EDU 407

1.) Disciplinary literacy is defined as the confluence of content knowledge, experiences, and skills merged with the ability to read, write, listen, speak, think critically and perform in a way that is meaningful within the context of a given field. Disciplinary literacy refers to the specifies of reading, writing, and communicating in a discipline.

2.) Literacy would seem to be a term that everyone understands. Both terms are a combination of different components that are interconnected.

3.) Having the ability to find/ use information and communicate using digital technology is essential in today’s world. There should be priorities for digital literacy for teachers and children.

• Basic hardware and software skills
• Internet skills
• Online safety, security, and privacy
• Media literacy
• Online consumer awareness

For teachers it is important that we assess what we know and what our students know and need to learn about technology.

Teacher should be intentional about technology use and plan experiences that help children develop digital literacy. Children should learn to be intentional when they use technology, children should learn to limit the time they spend using technology, children should know how to navigate the internet safely.

Lesson : Compare and Contrast Electronic Text With Traditionally Printed Text

Grade: 4th

Objective: Students will demonstrate their understanding of how reading text on the internet differs from reading a traditionally printed text book.

Materials:   ( The Boy Who Wasn’t There By: Hans Wilhelm)

Venn-diagram worksheet

Two different colored pens

iPad

Introduction: Convey a purpose for the lesson by explaining to students that they will be comparing and contrasting the way they gather information in textbooks, and the way they gather information from the internet. ( Include mini lesson on compare and contrast.)

Procedure: 

• Teacher will introduce digital text on the book The Boy Who Wasn’t There Teacher will also introduce the reading text version of that book and other reading texts
• Explain to students that they will now examine how they read on the internet. Explain that it is an important skill, and there are some similarities and differences to how they read internet text and how they read a printed text.
• Teacher will have students grab their iPad.
• Teacher will direct students on which website to go on to find the digital text.
• Teacher will guide students who need help, and teacher will have students begin to read.
• After 10 minutes. Teacher will ask questions. “Would you be able to list the textual aids?”
• Once students complete reading the text.
• We will have a whole class discussion on what they think about digital texts.
• Repeat lesson with reading text
• Follow all steps and come back for a whole group discussion about how students feel about the reading text.
• Pass out compare and contrast worksheet have students work in groups of 4 and have them share their ideas.
• Come back as a whole class and share ideas with teacher. Teacher will have her own compare and contrast visual on the board and teacher will write down answers that the students provide.
• AT the end of the lesson, have students explore more digital texts on their iPad that interest them. Have them write a list down to hand in.

Closure: Have each student tell teacher one thing that they like or dislike about reading texts and digital texts.

Have students write down what they learned from this lesson to hand in as their exit slip.

Assessment: (Next day) 

Have students compare and contrast on their own about a digital text provided on their Ipad and a reading text. Have students hand that in for the assessment.

 

 

 

Supporting Beginning Readers In Reading to Learn: A Comprehension Strategy: 

This article was very interesting to read I like how it explained the five steps to strategize reading comprehension.

• Activating background knowledge.
• Questioning
• Analyzing text structure
• Visualization
• Summarizing

Children’s reading comprehension fails because either the writing is boring, the story isn’t engaging, they just simply aren’t interested in the text, the text is beyond their understanding, or they simply just lose energy and don’t give the effort to understand.

I liked how the article gave out strategies to teach comprehension effectively. I took out some important points from the article so when I become a teacher I can use these strategies to help my students who are struggling with comprehension.

The Roles Of Photography For Developing Literacy Across The Disciplines:  

I have always been a visual learner, I think it is important for a teacher to incorporate visuals in all lessons for students to understand it better. I believe that photography is one of the most effective ways to develop literacy and get students to really appreciate it.  Visual learning strategies help students better understand and retain information.

With visual learning, new concepts are more thoroughly and easily understood when they are linked to prior knowledge. Students can use diagrams and plots to display large amounts of information in ways that are easy to understand and help reveal relationships and patterns.

This was one of my favorite articles. I really enjoyed reading it because I could relate to it, and I also have a few younger cousins who need those visuals to comprehend words or to understand certain lessons better.

Text Structure Strategies For Improving Expository Reading Comprehension:  

I really liked the strategies that were pointed out about expository reading comprehension in this article. Most expository texts are structured to facilitate the study process for prospective readers.

