Amanda Ervin @ame5233-blog - Tumblr Blog

There's Fire Magic, Electric Magic, Ice Magic, or Poison Magic

- We have entered a time when literacy education cannot be fully considered without acknowledging that we, as well as our students, are part of a digital or multimedia age.

this has a lot to do with video games (led to the growing rise of technology)- Steven Russel

there are many different technology genres

- Adrian used video games and brought them to life in his drawings and writings. Because he knew exactly what happened during the game, he knew what he wanted to say. In other words, he had a lot of background knowledge about it. He then began to work on character development, and eventually harder writing pieces. For example, he created his own video game.

#Ranker #LLED401

Understanding Children's Writing as Play

-The relationship of education and learning to texts popular with children and texts produced by children to reflect their strong topical interests and styles was at the heart of the now-famous Dartmouth Conference.

-Learning grows out of individuals experiences and expressions, and that curriculum and pedagogy must therefore emerge from the children's interests and their lives.

- The goal of the American model was the making of an educated and productive citizenry through teaching established literacy skills, core knowledge, and virtues that shaped the abilities and personal characteristics of the students, as well as civilizing them through a shared national culture.

-This use of children’s writing to produce an end product—a certain kind of writer or piece of writing—is, in fact, the essence of the American position at Dartmouth.

- Play, he argued, provides children the potential to bring fantasies and desires into consciousness and language.

- A good deal of early writing in the primary school is not aimed at telling anybody anything but at producing written objects.

- Through writing, children can work on making the world a place that has room for them.

#Boldt #LLED401

Organize for Daily Writing

- In kindergarten, start with shared writing and writing aloud short messages until students know how to form some letters and apply enough phonics to begin to write on their own.

- Those who write every day in a regular planned writing session produce about twice the volume and twice the number of ideas.

- Students need to be able to choose most of their writing topics if they are to take writing seriously, take pride in their work, and write with strong voice.

- Students need guidelines for knowing when they have chosen their topic well-or poorly.

- By prewriting I mean the thinking by which students generate, plan, and organize ideas with the purpose of producing effective writing.

- Freewriting (students write for 5 or 10 minutes without concern for grammar and structure) is a great way to build endurance, confidence, and writing fluency.

- Graphic organizers: gives the students planning and organizing options

- Have conversations about writing (critical)

simple and direct

include peer talk

- Criteria for writing: opening statement, information, summary

- Keep a predictable structure for your classroom while being flexible

- Organize students writing (keep track and have them write a variety of different things)

#Chapter 8 #Routman #LLED401

Digging Deeper (chapter 7) by Miller

-It's one thing to share thinking and listening respectfully, and quite another to listen actively and respond thoughtfully to others in order to understand anther's point of view and/or inform one's own.

- "Modeling, naming what i do and what I notice the children doing, and then guiding them as needed gets us started."

- Making Things Visible: What do children need to do when they finish reading? Sticky notes, notebook entries, two-column notes, venn diagrams, webs, story maps.

- Work Activity time- allowing the students to go where ever they want through out the day

#Miller #LLED400

Schema (chapter 5) by Miller

- Think- Alouds are genuine

- Proper planning prevents poor performance! Be aware of your focus and keep it.

-Authenticity matters.

Use precise language. Say what you need to say as clearly and concisely as you can, then move on.

- Thinking through the text together.

Anchor charts make our thinking permanent and visible, and so allow us to make connections from one strategy to another, clarify a point, build on earlier learning, and simply remember a specific lesson.

- "I know it's up to me to gently redirect the children's tangential responses right away before they come the norm."

#LLED400 #Miller

Crafton- Inquiry & the Iditerod

- Encourage children to ask questions, and then based on those questions, explore the topic from multiple perspectives

-Marcia, a school teacher, had her students think about different perspectives. While talking about a unit on dogs, she had different people come in and talk to her class about their ideas and opinions. She even had a dog owner come in a speak to them to give his own point of view on the dogs being killed.

-After the unit, Marcia had her class discuss what they learned in the unit and how they would share their knowledge; her students created projects showing everyone what they did over the past few weeks.

