This chapter makes it perfectly clear that teachers should
provide students with clear instruction on note taking and note making. Many students do not understand the difference
between the two, and to be honest, neither did I until I read this
chapter. However, they are both skills
that can be taught. Note taking consists
of the students’ notes taken from a lecture or discussion. Note making refers to the gathering of
information from texts and other sources.
I have always taken a lot of notes, but I’ve never really considered all
of the different ways and benefits of taking notes. Outlining, acronyms, and graphic organizers
have helped me tremendously throughout my education. However, I never really took notes in
math. The book states that, “mathematics
is a language in and of itself and that the correct use of terms is vital for
comprehension” (pg. 127). I agree with
this statement, because when I was in school, I always had a lot of
examples. I wrote down every single example
the teacher gave, but I had no way of organizing the information and
definitions in math. If I had had a
system like the one on page 130 of Fisher and Frey’s book, I probably would
have excelled even more in math class. Another
interesting point that the book makes is the importance it places on teachers
giving students feedback on their notes.
This is one thing that I never remember any of my teachers doing, and we
very seldom received guided notes. One question
that I have is how are teachers supposed to find the time to check everyone’s
notes along with everything else that they have going on? Also, what are some
ways to make accommodations for ELLs and their notes?
Wednesday, March 21, 2012
Monday, March 5, 2012
Fisher & Frey: Chapter 3, Vocabulary
Chapter 3 has really opened my eyes and allowed me to take a little bit deeper look at vocabulary. There are several stategies and skills that I was never exposed to as a child. I knew that to really enhance vocabulary, you should have multiple exposures to it, but I had no idea that you could be exposed to it in so many different ways. One of my favorite self-check tools that the book spoke of was the vocabualry self-awareness chart. This is an awesome tool! It allows students to be more independent and check themselves to assess what they know. Also, it allows students opportunities to improve their knowledge of vocabulary as they learn more.
In the book, Fisher and Frey advise that students be actively involved, make personal connections, be immersed in vocabulary, and consolidate meaning through multiple information sources. I think that it is important for students to be allowed to create their own definitions and have exposures to new words. Also, it is vital for vocabulary to be used and explained in depth in multiple content areas. For example, many students struggle with terminology in mathematics. One helpful example would be for students to create math journals. This way, the students can have the vocabulary word, the definition, and an example of what that concept is in math for future reference or as a study guide. I think that vocabulary journals would have been very helpful to me in school. Word walls are another useful element in all classrooms. They are not only a visual reminder and reference tool for students, they are a way to explore vocabulary and multiple meanings of words.
One question that I have is how do I inspire children to want to learn vocabulary and keep them interested? Also, other than providing visuals and resources in their own language, how can I influence ELLs to want to lean new vocabulary and participate in vocabulary activities?
In the book, Fisher and Frey advise that students be actively involved, make personal connections, be immersed in vocabulary, and consolidate meaning through multiple information sources. I think that it is important for students to be allowed to create their own definitions and have exposures to new words. Also, it is vital for vocabulary to be used and explained in depth in multiple content areas. For example, many students struggle with terminology in mathematics. One helpful example would be for students to create math journals. This way, the students can have the vocabulary word, the definition, and an example of what that concept is in math for future reference or as a study guide. I think that vocabulary journals would have been very helpful to me in school. Word walls are another useful element in all classrooms. They are not only a visual reminder and reference tool for students, they are a way to explore vocabulary and multiple meanings of words.
One question that I have is how do I inspire children to want to learn vocabulary and keep them interested? Also, other than providing visuals and resources in their own language, how can I influence ELLs to want to lean new vocabulary and participate in vocabulary activities?
Thursday, February 9, 2012
Fisher and Frey: Chapters 1 & 8
Chapters 1 and 8 have a lot of useful information, some of which we have hit on before in previous classes and discussions. They also stress about how writing to learn is vital to educational success. It is our job as teachers to encourage and teach students how to learn independently. We must also be ready to adapt our teaching in this fast-paced culture that we live in. It seems to me that many students, as well as adults, simply do not want to take the time to sit down and read or write. We have become accustomed to everything being at our fingertips with the click of a button, and we shut down even when it takes little effort to accomplish a task.
In chapter 1, the authors focus on student responsibility. We as teachers must guide students to make their own decisions and encourage them to be independent thinkers and learners. In my opinion, kids learn so much more if they are free to find out for themselves. This not only keeps them interested, but allows them to be less dependent on the teacher. This chapter also discussed strategies that can be used in the classroom, regardless of the subject area. One of my favorites is think-pair-share because it gives you a chance to hear others' opinions and learn something you might not have thought of before. Jigsaw is another great strategy because the kids are researching and then teaching each other. This gives them each an important role in the learning process.
