Chapter five
Poetry
What is Poetry?”
According to the book, “Poetry is a musical language.” It has many possible definitions; it is composed in a way that words are chosen carefully and concisely. Poetry use rhyme, rhythm, figurative language, and shape to create poetry that is imaginative, evocative, and unique.
What I like about this chapter, it reminded me of high school and I loved writing poems. I had almost forgotten that I use to write poetry and there is a spiral of poems somewhere in my house. I agree with the book that you should not drill students on the defining forms or have them write poetry in a certain way. I remember doing that, I had no fun. I think you can make any activity fun, if you put some thought into it, and poetry IS FUN
It is also very important that you as a teacher have a wide variety of poetry books that are age appropriate. You don’t want students to get overwhelmed and decide early in the game that poetry is not for them. You will have lost them before you really even get started.
On pg. 111, there is a result of survey that tells us what kind of poetry children prefer. Some of the items I thought are helpful:
*Children prefer narrative and limerick poetic forms
*Humorous and focused on familiar experiences
*Animals are popular
*Rhyme, rhythm, and sounds are enjoyed
*Visual imagery
*About imaginative events and people
*And surprising to me, contemporary poems
Wednesday, September 30, 2009
Tuesday, September 29, 2009
MW 3321 Poems/Author/Book
Animal Poems of the Iguazú
Written by Francisco X. Alarcón
http://www.colorincolorado.org/read/meet/alarcon
Comets, Stars, the Moon, and Mars: Space Poems and Paintings (Hardcover)
By Florian, Douglas
http://www.douglasflorian.com/
ISBN-13: 9780152053727
Published: Harcourt Children's Books, 04/01/2007
Pages: 48
Language: English
Recommended Reading Level
Minimum Age: 5
Maximum Age: 10
Minimum Grade Level: Kindergarten
Maximum Grade Level: 5th Grade
Written by Francisco X. Alarcón
http://www.colorincolorado.org/read/meet/alarcon
Illustrated by Maya Christina Gonzalez
let’s listen to / the green voice / of the rainforest
Bilingual in English and Spanish
let’s listen to / the green voice / of the rainforest
Bilingual in English and Spanish
32 pages
Ages 6 and up
9” x 11”
Hardcover
ISBN: 978-0-89239-225-4
http://suzyred.com/2008comets.html
I happen to come across this web site. It has other links that are related to the book. I had fun playing with it. It has interactive games , slide shows with music and many other things that might give ideas to encourage students to learn more about science.
I happen to come across this web site. It has other links that are related to the book. I had fun playing with it. It has interactive games , slide shows with music and many other things that might give ideas to encourage students to learn more about science.
Comets, Stars, the Moon, and Mars: Space Poems and Paintings (Hardcover)
By Florian, Douglas
http://www.douglasflorian.com/
ISBN-13: 9780152053727
Published: Harcourt Children's Books, 04/01/2007
Pages: 48
Language: English
Recommended Reading Level
Minimum Age: 5
Maximum Age: 10
Minimum Grade Level: Kindergarten
Maximum Grade Level: 5th Grade
Wednesday, September 23, 2009
3321 M&W Book/Author
Quinito, Day and Night
Written by Ina Cumpiano
Written by Ina Cumpiano
Illustrated by José Ramírez
Every morning, my little sister Clara wakes up early. My big brother Juan wakes up late. I don’t wake up early or late. I wake up at just the right time. I’m Quinito. Good morning!
Bilingual in English and Spanish
32 pages •
Ages 4 to 8
8 ½” x 10”
Hardcover
ISBN: 978-0-89239-226-1
3321 M & W Chapter Four
“Responding to Literature”
Children responding to literature show us ways the children connect to books. When children make a unique personal connection with a story they are reading, they get engrossed in the world of that story and mentally go on those adventures. A teacher’s goal is to keep a positive reading experience and to create a lifetime love of books for their students.
Response: The Reader
Our life experiences and our interest influence how we respond to a book. Knowledge obtained from school, family, travels and other experiences create a foundation that influences how we respond to everything in our world, including literature. Students who are proficient readers enjoy reading and have advance literacy skills.
I like the ideas that Tomlinson and Lynch-Brown on page 61 suggested. It’s a strategy to help create a classroom library based on student’s interest by using a questionnaire. I have started my own library collection. It is only a few books, but I want to be able to get a wide variety of books for my students and I think questioning students in what they are interested in should help me build that library.
Response: The Text
There are different responses for different types of text. When reading a novel, we usually become absorbed in such things as relationships among the characters and when reading non fiction, we tend to approach the experience as a task to gather information from.
