Chapter 1 Believing In Living Literature
This chapter provides useful information for creating a living literature classroom. By having age-appropriate books and including a wide variety of materials including fiction, non-fiction, classic literature, essays, folk tales, myths, and fables.Through careful selection of materials, close observation of your students, and an understanding of how literacy develops, you can create a living literature classroom.
Saturday, December 12, 2009
332s 1 monday night
Chapther 2 Culture
It is important to show a genuine interest in children, their language, and their culture. Create a stress-free learning environment in the classroom. Set high expectations for all your students in order to create a community of learners in the classroom.
It is important to show a genuine interest in children, their language, and their culture. Create a stress-free learning environment in the classroom. Set high expectations for all your students in order to create a community of learners in the classroom.
3321 monday night
Chapter 3 Comprehension
Comprehension is were the reader has to know how to read and know what they are reading. They can achieve this by making connections to prior knowledge and developing a picture of what is being read.
Comprehension is were the reader has to know how to read and know what they are reading. They can achieve this by making connections to prior knowledge and developing a picture of what is being read.
3321MondayNight
Diary of a Worm
By: Doreen Cronin
A young worm discovers, day by day, that there are some very good and some not so good things about being a worm in this great big world.
What makes the Season's?
By: Megan Montague Cash
By: Megan Montague Cash
This book answers thoughts, and questions that children have about the weather and the seasons. This is a easy rhyming text describes how plants grow and respond to seasonal changes.
3321 monday night
Presentations:
I really enjoyed The Esperanza Rising presentation. It was clear and nicely done. The doll making activity was fun and the fruits that Hilda shared with the class was a unique way of presenting the time line of the book.
The House on Mango Street group had a lot of information which was presented in a clear and orderly manner. I really enjoyed their activity.
The Anne Frank group was my favorite. My group was great, we put a lot of effort in to our presentation. Evelyn, Juan, and Angela were awesome. They were willing to meet whenever we need to. We wanted to get our classmates interested in the diary, hopefully they will want to read it.
I really enjoyed The Esperanza Rising presentation. It was clear and nicely done. The doll making activity was fun and the fruits that Hilda shared with the class was a unique way of presenting the time line of the book.
The House on Mango Street group had a lot of information which was presented in a clear and orderly manner. I really enjoyed their activity.
The Anne Frank group was my favorite. My group was great, we put a lot of effort in to our presentation. Evelyn, Juan, and Angela were awesome. They were willing to meet whenever we need to. We wanted to get our classmates interested in the diary, hopefully they will want to read it.
Saturday, November 28, 2009
3321 Monday Night Presentation
Myths, Legends, and Tall Tales: The Crying Woman
Presenters: James, Melissa, Connie, Marissa
I enjoyed their presentation and activities, it was interesting and fun. The art work was very beautiful and creative. The story brought back memories of my childhood. I learned that ghost stories where sold for money and entertainment. If the story is repeated often it means it is true. They are told to teach a moral.
Presenters: James, Melissa, Connie, Marissa
I enjoyed their presentation and activities, it was interesting and fun. The art work was very beautiful and creative. The story brought back memories of my childhood. I learned that ghost stories where sold for money and entertainment. If the story is repeated often it means it is true. They are told to teach a moral.
Ch. 12 Independent Reading
During independent reading students choose the book they want to read and they need access to a variety of books from which to choose from. They need uninterrupted time(30 minutes), have a comfortable and quiet spot in which to read, while the teacher offers help and support during the process. The students can take notes of favorite parts of the book or quotes and make connections to their lives by writing in their journal.
Subscribe to:
Posts (Atom)