On page 246 in MCM point number 4 says that" while the bulk of teacher feedback on errors should occur in the later stages of writing process ,teachers can alert students to area of concern in early drafts also, so that all the attention in lnagauge errors does not need to be given in the last draft, when many students find that they do not have sufficent time.
My question is why is this a good idea?
I think that spelling errors should be indicated in some way agreed upon by the class as soon as they are recognized. Why repeat these errors over and over again with each draft?
The same with out errors -- Within reason.
Monday, April 6, 2009
Monday, March 30, 2009
Sentence combining
My friend is fun to be with.
She has good ideas.
She always chews bubble gum.
She always wears a blue ribbon.
My friend is fun to be with, has good ideas, chews bubble gum, and always wears a blue ribbon.
My bubble gum chewing friend Sally who always wears a blue ribbon in her hair has good ideas and is fun to be with.
Activities: hace students write four short sentences and pass their paper to the right for the next student to combine the sentences.
Clusters - graghic display
Poem patterns
take a passage from a great writer, substitute words that are the same part of speech, follow the pattern
Journal
describe a mural or picture
free writing
10 minutes of writing
teacher provides prompt to stimulate thoughts
show and not tell
divide students and have them
desribe the pictures
use adjectives and adverbs
be specific as possible
have other students draw the picture describes
compare pictures
-------------------
write one sentence and pass paper
My friend is fun to be with.
She has good ideas.
She always chews bubble gum.
She always wears a blue ribbon.
My friend is fun to be with, has good ideas, chews bubble gum, and always wears a blue ribbon.
My bubble gum chewing friend Sally who always wears a blue ribbon in her hair has good ideas and is fun to be with.
Activities: hace students write four short sentences and pass their paper to the right for the next student to combine the sentences.
Clusters - graghic display
Poem patterns
take a passage from a great writer, substitute words that are the same part of speech, follow the pattern
Journal
describe a mural or picture
free writing
10 minutes of writing
teacher provides prompt to stimulate thoughts
show and not tell
divide students and have them
desribe the pictures
use adjectives and adverbs
be specific as possible
have other students draw the picture describes
compare pictures
-------------------
write one sentence and pass paper
Good writers :
focus on a writing goal ( main idea)
balance process and product
connect reading and writing
allow for cultural and literary background
do authentic writing ( content- write what you know)
organize their thoughts
fit discourse form to what they are trying to express
are familar with writing conventions
have a wide vocabulary (they can say exactly what they mean)
know mechanics of writing
are able to step outside the box
do pre writing
do drafting,
obtain feedback from peers
revise( rewrite, rewrite)
think of the ART of writing as well as the Science
read other writers work
vary sentence length
___________________
have a professional editor
focus on a writing goal ( main idea)
balance process and product
connect reading and writing
allow for cultural and literary background
do authentic writing ( content- write what you know)
organize their thoughts
fit discourse form to what they are trying to express
are familar with writing conventions
have a wide vocabulary (they can say exactly what they mean)
know mechanics of writing
are able to step outside the box
do pre writing
do drafting,
obtain feedback from peers
revise( rewrite, rewrite)
think of the ART of writing as well as the Science
read other writers work
vary sentence length
___________________
have a professional editor
Monday, March 23, 2009
We looked at a clip of a teacher introducing a chapter book. During pre reading they
looked at pictures on book cover,read the book title and imagin what the book will be about,
connect new book to old knowledge.
During reading they used sticky notes for new vocab. The teacher told them to pick the most difficult word
Did she check for understanding?
Did they have a previously established routine?
Could she sit closer to the students?
Could she have had questions that guide students' purpose for reading.?
Could she have given the homework in written as well as oral language?
What is her style and what could be improved upon? Each of us perfects a style that works for us. This important to remember when we are evaluating others and ourselves.
looked at pictures on book cover,read the book title and imagin what the book will be about,
connect new book to old knowledge.
During reading they used sticky notes for new vocab. The teacher told them to pick the most difficult word
Did she check for understanding?
Did they have a previously established routine?
Could she sit closer to the students?
Could she have had questions that guide students' purpose for reading.?
Could she have given the homework in written as well as oral language?
What is her style and what could be improved upon? Each of us perfects a style that works for us. This important to remember when we are evaluating others and ourselves.
Monday, March 16, 2009
Readings
HDB Teaching Reading
bottom up: data driven
top down: conceptually driven
schema schemata
content
format
extensive reading
intensive reading
oral reading
silent reading
SQ3R
Survey
Question
Read
Recite
Review
adult literacy training:
cognition
automaticity
conscious strategies
techniques pre reading, during reading, after reading
relationship of reading and writing
genres each one requires different skills
There is so much more than just knowing the words!!
I think that there is value to reading aloud to students. This can be a way to model reading skills.
Skill study often does not make it to actual reading because students do not understand how and when to apply techniques learned.
Reading passages together in class also has value for this reason.
MCM p171 - 186
Literacy what is it?
