Classroom 2.02024-03-29T05:56:09ZDenise Lindstromhttps://www.classroom20.com/profile/dllb123https://storage.ning.com/topology/rest/1.0/file/get/1949883207?profile=RESIZE_48X48&width=48&height=48&crop=1%3A1https://www.classroom20.com/group/bestpracticesforliteracyinstruction/forum/topic/listForContributor?user=dllb123&feed=yes&xn_auth=noChapter 12:tag:www.classroom20.com,2010-04-15:649749:Topic:4629102010-04-15T14:55:00.806ZDenise Lindstromhttps://www.classroom20.com/profile/dllb123
<p>Chapter 12: Humanities Instruction</p>
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<p>Humanities Means different things to different people.</p>
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<p>Overall Concept: To include a variety of subjects and to incorporate those subjects to fit together. Relate to the human environment Diverse Heritage Traditions, and Human Realtions.</p>
<p style="TEXT-ALIGN: left"><img alt="" src="http://storage.ning.com/topology/rest/1.0/file/get/1798927545?profile=original"></img></p>
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<p style="TEXT-ALIGN: left">In our lesson we had our students incorporate art, history, literature, and…</p>
<p>Chapter 12: Humanities Instruction</p>
<p> </p>
<p>Humanities Means different things to different people.</p>
<p> </p>
<p>Overall Concept: To include a variety of subjects and to incorporate those subjects to fit together. Relate to the human environment Diverse Heritage Traditions, and Human Realtions.</p>
<p style="TEXT-ALIGN: left"><img alt="" src="http://storage.ning.com/topology/rest/1.0/file/get/1798927545?profile=original"/></p>
<p style="TEXT-ALIGN: left"> </p>
<p style="TEXT-ALIGN: left">In our lesson we had our students incorporate art, history, literature, and technology together to create a final project. The students would learn about modern art, then research a artist of their choice, record information on that artist, and then be taught how to use Microsoft Publisher to create a magazine cover about their choosen artist.</p>
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<p style="TEXT-ALIGN: left"> ¨6 C’s</p>
<p style="TEXT-ALIGN: left">Choice - Allowing them to choose their own artist. Create their own design for magazine.</p>
<p style="TEXT-ALIGN: left">Challenge - Discovering which artist relates to them. Designing a magazine cover.</p>
<p style="TEXT-ALIGN: left">Control - Doing their own research. Controlling the design of their own project</p>
<p style="TEXT-ALIGN: left">Constructing Meaning - Develop a better understanding of Modern Artist</p> Chapter 8 Reading Across Multiple Textstag:www.classroom20.com,2010-04-15:649749:Topic:4628962010-04-15T14:16:02.337ZDenise Lindstromhttps://www.classroom20.com/profile/dllb123
<p>People in today's society make decisions based off of information they recieve from a variety of sources.</p>
<p>Historians use multiple texts when they try to compile information from previous records to get an accurate portrayal of earlier life.</p>
<p>Mathmaticians can use their principles to create and manipulate data to help reinforce a claim, such as whether or not a budget is needed.</p>
<p>Teaching students to ask questions about whether or not this is a valid source. Giving students…</p>
<p>People in today's society make decisions based off of information they recieve from a variety of sources.</p>
<p>Historians use multiple texts when they try to compile information from previous records to get an accurate portrayal of earlier life.</p>
<p>Mathmaticians can use their principles to create and manipulate data to help reinforce a claim, such as whether or not a budget is needed.</p>
<p>Teaching students to ask questions about whether or not this is a valid source. Giving students a variety of sources and monitoring which sources they use is critical.</p>
<p>Contextualization also used when analyzing a work in literature class.</p>
<p>Corraboration is needed when trying to ascertain whether a scientific claim can be repeated, or whether multiple sources agree on certain historical event.</p>
<p>Multiple texts could be used across different fields such as math and history. In schools in West Virginia students struggle with reading charts and graphs which could be incorperated in History my haveing students look at and interpret graphs.</p>
<p>Three texts seems to be a good number to give students on a given assignment. Starting with simpiler texts and building off of that</p> Chapter 10: Assisting Struggling Readers with Textbook Comprehensiontag:www.classroom20.com,2010-03-30:649749:Topic:4565332010-03-30T17:13:22.604ZDenise Lindstromhttps://www.classroom20.com/profile/dllb123
<p>Chapter 10 is based around assisting struggling readers with textbook comprehension. The essential questions are: Why teach textbook comprehension?, Who are the readers who struggle with textbooks?, and How to select an appropriate and considerate textbook?. It give you three strategies that can help, which included: The Embedded Comprehension Instruction, Explict Stragegy Instruction, and Teacher-Guided Comprehension. We have attached a unit plan that shows how textsets can be…</p>