Chapter 8 discusses "powerful pens" and the effects writing has on the classroom. It states that we can use writing as a tool to monitor students' progress. I agree, because as the year progresses, teachers can collect a variety of writing sample from all students so that the teacher as well as the student can see how they are progressing. I believe that when a student views their own work they will feel a sense of accomplishment and be able to see how far they've come. However, this chapter does not simply focus on writing in a language arts classroom. It places emphasis on the fact that writing can be used throughout the curriculum and in a variety of ways. For example, I really hope to teach science someday, and I can incorporate writing into my classroom fairly easily with the use of quick writes, bell ringers, conclusions, and short essays, just to name a few.
I really believe that I can take the information from these two chapters and apply it in the classroom. I do wonder how exactly to implement writing into subjects such as math and maybe even art and still be able to make it interesting (without simply doing an essay, etc.)? I was talking to a fourth grader the other day who asked me a question. When I told her that I didn't know, she told me, "Oh, well let me google it on your phone." I was astounded that this little nine year old girl knew how to use google on a smartphone! This brings me to my next question. Because students have so many resources at their disposal, how can we better inspire then to write to learn and express their creativity without involving technology so much?
In chapter 1, the authors focus on student responsibility. We as teachers must guide students to make their own decisions and encourage them to be independent thinkers and learners. In my opinion, kids learn so much more if they are free to find out for themselves. This not only keeps them interested, but allows them to be less dependent on the teacher. This chapter also discussed strategies that can be used in the classroom, regardless of the subject area. One of my favorites is think-pair-share because it gives you a chance to hear others' opinions and learn something you might not have thought of before. Jigsaw is another great strategy because the kids are researching and then teaching each other. This gives them each an important role in the learning process.
Chapter 8 discusses "powerful pens" and the effects writing has on the classroom. It states that we can use writing as a tool to monitor students' progress. I agree, because as the year progresses, teachers can collect a variety of writing sample from all students so that the teacher as well as the student can see how they are progressing. I believe that when a student views their own work they will feel a sense of accomplishment and be able to see how far they've come. However, this chapter does not simply focus on writing in a language arts classroom. It places emphasis on the fact that writing can be used throughout the curriculum and in a variety of ways. For example, I really hope to teach science someday, and I can incorporate writing into my classroom fairly easily with the use of quick writes, bell ringers, conclusions, and short essays, just to name a few.
I really believe that I can take the information from these two chapters and apply it in the classroom. I do wonder how exactly to implement writing into subjects such as math and maybe even art and still be able to make it interesting (without simply doing an essay, etc.)? I was talking to a fourth grader the other day who asked me a question. When I told her that I didn't know, she told me, "Oh, well let me google it on your phone." I was astounded that this little nine year old girl knew how to use google on a smartphone! This brings me to my next question. Because students have so many resources at their disposal, how can we better inspire then to write to learn and express their creativity without involving technology so much?
Monday, February 6, 2012
"Content Area Literacy in the Elementary Grades"
After reading this article by Barbara Moss, I now truly realize the importance of children reading things that they are interested in. My parents, both being teachers, always encouraged me to read things that captured my interest. However, when I was in elementary school, my teachers stuck stricly to what they had to teach. Meaning, they only taught what we were going to be tested on. This caused me to become frustrated and didn't want to read anything, especially an assignment out of my textbooks. Barbara Moss stresses the importance of content area literacy and how it can be a great part of the classroom. Instruction in the classroom is changing from being focused on just standardized testing performance to actually trying to heighten student interest in and outside of the classroom. It is vital that students are interested and motivated to learn. As teachers, it is our job to help the students along.
One very big change that is ongoing is the use of technology. Now, there are so many different media sources. It is important for students to stay current and up-to-date on all of their resources. Even in the younger grades, technology is being vastly implemented in the classroom. Students should always be given opportunities to use every resource available to them. We have to help children realize that content area literacy goes beyond textbooks and includes other sources of information such as magazines, newspapers, the internet, etc.
Another important aspect involving content area literacy is the fact that many students are not taught how to comprehend what they read. This is one problem that I faced in elementary school and still have issues with now. For example, it is important that teachers model strategies and read-alouds with a variety of texts, expository texts as well as fictional books. Students should be exposed to content area literacy early on. The sooner students learn how and why they are reading about a certain topic, the better off they will be. They should also be allowed and exposed to topics that heighten their interests in order to increase their knowledge of the topic. In the early grades, this can help the children learn new information while they are leaning to read. Strategies can also be implemented to assist students in learning and comprehending the information that they need to know to benefit from it in the future.
There was a quote from the article that stood out to me that states, "Teaching young children about the internal and external features of informational text, for example, can pave the way for helping them increase their understanding of this genre at the upper elementary level." I agree with this statement; because, I believe that when a student is taught and given the foundation, tools, and desire to learn, he or she can excel at anything. One concern or question I have is this, in today's diverse classrooms, ability levels vary and not all students are on the same level. How do you carefully implement content area literacy and strategies and not single out or exclude some students?
