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
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