My MGP is going to be about dolphins for 2nd grade.
§110.4. English Language Arts and Reading, Grade 2.
(1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to:
(A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3);
(3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. The student is expected to:
(D) present dramatic interpretations of experiences, stories, poems, or plays (K-3)
Outline:
Narrative: Story about dolphins
Persuasive: Why bottle nose dolphins are the best ocean creatures
Descriptive: Poem
Expository: How to identify the different types of dolphins
Sunday, March 29, 2009
3321:BLOG #7
Modern Fantasy is literature that is set in the real world, but the author has altered one or more characters of everyday reality. In a modern fantasy the plot must begin in a real life setting and then be moved carefully into fantasy. This transition must be made carefully. The characters of this story must be believable and their language must help make them sound believable. The setting of a modern fantasy story must have a mixture of both reality and fantasy.
Part 2:
In this worksheet the teacher will provide the student with the first sentence of the story. The student will then use this sentence to predict the setting, characters, and the plot of the story. They will also decide whether or not they think they will like the book or not. It's almost like judging the book by its cover except you get a better and closer look at the story before judging it.
Judging a Book by its First Sentence
Title:
Author:
First Line:
What do you think the story will be about?
Who do you think the characters are going to be and what are they going to be like?
How do you think the story will end?
Where do you think the story is going to take place?
Sunday, March 22, 2009
3321: Traditional Literature
Traditional literature is a form of stories passed on from generation to another through oral storytelling, mostly narrated with no identified authors. These stories are mostly used to explain the origin of natural events and reveal the social, political, and spiritual beliefs of society. The different types of traditional literature include stories such as folktales, fables, myths, and legends.
Traditional literature can be used in a classroom to do many things. We can simply use them for storytelling, explaining certain issues going on in the world, and also to teach values. As teachers we are going to hear of many family problems from the children, especially the younger ones, and we can simply read a book that can help the child feel a little better about the situation. He/She can gain some information from the story or just feel like this can happen to anybody, not just him/her. Another way we can use traditional literature in a classroom is allowing the children to make up their own stories (either in a group or alone). This will allow us to get them sharing stories and motivating them to write. One example was when we re-wrote the Cinderella story using our own culture and interest. You will be surprised what children will come up with. This will allow them to use their imagination and creativity to tell us what they feel at that specific moment.
I definitely will use traditional literature in my classroom because I am very strong on values. These stories can help the children learn certain values and at the same time be entertaining to them. I know when I was a child I loved when my mother would read me books like Snow White, Cinderella, and Beauty and the Beast. I just love that all these endings ended up as happily ever after. This can be good for many children going through family problems, they can feel like everything will be o.k. in the end. Another thing I like about traditional literature is that so much information can be gained. For example with the realistic tales children will be able to learn about people who actually did exist and with humorous folktales be able to get a laugh or a smile from this kind of folktale. There are many advantageous from reading traditional literature, we just have to pick the right type for that specific lesson we are trying to teach.
Traditional literature can be used in a classroom to do many things. We can simply use them for storytelling, explaining certain issues going on in the world, and also to teach values. As teachers we are going to hear of many family problems from the children, especially the younger ones, and we can simply read a book that can help the child feel a little better about the situation. He/She can gain some information from the story or just feel like this can happen to anybody, not just him/her. Another way we can use traditional literature in a classroom is allowing the children to make up their own stories (either in a group or alone). This will allow us to get them sharing stories and motivating them to write. One example was when we re-wrote the Cinderella story using our own culture and interest. You will be surprised what children will come up with. This will allow them to use their imagination and creativity to tell us what they feel at that specific moment.
I definitely will use traditional literature in my classroom because I am very strong on values. These stories can help the children learn certain values and at the same time be entertaining to them. I know when I was a child I loved when my mother would read me books like Snow White, Cinderella, and Beauty and the Beast. I just love that all these endings ended up as happily ever after. This can be good for many children going through family problems, they can feel like everything will be o.k. in the end. Another thing I like about traditional literature is that so much information can be gained. For example with the realistic tales children will be able to learn about people who actually did exist and with humorous folktales be able to get a laugh or a smile from this kind of folktale. There are many advantageous from reading traditional literature, we just have to pick the right type for that specific lesson we are trying to teach.
