Alyssa Michelle @adaub - Tumblr Blog

Here are the charts you developed during the curriculum carousel activity on 12. 3. This might be helpful in describing your curriculum ideas for your pen pals.

6 Traits of Writing... Plus One

brookecharlie

Standard Miscue Marks

(use for miscue analysis - analyze child’s reading from recording)

My child WILL have this hat!!

brookecharlie

Teaching race to kids…amazing what they come up with

Don't Give Children TOO MUCH Information at Once

When teaching children, especially young children, I feel like it’s very important to pace there learning. What I mean by that is that you can’t give them a boat load of information all at one time and expect them to retain it all. They need time to process information and let it sink in. With that it’s also important to just state the information that want them to retain. Yes it’s okay to use a few examples but I believe that in most cases those examples should be brief. If you go too far off on a tangent then the students may get confused. When you do give the students examples, make them about something that they already have some kind of understanding about. If you are doing a math lesson, don’t use some random fact about the stock market for your example. There is a good chance none of your students will even know what the stock market is. In a math example use a candy such as M&Ms or Hershey Kisses; something that they will understand. They need to put the knowledge that they are learning into real world connections. Using ideas they already understand to build on new ones is how we help to further their schemas. Finally to help your students become more invested in their thinking and the thinking of the peers around them, have them share an idea. In Miller, she talks about getting the student into small groups and having them share what they are thinking. In your own classroom, break the students up and ask them an open-ended question, ask them to think to themselves what their answer would be, and then share it with the group. Doing this gets them thinking like others and maybe realizing other ways to think about a certain situation, sometimes in a way they have never considered. Activities like this will help to broaden their thinking.

Getting Students Excited About Writing LL ED 401 Tumblr 3

I really like the way that Ms. Ramirez runs her writing workshop. In her class, she has students that do not all speak English very well. However she encourages her students to write in whatever language they would like to. Whenever they are done writing, she encourages her students to share their work, both in their own language and in English. This is the same as the writing samples that we looked at for the Bissex essay. When kids use invented spelling or are in the early stages of writing, sometimes it’s hard for adults to read it. I agree with having student share their writings with you and with their peers. I believe that this is a good way to get kids interested in writing and really enjoying it. When kids are free to choose when they write, they are more interested in what they are writing. Giving students a specific topic to write about could discourage them, and when you do that, you may end up with a bunch of carbon copies of the same writing. Choice gives students encouragement to write and to enjoy it.

Harmony's Next Step: LL ED 400 Tumblr 3

On page 7 of the Doake reading, the author explains that there comes a point in a child’s literacy development that the child actually recognizes and understands the word, rather than just remembering what the story is about. Once a child gets to this point I believe that this is when they are truly beginning to be reader. When children start to “read” and look at books, they are mostly just “reading” from memory. They know what the story is about and some stories they may know word by word just because an adult has read them the story over and over again. Once a child learns how to recognize the “concept of a word or letter” it becomes easier for them to read (Doake pg 7). Harmony I believe is going to be moving to this step next. You can tell the book she reads in the video is a favorite so she probably knows is verbatim. The next step is to get her to recognize words and letters that she doesn’t know and be able to read them. The best way to help her get to becoming a fluent reader is to give her books just above her reading level, little by little so that they challenge her and she can begin to read.

LL ED 401: Differentiation and Decentration --> Invented Spelling

From reading the Bissex article, the meanings of “differentiation” and “decentration” seem simple. Differentiation seems to mean that students can’t at first figure out that you have to separate letters to make words, rather than just putting down a bunch of letter, much like Paul did. He was using invented spelling to spell things the way he wanted to. The differentiation part continues as children keep learning about reading and writing and figure out how to create words, not just lines of letters. They realize that letters are a small part of language and putting them together is the bigger pictures. This helps them develop their writing skills.

Decentration is about the content in which students are writing. It mean that the writing is able to take someone else’s point of view. In the Bissex article, she talks about how at first in Paul’s writings, it was hard to distinguish between who the writer and who the audience was. As Paul’s writing developed, he was able to write all different genres of writing and it was easy to tell who his audience was, for the most part.

With help, Paul eventually able to unscramble his was of writing and learn that the letters form words. I think this ties back to phonemic awareness. Paul was aware of the sounds of the letters; it was just a matter of learning to put them in the right order and with proper spacing. It makes me believe even more that when teaching to read and write, its important to include vocabulary, especially sight words that they will be seeing frequently. They will learn easier the correct way to use letter and how to apply them to reading and especially writing.

LL ED 400: Phonemic Awareness and Expanding Vocabulary Early

When children have a strong phonemic awareness, it becomes easier for them to broaden their vocabulary. They have an understanding of what language sounds like and what it is made up of. The chart on page 60 of the textbook has an excellent list of how to know if a child really does possess phonemic awareness. If a child has this, they are able to take the sounds of the letters they know and put them together so they are able to form new words. When a teacher teaches the students the alphabet and then teaches them the corresponding sound, it help the students recognize the letters and their sounds separately. I believe that it is important when teaching the sounds letters make to make a relation to words. Some children in kindergarten cannot read however that doesn’t mean we need to hide vocabulary from them. When I have a classroom of my own, I’m going to try my best to incorporate letter recognition, letter sounds, and vocabulary or sight words all together.

A phonemic awareness activity to do with the students once they have developed somewhat of a vocabulary is to put endings of words such as –an, -ed, _ot, etc. and have a piece of paper or another object with different letters and let the kids put that particular letter next to all the endings and have them sound out each letter and ask them if that is a word. This can help kids to realize all the possibilities once they know how to sound out words, and by then seeing letters as something that forms a word and eventually sentences, instead of just letters alone, their vocabulary will quickly grow.

brookecharlie

Babies babbling: signs of early language development (and therefore signs of literacy development)

CUTE!

LLED 401 Univseral Literacy

While reading chapter two of Luongo-Orlando, I noticed that there were a lot of really good examples of how to get students more involved with language and literacy and how to make sure they have the best chance at success. A big concept that I found between the two readings is building community. In the Pate reading, the author talks about that for English Language Learners, sometimes they can feel left out. Having a sense of community in your classroom can help this tremendously. That’s what I want to have in my classroom. I want every student, no matter what their differences are to feel welcomed and like they are a part of our classroom community. Luongo-Orlando give examples all through chapter two of how to create this sense of community using language. When kids are simply playing, this is a way they can all interact together, and most of the time the language barrier does not matter. Although Pate explains that when an English Language Leaner is trying to express themselves, it may be difficult. It’s up to the teacher to help close that gap. Play is an universal as it gets and I want to make sure that they feature is in my classroom as much as possible.

cat5262

Luongo Orlando Chapter 1

This reading reminded me of some of Paley’s work on play and its role in the classroom.

cat5262

A Fresh Start: Shared-Book Experience

Don Holdaway

brookecharlie

another handy chart!

cat5262

Lawrence Sipe takes a unique view on story telling. What some teachers may refer to a filler time or just a ‘fun’ activity, Lawrence sees as a prime learning opportunity time. Through both verbal and non-verbal expression kids are able to demonstrate their engagement in a book and their reading comprehension. Lawrence stresses the idea of observing and documenting the children’s many reactions to reading aloud and what these actions actual mean in a learning context.

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Alyssa Michelle