Steph Duthie @stephduthie-blog - Tumblr Blog

The reading passage starts: ‘Dear New York State, I am not fond of your tests. They do not show you who I am, or who my teachers are….’

#Podcasts

#Oral Fluency #Garage Band

There's Fire Magic, Electric Magic, Ice Magic, or Poison Magic" by Ranker

Some students prefer to draw rather than write; ASK about those drawings

"[...] while drawings are useful for depicting spatial layout, written narrative may be more suited to describing the chronological actions of characters within a narrative space." (p. 25)

Character development was crucial for Adrian

Design and plot development were too

"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." (p. 30)

#Video Games #Ranker

Kyle and the Basilisk: Understanding Children's Writing as Play by Boldt

American view: the job of teachers is to find a way to open content for students

Britton and colleagues view: growth of intellectually, emotionally, and socially healthy citizen; reading and writing is a way for students to explore/give shape to their experiences

[...] the time to play with ideas, materials, and one another- has largely disappeared in today's classroom." (p. 12)

"[Play] is an intermediate or third space between the fantasies, wishes, and desires or a child's inner world and the realities and demands of the external world." (p. 12)

"[A] good deal of early writing in the primary school is not aimed at telling anybody anything but at producing written objects." (p. 13)

"It was true at Dartmouth and it is true today that there at (at least) two stories that exist side-by-side in American classrooms. One is the story of education as the mastery of skills and subject matter. The second is the story of education as the development of meaningful, creative, and socially engaged human lives. The two stories often demand different things from different teachers." (p. 16)

#LLED401 #Boldt

Organize for Daily Writing (ch.8) by Routman

"[...] we teachers need to know how to teach writing well." (p. 173)

"Having a set of procedure in place is less important than your beliefs and philosophy about teaching writing." (p. 175)

You must highly value daily writing

"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." (p. 177)

Prewriting: the thinking by which students generate, plan, and organize ideas with the purpose of producing effective writing

Freewriting: student write for 5-10 minutes without concern for grammar and structure

Limit the use of graphic organizers...it can make the students too tired to write

You must demonstrate high quality writing

#LLED401 #Routman #Daily Writing

Digging Deeper (ch. 7) by Miller

Depth over breadth

hand raising -> conversation

What to do after reading a book? Focus on open-ended responses/enhance understanding

Provide time/choice/variety of materials for a wide range of responses/predictable structure -> the unpredictable will happen

"Once children begin to integrate their learning into play, the materials are no longer an end unto themselves; they've become another means for creating understanding and constructing meanings. They've become a means for living the learning." (p. 104)

#LLED400 #Miller #Play

Schema (ch. 5) by Miller

"Proper planning prevents poor performance!" (p. 54)- be clear about the points you want to make; must be genuine; use precise/clear/concise language

"Remember, you're the model. What you say and how you say it becomes what they say and how they say it." (p. 55)

Thinking through text helps children recognize what's happening in their reads as they read/learn how to articulate thinking/later on comes thinking through text together

Eye-to-eye and knee-to-knee

Anchor charts: write note of explanation at top of chart and note snippets of conversation/individual comments/statements that reflect work together

Using your schema: thinking about what you already know or using your background knowledge

Remembering parts of books by making connections

Teacher models her connections and encourages students to share their own, too

Olivia: "Well, if you had really ever been lost in the mall, it would help you understand how Hazel felt when she got lost. You would get it." (p. 61)

Small group work: "I remind myself (again) that children can use a strategy without fully understanding it and that they will gradually gain control of it through continued modeling and guided practice." (p. 63)

Comparing characters is the perfect place for early readers to make text-to-text connections

Text-to-text, text-to-self, text-to-world

#LLED400 #Miller #Schema

Inquiry and the Iditarod by Crafton

Stone Fox (book) -> dogsled races (ie- Iditarod)/Stone Fox (film)

Perspectives and who asked which questions

"Martha wanted her students to become aware of the many ways they were gathering information and constructing knowledge; she was as interested in helping them understand their research process as she was in getting answers to their questions." (p. 88)

*having conversations with students

Marcia: (1) sharing materials with specific groups (2) roaming the room to troubleshoot (3) making anecdotal notes for one targeted group

Problem solving...we don't like/agree with this...what can we do?? Raise money/write letters/make meaningful purchases

"The learning must be child-centered taking into account her students interests, questions, and curiosities." (p. 91)

"The learning must include time for reading, writing, interaction and reflection." (p. 91)

"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." (p. 92)

Seek diversity, not proficient mediocrity

Planning to plan...keywords: tentative, flexibility

I really appreciate the way that Marcia went about this project. She acted more as a facilitator than a leader, and I believe this is very important. Students must feel a sense of control/ownership/responsibility in order to be successful and take something away from any project.