3344: TALK
The definition of talk is the ability to communicate with others. This is very beneficial in a classroom because it gives the students a chance to share their personal experiences and opinions, maintain social relationships, convey information, and to control classmates' behavior.
There are several types of talking that can take place in a classroom. Some examples are small-group conversations. These take place with 3-5 students and are normally the most common. This type of talking allows the students to learn how to begin a conversation, take turns, keep the conversation moving forward, support comments and questions that classmates may have, and deal with conflicts. Grand conversations are more like group discussions. These can also be done in small groups, but are usually done in whole groups. These conversations have two parts. The first is open-ended, where the students talk about their reactions to the book, and their comments determine the direction of the conversation. The second part, the teacher turns the students' attention to one or two aspects of the book that they did not talk about during the first part. Usually after this the students are asked to write in reading logs, or just simply write again after the grand conversation.
Some examples of beneficial talk in a classroom would be like our home-group conversations about different topics. I feel like everytime we discuss something together, in both small groups and whole groups, we get better ideas. We get to hear others opinions and get better explanations of certain information when we all talk about it. We must remember as teachers we must; set a purpose, monitor, have rules, and either assign people roles or let them pick their roles. Student talk must be; meaningful, functional, and genuine in order for this to be beneficial in a classroom. Remember the main point for these conversations is for the students to interpret and gain knowledge from all this talk. Conversations must give the students a feeling of ownership, but at the same time help them comprehend and understand the subject being taught.
There are several types of talking that can take place in a classroom. Some examples are small-group conversations. These take place with 3-5 students and are normally the most common. This type of talking allows the students to learn how to begin a conversation, take turns, keep the conversation moving forward, support comments and questions that classmates may have, and deal with conflicts. Grand conversations are more like group discussions. These can also be done in small groups, but are usually done in whole groups. These conversations have two parts. The first is open-ended, where the students talk about their reactions to the book, and their comments determine the direction of the conversation. The second part, the teacher turns the students' attention to one or two aspects of the book that they did not talk about during the first part. Usually after this the students are asked to write in reading logs, or just simply write again after the grand conversation.
Some examples of beneficial talk in a classroom would be like our home-group conversations about different topics. I feel like everytime we discuss something together, in both small groups and whole groups, we get better ideas. We get to hear others opinions and get better explanations of certain information when we all talk about it. We must remember as teachers we must; set a purpose, monitor, have rules, and either assign people roles or let them pick their roles. Student talk must be; meaningful, functional, and genuine in order for this to be beneficial in a classroom. Remember the main point for these conversations is for the students to interpret and gain knowledge from all this talk. Conversations must give the students a feeling of ownership, but at the same time help them comprehend and understand the subject being taught.
Sunday, March 8, 2009
3344: Listening
My definition of listening is to be able to take what someone is saying and convert it to a way that you can understand it. I think as easy as it may sound, it can be very difficult. There are four different types of listening; discriminative, aesthetic, efferent, and critical. Discriminative is when you pick and choose what you want to hear based on your interest. An example of this would be like when you watch the news and you see a headline that really gets your attention. You may not watch all of the news but you will be ready to listen to that part. Aesthetic listening is what you do for pleasure. An example of this would be like your S.S.R. I usually do this be reading aloud to my girls at home every night. Efferent listening is when your listening for information or simply taking notes. My personal example of this is when we took my father-in-law to the hospital and the doctors were telling us everything that was going on. We currently still have him in the hospital and everyday we have new information to listen to. Critical listening is when you listen carefully and more in depth. I think an example of this is when we did the debate in class. We had to carefully listen to see which point we can argue back and how we can argue back.
