Jessie Monteleone

[jkm5203]

Routman Chapter 8

"Teach it first, label it later."

Students will be more engaged if the teacher if focused on THEM and less on the rigid procedures. 

Organize for Daily Writing

Value writing 

Teach students how to choose worthwhile topics

Expand your definition of prewriting (brainstorming, outlining, rereading, free writing, illustrating, discussing.....)

MORE FREEWRITES

Limit the use of graphic organizers

MORE demonstration writing

Talk about writing (teacher to student, student to student)

Establish criteria

Maintain a predictable structure

Build a climate of trust

Flexible framework

Organize student writing

Genre

Engage students

Nonfiction

Snapshots for real reasons

LOTS of letters

Use writing to Perform acts of kindness

More publishing

[jkm5203]

Ranker: "There's Fire Magic, Electric Magic....."

-Video games can be a form of literacy

-Adrian resisted school-based literacy, he preferred to draw

-Because he was able to write about his favorite video games, Adrian WANTED to write

" Interactive, immersive texts, like video games, arguably leave more control over the narrative in the hands of the player or reader than do traditional texts." (28)

"I also found that there were aspects of the video game medium that surpassed the idea of narrative and, thus, created tensions for adrian as a writer and explorer of video game design." (29)

"Design notebooks might be a way for students like Adrian, who draw upon multimodal media such as video games, comics, and web pages, to explore meanings in more than one mode." (30)

I like the idea of design notebooks because it encourages the student to further their literacy while they are discussing their favorite things. An association can be made with literacy and their favorite type of media. This may cause the student to WANT to write more, draw more, or research more. 

[jkm5203]

Boldt : Kyle and the Basilisk

-Writing as a form of play

"Learning grows out of the individuals' experiences and expressions, and that curriculum and pedagogy must therefore emerge from the children's interests and their lives." (10)

-using predetermined content will not allow the students to reach their full writing potential because they will not connect with the text. 

-American model: "Making of an educated and productive citizenry through teaching established literacy skills, core knowledge, and virtues that shaped the abilities and personal characteristic of the students, as well as civilizing them through a shared national culture" (10)

-Britton & colleagues: "Growth of intellectually, emotionally, and socially healthy citizens." (10)

-Play and writing go together

"Play, he argued, provides children the potential to bring fantasies and desires into consciousness and language." (12)

"Briton argues that a child's writing begins to develop as yet another way to play with objects in the environment and with symbolization and language." (13)

"Often outside of school and sometimes in school, children may use writing as a form of play that helpes them to make sense of the world" (15)

When we give students the option to choose their own writing topics we are allowing them to include play in their writing. Instead of giving them a topic they don't care about, we let them pick what they are passionate about and suddenly something so robotic becomes imaginative and fun for the students and teacher. 

[kaitlynfelty]

[katieverbitsky]

Markings for Miscue Analysis

[jkm5203]

Crafton - Inquiry and the Iditerod

Reflection

Child-centered learning

Include reading writing interaction and reflection

Assume multiple roles to make the learning work

Standards

Students read a range of print and nonprint texts

Students apply a range of strategies

Students adapt conventions to communicate effectively

Students use knowledge of language structure, language conventions, media techniques and genre

Students research issues and interests

Students use technological and informational resources

Students participate in a variety of literacy communities

Students use spoken, written, and visual language to accomplish their own purposes

This classroom appealed to me because of how engaging the lesson was for the students. They used many different literacies throughout the unit and had fun at the same time. The students were always interested in the aspect of literacy because each day was new and exciting. What I particularly liked about this was the fact that the students began to be interested in literacy outside of the classroom. Crafton describes how the students watched the news and read the newspaper in order to further their understanding of the topic. This is a great example of truly engaging the students in the lesson. 

[jkm5203]

The Reading Workshop

Affordances of the workshop Model:

Time

Space

Choice

Components

Mine-lesson

Guided Practice

Independent Reading

Sharing

[jkm5203]

Holdaway - A Fresh Start: Shared-Book-Experience

New literacy experience

A. Discovery

- intro to new experiencing the listening situation with maximum participation ini predictable, repetitive structures, and in the problem solving strategies of decoding. 

-Objectives

To provide an enjoyable story experience to all of the children.

To induce a desire to return to the book of subsequent days. 

To provide a clear and spoken model of the book language

B. Exploration

-Re readings- usually on request for familiarization and teaching where applicable. Increasing unison participation is natural to this re-experience.

