I Poem

I don’t think I’ve ever had to write an I poem so I was really curious to find out what they were from hearing so much about them. After viewing the power point on I Poems, I was very fortunate to find included in the power point a format for I poems. I also learned that I poems were “do-able” by anyone. After successfully teaching persona I poetry in the second and fourth grade classroom I was really inspired and amazed at the poems that the students wrote.

I really liked Kucan’s statement that by  having students write I poems it deepens their understandings. I agree with this because I poems are written in first person where the poet takes on the identity of the subject. And by doing so the writer has to have some knowledge of that subject and be able to follow the format and put all the pieces of the poem together. The students have to take ownership of their writing, creativity and the information they gained from their research.

I really liked the I poems and will teach them to my students because with everything the power point states about I poems I also liked how I poems are published and shared. It is important for student work to be shared.


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Competency Goal 1: The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation.

1.02 Observe and record how animals of the same kind differ in some of their characteristics and discuss possible advantages and disadvantages of this variation.

1.03 Observe and discuss how behaviors and body structures help animals survive in a particular habitat.

With objective 1.02 and 1.03, we can observe the different characteristics and body parts of seals. We can discuss how they have limbs instead of fins that allows them to swim in the water and to move on land.

1.04 Explain and discuss how humans and other animals can adapt their behavior to live in changing habitats.

In objective 1.04, we can compare how Jack has to adapt his behavior as his habitat changes from dry land to living on a ship at sea to how seals have to adapt their behaviors as they move from the sandy beaches to the ocean waters.

Questions to ask?

What is a seal  habitat? (Arctic, subarctic and temperate coastal ocean waters, estuaries and rivers, also on beaches.)

What is a predator to seals? (killer whales, large sharks and polar bears, birds and foxes)

Describe the seal family life? ( Harbor seals do not form pair bonds, and one male will breed with many females. )

What do seals have instead of fins? (They have limbs that look like fins because of their shape. Their limbs are front and back furry legs.)

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Breaking words down to build meaning: Vocabulary, morphology, and reading comprehension in the urban classroom.

This article discusses how vocabulary and reading comprehension rely on each other. The vocabulary handout also states that vocabulary is a core component of reading instruction. Studies have shown how having a greater vocabulary leads to better reading comprehension. I liked that this article mentions that there is a difference between conversational English and academic English. ELL students who have reached the conversational level may seem to be at the academic level but in reality they aren’t.

The article provides several methods for teaching students vocabulary comprehension that go along with the Multitext Study vocabulary activities and the vocabulary handouts. For example in the Pirate multi-text study a list of vocabulary words are given and students are to answer questions pertaining to the vocabulary word listed and to list synonyms and antonyms. Here you making connections to the vocabulary words instead of just memorizing them.

The article also emphasizes the teaching of Morphology and morphology strategies to students. The authors broke this down to three methods. The first is to teach students to recognize and understand the meaning of prefixes and suffixes and what one means and does to the original word. The second method is knowledge of how words get transformed. This is basically when words take more than one form, the article provides several examples; the noun is acceptance and the verb it accept. And the last method to morphology is roots. Roots are important because they each have a meaning and are found within other words.

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Discussion Director and Reciprocal Teaching

A discussion director is an assigned job that would be given to at least one student in every group. A discussion directors’ job  is to facilitate discussion within their groups by asking questions about the readings. Before releasing the students to ask questions. Students are shown and given examples on how and what types of questions to ask questions.  In the reading the examples provided were questions that students will be answering on the EOG’s.

Reciprocal Teaching can be done individually, small groups or whole class. Here students have different responsibilities to play. There is a summarizer, who highlights key ideas,  a questioner who asks questions,  a clarifier who answers questions and tries to clear up any possible confusion and a predictor, who offers predictions. Reciprocal Teaching is the reading process played out.

There are several similarities between Discussion Director and Reciprocal Teaching one is that they both are reinforcing reading comprehension and kids get the chance to take on a role and have specific tasks and responsibilities.

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Integrating instructional-level social studies trade books for struggling readers in upper elementary grades. Illinois Reading Council Journal, 37(4), 3-13.

The reading was very interesting. Based on the information from the reading on struggling upper elementary students, I believe that a multi-text unit will be very beneficial to all students regardless of their reading levels. Students who are reading below grade level are struggling because teachers are handing them materials to read that are too difficult for them and expecting them to complete the assigned task(s) within a certain time frame. From the reading assessment we have seen that a student who is reading below grade level will need more time to read and accurately process a passage that was meant for on grade level students. By assigning reading assignments to all students in the classroom with a given time frame for completing the work; this presents an impossible situation for the students who are reading below grade level.

I liked how in the article the authors talked about assigning quality books to all students. Sometimes students who are below grade level are randomly assigned books to read as practice while students who are on or above grade level have the opportunity to read quality books. The article also discussed grouping students based on their reading level and having each reading level group read a different book from the other reading level groups but all with the same context. I think this is a great idea because I feel like this can be so easily done with a multi-text unit. Of course in a muli-text unit you will have one main book and focus on the concepts and themes but in this case of making reading possible for every student have three similar books with the same theme and common concepts. That way you can also teach students how to compare and contrast between the books.

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Shared readings: Modeling comprehension, vocabulary, text structures and text features. The Reading Teacher.

I really like the idea of shared reading and plan on implementing shared reading in my classroom. I remember doing some shared reading in my classes but they were more like popcorn reading. The teacher would start reading and then call on a student and the class continued. Sometimes she would continue and read after everyone was called on but most of the time she would let us read by ourselves go do something else.

I like the article because the authors talked about how teachers should have a clear purpose when doing shared reading. That students should  see and hear the teacher reading and thinking aloud during shared reading time. For me, this is interesting but I really do think that by modeling what you want your students to do that with time they too will adopt the behaviors that you’ve been modeling. It’s kind of like subliminal messaging them, “hey this is what you need to do.”

It’s also important to model more than just one thinking strategy.  Because in reality who reads with only one strategy. The article provided several examples of how the teacher can model the different strategies from responding to the text to using context clues to figure out what the word means. Another strategy discussed is reading text features because they add to comprehension.  Now I understand why my teachers always made us read everything from the title to captions on the page.

I am really excited about shared reading because I feel like through modeling the various ways in which we read, that our students will slowly pick up those “good” reading habits and make them their own.

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Swashbucking Adventures on the High Seas and Pirates in Historical Fiction and Nonfiction and Internet Workshop and Blog Publishing: Meeting Student (and Teacher) Learning Needs to Achieve Best Practice in the Twenty-First-Century Social Studies Classroom

Before you begin anything, what better way to introduce the topic, than to get your students curious. I think  beginning with a KWL,  invites students to explore and question the topic thus furthering there curiosity. I liked how before starting the pirate unit the authors discussed  playing pirate music in the background while students explored a set of items: books, maps, artifacts, all relating to pirates.

I really enjoyed these two article for the neat activities and ideas they provided. I think that double entry diaries are a good way to keep track of all the information you are getting out of a book because sometimes stick notes just don’t do, I mean tend to fall out and just aren’t big enough for you to write everything that you need to write.

The last article is very information because  provides examples from a pirate unit. This unit is very powerful because it has many components to it and will at some point meet the diverse needs of most students. First the students learn how to conduct researches online by  doing a specific activity created by the teacher. It is good to know that internet workshops are inquiry based, therefore students are in charge of their own learning.  Students also get a chance to share the information they found through discussions and or through a classroom blog. There is also several instances of collaboration in the unit because several collaborating teachers have had their students write “I” poems. This unit expands to other core subject areas such as literature, has a strong technology element and collaboration between teachers.

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