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Art Journal Part 2

Art Journal Part 1

READING BEHAVIORS YO

“In schools we usually teach to groups, though children – like the rest of us – learn as individuals in the context of groups” (Bissex, p. 197).

“How does a child move from a global, pre-spelling concept of letter forms expressing a message to a concept of writing that includes representing...

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Differentiation- learners start with the whole or bigger concepts (like marks on a page that tell a story) and then begin to move toward a specific understanding of how it works (i.e., letters create words that tell a story)

Decentration- learners begin to understand that in order for a wider…

Epic Fail

I have to tell

This horrid tale

Of a few days back

And my epic fail

My head was down

Deep in my phone

What was about to happen?

No one could have known

As I texted

My feet moved forward

One foot in front of the other

Right toward….

THE STAIRS!

I missed the first step

My life did flash

My books went flying

And I came to a crash

I collected my belongings

And continued my stride

There’s just one problem...

I forgot my pride.

Just another lady chatting away about writing workshops!

Samway- Writing Workshop with Children Acquiring English

“Writing is an active, personal, theory-building, theory-testing process that facilitates the making of meaning” (Samway, pg.90). In simpler terms, writing is fun! It is an experimenting of ideas and thoughts. It is an outlet to question, observe, and reflect. It is social. It is solitary. It is quiet. It is loud. (Samway, pg.93). Writing is anything we can want it to be. It should not be taught as this boring process. Samway argues, “Writing is not a simple, static, or linear process of pre-writing, writing and revising” (Samway, pg.90). So we do we teach it this way?

Children can write. Samway brings up a good point; “Even very young children are able to write on self-selected topics, using invented spelling and pictures to express their thoughts” (Samway, pg.100). Sometimes, just because their writing does not look perfect, we lable it as wrong or not writing. But the thing is, “Children’s writing development is irregular…” (Samway, pg.90). These pictures and invented spelling are just first steps in the learning process. We should embrace and encourage further exploration of writing rather than shoot it down as wrong. Children do not need to be master linguists in order to relay ideas or experiences on a page. In fact, Samway even tells us how some children are better writers than verbal speakers.

So how do we encourage this exploration and learning as teachers? The first step is to BELIEVE that children are writers. No more labeling their work as “wrong” or “almost”. IT IS. It is in fact writing, and it is in fact a step on the way to this adult writing we so often expect children to use right out the gate! More specifically, just as we expect children to share their work with us, we as well should share ours with them. I mean, it’s only fair right? Samway believes, “Through sharing their [teachers] writing processes and products, teachers are able to demonstrate, inspire and guide students” (Samway, pg.95). Inspire your children. Share with them how you write or different ideas you have. Samway also covers the idea of avoiding signing topics by saying; “There is considerable danger in assigning topics if one wishes children to become independent, resourceful writers” (Samway, pg.100). Telling all children to write about this topic, in this style, in this many words is BORING. Let them use their imaginations. Haven’t you ever seen, Kids Say the Darndest Things? Well they do. So let them say it! All of this supportive teaching can be done through the writing workshop described in the Samway reading. It allows for focus on the writers (aka the kids) and not the writing (aka the final product). In the workshop the focus is less on making the writing better but more on implementing future strategies. The final most important step that Samway focus on if the full learning and teaching is to be accomplished is the idea of improvement through documentation. The reading says, “If teachers are to assist children at whatever stage of writing development they are at, they need to have accurate and detailed records of their individual development-their stops and starts, their accomplishments, and what they have been taught” (Samway, pg.108). Just as the students learn from us, we as teachers must get off our high horse and learn from the students. By documenting and understanding the learning process taking place we are able to reflect on the teaching and learning and make room for improvements!

Fleter and Portalupi Chapter 3 NOTES AND QUOTES

“Before we stress out over long-term writing goals, we have to consider our short-term goals” (Fleter and Portalupi, pg. 22)

“…starts by giving them regular time, real choice, and genuine interest in what they put down on paper” (Fleter and Portalupi, pg. 23)

“Choice is the crucial fuel…” (Fleter and Portalupi, pg. 23)

Safe environment-encourage kids to take risks

Neggative feelings/comments destroy support/community in classroom

“The management system you set up has to work for your students, but it has to work for you too” (Fleter and Portalupi, pg. 27)

Miller Chapter 4 QUOTES AND NOTES

“When we plan with the end in mind, we set our goals for children first” (Miller, pg.70).