Expository text examples include new articles, informational books, instruction manuals, or text books. Text structure/ Text frames

 

 

 

To comprehend something is to understand it. Like when you have to read a difficult passage more than once in order to comprehend it. When you comprehend something, you grasp its meaning. Making meaning is something that we do weather we realize it or not. Making meaning goes way deeper vs. comprehension is just understanding the material in closures or assessments in lesson plans. The term making meaning when referring to reading is synonymous with the term reading comprehension. Reading comprehension is the process of extracting and constructing meaning through interaction and involvement with written language.

Grade: 1st

Standards: RL.1.7

Materials: Pictures, scissors, poster boards, Book: The Big Bad Wolf By: Melissa Iwai

Objectives: Students will be able to use details in pictures to make predictions.

Students will be able to describe supporting details in sentence level context using sentence frames as a support.

Procedure: Students will meet on carpet for interactive read aloud. The Big Bad Wolf (without showing the students the book) Have students look closely at the picture on the cover of the book.

Teacher will ask students to share what they may think the book is about. Instructing students to look at the picture and point to.

Students will describe the things they see on the cover.

After hearing students ideas, teacher will name the book.

Teacher will ask students if the name of the book changes any of their thoughts about what the book is about.

Teacher will read book to students.

After reading the story, students will get into a group of 2 and sort pictures in correct order that go with the story.

Students will then present their story by explaining the events of the story.

Closure: Students will be asked to tell their favorite part of the book.

Assessment: Students will draw out their favorite part using vocabulary words in the book to explain their drawing.

 

 

Grade : 2nd

Objective: Students will be able to create either picture word walls or graffiti walls (their choice) with a small group of peers.

Students will be able to identify sight words and new vocabulary words after reading Building With Dad By: Carol Nevius

Materials: Book : Building With Dad By: Carol Nevius

Markers, pencils, crayons, construction paper, scissors, magazines

Journals

Prior Knowledge: Students will be familiar with the book Building With Dad. Students will also be familiar with certain vocabulary words. Words that students are not familiar with they will write in their journals, and as a class we will go over the words using a visual to represent the word.

Procedure:  Group interactive read aloud. Students will gather around on carpet while teacher reads Building With Dad By: Carol Nevius

Introduce new Vocabulary words to students

Have students make a chart on their journals. One side with vocabulary words they are familiar with, one side with new vocabulary words that they are not familiar with.

After reading the book, students will go back to desks, and teacher will write down all the words that children were not familiar with.

Teacher and students will go back to the book, and try and define words that they are not familiar with by reading the sentence and trying to figure out what the word means.

Students will then get into groups of 4.

Students will create their picture word walls, or graffiti walls using their unfamiliar words that we gone over as class together.

Students are to find pictures in magazines that define the word. If magazines do not have the pictures, students are to draw their own picture.

Teacher will walk around and guide students if they need any assistance.

Once students are done, they are to hang their word walls in the classroom.

Closure: assessment: Students will be asked to define one of their unfamiliar words. This is the exit slip to end the lesson.

 

From what I can remember, the way I remembered vocabulary was writing the word 10x each and the definition next to it. I wasn’t really learning the word, I was just memorizing it, for a quiz or test, then I would soon forget the word after a week or so. I believe that their should be certain strategies that help children really understand the word without having them do so much work. It can be so simple like creating a word wall or a graffiti wall. Its interactive, fun, and an engaging, learning way for children to retain vocabulary. Like word walls that encourage active student participation. This way students can point out gestures, such as pointing to key words during a lesson, offering visual reinforcement which can be very helpful for students. After reading these articles, and learning other techniques for children to learn vocabulary, I have gained knowledge on what to do to get children ready to learn those vocabulary words in a way that they wont forget it. I remember I would just read something, and I was not able to really comprehend what I just read. There were certain words that I did not understand the meaning to. As a future teacher, I want my students to really understand what they are reading, rather than just knowing how to pronounce words and not know what they mean. Visuals can be a great way for effective teaching strategy to improve literacy skills.

Developing academic language: Got Words? 

In order to gain knowledge through independent reading and participate in meaningful discussions in the classroom, students must master the complex words and phrases that characterize the language of school. Academic language is critical for reading comprehension and overall academic success. I really liked how this article touched the basics and importance of academic vocabulary. The article mentions how vocabulary returned as one of the most important aspects in reading instruction. I liked how there were so many important facts and things to help teachers incorporate vocabulary in their classrooms. I will definitely be using some of these strategies in my classroom when I become a teacher.

