Supporting young readers: developing reading club conversations:
One of the ideas that i saw in the article that i thought was intresting was when they stated “One other recommendation I have, especially for middle school or inexperienced reading club learners, is to appoint a “conversation round” leader”. This means you tell someone from each group to lead and each round of conversation; doing this prevents pauses or akwardnes standing in between each discussion. I think that this article had great ideas for students to share and connect with eachother.
Supporting Disciplinary Talk From the Start of School: Teaching Students to Think and Talk Like Scientists
This article talked about oral language, lots of times oral language does not only refer or is used in englsh or writting. In this article, the authors first review the research literature to show why supporting talk from the start of school is important for students’ long‐term literacy development. The authors defines and describes disciplinary talk as well as argues that it is an important for science and disciplinary literacy learning for the students. The authors quickly describe a research project, which they found success in improving students’ science talk: “SOLID Start (Science, Oral Language, and Literacy Development from the Start of School”(Wright 2). The rest of the article describes the “SOLID Start instructional strategies for supporting disciplinary talk”: examples of what the strategy looked like in elementary education levels, and how the teachers incorperated this into their lessons.
What is disiplinary studies?
Disciplinary studies is content of knowledge as well as expiernces, skills a student should know how to do. This includes students reading and writing and being to problem solve for solutions to an answer.
Why do we say literacies instead of literacy?
Many times we refer to literacies as literacy because it is many key ideas put together in order to work on educational improements for each student. What i have learned from many sources is that literacy is not only being able to read, write, and comprehend but also the competence or knowledge in a specified area of education.
How do we support digital literacie?
Supporting digital literacie is “the set of competencies required for full participation in a knowledge society. It includes knowledge, skills, and behaviors involving the effective use of digital devices such as smartphones, tablets, laptops and desktop PCs for purposes of communication, expression, collaboration and advocacy”(Youtube). Using technology and the web in classrooms is very helpful as well as can initate students discoveries with being able to work together.
By teaching students how to properly use the internet when learning new things, digital literacy in the classroom can be super effective. As we have been exposed to a lot as a milennial age in day we can efectively shw our students how to avoid predators and sites that may expose them to inappropriate language.
Lesson Plan: Then and Now
Grade Level: 1st grade
Duration: 45-60 minutes
Standards: R1.1.1, RI.1.3, RI.1.5, W.1.2
Materials:
- A blank sheet of paper
- Dinah Zyke foldable books
- Create then an now books
- Colored paper
- Then and now pictures
- Pencil
- Starter sentences
- Articles of school then and now: http://www.actonshapleigh.org/schools
Procedure:
- To begin the lesson, teacher will do (short) pre-reading activities to ensure we would get the most out of the text.
- Introduced the vocabulary that students needed to know when reading the story.
- Vocabulary is important to teach and should be taught intentionally to help students being able to comprehend the text.
- Teaching the vocabulary, give students background knowledge as to what schools were like hundreds of years ago.
- Inform the students before reading the afrticle that it is a non-fiction story and that there were captions with each picture.
- I explained to the students that the picture went with a caption that we will discover whatback then was like.
- To understand the pictures, it helps us to understand the text better.
- Finally, I explained that this book would tell us about how schools were a long time ago and how schools are today.
- We read the article and stopped after every paragraph where they discussed a certain point about the schools such as how schools were small school houses long ago and today we have large schools.
- Have the students discuss the details together.
- This helps understand the text better when you stop and talk about the key ideas in detail.
- Have the students go online and find pictures of schools back then.
- Then have the students discuss together 3 ideas they have about what is different about schools back in the day.
- Continue with having students write a paragraph with an introduction, three details, and a conclusion.
Conclusion: Ask students to tell you one thing that they’ve learned as a result of reading and talking about this article. When they are done telling me what they have learned, toss a ball to the classmate next to you and they will share something different that they learned. We will keep doing this until we’ve gotten to the last person.
Cindy Tema 