenda/Sue
Shady Point Library
Wednesday, March 11, 2009
Youngest-Learner Week 6
Youngest-Learner
Week 6
Y--The discussion on different genre is very interesting this week. We read different genres to the students when they come into the library. We will read a book to the students then have them decide which genre it belongs to and why they think it belongs to that genre.
One in particular is fable, we read the story to the students and they tell the genre and the moral. This really gets interesting. We will also have the students draw a picture that tells the story. We feel this helps them in understanding what the story is telling.
Brenda/Sue
Shady Point Library
Week 6
Y--The discussion on different genre is very interesting this week. We read different genres to the students when they come into the library. We will read a book to the students then have them decide which genre it belongs to and why they think it belongs to that genre.
One in particular is fable, we read the story to the students and they tell the genre and the moral. This really gets interesting. We will also have the students draw a picture that tells the story. We feel this helps them in understanding what the story is telling.
Brenda/Sue
Shady Point Library
Tuesday, March 10, 2009
Optional Week Discussion Topic 1
From what I have observed and from your comments in your posts, most of you are utilizing some version of the strategies we studied and implemented in this training session. There were differences in methodology and implementation, of course. Why, after so much hard work on your part, are results for our schools poor when it comes to testing? I have several ideas about why this is, and I am sure you do, too. I would like to suggest that question as a beginning topic of discussion.
Assignment for Week 6
Discussing and providing the various genres to students will enable them to grow as students. Different genres could be "featured" each week in the library. Students could share their think-alouds with classmates. Each student would bring a different viewpoint into the discussions, which will allow a better understanding of that concept or genre. The library could also showcase the different genres around the library, having books that go with that genre featured.
week #6
At our school, each class has 50 minutes each day to spend in the library. My pre-K & K do not check out books from the library but they are read to in the library and do activities there. I have a classroom library we use to check out books. We also use the the Book It program to get parents involved in reading with their children. Last year I had a former student, who now coaches college basketball, come and read to my students.
We don't have a bookstore nearby to visit, but each year we have a book fair. At the book fair the children browse the books, take home an order form, and buy books. Parents are encouraged to attend the book fair with their children.
We use newspapers to find and circle words that we are learning to read. We also read the articles in the newspapers that are about our school.
We made cards to send in a package to Iraq. We discussed why we had to use the post office, which led to a geography lesson.
Because we are in such a rural area, and most of the students have never traveled very far, virtual field trips will be a wonderful tool to use.
As far as the "inquiry square" is concerned, I'm not sure how to impliment that in my classroom. Before reading a story, I help students think about what they might learn from the story. We look at picture clues as to what the story will be about. During reading, we predict and draw on personal experiences.
We don't have a bookstore nearby to visit, but each year we have a book fair. At the book fair the children browse the books, take home an order form, and buy books. Parents are encouraged to attend the book fair with their children.
We use newspapers to find and circle words that we are learning to read. We also read the articles in the newspapers that are about our school.
We made cards to send in a package to Iraq. We discussed why we had to use the post office, which led to a geography lesson.
Because we are in such a rural area, and most of the students have never traveled very far, virtual field trips will be a wonderful tool to use.
As far as the "inquiry square" is concerned, I'm not sure how to impliment that in my classroom. Before reading a story, I help students think about what they might learn from the story. We look at picture clues as to what the story will be about. During reading, we predict and draw on personal experiences.
Friday, March 6, 2009
This was probably the most refreshing of alll chapters we have read. Children learn so much by experiences. I have always felt field trips, reading outdoors or other outdoor activities can build literacy skills. In the fall my students go on a nature walk. We collect the different colored leaves and make a collage. The students had lots of fun. There was so much learning in this activity. They carried over at home. The students wanted their parents to help them find the fall colored leaves. What a great family activity. I will remember to include this next year in my lesson.
Reading is so important. This chapter was great to point out that learning can happen outside the classroom. I feel using people in the community can help develop literacy skills. Students love new people to comefto their classroom. This year we are using other staff members that have special talents. Our younger students get to have music this year with another staff member, instead of just in our classroom. The best addition to our elementary has been a librarian. She has been great to read and do activities with the students. They get to check out books from our library. My students really look forward to library day. They can go each day and check out books. She has also planned special events throughout the school year. This week was about Dr. Seuss. My class surprised her by wearing Cat in the Hat hats. She was excited and had her picture taken with them. The students' faces were beaming. Our librarian got to order a lot of new books. She especially looked for books for the younger students as well as the older students.
I feel this chapter gave many ideass to create opportunities to build literacy. A student can broaden their word knowledge through print, whether inside or outside of the classroom.
Reading is so important. This chapter was great to point out that learning can happen outside the classroom. I feel using people in the community can help develop literacy skills. Students love new people to comefto their classroom. This year we are using other staff members that have special talents. Our younger students get to have music this year with another staff member, instead of just in our classroom. The best addition to our elementary has been a librarian. She has been great to read and do activities with the students. They get to check out books from our library. My students really look forward to library day. They can go each day and check out books. She has also planned special events throughout the school year. This week was about Dr. Seuss. My class surprised her by wearing Cat in the Hat hats. She was excited and had her picture taken with them. The students' faces were beaming. Our librarian got to order a lot of new books. She especially looked for books for the younger students as well as the older students.
I feel this chapter gave many ideass to create opportunities to build literacy. A student can broaden their word knowledge through print, whether inside or outside of the classroom.
YL week 6 Wherever we go
I use penpals in my class. This helps with writing tremendously. Also, we visit each other about twice a year. I pick another school close by and exchange letters.
The students really enjoy these kinds of writings.
The students really enjoy these kinds of writings.
T - As a special education teacher, I try to make sure my students are able to function in the real world. I do this by reading and talking about current events. I have found they are not really interested in reading the newspaper, but I get the same material across using the internet. I use the front (so called) page of the msn site. It usually has interesting information that my students enjoy learning about. We have talked about new species of animals that have been found all over the world. Example is the climbing catfish found in Brazil a few months ago. My students enjoyed this article because they wondered if there were the same type of catfish in their own ponds. I make them think about the connections to other parts of the world.
I really enjoy using the mystery readers. I have also found books with different paths and avenues for the students to choose to be the most exciting for them. In these books it is like they are actually making the choices and living them too. An excellent one is about the underground railroad and the choice a slave had to make to be free. It was wonderful during black history month.
I really enjoy using the mystery readers. I have also found books with different paths and avenues for the students to choose to be the most exciting for them. In these books it is like they are actually making the choices and living them too. An excellent one is about the underground railroad and the choice a slave had to make to be free. It was wonderful during black history month.
Assignment #6 Inquiry Square
I like for students to compare fables to what can is real or fantasy. We discuss the different genre's of books and stories. Before, during, and after reading we discuss the title, characters,
setting and the plot or main idea of the story.
We talk about how the characters feelings, actions, motives, and what we can learn from the story. I encourage the students to look for figurative language and sound devices.
We predicate the outcome of the story and how we can learn from other people's mistakes.
We discuss the problem and what caused it, then we write a outcome where the characters learn a lesson. To extend the students knowledge of fables we make stick puppets and act out the story changing characters and outcomes.
Fables can help students to understand that we learn from our mistakes (even as adults).
I like for students to compare fables to what can is real or fantasy. We discuss the different genre's of books and stories. Before, during, and after reading we discuss the title, characters,
setting and the plot or main idea of the story.
We talk about how the characters feelings, actions, motives, and what we can learn from the story. I encourage the students to look for figurative language and sound devices.
We predicate the outcome of the story and how we can learn from other people's mistakes.
We discuss the problem and what caused it, then we write a outcome where the characters learn a lesson. To extend the students knowledge of fables we make stick puppets and act out the story changing characters and outcomes.
Fables can help students to understand that we learn from our mistakes (even as adults).
Thursday, March 5, 2009
Think Aloud- Week 6
T: To help the student understand different genres, such as Mysteries, you would implement ideas from the Inquiry Square.
Mysteries may be the most common known genre to students today. So much of what they see on TV, games, or books deals with a lot of mystery.
1) Access background information/knowledge:
Question students about movies, games, etc... that deal with mystery. Explain that there must be a resolution to a particular puzzle that needs to be solved.
2) Put content into mental structure:
The teacher can allow the students to play the game "Clue". This is a great ex. of what a mystery is and how solving one comes about.
3) Articulate meaning of the text:
The students can use context "clues" to generate meaning of the text. Pictures or other graphic information, such as "mapping, KWL, etc.. are great ways to teach meaning.
4) Name the structure of the text and how the construction helped communicate authors meaning:
Students must notice and make meaning with the codes offered , they must notice the various forms of evidence and evaluate them: they must notice inference gaps and try to fill them.
In order for readers to understand mysteries, they must put the puzzle pieces offered by the author together to figure out the mystery. This allows the reader to take moral satisfaction from the solution to the mystery.
Michelle
Mysteries may be the most common known genre to students today. So much of what they see on TV, games, or books deals with a lot of mystery.
1) Access background information/knowledge:
Question students about movies, games, etc... that deal with mystery. Explain that there must be a resolution to a particular puzzle that needs to be solved.
2) Put content into mental structure:
The teacher can allow the students to play the game "Clue". This is a great ex. of what a mystery is and how solving one comes about.
3) Articulate meaning of the text:
The students can use context "clues" to generate meaning of the text. Pictures or other graphic information, such as "mapping, KWL, etc.. are great ways to teach meaning.
4) Name the structure of the text and how the construction helped communicate authors meaning:
Students must notice and make meaning with the codes offered , they must notice the various forms of evidence and evaluate them: they must notice inference gaps and try to fill them.
In order for readers to understand mysteries, they must put the puzzle pieces offered by the author together to figure out the mystery. This allows the reader to take moral satisfaction from the solution to the mystery.
Michelle
Wilma--Assignment # 6 Yeah!
Wilma--assignment #6 Y--Utilizing the Inquiry Square on p. 140 of T-A to help kindergarten students understand the fable, "The Lion and the Mouse":
The main thing I would want students to learn from reading fables is the main idea (the Problem and lesson learned) and to understand symbolism.
Having read several fables to my students already, such as, "Tortoise and the Hare", "The Ant and the Grasshopper", and "The Shepard Boy and the Wolf", I would introduce the title of the new fable, "The Lion and the Mouse", and read an introductory portion. Through a talkback or think aloud with the students we could arrive at the conclusion that the purpose of fables is to teach a moral lesson about a problem that people might have. We would also review the facts that a fable is usually a very short story with a title, and that the characters are usually animals...who have human values. (Procedural knowledge of form).
By discussing various characteristics of animals...sly as a fox, wise as an owl, slow as a tortoise, etc., we could help students understand fables. (Declarative knowledge of substance). We could discuss the title of the new fable and talk about the qualities of each of the characters. We could list things we might learn from each character. After reading some introductory portions of the fable, we could predicts what the problem might be and what lessons might be learned. We could relate this to their own experiences of being told that they are too small to help in various situations. (We would be using procedural knowledge of substance in the think-aloud by accessing relevant experiences.)
Following the reading of the fable, we would have a discussion as to whether or not this fit the description of a fable. It had a title, was short, had animals as characters, it had a problem to be solved and taught us a lesson. (Declarative knowledge of form).
I would also include in the discussion:
Decisions the lion made and decisions the mouse made
Consequences these decisions caused or could have caused
Lessons the lion learned and lessons the mouse learned
The overall moral of the story
(This should help with the declarative knowledge of substance.)
As a follow-up to the reading of the fable, I would provide faces mask puppets in the dramatic play center or have students act out some of the fables on the playground, in our classroom, or in another classroom. In the Art Center, students could also make stick puppets, etc. We might discuss other possible lessons we could learn from fables and I would try to locate some fables to read about these lessons.
I had a little trouble deciding which section of the inquiry square I was using for various activities, since they seem to inter-relate and overlap.
The main thing I would want students to learn from reading fables is the main idea (the Problem and lesson learned) and to understand symbolism.
Having read several fables to my students already, such as, "Tortoise and the Hare", "The Ant and the Grasshopper", and "The Shepard Boy and the Wolf", I would introduce the title of the new fable, "The Lion and the Mouse", and read an introductory portion. Through a talkback or think aloud with the students we could arrive at the conclusion that the purpose of fables is to teach a moral lesson about a problem that people might have. We would also review the facts that a fable is usually a very short story with a title, and that the characters are usually animals...who have human values. (Procedural knowledge of form).
By discussing various characteristics of animals...sly as a fox, wise as an owl, slow as a tortoise, etc., we could help students understand fables. (Declarative knowledge of substance). We could discuss the title of the new fable and talk about the qualities of each of the characters. We could list things we might learn from each character. After reading some introductory portions of the fable, we could predicts what the problem might be and what lessons might be learned. We could relate this to their own experiences of being told that they are too small to help in various situations. (We would be using procedural knowledge of substance in the think-aloud by accessing relevant experiences.)
Following the reading of the fable, we would have a discussion as to whether or not this fit the description of a fable. It had a title, was short, had animals as characters, it had a problem to be solved and taught us a lesson. (Declarative knowledge of form).
I would also include in the discussion:
Decisions the lion made and decisions the mouse made
Consequences these decisions caused or could have caused
Lessons the lion learned and lessons the mouse learned
The overall moral of the story
(This should help with the declarative knowledge of substance.)
As a follow-up to the reading of the fable, I would provide faces mask puppets in the dramatic play center or have students act out some of the fables on the playground, in our classroom, or in another classroom. In the Art Center, students could also make stick puppets, etc. We might discuss other possible lessons we could learn from fables and I would try to locate some fables to read about these lessons.
I had a little trouble deciding which section of the inquiry square I was using for various activities, since they seem to inter-relate and overlap.
Wednesday, March 4, 2009
Assignment 5
Spaces Beyond the Book Nook and Writing Center- I think the library is the perfect place to incorporate a variety of centers. The younger students need a variety of activities to keep them interested in literacy. These centers utilize a vast array of strategies that the student won't realize they learning.
Using Think-Alouds to Help Readers Monitor Comprehension- As a reader, I sometimes have to go back over some of the things I read. We use these strategies as adults, so it would not be a stretch to teach them to the students. Once students know their are ways to build comprehension and are able to utilize them, they will become better able to comprehend which will spill over into other content areas.
Using Think-Alouds to Help Readers Monitor Comprehension- As a reader, I sometimes have to go back over some of the things I read. We use these strategies as adults, so it would not be a stretch to teach them to the students. Once students know their are ways to build comprehension and are able to utilize them, they will become better able to comprehend which will spill over into other content areas.
Tuesday, March 3, 2009
Example of Lesson Plan
I guess you will worry about this. Someone asked for an example. I wrote this off the top of my head in about half an hour. It is not elegant, but it will serve as an example.
You would use the information on your plan to discuss what you wanted to achieve and whether your plan worked well or not. Basically, you would tell us about all of the Unit Template elements.
Here it is, but remember to focus on the readings first.
Example of Lesson Plan
Name -- your name
Unit Title: The Earliest Settlers
Overall Question: What motivates mass movements of people from one area to another, and what are the effects of such movements?
