A funny thing happened on the way out of my Lit. class... courteously of Dr. Kelly Roberts of the Meredith College English Department
10. Ignore the back of the book (“read; answer questions”)Avoiding reading and answering questions that can be done by anybody
9. Entice like there’s no tomorrow (because there will be lots of them!)
Make sure that you can entice students. Our job is 1. Give them the basics of how to read and comprehend 2. To keep them reading. Set their hearts and minds on fire.
8. Divide the pages and multiply the review.
Three weeks designated for a unit; steady stream of realistic reading. Cycling back will make it stick in their head (responsibility).
*It is discriminatory not hold students with the responsibility doing homework. Set homework expectations; life skill way beyond the skills.
7. Have respect; don’t dissect (esp. when it comes to assessment)
6. Read Alouds
5. Keep your bag of tricks handy
No dissecting! Keep a steady supply of active learning strategies
4. Remember how porcupines make love
Very carefully :
- Keeping the main idea, the main idea
- Scaffold: pre-reading, during-reading, post-reading activities
3. Everybody loves a book club; somebody always hates The Book
It's important to remember that uou will always have someone that will dislike The Book; encorporate choice in the classroom through activities such as literature circles and choice reading.
2. Consider integration – it is integral to the integrity
Incorporate writing, grammar AND literature. Why not tie in art? social studies? science? math?
1. Remember only one thing: Keep ‘em reading!!
Wednesday, February 25, 2009
Monday, February 23, 2009
Write Right
Throughout our mini-lessons it has be interesting to see how the stages of the writing process can be applied to writers of any skill or age. As a future middle grades Language Arts teacher, it is important to see how stages of the writing process can be applied to adolescents. In my academic career, I have found that I too tend to jump from the “brainstorming” stage to the “published” stage. I found this is particularly true in my college writing. I tend to jump right into the “finished product” paper forgoing the detrimental prewriting stages. This causes me to have to make large revisions later on. After relearning about the stages of the writing process, I have now attempted to start my papers at the very beginning – with brainstorming.
I have always found that personal writing was a release. As a child, I would put my "top secret" thoughts in a heart-shaped journal I would hide under my mattress. Even though I no longer have that heart-shaped journal, I still can appreciate journaling. Personal writing helps to organize your thoughts and emotions, and I can see how journaling will be very beneficially in the classroom. Journaling as a warm-up would help students to "check their emotions at the door" and have a productive class period.
I have always found that personal writing was a release. As a child, I would put my "top secret" thoughts in a heart-shaped journal I would hide under my mattress. Even though I no longer have that heart-shaped journal, I still can appreciate journaling. Personal writing helps to organize your thoughts and emotions, and I can see how journaling will be very beneficially in the classroom. Journaling as a warm-up would help students to "check their emotions at the door" and have a productive class period.
Thursday, February 19, 2009
What? Whole Language in ESL?
As a future Language Arts teacher, my courses in that content area at Meredith have focused on a lot on the differences between phonics and whole language. My EDU 300 class, Introduction to Language Arts, has explored this difference in great depth. As a result, for the native-English speaker, it seems as though phonics is more beneficial to learning. Because of this notion, I wanted to examine whole language when dealing with English Language Learners.
According to our textbook, Bilingual and ESL Classrooms Teaching in Multicultural Contexts, current ESL and bilingual approaches advocate a whole language philosophy. The whole language philosophy was originally developed for English speakers in English language arts classes. Specifically, “Whole language approaches focus on use of authentic language that is meaningful to students, proceeding from whole to part, integrating development of multiple language modes and domains” (Ovando 149). From what I gathered from the explanation, whole language works from general knowledge to specific knowledge: meaning first, then conventions. This is explained further, “Whole language focuses on using language, focusing on meaning first, getting students to write early and often, accepting invented spelling for beginners but expecting conventional spelling as students advance in the writing process, exposing students to high-quality literature and authentic texts from diverse writing genres, allowing students to make choices in reading, and encouraging all to be voracious readers” (qtd in Ovando 149).
In terms of the general Language Arts content classroom, this holistic approach to reading and writing is deemed as inadequate. In fact, many scholars in favor of the phonic approach have called the whole language philosophy the “crime of the century.” Those opposed to the whole language approach, feel that this approach does not give students the foundation on which to form a concept of spelling, grammar, and vocabulary. It has been thought that whole language is merely a memory device, and it ignores the phonic composition of words in the English language.
Overall, I found it interesting that the whole language approach is used in current English as a Second Language classroom despite the large debate surrounding this philosophy. It will be interesting to see which philosophy will be used in my future school.
