Tuesday, April 13, 2010
Literacy Moves On Ch 6-10
These chapters extend the idea of connecting literacy to the real world. Between community events and sign, to making them little "money-making tycoons". Between reading print material from the real world, creating their own usable print material, and making "curiosity kits" that encourage students to read at home. There is also the concept of having children create villains and heros. The is a contrast from the "real world" approach, but since fantasy is a literacy genre, children should learn the basic concepts behind these stories. One particular way children learn through fantasty is by learning about the language used in the text and having discussions about it. All of these approachs, I feel, should be used in the classroom because it addresses the many types of learning styles and interest that children can have. By approaching literacy with a wide range of possible teaching tactics, student's are more likely to grasp the concepts that are being presented to them.
Literacy Moves On Ch 1-5
Multimodal Texts-
When we think of literature that a child is exposed to, we typically think of stories and books that the child reads in and out of school. But there are many other modes of literacy a child encounters in there life. This "other text" may be from a cereal box, comic book, restaurant sign/menu, etc... with giant colorful, bold letters. It makes us consider not necessarily to content of what's written, but how the font and size can persuade a child.
Moving Stories-
I thought it was interesting that we are introducing media into elementary classrooms. Based on the experience I had in class the other day, I found it a little difficult. However, I believe that this difficulty has come from the fact that I haven't used it much in my own educational career. In this chapter, they discuss the importance of introducing it to young students.
Reading and Interpreting Stories-
I thought it was interesting that this chapter was a counter arguement for the "video games are a mindless waste of time" idea. The reality is that computer and video games and other forms of entertainment are serving as a way for children to practice their literacy skills. Games, especially in relation to the rules, are a great way for children to practice their comprehension and interpretation skills. As with the moving stories, this is another 'alternative' form of promoting literacy in the classroom
Dagger or Doom...-
Another way children use technology to tell a story and construct a narrative.
Creating Opportunities for Critical Literacy-
This chapter discusses using everyday text and tying that into your classroom literacy curriculum. I thought it was interesting when the student created a peice of art, and then a reciept of purchase. It was also interesting to see the dialogue between students and the inferences they were making
When we think of literature that a child is exposed to, we typically think of stories and books that the child reads in and out of school. But there are many other modes of literacy a child encounters in there life. This "other text" may be from a cereal box, comic book, restaurant sign/menu, etc... with giant colorful, bold letters. It makes us consider not necessarily to content of what's written, but how the font and size can persuade a child.
Moving Stories-
I thought it was interesting that we are introducing media into elementary classrooms. Based on the experience I had in class the other day, I found it a little difficult. However, I believe that this difficulty has come from the fact that I haven't used it much in my own educational career. In this chapter, they discuss the importance of introducing it to young students.
Reading and Interpreting Stories-
I thought it was interesting that this chapter was a counter arguement for the "video games are a mindless waste of time" idea. The reality is that computer and video games and other forms of entertainment are serving as a way for children to practice their literacy skills. Games, especially in relation to the rules, are a great way for children to practice their comprehension and interpretation skills. As with the moving stories, this is another 'alternative' form of promoting literacy in the classroom
Dagger or Doom...-
Another way children use technology to tell a story and construct a narrative.
Creating Opportunities for Critical Literacy-
This chapter discusses using everyday text and tying that into your classroom literacy curriculum. I thought it was interesting when the student created a peice of art, and then a reciept of purchase. It was also interesting to see the dialogue between students and the inferences they were making
MGRP Process
At first, the MGRP paper seemed really overwhelming. The idea of a 6 page research paper based on a topic that I didn't really have any prior knowledge about. However, once the actual paper was out of the way, I actually enjoyed working on the genres. Our topic was parent involvement, so I did genres that I could actually use in my line of work.
Overall, the whole project really opened my eyes to the problems lack of parent involvement causes and how to address them. I will admit, I used to think that an uninvolved parent used to just simply be because the parent just didn't want to be part of their child's education. This project taught me otherwise, and that as an educator we must look deeper into the reasons a parent is not able to be part of their child's education. The project was a great learning experience for me.
Overall, the whole project really opened my eyes to the problems lack of parent involvement causes and how to address them. I will admit, I used to think that an uninvolved parent used to just simply be because the parent just didn't want to be part of their child's education. This project taught me otherwise, and that as an educator we must look deeper into the reasons a parent is not able to be part of their child's education. The project was a great learning experience for me.
Tuesday, March 23, 2010
MGRP: Ch 5 and 7
Chapter 5 - Characters:
When most new writes want to create a character in their work, they may use simple adjectives like "tall" or "strong" to describe that person. However, the Show, Don't Tell method can change an 'OK' writing to an excellent one. Rather than coming out and giving a list of a characters attributes, we want them to use sentences with great detail that allow the reader to create visual imagery. A good way to help them create a character is by doing it in class. Have the students create a list of very detailed characteristics such as how that person walks on the street, where were they born, how tall are they, how old are they, does your character have any family, who is your characters best friend, etc. By doing this, the students can understand how well detailed writing can reveal many things about a character, even a made up one. The next step is to construct a draft (reminding them to avoid cliches, remove fillers,avoid repetition, and keep everything concise). Once a draft is finished a teacher or peer edit can be done to help add details, strengthen verbs, eliminate extras, shorten sentences/paragraphs, or add dialogue.
Chaper 7 - Arts:
This, to me, is the "fun" part of writing. Something that I have not done since I was in elementary school was combine art and writing. "Art evokes our emotion" and since we want our writing to do the same, the mixture of the too help express those feelings even more. This chapter suggests using decorative papers to print their works on, adding artwork, using computer programs to change font and format, using technology such as web pages, creating costumes or memorabilia, acting out dramatic scenes, creating music, making videos, making posters, creating artificial artifacts, dioramas that depict a scene. Having students tie the arts and literature together is crucial, because it has them think outside the box and allows them to have creative control over their presentations.
