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.
Sunday, February 21, 2010
Crafting Writers 10-12 and 'Dilemmas & Discourses'
I like that these 3 chapters work together to show teachers how to effectively assess a student's work. Conferencing is a technique that I had never heard about until discussing it in this class. I really like this concept because it gives the teacher one-on-one time with the student, rather than simply handing back a paper with red scribbles on it. It also allows the teacher to focus on the individual progress of each student.
While conferencing students, the most important thing (I believe) is making sure the student's strengths are mention. When students feel overwhelmed and pressured, they can sometimes shut down all together. Creating a balance between praise and suggestion is key to a successful conference.
After accessing the students a teacher can get a better grasp on what they need to teach next. A conference is beneficial to the teacher because it can help determine what issue needs to be addressed in the next mini-lesson.
As we learned in previous chapters, it is not only important for a child to properly develop skills in the technical aspect of writing (punctuation, spelling, sentence structure), but 'tweaking' how they write and the emotion that their writing portrays. Development of each student's individual craft can be achieved through proper conferencing and assessment techniques that are supportive of the student's writing style.
While conferencing students, the most important thing (I believe) is making sure the student's strengths are mention. When students feel overwhelmed and pressured, they can sometimes shut down all together. Creating a balance between praise and suggestion is key to a successful conference.
After accessing the students a teacher can get a better grasp on what they need to teach next. A conference is beneficial to the teacher because it can help determine what issue needs to be addressed in the next mini-lesson.
As we learned in previous chapters, it is not only important for a child to properly develop skills in the technical aspect of writing (punctuation, spelling, sentence structure), but 'tweaking' how they write and the emotion that their writing portrays. Development of each student's individual craft can be achieved through proper conferencing and assessment techniques that are supportive of the student's writing style.
Wednesday, February 10, 2010
Crafting Writers Ch 7-9 & appendix F
This portion of Crafting Writers discusses ways to help students develop writings and then how to use effective conferencing strategies to critique the student's work. In order to help students develop their craft and skills in writing, the book suggests mini-lessons that work toward the success of an idea in writing.
I think that this is best when learning any new subject matter. Instead of bombarding the students with too much information, mini lessons make the material more manageable. Mini lesson also offer a variety of explanations to the idea. Some students may not be able to comprehend the material hearing it one way, but may understand it better practicing it in a different mini-lesson. There are many different writing strategies and 'try-its' mentioned that teachers can use in their classrooms.
Once the writing is complete the teacher should hold a conference with their student and talk to them about their progress. This is NOT a time to point out every single flaw the child has made. When working with young child and your first mini-lesson is putting periods at the end of sentences, you shouldn't worry about a few spelling errors. I thought of the lesson we learned in class where we discussed not over-critiquing a child's work. The goal should be to praise and encourage, not repremand and discourage them.
Conferences should be a time to show students what they've done in the past, what they currently completed, and what they could work on for next time. The goal should be to reflect your belief in the child and to get them to believe in themselves too. By having conferences with each student about their current progress in writing, a teacher can get a better understand about what each individual student struggles with, and modify lessons as needed. This should be a learning experience for the student and the teacher.
I think that this is best when learning any new subject matter. Instead of bombarding the students with too much information, mini lessons make the material more manageable. Mini lesson also offer a variety of explanations to the idea. Some students may not be able to comprehend the material hearing it one way, but may understand it better practicing it in a different mini-lesson. There are many different writing strategies and 'try-its' mentioned that teachers can use in their classrooms.
Once the writing is complete the teacher should hold a conference with their student and talk to them about their progress. This is NOT a time to point out every single flaw the child has made. When working with young child and your first mini-lesson is putting periods at the end of sentences, you shouldn't worry about a few spelling errors. I thought of the lesson we learned in class where we discussed not over-critiquing a child's work. The goal should be to praise and encourage, not repremand and discourage them.
Conferences should be a time to show students what they've done in the past, what they currently completed, and what they could work on for next time. The goal should be to reflect your belief in the child and to get them to believe in themselves too. By having conferences with each student about their current progress in writing, a teacher can get a better understand about what each individual student struggles with, and modify lessons as needed. This should be a learning experience for the student and the teacher.
