Important Web Pages:

Streaming:  http://streaming.dsu.edu/eled450/043008.wmv

Download:  http://video.dsu.edu/files/eled450/043008.wmv

Date of Class: April 30^th, 2008

Summary of Class Session:

Email sent out about sending Vicki and Stacy a list of books we have used in the classroom. What are good books for our grade levels? Stacy will be putting the information together, so Vicki can put to information together for next semester.

What have been some successful books you have used while teaching?

Brookings – Vicki did not get the Lesson Plans graded – Sorry- send them to her snail mail and she will get to them.  She is more then happy to look at them, send them to her and she will look them over and send them back to you. Communication – back and forth.

Because of the snow days we will get a little leeway in our lesson plans, because of missing teaching days, we might not have had enough

Semester Test Time: Wednesday May 7^th, 1:00  - ONLINE (Open from 1:00 – 3:00)

OPEN BOOK

About the email to Stacy – about books – think of the book in relation to the whole class as a group. Were your students able to handle the text?

Vicki- wants to make sure we take a look at our Grades - Look at them now. 

If there is something wrong or missing let her know – right away – ASAP

Grades:

Case studies – we didn’t do (no grade)

No Conference

Diversity – yes

Strategies – no (we did recipe cards)

Activity on Vocabulary – “Semantic Gradients”

How do you help students learn vocabulary words?

Article from Diagnosis and Correction class

-          Creating a Scale of sometime

-          Example: freezing – scalding   - (a word bank can be used and later taken away) one word place on each side of the scale and what words would you place between these two words, so one word leads to the other word. (tepid = rooms temperature) . Next steps is the teacher only gives the two end words and then has the students fill in the words in between.

The Turkey Shot Out of the Oven – By: Jack Prelutsky

What are you thinking about: Thanks Giving – Birth of a Turkey

Where do you think this is going to take place: kitchen

When you think about this, what do you think of the smell: burnt –

Do you think this will be a true or untrue story? – untrue

Has anyone heard of Jack Prelutsky?

Lots of books

The Poem:

The turkey shot out of the oven

And rocketed into the air

It knocked every plate off the table

And partly demolished a chair.

 

It ricocheted into a corner

And burst with a deadening boom,

The splattered all over the kitchen

Completely obscuring the room.

 

It stuck to the walls and the windows

It totally coated the floor,

And their was turkey attached to the ceiling

Where there’d never been turkey before.

 

It blanketed every appliance

It smeared every saucer and bowl,

There wasn’t a way I could stop it

That turkey was out of control

 

I scraped and I scrubbed with displeasure

And thought with chagrin as I mopped,

That I’d never again stuff a turkey

With popcorn that hadn’t been popped!

-          What does demolished mean?

-          What does ricocheted mean?

What words might be big for a 1^st grader? Appliance – chagrin – obscuring

When students read this story, it helps them figure out words and their meanings.

How many different ways can you divided a poem? Many ways, teacher read, groups read.

First:

Introduce the Poem

Talk about punctuation – what punctuation do you see? Commons, exclamation, periods. Capital letters at the start of each line (Conventions on poetry)

As a group talk – remember the 12 areas of word attach – vocabulary – compound words, blends, contractions,

I would like you to see – how many of the word attach areas you could pull from this poem. (One or Two syllable words.)

Give me an area of word attach and the word you would use to re-enforce

Sight Words: the and it a

Vowels: a e i o u – which ones would be use or more consistence? O’s Double oo’s

Prefix: displeasure DIS

Ending: ing

Contractions: there’d

Plurals: s

Silent Letters: before, knocked

W – Controlled Vowels

Consonant blends: scr – sc –

Compound words: popcorn

Many things can be re-enforced with this poem

You as a teacher can work with a poem and see what we can learn from this one poem.

Now what I want you to do – Have the students read the poem in a different way: read, sing, clap.  Different song melody words with reading poems.  Think about using music to help students reinforce.

Skills – How many skills were taught with one poem? Think of the whole lesson.

Almost all the word attach skills could be used with this poem.