“Thinking about assessment up front-before designing specific lessons and activities-gets us away from ‘covering the curriculum’ with a bunch of se lessons and activities, and moves us toward more thoughtful, intention teaching and moves children toward more thoughtful, focused learning” (Miller, pg.71).

“Knowing students deeply through conferring and running records, listening in, small-group work, observation, and their demonstrations of understanding is key to their and our success” (Miller, pg.72).

“Understanding where children need to be and what they need to know by the end of the year creates a sense of urgency in our monthly planning; intentionally building each month on the one that has come before helps ensure that every child gets there” (Miller, 72).

“When students self-reflect, track, and share their learning, long-term retention and motivation increase” (Chappuis, pg.13)

“Asking children to recall the words or point out the picture keeps their connection text bases and gives the rest of us a point of reference as we listen and learn from their thinking” (Miller, pg.74).

Notebook writing, sticky notes, conferences…

“Responding in these ways engages children in their learning processes-it’s energizing and intellectually satisfying to record or talk with someone about how and why you’re getting smarter!” (Miller, pg.75)

“Kids love to see their connections (and their name) in print, and it shows them how much I value what they have to say” (Miller, pg.80).

Meaning through connections

Think through text together

Small group work

Connecting to characters

Venn diagrams!

“I’ve learned that children love to grapple with complex social and moral issues, and that they often have clearer heads than some grown-ups I know!” (Miller, pg.89).

CRAFTON- INQUIRY AND THE IDITAROD

I thought this teacher was daring and pretty awesome! She followed the lead of her classroom and their interest in dog sledding in order to create more meaningful lessons, and she simply did this by LISTENING to her class. I even give the woman credit to not be scared off and steer clear of the topic once the hard hitting details were discovered (such as the weak dogs being killed). I found this reading to be beneficial in both analyzing what learning should look like in a classroom and what teaching should look like in a classroom.

From the opinions of Crafton in, Inquiry and the Initarod, learning must be based around the children. She says, “Learning must be child-centered taking into account her students interests questions and curiosities” (Crafton, pg.91). She listened to her children and their interest and actually took the interests into account in her lesson planning. She also explained how writing has specific requirements. Crafton believes that learning to read and write must have time and must include interaction and reflection. Even young children are able to reflect on their work, just maybe not on the scholarly level of a Harvard Graduate. Crafton also explains, “Students apply a range of strategies” (Crafton, pg.95). AKA, no learning will look the same and because of this, “Students adapt conventions to communicate effectively” (Crafton, pg.95). Through sharing work students are able to learn from one another and share these different strategies. Learning should be reciprocal and students should be able to learn from their peers.

So now that the students have this whole learning thing down, what will our teaching look like? Well, as teachers we must be able to assume many roles in the classroom. Sometimes me must teach directly, sometimes we are a helper gathering sources, sometimes we are a documenter observing closer and just MAYBE sometimes we are all three rolled up in a hectic 15 minutes. We must not lose sight of the fact that the single term “teacher” has many other branches spewing from it. Crafton explains how all children are different and take on different perspectives; “…each of them embraces their own set of values that influence how they interpret what they read and how they present their ideas in writing” (Crafton, pg.92). Every child is different; therefore, every writing will look different. Do not be scared, it’s a good thing! “…As educators we should be seeking diversity, not proficient mediocrity…” (Crafton, pg.92). EMBRACE these differences. Why should we have all children be writing the same boring thing in the same boring style? Let them experiment with language and words and sounds and writing. Maybe they will make a mistake, that’s ok. Maybe it will not always sound pretty, but they will learn. “…as teachers we cannot only be concerned about knowledge and transmitting strategic skills. Rather, we must also strive to engender a critical disposition” (Crafton, pg.94). It is not all about learning the skills, and passing a test. It is about understanding, connecting, experimenting, and reflecting!

DOAKE: READING LIKE BEHAVIOR ITS ROLE IN LEARNING TO READ

NERD ALERT! Tumbler for the next 3 WEEKS!...

