This semester in my “Instructional Strategies for Emergent Literacies” the first assignment is a read and response log. The purpose of this assignment is to show how individuals interpret text. The literary source for the first log is from chapter two of a booked called Essential Linguistics.
From the reading I now know that the two views of reading are the word recognition view and the sociopsycholinguistic view. Word recognition is recoding, or changing written language to oral language. An issue with this view is a student may be able to use phonics to pronounce a word he/she does not know, but they will not know the meaning of the word. This practice is very common in my Mathematics course. My professor introduces new math vocabulary to the class before each lesson. In the classroom this is when a teacher has students read out loud or read along to stumble upon the words they do not know. The teacher can also use words in the classroom that the students may not know to introduce them to new vocabulary words. The second view is the sociopsycholinguistic view where the purpose of reading is to understand the meaning of words. After understanding the meaning of words there is understanding the meaning of sentences and text. Unlike word recognition, the sociopsycholinguistic view looks like students reading silently in the classroom. I always come across words/terms in my homework reading assignments that I do not know but can pronounce correctly. I have to either google, ask a classmate, or ask the teacher what the word means so that I fully understand what the text means. Aside from oral language there of course is written language. There is the learning view (traditional writing) and the acquisition perspective (process writing). I personally prefer the acquisition perspective over the learning perspective because it allows for me to write stress free and receive feedback from my peers. I do not have to worry about the format or paper length of a five paragraph essay. With the acquisition perspective I can write and then later asses my work. I also get to write different types of papers and learn how different formats are useful for conveying different messages. All in all, after reading this chapter I have learned four new concepts. As a future educator this information is useful for me so I can determine which teaching style suites me best. I now know that I am in between when it comes to reading views but I learn more towards the acquisition perspective when it comes to writing. I like the idea of letting students collaborate with one another, use different formats, and learn from themselves.
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The picture above is of a Bengal tiger. These majestic creatures are native to India and make up about half of the wild tiger population. One can find these canivors in the swamps, jungles, and dense forest hunting for prey. Their distinct coat patterns consist of a yellow/ orange body with black/brown stripes and a white belly. A fun fact about this beautiful creature is it a nocturnal hunter which means it hunts for food at night. The Bengal Tiger is on the endangered species list because of habitat loss due to deforestation and poachers. In order to help these endangered animals one can donate money and raise awareness to save their lives.
The paragraph above was created using online content construction to bring awareness to endangered animals. Online content construction is a key factor in the classroom because it demonstrates to students how to publish materials online using credible resources to gather information. Students need to know how to construct online content to learn how to use technology, research, and utalize credible sources. As a part of Orms Module 4, I have created a lesson plan on endangered animals that encourages students to do research using online databases. This lesson plan is a part of unit plan on the alphabet for kindergarteners. To link the alphabet to endangerend animals I am using the book, "P is Pangolin" by Anastasia Kierst, a book that uses both factors. After reading the book, students in groups will begin research on an assigned endangered animal. The assigment requires the following information: description of the animal, food it eats, habitat it lives in, fun fact, why it is endangered, and what can be done to help it. Similar to the paragraph under the picture of the Bengal tiger but in a poster board format. Once this project is complete, students will know how to conduct research and construct online content. Endangered Animal Lesson Plan: https://docs.google.com/document/d/1hJ8Fs64eYIxJ3Ja9-NhHzfkKx6wVADbyrf_6q1SAg-Y/edit?usp=sharing Resource files are a great way to organize and localize information on a particular subject in a central location. They usually include different types of text sources that relate to a specific topic. This type of file is beneficial to those that need a source guide because he/she does not have to look all over the web for information.