Content Area/Grade Level: History/ 4th Grade
Text/Resources Used American History for the Youngest Learners/Maps and illustrations of Beringea from the Internet/Art Illustrations from the areas they eventually settled in
Goals and Objectives: Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago (You may want to refer to your state standards here)
Literacy Skills Required: Activation of Prior Knowledge, Predicting, Story Map
Identify the Reading Strategies to be used in this lesson: Language-based and visual cues for figuring out new words; Chronological sequencing; Think-Aloud based on text characteristics (cause/effect)
Goals: Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago (You may want to refer to your state standards here) Objectives: The children will produce a story map that reflects the main events in the story. The children will utilize the Think-Aloud with a short, simple passage.
Lesson Procedure:
Introduction: Prior Knowledge – What makes people look different from each other? Do you know anyone who has recently moved here? Do you know why they moved? Has your family moved from another city? How did you feel when you first got here? What things changed for you because of your move?
Main Activity: Think-Aloud
The students will listen and follow along in their textbook as I read the beginning passage to them. I will stop periodically and model using cues for comprehension, i.e., map showing Beringea (the land bridge) a visual. I will think aloud that since there was plenty of game on the land bridge, people would be enticed into entering and crossing it as they chased the game for food, etc. Then we will discuss any of the vocabulary that is difficult to either sound out or pronounce. The children will read the passage to each other and help each other as they do so.
Ending Activity: We will map the sequence of events as a group.
Opportunities to practice: Their reading in pairs will be a practice and they will be encouraged to mimic the Think-Aloud for each other; the map of the sequence will re-enforce the organization of the passage and the causes for these people to cross the land bridge. They will be asked to draw a picture demonstrating one cause for the movement of these people (for example, the hunt).
Technology Utilized: Computers: The children may use the computer to find further information on Beringea and the Bering Sea to emphasize the idea of the land bridge's disappearance and to explore the kinds of game that existed on the land bridge. They will pick from 5 recommended sites. Smartboard – group sequencing.
Assessment: Informally, I will listen to them as they work in pairs. They will be asked to write 5 questions about the reading (I wonder…). Their pictures will be used as an assessment. The chronological chart will be a group assessment.
Evaluation of Strategy(ies)
The vocabulary in this unit was quite demanding and struggling readers’ fluency suffered. I will tape the next Think-Aloud so that those having difficulty can listen to it more than once. Generally, the children used the Think-Aloud successfully in their pair work. They focused on questions that were answerable by looking in the text. I will need to model and have them practice inference and prediction a little more. The sequencing activity worked well since it was a group activity. All in all, we met our goals and objectives.
You would use the information on your plan to discuss what you wanted to achieve and whether your plan worked well or not. Basically, you would tell us about all of the Unit Template elements.
Here it is, but remember to focus on the readings first.
Example of Lesson Plan
Name -- your name
Unit Title: The Earliest Settlers
Overall Question: What motivates mass movements of people from one area to another, and what are the effects of such movements?
Content Area/Grade Level: History/ 4th Grade
Text/Resources Used American History for the Youngest Learners/Maps and illustrations of Beringea from the Internet/Art Illustrations from the areas they eventually settled in
Goals and Objectives: Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago (You may want to refer to your state standards here)
Literacy Skills Required: Activation of Prior Knowledge, Predicting, Story Map
Identify the Reading Strategies to be used in this lesson: Language-based and visual cues for figuring out new words; Chronological sequencing; Think-Aloud based on text characteristics (cause/effect)
Goals: Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago (You may want to refer to your state standards here) Objectives: The children will produce a story map that reflects the main events in the story. The children will utilize the Think-Aloud with a short, simple passage.
Lesson Procedure:
Introduction: Prior Knowledge – What makes people look different from each other? Do you know anyone who has recently moved here? Do you know why they moved? Has your family moved from another city? How did you feel when you first got here? What things changed for you because of your move?
Main Activity: Think-Aloud
The students will listen and follow along in their textbook as I read the beginning passage to them. I will stop periodically and model using cues for comprehension, i.e., map showing Beringea (the land bridge) a visual. I will think aloud that since there was plenty of game on the land bridge, people would be enticed into entering and crossing it as they chased the game for food, etc. Then we will discuss any of the vocabulary that is difficult to either sound out or pronounce. The children will read the passage to each other and help each other as they do so.
Ending Activity: We will map the sequence of events as a group.
Opportunities to practice: Their reading in pairs will be a practice and they will be encouraged to mimic the Think-Aloud for each other; the map of the sequence will re-enforce the organization of the passage and the causes for these people to cross the land bridge. They will be asked to draw a picture demonstrating one cause for the movement of these people (for example, the hunt).
Technology Utilized: Computers: The children may use the computer to find further information on Beringea and the Bering Sea to emphasize the idea of the land bridge's disappearance and to explore the kinds of game that existed on the land bridge. They will pick from 5 recommended sites. Smartboard – group sequencing.
Assessment: Informally, I will listen to them as they work in pairs. They will be asked to write 5 questions about the reading (I wonder…). Their pictures will be used as an assessment. The chronological chart will be a group assessment.
Evaluation of Strategy(ies)
The vocabulary in this unit was quite demanding and struggling readers’ fluency suffered. I will tape the next Think-Aloud so that those having difficulty can listen to it more than once. Generally, the children used the Think-Aloud successfully in their pair work. They focused on questions that were answerable by looking in the text. I will need to model and have them practice inference and prediction a little more. The sequencing activity worked well since it was a group activity. All in all, we met our goals and objectives.
Assignment #5 TA
Since I've been reading/teaching for quite a few years, I find that I use pretty much all of the strategies - in my own reading - at one time or another. I use as many of the strategies as possible with my first graders as they are able to handle them. One technique I use quite a bit that my students really enjoy responding to is I will "pretend" that I don't know something or I "wonder" how or why the event could have happened in the story. The students love trying to explain something to their teacher.
One thing that was brought home to me as I read this is the significance of Think Alouds to our everyday life - not just reading. These basic strategies, when learned, will go far in helping our students to meet challenges and solve problems in all aspects of their lives, as evidenced by the kayaking story.
One thing that was brought home to me as I read this is the significance of Think Alouds to our everyday life - not just reading. These basic strategies, when learned, will go far in helping our students to meet challenges and solve problems in all aspects of their lives, as evidenced by the kayaking story.
assignment #5
TA- In kindergarten we obviously don't use all the items on the checklist, but we begin using some of the strategies. When reading to the class I stop periodically to ask questions. If the students can not answer the question, I may reread a section or page. I also read on to try to clear up any confusion or comprehension problems. If the students don't know a vocabulary word we try to think of a word that we can substitute and see if the substituted word makes sense. I also read some stories without pictures to have the students learn to make pictures in their minds, or draw pictures to go with the story. We reread a story many times during the week. I want the students to learn to read for pleasure as well as to gain information. I also want them to practice these strategies so that they are automatic. This way as they begin reading on their own, they will be practicing these strategies without thinking about it, and the teacher in the next grade will be able to build on what they already know.
youngest learner week 5
Once again I want to say how important story starters are. My students have a
hard time getting started at writing. So, therefore we use a lot of beautiful
pictures from calendars and also story starters, that I have purchased from
book stores. Also we use the newspapers and do a lot of writing. We cut and
paste different parts of the newspaper and make silly stories.
hard time getting started at writing. So, therefore we use a lot of beautiful
pictures from calendars and also story starters, that I have purchased from
book stores. Also we use the newspapers and do a lot of writing. We cut and
paste different parts of the newspaper and make silly stories.
assignment # 5 Wilma--Y
Y--In reading from the Youngest Learner, " Spaces Beyond the Book Nook and the Writing Center", I felt right at home. I have used learning centers for all of my career in teaching and have tried to make each center a print rich environent. This has always encouraged interest and inquiry into many aspects of learning. I agree with Dr. Montessori in her writing, "The Absorbent Mind". We determine, to a large extent, students/learning by how we surround them and stimulate their minds.
It is true that our reading strategies have become so automatic that it is difficult to identify them. However, after reading the list of strategies on page 100 in T-A, I am aware that I sometimes stop in my reading and say to myself, "This is not making sense." I will then reread or read on to try to clear up the confusion. I substitute words I know, and that fit the context, to replace words with which I am less familiar. I also bring my own knowledge, beliefs and ideas into the text and try to visualize what the text means. These are probably my most frequently used strategies.
It was helpful for me to review the checklist of strategies. I think this would be helpful for students as well. I teach kindergarten and I think that I can help my students become better readers in the future by doing think-alouds and incorporating some of these strategies in the think-aloud. However, if I were teaching older students, I think I would provide them a laminated copy of the, "Stop, Ask, Fix: Student Checklist" on page 100. I would also teach, and post in various places in the room, the "Flow Chart of Comprehension-Monitoring Behaviors" on pages 98-99. Individual copies of these pages, as well as pages 120 and 170 would be beneficial. I think we will have to deliberately teach these skills, rather than expecting students to just figure it out on their own. It will require much modeling and practice before these skills become automatic for students.
It is true that our reading strategies have become so automatic that it is difficult to identify them. However, after reading the list of strategies on page 100 in T-A, I am aware that I sometimes stop in my reading and say to myself, "This is not making sense." I will then reread or read on to try to clear up the confusion. I substitute words I know, and that fit the context, to replace words with which I am less familiar. I also bring my own knowledge, beliefs and ideas into the text and try to visualize what the text means. These are probably my most frequently used strategies.
It was helpful for me to review the checklist of strategies. I think this would be helpful for students as well. I teach kindergarten and I think that I can help my students become better readers in the future by doing think-alouds and incorporating some of these strategies in the think-aloud. However, if I were teaching older students, I think I would provide them a laminated copy of the, "Stop, Ask, Fix: Student Checklist" on page 100. I would also teach, and post in various places in the room, the "Flow Chart of Comprehension-Monitoring Behaviors" on pages 98-99. Individual copies of these pages, as well as pages 120 and 170 would be beneficial. I think we will have to deliberately teach these skills, rather than expecting students to just figure it out on their own. It will require much modeling and practice before these skills become automatic for students.
Monday, March 2, 2009
Youngest Learner Week 5
Youngest Learner
Week 5
Y We do not have learning centers or writing centers in the library. We have K-4th grade one hour per week, while they are in the library we teach them some library skills. We read a story each week as we read we stop and ask questions about the story. When we finish the story we will place the book in front of the room and have the students draw a picture about the story.
Another activity we do in the library is for the students to write a puppet show.
We select a book from our picture story book section and we divide the class into groups for each book. The students are to select the characters from each book, then using the book write it into a dialogue for each character.
They then make a puppet for each character. The puppet is of their choice; sock, stick, whatever they choose. They present their play to others in class or present it to another class.
Brenda/Sue
Shady Point School Library
Week 5
Y We do not have learning centers or writing centers in the library. We have K-4th grade one hour per week, while they are in the library we teach them some library skills. We read a story each week as we read we stop and ask questions about the story. When we finish the story we will place the book in front of the room and have the students draw a picture about the story.
Another activity we do in the library is for the students to write a puppet show.
We select a book from our picture story book section and we divide the class into groups for each book. The students are to select the characters from each book, then using the book write it into a dialogue for each character.
They then make a puppet for each character. The puppet is of their choice; sock, stick, whatever they choose. They present their play to others in class or present it to another class.
Brenda/Sue
Shady Point School Library
Youngest Learner Week 5
Youngest Learner
Week 5
Y We do not have learning centers or writing centers in the library. We have K-4th grade one hour per week, while they are in the library we teach them some library skills. We read a story each week as we read we stop and ask questions about the story. When we finish the story we will place the book in front of the room and have the students draw a picture about the story.
Another activity we do in the library is for the students to write a puppet show.
We select a book from our picture story book section and we divide the class into groups for each book. The students are to select the characters from each book, then using the book write it into a dialogue for each character.
They then make a puppet for each character. The puppet is of their choice; sock, stick, whatever they choose. They present their play to others in class or present it to another class.
Brenda/Sue
Shady Point School Library
Week 5
Y We do not have learning centers or writing centers in the library. We have K-4th grade one hour per week, while they are in the library we teach them some library skills. We read a story each week as we read we stop and ask questions about the story. When we finish the story we will place the book in front of the room and have the students draw a picture about the story.
Another activity we do in the library is for the students to write a puppet show.
We select a book from our picture story book section and we divide the class into groups for each book. The students are to select the characters from each book, then using the book write it into a dialogue for each character.
They then make a puppet for each character. The puppet is of their choice; sock, stick, whatever they choose. They present their play to others in class or present it to another class.
Brenda/Sue
Shady Point School Library
Friday, February 27, 2009
Week 5 Think A loud
Y: In order to become a proficient reader, you must be able to self-correct and fix comprehension problems as you read and have a goal in mind: understand the larger meaning of a text. Unfortunately, many of our students do not develop this skill. They don't realize there is a meaning to them understanding what they are reading. Most students are just frustrated with the fact they HAVE to read, especially poor readers. They spend most of their reading time concentrating on decoding words in sentences, forgetting that there is meaning. A strategy I use in teaching reading comprehension is to ask the students questions such as: Who, What, When, Why, Where, How questions. Also, asking inference-level questions about things that were implied but not directly stated in text. We want the students to be able to bring their own knowledge into the text. A really good way to do this is finding out what the readers interests are.
Reading is an integrated process of many words, sentences, and text level strategies. This kind of meaning construction involves a variety of cognitive, emotional, personal, and social skills.
All readers perform and learn at different levels and learning styles. Finding out which style your student responds to best, is a good place to start in developing a proficient reader.
Michelle
Reading is an integrated process of many words, sentences, and text level strategies. This kind of meaning construction involves a variety of cognitive, emotional, personal, and social skills.
All readers perform and learn at different levels and learning styles. Finding out which style your student responds to best, is a good place to start in developing a proficient reader.
Michelle
lesson 5
Lesson 5
Young learners can be esposed to literacy through all centers in your
classrooms. There is an importance of integrating literacy in all areas. Students learn by experiences. Centers are a great way to give students opportunities to incorporate all areas of learning.
The book nook and writing centers are very important in a classroom. I certainly agreed that all centers can integrate literacy. Students need a variety of ways to develop literacy. A classroom can use all centers to encourage literacy. This will be enjoyable and beneficial for the students in your classroom.
I thought the idea of incorporating words into the students artwork was interesting. This would increase their vocabulary and expand their creativity. I will use their ideas about sponge painting with letters. There are many things a student can make using paint and sponges. One thought I had was writing our sight words from our phonics lessons. Illustrating stories with artwork and words was also a good idae from this chapter.
The listening center was another that is very good to incorporate in a classroom. I hope to encourage this more during the rest of the year. Since my students love storytime, they might decide to choose to read books at center time.
I already use manipulative, blocks and computer centers in my classroom. It was encouraging to know how much value these centers have for enhancing literacy skills. I know we have lots of oral discussions about what they are making or building. The students have learned to help each other and share ideas.
We have been doing different things to meet the science pass objectives. I realize the importance of setting up a center for the students to visit. There is many different skills that can be taught. A science center can build vocabulary, acquire thinking, investigating skills, solving problems, and learn more about our world.
This chapter was full of ideas for every center in a classroom. All ideas used were very engaging for students. Students can have many opportunties using centers to develop writing skills through a variety of materials and activities.