Wednesday, February 3, 2010
Crafting Writers Ch 4 & 5
Ch 4 - Catagories of Specific Craft
The chapter covers 5 main catagories that help writer's develop their craft (Five Senses, Show Not Tell, Dialogue, Sentence Variety, & Word Choice).
The Five Sense catagory show the imporance of incorporating ALL of your sense in your writing. By describing what the writer wants the reader to see, hear, taste, feel, and smell; the reader can better understand what the writer is trying to portray. The textures you feel, the colors you see, and the volume of things you may hear are all ways to incorporate some of the 5 senses in writing.
The Show Not Tell catagory talks about how we want the reader to feel certain emotions and experience certain thoughts. Instead of simply saying "I was sad.", the writer can be more specific by saying "I was so sad that I could cry forever." The first sentence is a simple 'tell' which is not as well written as the second sentence, which is a 'show'.
Dialogue is another great way to add 'umph' to a writer's craft. By using dialogue properly, the writer can truly express the emotions of certain confersations. The chapter also addresses the use (or overuse) of the word 'said'. Showing students that a person can 'yell', 'whisper', 'shout', or 'cry' can help the reader experience the true emotions of the characters in the peice of literature.
Word Choice is not only a great way to make writing more interesting and varied, but it can also expand a writer's vocabulary. Repetition of certain words can sometimes make a piece of literature seem uninteresting. Using synonyms can also better reflect what the writer is trying to reflect.
Sentence Variety explains how the variety of sentence length and structure can also help portray certain mood and describe the plot of the story. Using 2-or-3 word sentences, long then short sentences, starting sentences with different words, and starting sentence with different objects are all ways that a student can add sentence variety to help them with their craft.
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Ch 5 - Crafting With Punctuation
When we see developing writer's first works, the spelling and the letters are usually not standard ways of writing, however, in some cases while children are still grasping concepts of word development they may already have an idea about punctuation. This chapter address punctuation such as periods, quotation marks, and commas; and how they can be used to add description and personality to one's own craft. While students will first begin to understand common uses of these punctuations, they can then personalize their use of them.
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Final Thoughts
For me, I can relate to this. Whenever I write about something passionately, I tend to write long (sometimes too long), descriptive sentences because I want to get my point across and make the reader feel the same enthusiasm I have for it. However, I wasn't until my late, late years of education that I learned of this independence. In elementary school, I was taught to use a dependent phrase here, or use a independent phrase here, or follow sentence structure of subject then verb then preposition. Boring. I really enjoy the fact that we are focusing on student's developing their 'craft' at a younger and younger age. Perhaps this will be more effective in 'turning kids on' to writing.
The chapter covers 5 main catagories that help writer's develop their craft (Five Senses, Show Not Tell, Dialogue, Sentence Variety, & Word Choice).
The Five Sense catagory show the imporance of incorporating ALL of your sense in your writing. By describing what the writer wants the reader to see, hear, taste, feel, and smell; the reader can better understand what the writer is trying to portray. The textures you feel, the colors you see, and the volume of things you may hear are all ways to incorporate some of the 5 senses in writing.
The Show Not Tell catagory talks about how we want the reader to feel certain emotions and experience certain thoughts. Instead of simply saying "I was sad.", the writer can be more specific by saying "I was so sad that I could cry forever." The first sentence is a simple 'tell' which is not as well written as the second sentence, which is a 'show'.
Dialogue is another great way to add 'umph' to a writer's craft. By using dialogue properly, the writer can truly express the emotions of certain confersations. The chapter also addresses the use (or overuse) of the word 'said'. Showing students that a person can 'yell', 'whisper', 'shout', or 'cry' can help the reader experience the true emotions of the characters in the peice of literature.
Word Choice is not only a great way to make writing more interesting and varied, but it can also expand a writer's vocabulary. Repetition of certain words can sometimes make a piece of literature seem uninteresting. Using synonyms can also better reflect what the writer is trying to reflect.
Sentence Variety explains how the variety of sentence length and structure can also help portray certain mood and describe the plot of the story. Using 2-or-3 word sentences, long then short sentences, starting sentences with different words, and starting sentence with different objects are all ways that a student can add sentence variety to help them with their craft.