<p>Chapter 10 is based around assisting struggling readers with textbook comprehension. The essential questions are: Why teach textbook comprehension?, Who are the readers who struggle with textbooks?, and How to select an appropriate and considerate textbook?. It give you three strategies that can help, which included: The Embedded Comprehension Instruction, Explict Stragegy Instruction, and Teacher-Guided Comprehension. We have attached a unit plan that shows how textsets can be incorporated into the classroom to help assist the readers and different activities such as graffeti walls Here is the lesson plan: <a href="http://www.readwritethink.org/classroom-resources/lesson-plans/exploration-text-sets-supporting-305.html">http://www.readwritethink.org/classroom-resources/lesson-plans/exploration-text-sets-supporting-305.html</a> .We included a video in our presentation on an acrynoms for assisted reading compresension. <a href="http://www.youtube.com/watch?v=IelvvkxJrik">http://www.youtube.com/watch?v=IelvvkxJrik</a>.</p>
<p> </p>
<p>Here is our PowerPoint we used to present to the class, which included examples and a indepth look at the content presented in Chapter 10.</p>
<p><a href="http://storage.ning.com/topology/rest/1.0/file/get/1798927816?profile=original">Inclusive Practice PowerPoint- Chap 10.pptx</a></p>
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<p><a href="http://www.readwritethink.org/classroom-resources/lesson-plans/exploration-text-sets-supporting-305.html"></a> </p>
<p> </p>
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<p> </p> Chapter 11: The Reality of Challenging Texts in High School Science and Social Studies. (E. Sandstrom, E. Mason)tag:www.classroom20.com,2010-03-29:649749:Topic:4558292010-03-29T20:49:46.234ZDenise Lindstromhttps://www.classroom20.com/profile/dllb123
<p>Thi<font style="BACKGROUND-COLOR: #fff4f2">s chapter dealt with the mediation of knowledge in a cross content manner through six specific types of knowledge or skills needed for critical reasoning and comprehension:</font></p>
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<p><font style="BACKGROUND-COLOR: #fff4f2">Semantic Skills - word knowledge of the particular teminology of a given subject area.</font></p>
<p><font style="BACKGROUND-COLOR: #fff4f2">Mathematical Skills - application of mathematical concepts to social…</font></p>
<p>Thi<font style="BACKGROUND-COLOR: #fff4f2">s chapter dealt with the mediation of knowledge in a cross content manner through six specific types of knowledge or skills needed for critical reasoning and comprehension:</font></p>
<p> </p>
<p></p>
<p><font style="BACKGROUND-COLOR: #fff4f2">Semantic Skills - word knowledge of the particular teminology of a given subject area.</font></p>
<p><font style="BACKGROUND-COLOR: #fff4f2">Mathematical Skills - application of mathematical concepts to social studies and science</font></p>
<p><font style="BACKGROUND-COLOR: #fff4f2">Historical Skills - knowledge of past events, people, data, political and social issues and conflicts.</font></p>
<p><font style="BACKGROUND-COLOR: #fff4f2">Geographic Skills - knowledge beyond finding a location on a map, recognition of ethinic and racial disparities.</font></p>
<p><font style="BACKGROUND-COLOR: #fff4f2">Discursive Skills - understanding that texts are written for specific purposes unique to the domain.</font></p>
<p><font style="BACKGROUND-COLOR: #fff4f2">Pragmatic Skills - having the capabilites to question texts.</font></p>
<p> </p>
<p></p>
<p><font style="BACKGROUND-COLOR: #fff4f2">As noted earlier, the use and building of these skills allows for the development of critical thinking skills within the student. Further, by framing questions that require greater investigation, a teacher may motivate students to understand and delve deeper into social studies and science and finally enjoy the topic being taught.</font></p>
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<p><font style="BACKGROUND-COLOR: #fff4f2">We chose to show how students could prepare a project, in this case, on the "Emergency Quota Act of 1921" that would allow them to not only use the the various skills needed to complete the project, but also indicate how a simple statement in a text can be questioned and students can arrive at deeper understandings of historical events. Subject matter teachers can engage students and use scaffolding techniques (either by modeling directly to the student or allowing more competent peers to assist other students in assigned projects) to bring students into a zone of proximal development where learning can most easily occur and skills can be built or enhanced.</font></p> Chapter 6- Actively Engaging Middle School Students with Wordstag:www.classroom20.com,2010-03-29:649749:Topic:4557802010-03-29T18:42:06.959ZDenise Lindstromhttps://www.classroom20.com/profile/dllb123