Kerry Bryan
Mill Creek Kindergarten
Mill Creek, Ok.
Young learners can be esposed to literacy through all centers in your
classrooms. There is an importance of integrating literacy in all areas. Students learn by experiences. Centers are a great way to give students opportunities to incorporate all areas of learning.
The book nook and writing centers are very important in a classroom. I certainly agreed that all centers can integrate literacy. Students need a variety of ways to develop literacy. A classroom can use all centers to encourage literacy. This will be enjoyable and beneficial for the students in your classroom.
I thought the idea of incorporating words into the students artwork was interesting. This would increase their vocabulary and expand their creativity. I will use their ideas about sponge painting with letters. There are many things a student can make using paint and sponges. One thought I had was writing our sight words from our phonics lessons. Illustrating stories with artwork and words was also a good idae from this chapter.
The listening center was another that is very good to incorporate in a classroom. I hope to encourage this more during the rest of the year. Since my students love storytime, they might decide to choose to read books at center time.
I already use manipulative, blocks and computer centers in my classroom. It was encouraging to know how much value these centers have for enhancing literacy skills. I know we have lots of oral discussions about what they are making or building. The students have learned to help each other and share ideas.
We have been doing different things to meet the science pass objectives. I realize the importance of setting up a center for the students to visit. There is many different skills that can be taught. A science center can build vocabulary, acquire thinking, investigating skills, solving problems, and learn more about our world.
This chapter was full of ideas for every center in a classroom. All ideas used were very engaging for students. Students can have many opportunties using centers to develop writing skills through a variety of materials and activities.
Kerry Bryan
Mill Creek Kindergarten
Mill Creek, Ok.
Week 5 Assignment-Youngest Learner
Reading and writing can be incorporated in all areas of learning. Posters hanging on the wall that have pictures and print can catch a students attention and inspire them to try reading or copying what is on the poster.
In my class we do a lot of group work and we include art, writing, play dough, crayons, markers and other various art materials. We make our group projects a enjoyable learning time. Each student is given a different task, these task will include doing research, writing, and drawing.
When writing and print are included in learning centers it encourages students to write stories and draw pictures to go along with the story.
In Social Studies this week students are learning about reading a map and drawing maps of their community. They have to include streets, stores, houses, etc..., and label each item. They are also coloring the maps with different symbols and features.
I encourage students to read print on posters, road signs, billboards, etc....
In a block center road maps, pictures of buildings, and blank paper for students to draw a picture of the structure they build with blocks.
Manipulatives of letters, numbers, magnetic pictures, scissors, glue placed throughout the room will help students put words and pictures together to form a book.
Reading and writing can be incorporated in all areas of learning. Posters hanging on the wall that have pictures and print can catch a students attention and inspire them to try reading or copying what is on the poster.
In my class we do a lot of group work and we include art, writing, play dough, crayons, markers and other various art materials. We make our group projects a enjoyable learning time. Each student is given a different task, these task will include doing research, writing, and drawing.
When writing and print are included in learning centers it encourages students to write stories and draw pictures to go along with the story.
In Social Studies this week students are learning about reading a map and drawing maps of their community. They have to include streets, stores, houses, etc..., and label each item. They are also coloring the maps with different symbols and features.
I encourage students to read print on posters, road signs, billboards, etc....
In a block center road maps, pictures of buildings, and blank paper for students to draw a picture of the structure they build with blocks.
Manipulatives of letters, numbers, magnetic pictures, scissors, glue placed throughout the room will help students put words and pictures together to form a book.
Wednesday, February 25, 2009
Y - Space beyond the Book Nook
As a special education teacher, I only have my students for a hour or so a day. I do try to incorporate other activities into my assignments. I do not have centers exactly in my room, other than reading and writing. I do have manipulatives for the students to use and enjoy. I have different foreign language activities and listening tapes, math manipulatives, science manipulatives ( for our butterfly activity), and art papers. I feel it is hard for me to include extra time for other activities when my students come to me for being behind in other areas. I feel it is my time to give them one to one instruction, but I try to incorporate fun learning as well.
As a special education teacher, I only have my students for a hour or so a day. I do try to incorporate other activities into my assignments. I do not have centers exactly in my room, other than reading and writing. I do have manipulatives for the students to use and enjoy. I have different foreign language activities and listening tapes, math manipulatives, science manipulatives ( for our butterfly activity), and art papers. I feel it is hard for me to include extra time for other activities when my students come to me for being behind in other areas. I feel it is my time to give them one to one instruction, but I try to incorporate fun learning as well.
Y - Writing Centers are important for all classes. I have used them for all my students in the special Education program. I have it right next to my reading center. I do this so my students can incorporate their reading and writing skills together. I let my younger students dictate what they want to say to me, then I have them copy it for themselves. I feel in this manner, I am demonstrating correct writing skills, but still letting them experiment on their own.
When we do our spelling words each week my routine is to write the words on the board, have the students copy them (in both print and cursive, if appropriate), then check their writing skills for correct placement, and then praise them for their work.
When we do our spelling words each week my routine is to write the words on the board, have the students copy them (in both print and cursive, if appropriate), then check their writing skills for correct placement, and then praise them for their work.
Week 4 Assignment
When I was in a regular classroom setting, I employed the Cued-Alouds during the story. Using the Rules of Notice for other subjects would not be difficult to achieve. This would be a great tool for students to utilize to deepen their comprehension of the text.
Week 5 Assignment
Dear Participants:
We have two weeks more to go although I will offer those of you who couldn’t participate with us right away the opportunity to make some of that time up with an extra week of discussion. I would like to propose an Open Forum where any topic related to teaching reading, no matter where or how, will be a valid one for discussion. I would also like to propose that during that 7th week, anyone wishing to discuss an issue related to teaching should post it and get suggestions/comments from other participants. To get us started, I will ask that you jot down between now and the end of the training any thought that might be an issue for discussion. For example, some of you have mentioned what time pressures do to your creativity and to your willingness to implement some of the new or modified strategies we saw here, or, indeed, anywhere – conferences, professional development sessions, meetings, etc. Whether you participate or not is up to you, but if you think you might like that, jot ideas down. I have a short list of topics I will propose, but , as long as it is a teaching issue, you may propose a topic yourself.
For Think-Alouds, I would like for us to focus for discussion purposes on Chapter 4, “Navigating Meaning: Using Think-Alouds to Help Readers Monitor Comprehension.” It is an essential tool for independent readers – and isn’t that our final goal, having students be able to understand the toughest of readings on their own? Read this chapter reflectively. Although some of you will say that getting students to this point in their reading skills would take up too much time, think about the time earned from then on if students have the skills to tackle the hardest reading assignment.
The connection with Youngest Learner is the emphasis on awareness and thought-provoking activities. If our students start learning to think for themselves from infancy, just imagine what they will be capable of by the time they reach you. All the different centers the new chapter discusses teach children to pay attention to knowledge presented in whatever form possible: art, tapes, computers, etc. As reading and writing teachers, you know that we teachers use graphic organizers – art, isn’t it?
Online Training 02/25/09 — 03/03/09 Week 5
Texts: Think-Alouds and Youngest Learner
Reading Assignments
Youngest Learner: Chapter 9, “Spaces Beyond the Book Nook and Writing Center, “ pp. 161 - 179
Think-Alouds: Chapter 4, "Navigating Meaning,” pp.93-110.
Pay special attention to the Flow Chart and the Student Checklist on pp. 98 – 110.
Prompt: Read the Youngest Learner material first. Then read the Think-Aloud material through p. 100. Stop, reflect on what you have read for a few minutes. Practice using the self-monitoring strategies as you complete the chapter. Take notes on your thinking and questioning as you read pp. 101 – 110. We teachers are so used to reading and to the strategies we use to understand things well that we use strategies without even noticing them. Our own awareness of our use of strategies will help us teach our children how to be strategic readers.
If you want an extra challenge, try a self-monitoring think aloud with a partner or two. Take turns reading and questioning, noting, predicting and , yes, even using fix-up strategies when you get to pp. 109 – 110.
For your post this week, discuss the strategies you used (you may really have to be super aware to make yourself notice them; with us, they are automatic). In addition, if you thought of a spot where someone might have needed a fix-up strategy, discuss that too.
Did the experience tell you anything about how to get students to do this? If we can’t get ourselves to do it, can we ever hope to teach it?
I can’t wait to read your posts!
Vicky
P. S. In a day or two, I will send out the template for the presentation you will need to make over distance learning. Some of you have been worrying about this; please, don’t. It is nothing out of the ordinary. Throughout this whole time, one of our purposes has been to get you to use the technology. This is a safer place to learn than in the classroom in front of 30 smiling children.
We have two weeks more to go although I will offer those of you who couldn’t participate with us right away the opportunity to make some of that time up with an extra week of discussion. I would like to propose an Open Forum where any topic related to teaching reading, no matter where or how, will be a valid one for discussion. I would also like to propose that during that 7th week, anyone wishing to discuss an issue related to teaching should post it and get suggestions/comments from other participants. To get us started, I will ask that you jot down between now and the end of the training any thought that might be an issue for discussion. For example, some of you have mentioned what time pressures do to your creativity and to your willingness to implement some of the new or modified strategies we saw here, or, indeed, anywhere – conferences, professional development sessions, meetings, etc. Whether you participate or not is up to you, but if you think you might like that, jot ideas down. I have a short list of topics I will propose, but , as long as it is a teaching issue, you may propose a topic yourself.
For Think-Alouds, I would like for us to focus for discussion purposes on Chapter 4, “Navigating Meaning: Using Think-Alouds to Help Readers Monitor Comprehension.” It is an essential tool for independent readers – and isn’t that our final goal, having students be able to understand the toughest of readings on their own? Read this chapter reflectively. Although some of you will say that getting students to this point in their reading skills would take up too much time, think about the time earned from then on if students have the skills to tackle the hardest reading assignment.
The connection with Youngest Learner is the emphasis on awareness and thought-provoking activities. If our students start learning to think for themselves from infancy, just imagine what they will be capable of by the time they reach you. All the different centers the new chapter discusses teach children to pay attention to knowledge presented in whatever form possible: art, tapes, computers, etc. As reading and writing teachers, you know that we teachers use graphic organizers – art, isn’t it?
Online Training 02/25/09 — 03/03/09 Week 5
Texts: Think-Alouds and Youngest Learner
Reading Assignments
Youngest Learner: Chapter 9, “Spaces Beyond the Book Nook and Writing Center, “ pp. 161 - 179
Think-Alouds: Chapter 4, "Navigating Meaning,” pp.93-110.
Pay special attention to the Flow Chart and the Student Checklist on pp. 98 – 110.
Prompt: Read the Youngest Learner material first. Then read the Think-Aloud material through p. 100. Stop, reflect on what you have read for a few minutes. Practice using the self-monitoring strategies as you complete the chapter. Take notes on your thinking and questioning as you read pp. 101 – 110. We teachers are so used to reading and to the strategies we use to understand things well that we use strategies without even noticing them. Our own awareness of our use of strategies will help us teach our children how to be strategic readers.
If you want an extra challenge, try a self-monitoring think aloud with a partner or two. Take turns reading and questioning, noting, predicting and , yes, even using fix-up strategies when you get to pp. 109 – 110.
For your post this week, discuss the strategies you used (you may really have to be super aware to make yourself notice them; with us, they are automatic). In addition, if you thought of a spot where someone might have needed a fix-up strategy, discuss that too.
Did the experience tell you anything about how to get students to do this? If we can’t get ourselves to do it, can we ever hope to teach it?
I can’t wait to read your posts!
Vicky
P. S. In a day or two, I will send out the template for the presentation you will need to make over distance learning. Some of you have been worrying about this; please, don’t. It is nothing out of the ordinary. Throughout this whole time, one of our purposes has been to get you to use the technology. This is a safer place to learn than in the classroom in front of 30 smiling children.
Tuesday, February 24, 2009
Youngest Reader - Week 4
Youngest-Learner Week 4
Y--We do not have writing centers in the library. We have each class K-4th only one hour per week. However when we do writing projects with the classes we instruct the students in story development, using beginning middle and end for their stories. We model a story by reading a short story for them before we begin we point out the parts of the story for them. This gives them a fresh idea of how a story flows. When we have a list of the words the students are studying for that week we ask them to include some or all of their words in their stories. We will give the students a picture of non-related items and have them make up a story about what they see. Because we do not have any student computers in the library, the students must write their stories on paper which we supply. We display their stories on the wall in the library which helps to encourage them. We will often have a contest for the most interesting story, with the prize being a pencil.
Shady Point School Library
Brenda/Sue
Y--We do not have writing centers in the library. We have each class K-4th only one hour per week. However when we do writing projects with the classes we instruct the students in story development, using beginning middle and end for their stories. We model a story by reading a short story for them before we begin we point out the parts of the story for them. This gives them a fresh idea of how a story flows. When we have a list of the words the students are studying for that week we ask them to include some or all of their words in their stories. We will give the students a picture of non-related items and have them make up a story about what they see. Because we do not have any student computers in the library, the students must write their stories on paper which we supply. We display their stories on the wall in the library which helps to encourage them. We will often have a contest for the most interesting story, with the prize being a pencil.
Shady Point School Library
Brenda/Sue
Week 4 Youngest Learner
Youngest-Learner Week 4
Y--We do not have writing centers in the library. We have each class K-4th only one hour per week. However when we do writing projects with the classes we instruct the students in story development, using beginning middle and end for their stories. We model a story by reading a short story for them before we begin we point out the parts of the story for them. This gives them a fresh idea of how a story flows. When we have a list of the words the students are studying for that week we ask them to include some or all of their words in their stories. We will give the students a picture of non-related items and have them make up a story about what they see. Because we do not have any student computers in the library, the students must write their stories on paper which we supply. We display their stories on the wall in the library which helps to encourage them. We will often have a contest for the most interesting story, with the prize being a pencil.
Shady Point School Library
Brenda/Sue
Y--We do not have writing centers in the library. We have each class K-4th only one hour per week. However when we do writing projects with the classes we instruct the students in story development, using beginning middle and end for their stories. We model a story by reading a short story for them before we begin we point out the parts of the story for them. This gives them a fresh idea of how a story flows. When we have a list of the words the students are studying for that week we ask them to include some or all of their words in their stories. We will give the students a picture of non-related items and have them make up a story about what they see. Because we do not have any student computers in the library, the students must write their stories on paper which we supply. We display their stories on the wall in the library which helps to encourage them. We will often have a contest for the most interesting story, with the prize being a pencil.
Shady Point School Library
Brenda/Sue
Monday, February 23, 2009
Week 4 Assignment
In the article, the Youngest Learner on page 146, the author's comment on semiphonetic writing really struck a chord with me. I could really relate to the example he gave, writing mt for the word empty, because I have three teenage sons, all of whom are acomplished text messagers (messengers?).
On page 147, the suggestion "Always ask children to write their name in the upper left corner of their paper. This orients children's eyes to the left and gives them nowhere else to go with their letters but to the right" was exellent, and I plan to employ it.
On page 148, I liked the word of caution: "If a child writes something that you can't read, ask him or her to read it to you rather than asking what it says. Asking what it says only reinforces the fact that their writing is illegible, which could have negative consequences." This is a subtle distinction, and I know that I have made this mistake in the past.
