Did you like chapter eight?? I did very much. It gave me a lot of great ideas of how to develop and keep discussions in the classroom.
The topic of conversations did not intrigue me that much because that is kind of a basic tool in the classroom, although it is very important and teachers are encouraged to use it. Small group conversations are beneficial especially to discuss the topic or the book they are reading, but it also allows students to learn how to begin a conversation with a group, how to continue it, and how to end it. It also allows them to learn how to deal with problems or issues that arise within the group. A lot of times students don’t agree on something said in the group and that issue becomes the central topic of conversation among the group and then the purpose of meeting is not met. If the students know how to resolve and issue in a small group they will benefit from that and be able to accomplish more. Grand conversations are also a very good technique to use that I liked. It is good to get students used to leading class discussions about a book or topic, with the teacher acting as one of the students and not giving too much feedback. The students also take responsibility for what they learned prior to this grand discussion. They can talk about things not making sense to them, what they think is interesting or not so interesting, personal connections (text-to-self, text-to-text, text-to-world). This is a good way to start running a classroom, in the early elementary years, so students become used to this method that is occasionally used in high school and college. Instructional conversations are similar to grand conversations but they differ a little bit. This type of conversation gives students opportunities for students to talk about the main ideas they are learning in the different units. Participating in these types of conversations, students enhance their academic language proficiency. Teachers have a little bigger of a role in this type than in grand conversations. The teacher is a participant just like the students but they clarify misconceptions, ask questions, and provide instructions. This method is more teacher lead than the other one. Students provide hypothesis, ask questions, give information, and clarify ideas of their classmates.
Were you surprised at all about the part of the chapter, “Talk as a Learning Tool??” I thought it was very interesting. It wasn’t a surprise that the most common type of question is literal questions. Literal questions require simple recall, and they don’t require students to analyze, interpret, evaluate, and offer opinions, which are the skills they need to have. More in depth questions allow them to analyze and use those skills. Teachers mostly ask and use critical and/or inferential questions, which allow students to think a lot and analyze and interpret. The IRF cycle is a good system to use with the students. The I stands for Initiate, which is when the teacher asks a question, the R stands for Response, which is when the student answers the question, and the F stands for Feedback which is when the teacher responds to the students answer. This cycle is used for assessment a lot of the time. Teachers can assess students through this cycle because it shows whether they understand the material and/or the question being asked by the teacher. K-W-L chart is a very commonly used way to activate students prior knowledge and to build knowledge during units. The letter K stands for “What we know”, the letter W stands for “What we want to know”, and the letter L stands for “What we learned.” This is a good resource to use before the class does a unit or reads a book about a specific topic, but sometimes it is over used, and used for everything. I like the idea but Im not a big fan of it, to use more than once or twice. Oral Reports and Debates are good ways to have students talk and raise their confidence levels by speaking in class. Interviews allow for students to refine questioning skills, and use oral and written language for authentic purposes. The hot seat is a very neat idea that I would love to use because it gives students the opportunity to play the role, which includes a little bit of drama, and they get to answer their classmates questions. Debates allow students to use oral language to persuade their classmates, which is a very good skill for them to learn.
Drama is a huge part of education, and should be integrated into the curriculum, and students really enjoy it because they get to let loose. Do you agree?? Improvisation is very neat for students to participate in, where the teacher narrates or gives them a topic or a scene and they are in the role of that character and they act that character or scene out without talking, only using movements. Students find this very fun and entertaining, but they also learn from it, which is important. Process Drama was invented by Dorothy Heathcote and it helps and allows students to explore stories they’re reading, social studies topics, and current events. That is a very creative way to integrate drama into the curriculum for social studies, reading, or current events, or anything else that it would fit in to. Puppetry, Theatrical Productions, and Script Writing, and producing Video Scripts are all different and interesting ways to incorporate drama into the curriculum that you should consider doing with your class.
Do you like these ideas?? Let me know what you would incorportat and use in your classroom!!
My Little Dog-Dixie
Wednesday, March 5, 2008
Tuesday Experience (Week Five)
This week when I went to my Tuesday Field Experience I observed and took part in a lot of actitives that our book talks about, and also topics that we have talked about and learned in class. I always like when I am able to connect our text and classwork to outside field experiences, I have included some of my findings int he blog.
