Chapter six is all about graphic organizers. I have used and drawn numerous types of graphic organizers as a student. I can say that as a teacher, I will use organizers (discussed in this chapter) in my classroom.
I can remember drawing concept maps and venn diagrams when I was in elementary school, but that's it- I don't remember doing anything else with them. This is discussed in the chapter. After students complete an organizer, teachers should have them work with a partner and discuss their organizers, give a presentation about the information gathered using the organizer, or use as a study guide (p. 105).
One quote that stood out to me is found on page 103, "Graphic organizers are one way for teachers to ensure that students can show their abilities." I completely agree with this quote. Too often, teachers "teach to the test" and don't give students a chance to show their creative side. Creating different graphic organizers gives students a chance to do this AND learn. This quote was referencing ELL's as well, which I found very cool. I (probably) never would have thought about using organizers for ELL's, but now I know that they can be VERY useful.
I know that organizers can be used for prereading to "alert students to important ideas they will encounter during an upcoming reading" (p. 104), but if the students haven't read the story/chapter, how would they know if something were important? Yes, they could outline the chapter, but exactly how could they construct a concept map on something they know nothing about?
Wednesday, September 28, 2011
Wednesday, September 21, 2011
Text Talk Article and Chapter 4 Critique
I enjoyed reading and got more information from chapter four. I have always enjoyed engaging students in read alouds and will continue to do these in my classrooms. I have participated in shared readings, but have never "conducted" a shared reading. I will also use this comprehension strategy in my classroom. I enjoyed doing this strategy in class Tuesday. Like I said in class, I comprehended and listened more closely BECAUSE I had the writing in front of me. I was one of those students that did not read fast, but still had to reread certain subject content repeatedly to comprehend the information. I know that is why I have never considered myself a "good reader". I only started to like (now love!) reading a few years ago when I took a class at USM that focused on children's literature (it used to be a required class, but isn't offered anymore). I fell in love with reading and with children's books because of that class. I do NOT want my students to start to love reading when they get in college, so I will do what ever it takes to make them feel comfortable and confident about reading. (Sorry about my soapbox moment...)
One part of the Text Talk components that I do not like (or particularly agree with) was the Pictures part; I do know that with a lot of books, I will have to read two pages and then show the pictures, but not showing the illustrations to the students until they answer questions does not seem logical. I know it depends on the grade level, class size, and class personality...but it seems to me that students would pay less attention to the story. Who knows, I could be misinterpreting the way to do it.
This article and chapter left me with many questions, but listed below are two:
1) How would you (or me) conduct a Text Talk with a class of 4th graders and keep them interested in the book?
2) I am STILL unsure of synthesizing...What exactly does that look like in a classroom?
1) How would you (or me) conduct a Text Talk with a class of 4th graders and keep them interested in the book?
2) I am STILL unsure of synthesizing...What exactly does that look like in a classroom?
Saturday, September 10, 2011
Writing to Learn Article and Chapter 8 Critique
Knipper and Duggan's article and Improving Adolescent Literacy's chapter eight discuss the same topic: writing to learn. Both readings give strategies for teachers to implement in their classroom as well as research findings.
The different strategies mentioned in both findings, I can say, will be used in my classroom. My favorite strategy mentioned in the article are biopoems, which we did in class. I enjoyed writing my biopoem because I wrote about one of my heros, Martin Luther King, Jr. Biopoems could be used in all content areas for different things. In social studies, students could write biopoems about the people they are studying or as an assignment during Black History Month or President's Day. In science, students could write about a famous scientist that they have been studying in class. In math, students can research a famous mathematician. Other ways students could use biopoems is to write about someone they admire, their parents or grandparents, or even themselves to read aloud at a Parent's Night at their school. Another strategy that I like was the framed paragraphs. This strategy would work very well for students who struggle with writing because it outlines a complete paragraph. This strategy would work well for ELL students as well since it gives cues to the students.
Chapter eight mentioned the use of "I am" poems as an example of writing models. This type of poem could be used the same way biopoems are as mentioned above. "I am" poems could be used as a way to improve a students' self-efficacy about writing since they would be writing about someone they "know". Also mentioned in Chapter eight is the writing prompt RAFT. This strategy, I think, is an excellent way of getting students to make students focus their writing; know what they are writing about.
