Hi! :)
I hope everyone likes the blog I created. Please let me know if you would like any changes or have any suggestions and I can alter it. So to recap from class thursday we are reading: the Introduction and Chapter 1 (pgs. 1-28) Also, although the reading is not due until the 10th, the blog posts must be posted by Tuesday the 8th at Midnight!! (So our DD will have time to create questions)
*All this should be completed by Book Club Meeting #2, March 10th!
The job titles are as follows:
Discussion Director- Lutvija
Notetaker- Jenn
Connector-Emily
Summarizer- Alex
Thanks so much girls!
Love,
your techy <3
P.S....Thoughts on the fish tank? Hover and they'll follow you! ;)
This is so lovely! Great design, Alyx!
ReplyDeleteI wasn't sure where to post this, so I'll put it here and then add it somewhere else if I need to.
ReplyDeleteReading this first chapter, what jumped out at me was the use of nontraditional texts the authors were using in their classrooms. Many mentions are made of using poems,literature, photographs, etc. in order to provide students with a wide variety of reading materials that may engage them in reading history. I particularly liked the idea of using the movie Titanic to connect students with immigration.
This first chapter was about building a foundation for reading success. Many of the ideas provided I had seen before, particularly in A Handbook of Content Literacy Strategies. It was helpful to see strategies from that book used in a real life classroom as a way of improving content literacy.
One thing I really liked was reading about how teachers were able to adapt once they saw a strategy wasn't working. I am talking specifically about how one of the authors saw that creating a K-W-L chart with her class wasn't successful because the students had no meaningful connection with the topic at hand. In light of that, a new strategy was developed to better help the students connect to historical events while still developing literacy (Writing to Learn).
I liked the emphasis that was put on words in this chapter. What I mean by that is the authors provided strategies for remembering key social studies vocabulary. These vocabulary words will undoubtedly be seen in future social studies units, and by developing students' knowledge of these words early on they are more likely to identify them later on.
Great thoughts, Emily. One thing I like most about the book club and this book in particular is getting a chance to see the more "generic"strategies in Stephens and Brown in the context of a classroom, sometimes a script, sometimes accompanied with examples of student work. I think it gives a fuller picture of what's possible. For me, the adaptation is key to ALL of this. You never (or rarely) take something straight out of book and implement. It almost always needs adaptation. Did you get a feeling from this first chapter that focusing more on vocabulary or reading was taking away from the content or actually deepening it?
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