On page 153, the author spoke of blank books for children to write and illustrate. I do this in the spring as part of a unit. The unit is on beans. The class dissects pinto beans, identifies the parts, and describe their observations. We then germinate and plant more beans in clear plastic cups (to afford a view of the root systems). Finally, we make our "Bean Books" with brown construction paper cut into the shape of pinto beans.
Kerry Bryan Posts
These are Kerry's posts. She has had a problem posting, but I didn't know about it. I hope to fix whatever it is soon. Meanwhile, here are her entries.
Kerry Bryan’s Posts
Writing Center Lesson 4
A writing center should have many activities for the students to work. Therevshould be several tools for students to use such as: pencils, crayons, or markers. They can create drawings, sight words, letters to friends. I liked the idea of students having file boxes and mail boxes. The idea of having charts in the center and students bringing pictures or magazines from home was great. I really learned alot from this chapter to halp develop students writing skills.
The scaffolded writing is very important to young learners. I feel having a writing center in your room would really give the teacher more time individually with students. Each student would get the special instruction needed for writing.The scaffolded writing promotes vocabulary learned and how to use words in sentences. Journal writing will become easier with time, if given some individual instruction from beginning. My class uses a chart most of the time. We put words on the smart board or dry erasse board. We think of sentences using our new sight words. Then we write them on the board. Most of our journal writing is done as a group. We are beginning to write our new words from our phonic lessons. The class discusses their meaning and write sentences. Students practice spacing when writing sentences. This chapeter gave good ideas on how to improve writing skills in the young learner.
Book Nook Lesson 3
The benefits of having a Book Nook in your classroom. A book nook will enhance reading skills in children. Sharing books can help literacy emerge in children. There should always be a time in the day to read for fun to students. Reading to students and encouraging discussion about the books helps vocabulary to emerge and develop in your students. You should always use a variety of books.
Developing a book nook can be an important part of your classroom. The space should be small, but inviting, so students want to choose to go when they have free time.
Books you use in your book nook should be a variety of themes. Special occasions like holidays or seasons, animals, places, foods, transportation are examples.
My book nook is in a corner with a big cardboard Clifford the Big red dog. My students love pretending to read to him. I use books with lots of pictures so they can tell the story and believe they are reading. I put books in a basket. The students sometime ask for certain books I have read to them in class. I try to change them out every other week. The students are also aloud to go to other parts of the room.
This chapter really encourged me to use a book nook in my room.
Read-Alouds Lesson 2
Reading loud to children is very important part of a younger learners curriculum. Teachers should read everyday to their class. I feel the older students enjoy this time too. A teacher should pick a time each day where students can take a break from class work. Students need to participate during the reading session.
The book list in chapter 4 was informative on different titles that you would want to look for in your library. Students should be in a comfortable and close to teacher so they can hear the story.
In my class the students sit on carpet in a circle. I call it storytime. I sit in a rocking chair. I usually have books selected for different holidays and special events that happen during each month. I feel this helps with teaching social studies and science. I usually read with a stuff animal to get the students interested. I usually change my voice to give eachcharacter their own identity. Older students would enjoy chapter books. So they can look forward to finding out what happens to characters in a certain situation. My students are allowed to bring a stuffed animal from home and a special book. This really gets them edxcited about reading. My foster grandmother also reads to them on Tuesday and Thursday when I have speech therapy.
I am having trouble with my ablog account. So I am sending thie lessons by email. Kerry Bryan MillCreek School
Kerry Bryan’s Posts
Writing Center Lesson 4
A writing center should have many activities for the students to work. Therevshould be several tools for students to use such as: pencils, crayons, or markers. They can create drawings, sight words, letters to friends. I liked the idea of students having file boxes and mail boxes. The idea of having charts in the center and students bringing pictures or magazines from home was great. I really learned alot from this chapter to halp develop students writing skills.
The scaffolded writing is very important to young learners. I feel having a writing center in your room would really give the teacher more time individually with students. Each student would get the special instruction needed for writing.The scaffolded writing promotes vocabulary learned and how to use words in sentences. Journal writing will become easier with time, if given some individual instruction from beginning. My class uses a chart most of the time. We put words on the smart board or dry erasse board. We think of sentences using our new sight words. Then we write them on the board. Most of our journal writing is done as a group. We are beginning to write our new words from our phonic lessons. The class discusses their meaning and write sentences. Students practice spacing when writing sentences. This chapeter gave good ideas on how to improve writing skills in the young learner.
Book Nook Lesson 3
The benefits of having a Book Nook in your classroom. A book nook will enhance reading skills in children. Sharing books can help literacy emerge in children. There should always be a time in the day to read for fun to students. Reading to students and encouraging discussion about the books helps vocabulary to emerge and develop in your students. You should always use a variety of books.
Developing a book nook can be an important part of your classroom. The space should be small, but inviting, so students want to choose to go when they have free time.
Books you use in your book nook should be a variety of themes. Special occasions like holidays or seasons, animals, places, foods, transportation are examples.
My book nook is in a corner with a big cardboard Clifford the Big red dog. My students love pretending to read to him. I use books with lots of pictures so they can tell the story and believe they are reading. I put books in a basket. The students sometime ask for certain books I have read to them in class. I try to change them out every other week. The students are also aloud to go to other parts of the room.
This chapter really encourged me to use a book nook in my room.
Read-Alouds Lesson 2
Reading loud to children is very important part of a younger learners curriculum. Teachers should read everyday to their class. I feel the older students enjoy this time too. A teacher should pick a time each day where students can take a break from class work. Students need to participate during the reading session.
The book list in chapter 4 was informative on different titles that you would want to look for in your library. Students should be in a comfortable and close to teacher so they can hear the story.
In my class the students sit on carpet in a circle. I call it storytime. I sit in a rocking chair. I usually have books selected for different holidays and special events that happen during each month. I feel this helps with teaching social studies and science. I usually read with a stuff animal to get the students interested. I usually change my voice to give eachcharacter their own identity. Older students would enjoy chapter books. So they can look forward to finding out what happens to characters in a certain situation. My students are allowed to bring a stuffed animal from home and a special book. This really gets them edxcited about reading. My foster grandmother also reads to them on Tuesday and Thursday when I have speech therapy.
I am having trouble with my ablog account. So I am sending thie lessons by email. Kerry Bryan MillCreek School
week 4 Strategic literacy
Y- At the beginning of the year my Pre-K & K class begin by making a class book. I choose a topic such as Getting Ready for School. The students draw pictures and I write 1-2 sentences that they dictate at the bottom of their picture. Other times we read a book such as Brown Bear, Brown Bear What Do You See, or Chicka Chicka Boom Boom.We then use that format to make our own book. I leave the books out for the students to read in the reading centers. I always model the writing process on the board or on chart paper. I help students that need help writing, but encourage all the students to write their own words. In the writing center, I have dry erase boards, small chalk boards, colored pencils, crayons, pens, pencils, lined and unlined paper. The children draw a picture and write about it. Students that wish to share their writing with the class may do so.
YL writing centers
One of the hardest things for students is to have a topic to write about, when they are given a writing assignment. I have collected lots of pictures over the years. One of the best ways is to tear them off of calendars. There are some beautiful pictures on calendars. I also have story starters. Once my students start writing I will read their writings, but not put red marks all over it. We learn many ways of correcting our writing in Language Class. They sometimes can correct their own with just a little help. Good readers make good writers and the other way around also.
Assignment Week 4: Youngest Learner
Writing is very important for all ages of children. I taught Pre-School for several years and would help students write stories for their drawings. The drawings would just be scribbling for some but a story could be told from the pictures. The students would tell me about their picture and I would write the words for them.
I always had picture books in the literacy center (book center) and the students would read the story (tell the story from the pictures it would not be the exact words in the book), this helps them gain confidence in themselves. It also helps them make the connection of pictures with the correct word order (letter order).
With my older students we do daily journal writing I write the topic on the board and we brain storm ideas using the story or word web. I encourage students to be creative with their writing and to draw pictures they can associate with the story.
I will model for students using the overhead projector showing pictures and short writings.
I have a variety of books and writing materials in the classroom.
A inviting writing center includes paper, crayons, markers, stencils, and old books (magazines) for the students to cut out to include in a story.
The fourth grade students just finished writing a play, the students picked the type of play and gave it a title, choose the characters, props, etc....
This was a good group learning experience for the students and enjoyable.
Writing is very important for all ages of children. I taught Pre-School for several years and would help students write stories for their drawings. The drawings would just be scribbling for some but a story could be told from the pictures. The students would tell me about their picture and I would write the words for them.
I always had picture books in the literacy center (book center) and the students would read the story (tell the story from the pictures it would not be the exact words in the book), this helps them gain confidence in themselves. It also helps them make the connection of pictures with the correct word order (letter order).
With my older students we do daily journal writing I write the topic on the board and we brain storm ideas using the story or word web. I encourage students to be creative with their writing and to draw pictures they can associate with the story.
I will model for students using the overhead projector showing pictures and short writings.
I have a variety of books and writing materials in the classroom.
A inviting writing center includes paper, crayons, markers, stencils, and old books (magazines) for the students to cut out to include in a story.
The fourth grade students just finished writing a play, the students picked the type of play and gave it a title, choose the characters, props, etc....
This was a good group learning experience for the students and enjoyable.
Friday, February 20, 2009
Assignment number four
Wilma Y
The various stages of writing have always fascinated me. It is amazing that most children go through very similar stages and each of these is very important. Each stage is to be praised and encouraged. I have my writing center and my library or literacy center close together in my kindergarten room so there is lots of exposure to print in their environment. We have paper and pencils available for writing grocery list in our dramatic play center as well. There are sight words, students’ names, school workers’ names, and numerical and alphabetic materials available at all times for students to use in their writing. I also have a small white marker board on an easel so that students can write and draw on this. I have lots of supplies to encourage writing and the purposes for writing. Pencils, markers, glue, scissors, tape, envelopes, magazines, small blank booklets, and numerous other writing materials are available for use in the writing center. I have used the clip boards in the past, but am not currently using them. I will put out several of these this week for portable writing centers.
The various stages of writing have always fascinated me. It is amazing that most children go through very similar stages and each of these is very important. Each stage is to be praised and encouraged. I have my writing center and my library or literacy center close together in my kindergarten room so there is lots of exposure to print in their environment. We have paper and pencils available for writing grocery list in our dramatic play center as well. There are sight words, students’ names, school workers’ names, and numerical and alphabetic materials available at all times for students to use in their writing. I also have a small white marker board on an easel so that students can write and draw on this. I have lots of supplies to encourage writing and the purposes for writing. Pencils, markers, glue, scissors, tape, envelopes, magazines, small blank booklets, and numerous other writing materials are available for use in the writing center. I have used the clip boards in the past, but am not currently using them. I will put out several of these this week for portable writing centers.
Wednesday, February 18, 2009
Think Alouds
I use the think aloud process during my reading practices but I learned why when reading chapter 2. I really haven't thought about how the process could benefit those that have no experiences to draw from. This unit has been especially helpful to me as a teacher in developing the whole think aloud process. I have shared this unit as well with a fellow co-worker from another school system.
Week 4 Young Learner
Y: Scaffolding is a technique I use ,as a special ed. teacher, for writing and math.
In math, I show the student the first step to the math process. I ask the student to repeat what I had just done. I show the student the second step and ask the student to repeat what I had just done. I continue this process until all the steps are completed. This is an important area to practice this process because students, especially special needs students, have a hard time with multi-tasking. Sometimes I may highlight each step in the process. I continue to do this procedure until the student can work the problem on their own.
For writing, I start by showing the student how to prewrite. I prefer using the "web" pre-writing process. I draw the web and ask students for the information. I fill in the web with their own thoughts and suggestions. After obtaining this information, I show the student how to choose one "web-link" to write about. I offer suggestions and the students put the sentences together. We continue this process until all the web-links are used. The technique allows the student to become an emergent writer, to put their thoughts on paper. Later, the students will begin to draw their own web and fill in their information. They may still need help putting sentences together. Continue the scaffolding process until they reach mastery.
Michelle Miller
In math, I show the student the first step to the math process. I ask the student to repeat what I had just done. I show the student the second step and ask the student to repeat what I had just done. I continue this process until all the steps are completed. This is an important area to practice this process because students, especially special needs students, have a hard time with multi-tasking. Sometimes I may highlight each step in the process. I continue to do this procedure until the student can work the problem on their own.
For writing, I start by showing the student how to prewrite. I prefer using the "web" pre-writing process. I draw the web and ask students for the information. I fill in the web with their own thoughts and suggestions. After obtaining this information, I show the student how to choose one "web-link" to write about. I offer suggestions and the students put the sentences together. We continue this process until all the web-links are used. The technique allows the student to become an emergent writer, to put their thoughts on paper. Later, the students will begin to draw their own web and fill in their information. They may still need help putting sentences together. Continue the scaffolding process until they reach mastery.
Michelle Miller
Younger-Learner
Strategic Literacy Week 3
Y-At the present time we do not have a designated Book-Nook in the library. However, we do believe that they are needed (especially in lower elementary classroom).
We are presently working on ideas to implement one in the library. We want to purchase bean bags, a rocking chair (big), toy stuffed book characters, and beach towels (for lying on while reading). We want to make it very inviting so that the students will want to utilize the Book-Nook.
One idea we have is to let the teachers use the Library Book-Nook as an incentive for students for good behavior; good work; or whatever they choose. Letting two or three students come to Library Book-Nook as a reward at designated times during the week.
Brenda/Sue
Shady Point Library
Strategic Literacy Week 3
Y-At the present time we do not have a designated Book-Nook in the library. However, we do believe that they are needed (especially in lower elementary classroom).
We are presently working on ideas to implement one in the library. We want to purchase bean bags, a rocking chair (big), toy stuffed book characters, and beach towels (for lying on while reading). We want to make it very inviting so that the students will want to utilize the Book-Nook.
One idea we have is to let the teachers use the Library Book-Nook as an incentive for students for good behavior; good work; or whatever they choose. Letting two or three students come to Library Book-Nook as a reward at designated times during the week.
Brenda/Sue
Shady Point Library
Younger-Learner Week 3
Y Strategic Literacy
At the present time we do not have a designated Book-Nook in the library. However, we do believe that they are needed (especially in lower elementary classroom).
We are presently working on ideas to implement one in the library. We want to purchase bean bags, a rocking chair (big), toy stuffed book characters, and beach towels (for lying on while reading). We want to make it very inviting so that the students will want to utilize the Book-Nook.
One idea we have is to let the teachers use the Library Book-Nook as an incentive for students for good behavior; good work; or whatever they choose. Letting two or three students come to Library Book-Nook as a reward at designated times during the week.
Brenda/SueShady Point Library
Y Strategic Literacy
At the present time we do not have a designated Book-Nook in the library. However, we do believe that they are needed (especially in lower elementary classroom).
We are presently working on ideas to implement one in the library. We want to purchase bean bags, a rocking chair (big), toy stuffed book characters, and beach towels (for lying on while reading). We want to make it very inviting so that the students will want to utilize the Book-Nook.