Using academic word lists to support disciplinary literacy development: 

This article was very interesting to read, I liked how the mathematics and and literacy were integrated by using problem solving. I also liked the methods for classroom teachers to embed and authentically integrate best practices in vocabulary instruction to support disciplinary literacy development. I really like word walls. In the preschool that I work in and the classrooms that I have visited for my fieldwork placements I always see awesome word walls around. The article mentions how the students were able to make word walls from the text book with the vocabulary words. The students used index cards to visually represent the the vocabulary words to make it easier for them to learn and remember the word. I absolutely love word walls, or any type of cards that children can create on their own to help them really understand and remember those vocabulary words. Literacy development is a vital part of children’s overall development. A child needs to develop the building blocks for literacy, like the ability to speak, listen, understand, watch, and draw.

Get all jazzed up for vocabulary instruction: Strategies that engage

As a child, I really liked creating pictures, or making things look pretty. It was my own way of learning. I think graffiti walls are great! I actually just created a graffiti wall for my EDU 308 course and I really enjoyed it. I think its a great way to get children engaged, and learn in a fun, creative way. Children are able to use pictures to help them retain the vocabulary words by using texts and collaboration with their classmates. This way students are really able to grasp the vocabulary word and really understands the meaning behind it. I think Graffiti walls are great to encourage team work, art, and literacy all in one. I also liked the picture word walls that were mentioned in the article. Picture word walls are designed to be an interactive tool for children and contains an array of words that can be used during writing and reading with a picture so children really understand the word. Visuals are great for children to be able to see, some children need that visual to remember the meaning of a certain word. I remember as a child, I needed visuals to go with my spelling words. That way I can have an idea of what the word actually means.

I love the idea of the graffiti wall, and the picture word walls. When I become a teacher I will definitely be using both in my classrooms to get students interacted, engaged, and learn  their vocabulary words in a fun way.

Objective: Students will be able to identify vocabulary words ending in suffix-ed

Materials: Index cards

Markers

Book: Pete The Cat and his four groovy buttons

 

Prior Knowledge: Students have already reviewed the suffix-ed and are familiar with the words that end in ed. Students already read Pete The Cat. Students have gone over a significant amount of vocabulary words that end in – ed.

Procedure: 

1.) Full class read aloud – Pete The Cat and His Four Groovy Buttons

2.) Students will write 4 words that they recognized from the story on their index cards to create a word wall with words that end in -ed

3.) Students will present their word wall to class and give their own definition.

4.) Teacher will create her own word wall with all the words that students chose.

5.) Students will add their classmates words to their word wall.

6.) Lastly, students will have a small group discussion about their words. Students will share words to their peers that they are not familiar with.

Assessment: Students will have an exit slip.

Student will have to write one word that ends with ed and a definition to go with it.

 

 

 

 

Standard:

• CCSS.RF.1.3G
• CA ELD P1.12
• TX C3B
• NLAP RF.1.3

Objective: Students will demonstrate an ability to sort words into word families by identifying word patterns.

Students will be able to use sight words with the same beginning letter using flash cards as support.

Grade: 1st

Strategy: Word sorts group vocabulary using flashcards.

Lesson preparation: 

• Introduction to lesson:
• Model the word cat so that students are able to hear all the sounds.
• Write the word “the” on the board and have students try and stretch that word out. Tell students what the word is which is “the” and explain to them that the word “the” can not be stretched out. I will explain to my students that there are some words that we just have to memorize or learn by sight. These words are called sight words.

Lesson:

• Students will receive vocabulary cards. As I am going through the words students will locate the card for the word that I am reviewing
• Explain sight words: recognize by there sense of sight.
• Ask students to share with partner something that they can see
• Explain that sight words, like all words, start with different letters
• Students will sort, or put like things into groups
• Students will be sorting sight words based on their beginning letters.
• Students will sort their sight word flash cards into three piles: words that begin with A,F, and G
• Students will be paired up with partners and the partners will practice reading the words in each pile
• Lastly students will come up with sentences for each of the sight words. Students can share the sentences aloud or write them down.

Question that can be asked:

How can we sort sight words by beginning letters?

Closing:

Students will be called on to share their sentences with the class.

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