This tuesdays field studey started off quickly when the students came in a were told to get right to work on their morning work. Today’s morning work involved reading and interpreting the text. Students had to read through a passage critically and correct what needed to be corrected in the passage. This is helping the students develop there reading and writing skills. Tompkins say in our text that it is crucial for students to read and analyzes other pieces of work and that this will help improve there own writing. Once students have had sometime to work alone they go over the worksheet as a class. I have learned form the text and within my Language arts class that it is god to go over worksheets as a class because then he students can see the correct way to write. Students can take what they learned during this short and brief lesson and apply it to there own writing.
During the Reading And Writing Workshops today students either worked by themselves or in a small group with Mrs. Dibble. In Tompkins it is mentioned the reading and writing workshops are important to use in the classroom. Within this section of the text on page 41talks about important strengths that go along with the reading and writing workshops they include: Students are able to read a book on their reading level independently, the teacher is able to work with the student independently. My teacher is doing exactly this. I have noticed that my teacher is able to accomplish a lot during this time of the day and so are students. During the writing workshop student worked independently on their own snowman stories and Mrs. Dibble conference with student who were ready to revise their snowman stories.
Another part of the day was for spelling. Every week students are give new spelling words that they have to learn for the week. Mrs. Dibble went over tem for the first time today with the students. I was glad to see that Mrs. Dibble takes spelling seriously in the classroom, because in our text on page 164, Tompkins states that vocabulary is an important part of language arts for all student especially the ones that struggle with language. I was able to connect this part to the classroom that I am in because there area few students that struggle with language in Mrs. Dibbles class. I have been able to sit down with one of these students throughout the day today and work with him on these words and other words. Tompkins states on page164 that pronouncing words correctly and understanding words meaning, and being able to comprehend that by using It in a sentence is crucial. I was doing just this when I was working with the students. We were breaking down the words in syllables, spelling them and then using them in a sentence. After working with a struggling student on this, I agree with Tompkins that by conduct this with a student who is struggling with spelling and word sentence structure that this really helps them understand and comprehend the words better.
When Tompkins talks about assessment in the book she outlines very useful ways for a teacher to do this. On page 52 of our text there is a list of some of the assessment tools, they are as follows: document milestones in students language and literacy development, identify students strengths on order to plan for instructions, and document the students ability through projects. I feel that my teacher does all of these three assessment strategies with her class. I observed today her doing one of these. My teacher is always conferencing with students during their DEAR time. This is when she is able to check for the students language and literacy developments. She often has a student read a chapter from a book or a passage while she conduct a running record on them. I have learned through Tompkins and our text last semester that Running Record are important and a great way to assess students reading and comprehension abilities. These should be done as often as they can and when ever there is free time to do them. Mrs. Dibble seems to always have time for these and I have found that it is a good practice.
Another good practice that I saw today in class was during the students “shared reading” time. Tompkins talks about shared reading on page 103, saying that it is important for students to talk about books and connect the books to themselves, another, book , and to other things in the world. When students do this they are digging deeper into the story therefore that are using their “higher-level” thanking skills. During this part of the day students broke up into there reading group sand talked about the book. They shared things about the book with each other. I was able to sit in on one of the groups. I found that This didn’t only benefit the students, like Tompkins talked about, but it also was something they enjoyed doing as well. Usually during this group time students are given a worksheet that they need to fill out so they the teacher knows that they were being productive that day. This is a good practice that Tompkins talks about on page 78.
This tuesdays field studey started off quickly when the students came in a were told to get right to work on their morning work. Today’s morning work involved reading and interpreting the text. Students had to read through a passage critically and correct what needed to be corrected in the passage. This is helping the students develop there reading and writing skills. Tompkins say in our text that it is crucial for students to read and analyzes other pieces of work and that this will help improve there own writing. Once students have had sometime to work alone they go over the worksheet as a class. I have learned form the text and within my Language arts class that it is god to go over worksheets as a class because then he students can see the correct way to write. Students can take what they learned during this short and brief lesson and apply it to there own writing.