Harmony Bailey is a genius little girl. I would first off just like to say, that little son of a gun cracks me up. Now, on to her reading ability. As a three year old she shows signs of very mature behavior. Harmony shows understanding of simple things such as how a book is held and how we turn the pages, and also complex ideas of story expression. This development of is describes in Daoke’s reading, Reading Like Behavior and its Role in Learning to Read, as “reading like behavior”. Harmony shows signs of reading like behavior in simply holding the book, turning the pages, and giving text (even if not literally read) to the images. Daoke says, “They [children] commence trying to match what they are saying with what they are seeing on the page and start to point to the word with their voices and/or their fingers” (Daoke, pg.5). Harmony flips through the pages and is able to create a sentence or two based on the pictures she sees in front of her. She does not read the text per say, but she does not seem to care since she is still presenting the story. Daoke explains this phenomenon as, “…[children] do not seem to be concerned with reproducing the exact words. What they strive for is to have their version make sense. They simply "read" it, using their knowledge of its structure and of the patterns of written language to do so” (Daoke, pg.4). The final aspect of reading like behavior Harmony brings to her reading is the addition of expressive reading. She uses a surprised face and exclaims to elicit the sense of shock in her reading. This was also seen in the Daoke reading in both Jennifer and Gillian’s reading of their stories. The two, life Harmony, use dramatic voices and demonstrate their ability to carry out a story.

This reading like behavior was most likely learned by Harmony through experience! With her father filming, it seems her family is very engaged in her learning and reading development. Daoke confirms this by commenting, “highly significant behavior that seems to emerge in children consistently, as a result of their being read and reread familiar stories by parents who encourage their participation in the reading” (Doake, pg.1). Through Harmony’s expressive reading it is easy to infer that she is mimicking how the story is usually read to her. It seems as this may be a favorite stories of hers which has been read to her many times before to the point where she is able to emulate the behaviors. “By following along as the story is read and reread they are able to learn to page and picture match its reproduction through reading-like behavior” (Daoke, pg 3). Also, her dad seems to engage Harmony and allow her to have fun and enjoy her reading and learning. Daoke explains how this is a great teaching strategy saying, “This learning becomes even easier when it is permitted to operate in a noncorrective, no-fail environment where the children are encouraged to experiment and approximate in their attempts to “read” (Daoke, pg.3).

QUOTES

Luongo-Orlando, chapter 6, Writing Experiences

“Children learn to write even before a pencil and paper are in front of them. Oral language experiences and word play events help children build communication skills, organize ideas, and compose texts verbally” (page 125).

“Reading literature gives youngsters a growing motivation to write” (page 126).

“We need to change our view of young writer’s work, create a safe environment, and provide rich opportunities and resources for children to write naturally” (page 126).

“A supportive environment invites young children to grow into aspiring writers” (page 127) .

“Everyday life experiences provide open invitations for youngsters to write, from producing family grocery lists to taking restaurant orders during play” (page 127).

“Children need to experiment with letters, words, and print by practicing writing skills and playing with tools” (page 128).

“Writing first takes shape from the scribbles and drawings that youngsters start out producing and grows from adventures with letters, words, and print that children discover in their language journey” (page 130).

“Through modeling, examples, practice, repetition, and creative teaching approaches, learners can acquire the essential writing skills needed to express their ideas effectively” (page 133).

“Through powerful teaching and learning experiences, children gain initiative, competence, and autonomy to write with growing expertise” (page 140).

Bissex, Patterns of Development & Watching Young Writers

“ ‘Differentiation,’ a term developmental psychologists borrowed from biology, us the subdividing of what was earlier a diffuse whole into parts with more specialized forms and functions” (Bissex, pg.198) In simpler terms, reading and learning to read are made up of many parts. Rather than stages, there are many features of reading that learners develop over time in order to reach the end goal of being literate. This reading used the example of the little boy who first used symbols to represent feelings; A common first form of literacy. Even I, at the tender age of 3, used to draw shard squiggles and aggressive lines to show angers towards my annoying brothers. Children use shapes and expressive drawing because we have not yet mastered or obtained the words to verbally express these emotions.

After this, the little boy began using sound-letter relationships based on the names of the letters, such as, “RUDF” (are you deaf?). I found this to be one of the cleverest features of language learning discussed. To me, this understanding of writing and reading is creative genius; so creative, that even as adults we struggle to translate it. Without our directions, kids are able to recognize the letter names and find interesting ways to use them to create words!

From here kids begin to ask more questions, they are curious about language. Having many years of verbal communication under their belt they are anxious to be able to create words themselves. All around them they see signs, newspapers, shows, tons of words! Their goal, even without us having to motivate them, is to learn these writing skills so they can start communicating their own ideas.

A more advanced feature of writing and literacy, which follows, is decentration. Bisex introduces Piaget’s definition of this term as, “… movement outward from the young child’s egocentric view of the world. Decentration involves being able to take another person’s point of view…” (Page 200). Basically, the children are able to think in someone elses shoes. They understand how different writings have different audiences, and how this in return, effects the writing. They are able to distinguish their own understanding of writing from a readers understanding.

O English...

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