Teaching the Reading and Writing Processes

In our class reading of Tompkins Chapter 2 there is a discussion of the reading and writing processes in a balanced literacy program. My group came up with some working definitions of the key points to these ideas. The following two terms I will discuss are both inter-related and work with each other. Reading, we decided can be considered as an extension to writing development and comprehension. Comprehension happens when reading and writing come together to form meaning. These two ideas were most helpful for me in planning my lesson. The best example of this application is in my lesson plan objectives. My knowledge objective states that each student will describe and discuss the qualities of a good friend and the consequences of lying. My capacity objective states that each student will apply his or her prior experiences to the text and journal about a situation involving friendship. The journals in turn showed me if they were connecting with the lesson. When the students could write an entry that related to our book we read, that showed me that they were comprehending the reading and meeting my objectives.

Teaching Lesson Plan 2-25-08

Yesterday in my field placement I taught my discussion lesson. I thought that it actually went very well, better than I had anticipated. I read my book to the students and while I as reading the students showed me that they were already developing ideas about lying and friendship by asking questions and making predictions. After I read I began our discussion and the students were very willing to share about their own personal stories related to the book. Some students would talk over others and when this happened I would remind that student whose turn it was to talk. After our discussion, the students wrote about their experiences in their writing journals. Some students were reluctant to think about something to write but with some probing they all finally found something to write about. We shared their journals at the end o the lesson and the students did an awesome job of staying engaged for the hour that I was teaching with them. My CT hasn't provided me written feedback yet, but just after my lesson she said that the lesson went well and the students seemed to really enjoy sharing their experiences.

Final Lesson Plan IDEA!!

Well I finally chose a book for my language arts lesson plan. The book is called Ruthie and the (Not So) Teeny Tiny Lie by Laura Rankin. The book deals with two students who get into a disagreement about a toy whom both students claim to be theirs. The twist is that one student (Ruthie) is lying. The story works through Ruthie's feelings about her lie and what she does to fix the situation. I have decided to base our class discussion around lying and friendships with my first graders. I believe this will be a beneficial lesson because first grade students run into situations as these with each other all the time. I hope the students will bring their own personal stories to relate to the text. After the discussion I will have my students write a journal entry related to a personal experience about lying and disagreements with friends. I am looking forward to this lesson and seeing how the discussion will go with first graders. I liked the suggestions my colleagues left me about directing a discussion with young children. I have decided to establish ground rules before beginning the discussion. The students will need to know that they have to raise their hands before talking and be respectful to other's comments. The students in my placement class are usually good at participating in class discussion type activities so I hope my lesson will go well!

Progress on my Lesson Plan

The biggest struggle I am dealing with regarding my lesson plan is the discussion factor. I have a first grade classroom full of rowdy wiggly students. I am afraid to open the floor up to a discussion where students can talk out of turn, etc. because I think the class will lose control or start to get off topic. I am trying to think of a strategy to direct a good discussion with students who are still learning how to raise their hand when they want a turn to talk. I believe this task is not impossible but I do believe it will be difficult. For those of you who have students in the younger grades, how are you thinking about planning your discussion? I would like to know what some of your ideas about this are... Thanks!

D is for Digital

I cannot even explain how exciting it is for me to participate in the growing digital age. Even more exciting, that I will be a new teacher from the digital generation teaching to the digital generation. My beliefs about technology in the classroom are best summarized in this online article written by Michael Culligan. The article explains the growing importance of technology integration in our classrooms. Children are now immersed in technology within EVERY aspect of their lives. Teachers should foster to this growing need and learning style. The article also shows how technology is not only changing the face of our school classrooms but also the business world and our United States military. There is a quiz on the webpage that will help you determine if you are a digital native or digital immigrant. I found that I am a digital native, but with room to learn as well. There are so many different routes to take with technology as a teacher that it would be virtually impossible to conquer them all. I encourage you to take the quiz and see where you stand. I would say that if you find you are a digital immigrant, take some time to learn about the areas you failed on.