I created a resource file specifically on the alphabet for educators that can also be useful to parents. The target audience is kindergarten but the information can be of use to Preschool to first grade students. This resource file in particular is split into three different sections: five text-based sources, five web-base sources, and five uniques sources. I include everything from classic books like "Chicka Chicka Boom Boom" to phonics music videos to keep children interested and motivated to learn! Link to resource file: https://docs.google.com/document/d/1C93V2tmBUBrWQ9dsyTZxj-e9ytcbdbzC_KREJLUOkYo/edit?usp=sharing a This week in my Integrating Technology into the Classroom course the assignment is to creat a multimodal tutorial for the classroom. I am doing my multimodial tutorial on the website KidRex.org to show students how to safely navigate on the internet. This tutorial is important so that students are able to find resources on the internet for inclass online assignments in my lesson plan. To create the tutorial, I chose to use Greenshot. This is a free screen-shot software for windows users that allows for desktop screencast to be made. With it, one can take full screen or specific region captures. The images taken can be easily edited using shapes, text boxes, colors, highligters, effects, and so much more! The images also are saved to the computer they are taken on. Overall, as amateur multimodal tutorial creator I will give this piece of software a ten out of ten. It is easy to use and comes with a variety of features for it's users. The only downside is, it is made for microsoft users therefore not everyone may get to enjoy it. Other than that, it a definite favorite of mine that I suggest to all educators that need a screen-shot software. This tutorial teaches students how to get to the KidRex website in order to find words that start with the letters of the alphabet. Students need this skill because it is important that they expand their vocabulary, find a word for their alphabet book, learn how to read as well as follow directions, and properly use the internet. Below are the steps on how to open the internet icon, get to the KidRex.org website, and find the information to complete one of the alphabet assignments in my lesson plan. Step 1: This is the home screen on the desktop of the computer. To begin, click on the blue "E" or internet icon in bottom task bar to open the web page. Step 2: The home web page for the computer is a Bing search engine. Drag the mouse to click on the text box search bar. In the search bar, type in "kidrex.org". Step 3: After typing "kidrex.org" into the text box search bar, click on the blue square with the white arrow. Step 4: The result of clicking the blue box with the white arrow, is the home page for the KidRex.org website. From this page a subject or topic of any type can be found. Step 5: In the text search box type in the letter that is being looked for. "the letter ___". Step 6: Click the green search box to get results. Step 7: Finally, click on any of the blue links to find what information is needed. Have fun and explore!
This weeks assignment for my "Living In The City" case study, it requires me to analyze the information from my interviews. Over the past month I have conducted a few interviews and gained a lot incite on my research topic. My topic of choice is the minority (more specifically African American) experience at the College of Charleston, a predominantly white institution. After conducting interviews I have found many interesting points that stuck out to me. The information that stood out to me is significant because it differed from the responses that I thought I would receive from the participants.
To organize my information I created a chart to help me better understand my information. Research question: https://docs.google.com/document/d/1SULB48YB2JT-wiHsmZQ4KSZtpkLnIDyW2OF7qolmE1s/edit?usp=sharing In my Integrating Technology in the Classroom class, the big project for the semester requires that we create a unit plan on a subject of our choice. Being that I will be kindergarten teacher, I chose the alphabet. The collection of 26 letters needed for basic vocal communication, literacy, and writing for the most part. The title of my unit plan is "Do Not Forget Your Alphabet".
This week we had to create a lesson plan that goes along with our unit plan. I decided to do an introduction to the alphabet. The lesson had to include online collaborative inquiry to get technology in the classroom. This lesson is best for the first week of school to get an understanding where each student in the classroom stands. My goal for this lesson is to make sure my students are able to recite the alphabet, write it (capital and lowercase), know the sounds each letter makes, and be able to identify a person, place, thing, or idea associated with the letters. Online collaborative inquiry is important to have in the classroom so students learn how to safely use the internet and have a presentable online identity. In any classroom, especially a kindergarten classroom, it is key to use a censored search engine that only exposes children to appropriate online content. In my lesson, I introduced students to a children's search engine that blocks them from unsafe internet content. Even though this is my first time creating a unit or lesson plan, I am proud of the lesson plan I have created. Yes, it may need work but it is my first one. My hope is that after some peer editing and revisions, I am able to use it in my future classroom as the first lesson of the week!