One idea we have is to let the teachers use the Library Book-Nook as an incentive for students for good behavior; good work; or whatever they choose. Letting two or three students come to Library Book-Nook as a reward at designated times during the week.
Brenda/SueShady Point Library
Week 3 Assignment
Book Nook- I love the idea of a book nook. I, personally love to curl up in my favorite chair and read. I think utilizing a book nook in a library setting is a great way for children to garner a love reading. After reading an interesting book to the younger students, they can then go to the nook and enjoy it. The theme of the book nook can be changed through out the year, to keep the interest level and enjoyment high.
Tuesday, February 17, 2009
Week 3
TA - Step 3,4, and 5
When I have story time with my first graders, I usually try to read 2 books, one for "learning" and one "for the pleasure of reading." I use think-alouds with both types of books, probably more so with the "learning" book as we discuss why I might want to read that book and what it has to do with our lives (step 3). I'm thinking aloud as I'm reading, although not nearly to the extent that the author does and the students are thinking aloud - making predictions, finding clues, etc. along with me (step 4).
Although we don't underline words and phrases - we maybe could do that with our laminated big books, though - we do decide which predictions were correct, not correct, or not proven, and what clues helped us (step 5). Incidentally, a "learning" story is not necessarily a non-fiction book.
When I have story time with my first graders, I usually try to read 2 books, one for "learning" and one "for the pleasure of reading." I use think-alouds with both types of books, probably more so with the "learning" book as we discuss why I might want to read that book and what it has to do with our lives (step 3). I'm thinking aloud as I'm reading, although not nearly to the extent that the author does and the students are thinking aloud - making predictions, finding clues, etc. along with me (step 4).
Although we don't underline words and phrases - we maybe could do that with our laminated big books, though - we do decide which predictions were correct, not correct, or not proven, and what clues helped us (step 5). Incidentally, a "learning" story is not necessarily a non-fiction book.
Week 4 Assignment
Dear Participants:
We are beginning the second half of our training sessions!! Before going on to tell you about this week’s assignments, I would very much like to congratulate you on your work.
I have just spent several hours reading your posts and your comments to each other. They are truly amazing! Can you see the changes? I am particularly heartened by your inclusion of ideas and strategies in your lessons and units – and your sharing of the results with us!! These last three weeks should be so much easier now that we are masters at navigating the blogs and so much richer as we continue to increase our participation and sharing of ideas and strategies. I particularly like our readings and topics for this week. They are literacy, of course, but I keep thinking of the math teachers’ complaints regarding word problems – just think what think-alouds and cued think-alouds might do for them!
Once again, the two chapters I have selected from our texts share a continuum in student awareness and skill. I found myself thinking, as I read about the Youngest Learner that much of the information here is even helpful for older students (past 3rd grade and on). I won’t ruin the chapters by discussing them here. But look at these simple texts and project them forward. Can you see applications?
Online Training 02/18/09 — 02/24/09 Week 4
Texts: Think-Alouds and Youngest Learner
Reading Assignments
Youngest Learner: Chapter 8, "The Writing Center," pp. 141–159.
Pay special attention to “Scaffolded Writing,” pp. 153 – 54.
Think-Alouds: Chapter 3, "Author’s Craft, Reader’s Role,” pp. 67 – 92.
Pay special attention to the “Rules of Notice,” p. 80 and to the ongoing list of reading strategies.
Prompt: Some of you may already do “Cued Think-Alouds.” For some of you, this may be a new idea. Include one in your classroom activities for the following week. As an extra challenge, particularly if you have already done something like this, what about attempting to use this strategy in one of the content areas? Don’t forget to model and scaffold. What would be the “Rules of Notice” for math? For science?
Even very young children need exposure to different genres, yet we often use stories as the basis of reading instruction. If you try the extra challenge, share your “Rules of Notice” for the content areas with us.
Just a comment: Did you notice the beginnings of the graphic organizer concept in Youngest Learner? I love the way we humans integrate and transform our knowledge throughout our lives.
I look forward to your posts and comments. And I thank you for your generosity. Your suggestions and praise for your colleagues are appreciated.
See you in the blogs!
Vicky
We are beginning the second half of our training sessions!! Before going on to tell you about this week’s assignments, I would very much like to congratulate you on your work.
I have just spent several hours reading your posts and your comments to each other. They are truly amazing! Can you see the changes? I am particularly heartened by your inclusion of ideas and strategies in your lessons and units – and your sharing of the results with us!! These last three weeks should be so much easier now that we are masters at navigating the blogs and so much richer as we continue to increase our participation and sharing of ideas and strategies. I particularly like our readings and topics for this week. They are literacy, of course, but I keep thinking of the math teachers’ complaints regarding word problems – just think what think-alouds and cued think-alouds might do for them!
Once again, the two chapters I have selected from our texts share a continuum in student awareness and skill. I found myself thinking, as I read about the Youngest Learner that much of the information here is even helpful for older students (past 3rd grade and on). I won’t ruin the chapters by discussing them here. But look at these simple texts and project them forward. Can you see applications?
Online Training 02/18/09 — 02/24/09 Week 4
Texts: Think-Alouds and Youngest Learner
Reading Assignments
Youngest Learner: Chapter 8, "The Writing Center," pp. 141–159.
Pay special attention to “Scaffolded Writing,” pp. 153 – 54.
Think-Alouds: Chapter 3, "Author’s Craft, Reader’s Role,” pp. 67 – 92.
Pay special attention to the “Rules of Notice,” p. 80 and to the ongoing list of reading strategies.
Prompt: Some of you may already do “Cued Think-Alouds.” For some of you, this may be a new idea. Include one in your classroom activities for the following week. As an extra challenge, particularly if you have already done something like this, what about attempting to use this strategy in one of the content areas? Don’t forget to model and scaffold. What would be the “Rules of Notice” for math? For science?
Even very young children need exposure to different genres, yet we often use stories as the basis of reading instruction. If you try the extra challenge, share your “Rules of Notice” for the content areas with us.
Just a comment: Did you notice the beginnings of the graphic organizer concept in Youngest Learner? I love the way we humans integrate and transform our knowledge throughout our lives.
I look forward to your posts and comments. And I thank you for your generosity. Your suggestions and praise for your colleagues are appreciated.
See you in the blogs!
Vicky
YL. I've taught school for 28 years and one of the hardest things to do is to get students to enjoy reading on their own. One of the best ways I have found is to
reward my students with a sticker each time they read a small book and pass a test on the computer. When they get six stickers they can redeem them at Braums for a free ice-cream. My students beg me to read and take test. Their reading scores have gone way up and I believe this is a major factor for their improvement.
Rhonda Fox
2nd grade
Shady Point School
reward my students with a sticker each time they read a small book and pass a test on the computer. When they get six stickers they can redeem them at Braums for a free ice-cream. My students beg me to read and take test. Their reading scores have gone way up and I believe this is a major factor for their improvement.
Rhonda Fox
2nd grade
Shady Point School
Strategic Literacy-week 3
T-A Step 3: Stating my purpose: When I read to my kindergarteners, I have a specific purpose in mind. However, as you mentioned, we do not always think to voice this purpose to our students. I plan to work harder to teach my students some process strategies such as making and adjusting predictions and leading them in characters' experiences so that they can predict what characters might do and feel. My expectations in this are that they will begin to see the value of being able to make these predictions in their reading and also in real life. I hope to eventually see them putting these strategies into practice on a regular basis.
Step 4: Read the text aloud to students and think-aloud as you do so: While I always name text features such a title and illustrations while reading to my kindergarteners, I have not been as careful to point out the importance of the first few lines of the text in setting the stage for the rest of the story. I plan to be more deliberate in using verbs such as, "I wonder, I think, I predict, I bet, or I'm confused about..." to emphasize the mental moves we will be making in our reading. I will also use phrases such as, "Let's read further to find out...". This will create an anticipation and purpose for further reading. My hope is that this will help students learn to use some strategies that are used by expert readers in understanding new text.
Step 4: Read the text aloud to students and think-aloud as you do so: While I always name text features such a title and illustrations while reading to my kindergarteners, I have not been as careful to point out the importance of the first few lines of the text in setting the stage for the rest of the story. I plan to be more deliberate in using verbs such as, "I wonder, I think, I predict, I bet, or I'm confused about..." to emphasize the mental moves we will be making in our reading. I will also use phrases such as, "Let's read further to find out...". This will create an anticipation and purpose for further reading. My hope is that this will help students learn to use some strategies that are used by expert readers in understanding new text.
Week 3 Assignment-Youngest/Book Nook
A book nook must be inviting and attractive for all students. This will encourage students to want to read and explore books.
A flannel board for students to create their own stories, they enjoy making up stories.
Record students reading a book and then let them listen to themselves read. This also helps the teacher with the progress a student is making or where he/she may be having trouble with reading such as word pronunciation, blends, and sounds, etc....
Puppets also create a interest for students they enjoy acting out the stories read.
Changing books and furniture in the book nook will keep students interested and challenge their
ability to conquer reading.
I enjoy reading and encourage all my students to read.
A book nook must be inviting and attractive for all students. This will encourage students to want to read and explore books.
A flannel board for students to create their own stories, they enjoy making up stories.
Record students reading a book and then let them listen to themselves read. This also helps the teacher with the progress a student is making or where he/she may be having trouble with reading such as word pronunciation, blends, and sounds, etc....
Puppets also create a interest for students they enjoy acting out the stories read.
Changing books and furniture in the book nook will keep students interested and challenge their
ability to conquer reading.
I enjoy reading and encourage all my students to read.
Monday, February 16, 2009
Youngest - Book Nook
When I was going to college to become a teacher, I dreamed about the type of inviting book nook I wanted to have in my room. I dreamed of a jungle theme for the boys, a princess castle for the girls, a inviting teen room for the older students, and just have a decorated old time bath tub seemed inviting. So even before I became a teacher I thought this was important. I have in both my Special Education rooms, book nooks. I have bean bags for the students to relax on and comfortable chairs for them to sit in, big enough for two. This way students can share reading with others. I also have tape and CD players in my nook. I have many students who use books on tape, which I think is important for all students. I helps their listen skills, as well as their reading comprehension skills. I also have writing materials in my nook. In this manner, they can incorporate reading and writing skills. My reading book also has many different types of reading and reference materials for the students to use.
My book/reading nook is not what I dreamed of when in college, but for now it serves the purpose and my students enjoy relaxing and reading in this spot. So to me that is the most important.
When I was going to college to become a teacher, I dreamed about the type of inviting book nook I wanted to have in my room. I dreamed of a jungle theme for the boys, a princess castle for the girls, a inviting teen room for the older students, and just have a decorated old time bath tub seemed inviting. So even before I became a teacher I thought this was important. I have in both my Special Education rooms, book nooks. I have bean bags for the students to relax on and comfortable chairs for them to sit in, big enough for two. This way students can share reading with others. I also have tape and CD players in my nook. I have many students who use books on tape, which I think is important for all students. I helps their listen skills, as well as their reading comprehension skills. I also have writing materials in my nook. In this manner, they can incorporate reading and writing skills. My reading book also has many different types of reading and reference materials for the students to use.
My book/reading nook is not what I dreamed of when in college, but for now it serves the purpose and my students enjoy relaxing and reading in this spot. So to me that is the most important.
Saturday, February 14, 2009
Think Alouds week 3
Step 2- In Pre-K & K before I read the story, the class and I look at the pictures and I ask questions. The students make predictions about the story, and connect what is happening in the pictures to real life experiences.
Step 4- I read the story and stop often to model think aloud strategies. I continue to ask the students questions and have them not only give an answer, but tell how they came to that conclusion.
Step 4- I read the story and stop often to model think aloud strategies. I continue to ask the students questions and have them not only give an answer, but tell how they came to that conclusion.
Wednesday, February 11, 2009
Think-Aloud strategy-week 3
T: Step 3 "state your purpose" I use this strategy often. At my school, we work really hard on enforcing the PASS skills. To do so effectively, you must state your purpose. Introduce the story, tell the students the spelling words for the week from this story, teach a specific moral or lesson to be learned from the story, and check for understanding after the story.
Step 8: Reinforce the think aloud w/ follow up lessons by using the Teacher does/student watches. One follow up lesson I do is fill in the blank. My students have a lot of trouble with closure. I will read the sentence and say "blank" where the word is missing. I ask the students to repeat what I just said. I then ask the students to predict what might fit in that sentence, then which word from the list is the same or close to the same. After continuous modeling, the students usually pick up on the fluency and comprehension of the lesson.
Michelle Miller
Step 8: Reinforce the think aloud w/ follow up lessons by using the Teacher does/student watches. One follow up lesson I do is fill in the blank. My students have a lot of trouble with closure. I will read the sentence and say "blank" where the word is missing. I ask the students to repeat what I just said. I then ask the students to predict what might fit in that sentence, then which word from the list is the same or close to the same. After continuous modeling, the students usually pick up on the fluency and comprehension of the lesson.
Michelle Miller
WK 2 ASSIGNMENT
Y-Youngest Learners
I taught 1st and 3rd grades and I like to start the week off by introducing the vocabulary. We would introduce the words and then have the students "brainstorm" what they thought the words meant. I also like to use new words in context to demonstrate the use of context clues. We would also add these new words to the word wall. Throughout the week we would try to use as many of our vocabulary words as possible. The students would also look in their glossary to get the correct meaning. This also promotes familiarity with dictionary use. Every time a student uses a new word correctly they would recieve a smiley face sticker. Also when a student is reading other books we could brainstorm or try using the context clues to figure out the meaning.
I taught 1st and 3rd grades and I like to start the week off by introducing the vocabulary. We would introduce the words and then have the students "brainstorm" what they thought the words meant. I also like to use new words in context to demonstrate the use of context clues. We would also add these new words to the word wall. Throughout the week we would try to use as many of our vocabulary words as possible. The students would also look in their glossary to get the correct meaning. This also promotes familiarity with dictionary use. Every time a student uses a new word correctly they would recieve a smiley face sticker. Also when a student is reading other books we could brainstorm or try using the context clues to figure out the meaning.
Tuesday, February 10, 2009
Week 2 - Think-Alouds
T-A As I read through the info on Think-Alouds, I had to chuckle. Certainly, this is a worthwhile (essential) strategy, but I did think of a major flaw. It seems more and more, today's students do not think ! This makes it a bit difficult to do a think-aloud that would personally benefit each student. This set me to thinking that we teachers in the lower grades need to spend more time and effort on helping our students learn to think - even before we apply the think-aloud strategy to reading a story.
Of course, we all feel like we are getting them to think, especially when we use think-alouds, but is there even more that we can do? I tried to come up with some ways to develop "serious" thinking from my students and I thought of some things like: role-playing real-life situations, hypothetical questions such as "What would your grandma do if . . . ?" , "clues" games, making inferences from pictures. I think we might also develop more thinking from our students if we can relate more activities to what is relevant to them, such as the content of the video games they play, the tv programs and movies they watch, new fads on the market, the celebrities they follow, etc., because the more relevant a topic is, the more willing the student is to give some input, rather than letting others (or the teacher) do the thinking.
Comments? :-) I'd love to have some more ideas.