----------------------------------------------------------------
Ch 5 - Crafting With Punctuation
When we see developing writer's first works, the spelling and the letters are usually not standard ways of writing, however, in some cases while children are still grasping concepts of word development they may already have an idea about punctuation. This chapter address punctuation such as periods, quotation marks, and commas; and how they can be used to add description and personality to one's own craft. While students will first begin to understand common uses of these punctuations, they can then personalize their use of them.
----------------------------------------------------------------
Final Thoughts
For me, I can relate to this. Whenever I write about something passionately, I tend to write long (sometimes too long), descriptive sentences because I want to get my point across and make the reader feel the same enthusiasm I have for it. However, I wasn't until my late, late years of education that I learned of this independence. In elementary school, I was taught to use a dependent phrase here, or use a independent phrase here, or follow sentence structure of subject then verb then preposition. Boring. I really enjoy the fact that we are focusing on student's developing their 'craft' at a younger and younger age. Perhaps this will be more effective in 'turning kids on' to writing.
Wednesday, January 27, 2010
Reviewing Oglan, Sipes, and Wilde
Oglan:
Oglan introduces that spelling is a very debatable subject with people all over having different opinions about how it should be taught and its importance in a person's life. The history of spelling can date all the way back to the late 1400's (the invention of the printing press). Several centuries later, authors were creating dictionaries and deciding for themselves the proper way words should be spelled. By doing this, dictionaries have stood the test of time and outlined for us the difference between 'correct' and 'incorrect' spelling. Now that words had only one correct way to spell it, some people began wondering how would you teach this concept?
In 1847, Joseph Mayer Rice proposed that phonics is the only way to truly understand how to spell. While I see where Mr. Rice is coming from, I believe sounds can sometimes be decieving? Take the word 'busy'. It is prounouced as it sounds like their would be a 'Z' in it, but the word contains none. There are so many loopholes to the rules of the English language.
From phonics progressed memorization. While schools in this time used deep immersion in a wide variety of printed texts (which I support), I do not think that by having a child see a word that they can be able to memorize the spelling and gain full comprehension of the meaning of the word. This idea of memorization is carried on today in the form of weekly spelling tests but does the student actually benefit? Most educator think not.
From what we have seen through history, educators have been able to define 3 different types of spellers in a classroom. Reluctant Spellers use high frequency words, focuses on accuracy, does not take risks, prefers to work alone, and typically generates very little text. Developing Spellers use functional spelling, are often not risk takers, are comfortable asking for help, work with other students, and rely mostly on the 'sounding-out' strategy. Independent Spellers are comfortable with functional spelling, ask questions, willing to help others, displays self-confidence, and are able to self edit written work.
Oglan also address different strategies to teach and correct spelling in the classroom. I found it interesting that he also address ESL students and struggles for them in spelling and communication as well. With teachers seeing more and more diversity withing a classroom it is crucial that educators address the needs of EVERY student.
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Sipes:
The main argument in Sipes's article is that "we need to look closely as children's emerging capacties as writer's, focusing on the issue if invented (or temporary) spelling, and its use and misuse in classroom practice." The errors children make while spelling are not roadblocks to writing, but instead can show the teacher how children understand sound/letter relationships. Since each child will learn differently in can give the teacher direction toawards what each individual student needs to focus on.
Inventive spelling, with the use of helpful teacher intervention, can help students come up with correct conclusions to how words are spelled. Being able to hear sounds in words and then using interactive writing are methods of practice a Sipes recommends teachers use in their classroom.
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Wilde:
As discussed in the Oglan article, the way spelling should be taught has changed throughout time. We now understand that children can not simply see a word, memorize it, and be able to produce a correct spelling of that word. It takes great understand of phonics and definition of that word. Wilde's approach to explaing spelling strategies first starts with the student showing ownership in the spelling process.
A child should be aware of their individual goals (this will vary from person to person and by age level). Spelling is a process, not something that can be grasped overnight. That is why taking small steps will not overwhelm students. A young student will not have every word spelled correcly on a final draft, but as student grow older that percentage of correctly spelled words should gradually increase. This is how teachers can measure how well their students are grasping this concept. By the time students are in upper elementary school, a teacher can discuss with students the role correct spelling will have on employment and future education.
Wilde has outline 5 strategies of spelling; placeholder spelling, human resources, using textual resouces, creating a print rich environment, and dictionary use. Ironically, these are similar strategies that Cambourne (an author of an article for EDUC-E340) has came up with that outlines strategies on how to have students develop their reading skills.
