EDRG 3321 Blog 10

Me: Welcome everyone to my home. I hope you all have a good time tonight.
Everyone: Thank You. We are glad to be here.
Me: Well lets go ahead and open up the conversation. Does anyone have a question for one of the other guest?
Shanna (my sister): I do. Hitler what were you thinking?
Hitler: What?
Shanna: You know what. Enslaving and killing all of those people like that.
Hitler: My step dad beat me. Its his fault.
Shanna: Oh you are so full of it.
Tracie: So Rosa, how do you feel knowing we have come so far since you first refused to give up your seat?
Rosa Parks: I am extremely excited to see an African American as president. I always knew this day would come.
Tracie: Why did you do it?
Rosa Parks: I was tired. Mentally, physically, emotionally. I was just tired.
Mom, Shanna, Tracie, April: Thank you for what you did.
April: How does it feel to be in the same room as Hitler?
Rosa: It feels good showing him he is no better then anyone else.
April: So whats for dinner?
Me: Fried chicken, mashed potatoes and gravy, collard green, and corn bread.
All: Sounds delicious.
Mom: Shanna get off the phone!
Shanna: Oh sorry.
Hitler: Does everyone hate me.
All: Yup.
Hitler: Im sorry.
All: You should be.

BLOG 9 EDRG 3321

Historical fiction is literature that represents a true time, person, or place from the past but the actual store itself is fiction.

Historical fiction is a great way to introduce history to students in a fun way. Most students you put a history book in front of them and their eyes glaze over before they hit the second paragraph. Historical fiction can keep them interested. For example if teaching the Battle of the Alamo most kids don't want to hear the facts and the dates but if you give them a story about the battle that includes some fictional characters maybe who were there just to bring letters back and forth for the families and told the story from their eyes and told some of the true events, that may be more interesting for the students. It keeps their imagination going while learning history at the same time.

BLOG 10 EDRG 3344

"Fast Food Fred"
On a beautiful sunny summer day Fast Food Fred decided he would go to the park and play. Fast Food Fred got his name because he loves fast food so much he eats it everyday. So all of his friends call him Fast Food Fred. When Fast Food Fred arrives at the park he sees his friends Sally Sue and John Jacob playing soccer. Sally Sue and John Jacob love to play soccer because they know it is great exercise. Fast Food Fred decides to sit on the bench and watch his friends play. When they see him sitting there they ask him if he wants to play too. " Sure" said Fast Food Fred. "It looks like fun!" Fast Food Fred goes to play soccer with his friends when he begins to get very tired and weak. "I think I am going to go take a break." Fast Food Fred goes back ro the bench feeling bad because he could not keep up with Sally Sue and John Jacob. Just then Captain Nutrition shows up. Captain Nutrition is the fastest, strongest, most powerful superhero in the world. He sits next to Fast Food Fred and asks "Whats wrong Fast Food Fred?" Fred replied " I'm tired and I am so weak I cant keep up with the other kids." Captain Nutrition ask"Well did you eat a healthy breakfast today? "Yes. I ate a Super Sloppy Greasy Fatty Platter from McDogals," said Fast Food Fred. "Well Fred did you know that breakfast is the most important meal o the day?" "It is?" " Yes, it is, and you shouldn't be eating such fatty food, that is why you feel so tired and weak." "If you want to be fast and strong like the other kids you need to start eating a nutritious balanced diet." " Aw man," said Fast Food Fred. "It's okay Fred you can start now with this nutritious snack of apples and carrot sticks." "WOW! These taste great and I'm feeling better already. Thanks Captain Nutrition." "Your welcome Fred. Just remember healthy foods are very important. If you want a snack try some fruits like apples, grapes, and bananas, or some vegetables like carrots, broccoli, and spinach. They will all make you big and strong and keep you healthy." Fred went back to play soccer with Sally Sue and John Jacob for the rest of the day and was able to keep up the entire time. "Wow Fred how did you get so much energy?" asked John Jacob. "I ate a nutritious snack.

EDRG 332 Blog 8

Contemporary realistic fiction is literature that is set in the present time or recent past that deals with events that could happen but did not actually happen.