During the Reading And Writing Workshops today students either worked by themselves or in a small group with Mrs. Dibble. In Tompkins it is mentioned the reading and writing workshops are important to use in the classroom. Within this section of the text on page 41talks about important strengths that go along with the reading and writing workshops they include: Students are able to read a book on their reading level independently, the teacher is able to work with the student independently. My teacher is doing exactly this. I have noticed that my teacher is able to accomplish a lot during this time of the day and so are students. During the writing workshop student worked independently on their own snowman stories and Mrs. Dibble conference with student who were ready to revise their snowman stories.
Another part of the day was for spelling. Every week students are give new spelling words that they have to learn for the week. Mrs. Dibble went over tem for the first time today with the students. I was glad to see that Mrs. Dibble takes spelling seriously in the classroom, because in our text on page 164, Tompkins states that vocabulary is an important part of language arts for all student especially the ones that struggle with language. I was able to connect this part to the classroom that I am in because there area few students that struggle with language in Mrs. Dibbles class. I have been able to sit down with one of these students throughout the day today and work with him on these words and other words. Tompkins states on page164 that pronouncing words correctly and understanding words meaning, and being able to comprehend that by using It in a sentence is crucial. I was doing just this when I was working with the students. We were breaking down the words in syllables, spelling them and then using them in a sentence. After working with a struggling student on this, I agree with Tompkins that by conduct this with a student who is struggling with spelling and word sentence structure that this really helps them understand and comprehend the words better.
When Tompkins talks about assessment in the book she outlines very useful ways for a teacher to do this. On page 52 of our text there is a list of some of the assessment tools, they are as follows: document milestones in students language and literacy development, identify students strengths on order to plan for instructions, and document the students ability through projects. I feel that my teacher does all of these three assessment strategies with her class. I observed today her doing one of these. My teacher is always conferencing with students during their DEAR time. This is when she is able to check for the students language and literacy developments. She often has a student read a chapter from a book or a passage while she conduct a running record on them. I have learned through Tompkins and our text last semester that Running Record are important and a great way to assess students reading and comprehension abilities. These should be done as often as they can and when ever there is free time to do them. Mrs. Dibble seems to always have time for these and I have found that it is a good practice.
Another good practice that I saw today in class was during the students “shared reading” time. Tompkins talks about shared reading on page 103, saying that it is important for students to talk about books and connect the books to themselves, another, book , and to other things in the world. When students do this they are digging deeper into the story therefore that are using their “higher-level” thanking skills. During this part of the day students broke up into there reading group sand talked about the book. They shared things about the book with each other. I was able to sit in on one of the groups. I found that This didn’t only benefit the students, like Tompkins talked about, but it also was something they enjoyed doing as well. Usually during this group time students are given a worksheet that they need to fill out so they the teacher knows that they were being productive that day. This is a good practice that Tompkins talks about on page 78.
Tuesday, February 26, 2008
Today I Found Out Just How Important Independent Reading and Guided Reading Is.
Today after I completed my third day of the Tuesday Field Experience I walked away with the knowledge of just how important it is for students to take part in independent reading (DEAR). My teacher has the students reading idependently all the time (after they have completed work, when they don't know what to do, etc.) and today was know different. When the students got in from recess, My teacher made the decision to have them read independently (DEAR) for a couple of minutes while she got her stuff together for reading. She finds that DEAR allows the students to settle in from recess and gives them a break before they have a big afternoon of working on reading and math, and i couldn't agree more with this. I seems like she has the perfect system set up in her classroom, for the most part everything runs smoothly during this time.