Prose literacy
Document literacy
Quantitive literacy
-------------------------------
Access
get a job
survive on a job
thrive on a job
Workplace or work force education??
Information
Voice
Express opinions and make decisions
Independent action
Solve problems and make decisions independently
Bridge to the future
keeping abreast of a changing world
Directions
Inquiring stnace
Balance skills and structures with meaning-making and knowledge creation
Develop vision making muscles
Demand mutual accountability
Create communities of learners and communities of teachers.
Adult ESL is one place where students work together to help each other. Being in touch with other teachers helps teachers keep up with what is happening in the field as well as gives them new ideas to try out in the classroom.
bottom up: data driven
top down: conceptually driven
schema schemata
content
format
extensive reading
intensive reading
oral reading
silent reading
SQ3R
Survey
Question
Read
Recite
Review
adult literacy training:
cognition
automaticity
conscious strategies
techniques pre reading, during reading, after reading
relationship of reading and writing
genres each one requires different skills
There is so much more than just knowing the words!!
I think that there is value to reading aloud to students. This can be a way to model reading skills.
Skill study often does not make it to actual reading because students do not understand how and when to apply techniques learned.
Reading passages together in class also has value for this reason.
MCM p171 - 186
Literacy what is it?
Prose literacy
Document literacy
Quantitive literacy
-------------------------------
Access
get a job
survive on a job
thrive on a job
Workplace or work force education??
Information
Voice
Express opinions and make decisions
Independent action
Solve problems and make decisions independently
Bridge to the future
keeping abreast of a changing world
Directions
Inquiring stnace
Balance skills and structures with meaning-making and knowledge creation
Develop vision making muscles
Demand mutual accountability
Create communities of learners and communities of teachers.
Adult ESL is one place where students work together to help each other. Being in touch with other teachers helps teachers keep up with what is happening in the field as well as gives them new ideas to try out in the classroom.
Class Reflection
Marya started her presentation by posing two questions of choice: accuracy and fluency; segmentals and suprasegmentals.
It is not easy for language teachers to separate these concepts when it comes actual classroom work. One flows back and forth between them as the needs of the students and the type of activity done in class are many and varied.
It was useful to discuss and bring to mind the imortance of each.
We spent time in the computer lab doing an exercise to help us realize the riches that the Internet provides at the touch of a button. We did not really touch upon the difficulties of the computer. The down side of the Internet is that one is never entirely sure that the technology in the classroom and the technology of the Internet, along with the coming and going of sites and resources. One hopes that they will always work in the way that one intends for them to, when one plans. - but often that does not happen.
I still find it an awkward resourse at best. As I have had hours of my class time wasted by presenters at MNSU Mankato who also were not able to utilize technology as they had planned, I wonder how really useful these resources are.
Or maybe teachers just need to becoame more familar with the technology.
We spent the remainder of our time going over our portfolios. It was good to do this this early in the semester. It gives us plenty of time to get ready for the end when they need to be turned in.
It is not easy for language teachers to separate these concepts when it comes actual classroom work. One flows back and forth between them as the needs of the students and the type of activity done in class are many and varied.
It was useful to discuss and bring to mind the imortance of each.
We spent time in the computer lab doing an exercise to help us realize the riches that the Internet provides at the touch of a button. We did not really touch upon the difficulties of the computer. The down side of the Internet is that one is never entirely sure that the technology in the classroom and the technology of the Internet, along with the coming and going of sites and resources. One hopes that they will always work in the way that one intends for them to, when one plans. - but often that does not happen.
I still find it an awkward resourse at best. As I have had hours of my class time wasted by presenters at MNSU Mankato who also were not able to utilize technology as they had planned, I wonder how really useful these resources are.
Or maybe teachers just need to becoame more familar with the technology.
We spent the remainder of our time going over our portfolios. It was good to do this this early in the semester. It gives us plenty of time to get ready for the end when they need to be turned in.
Monday, March 2, 2009
Speaking
Roses are red.
Violets are blue.
Sugar is sweet,
And so are you.
First comes love,
Then comes marriage.
Then comes ________ with a baby carriage.
She had a boy
playing with a toy.
Then his hair began to curl,
Now she has a baby girl.
Soon her hair is straight as pins
Now she has a pair of twins.
I remember these jump rope chants from fifty years ago.
They are good for getting accents .....
The first can go on a valentine card or a card to a loved one.
This can be creative break from the normal routine.
Whoever is home watching the kids will be glad to be appreciated.
These "children's things" can make an adult class more enjoyable for the students.
Violets are blue.
Sugar is sweet,
And so are you.
First comes love,
Then comes marriage.
Then comes ________ with a baby carriage.
She had a boy
playing with a toy.
Then his hair began to curl,
Now she has a baby girl.
Soon her hair is straight as pins
Now she has a pair of twins.
I remember these jump rope chants from fifty years ago.
They are good for getting accents .....
The first can go on a valentine card or a card to a loved one.
This can be creative break from the normal routine.
Whoever is home watching the kids will be glad to be appreciated.
These "children's things" can make an adult class more enjoyable for the students.
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