-Objectives

To establish firm, oral models for the language of the book.

To deepen understanding and response.

to provide opportunities for all children to gain oral practice of the language of the story by unison, group and individual participation.

C. Independent Experience and Expression

-Independent retrieval of the experience in reading or reading-like ways by individuals or small groups. Creative exploration and expression of meanings from the experience, involving all he expressive arts.

-Objectives

To provide opportunities for independent reading by individuals or very small groups.

To give a sense of individual achievement and competence. 

To encourage the development of self-monitoring and self-correction, using the familiar language models.

Daily input session

Tune-in

Favorite stories

Language activities

New story

Independent reading

Expression

[jkm5203]

[melissazuccarini-blog]

[jkm5203]

Differenctiation and Decentration 2/7

-Inaddition 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 toard a specific understanding of how it words (letters create words that tell a story)

-labeling pictures (house-m, tree-tr) -> mtrysto

Decentration- learners begin to understand that in order for a wider audience to understand their writing, there is a need for shared conventions

[jkm5203]

children's writing

animated-literacy.com

[ame5233-blog]

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...

[jkm5203]

Purnell, et al: Windows, Bridges, & Mirrors

"We construct our knowledge of the world through the lens of our individual life experiences...Children feel emotionally secure when they find themselves, and those they love, positively represented in curriculum materials. "

As a teacher, integrating the cultures of the students in the classroom is one of the most important aspects of learning. When the students feel comfortable in the classroom, they are more likely to engage in the lessons and WANT to be in the classroom everyday. Making connections to different cultures throughout the school day gives each student an opportunity learn about new cultures or to teach their peers about their own cultures. 

[jkm5203]

Cooper: Literacy Learning and Pedagogical Purpose

Dictation

"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."

Teacher: How does your story begin?

Child: One day...

-The child then goes into telling their story

-The teacher may ask for clarification if confused

-Revision

Dramatization

-Is most effective if done on the same day the story is told

-Transition activity

"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. 

Review of the literature

"Dickinson suggests that the American late 20th century shift away from early childhood's historical emphasis on 'reading readiness' curriculum to teaching reading is perhaps most symbolically represented by a comparison of the National Association for the Education of  Young Children's first and second editions of its influential manual of developmentally appropriate practices in early childhood programs."

 The Storytelling curriculum, play and academic achievement

-extension of play

"Paley's storytelling curriculum should not make us nostalgic for some early childhood Neverland, a time and place before academic learning invaded our teaching lives. It is potentially a substantive factor in cognitive development relevant to long-term learning goals."

[jkm5203]

Bissex: Young Writers

"When teachers ask children to show what they know, teachers are faced with more diverse responses than are revealed through filing in worksheets or following assignments."

"They will expect children to grow and learn, and will see their essential role as being responsible for that learning rather than for teaching, in the sense of covering a curriculum and correcting errors."

"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."

"When we appreciate the depth of children's understanding-how they start from the most fundamental and difficult questions about literacy, when we understand how much they need to know and do manage to learn beyond what is in our textbooks and worksheets and lessons plans, we become more aware of the many ways in which children learn about writing."

[jkm5203]

Bissex: Patterns of Development

Paul's spelling process 

5:7 DRAKTHENS

5:8 DRAKSHINS

7:5 DIRECKSHONS

8:1 DIRECTIONS? (unsure whether it was -tion or -toin)

8:4 DIRECTIONS

Through Paul's process we can see that he is aware of the sounds that each letter makes or is very close. We can also see that through out the process his spelling became more refined and familiar with sounds that groupings of letters mean ( -tion).

[jkm5203]

Doake: Reading Like Behavior

"A transcription of the interaction that occurs when children, books, and their parents come together, can never reveal the joy and enthusiasm that is present in the experience" -Doake

Why Reading-Like Behavior Develops

-Students begin to mimic adults that read to them, therefore becoming more comfortable reading themselves. 

-Automatic want for mastery, especially if it has been pleasurable for them.

-inner want to learn + parents reading them = happy reader

How

-Students want to "read" their own versions, they will use the pictures, prior knowledge, and patterns to describe the story as they know it. 

Mumble reading 

Cooperative reading

Completion reading

Echo reading

-Arthythmic reading-like behavior

fluent and eventually accurate reproduction of their stories, at times literally with their eyes closed, changes to a reproduction where the children begin to attend to cues in the print as well as those available from their language and meaning sources.