Contemporary realistic fiction can be used to in the classroom to help discuss issues like tolerance and family, and sexuality. For example one could use Snow in Jerusalem Written by Deborah Costa Illustrated by Cornelius Van Wright and Ying-Hwa Hu to help teach tolerance. It is a story about a Jewish boy and a Muslim boy who both unknowingly take care and love the same white stray cat. Once they both realize this they are originally confused how the cat could love both a Jewish boy and a Muslim boy and begin to fight over the cat. They realize that their love for the cat is more important and become friends in the end. It can teach students that although we are different we can have things in common and should accept each other and not hate each other because of those differences.

Blog 9 EDRG 3344

How To Outline?

For my MGP I am making a receipe book of Fun and Healthy Snacks for Kids.
1. Introduction of why healthy food in important.
2. Create recipes ex: apple smiles (apple smiles, peanut butter, and raisins)
3. Demonstrate how to make a fun and healthy snack



I came across this poem and thought it would be a cute way to teach manners in the classroom. I thought it was cute how they used characters from popular nursery rhymes.

Little Boy Blue


by Darren Sardelli



Little Boy Blue, Please cover your nose.You sneezed on Miss Muffet and ruined her clothes.You sprayed Mother Hubbard,and now she is sick.You put out the fire on Jack’s candlestick.Your sneeze is the reason why Humpty fell down.You drenched Yankee Doodle when he came to town.The blind mice are angry!The sheep are upset!From now on use tissues So no one gets wet!

Extra Credit Blog 3321

Looking to the heavens
I am embraced in his love
For I know he is there
Watching from above
He sacrificed his son
So that my sins be forgiven
For there is no greater love
Then that of God and his children

Blog 8 3344

According to the dictionary a Narrative is a story or account of events, experiences, or the like, whether true or fictitious. It shows a sequence of events over time. A narrative clearly and completely tells about the events in the story ( the writer must explain each event with lots of details). It has an audience other then the author or writer.

In class we had a writers workshop. Writers workshop is where three to five students get into a group and one at a time reads their writing piece then one at a time each member comments on the writing piece. It is important to remember that this is not a time for Q and A. Each student uses the Sandwich Theory (SBH 2007). The Sandwich Theory is where whomever is speaking begins with what they liked about the writing piece, make a suggestion, and then ends with a positive statement. This is not a time for editing, it is a time for suggesting word choice, and developing the characters and or concepts. Then the individuals rewrite their piece and last the students edit their pieces. We did a writers workshop on our MGP's. This was very helpful for all of us. It helped us extend on our concepts and make it more creative. It allowed us to receive some positive feedback which in turn made us more confident about our writing. I think it is a very good process especially with the sandwich theory.

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§115.3. Health Education, Grade 1.
(a) Introduction.
(1) In health education, students acquire the health information and skills necessary to become
healthy adults and learn about behaviors in which they should and should not participate. To
achieve that goal, students will understand the following: students should first seek guidance
in the area of health from their parents; personal behaviors can increase or reduce health
risks throughout the lifespan; health is influenced by a variety of factors; students can
recognize and utilize health information and products; and personal/interpersonal skills are
needed to promote individual, family, and community health.
(2) In Grade 1, students learn more about their bodies and how to care for themselves. Students
also begin to learn that relationships exist between behaviors and health, and that there are
community helpers such as nurses and doctors who help them stay healthy. In Grade 1,
students also learn skills to help them make friends, resolve conflicts, and solve problems
(b) Knowledge and skills.
(1.1) Health behaviors. The student
understands that personal health
decisions and behaviors affect
health throughout the life span.
The student is expected to:
(A) describe and practice activities that
enhance individual health such as
enough sleep, nutrition, and exercise

MGP

Everyday Foods for Health

Narrative - Story ( Super Apple!)