What other skills: fluency, rhyming, vocabulary, spelling, context clues, comprehensions (before, during, and after) prediction (looking at the title).

You can see where you can get many different skills in teaching one poem.

Showing some children’s writing

Field Trips with schools

“I went to the farm. One day I saw a lot of cows and two dogs and the milk equipment.

The farm was a mess. It stunk to the heaven. I saw 23 cats. I went with my class. I loved it a lot.

When you look at student reading you can look and see what the student is ready for. What are they ready to learn. In this example the students is ready to learn about contractions.

Math help – (another students example of writing)

2+4 two plus fore eckwhuls six.

4+5 fore plus five eckqhuls nine.

When doing math first look at the sine then write the number that you think

First consicheract on the numbers then trie to rember wat you rote about before.

If you want students to write – you need to give them time to write.

If you want students to read you need to give them time to read.

Evaluation for the class.

Thank You for an enjoyable time – Enjoy Friday --

Dates:

Semester Test Day: Wednesday May 7^th at 1:00 – Online

Important Web Pages:

Class on April 28, 2008

Today we handed in our lesson plans from the semester.

Vicki started out class by reading a Fancy Nancy book.

Vocabulary was today’s lesson.

We did an activity dealing with the three levels of word knowledge
                1. Unknown
                2. Acquainted
                3. Established
This is a good activity to use for assessing students on their vocabulary words that are familiar and not familiar.

We talked about the 8 principals of vocabulary instruction
                1. Be enthusiastic about content area language and power of those words.
                                Example—Words on electricity and lightning---make a poster and have students posts      their words on the poster.  Then sort the words into different categories.

                2. Teach concepts in semantically-related clusters.
                                Example—telephone    tele-far away, distant
                                                                                phone-to hear
                                                     telescope    scope-to see  
                                                     telegraph    graph-to write
                                                     microphone    micro-small

                3. Connect what we already know and new information

                4. Limit number of words taught in each unit
                                Example—Go through unit and pick 3-5 words the students need to know well.  If the teacher picks too many words it is not fair to the students and they will not retain all the vocabulary words.

                5. Use graphic organizers
                                Great for students because it is visual

                6. Allow enough practice with strategies and graphic organizers so use becomes a habit.
                                Example—teacher needs to use the strategies and graphic organizers when teaching to the students.  Use of mnemonics is a good strategy to remember things.
                7. Use dictionaries and glossaries appropriately.
                                Example-Play Scrabble.  Scrabble is a great way to get students to use the dictionary.  It is not benefiting to the student to get a sheet of 20 words to look up in the dictionary.  It does not promote real understanding when you see words in isolation.

                8. Repeatedly model how to determine a words meaning in text material.

Great Books for vocabulary

·         Fancy Nancy book series

·         M is for Mount Rushmore

·         Amelia Bedelia book series.

·         Sir Conference and the Dragon of Pi

·         Miss Alaineus

·         Superhero ABC

REMINDER GLOSSARY OF TERMS IS DUE ON WEDNESDAY!!!!!

Important Web Pages:

Streaming:  http://streaming.dsu.edu/eled450/042808.wmv

Download:  http://video.dsu.edu/files/eled450/042808.wmv

Summary By: Halee Wendell

Date: April 23, 2008

We went over some upcoming assignments:

·         Glossary- drop into WebCT- due Wednesday April 30^th

·         Lesson Plans- resubmit all lessons- go through all the hard copy plans and find what you have done for the criteria according to the syllabus. Identify and tell what you did in your lessons. Example: readers theatre, shared reading, etc. – Due Monday April 28^th

·         Wednesday- learning centers- identify what you are going to do. Example- writing, reading a story. There doesn’t need to be a formal lesson plan. Get together with other group members and maybe have a theme that everyone can do together.

Recipe Cards:

·         Summarization- after reading they can write down the most important things that they thought they read, or say it out loud.

·         Retelling- if children can comprehend the story they are reading or you are reading you have them retell any information that they may have gotten out of it.