After they finished DEAR she had them meet her on the rug so she could introduce their new centers for the week. While the students are at their centers she meets with the Guided Reading Groups. For example, when centers begin and she says that the blue group should start off playing the main idea game, she says what Guided Reading Group she is meeting with first. If there is a student in the blue group that she needs to meet with in her first Guided Reading Group, that student will not participate in that center that day, they do those centers all week, and she rotates her groups, so everyone will get a chance to go to each center and participate and complete that center and the work that goes along with it. Every week the centers change, but there could be one of the same centers for two weeks in a row. This weeks centers include; Word Work, Squiggle of the Week, Main Idea Game (Around the World), and ________________. She explains each center on the rug with the students. She has a colored wheel of each color (the groups of the students, it goes by the groups of the desks they are at), and each color starts off at a different center and then it is rotated, each groups moves to the right on the wheel and goes to that next center. The students know the routine for the centers and they understand how to move from one to the next. My teacher said today and I observed that the students have had issues with listening when they are finishing one center and moving on to another. For example, when she gets their attention and says it is time to finish the center they are at and move on, she says they do not listen and they are cleaning up while she is speaking, and then they come to her for directions because they missed them. Today she specifically went over what she would like them to do when she rings her bell. When they hear the bell, she wants them to freeze, stop what they are doing, make eye contact with her, and to stop talking. She wants them to work on this and master it, but today they were practicing it. They did a very good job. To me these are great ideas and fun ways for the students to learn. When a grooup has finished they are told to read independently, but this isn't a problem for them becasue they get to read the book they love and enjoy, they choose them. Reading is supposed to go an hour and five minutes today, but it went about an hour and 10-15 minutes, especially because they started later.
Overall this is deffinetly an activity that I would like to try and conduct one time. I am hoping that by the end of the Tuesday experience I will get to run it once or twice. My teacher has told me that next week I am going to be running one of the centers. I am looking forward to that very much.
After they finished DEAR she had them meet her on the rug so she could introduce their new centers for the week. While the students are at their centers she meets with the Guided Reading Groups. For example, when centers begin and she says that the blue group should start off playing the main idea game, she says what Guided Reading Group she is meeting with first. If there is a student in the blue group that she needs to meet with in her first Guided Reading Group, that student will not participate in that center that day, they do those centers all week, and she rotates her groups, so everyone will get a chance to go to each center and participate and complete that center and the work that goes along with it. Every week the centers change, but there could be one of the same centers for two weeks in a row. This weeks centers include; Word Work, Squiggle of the Week, Main Idea Game (Around the World), and ________________. She explains each center on the rug with the students. She has a colored wheel of each color (the groups of the students, it goes by the groups of the desks they are at), and each color starts off at a different center and then it is rotated, each groups moves to the right on the wheel and goes to that next center. The students know the routine for the centers and they understand how to move from one to the next. My teacher said today and I observed that the students have had issues with listening when they are finishing one center and moving on to another. For example, when she gets their attention and says it is time to finish the center they are at and move on, she says they do not listen and they are cleaning up while she is speaking, and then they come to her for directions because they missed them. Today she specifically went over what she would like them to do when she rings her bell. When they hear the bell, she wants them to freeze, stop what they are doing, make eye contact with her, and to stop talking. She wants them to work on this and master it, but today they were practicing it. They did a very good job. To me these are great ideas and fun ways for the students to learn. When a grooup has finished they are told to read independently, but this isn't a problem for them becasue they get to read the book they love and enjoy, they choose them. Reading is supposed to go an hour and five minutes today, but it went about an hour and 10-15 minutes, especially because they started later.
Overall this is deffinetly an activity that I would like to try and conduct one time. I am hoping that by the end of the Tuesday experience I will get to run it once or twice. My teacher has told me that next week I am going to be running one of the centers. I am looking forward to that very much.
Monday, February 25, 2008
Reading and Writing Lessons
During my tuesday experience I have been fortunate to see alot of reading lessons conducted by my teacher. I feel that my teacher has a good system when it comes to reading and writing in the classroom, Below I am going to talk about what my teacher does over an entire week with reading and writing.