-----------------------------------------------------------------------
FINAL THOUGHTS: It seems that all aspects of a typical elementary school curriculum have changed drastically since schools were first established. Overall, we recognize that students cannot simply memorize how to do things. It is a teacher's job to create a learning environment that surrounds the students in materials that are new and expansive to a child's mind, no matter what the subject.
Oglan introduces that spelling is a very debatable subject with people all over having different opinions about how it should be taught and its importance in a person's life. The history of spelling can date all the way back to the late 1400's (the invention of the printing press). Several centuries later, authors were creating dictionaries and deciding for themselves the proper way words should be spelled. By doing this, dictionaries have stood the test of time and outlined for us the difference between 'correct' and 'incorrect' spelling. Now that words had only one correct way to spell it, some people began wondering how would you teach this concept?
In 1847, Joseph Mayer Rice proposed that phonics is the only way to truly understand how to spell. While I see where Mr. Rice is coming from, I believe sounds can sometimes be decieving? Take the word 'busy'. It is prounouced as it sounds like their would be a 'Z' in it, but the word contains none. There are so many loopholes to the rules of the English language.
From phonics progressed memorization. While schools in this time used deep immersion in a wide variety of printed texts (which I support), I do not think that by having a child see a word that they can be able to memorize the spelling and gain full comprehension of the meaning of the word. This idea of memorization is carried on today in the form of weekly spelling tests but does the student actually benefit? Most educator think not.
From what we have seen through history, educators have been able to define 3 different types of spellers in a classroom. Reluctant Spellers use high frequency words, focuses on accuracy, does not take risks, prefers to work alone, and typically generates very little text. Developing Spellers use functional spelling, are often not risk takers, are comfortable asking for help, work with other students, and rely mostly on the 'sounding-out' strategy. Independent Spellers are comfortable with functional spelling, ask questions, willing to help others, displays self-confidence, and are able to self edit written work.
Oglan also address different strategies to teach and correct spelling in the classroom. I found it interesting that he also address ESL students and struggles for them in spelling and communication as well. With teachers seeing more and more diversity withing a classroom it is crucial that educators address the needs of EVERY student.
---------------------------------------------------------------------------
Sipes:
The main argument in Sipes's article is that "we need to look closely as children's emerging capacties as writer's, focusing on the issue if invented (or temporary) spelling, and its use and misuse in classroom practice." The errors children make while spelling are not roadblocks to writing, but instead can show the teacher how children understand sound/letter relationships. Since each child will learn differently in can give the teacher direction toawards what each individual student needs to focus on.
Inventive spelling, with the use of helpful teacher intervention, can help students come up with correct conclusions to how words are spelled. Being able to hear sounds in words and then using interactive writing are methods of practice a Sipes recommends teachers use in their classroom.
----------------------------------------------------------------------------
Wilde:
As discussed in the Oglan article, the way spelling should be taught has changed throughout time. We now understand that children can not simply see a word, memorize it, and be able to produce a correct spelling of that word. It takes great understand of phonics and definition of that word. Wilde's approach to explaing spelling strategies first starts with the student showing ownership in the spelling process.
A child should be aware of their individual goals (this will vary from person to person and by age level). Spelling is a process, not something that can be grasped overnight. That is why taking small steps will not overwhelm students. A young student will not have every word spelled correcly on a final draft, but as student grow older that percentage of correctly spelled words should gradually increase. This is how teachers can measure how well their students are grasping this concept. By the time students are in upper elementary school, a teacher can discuss with students the role correct spelling will have on employment and future education.
Wilde has outline 5 strategies of spelling; placeholder spelling, human resources, using textual resouces, creating a print rich environment, and dictionary use. Ironically, these are similar strategies that Cambourne (an author of an article for EDUC-E340) has came up with that outlines strategies on how to have students develop their reading skills.
-----------------------------------------------------------------------
FINAL THOUGHTS: It seems that all aspects of a typical elementary school curriculum have changed drastically since schools were first established. Overall, we recognize that students cannot simply memorize how to do things. It is a teacher's job to create a learning environment that surrounds the students in materials that are new and expansive to a child's mind, no matter what the subject.
