The Powerpoint collaborates the information and books viewed in class, about how “I” poems are informational about a specific subject. Part I of the framework correlates with what we have been doing in class by reading several pirate books. Part II connects to the Pirate Internet Workshop, where we had to fill out a data retrieval chart and the “Not-So-Jolly Rogers” activity. Where we viewed several books about “I” poems, this can be related to Part III of the framework. Finally, Part IV goes along with the “I” poem that we have been assigned to write in Blackbeard’s perspective. The research showed that by students participating in gathering information and creating “I” poems around that information has helped them to remember the information better, by participating in this unit, I would have to agree with these findings, I have received information that I had misconceptions about prior to this assignment and I have remembered quite a bit since I have started as well.
Monthly Archives: February 2010
“Shared Readings: Modeling Comprehension, Vocabulary, Text Structures, and Text Features for Older Readers” Review
Sometimes I found this article a little confusing. When the article started out, I thought the researchers were saying that the teacher was not doing something right in their shared reading assignments, however, the further I read in the article I started thinking that the researchers were saying that the teachers were doing what they are supposed to. So, were the teachers doing the shared reading correctly or not? There were a few times that I did not agree with how the teachers were teaching the assignment, for example, the one teacher that was making prediction about the book to the class, I felt that this should have been a group participating lesson. I understood the part about the teachers wanting their students to find the meaning of unknown words on their own, however, sometimes students need the teacher to tell them the meaning, also a student asking someone else, especially another student, might not be a good idea because they could be misled. The last thing that I was wondering was, do you have to include all four major areas of instruction (comprehension, vocabulary, text structures, and text features) into a shared reading assignment? I ask because the researchers point this particular knowledge about the teachers they observed.
“Internet Workshop and Blog Publishing: Meeting Student (and Teacher)Learning Needs to Achieve Best Practice in the 21st Century Social Studies Classroom” Review
This article was actually helpful to me, for my unit that I am doing with my class this semester is about WWII. This article gave me some great ideas to use for my unit, such as creating an activity for the students to do by investigating websites. I am planning on looking on the websites listed in the test to see if I can find information that I can use in my unit. I agree that technology needs to be integrated into teacher’s curriculum because today’s students rely a great deal on technology for many reasons and it is up to teachers to show students the right way to find reliable, enough information. I found this article to offer great ways of integrating technology into the curriculum, the students learn how to investigate websites for information, learn how to assess a website for accuracy, and how to write proficiently to share their work to the world. As mentioned before, this article did offer me fresh ideas of what to do in my unit and I enjoyed the text as well.
“Integrating Instructional-Level Social Studies Trade Books for Struggling Readers in Upper Elementary Grades” Review
This article was interesting to read. While I was reading it, I was reminded of the days I was in school and I had classmates in my class that were low-level readers. I always felt sorry for them when the teacher called on them to read because they always struggled reading the text and it was almost as if the teacher was making fun of them when they did read, I know the other students did. I liked how this article points out how a teacher can incorporate other readings to lower-level readers and still receive the information that is needed for the subject. The teacher that I am with this semester has her students reading a book to enhance their knowledge about history for social studies. When she assigns chapters for them to read, she asks questions about what they have read to check their comprehension of the text, this led me to a question, if a teacher was to assign different texts to read to different leveled readers how do you go about checking their comprehension? Do you ask questions in class anyways like my teacher or a different strategy? I believe this article to be a handy tool in the future because incorporating literature into social studies is a great way to cover a lot of information in an appropriate yet sufficient way. For example, I am doing my unit for Dr. Marks on WW II, which has a lot of information about it, I am planning to hit the highlights of the war itself, but I want to focus on home life in the US, which I am going to incorporate the book “Blue” that we read for Dr. Groce as a read aloud for the class. I cannot wait. I also enjoyed how this article provides a list of texts that can be incorporated into the curriculum and that the texts are in different levels for readers.
