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Routman Chapter 8

Organize for Daily Writing

A successful writing program requires a knowledgable, organized teacher with excellent classroom management skills

Daily commitment

Writing Workshop

Daily writing across the curriculum of mostly self-chosen topics

Writing for audiences and purposes the writer values

Playing around with how to craft writing

Conferring with students to respond to their writing

Teaching students what they need to know about how to write fluently

Publishing for audiences

Tap the Potential of Choice Within Structure

Students have a wide range of choices within a predetermined engaging topic

Something that taps into students passions

Come up with a broad topic then narrow it down

When children write about a topic they want to write about their writing as a whole improves -> spelling, handwriting and content

Prewriting

Prewriting is necessary to produce effective writing

Outlining

Discussing ideas

Brainstorming, listing ideas

Rereading

Free writing

Researching the subject

Freewrites

5-10 minutes

Helps students get use to writing on demand

Demonstrating Writing

Writing aloud

Shared writing

Sharing examples

#LLED401 #Routman

These two photos show you the characteristic features of media and print genres compared to video game genres

#LLED401 #Ranker

"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."

Ranker:

I believe that sometimes teachers become too scared with using technology because sometimes their students are better at even using it then them. This shouldn't discourage a teacher from implementing more advanced technology in their classroom because it can serve as a bridge between a child's experiences at home and their experiences in a classroom. We are so lucky to have access to such advance technology that by not using it in a classroom and/or incorporating it into a lesson plan is doing your students a disservice. Communication has become easier because of technology and therefore, young children are learning how to experience themselves through blogs, facebook, twitter, and other multimedia sites. Children create interests in these new technological advancements and teachers should use their interests as a advantage in the school environment.

#LLED401 #Ranker

Boldt Reading

Role of the teacher

Create an environment that allows students to successfully bridge the experiences and demands of home and school.

Build children's confidence, excitement, curiosity and creativity while also helping them prepare for the outside world

Responsible for creating a limited, safe, playful, and reliable environment that accepts what children bring

The adult’s role in determining exactly what it might mean for a student to function success- fully in the larger world is fairly limited. That is, because the central goals are for children to both learn respect for their own voices, desires, and meanings and be responsive to the voices and positions of others, the adult can hold up one image of that larger world, but ultimately can- not claim the right to determine the significance the child will make in and of the world.

#LLED401 #Boldt

The American View

American View:

Reading, composition and literature study were best understood as a content knowledge defined by scholars.

The job of teachers is to find a war to open that content for students

The fundamental question that should be asked is what students and teachers DO with language

Learning grows out of a individuals' experiences and expressions, and that curriculum and pedagogy must therefore emerge from the children's interest and their lives rather than from the predetermined content

Teachers should solicit, provide time for, trust and take pleasure in children's writing and responses to literature

The goal is the growth of intellectual, emotional and social citizens

Reading and writing is a way for students to explore and give shape to their experiences

While reading through the position labeled the "american view" I found that some of my beliefs matched up with the beliefs I was reading. I strongly agree with the statement that "reading and writing is a way for students to explore and give shape to their experiences." Often times, children don't know how to put their experiences in verbally words. Instead, its easy for them to create stories and pictures so that the images in their head can come alive. Also, sometimes children like to portray their own experiences onto a made up character that they have created. This way, they can detach themselves from maybe a non joyous experience and experience the feelings they are keeping inside through a made up character.

#LLED401 #Boldt

The Reading Workshop

Affordance of the Model

Time

Space

Choice

Components

Mini-lesson

Guided Practice

Independent Reading

Sharing

Mini-Lesson-> Purpose

Modeling and identifying of reading behaviors

learning expectations and procedures

modeling reading strategies

#LLED400

Differentiation and Decentration

In addition to the fact that for kids, writing is a form of play in which they experiment with identities, emotions, and social positions, two other big ideas from the readings are

Differentiation: learners start with 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. Letters create words that tell a story ex: tr (tree) yd (yard) s (swing) -> m-yd-str

Decentration: Learners begin to understand that in order for a wider audience to understand their writing, there is a need for shared conventions. ex: im gt o pl a fob

#lled401

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

Animation 3

Why read to kids?

Increase literacy skills

Show enjoyment

Build connection

Increase attention span

Relate stories to experiences

Stimulates their imagination

Children can begin to learn to read as soon as they are ready to

Reading readiness does not exist

Actively involved with the process of learning how to read

Children need to want to be involved

4 Stages for Children’s Reading

Mumble reading

Cooperative reading

Completion reading

Echo reading

As a teacher:

Children need to engage in reading-like behaviors

No such thing as “reading readiness”

Home experience with books

Bring shared book experiences into your classroom

Shared reading experiences:

Role of teacher: demonstrate the experience

Role of student: copy and live out the experience

Encounter the text

Playing/Reading Nexus (Wohlwend)

Create moments, rich with ways to read, to do school, and to belong

When children read while playing school, they take what they’ve learned about literacy in school and classroom materials to be a “real teacher” and assist an uncooperative peer.

Mediated encounters with print: handling the book, turning pages, looking over illustrations, inventing phrases to fit illustrations

Situated in third space: the overlap of school and peers; school=reading is prime concern; peer=play is prime concern; when kids read while they played, they find the third space

Reading through Approximating a Text:

Inventing stories from illustrations

reading with audio-recordings

framing words

retelling with props

reading own writing

#LLED400 #doake #Wohlwend

"My experience with teachers and young children engaged in the storytelling curriculum makes clear that young children quite naturally pursue every path presented to them in their search for meaning and narrative understanding – two essential goals of any early literacy curriculum."