When my teacher delivers a reading lesson she plans not only for one day, but for a week. She explained to methe process of her reading plans over the week and how she sets it up. On Mondays, she introduces a new story in the students reading books, she also accesses their prior knowledge when introducing the story, and she goes over words identification, which is also important vocabulary that is in the story, which students need to know. On Tuesdays the students start their literacy centers. There are four literacy centers and the students have a specific time each day, Tuesday, Wednesday, Thursday, and Friday to work on these centers. During that time, the teacher also does Guided Reading Groups, which she has four of. Since While watching this being done, I connected a lot to what I have read in our Language Arts Book. Connections I saw and made were the accessing background knowledge of the students, which is very important. The teacher prompted the students by asking them questions, taking out the map, and showing them and asking them where countries are and where the states are, in relation to the setting of the book. The students enjoyed sharing their stories or what they know about the west, where the story took place. They also know about matadors which were a big part of the story. Students even were allowed to get up and show the class what a matador is and what it does, which is a good way to model and have the students get involved. Once the students did prep work, and the teacher taught, they did a story map and filled in the eight boxes of important events that happened in the story on a worksheet. When the students finished, they met the teacher on the rug and they went over their story maps and the teacher wrote the correct sequence of the story map on a big poster board worksheet that they had. She involved the students and chose different students to share an event on their story map, if they didn’t have the events in the correct sequence or even the correct events, they were prompted to erase and fix their papers. This showed students what the important events really are, and how to sequence them in a correct order. They had the opportunity to fix their paper and re-sequence the events if they made a couple of errors, if they think their paper was correct and looked appropriate to hand in, then they could hand it in.
For the writing lessons that I have observed I have notcied that my teacher does a lot of mini lessons focused on writer’s workshop. Before the students began writing, she had them join her on the rug to talk about what "good writers" do. During that time, students raised their hands and said what they thought good writers do. The teacher made a list on poster paper which she was going to hang up in the classroom for the students to be reminded of what they should do when writing. She talked about reading their story's aloud to themselves or a partner, which would allow them to catch their own mistakes, they need to think about if their story has a beginning, middle, and an end, and what goes into those sections. IWhile observing this i rremember about reading this and talking about it in class. I remember when we watched that video last week the teacher in that video did this as well. It seems to be a good practice. Once the students discussed this and knew what they should do that day during writer’s workshop, they began to do their work.
When my teacher delivers a reading lesson she plans not only for one day, but for a week. She explained to methe process of her reading plans over the week and how she sets it up. On Mondays, she introduces a new story in the students reading books, she also accesses their prior knowledge when introducing the story, and she goes over words identification, which is also important vocabulary that is in the story, which students need to know. On Tuesdays the students start their literacy centers. There are four literacy centers and the students have a specific time each day, Tuesday, Wednesday, Thursday, and Friday to work on these centers. During that time, the teacher also does Guided Reading Groups, which she has four of. Since While watching this being done, I connected a lot to what I have read in our Language Arts Book. Connections I saw and made were the accessing background knowledge of the students, which is very important. The teacher prompted the students by asking them questions, taking out the map, and showing them and asking them where countries are and where the states are, in relation to the setting of the book. The students enjoyed sharing their stories or what they know about the west, where the story took place. They also know about matadors which were a big part of the story. Students even were allowed to get up and show the class what a matador is and what it does, which is a good way to model and have the students get involved. Once the students did prep work, and the teacher taught, they did a story map and filled in the eight boxes of important events that happened in the story on a worksheet. When the students finished, they met the teacher on the rug and they went over their story maps and the teacher wrote the correct sequence of the story map on a big poster board worksheet that they had. She involved the students and chose different students to share an event on their story map, if they didn’t have the events in the correct sequence or even the correct events, they were prompted to erase and fix their papers. This showed students what the important events really are, and how to sequence them in a correct order. They had the opportunity to fix their paper and re-sequence the events if they made a couple of errors, if they think their paper was correct and looked appropriate to hand in, then they could hand it in.
For the writing lessons that I have observed I have notcied that my teacher does a lot of mini lessons focused on writer’s workshop. Before the students began writing, she had them join her on the rug to talk about what "good writers" do. During that time, students raised their hands and said what they thought good writers do. The teacher made a list on poster paper which she was going to hang up in the classroom for the students to be reminded of what they should do when writing. She talked about reading their story's aloud to themselves or a partner, which would allow them to catch their own mistakes, they need to think about if their story has a beginning, middle, and an end, and what goes into those sections. IWhile observing this i rremember about reading this and talking about it in class. I remember when we watched that video last week the teacher in that video did this as well. It seems to be a good practice. Once the students discussed this and knew what they should do that day during writer’s workshop, they began to do their work.