The third part of the Orms module caters to online reading comprehension in the classroom. Integrating this component into the classroom gives students a different medium to learn information. It also forces them to use their problem solving skills. In my lesson for this module, I require students to go online and find words that start with the letters A, B, and C.
The first day of the lesson focuses on the letter A. Students are to go online one at a time and find a new vocabulary word that starts with the letter A and the definition. Once they find their word the teacher has to approve it. After students get the green light for their word, it goes on the white board/ smart board for the entire class to see. Putting the words found on the board prevents students from using the same word. Each student must introduce the class to a new word that starts with the letter A that they find online. With this lesson, students not only use online reading comprehension but also problem solving skills. If they cannot find a word that starts with the letter A (that no one else has already found) they are forced to keep looking until they find a word that the teacher approves. This activity encourages students read and gather information from off the internet. Module Three Online Reading Comprehension Lesson Link: https://docs.google.com/document/d/1jAnW65O_3j7Ip3OIYrTSH6TDxHcdyYIDTlx7N0PIiVA/edit?usp=sharing Going into this "Living in the City" case study, I already had some questions come to mind. When I say questions, I mean an entire list of at least ten questions I thought would be good for research (Questions can be found in my last post). Once I did my first interview and got some feed back from my Language Development teacher, I realized that I truly only need three good research questions for my case study.
My first face-to-face interview was way too long. I could tell how the length of my interview made the interviewee tired. I myself felt that I had to many questions to ask. After a while I realized that the majority of the questions I had could be used for a survey instead of an interview. Then when my teacher explained to me that I only need a few good questions, I knew had to come back to the drawing board. After much thought and help from my fellow classmates, I have chosen a couple of research questions out of my list that I think are worthy of asking. Even after much editing, I still feel they can use more work. I have had prior experience with learning how to write a driving question, from another class I take, but still formatting a question to make it decent takes time. The questions I have chosen are:
Research Questions:
To collect my data I plan on doing face-to-face interviews using the questions above. I also want to make short surveys so I can get more perspectives from students without doing a ton of time consuming interviews. I am going to schedule my interviews with people that I do not know whenever we are both free. I am going to do interviews with people that I do know during lunch, while spending time together, over facetime, and even through text messages. Surveys will be given out randomly to random people. I am going to use paper and pencil to record my answers and I want to use a voice recorder with permission from the interviewee to collect data. In my Foundations of Language and Literacy course the big assignment of the semester is a case study inspired by Stevie Wonder's song "Living In The City". The purpose of the assignment is to study a person, place, thing, or group using ethnographic methods so that at the end of the year the class can see what I find out about what I want to study. For this project, I am going to study the minority experience at the College of Charleston. More specifically, what it is like to be a African American person attending a predominantly white institution (PWI).
My topic of choice is inspired by me being a minority, recognizing the college's false advertisement of diversity, and the events going on in America dealing with race currently. I am of mixed race but identify as African American on paper. Why? Well, when my ethnicity is broken is down, I am more African American than I am of any other ethnic group. So being that I am a minority, have experience with being judged because of my ethnicity, have family and friends that know what it is like to be Black in America, and fight for social equity and equality, it only makes since that I study the African American Experience at the college. I spend 90% of my life on the college's campus so I am always surrounded by the school's demographics. I see and experience first hand what it is like to be a minority at a school where one is lucky if he/she is not the only person like them in the classroom. In the end, I honestly could not imagine studying anything that I would feel more passionate about than the African American experience at the College of Charleston. I think my case study research will affect my perception of the Sapir- Whorf Hypothesis by giving me diverse and hopefully unique answers to my questions. Being that I am interviewing College of Charleston students, their answers should reflect their level of education though they may come from different socioeconomic backgrounds. Maybe students that speak using Standard American English will say their experience at the college has not been that bad due to the fact that they speak "normal". Then there are those that have an accent/dialect so it is possible they have had a more difficult time trying to acclimate to the white social standings on campus. The following on research questions that I am going to ask:
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BryannaFuture educator who is taking the world by one mind, heart, and story at a time. Archives
January 2017
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