Cooper

#LLED401 #Cooper

Literacy learning and Pedagogical Purpose

Paley

"Storytelling curriculum" consists of two interdependent activities, diction and dramatization. In the first, a child dictates his or her story to the teacher. In the second, the story is dramatized by the class.

Focuses on story as the mainstay of the kindergarten language art curriculum..or the kindergarten experience itself

"This article accepts the goal that young children master some academic sub-skills in the kindergarten and, in a different way, the pre-kindergarten year. It rejects, however, the premise that such learning requires the reign of academics over play, or direct instruction over embedded learning opportunities."

Methodological overview of the 'storytelling curriculum'

Diction

In essence, participation in the storytelling curriculum means that, first, an individual child tells – dictates – his or her story to the teacher, who acts as a scribe, editor, and initial audience.

Then a teacher can ask for clarification if there was a part of the story that was a tad confusing

The teacher then rereads what the child has written to offer the opportunity for revision. Finally, the author chooses classmates to play the various parts from the list of class- mates waiting for a turn in a story.

Dramatization

Follows a simple pattern

The teacher first reads the story to alert the audience and actors as to the plot.

She then reads it aloud again as the children step into their roles. Expectations of dramatic performance are relatively low.

#LLED401 #Cooper

My thoughts on the Windows, Bridges and Mirrors article

After reading the three accounts in this article, it made me realize that each individual student has their own life experiences and in order to create a safe classroom environment to be respectful of these life experiences teachers must be culturally responsive to their students. No two students will ever be the same. They may have experiences similar to one another but each student has their own stories and cultural background. If teachers ignore the differences of their students and don't stress the idea that differences are to be valued, then students will adopt the notion that differences are a bad thing/should be ignored. There are many different ways teachers can adapt their lesson plans to make each child feel connected to the stories and activities their teacher is doing. It's also important to get to know your students cultural background, family experiences and life outside of the classroom. This way if a student in your classroom doesn't have a mother or father you could adapt your lesson plans to make a "card for someone you love" instead of make a "card for your mother or father."

#LLED401 #Purnell

Windows, Bridges and Mirrors

"Responding to the needs of an increasingly diverse student population is both a great opportunity and a great challenge for educators."

Children's affective needs- the needs for cognitive, emotional and intellectual safety - must be met in order for children to flourish academically

Every classroom is multicultural, since no two life stories are exactly the same

Neha- Account 1

Social stresses and cultural ambivalence can interrupt the development of early literacy skills

The discriminatory behavior towards Neha occurred because her peers had not learned how to respond to differences in a positive way

If Neha experienced a culturally responsive classroom she would have had a better time being accepted into the classroom environment

A culturally responsive curriculum is designed to recognize and accept the wide range of cultural differences that exist in every classroom.

Culturally responsive teaching employs a pedagogy which accommodates the dynamic mix of race, ethnicity, class, gender, region, religion, and family that contribute to every students' cultural identity

Ellen- Account 2

Ellen came from a non-traditional family being that she was raised by her grandmother which led her to feel left out in the classroom environment when their was so much stress placed on children being raised by "fathers and mothers"

Integration. This dimension, ‘‘deals with the extent to which teachers use examples and content from a variety of cultures and groups to illustrate key con- cepts, principles, generalizations, and theories in their subject area or discipline.

Opportunities to share different life experiences also help to create a sense of community among diverse learners

Ellen wasn't able to connect to the stories being read out-loud to her in class because she couldn't find a comparison between her own life experiences and the ones illustrated in the books her teachers were reading

Teachers should never avoid the subject/experiences of one of their students lives because then they feel secluded and left out

Multicultural stories can act as a mirror, reflecting and validating the students' cultural identity. They can also serve as windows for children from diverse backgrounds because they show them a whole new realm of experiences.

Alex- Account 3

The arts make three things possible: they provide opportunities to think and learn in new ways, they allow us to communicate when other forms of language fail, and they enrich the spaces in which we live in.

The arts are both a method of communication and a way for people to develope a sense of cultural and personal identity

Correlation between art participation and academic achievement

Alex's mother was able to bridge the distance in Alex's bicultural life by sharing traditional arts of his home cultural.

#LLED401 #Purnell

Playing School and Learning to Read

Family circle = name for the class meeting area

blurred the lines between home and school

floor lamps, rocking chairs, and oversized pillow

soothing music

In shared reading experiences, students participated by predicting, identifying known words, tracking print, and recognized repetitive phrases.

Strategies

Inventing stories from illustrations

Reading along with an audio-recorded song

Framing words

Retelling with props

Rereading own words

The Playing Reading Nexus

The combination of reading and play illustrates one nexus or set of intersecting valued practices in a classrooms nexus of practice

#LLED400 #Wohlwend

Patterns of Development in Writing: Bissex

#LLED401 #Bissex

Watching Young Writers- Bissex

Learning about writing

Children in a literate society start learning about written language long before they enter school

Children as young as three, regardless of race or socioeconomic status, differentiate writing from drawing

Once children figure out that our writing system is based on letters representing speech sounds and they know the names of at least some letters, they begin to invent their own spellings

Children use their own knowledge of speech sounds and of the alphabet, combined with some information from adults to devise a spelling system

Observing what children have learned about writing

Teachers need to find out right away what their students already know about written language

Teachers will learn much about their students' concerns and interests as they draw and write if children generally choose their own topics rather than respond to assigned topics**

Children are not the same at the beginning of school

Observing Development in writing

Scott and Kenny are examples to show that not all children start at the same place and as teachers we can't expect out students to produce the same type of language

#LLED401 #Bissex

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