Wednesday, February 20, 2008
Language Arts Lesson- The Importance Of Illustrations In Writing
Last week during my Tuesday Experience I conducted my first lesson with the students in the classroom that I am working in. I have been working in a second grade classroom at Bugbee Elementary School in West Hartford Ct. I felt that before I went out to create my lesson that I should talk to my classroom teacher to get advise on something I should teach. I asked her if there was anything specific she wanted me to focus on in my lesson, and boy did she have some really great ideas for me. Amoung the many she gave me one stood out in my mind above the others. It was a lesson that I wouldn't have even thought of doing. I thought it was something different that I would really have fun teaching the class, and also a lesson that the students would enjoy too.
Mrs. Dibble my classroom teacher has had the students writing fictional stories about snowmen. the students had been working on these for weeks, editing and revising them to perfection. They have also typed them up onto the computer into a book style, with about a paragraph oif writing on each page. The only thing that was missing from their stories was illustrations. This is where my lesson came in. Mrs. Dibble suggested that I do a lesson on how illustartion can be very impotant in writing. When I was told this I thought that it would be a very creative lesson, but I thought that it wasn't your typical languages arts type of lesson. Even though I had aprehensions I went along with what she was suggesting, and soon enough I realized that it was a great lesson. After writing up my lesson and rehearsing it the day before I was going to teach it, I discovered something impotant. For students to be able to draw picture to texts they have had to be able to comprehend what they were reading or writing!
For my lesson I started with guiding the class through a story called "My Best Friend Is Out Of This World." This is a story were illustartions are very important and guide the reader through the story. If the reader were to read this book without seeing the illustrations then they would have a completely differnt outlook on the story. So, I decided to read this story twice to the class; the first time I read it I wouldn't show them the illustrations and then the second time I would read it to them and show them the illustrations. Before beginning to read the book to the class for the first time I asked them to make predictions based on the title of the book. I got a big response from the class, they all wanted to give me their predictions. I decide that it would be a good idea to write the predictions on the board in the front of the class so we could go back to it late. I learned from our text and in class that it is important for students to make predictions, becasue then they are using their higher-level thinking skills and they are activily thinking about the book. Once the students predictions were on the board I began reading the story. I heard whispers throughout the first time I read the book, student were woundering why I wasnt showing them the pictures, I even had a few ask me, but I ignored their request to show them the illustraions. When I finished I went back to the predictions that were written on the board. I have read in the book that it is always good to go back to the predictions; it is a good connection. then I asked the students if they noticed anything about the way I was reading to them. They answered right away, "You didn't show us the picture Ms. Aston!!" The class and myslef had a brief discussion about illustrations at this point, I asked them some questions and they would respond. An important question I asked was if they tought if I showed them the picture if they would have a differnt outlook or opinion of the book. I recieved alot of mixed responses from the class and this was the perfect time to read the story again, this time with pictures. While reading I stopped frequently to check for understanding and student responses, I have learned from the book to do this often, becasue it is a good way to see which students understand and which don't, and to check to see if the studetns are paying attention. At the end of the book the students were shocked, and I could tell they all noticed that the illustrations made a big difference when reading the story. They understood the story better, and enjoyed it more. From here we talked about illustrations a little more and then they did the actitity, which was illustrating their snowman stories.
Overall I was very pleased with how my lesson went. For the most part it went smoothly. I was able to sit down with my teacher after and talk with her about the things I did well and the things that I need to improve on. I was happy to get feed back becasue that is going to help me to improve and grow as a teacher.
Mrs. Dibble my classroom teacher has had the students writing fictional stories about snowmen. the students had been working on these for weeks, editing and revising them to perfection. They have also typed them up onto the computer into a book style, with about a paragraph oif writing on each page. The only thing that was missing from their stories was illustrations. This is where my lesson came in. Mrs. Dibble suggested that I do a lesson on how illustartion can be very impotant in writing. When I was told this I thought that it would be a very creative lesson, but I thought that it wasn't your typical languages arts type of lesson. Even though I had aprehensions I went along with what she was suggesting, and soon enough I realized that it was a great lesson. After writing up my lesson and rehearsing it the day before I was going to teach it, I discovered something impotant. For students to be able to draw picture to texts they have had to be able to comprehend what they were reading or writing!