According to our textbook, Bilingual and ESL Classrooms Teaching in Multicultural Contexts, current ESL and bilingual approaches advocate a whole language philosophy. The whole language philosophy was originally developed for English speakers in English language arts classes. Specifically, “Whole language approaches focus on use of authentic language that is meaningful to students, proceeding from whole to part, integrating development of multiple language modes and domains” (Ovando 149). From what I gathered from the explanation, whole language works from general knowledge to specific knowledge: meaning first, then conventions. This is explained further, “Whole language focuses on using language, focusing on meaning first, getting students to write early and often, accepting invented spelling for beginners but expecting conventional spelling as students advance in the writing process, exposing students to high-quality literature and authentic texts from diverse writing genres, allowing students to make choices in reading, and encouraging all to be voracious readers” (qtd in Ovando 149).
In terms of the general Language Arts content classroom, this holistic approach to reading and writing is deemed as inadequate. In fact, many scholars in favor of the phonic approach have called the whole language philosophy the “crime of the century.” Those opposed to the whole language approach, feel that this approach does not give students the foundation on which to form a concept of spelling, grammar, and vocabulary. It has been thought that whole language is merely a memory device, and it ignores the phonic composition of words in the English language.
Overall, I found it interesting that the whole language approach is used in current English as a Second Language classroom despite the large debate surrounding this philosophy. It will be interesting to see which philosophy will be used in my future school.
Saturday, February 14, 2009
Language Arts and Socialization
It goes without saying that communication is the foundation of one’s social life. If a student were to have trouble in reading or writing – two forms of communication – then that child runs the risk of stunting his/ her social life. For Sahara, her difficulty to make and keep friends may stem from her academic delay. From passing notes in the hallway, to sending instant messages online, reading and writing are integral parts of making and keeping friends.
Throughout my time at Meredith College, I have tutored ESL students around the Raleigh area. In working with these students, I can see the importance of reading and writing on their social skills. Ms. Savastano, a kindergarten teacher at Powell Elementary, stated that, ““the fostering of self-confidence and self-esteem is extremely important.” Ms. Savastano informed me that as Irbin began to speak and communicate in English (he knew none when he came to Powell Elementary in August), it was important that the teachers encouraged and praised him for everything he said and did. Even from the beginning, it was easy to see that Irbin was very eager and loves to learn. Today, Ms. Savastano can see that Irbin is gaining more confidence daily and speaking more. She said that it is important not to correct his mistakes in a harsh way so as not to discourage him. Through this example, we can see that language arts have a great deal to do with socialization.
Although this ESL student represents an extreme case, it helps to show that language delay or disability can have an impact on socialization. Students with less vocabulary or poor grammar may be reluctant to speak up in class in front of their peers.
As a teacher, I would encourage all of my students to keep a journal. In personal journals, students can write about events in their own lives and about other topics of special interest. Furthermore, I would encourage collective learning such as group work, and think-pair-share activities.
Throughout my time at Meredith College, I have tutored ESL students around the Raleigh area. In working with these students, I can see the importance of reading and writing on their social skills. Ms. Savastano, a kindergarten teacher at Powell Elementary, stated that, ““the fostering of self-confidence and self-esteem is extremely important.” Ms. Savastano informed me that as Irbin began to speak and communicate in English (he knew none when he came to Powell Elementary in August), it was important that the teachers encouraged and praised him for everything he said and did. Even from the beginning, it was easy to see that Irbin was very eager and loves to learn. Today, Ms. Savastano can see that Irbin is gaining more confidence daily and speaking more. She said that it is important not to correct his mistakes in a harsh way so as not to discourage him. Through this example, we can see that language arts have a great deal to do with socialization.
Although this ESL student represents an extreme case, it helps to show that language delay or disability can have an impact on socialization. Students with less vocabulary or poor grammar may be reluctant to speak up in class in front of their peers.
As a teacher, I would encourage all of my students to keep a journal. In personal journals, students can write about events in their own lives and about other topics of special interest. Furthermore, I would encourage collective learning such as group work, and think-pair-share activities.
Sunday, February 8, 2009
Phonics vs Whole Language
When I think about how I was taught language, it seems as though there was a strong emphasis on phonemic awareness. As a young girl, I remember learning playfully through Kids Songs and nursery rhymes. I would sing along to these rhyming children’s songs and stories. I remember being a big fan of the Dr. Seuss collection, and I would constantly ask to be read Shel Silverstein’s poetry. These silly stories and poems helped me to hear rhymes, experiment with sounds, and create nonsense words.
I do not remember ever using phonics as way to learn language. From a young age, I remember practicing spelling just as frequently and I practiced my reading and writing skills. However, as my younger sister (who’s five years younger) was growing up, the popularity of the program Hooked on Phonics was soaring.