Saturday, January 23, 2010
Crafting Writer Ch 1-3 & 6
Chapter 1:
This chapter was an insightful way of explaining to future educators just what is the writing process and how it pertains to students. I liked that they referred to writing as a "science" and an "art" and while there are so many rules of structure, there is plenty of room for individual choices. Nowadays, schools want teacher to teach "the craft of writing" - the artistic side. How do you instruct students to become more artistic, though? During the time that most teachers attended elementary school, writing artistically was not emphasized, so in a way it is a learning experience for us all.
Chapter 2:
Like most things, in writing practice makes perfect. You cannot simply show children examples of 'good' writing. As a teacher you must have them practice working on writing techniques. However, as an instructor it is best to have students work on 1 or 2 specific techniques at a time. Once that is mastered, then a new techniques should be practiced. As an educator, we know that a classroom will be full of students each at a different skill level. That is why it is important for each student to be aware of their individual writing goals. Some of the things a teacher should show students is how to incorporate their own voice in their writings, adding specific detail, asking questions, and adding variety. One way to do this is to teach "under an umbrella" - teaching several mini lessons over the course of a few class periods that fall under one larger catagory.
Chapter 3:
"Reading like a writer" is how students begin to add experience to their 'craft'. Their are 3 ways students can add to their craft - 1) recognizing small, specific parts of other well-written writings, 2) naming specific parts of the craft such as parts of speech, word variations, and interesting combinations 3) answering questions about the quality and structure of the writing and being able to describe/support your answer.
Chapter 6:
I was suprised to read that most primary elementary school children do not typically write at the age-level they are at. Ways to improve younger students writing craft is to have them practice drawing, writing words, and working on their basic craft. I found it interesting that a students drawing skills are linked to their writing skills. Specificity in drawing is just as important as specificity in writing, and can create visual pictures of what teachers mean by saying "Be more specific!" Likewise, writing words can help a child improve their writing craft. Learning a variety of words can help children add variety to their writings that they create. Another way to help students improve their craft at a younger age is to give them a variety of mediums to write and illustrate on. One example from the book was that lines on a page a can either restrict the student to write less than they possibly could or make them feel pressured to write too much.
This chapter was an insightful way of explaining to future educators just what is the writing process and how it pertains to students. I liked that they referred to writing as a "science" and an "art" and while there are so many rules of structure, there is plenty of room for individual choices. Nowadays, schools want teacher to teach "the craft of writing" - the artistic side. How do you instruct students to become more artistic, though? During the time that most teachers attended elementary school, writing artistically was not emphasized, so in a way it is a learning experience for us all.
Chapter 2:
Like most things, in writing practice makes perfect. You cannot simply show children examples of 'good' writing. As a teacher you must have them practice working on writing techniques. However, as an instructor it is best to have students work on 1 or 2 specific techniques at a time. Once that is mastered, then a new techniques should be practiced. As an educator, we know that a classroom will be full of students each at a different skill level. That is why it is important for each student to be aware of their individual writing goals. Some of the things a teacher should show students is how to incorporate their own voice in their writings, adding specific detail, asking questions, and adding variety. One way to do this is to teach "under an umbrella" - teaching several mini lessons over the course of a few class periods that fall under one larger catagory.
Chapter 3:
"Reading like a writer" is how students begin to add experience to their 'craft'. Their are 3 ways students can add to their craft - 1) recognizing small, specific parts of other well-written writings, 2) naming specific parts of the craft such as parts of speech, word variations, and interesting combinations 3) answering questions about the quality and structure of the writing and being able to describe/support your answer.
Chapter 6:
I was suprised to read that most primary elementary school children do not typically write at the age-level they are at. Ways to improve younger students writing craft is to have them practice drawing, writing words, and working on their basic craft. I found it interesting that a students drawing skills are linked to their writing skills. Specificity in drawing is just as important as specificity in writing, and can create visual pictures of what teachers mean by saying "Be more specific!" Likewise, writing words can help a child improve their writing craft. Learning a variety of words can help children add variety to their writings that they create. Another way to help students improve their craft at a younger age is to give them a variety of mediums to write and illustrate on. One example from the book was that lines on a page a can either restrict the student to write less than they possibly could or make them feel pressured to write too much.