One quote (from the article) that stuck out to me is, 'Good writing is not about length, but about careful though and precise word selection.' from Kneeshaw. I have had so many teachers and professors consider the length of a paper be more important that the content in the paper; which is something I never understood. I think that if I write a well written, content focused paper that the length should not be THAT important. I have written countless papers that were great, but ended up being "so so" papers because I filled it with nonsense to achieve the minimum length.
Two questions that come to mind after reading the article and chapter eight are: (1) Why don't content area teachers use more of these strategies in their classroom? I do not remember doing anything of the sort when I was in grade school. (2) Neither texts gave strategies to use for ELL's, I know SOME of these would work well with ELL students, but would all of these work?
If I were honest, I liked the content of the article better than I did the book. The article gave more strategy examples in an organized way where as the book just talked about a few. Don't get me wrong, the book gave me important information and I learned things from reading it, but I learned more from the article.
The different strategies mentioned in both findings, I can say, will be used in my classroom. My favorite strategy mentioned in the article are biopoems, which we did in class. I enjoyed writing my biopoem because I wrote about one of my heros, Martin Luther King, Jr. Biopoems could be used in all content areas for different things. In social studies, students could write biopoems about the people they are studying or as an assignment during Black History Month or President's Day. In science, students could write about a famous scientist that they have been studying in class. In math, students can research a famous mathematician. Other ways students could use biopoems is to write about someone they admire, their parents or grandparents, or even themselves to read aloud at a Parent's Night at their school. Another strategy that I like was the framed paragraphs. This strategy would work very well for students who struggle with writing because it outlines a complete paragraph. This strategy would work well for ELL students as well since it gives cues to the students.
Chapter eight mentioned the use of "I am" poems as an example of writing models. This type of poem could be used the same way biopoems are as mentioned above. "I am" poems could be used as a way to improve a students' self-efficacy about writing since they would be writing about someone they "know". Also mentioned in Chapter eight is the writing prompt RAFT. This strategy, I think, is an excellent way of getting students to make students focus their writing; know what they are writing about.
One quote (from the article) that stuck out to me is, 'Good writing is not about length, but about careful though and precise word selection.' from Kneeshaw. I have had so many teachers and professors consider the length of a paper be more important that the content in the paper; which is something I never understood. I think that if I write a well written, content focused paper that the length should not be THAT important. I have written countless papers that were great, but ended up being "so so" papers because I filled it with nonsense to achieve the minimum length.
Two questions that come to mind after reading the article and chapter eight are: (1) Why don't content area teachers use more of these strategies in their classroom? I do not remember doing anything of the sort when I was in grade school. (2) Neither texts gave strategies to use for ELL's, I know SOME of these would work well with ELL students, but would all of these work?
If I were honest, I liked the content of the article better than I did the book. The article gave more strategy examples in an organized way where as the book just talked about a few. Don't get me wrong, the book gave me important information and I learned things from reading it, but I learned more from the article.
Tuesday, September 6, 2011
Biopoem of a Great Man
Martin
Passionate, intelligent, strong, kind
Little brother of Christine and Alfred
Lover of equality, freedom, and Coretta
Who feels inspired, grateful, proud by those he meets
Who fights for laws to be changed, jobs to be available; freedom
Who fears not armed policemen, hateful insults, or mean faces; Martin doesn't scare easily
Who gives powerful words of love, encouragement, and peace. Who gives voices to the voiceless
Who dreams of the day that people of all races embrace each other's differences, white and black children hold hands; a nation of love and respect
Born in Atlanta, GA. Lived in Montgomery, AL. Died in Memphis, TN.
King, Jr.
I thoroughly enjoyed writing my biopoem. The book I chose is called March On! The Day My Brother Martin Changed The World by Christine King Farris. The way Farris tells the story of the days before and the day of the March is so vivid that without the pictures, a person could see the people marching, chanting and singing; believing that a change was coming.
I took my time writing my biopoem because I wanted it to be meaningful. Martin Luther King, Jr. is one of my hero's because of the love he had for people.
If I ever teach an upper elementary class, I will use this book and biopoem to tell my students about Martin Luther King, Jr. and the Civil Rights Movement.
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