Of course, we all feel like we are getting them to think, especially when we use think-alouds, but is there even more that we can do? I tried to come up with some ways to develop "serious" thinking from my students and I thought of some things like: role-playing real-life situations, hypothetical questions such as "What would your grandma do if . . . ?" , "clues" games, making inferences from pictures. I think we might also develop more thinking from our students if we can relate more activities to what is relevant to them, such as the content of the video games they play, the tv programs and movies they watch, new fads on the market, the celebrities they follow, etc., because the more relevant a topic is, the more willing the student is to give some input, rather than letting others (or the teacher) do the thinking.
Comments? :-) I'd love to have some more ideas.
Week 3 Assignment
Dear Participants,
We are changing topics again. Some of you did not post during Week 2. Remember that I will provide your school district with data regarding participation so that it can be included in the Final Report to the funding agency. Your participation is important for that purpose and also because the materials we are reading and discussing have a wide application. I have tried to cover the gamut from toddler to middle schooler in the reading assignments to give you a feeling of continuity in the developmental process. These are versatile materials and strategies; you should be able to implement them and to find applications for them in your instructional activities.
Contact me if you are having problems.
As a reminder, I have abbreviated the titles of the books for brevity's sake. Y = Youngest Learner and T-A = Think-Alouds. Please, place a Y or a T-A to indicate which prompt you are responding to at the beginning of your post. In addition, when looking for a colleague's post to comment on, make suggestions, propose adaptations for, give both the name of the author of the original post and either Y or T-A for the text on which the comments are based. Remember, your first post for the week should be based on the reading assignment; your later posts should comment on your colleagues' posts.
Online Training 02/11/09 — 02/17/09 Week 2
Texts: Think-Alouds and Youngest Learner
Reading Assignments
Youngest Learner: Chapter 7, "The Book Nook," pp. 121–134.
Think-Alouds: Chapter 2, "\What All Good Readers Do,” pp. 41 – 66.
Prompt: Once again, there is a continuum here. The familiarity with books and the readiness this familiarity contributes to actual reading is followed by the ability to read strategically as children progress from home, to kinder, to higher grades. What a parent or caretaker asks a toddler as a book is read to him/her is usually a prediction as in “What is the big, bad wolf going to do now?” You will notice that when teaching children to be active participants in a think-aloud, predicting is one of the easiest strategies. A child that cannot make predictions in 2nd grade may never have been read to as a toddler.
Look at the process in Think-Alouds and pick 2 to 3 steps or substeps that you could add to your Think-Aloud routine. You may want to make one of those choices a follow-up activity from either the text or of your own creation. Discuss what you expect the additions to accomplish. If you teach a Think-Aloud during the week, let us know in a later post how your addition worked. For example, Step 3 of the General Steps (p.44) is one that I had considered as something I would do. I would define what I wanted to accomplish. It never occurred to me to share this with the students, and yet it makes complete sense. Without clear purposes, the children are reading for enjoyment, perhaps, if a story is involved, but are unaware of any other purpose. In retrospect, that seems to me like setting out on a trip without a clear destination!
I look forward to your responses. Those of you contributing so far are doing a great job!!
One of our groups is lagging a bit; I have heard from some of its members, some are sick, one is still without electricity! We hope to see you soon!
We are changing topics again. Some of you did not post during Week 2. Remember that I will provide your school district with data regarding participation so that it can be included in the Final Report to the funding agency. Your participation is important for that purpose and also because the materials we are reading and discussing have a wide application. I have tried to cover the gamut from toddler to middle schooler in the reading assignments to give you a feeling of continuity in the developmental process. These are versatile materials and strategies; you should be able to implement them and to find applications for them in your instructional activities.
Contact me if you are having problems.
As a reminder, I have abbreviated the titles of the books for brevity's sake. Y = Youngest Learner and T-A = Think-Alouds. Please, place a Y or a T-A to indicate which prompt you are responding to at the beginning of your post. In addition, when looking for a colleague's post to comment on, make suggestions, propose adaptations for, give both the name of the author of the original post and either Y or T-A for the text on which the comments are based. Remember, your first post for the week should be based on the reading assignment; your later posts should comment on your colleagues' posts.
Online Training 02/11/09 — 02/17/09 Week 2
Texts: Think-Alouds and Youngest Learner
Reading Assignments
Youngest Learner: Chapter 7, "The Book Nook," pp. 121–134.
Think-Alouds: Chapter 2, "\What All Good Readers Do,” pp. 41 – 66.
Prompt: Once again, there is a continuum here. The familiarity with books and the readiness this familiarity contributes to actual reading is followed by the ability to read strategically as children progress from home, to kinder, to higher grades. What a parent or caretaker asks a toddler as a book is read to him/her is usually a prediction as in “What is the big, bad wolf going to do now?” You will notice that when teaching children to be active participants in a think-aloud, predicting is one of the easiest strategies. A child that cannot make predictions in 2nd grade may never have been read to as a toddler.
Look at the process in Think-Alouds and pick 2 to 3 steps or substeps that you could add to your Think-Aloud routine. You may want to make one of those choices a follow-up activity from either the text or of your own creation. Discuss what you expect the additions to accomplish. If you teach a Think-Aloud during the week, let us know in a later post how your addition worked. For example, Step 3 of the General Steps (p.44) is one that I had considered as something I would do. I would define what I wanted to accomplish. It never occurred to me to share this with the students, and yet it makes complete sense. Without clear purposes, the children are reading for enjoyment, perhaps, if a story is involved, but are unaware of any other purpose. In retrospect, that seems to me like setting out on a trip without a clear destination!
I look forward to your responses. Those of you contributing so far are doing a great job!!
One of our groups is lagging a bit; I have heard from some of its members, some are sick, one is still without electricity! We hope to see you soon!
Strategic Literacy Week 2 Youngest Learner
Strategic Literacy Week 2 Youngest Learner
Our school is Pre-k through 8th grade. Students in grades K-4 are scheduled for a once-a-week; one hour time period. Other students have flexible scheduling where they come to check out books during the day or come for instructional assistance as requested by the teacher (which can also be utilized by lower grade teachers).
We recently acquired “The Bee Tree” by Patricia Polacco, one of our favorite authors. We love her illustrations and her books are mostly of true experiences from her childhood.
We used this book during our Read-Aloud with Kindergarten through 4th. Questions may vary to the grade level.
Y. What was the girl’s name?
Y. What is a bee tree and the purpose of it?
Y. Why do you suppose grandpa was putting the bees in a jar—what was he going to do with them?
Y. When did grandpa let the bees go?
Y. Why did they build a fire in the tree?
Y. What was the lesson grandpa was trying to teach Mary Ellen?
We have the students draw and color a picture pertaining to the story with title and author on their page.
Shady Point Elementary
Brenda/Sue Library
Our school is Pre-k through 8th grade. Students in grades K-4 are scheduled for a once-a-week; one hour time period. Other students have flexible scheduling where they come to check out books during the day or come for instructional assistance as requested by the teacher (which can also be utilized by lower grade teachers).
We recently acquired “The Bee Tree” by Patricia Polacco, one of our favorite authors. We love her illustrations and her books are mostly of true experiences from her childhood.
We used this book during our Read-Aloud with Kindergarten through 4th. Questions may vary to the grade level.
Y. What was the girl’s name?
Y. What is a bee tree and the purpose of it?
Y. Why do you suppose grandpa was putting the bees in a jar—what was he going to do with them?
Y. When did grandpa let the bees go?
Y. Why did they build a fire in the tree?
Y. What was the lesson grandpa was trying to teach Mary Ellen?
We have the students draw and color a picture pertaining to the story with title and author on their page.
Shady Point Elementary
Brenda/Sue Library
Strategic Literacy Week 2 Youngest Reader
Strategic Literacy Week 2 Youngest Learner
Our school is Pre-k through 8th grade. Students in grades K-4 are scheduled for a once-a-week; one hour time period. Other students have flexible scheduling where they come to check out books during the day or come for instructional assistance as requested by the teacher (which can also be utilized by lower grade teachers).
We recently acquired “The Bee Tree” by Patricia Polacco, one of our favorite authors. We love her illustrations and her books are mostly of true experiences from her childhood.
We used this book during our Read-Aloud with Kindergarten through 4th. Questions may vary to the grade level.
Y. What was the girl’s name?
Y. What is a bee tree and the purpose of it?
Y. Why do you suppose grandpa was putting the bees in a jar—what was he going to do with them?
Y. When did grandpa let the bees go?
Y. Why did they build a fire in the tree?
Y. What was the lesson grandpa was trying to teach Mary Ellen?
We have the students draw and color a picture pertaining to the story with title and author on their page.
Shady Point Elementary
Brenda/Sue Library
Our school is Pre-k through 8th grade. Students in grades K-4 are scheduled for a once-a-week; one hour time period. Other students have flexible scheduling where they come to check out books during the day or come for instructional assistance as requested by the teacher (which can also be utilized by lower grade teachers).
We recently acquired “The Bee Tree” by Patricia Polacco, one of our favorite authors. We love her illustrations and her books are mostly of true experiences from her childhood.
We used this book during our Read-Aloud with Kindergarten through 4th. Questions may vary to the grade level.
Y. What was the girl’s name?
Y. What is a bee tree and the purpose of it?
Y. Why do you suppose grandpa was putting the bees in a jar—what was he going to do with them?
Y. When did grandpa let the bees go?
Y. Why did they build a fire in the tree?
Y. What was the lesson grandpa was trying to teach Mary Ellen?
We have the students draw and color a picture pertaining to the story with title and author on their page.
Shady Point Elementary
Brenda/Sue Library
Week 2 Assignment
Prior to reading I ask leading questions to activate students' prior knowledge about the subject. I also ask predicting questions to see if we can make a connection as to what the book or story may be about. We also take a look at the vocabulary words before reading and see if can write a definition and compare after we have read the selection. I model appropriate reading rate, proper expressions and intonation. After we have read the selection we journal our story by drawing and coloring a picture about the story and write the vocabulary words with definitions.
Monday, February 9, 2009
Read/Think Aloud
Y: Think aloud is a "real world" experience. Part of our inner voice comes into play by saying and doing the steps:
*Introduce story
*Ask for predictions from illustrations
*Review vocabulary words from text
*Ask students to locate the words in text
*Spell the words together
*Is more than one meaning?
*Listen to story
*Read story aloud
*Students state their opinion of the story
*Ask for feedback
*Allow higer order thinking by applying story to a life principle
*Introduce story
*Ask for predictions from illustrations
*Review vocabulary words from text
*Ask students to locate the words in text
*Spell the words together
*Is more than one meaning?
*Listen to story
*Read story aloud
*Students state their opinion of the story
*Ask for feedback
*Allow higer order thinking by applying story to a life principle
Strategic Literacy, Week 2
(Y) While reading to my kindergarten class the book, The Biggest, Best Snowman” by Margery Cuyler, beautifully illustrated by Will Hillenbrand, we reviewed some vocabulary. One of the words was blustery. I talked to them about the blustery wind that was blowing outside today. I encouraged them to try to use this word in a sentence sometime this week. After giving them the title of the book and, before showing them any of the illustrations, we talked about what season the book would be describing. I showed them a few of the beautiful snowy illustrations to let them know their prediction was correct. I pointed out the phrase “bare-branched trees” and we discussed why the trees would be bare.
I showed the students some illustrations of Little Nell with the forest animals (a bear, rabbit, reindeer, cardinal, crow and sparrow). The animals were talking to Little Nell and helping her build a huge snowman. I asked if they thought the story was real or make-belief and why they thought this. This open-ended question elicited several comments from the class about animals not being able to talk to people or to build a snowman.
I conducted a sustained conversation with the class on why it would not be a good idea to play with a bear cub and what might happen. It was brought out that the Mama Bear would probably be close by and would likely attack anyone approaching her baby.
To build comprehension by building a bridge to their own experience, we talked about times when people in their family, or others, might have told them that they were “too little” to do certain things. I asked them how this made them feel.
By asking these types of questions, I was able to elicit more than just single word responses. This caused students to have to think about the answers, make predictions and draw conclusions. These higher-order thinking activities are likely to give more meaning to the story.
I showed the students some illustrations of Little Nell with the forest animals (a bear, rabbit, reindeer, cardinal, crow and sparrow). The animals were talking to Little Nell and helping her build a huge snowman. I asked if they thought the story was real or make-belief and why they thought this. This open-ended question elicited several comments from the class about animals not being able to talk to people or to build a snowman.
I conducted a sustained conversation with the class on why it would not be a good idea to play with a bear cub and what might happen. It was brought out that the Mama Bear would probably be close by and would likely attack anyone approaching her baby.
To build comprehension by building a bridge to their own experience, we talked about times when people in their family, or others, might have told them that they were “too little” to do certain things. I asked them how this made them feel.
By asking these types of questions, I was able to elicit more than just single word responses. This caused students to have to think about the answers, make predictions and draw conclusions. These higher-order thinking activities are likely to give more meaning to the story.
week 2 assignment Strategic Literacy
Y- In my Pre-K & Kindergarten classroom I have a focus question about the story before I read. For example: How did the men in the story act as a team? The students listen to find the answer to the question.
As I read I stop and ask questions (inferential, opinion, factual) and have the students make predictions about the story.
After reading, I review the focus question and have students answer and give an example from the story. I then have them give examples from their own experiences.
As I read I stop and ask questions (inferential, opinion, factual) and have the students make predictions about the story.
After reading, I review the focus question and have students answer and give an example from the story. I then have them give examples from their own experiences.
Week 2 Assignment:
Y-Vocabulary
When reading our story for the week, we discuss the new words that are introduced at the beginning of each story. We pronounce the words and look for clues to help with the meaning (context clues). I have the students look the words up in the dictionary and write the definition, then use the word correctly in a sentence and a question.
Y-Vocabulary
I also use word ladders were students must change one letter to make a new word, using hints or clues that are given. We also have a vocabulary box where I introduce a new word to students each week and we look up the definition and then discuss how the word relates to things in our environment.
Y-When reading the story I will ask open-ended questions about what students have read and how it relates to previous stories or characters. Students are given a chance to respond to the question and explain their answers. Most of my students will relate the story to things that have happened in their lives.
Y-All students need to be able to pronounce words correctly by sounding them out and know the definitions for unfamiliar words.
Nancy Watts
Shady Point 3rd & 4th Grade Teacher
Y-Vocabulary
When reading our story for the week, we discuss the new words that are introduced at the beginning of each story. We pronounce the words and look for clues to help with the meaning (context clues). I have the students look the words up in the dictionary and write the definition, then use the word correctly in a sentence and a question.
Y-Vocabulary
I also use word ladders were students must change one letter to make a new word, using hints or clues that are given. We also have a vocabulary box where I introduce a new word to students each week and we look up the definition and then discuss how the word relates to things in our environment.
Y-When reading the story I will ask open-ended questions about what students have read and how it relates to previous stories or characters. Students are given a chance to respond to the question and explain their answers. Most of my students will relate the story to things that have happened in their lives.
Y-All students need to be able to pronounce words correctly by sounding them out and know the definitions for unfamiliar words.
Nancy Watts
Shady Point 3rd & 4th Grade Teacher
Y - T As a Special Education teacher, I know how important it is for my students to both read and hear the spoken words. I have students in my room from grades 2nd through 7th at the same time doing reading at different levels. Whenever I am reading to a group and a new word comes up, I stop everyone and discuss it with everyone to increase all my students vocabulary. I know it is important for all ages to increase their vocabulary.