Wednesday, January 20, 2010
Coffee Shop Literacy Dig
The term "literacy dig" was a teaching technique that I had never heard of before. I enjoyed "digging" and finding literacy in small things, like coffee shops. So I packed my notebook and headed off to Seattle's Best Coffee shop located inside Borders.
One of the things I noticed was the inviting atmosphere. Warm colors, like reds and golds, were splashed throughout the shop. A faint saxophone played jazz over the intercom. Customers also had the choice to sit at a spacious table or a cozy chair. All of these attributes made this coffee shop condusive to reading. While people sipped their coffee, most were reading books, magazines, laptops, newspapers, or textbooks. Who knew coffee and literacy would go hand-in-hand.
Now most of us have visited a coffee shop before and expect to see people sipping their cup of joe while reading something, but what about the lingo? Seattle's Best, like most, is a coffee shop with its own flair to literacy. Latte. Espresso. Fair Trade. Fruitkula. Cremekula. Javakula. All of these words were unique to Seattle's Best's lingo. People were not only reading and deciphering things in their own books, but just ordering things off the menu required defining what some of these terms mean.
Coffee shops are not the only place where 'literacy digs' can be completed, but was an interesting way to take a look at some of the ways people read throughout their everyday lives.
One of the things I noticed was the inviting atmosphere. Warm colors, like reds and golds, were splashed throughout the shop. A faint saxophone played jazz over the intercom. Customers also had the choice to sit at a spacious table or a cozy chair. All of these attributes made this coffee shop condusive to reading. While people sipped their coffee, most were reading books, magazines, laptops, newspapers, or textbooks. Who knew coffee and literacy would go hand-in-hand.
Now most of us have visited a coffee shop before and expect to see people sipping their cup of joe while reading something, but what about the lingo? Seattle's Best, like most, is a coffee shop with its own flair to literacy. Latte. Espresso. Fair Trade. Fruitkula. Cremekula. Javakula. All of these words were unique to Seattle's Best's lingo. People were not only reading and deciphering things in their own books, but just ordering things off the menu required defining what some of these terms mean.
Coffee shops are not the only place where 'literacy digs' can be completed, but was an interesting way to take a look at some of the ways people read throughout their everyday lives.
Wednesday, January 13, 2010
"That's Online Writing..." Response and Opinions
I found this article about incorporating technology, such as online blogs, into student English curriculum to be very informative. I had never considered using blogging in my future classroom until I read the article.
Shelbie Witte was an 8th grade middle school teacher who was familiar with the moans and groans of students as she asked them to write in their journals. One student in particular, "Cassandra", normally did not participate. A parent-teacher conference revealed that "Cassandra's" lack of enthusiam was not for writing, but the medium used for writing. Through a brief discussion Ms. Witte began to understand how to make her student's enjoy writing even more. Most of her students were "hungry for writing" and blogging became the answer.
Ms. Witte's Talback Project began in Spring 2005, but it wasn't until November 2005 that all the bugs had been worked out. Teachers responding to the blogs were showing students how to appreciate, understand, and relate to texts that they were reading. It "gave them a voice".
I fully support Ms. Witte's use of blogging in the classroom. Part of the problem with students not participating is that they are not engaged. I even liked that she protected the student's privacy by giving them all pseudonyms. While I hope to teach at an elementary school one day, not a middle school, I think that it can still be incorporated in the classrooms with younger students too.
Shelbie Witte was an 8th grade middle school teacher who was familiar with the moans and groans of students as she asked them to write in their journals. One student in particular, "Cassandra", normally did not participate. A parent-teacher conference revealed that "Cassandra's" lack of enthusiam was not for writing, but the medium used for writing. Through a brief discussion Ms. Witte began to understand how to make her student's enjoy writing even more. Most of her students were "hungry for writing" and blogging became the answer.
Ms. Witte's Talback Project began in Spring 2005, but it wasn't until November 2005 that all the bugs had been worked out. Teachers responding to the blogs were showing students how to appreciate, understand, and relate to texts that they were reading. It "gave them a voice".
I fully support Ms. Witte's use of blogging in the classroom. Part of the problem with students not participating is that they are not engaged. I even liked that she protected the student's privacy by giving them all pseudonyms. While I hope to teach at an elementary school one day, not a middle school, I think that it can still be incorporated in the classrooms with younger students too.
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