As a future middle school teacher, it is important to recognize the variety of ways my students will have learned language. Language Arts: Patterns of Practice presents both sides of the issues of phonics. According to the text, “phonics instruction should focus on the most useful information for identifying words; it also should be systematic and intensive, and it should be completed by the third grade” (120).
I do not remember ever using phonics as way to learn language. From a young age, I remember practicing spelling just as frequently and I practiced my reading and writing skills. However, as my younger sister (who’s five years younger) was growing up, the popularity of the program Hooked on Phonics was soaring.
As a future middle school teacher, it is important to recognize the variety of ways my students will have learned language. Language Arts: Patterns of Practice presents both sides of the issues of phonics. According to the text, “phonics instruction should focus on the most useful information for identifying words; it also should be systematic and intensive, and it should be completed by the third grade” (120).
Wednesday, February 4, 2009
Book Recommendation: Six Words You Never Knew Had Something to Do with Pigs
Six Words You Never Knew Had Something to Do with Pigs highlights intriguing facts about the development of a selection of 500 words in the English language. Written by Katherine Barber, editor in chief of the dictionary department at Oxford University Press in Toronto, Six Words…is a modern look at etymology.
The book features a concise history of the English language; it takes readers on a linguistic journey from 5th Century Anglo-Saxons, through the Norman Conquest, through Arabic influence, to modern-day usage.
The entries in Six Words… are categorized by season, allowing for both at-a-glance reference and in-depth study. Its organization would allow for etymology integration in the classroom through “Word a Day” activities or as a companion to the novel Frindle by Andrew Clements.
Six Words… is a must read for anyone interested in the English language. Because of its organization and readability it would be a great addition to any classroom library.
Six Words... Classroom Integration
Frindle by Andrew Clements
Nick Allen lets his imagination run wild when he learns about word origins from his dictionary-obsessed teacher, Mrs. Granger. This lesson sets the stage for Nick to create his word, and he begins calling a pen a frindle. In the words of Clements, “this quirky, imaginative tale about creative thought and the power of words will have readers inventing their own words.”
Runny Babbit by Shel Silverstein
This “billy sook” is a collection of poetry by renowned poet, Shel Silverstein. With silly poems which phrases such as "Runny fad a hamily–/Matter of fact, he had/A sother and two bristers,/A dummy and a mad,” readers will laugh while they learn. Through hand-drawn illustrations and poetic context clues, learners will practice phonemic awareness.
Word of the Day
Using the thematic organization of the book Six Words… teachers can prepare a “Word of the Day” for students in relation to the season, topic of study, etc.
The book features a concise history of the English language; it takes readers on a linguistic journey from 5th Century Anglo-Saxons, through the Norman Conquest, through Arabic influence, to modern-day usage.
The entries in Six Words… are categorized by season, allowing for both at-a-glance reference and in-depth study. Its organization would allow for etymology integration in the classroom through “Word a Day” activities or as a companion to the novel Frindle by Andrew Clements.
Six Words… is a must read for anyone interested in the English language. Because of its organization and readability it would be a great addition to any classroom library.
Six Words... Classroom Integration
Frindle by Andrew Clements
Nick Allen lets his imagination run wild when he learns about word origins from his dictionary-obsessed teacher, Mrs. Granger. This lesson sets the stage for Nick to create his word, and he begins calling a pen a frindle. In the words of Clements, “this quirky, imaginative tale about creative thought and the power of words will have readers inventing their own words.”
Runny Babbit by Shel Silverstein
This “billy sook” is a collection of poetry by renowned poet, Shel Silverstein. With silly poems which phrases such as "Runny fad a hamily–/Matter of fact, he had/A sother and two bristers,/A dummy and a mad,” readers will laugh while they learn. Through hand-drawn illustrations and poetic context clues, learners will practice phonemic awareness.
Word of the Day
Using the thematic organization of the book Six Words… teachers can prepare a “Word of the Day” for students in relation to the season, topic of study, etc.
After-School Program at Daniels Middle
After observing Mr. Hubbard interact with the students involved with the Daniels Middle School after-school program, I immediately thought of the chapter “A Teacher on Our Side” in Kathleen Cushman and Laura Roger’s Fires in the Middle School Bathroom. Much like the students in Fires in the Middle School Bathroom, the students of Daniels Middle deal with issues such as strictness, fairness, and trust.
As I observed, it became clear that Mr. Hubbard had taken the time throughout the year to get to know each of his students on a personal level. He had a general knowledge of his students on a whole: the cliques that formed during the afterschool program, the groups of student who worked on math homework, etc. Even more impressively, Mr. Hubbard had a specific knowledge about each of his students. He asked students specific questions about their day: how a particular assignment turned out, about a sporting event or movie, or if a student returned a signed parent form. Because Mr. Hubbard was on the up and up with each student involved with the after school program, the students were able to trust him. Cushman and Rogers state that“by showing your respect for and interest in their individual situations, you send middle schoolers the message that they matter to you” (52).
