Cosmic Funnies
Origami Around
Product Placement
One Nice Bug Per Day
Fieri Frames
if i look back, i am lost
Love Begins
ojovivo
Monterey Bay Aquarium
Jar Jar Binks Fan Club
Cookie Run:Kingdom Official!
EXPECTATIONS
todays bird
Color Me Curious
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The Bright Sessions
shark vs the universe
Claire Keane
@theartofmadeline
Aqua Utopia｜海の底で記憶を紡ぐ
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@laurenhayman345
Be precise when you share your thinking. Say what you need to say clearly and concisely as you can, then move on. Use real language and standard terminology when talking with children; nothing says inferring quite like inferring.
Miller, pg 73.
Teachers who want to get started won't require any exotic, high-tech materials
Daniels, pg 92.
As we order these books and create these choices, we have to remind ourselves that literature circles are independent or recreational reading. During this special part of the day, we are not working at kids' instructional level but their fluency level."
Daniels, pg 95.
I liked this quote because I think it is important for teachers to remember how independent this time is instead of instructional. The kids are reading by themselves and doing things at their own pace.
Rather than bemoan boys' fascination with movies and video games, teachers can use these visually mediated narratives to engage reluctant readers and writers.
Newkirk, 1.
Boys fall behind girls in reading and writing early on, never to catch up. By the end of high school, the gender gap in writing is huge. In fact, it's as large as the achievement gap between blacks and whites in writing.
-Newkirk, 1.
This might sound bad, but I had honestly never really thought much about girls and boys having a reading/writing gap, much less that large of one. Thinking about my practicum, I can definitely see this being a prevalent thing. I will be looking for it more after reading this article.
Popular Culture - Alvermann & Xu
"Typically, adults find it difficult to believe that children might have the ability to create their own meanings of the popular culture they consume. In fact, parents and teachers alike often blame the media for children's problems."
"In defining popular culture in terms of children's everyday literacies, we seek to show that it is not something to be shunned, set aside, or kept at a distance."
Four Approaches to Pop Culture in the Classroom
Viewing popular culture as detrimental to development
Teaching students how to analyze forms of popular culture texts
Emphasizing the pleasure students take in various forms of media-produced texts
Developing students' ability to be self-reflexive in their uses of popular culture
"Reading aloud is one of the most important things to do. Reading aloud motivates kids to want to learn to read, extends their oral language, and gives them opportunities to connect new information to what they already know"
Miller, pg. 37
Predictable Structure and Routines:
"It is essential that students understand the structure and daily routines of reading and writing workshop. As teachers, we introduce the workshop procedure through mini-lessons so that students understand what to do and what is expected of them each day. These predictable routines and expectations enable students to begin work without confusion and to develop greater independence as they take responsibility for their own learning." ---Five & Egawa, pg. 2
I found this part of the article to be very relevant to my practicum experience because they are currently just starting reading/writing workshop. I have noticed even in the short time that we have been doing it so far that they are becoming more independent in their work and ability to do/get things for themselves.
Apart from the reading workshop aspect, daily routine is so important and is something I have noticed a lot this year. My teacher typically will tell the students what they will be doing that day and what the schedule looks like, and I feel that it helps them to be more comfortable throughout the day.
Miscue Analysis
"However, after a half century of miscue analysis research and practice, there is no doubt that ALL readers make miscues and that reading development CANNOT occur without them." -Owocki & Goodman, pgs. 62-63
---I do not think I had been aware there was a specific name for a miscue before reading this chapter. It is interesting that miscues will often occur as a result of a child's knowledge about language. This made me feel as though there are things I will be doing as a future teacher that I have not even thought about yet.
"Kidwatching teachers use miscue analysis to help them understand how young readers are making sense and to observe them in the process of constructing meaning." -Owocki & Goodman, pg. 63
---Analyzing children through their miscues seems like it would be slightly difficult, but I am unsure of exactly how it would be done still. I feel that it would be a great way to analyze language of children especially at an early age.
As books become an integral part of children's lives and their feelings for the sounds of language grow, the incentive to recreate this intensely pleasurable experience provides them with a powerful inner drive to participate in story reading in an increasing variety of ways.
Doake
This example reveals that even though the story has been read to Adrienne only twice before, she was already able to reproduce a considerable amount of it.
Doake
This part stuck with me because it is something I have seen in the past while working with children. The kids I babysat over the summer were definitely not at an age to be reading, yet could read many different books to me that they had at their house. It really is true that young children are very fluent with their reading before they can actually "read."
During class on Thursday, our big book happened to be Jump, Frog, Jump! I found a video of a man (with a really bangin getup) reading to a young group of kids. The focus in this video is kind of just on him but I still feel that this is a relevant example of reading like behavior. These kids are finishing the sentences and really getting to experience the story in a dramatic and exciting way. I wish we had gotten to see more of the responses from the kids. I feel that we also might have seen more dramatizing of the book and even some critiquing. I would like to hear from the children as far as what they thought about this book.
Expressive Engagement: Sipe, pg. 477-478
1. Dramatizing. The first type of expressive engagement is dramatizing the story spontaneously in nonverbal and verbal ways.
2. Talking back. The second type of expressive engagement is talking back to the story or characters.
3. Critiquing/controlling. In this third category of expressive engagement, children suggest alternatives in plots, characters, or settings.
4. Inserting oneself (or friends) in the story is a fourth type of response that shows expressive engagement. The children assume the role of story characters, or shove their classmates into the story in some way.
5. Taking over. The last type of expressive engagement is taking over the text and manipulating it for one's own purposes.
We need only to give them the proper context in which to demonstrate and fine-tune their natural gifts.
Paley, pg. 85
"Oral language is a medium through which children expand their concepts of the world, including their literacy concepts." Owocki and Goodman p. 49
When children communicate by speaking, they learn and grow their knowledge of other people and how the world works. Think about it: if none of us spoke to one another on earth, we really wouldn’t learn much. Sure, we would have experiences, but what good is that if we can’t express them or be engaged in discussion.
The best way to simultaneously support children's language and conceptual growth is to encourage their talk.
Owocki & Goodman, pg. 51
In my school for practicum, I feel that I have noticed the teachers limiting the amount of talking the children could be having with one another. After reading this chapter about how important talk is, it makes me wonder the reasoning behind the teachers making the children be silent for various parts of the day.
We had never realized before how much younger children can absorb in a few seconds. Attention problems only arise when there is not enough going on. We keep a very snappy pace. Then if some children get behind, they soon tune in.
Holdaway, pg. 12
This makes perfect sense when put into perspective. Human brains grow with stimulation. Children are in the most developmental stages of the human lifecycle so it would only make sense that they learn at quick paces with lots of stimulation, and that they would fall behind when there is not enough going on to stimulate them. I can't help but think of modern children's shows. Many are full of flashes and colors and sounds and lots of other audio/visual stimulants and these shows hold their attention for hours at a time, sometimes in a way such that you practically have to tear the child away. How much could a child's learning improve if it had the stimulation to hold their attention for hours like that.