Response: The Context
Reading is a solitary activity. Response to reading is often shaped by social contact. I didn’t realize this bit of information. After reading this section, I realize when I read a really good book, (which happens often) I always get in touch with my friends, sisters, Mom, Grandmother and we all discuss what book we are reading, what we think of the characters and so on. We take turns sharing books. Well except my grandmother who lives out of town, I go on Amazon.com and buy her books and they ship them straight to her house. She only buys used books and sometimes I can’t wait for her to find and read certain books.
Great example of reading is shaped by social contact, my whole family has read and reread the “Twilight” series by Stephanie Meyer and we all own our own books on this one, we don’t share on this one :} Our family gathering is all about the food and that book!!!
We just can’t get enough of it.
Cultural Influences and Response
Students respond to literature based on their unique background and a large part of this background is culture. The example that Mrs. Pickett told us in class about the Dick and Jane story being read in an Alaskans culture was a great one. As a teacher you need to put thought and research into the books you pick out for your class or it can be devastating experience for the students.
A Literacy Transaction
There was a New Critical Formalism Movement that came about in the 1930s. It focus was on what the author intended message and not the perspective of the reader. Louise Rosenblatt transformed our perception of how literature could be taught, by considering the perspective of the reader. Rosenblatt (1978) calls “stance” when approaching the reading of text which we learned last chapter about efferent and aesthetic reading. Readers, who respond from an efferent stance, focus on information or analysis. When children respond to a book aesthetically, they focus on parts of the story that they are interested in.
Teaching from a Literaray Transaction Perspective
Rosenblatt suggest that first, teachers must recognize and support active roles of the readers. Readers try to find a meaning and/or connection to the book through a personal connection.
Activities for Deeping Children’s Responses to Literature
Children become more thoughtful readers when thy have the opportunities to think about the books and then express those thoughts in a way they find personally satisfying. Sharing their ideas and feelings with teachers and peers through movement, talk, writing, drama and art helps them grow in their ability to respond in richer, more complex ways.
Children responding to literature show us ways the children connect to books. When children make a unique personal connection with a story they are reading, they get engrossed in the world of that story and mentally go on those adventures. A teacher’s goal is to keep a positive reading experience and to create a lifetime love of books for their students.
Response: The Reader
Our life experiences and our interest influence how we respond to a book. Knowledge obtained from school, family, travels and other experiences create a foundation that influences how we respond to everything in our world, including literature. Students who are proficient readers enjoy reading and have advance literacy skills.
I like the ideas that Tomlinson and Lynch-Brown on page 61 suggested. It’s a strategy to help create a classroom library based on student’s interest by using a questionnaire. I have started my own library collection. It is only a few books, but I want to be able to get a wide variety of books for my students and I think questioning students in what they are interested in should help me build that library.
Response: The Text
There are different responses for different types of text. When reading a novel, we usually become absorbed in such things as relationships among the characters and when reading non fiction, we tend to approach the experience as a task to gather information from.
Response: The Context
Reading is a solitary activity. Response to reading is often shaped by social contact. I didn’t realize this bit of information. After reading this section, I realize when I read a really good book, (which happens often) I always get in touch with my friends, sisters, Mom, Grandmother and we all discuss what book we are reading, what we think of the characters and so on. We take turns sharing books. Well except my grandmother who lives out of town, I go on Amazon.com and buy her books and they ship them straight to her house. She only buys used books and sometimes I can’t wait for her to find and read certain books.
Great example of reading is shaped by social contact, my whole family has read and reread the “Twilight” series by Stephanie Meyer and we all own our own books on this one, we don’t share on this one :} Our family gathering is all about the food and that book!!!
We just can’t get enough of it.
Cultural Influences and Response
Students respond to literature based on their unique background and a large part of this background is culture. The example that Mrs. Pickett told us in class about the Dick and Jane story being read in an Alaskans culture was a great one. As a teacher you need to put thought and research into the books you pick out for your class or it can be devastating experience for the students.
A Literacy Transaction
There was a New Critical Formalism Movement that came about in the 1930s. It focus was on what the author intended message and not the perspective of the reader. Louise Rosenblatt transformed our perception of how literature could be taught, by considering the perspective of the reader. Rosenblatt (1978) calls “stance” when approaching the reading of text which we learned last chapter about efferent and aesthetic reading. Readers, who respond from an efferent stance, focus on information or analysis. When children respond to a book aesthetically, they focus on parts of the story that they are interested in.
Teaching from a Literaray Transaction Perspective
Rosenblatt suggest that first, teachers must recognize and support active roles of the readers. Readers try to find a meaning and/or connection to the book through a personal connection.
Activities for Deeping Children’s Responses to Literature
Children become more thoughtful readers when thy have the opportunities to think about the books and then express those thoughts in a way they find personally satisfying. Sharing their ideas and feelings with teachers and peers through movement, talk, writing, drama and art helps them grow in their ability to respond in richer, more complex ways.