During the debate I think the hardest part was the actual listening. We had to use all four types of listening. We had to pick and choose what points we thought were the best to argue back, which were more interesting to us, take notes on what was originally said, and also use our brain to think of how and what we were going to debate. I didn't think it was really difficult until it was time to argue back, I guess this means I really wasn't doing the right type of listening. After the first time I got more into it and was able to pick up on the different types of listening and it made this debate way easier.
After reading choice words, I think the most important "teacher talk" was "Did anyone notice...?" I think this was important because you are showing the children what to look for while reading a book or how to get more involved in discussions. This will also let the children become more aware of new punctuation, allow them to expand their vocabulary by looking up new words they have noticed, and also allowing them to use their imagination by creating new characters or stories. By using this talk we can learn to start discussions and children will feel more involved by us (as teachers) inviting them into these discussions by simply asking this question. This will not only make students more productive readers, but will also allow students to try new possibilities and becoming aware of new things. This will certainly expand their literature world and allow them to notice different things.
During the debate I think the hardest part was the actual listening. We had to use all four types of listening. We had to pick and choose what points we thought were the best to argue back, which were more interesting to us, take notes on what was originally said, and also use our brain to think of how and what we were going to debate. I didn't think it was really difficult until it was time to argue back, I guess this means I really wasn't doing the right type of listening. After the first time I got more into it and was able to pick up on the different types of listening and it made this debate way easier.
After reading choice words, I think the most important "teacher talk" was "Did anyone notice...?" I think this was important because you are showing the children what to look for while reading a book or how to get more involved in discussions. This will also let the children become more aware of new punctuation, allow them to expand their vocabulary by looking up new words they have noticed, and also allowing them to use their imagination by creating new characters or stories. By using this talk we can learn to start discussions and children will feel more involved by us (as teachers) inviting them into these discussions by simply asking this question. This will not only make students more productive readers, but will also allow students to try new possibilities and becoming aware of new things. This will certainly expand their literature world and allow them to notice different things.
3321: Picture Books
Picture books are books that communicate information or tell stories through a series of many pictures combined with relatively slight texts or no text at all. The important thing about these books is that the pictures are just as important or even more important than the text. Many of these books are used for young children but can also be used for the older ones. These types of books can be used for various reasons. Nursery rhymes help stimulate oral language development while wordless picture books encourage children to find objects in pictures, tell their own stories, and become a creative writer. These books are also good to read aloud to your students.
When choosing picture books there can be certain limitations. We must first check the relationship between the words and the pictures. This is where we make sure the picture is just as important as the text. We must also take into consideration the child's age and stage of cognitive and social development. We should also be aware whether the adult has prepared or not prepared the child for this experience, the child's emotional state of readiness is also important. In order to see if the child is interested we should check how many times the child looks at the illustration, a child will always show their interest this way.
I personally like picture books, I think they are more interesting to a child. From personal experience I can see that my children pay more attention when there are more pictures than text. I think it is a good idea to use these in your classroom only because sometimes pictures can explain things better than words themselves. It is also a way to let the child use their imagination when letting them create a story with the pictures, rather than us as teachers reading the story to them. I think picture books are just great and I really don't think that I would leave them out of my classroom library or my personal home library.
When choosing picture books there can be certain limitations. We must first check the relationship between the words and the pictures. This is where we make sure the picture is just as important as the text. We must also take into consideration the child's age and stage of cognitive and social development. We should also be aware whether the adult has prepared or not prepared the child for this experience, the child's emotional state of readiness is also important. In order to see if the child is interested we should check how many times the child looks at the illustration, a child will always show their interest this way.
I personally like picture books, I think they are more interesting to a child. From personal experience I can see that my children pay more attention when there are more pictures than text. I think it is a good idea to use these in your classroom only because sometimes pictures can explain things better than words themselves. It is also a way to let the child use their imagination when letting them create a story with the pictures, rather than us as teachers reading the story to them. I think picture books are just great and I really don't think that I would leave them out of my classroom library or my personal home library.
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