Graphic organizer/ Story Plot

Today as a class actvity we did a graphic organizer on The Boy Who cried Wolf. Our graphic organizer we had to determine the story plots with the introduction, the rising action, the climax, falling action and the resolution. The graphic organizer is a summary of putting the ideas together without telling the entire story. The story of The Boy who cried wolf can have alterantive endings. This activity is good way for students to retell a story with illustration.
Chapter 5 Poetry: In class discussion, poetry was traditionally taught to dissect and analyze the parts of poetry and poetry was always to rhyme.

Chapter 4 Responding to Literature:

Chapter 4 Responding to Literature: In awareness of student’s development because they learn at different levels. Students learn and respond by socio-dramatic play and with peer groups. Young children are concrete operational and need concrete objects. Abstract thinking is difficult and the understanding to comprehend. Especially for science I believe students need to experiment with manipulatives to learn through hands-on-experiments. Teachers selecting books for the individual is DAP. The student’s cultural background affects the student’s perspective on the characters of stories. The teacher’s perspective makes a great difference in helping the student comprehend a story. Students learn about stories by teachers providing opportunities for students to respond orally with retelling, book talks, book discussions, and choral speaking.

Chapter 3 Understanding what we read

Chapter 3 Understanding what we read: Comprehension, vocabulary, & Discussion: In building the student’s knowledge by using their existing schema but if there is no current schema there is very little comprehension. In helping students build their schema is having them read aesthetically. Students presently read to learn and have lost interest in reading for enjoyment. It call it the “hidden curriculum” when students enjoy reading a particular literature but know that their actually learning. In class we talked about giving the students interest readings for example an interest magazine or newspaper. This helps them in retelling in what was just read because of the content and comfortable with a topic. I feel as long you have a child reading they are comprehending. In building comprehension a teacher can guide a student by using the KWL process and taking a picture walk in hooking the student. Assessment is key to meeting the needs of students and remediating them. I have learned about DAP and Gardner’s multiple intelligence meeting the needs.

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.