One very big change that is ongoing is the use of technology. Now, there are so many different media sources. It is important for students to stay current and up-to-date on all of their resources. Even in the younger grades, technology is being vastly implemented in the classroom. Students should always be given opportunities to use every resource available to them. We have to help children realize that content area literacy goes beyond textbooks and includes other sources of information such as magazines, newspapers, the internet, etc.
Another important aspect involving content area literacy is the fact that many students are not taught how to comprehend what they read. This is one problem that I faced in elementary school and still have issues with now. For example, it is important that teachers model strategies and read-alouds with a variety of texts, expository texts as well as fictional books. Students should be exposed to content area literacy early on. The sooner students learn how and why they are reading about a certain topic, the better off they will be. They should also be allowed and exposed to topics that heighten their interests in order to increase their knowledge of the topic. In the early grades, this can help the children learn new information while they are leaning to read. Strategies can also be implemented to assist students in learning and comprehending the information that they need to know to benefit from it in the future.
There was a quote from the article that stood out to me that states, "Teaching young children about the internal and external features of informational text, for example, can pave the way for helping them increase their understanding of this genre at the upper elementary level." I agree with this statement; because, I believe that when a student is taught and given the foundation, tools, and desire to learn, he or she can excel at anything. One concern or question I have is this, in today's diverse classrooms, ability levels vary and not all students are on the same level. How do you carefully implement content area literacy and strategies and not single out or exclude some students?
Monday, January 30, 2012
Peer Blogs and Article Response
This week, I chose to read and respond to Jaide and Isha's blogs. Isha is new to our class, and I do not know that much about Jaide. Jaide and I have a lot in common. She has a little brother as I have two, Luke and Trace. We also both went to nursing school and are interested in photography. Isha and I both have moms who have been in education for many years. I also did not know that Isha has two children. I am willing to bet that we're all happy to be in senior block, and graduation day is finally in sight!
I think the article, "Writing to learn across the curriculum: Tools for comprehension in content area classes", can be used as a great reference tool in the future when I teach. The article focuses on how writing to learn is different fron learning to write. While learning to write focuses more on grammar and the procedures associated with language, writing to learn focuses on improving comprehension and reinforcing student learning. This article offers multiple strategies that assist students in writing to learn. For example, one of the strategies that stood out to me is the use of word maps. This strategy asks three simple questions: "What is it?" "What is it like?" and "What are some examples?" This is an effective and creative way of leaning new content. Quick writes are another beneficial strategy mentioned in the article. I have experience with quick writes in the classroom and have observed students doing them as well. This is when the students are given the opportunity to explain what they know about a given topic in a few sentences. Overall, I believe that writing to learn can be implemented across the curriculum and grade levels. Most of the strategies associated with writing to learn can be implemented fairly easily. Topics for using the strategies in the article are nearly limitless. I believe that writing to learn is something I will definitely include in the future within my classroom.
CIR 411 Class Blog
I think the article, "Writing to learn across the curriculum: Tools for comprehension in content area classes", can be used as a great reference tool in the future when I teach. The article focuses on how writing to learn is different fron learning to write. While learning to write focuses more on grammar and the procedures associated with language, writing to learn focuses on improving comprehension and reinforcing student learning. This article offers multiple strategies that assist students in writing to learn. For example, one of the strategies that stood out to me is the use of word maps. This strategy asks three simple questions: "What is it?" "What is it like?" and "What are some examples?" This is an effective and creative way of leaning new content. Quick writes are another beneficial strategy mentioned in the article. I have experience with quick writes in the classroom and have observed students doing them as well. This is when the students are given the opportunity to explain what they know about a given topic in a few sentences. Overall, I believe that writing to learn can be implemented across the curriculum and grade levels. Most of the strategies associated with writing to learn can be implemented fairly easily. Topics for using the strategies in the article are nearly limitless. I believe that writing to learn is something I will definitely include in the future within my classroom.
CIR 411 Class Blog
Wednesday, January 25, 2012
Introduction and Response to the Syllabus
I’m Kaitlin Smith. I live in Sweetwater with my husband, Russ. We will both be very glad when I finally graduate and get a “real” job! We have a dog named Bonnie who runs the house. I love anything outdoors, especially fishing and hunting. I'm looking forward to great dove and alligator seasons again this year! I spent four years at Jones County Junior College majoring in nursing and later changed to elementary education. I graduated with an Associate’s degree and then came to USM to pursue my B.S. degree in elementary education. I’ve always loved working with children. I currently substitute teach for local schools, teach a first through third grade Sunday school class, and occasionally babysit. Children are my favorite people to be around, especially third graders.
There were a few things in the syllabus that stood out to me. One is that no late work is accepted. The next is the blog that we are required to post every week and the three major projects required for the course. I like and appreciate the detail and rubrics given for the assignments. I think that the course is going to be interesting and rich in literacy content. I am excited about the group work in the Elizabethtown project; it seems like it will be beneficial to our learning. I’m a little hesitant about the mulitgenre project because I’m not exactly sure how to approach the assignment. As the semester progresses, I will probably have a few questions about our future assignments.
Russ and I
Our dog, Bonnie
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