Inferences is one of the most difficult for my students to relate to things. I make sure and relate things to them that are familiar to their surroundings. I make sure we do group discussions and include all the students. In this manner, everyone learns from each other.
Inferences is one of the most difficult for my students to relate to things. I make sure and relate things to them that are familiar to their surroundings. I make sure we do group discussions and include all the students. In this manner, everyone learns from each other.
Thursday, February 5, 2009
From the Other Group
I thought you might like to see how the other blog is handling the assignments. Here is one of their posts.
This post is based on the Think Aloud book -In my classroom, we have currently been discussing how important it is to gather information about characters as we are reading and to be able to infer information about the characters based on information that the author might or might not tell us in the book or passage. Students have also learned how to put themselves "in the character's shoes" and speak and write from the character's point of view. I decided to incorporate the skill of analyzing character traits with what students have learned about parts of a play and asked students to work in their small groups (reading groups based on reading levels - all reading various chapter books) to create a script for a "talk show" where the characters from the book they were currently reading in their groups were the special guests for the day. They were required to think about what kinds of questions the talk show host should ask the characters and based on what they had learned and inferred about the characters thus far, develop responses for the characters.
Because students are all working on different chapter books during this reading time, I first have a whole group time where I teach the strategy and model it using a book or passage that we will read all together. We have been using a chapter book for a read aloud, so I used a Think Aloud to create some questions, answers, and conversation for some of the characters in that book as if they were on a Talk Show before having the students begin creating their Talk Show. I showed students that if I wasn't sure of how a character would respond, I would go back to the book and/or my reading journal to see how he/she has responded to other situations.
I was able to determine the ZPD of the small groups of students for analyzing character traits as I rotated around the classroom based on the scripts that they were creating. Some students were able to deeply get into the world of the characters they were using in their scripts, so it was clear to me that analyzing character traits was well in their ZPD. Other students were only able to develop yes or no questions to ask the characters in their books, so I was able to model examples from their own books at this time in the small group settings, then set them free again to try to figure it out independently.
Vicky
This post is based on the Think Aloud book -In my classroom, we have currently been discussing how important it is to gather information about characters as we are reading and to be able to infer information about the characters based on information that the author might or might not tell us in the book or passage. Students have also learned how to put themselves "in the character's shoes" and speak and write from the character's point of view. I decided to incorporate the skill of analyzing character traits with what students have learned about parts of a play and asked students to work in their small groups (reading groups based on reading levels - all reading various chapter books) to create a script for a "talk show" where the characters from the book they were currently reading in their groups were the special guests for the day. They were required to think about what kinds of questions the talk show host should ask the characters and based on what they had learned and inferred about the characters thus far, develop responses for the characters.
Because students are all working on different chapter books during this reading time, I first have a whole group time where I teach the strategy and model it using a book or passage that we will read all together. We have been using a chapter book for a read aloud, so I used a Think Aloud to create some questions, answers, and conversation for some of the characters in that book as if they were on a Talk Show before having the students begin creating their Talk Show. I showed students that if I wasn't sure of how a character would respond, I would go back to the book and/or my reading journal to see how he/she has responded to other situations.
I was able to determine the ZPD of the small groups of students for analyzing character traits as I rotated around the classroom based on the scripts that they were creating. Some students were able to deeply get into the world of the characters they were using in their scripts, so it was clear to me that analyzing character traits was well in their ZPD. Other students were only able to develop yes or no questions to ask the characters in their books, so I was able to model examples from their own books at this time in the small group settings, then set them free again to try to figure it out independently.
Vicky
Wednesday, February 4, 2009
Week 2 Assignment
Dear Participants:
Some of our school districts are still having problems. I am particularly concerned for those of you in Kentucky. I know you have just gone back to school. However, some of you may still be living without electricity. Know that if necessary, we can make up whatever you miss after the 6 weeks are over. If possible, submit your original post for the week, the one discussing the implications/applications of the readings. We will worry about the other 2 comments later. I know you will be so behind both here and at school!
I have abbreviated the titles of the books for brevity's sake. Y = Youngest Learner and T-A = Think-Alouds. Please, place a Y or a T-A to indicate which prompt you are responding to at the beginning of your post. In addition, when looking for a colleague's post to comment on, make suggestions, propose adaptations for, give both the name of the author of the original post and either Y or T-A for the text on which the comments are based. Remember, your first post for the week should be based on the reading assignment; your later posts should comment on your colleagues' posts.
Important: go to the URL address for your blog and post your responses in that spot. Do NOT send responses by email unless you have cleared it with me first. We will do all discussion online on either Strategic Reading or Strategic Literacy (whichever group you were assigned to).
Online Training 02/04/09—Week 2
Texts: Think-Alouds and Youngest Learner
Reading Assignments
Youngest Learner: Chapter 4, “Reading Aloud to Children,” pp. 76 (starting with Vocabulary) – 89. Pay special attention to pages 79 and 83.
Think-Alouds: Chapter 1, “Seeing Reading,” pp. 18 – 34. Pay special attention to pages 25 – 31.
Prompt: Notice that both readings discuss the same strategy, although for different age groups. The information, however, can be applied to all age groups. For example, Youngest Learner, p. 83 lists Question/Comment Types that could apply to high school and college students: “focusing on text structure” or “summarizing.” Plan a new Read/Think Aloud or discuss modifications to one you have already used. Include 3 items as emphases from any of the lists included above in the “pay special attention to” pages. Tell us how you would expect higher-order thinking to be required as you and the children go through the activity.
Note: I know you use these strategies. My purpose here is to share with you the incredible number of purposes/applications possible with them. Sometimes, a slightly different approach breathes life into a practice that has become commonplace to either you or the children.
Some of our school districts are still having problems. I am particularly concerned for those of you in Kentucky. I know you have just gone back to school. However, some of you may still be living without electricity. Know that if necessary, we can make up whatever you miss after the 6 weeks are over. If possible, submit your original post for the week, the one discussing the implications/applications of the readings. We will worry about the other 2 comments later. I know you will be so behind both here and at school!
I have abbreviated the titles of the books for brevity's sake. Y = Youngest Learner and T-A = Think-Alouds. Please, place a Y or a T-A to indicate which prompt you are responding to at the beginning of your post. In addition, when looking for a colleague's post to comment on, make suggestions, propose adaptations for, give both the name of the author of the original post and either Y or T-A for the text on which the comments are based. Remember, your first post for the week should be based on the reading assignment; your later posts should comment on your colleagues' posts.
Important: go to the URL address for your blog and post your responses in that spot. Do NOT send responses by email unless you have cleared it with me first. We will do all discussion online on either Strategic Reading or Strategic Literacy (whichever group you were assigned to).
Online Training 02/04/09—Week 2
Texts: Think-Alouds and Youngest Learner
Reading Assignments
Youngest Learner: Chapter 4, “Reading Aloud to Children,” pp. 76 (starting with Vocabulary) – 89. Pay special attention to pages 79 and 83.
Think-Alouds: Chapter 1, “Seeing Reading,” pp. 18 – 34. Pay special attention to pages 25 – 31.
Prompt: Notice that both readings discuss the same strategy, although for different age groups. The information, however, can be applied to all age groups. For example, Youngest Learner, p. 83 lists Question/Comment Types that could apply to high school and college students: “focusing on text structure” or “summarizing.” Plan a new Read/Think Aloud or discuss modifications to one you have already used. Include 3 items as emphases from any of the lists included above in the “pay special attention to” pages. Tell us how you would expect higher-order thinking to be required as you and the children go through the activity.
Note: I know you use these strategies. My purpose here is to share with you the incredible number of purposes/applications possible with them. Sometimes, a slightly different approach breathes life into a practice that has become commonplace to either you or the children.
Literacy and the Youngest Learner
Literacy and the Youngest LearnerY--Concepts of Print--With students in lower elementary we begin with "understanding of how the book works." Beginning with parts of books-as we discuss and demonstrate by pointing out the cover; dust jacket; how to care for the book; how to turn the pages; we point to the words on the pages as we read a-loud.Y--Vocabulary--In the library during the read-aloud time we will pause during reading of the story if we have a word we feel the student may not understand and explain and discuss the meaning. Sometimes the students will ask us what the meaning is for a word. We feel by discussing meanings for new words and modeling good reading habits we will develop strong lifelong readers.Y--Listening and Reading Comprehension--During the read-along story time, in the library we pause and ask pertinent questions to see that the students are listening and know what the story is about. After the story we have some students explain what they think the story was telling. We also will ask some students to make up a different ending for the story.Brenda/SueShady Point Library
Literacy and the Youngest Learner
Y--Concepts of Print--
With students in lower elementary we begin with "understanding of how the book works." Beginning with parts of books-as we discuss and demonstrate by pointing out the cover; dust jacket; how to care for the book; how to turn the pages; we point to the words on the pages as we read a-loud.
Y--Vocabulary--
In the library during the read-aloud time we will pause during reading of the story if we have a word we feel the student may not understand and explain and discuss the meaning. Sometimes the students will ask us what the meaning is for a word. We feel by discussing meanings for new words and modeling good reading habits we will develop strong lifelong readers.
Y--Listening and Reading Comprehension--
During the read-along story time, in the library we pause and ask pertinent questions to see that the students are listening and know what the story is about. After the story we have some students explain what they think the story was telling. We also will asks some students to make up a different ending for the story.
Brenda/Sue
Shady Point Library
With students in lower elementary we begin with "understanding of how the book works." Beginning with parts of books-as we discuss and demonstrate by pointing out the cover; dust jacket; how to care for the book; how to turn the pages; we point to the words on the pages as we read a-loud.
Y--Vocabulary--
In the library during the read-aloud time we will pause during reading of the story if we have a word we feel the student may not understand and explain and discuss the meaning. Sometimes the students will ask us what the meaning is for a word. We feel by discussing meanings for new words and modeling good reading habits we will develop strong lifelong readers.
Y--Listening and Reading Comprehension--
During the read-along story time, in the library we pause and ask pertinent questions to see that the students are listening and know what the story is about. After the story we have some students explain what they think the story was telling. We also will asks some students to make up a different ending for the story.
Brenda/Sue
Shady Point Library
Tuesday, February 3, 2009
Developing Vocabulary
Kay Urbank - 1st grade
Shady Point Elementary
Building vocabulary, both oral and written can be quite a challenge. Some of the activities I use with 1st grade are:
Y-1. Write a cloze sentence on the board. Read the sentence together, listing suggestions for the missing word and discussing if the word suggested makes sense in the sentence. After getting a fair number of words, write the beginning letter of the missing word in the blank - see what now fits. Add another letter - see what words from the list fit now, etc.
Target areas - Phonological Awareness, Oral Language, Vocabulary, Listening or Reading Comprehension.
Y-2. When working with a list of "new" words to be found in a story, we make up "clues" about the words and try to find the target word from the word cards. I make up some and the students come up with others. The clues can be meanings, rhyming words, opposites, beginning sounds, ending sounds, etc. I.E. I see a word that ends like ___ (rhymes with), etc.
Target Areas: Phonological Awareness, Alphabetic Principle, Letter-Sound Knowledge, Vocabulary, Listening, and/orMotivation to Engage with Text depending upon the clues given.
Y-3. An activity I use for reading vocabulary is to fill a pocket chart with word cards, reciting the words with the group as I place the cards. The students then take turns choosing a word they know, taking the card back to their seat when they identify the word correctly. With some students I need to tell them a word to look for depending upon their ZPD. (Did I use that term correctly?) When all of the cards have been chosen, they switch cards and put them back into the pocket chart, telling each word as they put the card back. This activity is highly motivational because they're searching for the words they know/can figure out and paying attention to the others because they don't know which cards they'll get when they switch.
Shady Point Elementary
Building vocabulary, both oral and written can be quite a challenge. Some of the activities I use with 1st grade are:
Y-1. Write a cloze sentence on the board. Read the sentence together, listing suggestions for the missing word and discussing if the word suggested makes sense in the sentence. After getting a fair number of words, write the beginning letter of the missing word in the blank - see what now fits. Add another letter - see what words from the list fit now, etc.
Target areas - Phonological Awareness, Oral Language, Vocabulary, Listening or Reading Comprehension.
Y-2. When working with a list of "new" words to be found in a story, we make up "clues" about the words and try to find the target word from the word cards. I make up some and the students come up with others. The clues can be meanings, rhyming words, opposites, beginning sounds, ending sounds, etc. I.E. I see a word that ends like ___ (rhymes with), etc.
Target Areas: Phonological Awareness, Alphabetic Principle, Letter-Sound Knowledge, Vocabulary, Listening, and/orMotivation to Engage with Text depending upon the clues given.
Y-3. An activity I use for reading vocabulary is to fill a pocket chart with word cards, reciting the words with the group as I place the cards. The students then take turns choosing a word they know, taking the card back to their seat when they identify the word correctly. With some students I need to tell them a word to look for depending upon their ZPD. (Did I use that term correctly?) When all of the cards have been chosen, they switch cards and put them back into the pocket chart, telling each word as they put the card back. This activity is highly motivational because they're searching for the words they know/can figure out and paying attention to the others because they don't know which cards they'll get when they switch.
Friday, January 30, 2009
Strategic Literacy
Y-Introduce blending- sound to sound blending, whole word blending and blending sentences. Use transparency to learn the er sound spelled ear. Line 1 blend words and circle the er sound Line 2 add prefixes to change the meaning of sounded word Line 3 add suffix to change meaning and form a new word Line 4 identify the /er/ spelling in each word given students are then given two sentences to teach high frequency words any, from, and water and discuss the different spellings for /er/ such as in Earnest, heard, bird, chirp, water.
Students listen to the decodable book on computer then they are given a copy to take home and practice skills taught. They will read one on one with the teacher so skills maybe reinforced.
Target areas: Phonological Awareness, Alphabetic Principal, Letter Sound Knowledge, Vocabulary, Listening and Reading Comprehension
Students listen to the decodable book on computer then they are given a copy to take home and practice skills taught. They will read one on one with the teacher so skills maybe reinforced.
Target areas: Phonological Awareness, Alphabetic Principal, Letter Sound Knowledge, Vocabulary, Listening and Reading Comprehension
Thursday, January 29, 2009
Literacy and the Youngest Learner
(Y) Three examples of print and reading inclusion in activities for the week are:
1. At group time, have flannel board pieces of the main characters out in the manipulatives center. Children can move these characters around and retell the story. The children may use different voices for each character. This shows familiarity with the genre of fictional story.
The target areas of development this demonstrates are: Vocabulary, Listening and Reading Comprehension, Motivation to engage with text.
2. Include newspaper flyers in your dramatic play grocery store. Use coupons, sales information, and item labels. This exposes children to more than stories. Experiences with multiple genres have proved to be beneficial to primary grade children.
The target areas of development this demonstrates are: Understanding of Genre, Motivation to Engage with text, Concepts of print, vocabulary.
3. The block area exposes the children to important literacy building opportunities, including books on houses, construction vehicles, labels on block shelves with shape names, graph paper for drawing and then building their design. This activity helps to build a solid foundation of literacy.