For my lesson I started with guiding the class through a story called "My Best Friend Is Out Of This World." This is a story were illustartions are very important and guide the reader through the story. If the reader were to read this book without seeing the illustrations then they would have a completely differnt outlook on the story. So, I decided to read this story twice to the class; the first time I read it I wouldn't show them the illustrations and then the second time I would read it to them and show them the illustrations. Before beginning to read the book to the class for the first time I asked them to make predictions based on the title of the book. I got a big response from the class, they all wanted to give me their predictions. I decide that it would be a good idea to write the predictions on the board in the front of the class so we could go back to it late. I learned from our text and in class that it is important for students to make predictions, becasue then they are using their higher-level thinking skills and they are activily thinking about the book. Once the students predictions were on the board I began reading the story. I heard whispers throughout the first time I read the book, student were woundering why I wasnt showing them the pictures, I even had a few ask me, but I ignored their request to show them the illustraions. When I finished I went back to the predictions that were written on the board. I have read in the book that it is always good to go back to the predictions; it is a good connection. then I asked the students if they noticed anything about the way I was reading to them. They answered right away, "You didn't show us the picture Ms. Aston!!" The class and myslef had a brief discussion about illustrations at this point, I asked them some questions and they would respond. An important question I asked was if they tought if I showed them the picture if they would have a differnt outlook or opinion of the book. I recieved alot of mixed responses from the class and this was the perfect time to read the story again, this time with pictures. While reading I stopped frequently to check for understanding and student responses, I have learned from the book to do this often, becasue it is a good way to see which students understand and which don't, and to check to see if the studetns are paying attention. At the end of the book the students were shocked, and I could tell they all noticed that the illustrations made a big difference when reading the story. They understood the story better, and enjoyed it more. From here we talked about illustrations a little more and then they did the actitity, which was illustrating their snowman stories.
Overall I was very pleased with how my lesson went. For the most part it went smoothly. I was able to sit down with my teacher after and talk with her about the things I did well and the things that I need to improve on. I was happy to get feed back becasue that is going to help me to improve and grow as a teacher.
Monday, February 18, 2008
Technology In The Classroom
I have been working in a classroom and school that is very supportive of using technology and teaching the students abotu technology. The room that I have been placed in, takes an active part in using the classroom computers and the computers in the computer lab as well. Bugbee Elementary School ( where I have been been working) has a designated time twice a week for each class to go to the computer lab to work on the computers. Students are able to work on the computers during their library special. The library special is different than all the other specials that the students go to each week, this special is an hour long. This is so the students can work on the computers for thirty minutes and then explore in the library for books with the other thirty minutes.
During the students computer time they are taught a certain lesson about the computer, and then they have a task in which they must complete each time they are at the lab; usually the task/assignment goes along with what they were taught that day. On somedays they just review what they went over in previous weeks. Most of the assignments entail many different things on the computer. For example, one assigngnment would have the student exploring the internet for a certain topic, typing sentences or facts on what they found, and then creating a picture about what they wrote about. I am always amazed that he students can do this!! They are only in 2nd grade!!
When the students are in the classroom they also use computers. Often they will ask the teacher if they could type some of the work that they are doing in class. Or other times they want to work on activities on the computer. In the classroom that I am in, my teacher has a lot of fun CD-ROM activities for the students to do when they have completed their work. And since there are four computers in the classroom a lot of the student can use it everyday. The children always seem to be so excited when they are on the computers and they are expanding their knowledge at the same time. What a great way to engage students!!
I find That these parctives are great for students. They not only enjoy this time of the day but they also learn a lot from the technology that is introduced to them. The concepts that they are learning know will be of great use to them later on in life. This is somthing that I deffinetly want to do in my classroom when I become a teacher, and our text supports this idea too. We are always learning about using technolgy in class, and I also noticed that a lot of the things that we talk about in class is practiced at this school. I am a strong believer in using technology in the classroom. I also know that it is a very effective teaching strategy for classrooms.
During the students computer time they are taught a certain lesson about the computer, and then they have a task in which they must complete each time they are at the lab; usually the task/assignment goes along with what they were taught that day. On somedays they just review what they went over in previous weeks. Most of the assignments entail many different things on the computer. For example, one assigngnment would have the student exploring the internet for a certain topic, typing sentences or facts on what they found, and then creating a picture about what they wrote about. I am always amazed that he students can do this!! They are only in 2nd grade!!