#LLED400 #Crafton

#LLED401 #Dictation

jsouthmayd-blog

Differentiation: learners start with whole or bigger concepts and then begin to move toward a specific understanding of how it works (making marks on a page to create letters and words to tell a story)

Decentration: Learners begin to understand that in order for a wider audience to understand...

Differentiation and Decentration

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

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

#Differentiation #Decentration

mariashevchik-blog

Teachers need to find out what children already know about written language in order to tell where effective instruction can start.”

-show them that you CARE, and get to know each one of your students in order for them to have the most beneficial learning experiences (via mariashevchik)

Windows, Bridges, and Mirrors by Purnell et al

"Today, early childhood teachers must be well prepared with an array of skills, attitudes, and knowledge necessary to undertake the immense responsibility of creating culturally responsive classrooms." (p. 419)

Children cannot flourish academically if they do not feel cognitive/emotional/intellectual safety

Teachers should encourage the development of positive cultural identities for all students

"For young children multicultural stories can act as a mirror, reflecting and validating the students' cultural identity." (p. 421)

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

The arts = drawing, moving, singing, creative play....these make up a unique language

*Research has found a significant correlation between arts participation and academic achievement (p. 421)

Arts Integration (AI)

Multicultural arts/literacy activities: using clay to enhance alphabetic principle; exploring difference with people portraits; recipes for celebrating our heritage

Conclusion: "We construct our knowledge of the world through the lens of our individual life experiences." (p.424)

#LLED401 #Purnell

Literacy Learning and Pedagogical Purpose by Cooper

"Storytelling curriculum" two interdependent activities: (1) child dictates a story to teacher (2) story is dramatized by the class

Academics do not have to reign over play; direct instruction does not have to reign over embedded learning

"My goal is not to focus on the individual child or teacher but the curriculum itself, to turn it inside out, so to speak, to reveal its academic silk lining in terms of very specific ends." (p.231)

"In essence, participation in the storytelling curriculum means that, first, an individual child tells-disctates-his or her story to the teacher, who acts as a scribe, editor, and initial audience." (p.232)

Ok for teachers to ask questions

Dramatization: 1. teacher reads story to introduce plot 2. read aloud again as children step into roles 3. insist on "no touching" rule

"Invented spelling"

"[...]overall language development, vocabulary development, investment in print, and comprehension skills are more pivotal to children's learning to read and write than simple skill knowledge." (p. 236)

"[Storytelling curriculum] is potentially a substantive factor in cognitive development relevant to long-term learning goals." (p.237)

Conclusion: "I contend that while some instruction in literacy sub-skills may prove useful in pre-kindergarten and kindergarten, activities embedded in play (including drama) serve young children's overall needs better. (p.247)

#LLED401 #Cooper

Patterns of Development and Watching Young Writers by Bissex

Patterns of Development:

"Differentiation"- subdividing of what was earlier a diffuse whole into parts with more specialized forms and functions

Paul's invented spelling

"Paul's writing development was expressed not only in progressions within forms, but in the disappearance of some early compositional forms and the later addition of other kinds of forms."

"Decentration"- movement outward from the young child's egocentric view of the world (Piaget)

"Decentration goes hand in hand with differentiation."

Watching Young Writers:

We too often focus on what the child does not know (conventional spelling) as opposed to what the child does know

"Is learning to write such a different process from learning to speak that we must take a different approach to it, that we can have faith children will learn to speak correctly yet believe they need constant instruction and correction in order to learn to write?" (p.99)

"Once children have grasped the alphabet principle (that our writing system is based on letters representing speech sounds) and know the names of at least some letters, they invent their own systematic spellings [...]" (p.102)

If you don't ask a child about his/her drawing, you might now understand his/her writing

As teachers, we must embrace all writing that comes from our students. Just because it is "unconventional" does not mean that it is wrong...

#LLED401 #Bissex

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