<p>This assignment was assigned in an Inclusive Practices Class. We developed a PowerPoint that includes examples of strategies, how it is inclusive and the Educational Theorists that would support this type of learning. This chapter includes, the role of vocabulary in a middle school classroom, how words are learned, rationale for engaging adolescent learners in active word learning and five strategies that promote active engagement (guess and check, vocabulary anchors, 3-D words, Greek and…</p>
<p>This assignment was assigned in an Inclusive Practices Class. We developed a PowerPoint that includes examples of strategies, how it is inclusive and the Educational Theorists that would support this type of learning. This chapter includes, the role of vocabulary in a middle school classroom, how words are learned, rationale for engaging adolescent learners in active word learning and five strategies that promote active engagement (guess and check, vocabulary anchors, 3-D words, Greek and Latin roots and Video Words). We focused mainly on Video Words, but examples are given of each of the other strategies. The words that are included are an actual vocabulary list for Third Grade.</p>
<p> Knowing a word well means understanding the word's meaning, pronunciation and spelling when it is spoken and read and using the word correctly in speaking and writing. Actively enaging students with new words and with other students as they learn new words can promote vocabulary development. Active engagement can also build a positive classroom environment and establish a community of learner who support each other. This strategy can also be used for ESL students. <a href="http://storage.ning.com/topology/rest/1.0/file/get/1798927842?profile=original">Chapter 6 ppt.ppt</a> </p>
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<p>Brandi Knight, Erin Lopez, Sophie Youngs</p> Chapter 7: Comprehension Instruction for Older Youthtag:www.classroom20.com,2010-03-29:649749:Topic:4554722010-03-29T00:46:43.124ZDenise Lindstromhttps://www.classroom20.com/profile/dllb123
<p> </p>
<p> </p> Chapter 9: Multimodality and Literacy Learningtag:www.classroom20.com,2010-03-27:649749:Topic:4545982010-03-27T21:08:41.251ZDenise Lindstromhttps://www.classroom20.com/profile/dllb123
<p>Many students tend to struggle if the only resource they use is a textbook. We know that all students learn differently. Thus it makes more sense for lessons to be taught and assessments to be made in multiple ways that span many different learning styles. The chapter spoke to multimodality and focused prmarily on four areas: gestural, visual, auditory, and kinesthetic. We sat up a lesson using multimodality for a hisotry class covering the home front during WWII.</p>
<p> </p>
<p>Gestural:…</p>
<p>Many students tend to struggle if the only resource they use is a textbook. We know that all students learn differently. Thus it makes more sense for lessons to be taught and assessments to be made in multiple ways that span many different learning styles. The chapter spoke to multimodality and focused prmarily on four areas: gestural, visual, auditory, and kinesthetic. We sat up a lesson using multimodality for a hisotry class covering the home front during WWII.</p>
<p> </p>
<p>Gestural: For gestural, we used an "act out the story" method. This way students can get up and "role-play" through the history. By acting out roles their chances of remembering what happened goes up.</p>
<p> </p>
<p>Visual/Auditory: we placed these categories together by using youtube links. Click on a link below to see any of the videos we found:</p>
<ul>
<li><a href="http://www.youtube.com/watch?v=5Nf_SzRFlHY">Remember Pearl Harbor</a></li>
<li><a href="http://www.youtube.com/watch?v=xA-0wPNeYZI">U.S. Women in WWII</a></li>
<li><a href="http://www.youtube.com/watch?v=JZs61VCJvTg">Praise the Lord and Pass the Ammunition</a></li>
<li><a href="http://www.youtube.com/watch?v=WShakP-Sir4">WWII Posters</a></li>
</ul>
<p>Kinesthetic: Finally we had the students create a war-time poster with a partner.</p>
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<p>Using Dewey's methods, some of the activities allowed students to learn by doing and experience. They also were to have Vygotsky's social interaction and collaboration during their poster making. I would have to say, however, that Gardener's MI are probably more significantly used in the multimodality activities we created. In the end, diverse and different learners had more of an opporunity to learn the material, because it was not given to them in textbook form only.</p> Chapter 13: Fostering Acquisition of Official Mathematics Languagetag:www.classroom20.com,2010-03-25:649749:Topic:4539712010-03-25T21:32:11.334ZDenise Lindstromhttps://www.classroom20.com/profile/dllb123
