A big part of literacy in the
classroom has to do with the physical characteristics. In many of our classes we discuss the
different types of stations we can have throughout our classroom to develop
literacy. In the book on page 377 it discusses these classroom centers. What we
hear very little about is the other aspects of literacy. This includes what we
hang on our wall, and what materials we make available to children. My dream is
to teach kindergarten. While spending time in a kindergarten classroom this
semester I have learned about their morning routine. In my class they go over
the calendar, weather, and months. What type of print would you hang in your
classroom as a part of your morning routine?
On page 384
of our textbook, figure 9.4 have a checklist for improving literacy in our
classrooms. I was really surprised by the changing of books every two weeks. I
thought the felt storyboards were a great idea, especially for young children
in kindergarten. What on this list were you surprised by, liked, or would
add/change?
Chapter 9 has a section that discusses ways of
selecting children for groups. I find this topic very interesting, because your
selection process can change for every activity or workshop you are doing. In
my classroom I plan to use a color system for selecting books. It is important
that students practice reading books at their level. I will categorize our
classroom books into bins with a specific color sticker. On the students
reading sheets, they will receive a sticker corresponding with their reading
level and they will choose books from that bin. While working in other areas,
for example math, I may partner students with high abilities those with lower.
These students can support each other, and offers the teacher time to work with
small groups. What is your opinion on this topic, and what would you do in your
classroom?
One of the
biggest challenges, especially as a new teacher or pre-service teacher, when
using stations and guided practice is keeping the rest of the class on task. It
is critical to meet with students in small groups, but keeping the rest of your
students on task can be difficult. Page 389 in our book offers some tips or
ideas for managing students in small groups. It is extremely important to work
students up to this task, answering questions, and practicing stations before
trying to do guided-reading instruction with other students. I really liked the
idea of using a center chart to organize the rotation of centers. The idea of “ask
three, and then me” is a great idea for keeping students from distracting the
teacher. What organizational idea did you like, and how will you keep students
on task?
I enjoyed reading everything that you had you say. I agree with having a calendar, weather, and months posted for discussion in your morning message. Along with this, I would also have birthdays, lunch menus, and special events such as field trips that we would be doing this day. These are all important components that we could discuss during a group meeting in the morning. Tasks such as signing up for a task of the day can keep them busy, and warm their brains up for the rest of the day. The morning is also a great time for students to get to know each other. This is a time that I would have a show and tell or student of the week to share information about themselves to the group.
ReplyDeleteAfter looking at the chart found on page 384 I found that I do not agree with the fact that literacy centers should be quiet. I think that having children express their ideas and talk about books together can be more effective. I still think their should be another area in the room that is reserved for those students that wish to work quietly. I agreed with the writing center ideas however. I really like the idea of having not only materials for the students to write, but having materials for them to create actual books. This is a different way that encourages writing and motivate students to try their best.
When it comes to students working in groups when reading I think that it is very effective. That being said, I do no think that teachers should always pair students at different reading level together all the time. If a student notices that other students are reading better than they are they will begin to compare themselves to others. I have seen a student that was negatively effected by a teacher that had a system where all the children at a reading level read the same book. This student was at a lower level than many of the other students in the class and began to notice that the other students where reading a different book than he was. He struggled with starting to read because he noticed that he was behind the other students. I will always make sure that I offer a variety of books to students, and allow them to choose a few from different reading levels as well.
After watching the videos of the teacher's classrooms I really like the idea of having the students choose five different centers. This give the students options, while also keeping them busy.
Rachel, I love your idea of adding special events as well as other important events that would be happening that day. I would also add the "star of the week" board that Mrs. Rehder had on the wall--this is a great way for students to get to know a little bit more about their classmates as the school year goes on. Rachel, I also like that the students could sign up for a task at the beginning of the day as well.
ReplyDeleteFelt story boards are such a great idea. Children, especially in the younger grades like kindergarten, can go up and play with the board to retell the story using the board.
I like the idea of pairing up a student that may be struggling with a student that is more advanced. That way, the more advanced student can help their classmate while the teacher finishes up another task or can help another student. I can see how this would make the struggling student feel bad, but the teacher should discuss with the class that they should always treat everyone with respect.
I also really like the idea of letting the children choose which center they want to go to. This gives the students the ability to exercise their independence in the classroom.