When the students are in the classroom they also use computers. Often they will ask the teacher if they could type some of the work that they are doing in class. Or other times they want to work on activities on the computer. In the classroom that I am in, my teacher has a lot of fun CD-ROM activities for the students to do when they have completed their work. And since there are four computers in the classroom a lot of the student can use it everyday. The children always seem to be so excited when they are on the computers and they are expanding their knowledge at the same time. What a great way to engage students!!
I find That these parctives are great for students. They not only enjoy this time of the day but they also learn a lot from the technology that is introduced to them. The concepts that they are learning know will be of great use to them later on in life. This is somthing that I deffinetly want to do in my classroom when I become a teacher, and our text supports this idea too. We are always learning about using technolgy in class, and I also noticed that a lot of the things that we talk about in class is practiced at this school. I am a strong believer in using technology in the classroom. I also know that it is a very effective teaching strategy for classrooms.
Thursday, February 14, 2008
Assessments of Student Writing
Over the past two classes in my Language Arts class we have been working on how to assess student's writing. At the beginning of the two weeks I was not sure of anything when is came to assessing students writing work. I did not know what to look for or how to just assess writing in the first place. We were able to work in groups and help each other assess three student's writing work. One thing that I notice by glancing at the three pieces of work is that each of the students seemed to be at all different writing levels. One of the students had great handwriting and very little spelling errors, so right away I thought her piece of writing would be the best, but I was wrong.
I have learned after these two weeks that good writing should not just be catagorized as have nice handwriting and all having correct spell. Good writng goes way beyond that. Student's should vary there writing styles throughout their piece of work. they should change from declaritve, interogative and impertive. Student who write a whole story just using imperative (to give a command) writing shows me that perhaps they need alittle more work with their writing. Perhaps they are to afraid to take some risks. I would help guide this type of student so that they felt more comfortable changing up their writing style. I could give them guided help and also do a lesson on this in a classroom. Another idea would be to work with the student one-on-one orin a small group. The student with the best handwritting and no mis-spelled words had the issue of using the same type of writing style. I would have never known this before learning about assessing students writing.
Over the past few weeks i have learned a great way to assess students writing. We were given a very helpful worksheet in class that broke writing down into differnt catagories. Some of the catagories that I thought were important are as fellows: (1) Organization- Having a Beginning, Middle, and End. (2) Sequence and ideas. (3) Word Variety. (4) Elabortation and Support of Ideas. (5) Conventions. In my opinion this is a good system, becasue I was able to compare all the students and assess them using the same criteria. This way you can see the students who are doing well and the ones who need extra help and guidance.
Overall this was a very informative lesson to learn. I know that this is going to be very helpful for me in the future not only in the Tueday Experience but when I go to Student Teach as well.
I have learned after these two weeks that good writing should not just be catagorized as have nice handwriting and all having correct spell. Good writng goes way beyond that. Student's should vary there writing styles throughout their piece of work. they should change from declaritve, interogative and impertive. Student who write a whole story just using imperative (to give a command) writing shows me that perhaps they need alittle more work with their writing. Perhaps they are to afraid to take some risks. I would help guide this type of student so that they felt more comfortable changing up their writing style. I could give them guided help and also do a lesson on this in a classroom. Another idea would be to work with the student one-on-one orin a small group. The student with the best handwritting and no mis-spelled words had the issue of using the same type of writing style. I would have never known this before learning about assessing students writing.
Over the past few weeks i have learned a great way to assess students writing. We were given a very helpful worksheet in class that broke writing down into differnt catagories. Some of the catagories that I thought were important are as fellows: (1) Organization- Having a Beginning, Middle, and End. (2) Sequence and ideas. (3) Word Variety. (4) Elabortation and Support of Ideas. (5) Conventions. In my opinion this is a good system, becasue I was able to compare all the students and assess them using the same criteria. This way you can see the students who are doing well and the ones who need extra help and guidance.
Overall this was a very informative lesson to learn. I know that this is going to be very helpful for me in the future not only in the Tueday Experience but when I go to Student Teach as well.
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