<p>My group had Chapter 13 about the use of official mathematical language in the classroom. We put our presentation into a power point that I have attached to this discussion. Their are tons of information and resources about how one can use everday language to define and correlate mathematical terms. Some websites and videos are listed in our presentation that will not only encourage student learning of this "foreign" language, but will captivate and engage the students. One can use this…</p>
<p>My group had Chapter 13 about the use of official mathematical language in the classroom. We put our presentation into a power point that I have attached to this discussion. Their are tons of information and resources about how one can use everday language to define and correlate mathematical terms. Some websites and videos are listed in our presentation that will not only encourage student learning of this "foreign" language, but will captivate and engage the students. One can use this strategy to promote the correct use of official mathematical language in the classroom.</p> Chapter 5: The role of motivation in adolescent literacy instruction.tag:www.classroom20.com,2010-02-20:649749:Topic:4378092010-02-20T23:50:03.339ZDenise Lindstromhttps://www.classroom20.com/profile/dllb123
<p>Read chapter 5 The Role of Motivation In Adolescent Literacy Instruction<br></br></p>
<p><br></br></p>
<p>Find an activity on the <a href="http://www.readwritethink.org/classroom-resources/lesson-plans/" rel="nofollow">Read Write and Think</a> website for the content area and grade level you want to teach.</p>
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Analyze the lesson in terms of the the Six C's table on pages 93 & 94. In a reply to this discussion, describe how the lesson meets each of the Six C's. If it does not meet…
<p>Read chapter 5 The Role of Motivation In Adolescent Literacy Instruction<br/></p>
<p><br/></p>
<p>Find an activity on the <a href="http://www.readwritethink.org/classroom-resources/lesson-plans/" rel="nofollow">Read Write and Think</a> website for the content area and grade level you want to teach.</p>
<p><br/></p>
Analyze the lesson in terms of the the Six C's table on pages 93 & 94. In a reply to this discussion, describe how the lesson meets each of the Six C's. If it does not meet each of the six C's describe how you could modify it so that it does.<br/> Chap 3 & 4tag:www.classroom20.com,2010-02-16:649749:Topic:4365092010-02-16T16:19:38.318ZDenise Lindstromhttps://www.classroom20.com/profile/dllb123
<p> There is no doubt that the Perez Hilton and Smoking Gun websites are popular among teenagers. Let's face it, most teens are rebellious by nature. These less-than-classy websites are likely to be used as a social tool rather than a means to enhance literacy. Trashy topics and slang words more than likely feed the gossip at the lunch table. Students probably dont give literacy a thought in the world as they browse these sights. As a teacher, I would naturally worry about the material…</p>
<p> There is no doubt that the Perez Hilton and Smoking Gun websites are popular among teenagers. Let's face it, most teens are rebellious by nature. These less-than-classy websites are likely to be used as a social tool rather than a means to enhance literacy. Trashy topics and slang words more than likely feed the gossip at the lunch table. Students probably dont give literacy a thought in the world as they browse these sights. As a teacher, I would naturally worry about the material that my students would be viewing on these websites. I'm not sure you can even call it news really. Not all of the information presented is valid or even credible.</p>
<p> The websites that were safe for teenagers put forth an obvious effort to stay within the realm of things that are age appropriate. They used whole sentences, no slang words, correct spelling, etc. They also only presented material that was wholesome for tennagers. I would not have to worry about having an angry parent if I let my students view these websites. </p>
<p> While it is important for teachers to find literature that is appealing to students, there has to be a happy medium between the boring and the garbage. Teachers should always encourage literacy in and outside of the classroom. A tiny little part of me feels that whatever my students read out of the classroom is none of my business and I should be happy they're reading at all. Atleast the gossip websites aid somewhat in word recognition, scanning skills, etc. However, the greater part of me feels that I should supply my students with literature to take home or website suggestions outside of the classroom. I still think it's important for students to be exposed to wholesome, age appropriate, and grammatically correct material.</p>