The target areas of development this demonstrates are: Understanding of Genre, Motivation to engage with text, concepts of print
1. At group time, have flannel board pieces of the main characters out in the manipulatives center. Children can move these characters around and retell the story. The children may use different voices for each character. This shows familiarity with the genre of fictional story.
The target areas of development this demonstrates are: Vocabulary, Listening and Reading Comprehension, Motivation to engage with text.
2. Include newspaper flyers in your dramatic play grocery store. Use coupons, sales information, and item labels. This exposes children to more than stories. Experiences with multiple genres have proved to be beneficial to primary grade children.
The target areas of development this demonstrates are: Understanding of Genre, Motivation to Engage with text, Concepts of print, vocabulary.
3. The block area exposes the children to important literacy building opportunities, including books on houses, construction vehicles, labels on block shelves with shape names, graph paper for drawing and then building their design. This activity helps to build a solid foundation of literacy.
The target areas of development this demonstrates are: Understanding of Genre, Motivation to engage with text, concepts of print
Monday, January 26, 2009
strategic reading
Y-2,3,4
Objectives: Know the sounds associated with each letter; Know words are made of letters; Blend sounds into words.
I display a picture card for a three-phoneme word, such as pig. Say the word for the picture, then say it sound by sound. Choose three students and give each student a letter card (p-i-g). Have the students say their letter name and make the sound for their letter. The students then arrange themselves in the correct order to make the word. Have the students say their sound for their letter. If order is not correct, have the class help them get in the right order. When order is correct, have students in the row blend the sounds to form the whole word. Then have the entire class blend the sounds into a word. Repeat with other 3-phoneme words.
Objectives: Know the sounds associated with each letter; Know words are made of letters; Blend sounds into words.
I display a picture card for a three-phoneme word, such as pig. Say the word for the picture, then say it sound by sound. Choose three students and give each student a letter card (p-i-g). Have the students say their letter name and make the sound for their letter. The students then arrange themselves in the correct order to make the word. Have the students say their sound for their letter. If order is not correct, have the class help them get in the right order. When order is correct, have students in the row blend the sounds to form the whole word. Then have the entire class blend the sounds into a word. Repeat with other 3-phoneme words.
I would like for my students to recognize the relationship between letters and words.
Y-Provide a variety of card or folder games for the students to match letters with pictures to make words. Have students sound new words.
Y-Provide a display of books for the children to read and look at.
Y-Let students on the computer to make words using the keyboard.
Rhonda Fox-2nd Grade
Shady Point Elementary
Y-Provide a variety of card or folder games for the students to match letters with pictures to make words. Have students sound new words.
Y-Provide a display of books for the children to read and look at.
Y-Let students on the computer to make words using the keyboard.
Rhonda Fox-2nd Grade
Shady Point Elementary
Context Clues and associating words with text.
Vocabulary and Listening or Reading Comprehension.
Y-I like for students to use words in a story to help them understand the meaning of unfamiliar words. I use magazine articles, library books, leveled readers, and newspapers.
We will use dictionaries to help with the meaning of words and to expand our vocabulary.
Y-I have students to read silently then we will read as a group (round robin). This helps students to improve their listening and reading skills. This also helps the students with word pronunciation and phonics when sounding out unfamiliar words.
Y-Make a word wall using vocabulary words that have two-or-more syllables. This activity will help students with letter sound knowledge.
Nancy Watts-3rd & 4th Grade
Shady Point Elementary
Vocabulary and Listening or Reading Comprehension.
Y-I like for students to use words in a story to help them understand the meaning of unfamiliar words. I use magazine articles, library books, leveled readers, and newspapers.
We will use dictionaries to help with the meaning of words and to expand our vocabulary.
Y-I have students to read silently then we will read as a group (round robin). This helps students to improve their listening and reading skills. This also helps the students with word pronunciation and phonics when sounding out unfamiliar words.
Y-Make a word wall using vocabulary words that have two-or-more syllables. This activity will help students with letter sound knowledge.
Nancy Watts-3rd & 4th Grade
Shady Point Elementary
1st week assignment--Strategic Literacy
In my kindergarten class one of the skills I want my students to acquire is to be able to recognize color words.
Y--1. In the dramatic center the color words are posted on the wall. I also have the color words written in their corresponding color for a matching game. There are four cards for each color, such as in the "Go Fish" card game. This activity targets several of the nine target areas of development. Learning and recognizing color words provides students opportunities to meet the goals of instruction by providing phonological awareness, alphabetic principle, letter sound knowledge, and motivation to engage in text. Each of these target areas move the student in the direction of learning and reading color words.
Y--2. In the block center the color words are written on some blocks in black print with the correct color on the opposite side of the block for self-checking. Motivation to engage with text causes the student to continually manipulate these blocks to test himself/herself on recognition of the color words. In this way the student meets the objective of learning to recognize and read color words.
Y--3. Near the four student computers in the classroom is a correctly color coded list of color words. The student may type the color words from this list. They have been taught how to change the color and size of the font so that they may type the color words in the correct color if they desire. Many of the color words can be sounded out so they are using the target area of development of letter sound knowledge, as well as motivation to engage with text. They have the correctly color coded words by their computer for self-checking. Successfully typing the color words, whether in black or the correct color still moves the student toward the goal of recognizing color words.
Wilma Graham--K
Shady Point Elementary
Y--1. In the dramatic center the color words are posted on the wall. I also have the color words written in their corresponding color for a matching game. There are four cards for each color, such as in the "Go Fish" card game. This activity targets several of the nine target areas of development. Learning and recognizing color words provides students opportunities to meet the goals of instruction by providing phonological awareness, alphabetic principle, letter sound knowledge, and motivation to engage in text. Each of these target areas move the student in the direction of learning and reading color words.
Y--2. In the block center the color words are written on some blocks in black print with the correct color on the opposite side of the block for self-checking. Motivation to engage with text causes the student to continually manipulate these blocks to test himself/herself on recognition of the color words. In this way the student meets the objective of learning to recognize and read color words.
Y--3. Near the four student computers in the classroom is a correctly color coded list of color words. The student may type the color words from this list. They have been taught how to change the color and size of the font so that they may type the color words in the correct color if they desire. Many of the color words can be sounded out so they are using the target area of development of letter sound knowledge, as well as motivation to engage with text. They have the correctly color coded words by their computer for self-checking. Successfully typing the color words, whether in black or the correct color still moves the student toward the goal of recognizing color words.
Wilma Graham--K
Shady Point Elementary
Assignment 1
T-A ZAD, ZDP
As a Special Education teacher, I have always looked at these areas. We use the Accelerated Reading Program at our school which addresses these areas. All of my students are given a Star reading test three times a year which addresses all areas of learning. When I get their scores, I chose reading material to practice in each of my students reading zones.
Each day they practice independently- zone of actual development. Then they must chose a book towards the upper end of their zone of proximal development. Here we practice skills we have already learned or are learning. Ex. sounding out new words.
I will read stories to my students which are in their frustration level to expose them to a new concept or ideal. I feel students should have reading material in all levels of learning available to them.
As a Special Education teacher, I have always looked at these areas. We use the Accelerated Reading Program at our school which addresses these areas. All of my students are given a Star reading test three times a year which addresses all areas of learning. When I get their scores, I chose reading material to practice in each of my students reading zones.
Each day they practice independently- zone of actual development. Then they must chose a book towards the upper end of their zone of proximal development. Here we practice skills we have already learned or are learning. Ex. sounding out new words.
I will read stories to my students which are in their frustration level to expose them to a new concept or ideal. I feel students should have reading material in all levels of learning available to them.
Rhyming
Target Area of Development: Phonological Awareness
Kindergarten
Monday- Read Hop on Pop by Dr. Suess; After reading discuss what rhyming words are; Have students pick out the words that rhyme on the pages.
Tuesday- Students brainstorm words that rhyme; Teacher writes them on board.
Wednesday- Students will play folder games related to rhyming.
Thursday- Students will make a book of rhyming words.
By participating in each activity, students will be able to change the beginning sound and make new words.
Target Area of Development: Phonological Awareness
Kindergarten
Monday- Read Hop on Pop by Dr. Suess; After reading discuss what rhyming words are; Have students pick out the words that rhyme on the pages.
Tuesday- Students brainstorm words that rhyme; Teacher writes them on board.
Wednesday- Students will play folder games related to rhyming.
Thursday- Students will make a book of rhyming words.
By participating in each activity, students will be able to change the beginning sound and make new words.
Sunday, January 25, 2009
Sample Response to Prompt/Apology
Hi, All,
I would like to give you an idea of what a response to the prompt fot the week might look like. I am responding to the one from the Think-Alouds book.
Here it is:
What I found most intriguing in the introduction to Think-Alouds is the idea of the ZPD (zone of proximal development). If the author is correct and this is the actual learning zone, it would seem very important to know exactly where that is. According to the text, if a student can do an activity on his own initially, you have taught him nothing. If a child cannot do the activity at all, you are not teaching him anything either by assigning it. It is only in the ZPD, where a child can complete an activity, but only with help, that learning actually takes place.
We just had a perfect example of this concept in our blog. Some of you had already done something like this and learned nothing from the actual experience of going to the blog. Hopefully, there will be some learning from the participation. Some of you had never attempted this and really had no idea where to go or what to do (I apologize for not helping sooner).
It seems that the crucial point here is awareness of where the ZPD is for each person, child or adult. You, as adults, made comments that led to the "tips" email I just sent. If you can post after that, learning took place. What if you still can't do it? Not your fault at all. I need to figure out "where" you are so that I can provide better tips. As adults, I can ask you to tell me where you are having problems. For children, this may be impossible. Any ideas on how to figure out where a child might be if s/he is unable to tell you what he doesn't know?
End of Sample
This was probably longer than I intended. However, it is a perfect example of the concept. I do apologize to you for not recognizing your confusion sooner -- please, keep trying. All of us can learn from each other. I never understood ZPD so clearly. Do you have any suggestions to help me help you work with us?
We just had a perfect, if unplanned. example of how crucial ZPD is. You have also taught me a valuable lesson. For that I thank you. I will have to keep adapting this approach until I find the elements that allow us all to work together more efficiently.
Vicky
I would like to give you an idea of what a response to the prompt fot the week might look like. I am responding to the one from the Think-Alouds book.
Here it is:
What I found most intriguing in the introduction to Think-Alouds is the idea of the ZPD (zone of proximal development). If the author is correct and this is the actual learning zone, it would seem very important to know exactly where that is. According to the text, if a student can do an activity on his own initially, you have taught him nothing. If a child cannot do the activity at all, you are not teaching him anything either by assigning it. It is only in the ZPD, where a child can complete an activity, but only with help, that learning actually takes place.
We just had a perfect example of this concept in our blog. Some of you had already done something like this and learned nothing from the actual experience of going to the blog. Hopefully, there will be some learning from the participation. Some of you had never attempted this and really had no idea where to go or what to do (I apologize for not helping sooner).
It seems that the crucial point here is awareness of where the ZPD is for each person, child or adult. You, as adults, made comments that led to the "tips" email I just sent. If you can post after that, learning took place. What if you still can't do it? Not your fault at all. I need to figure out "where" you are so that I can provide better tips. As adults, I can ask you to tell me where you are having problems. For children, this may be impossible. Any ideas on how to figure out where a child might be if s/he is unable to tell you what he doesn't know?
End of Sample
This was probably longer than I intended. However, it is a perfect example of the concept. I do apologize to you for not recognizing your confusion sooner -- please, keep trying. All of us can learn from each other. I never understood ZPD so clearly. Do you have any suggestions to help me help you work with us?
We just had a perfect, if unplanned. example of how crucial ZPD is. You have also taught me a valuable lesson. For that I thank you. I will have to keep adapting this approach until I find the elements that allow us all to work together more efficiently.
Vicky
Thursday, January 22, 2009
Discussion: Week 1
Texts: Think-Alouds and Youngest Learner
Reading Assignments
Youngest: Assignment: Read Chapter 2, pp 27-43, pay special attention to the plan samples on pages 41-43.
Think-Alouds: Assignment: Read the Introduction, pp. 7 – 16 paying special attention to the charts on pages 11 and 14.
Prompts
First Post: (Y) Give three examples of print and reading inclusion in your activities for the week (other than in explicit reading instruction). After each example, explain which of the 9 target areas of development (pp.36-37) your examples target and discuss their contribution to meeting the goals/objectives of instruction for this activity.
2 Later Posts: Look at two other participants’ posts and discuss their applicability to your own instruction. Discuss any needed adaptations.
or
First Post: (T-A) Select a task your students will have to perform during the week/unit currently under way which involves a reading selection. (Your selection does not have to come from explicit reading instruction.) Show how you will determine ZPD for either the whole class or a small group of your students.
2 Later Posts: Look at two other participants’ posts and discuss their applicability to your own instruction. Discuss any needed adaptations.
Reading Assignments
Youngest: Assignment: Read Chapter 2, pp 27-43, pay special attention to the plan samples on pages 41-43.
Think-Alouds: Assignment: Read the Introduction, pp. 7 – 16 paying special attention to the charts on pages 11 and 14.
Prompts
First Post: (Y) Give three examples of print and reading inclusion in your activities for the week (other than in explicit reading instruction). After each example, explain which of the 9 target areas of development (pp.36-37) your examples target and discuss their contribution to meeting the goals/objectives of instruction for this activity.
2 Later Posts: Look at two other participants’ posts and discuss their applicability to your own instruction. Discuss any needed adaptations.
or
First Post: (T-A) Select a task your students will have to perform during the week/unit currently under way which involves a reading selection. (Your selection does not have to come from explicit reading instruction.) Show how you will determine ZPD for either the whole class or a small group of your students.
2 Later Posts: Look at two other participants’ posts and discuss their applicability to your own instruction. Discuss any needed adaptations.
Wednesday, January 21, 2009
Greeting
Dear Fellow Participants:
We are embarking on an adventure. We have agreed to read about literacy instruction and to participate in discussions through this medium. To keep our discussions fresh, we will change topics frequently – once a week.
This first post gives you some basic information and allows me to verify that you are being reached through your email. We will begin our discussions on Friday, January 23. Our discussion weeks will run from Friday to Friday of the following week –per your request. Since some of you have no access to computers other than through your schools, starting on Fridays will give you an opportunity to find out what we are reading for the week, to read it over the weekend, and to return to school on Monday ready to post.
When you read this post, please, let me know by sending me a short message at the following address: wickyla@gmail.com
I look forward to hearing from you soon!
Vicky
We are embarking on an adventure. We have agreed to read about literacy instruction and to participate in discussions through this medium. To keep our discussions fresh, we will change topics frequently – once a week.
This first post gives you some basic information and allows me to verify that you are being reached through your email. We will begin our discussions on Friday, January 23. Our discussion weeks will run from Friday to Friday of the following week –per your request. Since some of you have no access to computers other than through your schools, starting on Fridays will give you an opportunity to find out what we are reading for the week, to read it over the weekend, and to return to school on Monday ready to post.
When you read this post, please, let me know by sending me a short message at the following address: wickyla@gmail.com
I look forward to hearing from you soon!
Vicky
Subscribe to:
Posts (Atom)