Transcript 424 Lit Journal Examplesx

Composing Literacy Photo
Journal Entries Using Language
You’ve Learned in EDC424
Materials **and** Activities in
Literacy Rich Environments
MATERIALS (to passively view)
• Alphabet and phonics reminders
• Posters with directions,
schedules, and tips
• Labels (words/pictures/symbols)
• Books in bins for leveled guided
reading and independent reading
(fiction and non-fiction)
• Author of the month book bins
• Comprehension strategy charts
and reminders
• Student Work Display
• Guided reading table
• Writing journals
• Literacy center task organizer
• Job charts
• Computer center
ACTIVITIES *** (to actively use)
• Meeting center with weather,
calendar, numbers to manipulate
• Listening Center
• Interactive writing activities
(students hold the markers)
• Easel with poems/laminated big
books to write on, circle, etc.
• Poetry corner with sentence
strips to assemble poems
• Word study centers and pocket
charts with cards to move around
• Writing/editing center with range
of writing tools, paper, purposes
• Reading/spelling/phonics games
to play
• Comfy space to lounge & read
• Puppets with books to act out the
dialogue
• Using humor, Socializing/Sharing
How are these more engaging than
a static word wall or a phonics poster?
What interactive materials might be substituted for more
“static” materials?
How are these more motivating than
a motivational poster? How do these materials leave space for and
encourage reading and spelling development over the year?
An engaging writing center –
compared to a poster of prompts…
Why is this appropriate for Kindergartners?
What does the teacher know about Kindergarten learners?
Purpose vs. Why this activity?
• Purpose: What is the literacy objective here? What is this activity or
structure designed to foster or develop? (use key terms)
– Which of the 5 key literacy components are addressed with this activity?
(phonemic awareness, phonics, fluency, vocabulary, comprehension) – is
there balance across these?
• Why this activity???? (use 424 language to show what you’ve learned)
– How did the teacher organize/display/explain it to make accessible,
interactive, and engaging for this particular age group? (pictures,
letters, words, labels/stickers, easy access to students, manipulatives,
inviting, choice)
– What stage of reading (emergent, beginning, transitional,
intermediate, advanced) or spelling/writing (emergent, letter-name
alphabetic, within word, syllables & affixes, derivational) does this
activity address and how do you know?
– Why is this appropriate for this grade level? What skills are most
readers and writers developing at this age? Use language you’ve
learned in 424 (high frequency words, directionality, word sorts,
fluency, onset-rime, reading strategies, short and long vowels, etc.)
Alphabet Center (Kindergarten)
• Why? (before 424) The
teacher can use this activity
to engage students in
recognizing letters. It is a fun
way for students to learn.
• Why? (424 language)
Recognizing letters is an
important process for
beginning readers in the
letter-name alphabetic stage
• Purpose: This activity builds
of spelling. This activity lets
phonemic awareness & phonics skills
them be actively involved in
by asking children to sort pictures by
developing an understanding
their initial sounds and then link to
of letter/sound relationships,
letters that form the word. Different
initial consonant sounds, and
activities could be designed,
spelling one-syllable words.
depending on level of child and skill
being taught.
Interest Boards on
“Columns” in
Kindergarten
• Purpose: This board displays students’ emerging progress as writers of
nonfiction while building vocabulary and background knowledge. Each student
wrote their own name, drew their column, and dictated a fact about their
column that was written down by the teacher.
Blake’s Photo & Writing About Columns
• Why? (before 424) This activity
encourages students’ interest in a
new topic and helps them create
sentences about their pictures to
interpret the meaning behind it.
• Why (424 language & noticing
the message portrayed) This
activity celebrates learning and
encourages emergent readers
and writers by focusing on their
interests and the things they can
do (draw pictures, write their
name, use invented spelling to
write single words, explain their
picture in words) and then
connects these skills to later
developmental skills like writing
complete sentences to tell a story.
Themed letter
word wall (K)
• Purpose: The poster introduces and
exposes students to new vocabulary
that they came up with themselves.
• Why? (before 424) This word wall
helps readers organize new words
by the first letter and gives them a
place to look to know how to spell
the word. (Remember to spell
correctly as a teacher!)
• Why? (424 language) Students
learn beginning letter/sound
correspondence, the concepts of
upper/lowercase letters, and each
word is illustrated by a picture to
help with word recognition – all
which are appropriate for emergent
level readers and writers.
Now it’s your turn.
Open your assigned file.
Work with your partners to revise
each purpose statement.
Underline 423/424 Language.
Then, draft a response to
“Why this Activity?”
Weather Chart (Kindergarten)
• Why? (before 424) Instead of telling
the teacher what day it is, students can
read the words and move the arrows.
They can use the pictures to learn the
weather words.
• Why? (with 424 language) This activity
is appropriate for emergent readers,
who can use the picture cues to help
connect the pictures to the printed
weather word. The moveable arrows
also enable kindergartners who like to
be active to manipulate the poster and
assume control of lining up the arrow
with the appropriate weather symbol.
Then, they can practice “reading” the
corresponding weather word to build
vocabulary, even if they can not yet
decode the word.
Onset-rime Chart (all, me, see)
Kindergarten
• Why? (before 424) Students can
refer to this chart and use these
words for future writing and
reading. It also reminds students
about onset and rime.
• Why? (with 424 language) Onsetrime activities help beginning
readers see patterns across many
words and helps them understand
how to build new words using
similar rimes (or word families).
The words also use initial
consonants, initial consonant
blends, and different ways to spell
the same sound (“e” and “ee”) to
help beginning readers with early
within-word spelling and
beginning reading skills.
Leveled Book Baskets
• Why? (before 424) Leveled readers are
beneficial because students can read easier
books to build confidence and fluency, or
challenge themselves with more advanced
books.
• Why (424 language & noticing how
organized) The teacher not only uses the
baskets to separate the book levels, but
because this is a kindergarten class with
many students in the emergent stage of
reading, she labels the baskets with tags that
include both the level in words/phrases and
colored stickers. This helps students who can
not read whole words to find their books,
see the increasing difficulty by color, and
connect the sticker symbols to the actual
spelled out phrase of “Reading level B”
rather than just the letter. In this way, the
teacher provides an age-appropriate way to
challenge emergent readers while also
organizing books to read.
Morning Message
Kindergarten
Morning Message
• Why? (before 424) Morning message is an important daily
routine that teaches many important literacy concepts and
skills.
• Why? (424 language) The predictable routines in these
sentences helps develop emergent literacy skills because
the structure of the message does not change, only the
smaller pieces. This activity is an example of “interactive
writing support” for kindergarteners because students have
a real role in filling in blanks, hearing individual sounds, and
picking out familiar words. After the pieces are filled in, the
whole class readers the message while the teacher points
to the individual words. This promotes left-to-right
directionality, tracking, and one-to-one correspondence.
Students can also experiment with new vocabulary by
adding different adjectives to describe the kind of day they
hope to have or see how reading can be connected to
math.
Last part of Photo Journal –
Your Vision and Ideas for Improvement…
Are all five literacy components
represented equally?
What about authentic writing, motivation,
comfort level, and fun?
Are the materials static reminders or do
they actively invite and engage students in
real reading and writing purposes?
HOMEWORK
• Work on Literacy Photo Journal Assignment
• Bring questions you have about WTW Chapter 6
and Within-Word Patterns – we’ll review key
concepts next class