Tuesday, September 22, 2009
3321 M&W Book/Author
In honor of Spanish Heritage Month and Grandparents Day
I Found this book
Can Read this in Two Languages
A Walk With Grandpa/Un paseo con abuelo
Can Read this in Two Languages
A Walk With Grandpa/Un paseo con abuelo
By: Sharon Solomon
Age Level: 3-6
Reading Level: Beginning Reader
ISBN: 9781934960127
As Daniela walks in the woods with her grandfather, they play a game in which they express how much they love each other. Children may wish to continue the game on their own with their family members after finishing the story! Colorful illustrations bring Daniela and her grandpa — as well as the surrounding forest, wildlife, and nearby wetlands — to life. Bilingual text.
As Daniela walks in the woods with her grandfather, they play a game in which they express how much they love each other. Children may wish to continue the game on their own with their family members after finishing the story! Colorful illustrations bring Daniela and her grandpa — as well as the surrounding forest, wildlife, and nearby wetlands — to life. Bilingual text.
Scholastic Website
I was looking on the Internet to find some books that celebrated Hispanic Heritage Month and came across this website.
I especially love the area for teachers resources.
It has a tab for New Teacher Survival Guide with tips on how to make the first day of class successful along with other tips.
It is a must see!
Saturday, September 19, 2009
3321 M&W Authors
I grew up reading Little House Books by Laura Ingalls Wilder and loved them. My sisters and I use to pretend, I would be Mary and my two younger sisters would be Laura and Carrie. We would read these books and we felt as if we could relate with them and as we read the stories to each other, we would go on adventures with them.
I grew up watching the show and watching Melissa Gilbert. This website is a more updated version but it still has the same concepts. I also like that it has games to play and also great activities for teachers and librarians.
http://www.littlehousebooks.com/
I grew up watching the show and watching Melissa Gilbert. This website is a more updated version but it still has the same concepts. I also like that it has games to play and also great activities for teachers and librarians.
http://www.littlehousebooks.com/
This book was published in 1994, but I originally knew it from one of the songs that she sings. I do not listen to country music now but I was brought up listening to country music. I found this book about ten or fifteen years ago. This book is another one of those books that reminded me that even though we did not have money growing up, we could feel rich in our own way. This book is one of my favorites that I share with my nieces and nephews.
3321 M&W Chapter Three
“What is Comprehension?”
According to the textbook, “it is the process of understanding, or making meaning from what we read…” The role of the teacher is to match student’s interests with their reading ability. Teachers need to find out a way to make reading a positive experience for the students. The readings should be challenging but achievable, where the student will comprehend the information while increasing their vocabulary and work knowledge.
Louise Rosenblatt, an educator from the 1930s, classified reading into two purposes.
1) Aesthetically = when people read for fun and the process can be quick.
2) Efferent = reading a difficult textbook or doing ones taxes, a process which can be long and more likely to be slowed and have to reread passages.
There have been attempts in reading education to assign a readability, or difficult level. Finding the right book for a student is a combination of teacher judgment, purpose for reading, student interest and trial and error until you find a suitable text that will not frustrate the student. There are several steps in building reader comprehension:
1) Activate or supplying prior knowledge
2) Guiding student reading
a. I like the idea of teacher guide reading with students by taking them on a “picture walk.” The teacher will first show the pictures in the book, ask the students what they think is going on in each picture. This method can help activate student’s knowledge, help them predict what they will read, build anticipation for the reading event.
3) Reinforcing concepts
4) Encouraging critical thinking
Teachers can assess how well a student comprehends the material through retelling, shortcut Miscue Analysis, story mapping as well as many other assessments. General discussions in the class room among fellow classmate plays and important role in comprehension and in building vocabulary thru pre-reading and post reading.
According to the textbook, “it is the process of understanding, or making meaning from what we read…” The role of the teacher is to match student’s interests with their reading ability. Teachers need to find out a way to make reading a positive experience for the students. The readings should be challenging but achievable, where the student will comprehend the information while increasing their vocabulary and work knowledge.
Louise Rosenblatt, an educator from the 1930s, classified reading into two purposes.
1) Aesthetically = when people read for fun and the process can be quick.
2) Efferent = reading a difficult textbook or doing ones taxes, a process which can be long and more likely to be slowed and have to reread passages.
There have been attempts in reading education to assign a readability, or difficult level. Finding the right book for a student is a combination of teacher judgment, purpose for reading, student interest and trial and error until you find a suitable text that will not frustrate the student. There are several steps in building reader comprehension:
1) Activate or supplying prior knowledge
2) Guiding student reading
a. I like the idea of teacher guide reading with students by taking them on a “picture walk.” The teacher will first show the pictures in the book, ask the students what they think is going on in each picture. This method can help activate student’s knowledge, help them predict what they will read, build anticipation for the reading event.