·         SQ3R- S- surveying: revise text, look over title and author.  Questions- what kind of questions do I have.  3R: reading, recite, and review

·         Symantec Feature Analysis- use it to make similarities between a group of people. Example: take a chart and make main ideas and features- when you read through, if you come by something that is common or related make a plus mark. When the feature and the concept are different make a negative or minus sign

Story Map: be for narrative, fiction material. How do you deal with a nonfiction-  graphic organizer: main idea (might be a butterfly) fill in the information into the circles.

Books:

Wolves by Seymour Simon

·         He’s a scientists and wants children to love science

·         All factual information

·         Pair up a non fiction story with a fiction story

Soldiers Hearts by Gary Paulson

We both read About Dinosaurs- two parts to the book, one that is simpler so the child can read and one that is more difficult for the adult to read, makes it so the two can read side by side.

 Clozure:  Use as a testing device, a unique methods

·         Select text of 200-400 words (4^th –up)

·         Cover every 5 to 8 words. (more words- more difficult)

·         Read the entire passage to get sense of entire meaning

·         Fill in blanks

·         Text with at least 5 to 6 blanks

The story  Don’t Let The Pigeon Drive The Bus was read to the class

Last 7 minutes were given to the class to get into groups and decide what you are going to do with your centers on the last day of teaching.

Important Web Pages:

Summary by: Allison Roberts

Date:  4-21-08

Today we continued our discussion of comprehension strategies.

Visualization:   Model reading to students

                        Have them close their eyes and visualize what they are hearing

                        Students have 50% more retention if they can relate color into their visualization

                        Have students draw a representation at the end

Exercise: Practice visualizations- read slowly to give students time to think about feelings, color, and emotions.

Choral Reading:  Like reader’s theater

                            Go over script together

                            Helps with fluency and comprehension

                            Use expression in groups

                            Allows shy children to participate

Example of this: Echo, Echo, Echo

Part of comprehension is comparing and contrasting and understanding differences. The object of choral reading is to read a passage multiple times so that it is not just learned and in the head, but also in the heart.

Fluency Phones: Allows students to hear themselves and practice oral fluency.  Allows them to hear direct sounds they are saying.  Made of PVC pipe- cheap.

Story Maps:  Graphic organizers visually enable students to see a story.  Help students know elements of the story such as; Setting, Theme, Characters, and Plot

Setting: where the story takes place

Theme: overall idea and main point of story

Characters: major and minor

Plot: beginning, middle, climax, and conclusion

A slight change (in characters or setting) may create an entirely new and original story.

Important Web Pages:

Date of Class:  April 16, 2008

In the beginning of class we all were handed out a game board set, packet of cards, and frog catalog and discussed how you could use game boards in the classroom as another element of word attack.  It is a game where the students will never have to go backwards but rather the cards have questions on them and if you get them right you move forward however many spaces it says on the card and if you get it wrong you put it back in the pile to draw again at some point.

We discussed reading comprehension.  It was mentioned that reader’s theatre is a great strategy to use for comprehension.

Reciprocal Teaching/Questioning was heavily discussed. 

It’s a verbal exchange between teacher and students where both the teacher and students answer the same questions in their own words.  This strategy can be found in your recipe card as well.  We watched a video on reciprocal teaching where the kids would be numbered off (called Numbered Heads) and then she asks them a question.  They use reciprocal teaching by getting with a group of students and discussing the answer to the question.  The students will clarify, question, and summarize.  When the teacher says time is up she will call out a number and all students who were number one for example will have to stand up and give their answers.  The main parts of reciprocal teaching is to clarify if they have anything they do not understand, question by asking themselves teacher like questions, and summarizing using the who did what, when, where, and why.  The goal of reciprocal questioning is to enhance reading comprehension skills. 

Order:

Clarifying—Predicting—Questioning—Summarizing in their own words—Vocalizing

Materials needed: several novels, questioning and summarizing chart, dictionary, pencil, and paper

We discussed the strategy called GIST:   There was a handout called “bats” .  The “GIST” should be done as so:

You have an article, which is “hard to read.”

You take 3 sticky notes and tell them to place the first sticky note on  the second paragraph.

You and your friend can read it silently and then come up with ten words that will summarize that particular paragraph and put those words on your sticky note.  In your sentence underline what you believe are very important vocabulary words.