Reflective Commentary:

-The learning must be child-centered taking into account her students interests , questions, and curiosities

- The learning must include time for reading, writing, interaction, and reflection

-She must assume multiple roles to make the learning work: sometimes teaching directly, other times gathering resources, most of the time watching closely to see how she can support what the students are doing

#LLED400 #Crafton

melissazuccarini-blog

ame5233-blog

#LLED401

rmr5255-blog

The Reading Workshop

affordances of workshop model:

time

space

choice

components:

mini-lesson (demonstrating and thinking aloud)

-Purposes:

1. modeling and identifying of reading behaviors

2. learning expectations and procedures

3. modeling reading strategies

guided practice

independent reading

sharing

#LLED400 #Miller

The Zoo Keeper

Once upon a time, there was a one-legged zoo keeper. He forgot his cane in the fish tank when he was cleaning it. So, he had to go back late at night. When he arrived at the fish tank, he saw a giraffe swimming with the fishes. He jumped on top of the giraffe and had to ride on top of him to get him out of the fish tank. As he was approaching the giraffes cage, he heard a whining scream. Little he know a monkey was giving birth to three babies. But they weren’t monkey babies at all! One was a T-rex with little arms, and the other two were Siamese elephants. The zoo keeper panicked brought the babies to the nursery. In the nursery the zoo keeper heard a loud hissing noise. OH NO, he shouted! The zoo keeper knew there was a snake somewhere in the nursery but he couldn’t find it! So, he rummaged through everything. He looked under the tables, in the cabinets, and even in the trashcan. Suddenly, he felt a tickle behind his ear and then a creep around his neck. In one split second, the snake was completely rapped around his neck. The zoo keeper was gasping for air. But in the blink of an eye, a Lamangala, the Hispanic lioness, came to the rescue, cape and all! She slashed the throat of the snake, and the snake broke into two! The two snakes became very angry and challenged Lamangela to a dance battle. (music) First, the snakes did the worm, and Lamangela twirked it! Next the snakes, dougied and Lamangela killed it with the Bernie. For the last round, the snakes performed, “Once their was a snowman.” And Lamangela, “Stirred her brew!” When she said BOO! The two snakes fell to the ground and died. Lamengela slowly turned to the zoo keeper, maine blowing in the wind. There was an undenying connection. The zoo keeper limped over to Lamengela and went in for the kiss. Slowly, they both puckered their lips, the zoo keeper, 50 % and Lamengela only 49%. So, the zoo keeper went in for the last 1%..... But, Lamangelas stomach began to roar, and she swallowed the zoo keeper whole.THE END.

#LLED401

Windows, Bridges, and Mirrors by Purnell et al

- "Responding to the needs of increasingly diverse student population is both a great opportunity and a great challenge for educators." (need to be well prepared)

- Have a culturally responsive classroom (feel welcomed)

stress respect

create safe, inclusive, caring, and respectful environments

integrate cultures

promote justice ad equity

- Integration (variety)

- Art

provide opportunity to think and learn in new ways

allow us to communicate when other forms of language fail

enrich these benefits to the classroom we broaden the scope of our teaching to include all of our students' senses, learning styles, intelligences, and backgrounds

#LLED401 #Purnell et al

Literacy Learning and Pedagogical Purpose by Cooper

- Dictation

an individual child tells his or her own story to the teacher

teacher acts as a scribe, editor, and initial audience

occurs during center or choice time

teacher asks for clarification

teacher rereads what the child has written to offer revision

the author chooses classmates to play the parts

children who are not chosen are the audience

- Dramatization

best when it occurs on the same say as the story is tols

can be a transition activity

teacher reads the story to alert the audience and actors as to the plot

reads it aloud again so the children step into their roles

teacher asks questions (how to)

one-time through (no rehearsal)

- Storytelling curriculum

a child dictates his or her story to the teacger

the story is dramatized by the class

promotes using language to express and shape intention to making friends

- " Paley sees children's use of storytelling in the classroom as an extension of their play, and thus all the more powerful in its potential influence in all areas of their development." (doesn't see it as a reading program)

- "The goals of teaching reading can be derived and organized from broad taxonomies of learning."

