Chpt. 1- Ensuring All Students Read, Write, and Think:
This chapter states that we will be using language to comprehend the content. Stated in the chapter, students not only struggle with expository text but older students struggle with narrative texts. This is because the students nedd to know the background knowledge on the content. Students need to be aware ot the complex literacy devices. I believe I struggled with this in highschool because I was not taught how to recognize these devices. Therefore, I had difficulty understanding reading materials such as Hamlet in highschool. Developing comprehension in the classroom is a key for students to become successful. It is not how fast a child reads that matters, it is if they comprehend the material they read. If a child can't comprehend what was read, then they are getting nothing out of reading. We are to teach them strategies they can use to learn how to comprehend.
There are many structures for literacy development. Think-pair-share allows students to think and share answers before having a class discussion. This allows more students to answer aloud after getting peers opinions. I have personally used Jigsaw in Dr. Hanna's class and I feel that it was a success. Each member of the group was required to read a section of the text then share with the rest of the group members. This ensures that you know your content and can teach/share it. Chapter 1 focuses on what to expect from the rest of the book.
Chpt. 8- Powerful Pens: Writing to Learn with Adolescents:
Writing to learn differs from learning to write. You learn to write your whole life but writing to learn allows students to question and state what they already know about a topic. Declarative knowledge is the easiest to teach. It is simply just stating facts and names. Procedural knowledge is applying one's knowledge on a topic and conditional knowledge is why something is done. There are many strategies teachers can engage students in to help them become better writers. These strategies will enhance students writing and help students learn through writing. I enjoyed reading the different writing prompts. These are great examples of how teachers can have the students write in class. RAFT is also an interesting writing assignment that allows students to write to learn by using a specific format to state facts. Writing to learn in math allows students to think how to solve an answer. Students write down how they think to get an answer. This involves higher order thinking. This chapter explains why it is important to write to learn and not just write.
Sunday, February 12, 2012
Sunday, February 5, 2012
Blog 3
Design Thinking: This process is much like doing a science project. The students find a problem with something and want to know how to fix it. They brainstorm their ideas and have the teacher check over them to make sure they are not unreachable. Once the teacher guides them into finding something they can do research on, they begin to work. The students research material on the topic and find a solution. Then they practice presenting it before they go in front of a judge. Design thinking can happen in the classroom as well as with any issue someone may want to find the solution to. Betty Ray explained how this process can happen in the classroom and how parents or the community can be involved. Are we planning on doing a design thinking/research project in class?
Content Area Literacy: I never knew expository text use to not be in the classroom. I think when I was younger we had them in the classrooms and I know they have them now. The article stated that they were not in the classrooms in grades K-3 and once a child got to fourth grade they struggled with reading because content area literature was introduced. This is interesting to me because why would they introduce something so late when children learn the most in their first couple of years in school. I am pleased to see they have incorporated them into curriculum now because children do learn by reading and if they are exposed to expository text at an early age they will be able to gain more knowledge and comprehend better. I did not know that informational text motivated children to read until reading this article. After thinking about it, during clinicals last semester the students chose to read informational books way more than story books. The informational books were in their every day curriculum. They would have to read a text and write some facts they learned. This was a way of inhancing their comprehension.
Content Area Literacy: I never knew expository text use to not be in the classroom. I think when I was younger we had them in the classrooms and I know they have them now. The article stated that they were not in the classrooms in grades K-3 and once a child got to fourth grade they struggled with reading because content area literature was introduced. This is interesting to me because why would they introduce something so late when children learn the most in their first couple of years in school. I am pleased to see they have incorporated them into curriculum now because children do learn by reading and if they are exposed to expository text at an early age they will be able to gain more knowledge and comprehend better. I did not know that informational text motivated children to read until reading this article. After thinking about it, during clinicals last semester the students chose to read informational books way more than story books. The informational books were in their every day curriculum. They would have to read a text and write some facts they learned. This was a way of inhancing their comprehension.
Subscribe to:
Posts (Atom)