After this, you go to the next paragraph and do the same thing with the ten words in that paragraph and then the fourth paragraph with another ten words.  Ask the students to summarize what they have in the three paragraphs and find the most important things to know.   Use this method periodically not all the time.

Graphic Organizers.

  The “K-W-L” method (in recipe card).  It allows the students to take inventory of what they already know and what they want to know. K (What I know )W (What I want to Know) L (What I learned).

Dates:

April 18, 2008: No class

Important Web Pages:

WORD ATTACK
 
Useful Website: http://www.pbskids.org (Vowel Camp class example)

Date of Class: 4/2/08

Summary of Class Session:

Modalities, Reader’s Theatre, Alphabet

Modalities: Visual, Kinesthetic, Auditory, Tactual

Visited the Site: www.courses.dsu.edu/learningtools

            Brookings: go through the website and come up with two new ideas that are

            beneficial for your students that you are teaching. Email Vicki your two ideas and

            explain them.

            Madison and Stacy: Find the area that you were assigned to read. Go through the

 website and read about your topic. Come up with one idea that is different from

 the website. Click on the template link and enter your information there.

 Remember to name your activity. Submit your template to Vicki.

*This assignment should be done on Monday since we do not have class. Vicki will look at them on Tuesday.

Reader’s Theatre:

When doing reader’s theatre with your students, remember to:

            -let them practice and have time to look through their lines!!!

            -practice reading with expression and portraying their character’s emotions

            -encourage fluency

            -do not memorize it

            -After they have expression and fluency, then you can start the reader’s theatre.

-Remember the reader’s theatre that we read in class. Expression is important.

Alphabet

Alphabet is between Phonemic Awareness and Work Attack

When teaching the alphabet, remember the three parts:

1. Visually see and identify the letter
2. Make the sound connection with each letter
3. Know a word to with the letter

Vo Wac- a program used in South Dakota

            -uses flashcards and pictures

            -Ex. The letter, A.      A: Ant on an Apple: “Ah”

            -Ex. The letter, G.      G: Golden Goose: “Guh”

            -reinforces sounds and is fun for kids

Strategies to learn and work with the alphabet:

1. “Squeak”

Have a puppet (in Vicki’s example, named Squeak) that is learning the alphabet. The teacher asks Squeak questions about which letter is which and he points to them. However, Squeak is usually wrong and the students correct him. Can develop this by asking what letter a word starts with.

2. “Keyboard”

Give the students a copy of a keyboard and have them type the letters in a word or the letters of the alphabet.

3. “Stamping”

Give them a piece of paper with a letter written on it. The students have stamps, and they can stamp the shape of the letter. Also, you can put masking tape on the floor in the shape of a letter. The students can walk on the letter to learn in a tactual way.

4. “Magnetic Letters”

Take magnetic letters and match them with the letter on the paper. You can give them only magnetic letters that they need to work on. This activity can also use the letters to make words.

5. “Puzzle activity”

 There are 26 pictures for every letter of the alphabet. Each picture corresponds with a puzzle piece. The student finds the puzzle piece, “T” and finds the picture that begins with “T”. The piece fits perfectly, but any other piece will not. This activity is self correcting and reinforces the student’s knowledge.

6. “Envelope Names”

Have an envelope with the student’s name on it. The inside of the envelope contains the letters of their name. The student lines up the letters in the envelope with the letters written on the outside of their envelope. Eventually, the student will learn how to arrange the letters in the correct order without peeking at the envelope. The student can use different materials like sandpaper to increase the tactual modality.

*These are only some of the strategies that were mentioned in class.

Books mentioned in Class:

Shel Silverstein, Uncle Shelby’s ABZ Book (only appropriate for adults)

Cheryl Willis Hudson, Afro-Bets ABC Book

Jerry Pallotta, The Ocean Alphabet Book

Dates:

4/7 - No Class!

4/7 – Complete the assignment from the website and submit it to Vicki

4/7- Lesson Plans Due

Important Web Pages: www.courses.dsu.edu/learningtools