3) Reinforcing concepts
4) Encouraging critical thinking
Teachers can assess how well a student comprehends the material through retelling, shortcut Miscue Analysis, story mapping as well as many other assessments. General discussions in the class room among fellow classmate plays and important role in comprehension and in building vocabulary thru pre-reading and post reading.
I think it is very important to understand what you are reading about. I have seen on TV where toddlers are able to read site words and words that are long. I would see this andbould be impressed. After I have read this chapter, not so impressed anymore. It is great that they can read, but do they understand what they are saying? My guess is no.
Monday, September 14, 2009
MW 3321 Author/Book
Another author I found, I could not fit it on my last blog but wanted to include it. She promotes a variety of "self-helps" for children. Her website also has teacher resources and ideas for classroom activities.
Jamie Lee Curtis
Is There Really a Human Race?
All Ages
All Grades
Is there really a human race?Is it going on now all over the place?When did it start?Who said, "Ready, Set, Go"?Did it start on my birthday?I really must know.With these questions, our hero's imagination is off and running. Is the human race an obstacle course? Is it a spirit? Does he get his own lane? Does he get his own coach?Written with Jamie Lee Curtis's humor and heart and illustrated with Laura Cornell's worldly wit, Is There Really a Human Race? is all about relishing the journey and making good choices along the way—because how we live and how we love is how we learn to make the world a better place, one small step at a time.
MW 3321 Chapter 2/Author/Book
Culture is discussed in Chapter two. The book defines culture as a "way of knowing, believing, valuing and thinking among a group of people" (pg 23). Understanding your students culture is very important knowledge. Students who are in schools that have the same culture at home and at school have a higher chance of graduating then a students who's culture is different from home and school. It is up to the school and educators to smooth the transition by learning each of their students background. It also helps if a teacher can learn the cultural of a student to help prepare themselves in the classroom.
This was an eye opener for me. I did not realize until reading this chapter that culture plays a big part in a students academics. I hope that I can address these issues when I become a teacher and help all students to have a easy transition from home to school as well as learning more about a certain persons culture.
This was an eye opener for me. I did not realize until reading this chapter that culture plays a big part in a students academics. I hope that I can address these issues when I become a teacher and help all students to have a easy transition from home to school as well as learning more about a certain persons culture.
Robert Quackenbush
http://www.rquackenbush.com/books.htm
Flamenco to Mischief: A Miss Mallard Mystery(Paperback, 2000)
Format: Paperback
ISBN-10: 0961251824ISBN-13: 9780961251826
Nov 2000
Publisher: Robert Quackenbush Studios
Grade: From 3 to 4
Language: English
In this first Chapter Book written especially for the Miss Mallard Mysteries, the world-famous ducktective triumphs in Seville. She goes undercover as a flamenco dancer to find out who stole a painting by her artist friend, El Ducko, and becomes ensnared in a terrorist plot by an evil gang called the Scorpions.
Wednesday, September 2, 2009
3321 M&W
All this blogging stuff is very new to me. But I am very happy to learn. I look at everything that I do in a classroom can be an idea of how I might conduct my class in the future. I am not very good with discussing my opinions on the internet. But I am going to “challenge” myself to get out of that box.
I am especially having fun looking up websites to help me start to build my classroom library. Even though I do not have any kids, I already have several books that are my favorite that I share with my Nieces and Nephews. They have actually asked me if they can borrow a book in the past.
One website that I found to be very useful is, http://www.kidsreads.com/authors/authors.asp
You can look up the authors by their last name and then they provide a brief history on them. On the left side of the screen, they provide a list of book(s) that particular author has written. You then can click on one of the books and it will redirect you to a link that will provide you with information such as: the ISBN number, age group for the book and the number of pages in that book.
I especially like how you can look up books and find the age group that they are good for as well as the ISBN numbers so you can look online for competitive pricing, to help build my future classroom library. You can also look up books that are on movies, get reviews and books that are coming out soon.
I like this site so much; I have already added it to my favorites.
I am especially having fun looking up websites to help me start to build my classroom library. Even though I do not have any kids, I already have several books that are my favorite that I share with my Nieces and Nephews. They have actually asked me if they can borrow a book in the past.
One website that I found to be very useful is, http://www.kidsreads.com/authors/authors.asp
You can look up the authors by their last name and then they provide a brief history on them. On the left side of the screen, they provide a list of book(s) that particular author has written. You then can click on one of the books and it will redirect you to a link that will provide you with information such as: the ISBN number, age group for the book and the number of pages in that book.
I especially like how you can look up books and find the age group that they are good for as well as the ISBN numbers so you can look online for competitive pricing, to help build my future classroom library. You can also look up books that are on movies, get reviews and books that are coming out soon.
I like this site so much; I have already added it to my favorites.
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