Chapter 2 Culturally Responsive Classrooms

Chapter 2 Culturally Responsive Classrooms: In meeting the needs of all learners. Teachers need to be responsive to all different cultures and not ignore that children come in different sizes, ability levels, colors and shapes. Schools usually teach traditionally the western ways and so stories have different meanings to different cultures. In teaching responsibly get to know the learners culture, each child individually and acknowledge your own biases. In making this cultural shift a teacher can make the adjustment to the child and make the student feel valued.

Chapter 1 Believing in Living Literature:

Chapter 1 Believing in Living Literature: Teens interest in reading declines because the transition of reading. The transition of reading changes from reading for interest to reading to learn. In Vtgosky he says to teach in the Zone of Proximal Development (ZPD) with cooperative learning and a community of learners. Children are autonomous learners and should be able to learn on their own. In finding interest literature that children will enjoy. In staying current with today’s literature and keep reading active with emotion and attitude. In just surrounding children with books doesn’t create a enthusiasm to read a teacher must implent a love for reading.

Shared Reading

Nonfiction ch. 9

In class discussion we talk about the elements Nonfiction. Nonfiction books contain factual information and some filled with photographs that are meaningful to the story. A factor in the genre is finding about the author within the book jacket, point of view and the research process within a page that is dedicated to the author. Non-fiction is used to primarily for children as a source for research. I have learned quite a bit about nonfiction due to my research with another course that requires students to use 20 nonfiction books. It was hard at first because a fiction book can have qualities of facts in it. One of the books that I had was the “Magic School Bus” which taught about a factual lesson eventhough there really isn’t flying bus in time.

Meeting of the Minds

Within the group in class my group did meeting of the minds. We each brought a nonfiction series from the same author; the biographies were Helen Keller and three other historical characters. We each came prepared and spoke in the characters viewpoint. We discussed things we didn't know about the characters. We also talked about ways for students to use this as a teaching tool for teaching other students. I have seen the "wax museum" display were the students are in a display box and they are in full character and speaking in first person. I think is great for students to get to know their charcter and other historical figures. A great project!

Carnegie Read aloud

Today in class we watch a teacher on the Carnegie website have a read aloud as a whole group. She engage the students with text to text connections. With the samiliar authors and asked children what kind of text to text connections did they make. She then had the students turn to a partner and discuss for about a minute about any connections they have made. Text to text connections is great way in having students have familiar storylines and have knowledge. Read alouds are very important for all grade levels. In chapter 10 read alouds discuss that they should be interesting to the reader. Ms. Pickett discusses the classics and reading different versions of Shakespears, "Romeo Juliet and Hamlet."

Maya Angelou interview & Children's Lit. for Author Profile

10/1, Thursday, EDRG 3321
Scholastic website link with Maya Angelou's interview
http://scholastic.com/dreamincolor/africanamericanheritage/maya_angelou.htm?ESP=SMP/ib/20090126/awa/smp_target_bhm_4_5_Lessons_txt2///trlp/tout_txtl////
In class today we watched Maya Angelou and her insight on poetry. Her interview was very interesting, the first thing that I perceived from her is when speaks she speaks about all youth of all cultures and losing them to bad behavior. When she is asked, which poets influenced her? She responds to Shakespeare and the connection she had with a sonnet and her childhood and relating Shakespeare and how did he know how she felt. She felt comfort from that poetry and it was made for her and to heal her.
Something that really jumped out to me is her point of view about American Literature and reading all poets. I was taught on how to dissect a poem and my interest is poetry is practically obsolete growing up.
Author Profile 4: I liked Where the Sidewalk Ends http://www.shelsilverstein.com/play.asp with Shel Siverstein. This is an interactive website for students and teachers and it has a poetry kit to describe some of the basic elements that make up poetry. Siverstein shares many well written poetry books that are cute and simple. His querky poetry on childrens fiction.

Here are 2 of my Children’s Literature book for my Author’s profile.
Author profile 5:
Cleave, J. V. (2004). Scientists Through the Ages. Hoboken, New Jersey: John Wiley & Sons Inc.
Summary: Scientists Through the Ages (2004) has one-hundred eighteen pages of black and white illustraions and gives a brief biography of the scientist, materials used in the experiement, the procedure, results of the experiment and why this is experiment is important. (VanCleave, 2004) introduces scientists and each comparison experiment is based on the scientist’s discoveries.
Age group: 9-10 Grade level: 4-5
Teacher uses: This experimental book is appropiate level for smooth reading and understanable language. There is glossary list of scientific terms and a timeline of scientists in the back of the book for guidance. This book can be a science guide in the classroom and in the lab for experiments. The acitivites are in sync with the scientist and there experiment but a student’s level.
Personal Critique: I found this book very interesting and the experiments easy with everyday materials used in the procedure. I would introduce this book in a science class a good way of observing and inquiry. Students can write in journals or draw a picture about their findings.
Author Profile 6:
Graham, I. (1986). Inventions. East Sussex, S.E. England: Wayland Ltd.
Summary: Inventions (1986) has thirty pages of antique illustrations of ways people communicate. (Graham, 1986) displays important inventions in five subjects of medicine, transportation, electricity, computers, and warfare. The defines people as communicating in spoken or written words and then innovations of printing press, the satellite, the first vehicle and the processing of information.
Age group: 7-9 Grade level: 2-3
Teacher uses: This literature book is an easy read with large print and is appropriately leveled. This book can be used for whole and small group readings with collaborative feedback. There is a glossary with medical and science terminology in the back.
Personal Critique: I found this literature engaging because of each of the inventions. On each page is a vivid picture alongside the introduction of conventional ways to modern times of inventors and their innovations. I would this book in comparison of today’s technology and how it has changed and the advantages of modern technology.