Seedfolks' Gonzalo:
I related a lot to Gonzalo. Where I complete my cluster their is a little boy named Danny. When he moved here he didn't speak English, but with the help of a tutor we can now speak and read in our language. However, Ms. Dunning has spoken to us about the struggles she as keeping his non-English speaking family a part of his education.
In some cases, the child will become fluent in both languages and serves a translator and is the family's only means of having their needs met. Although the students are developing, they may be apprehensive about succeeding a leaving their family to fend for themselves.
When most new writes want to create a character in their work, they may use simple adjectives like "tall" or "strong" to describe that person. However, the Show, Don't Tell method can change an 'OK' writing to an excellent one. Rather than coming out and giving a list of a characters attributes, we want them to use sentences with great detail that allow the reader to create visual imagery. A good way to help them create a character is by doing it in class. Have the students create a list of very detailed characteristics such as how that person walks on the street, where were they born, how tall are they, how old are they, does your character have any family, who is your characters best friend, etc. By doing this, the students can understand how well detailed writing can reveal many things about a character, even a made up one. The next step is to construct a draft (reminding them to avoid cliches, remove fillers,avoid repetition, and keep everything concise). Once a draft is finished a teacher or peer edit can be done to help add details, strengthen verbs, eliminate extras, shorten sentences/paragraphs, or add dialogue.
Chaper 7 - Arts:
This, to me, is the "fun" part of writing. Something that I have not done since I was in elementary school was combine art and writing. "Art evokes our emotion" and since we want our writing to do the same, the mixture of the too help express those feelings even more. This chapter suggests using decorative papers to print their works on, adding artwork, using computer programs to change font and format, using technology such as web pages, creating costumes or memorabilia, acting out dramatic scenes, creating music, making videos, making posters, creating artificial artifacts, dioramas that depict a scene. Having students tie the arts and literature together is crucial, because it has them think outside the box and allows them to have creative control over their presentations.
Seedfolks' Gonzalo:
I related a lot to Gonzalo. Where I complete my cluster their is a little boy named Danny. When he moved here he didn't speak English, but with the help of a tutor we can now speak and read in our language. However, Ms. Dunning has spoken to us about the struggles she as keeping his non-English speaking family a part of his education.
In some cases, the child will become fluent in both languages and serves a translator and is the family's only means of having their needs met. Although the students are developing, they may be apprehensive about succeeding a leaving their family to fend for themselves.
Wednesday, March 10, 2010
Van Sluys/ MGRP Ch 1-4: Ch 4 Poetry
MGRP Ch 4 - Poetry:
I like that the author starts by explaining how when it comes to poetry, most of us are a little reserved at the idea of sharing our own work, especially with our peers in a classroom. To begin a poetry lesson. Start by having the students bring in their favorite poem to share with the class. (Remember, song lyrics can be looked at as poetry too). More than likely there will be a wide variety of genres and types of poems brought in. Each piece will evoke its own emotion. Once students become more familiar with poetry, we can start having them compose their own poems. Students can choose out of many different types of poetic format including; Acrostic Poems, I am Poems, List Poems, Haikus, Rhyming Poem, or any other types that a child feels passionate about.
The whole idea of this chapter is to show teachers how to help students view poetry as fun. Most students voice their dislike for poetry before the lesson begins, but with the proper tools of instruction a teacher can have her/his class singing a different tune.
Van Sluys:
Like with most classroom lessons, the environment to set up literacy invitations must be supportive to student's creative ideas. These supportive learning environments make it easier for students to feel comfortable to raise interesting and thought-provoking questions. I like that one of Van Sluys suggestions for teachers is to keep organized. Keeping material neat and organized makes it easily accessable to students and the teacher. I also liked that Van Sluys mentioned that teachers give students choices on what invitations they can choose to do. I am very supportive of this idea because, as we know, students learn differently so why wouldn't their presentation of what they learned be different too?
Overall, Van Sluys portrayed how teachers can faciliate literacy in their classrooms that are structured (yet free to express creativity), organized, and offer discussions that make children more aware of their world around them.
I like that the author starts by explaining how when it comes to poetry, most of us are a little reserved at the idea of sharing our own work, especially with our peers in a classroom. To begin a poetry lesson. Start by having the students bring in their favorite poem to share with the class. (Remember, song lyrics can be looked at as poetry too). More than likely there will be a wide variety of genres and types of poems brought in. Each piece will evoke its own emotion. Once students become more familiar with poetry, we can start having them compose their own poems. Students can choose out of many different types of poetic format including; Acrostic Poems, I am Poems, List Poems, Haikus, Rhyming Poem, or any other types that a child feels passionate about.
The whole idea of this chapter is to show teachers how to help students view poetry as fun. Most students voice their dislike for poetry before the lesson begins, but with the proper tools of instruction a teacher can have her/his class singing a different tune.
Van Sluys:
Like with most classroom lessons, the environment to set up literacy invitations must be supportive to student's creative ideas. These supportive learning environments make it easier for students to feel comfortable to raise interesting and thought-provoking questions. I like that one of Van Sluys suggestions for teachers is to keep organized. Keeping material neat and organized makes it easily accessable to students and the teacher. I also liked that Van Sluys mentioned that teachers give students choices on what invitations they can choose to do. I am very supportive of this idea because, as we know, students learn differently so why wouldn't their presentation of what they learned be different too?
Overall, Van Sluys portrayed how teachers can faciliate literacy in their classrooms that are structured (yet free to express creativity), organized, and offer discussions that make children more aware of their world around them.
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