1. Dictation

2. Dictation and Narrative form

3. Dictation and the conventions of print

4. Dictation and the code

5. Dictation and word study

6. Dictation and reading for meaning

#LLED401 #Cooper

Watching Young Readers by Bissex

- Parents think there is something wrong with their children if they make up their own spellings when they are just learning to read and write, but they don't worry when their children make up words for objects when they are first learning how to speak.

- Children do not learn to speak just my imitations, they listen critically to the language around them.

- "When children first learn to write, they will represent an object by a single letter-like shape. The, moving closer to our writing system, they will use a combination of several varied shapes to represent a name."

- Next, they invent their own spellings.

- "Children spend several years learning about print before they enter first grade."

- Children start from the most fundamental aspects when learning anything, even writing.

#LLED401 #Bissex

Patterns of Development by Bissex

- One child's writings over the course of five years: the processes of differentiation (the subdividing of what was earlier a diffuse whole into parts with more specialized forms and functions) and decentration (this movement outward from the young child's egocentric view of the world), the sometimes non-parallel growth of form and function, an an increasing realism

- Paul did not use spaces between his words at first (invented spellings), but then began to put dots between them

- Paul used a once upon a time.... each year, his stories would get more complex; he gave his characters actions (he added more eventually), motivations and feelings, chain of events

- newspapers and stories, statements

- "Not only did Paul come to differentiate writer and audience, but various kinds of audiences: peers, teachers, parents, unknown clerks (in business letters), and self (in diaries)."

#LLED401 #Bissex

Reading Like Behavior: Its Role in Learning to Read by Doake

- "talking like a book" ("reading-like behavior"): "the process of how the behavior develops; its characteristics and its role in reading development; and, finally, the implications of reading-like behavior for classroom teachers in the teaching of reading."

- Why reading-like behavior develops...

to emulate their parents (can produce the stories after they have been read them over and over)

growing enjoyment (demand to be read, personal pleasure)

disequilibrium (sharing an experience for which they have no control over)

reading a story vs. telling a story (seen as identical), ex: read it again

rote memorization is not harmful to children's reading

-How reading-like behavior develops...

they strive to have their version make sense, not to have it identical to the book

predictable (rhyming): they can guess the words

mumble, to more intelligible mumble (key words recognized first), cooperative reading (unison), echo reading

The characteristics of reading-like behavior...

extremely fluent and expressive

arhythmic reading

Implications for teachers...

learning to read is secondary or derived language learning process- false (no "reading readiness" period for children

acknowledge fully the crucial importance of children's home experience with books

young children can begin to learn to read by being immersed in rich and memorable written language

teachers in the kindergarten and primary grades can explore ways to bring the features of the shared book experiences of the home into their classrooms

"big books" should be read with all the enthusiasm and expression that the teacher can muster

shared book experiences of the type outlined should be associated with an active program of "learning to write by writing" where the same principles of experimentation and approximation prevail

#LLED400 #Doake

Playing School and Learning to Read

- Family circle: the meeting place for children, organized with pillows, floor lamps, etc. to provide the children with a comfortable feeling (read-alouds, shared reading, etc.), the children could comment on the books throughout the reading. The children could pretend to be the teacher and sit in the rocker during play/free time (played school- "Abbie Wannabes")

- "Play creates a child-governed space to sort through and explore the meanings of everyday activities such as the purposes and uses of loudspeaker announcements, emergency calls, and phonebooks."

- Shared meanings (interpretations of events or texts that are discussed and collaboratively accepted): explicit propositions or directives that openly refer to pretense, implicit propositions or directives spoke "in-character" within the flow of play such as through dialogues between characters, explicit propositions or directives spoken in a "directors voice" when addressing another actor, self-directives that manage the actor's own character.

- Playing teacher vs. doing school (what's expected)- the combination of reading and play

reading to play

cultural meaning-making

personal appropriation

social participation

material use and access

- Reading by appropriating text- learning a story (the words in order, by heart)

- Peer mediation- children can read together to help each other decode letters and words.

#LLED400 #Wohlwend