It was clear that Mr. Hubbard also succeeded in terms of setting a tone of steady firmness. Although Mr. Hubbard has a playful personality, the students are well aware of the rules he has set in place. It is clear that there is a level of respect between Mr. Hubbard and his students; therefore, communication is clear. Mr. Hubbard is very proactive in terms of discipline. Mr. Hubbard clearly states his expectations when transitioning. For instance, before the students lined up to walk from the cafeteria to his classroom, he told them that he expected them to be respectful and quiet in the hallway. He did not open the door until the students were organized and ready to walk quietly. By taking control of a situation before it gets out of hand, Mr. Hubbard averted potential chaos and shows his respect and trust of the students.
Another important issue raised in Fires in the Middle School Bathroom is the topic of “learning our language.” Cushman and Rogers state that “by listening to your students, both formally and informally, you let them know that you care about their perspectives” (55). It would seem to be that an after school program might have the issue of dealing with more inappropriate “out of school” language, but this was not the case. By talking about music and the Superbowl, it was clear that Mr. Hubbard made a strong effort to communicate with his students in their language.
Although the nature of an afterschool program is not entirely academic, Mr. Hubbard enforced the importance of homework and study time. During the allotted hour for homework, Mr. Hubbard would walk around and monitor the students’ progress. He was never overbearing; Mr. Hubbard would casually spot-check assignments and ask the students questions about the task at hand. Mr. Hubbard was able to use his knowledge of the students’ strengths and weaknesses to assist them with their students. However, he did not solely focus on their academic skills. For example, for students who struggled with time management, he updated them on the time to keep them on task.
Overall, it was a great experience to have a firsthand look at the after school program at Daniels Middle School. After reading about the concept of “a teacher on our side,” it was rewarding and insightful to see this idea practiced in a real middle school. I cannot wait to see what more I can learn from Mr. Hubbard in future visits to Daniels Middle School
As I observed, it became clear that Mr. Hubbard had taken the time throughout the year to get to know each of his students on a personal level. He had a general knowledge of his students on a whole: the cliques that formed during the afterschool program, the groups of student who worked on math homework, etc. Even more impressively, Mr. Hubbard had a specific knowledge about each of his students. He asked students specific questions about their day: how a particular assignment turned out, about a sporting event or movie, or if a student returned a signed parent form. Because Mr. Hubbard was on the up and up with each student involved with the after school program, the students were able to trust him. Cushman and Rogers state that“by showing your respect for and interest in their individual situations, you send middle schoolers the message that they matter to you” (52).
It was clear that Mr. Hubbard also succeeded in terms of setting a tone of steady firmness. Although Mr. Hubbard has a playful personality, the students are well aware of the rules he has set in place. It is clear that there is a level of respect between Mr. Hubbard and his students; therefore, communication is clear. Mr. Hubbard is very proactive in terms of discipline. Mr. Hubbard clearly states his expectations when transitioning. For instance, before the students lined up to walk from the cafeteria to his classroom, he told them that he expected them to be respectful and quiet in the hallway. He did not open the door until the students were organized and ready to walk quietly. By taking control of a situation before it gets out of hand, Mr. Hubbard averted potential chaos and shows his respect and trust of the students.
Another important issue raised in Fires in the Middle School Bathroom is the topic of “learning our language.” Cushman and Rogers state that “by listening to your students, both formally and informally, you let them know that you care about their perspectives” (55). It would seem to be that an after school program might have the issue of dealing with more inappropriate “out of school” language, but this was not the case. By talking about music and the Superbowl, it was clear that Mr. Hubbard made a strong effort to communicate with his students in their language.
Although the nature of an afterschool program is not entirely academic, Mr. Hubbard enforced the importance of homework and study time. During the allotted hour for homework, Mr. Hubbard would walk around and monitor the students’ progress. He was never overbearing; Mr. Hubbard would casually spot-check assignments and ask the students questions about the task at hand. Mr. Hubbard was able to use his knowledge of the students’ strengths and weaknesses to assist them with their students. However, he did not solely focus on their academic skills. For example, for students who struggled with time management, he updated them on the time to keep them on task.
Overall, it was a great experience to have a firsthand look at the after school program at Daniels Middle School. After reading about the concept of “a teacher on our side,” it was rewarding and insightful to see this idea practiced in a real middle school. I cannot wait to see what more I can learn from Mr. Hubbard in future visits to Daniels Middle School
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