Expository - Recipe Box

Persuasive - Letter (From Healthy Snacks)

Descriptive - Poem (Ode to fruits and veggies)

EDRG 3321

Modern Fantasy is literature that is set in the real world but the author has altered one or more characteristics of everyday reality. For example when an author takes a an ordinary character and gives them extraordinary experiences or when an author has an unrealistic character in a realistic setting. Modern fantasy contains eight categories which are articulate animals, toys that come alive, preposterous characters and situations, strange and curious worlds, little people, friendly and frightening spirits, time wraps, and science fiction. In modern fantasy the author must get the reader to suspend disbelief.

An activity that a teacher could do with modern fantasy is creative dramatization. Characterization. The teacher can have the students role play a part of a story like Harry Potter and the Philosopher's Stone . Have them role play the part where Harry finds out that he is a wizard. Creative Drama gives children the opportunity to interact with the characters in the story, interpret aspects of the plot, and express their reactions to the authors style. The teacher should take the story and create a script for the story to provide to the children. Assign roles to the students and have them come to the front of the class. The teacher can provide props to make it more interesting for the students.

EDRG 3321 Blog 6

Traditional literature is literature that has been passed down orally from generation to another generation and usually represents the political, social, and religious beliefs of its time.

Traditional Literature is a great tool to use in the classroom. One way to use TL in reading, writing, and social studies is with the story of Cinderella. It may not seem like one story can involve all three areas but it can. First have the students break up into small groups and give each group a version of Cinderella from different cultures. Have each group read their version and when done come back to the rest of the class. Have each group tell the class about their version of Cinderella and discuss the differences they found. Then have each student write a paper about what they learned about the other cultures and how it is different from their own culture.

I will definitely use TL in my classroom. I think it is very beneficial for the students. They can learn a little bit about history and how the stories have changed over time. Traditionl literature can help students learn about other cultures and the world around them. TL helps students identify with other people and their struggles. TL along with helping students learn is simply enjoyable.

EDRG 3344 Blog 6

My definition of talk would be when one or more persons communicate orally for reasons such as gaining/giving information, to persuade, or for enjoyment. Now when I looked up the definition in the online dictionary it stated that talk was to deliver or express in speech, to make the subject of conversation or discourse, to influence, affect, or cause by talking, to use (a language) for conversing or communicating, to express or exchange ideas by means of spoken words, to convey information or communicate in any way (as with signs or sounds). The textbook breaks down talk into two types of classroom talk. Aesthetic Talk and Efferent Talk. Aesthetic talk is when the purpose of talk is to tell stories or deepen students understanding of stories. Efferent talk is is when the purpose of talk is to present information or understand information better. It goes on to break it down once more into formal and informal talk. Formal talk involves oral presentations such as debates or readers theatre. Informal talk involves students working in small group's usually consisting of conversations to understand literature or information better or to accomplish an assignment.

Classroom talk is extremely important. Teachers sometimes assume that students already know how to talk so they concentrate on reading and writing. So some children get left behind. The four types of talk activities: conversations, aesthetic talk, efferent talk, and dramatic activities are important for developing children's talk and they can also complement students written language. Classroom talk encourages students to ask questions, share ideas, and learn from other classmates. It can help those students who are shy or maybe learning English as a second language. If a student feels that they can not talk in the classroom most times they will be afraid to ask a question and may end up missing something very important from that days lesson. It helps children to become better communicators which will help them when they reach college or begin their career. As teachers we should always encourage talk as long as it is relevant and/or appropriate.

An example of talk in the classroom would be Grand Conversations. Students as a class or in small groups discuss the literature they are reading in literature focus units and literature circles. Grand Conversations gives the students the chance to take responsibility for their own learning as they voice their opinions and support their views with example's from the literature. They talk about things like what puzzles them, what was interesting to them, and their personal connections to the story. Usually students will encourage other students to participate. I can recall in my tenth grade English class after every book we read we had a grand conversation. It helped my see things from others points of views which if we hadn't discussed it I would have only seen it one sidedly.

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Picture books are books that communicate or tell stories through a series of many pictures combined with relatively slight texts or no text at all (Nodelman). The illustrations are just as important if not more important then the text. Picture books can satisfy a wide age range of readers. As teachers we can use picture books for any grade level and at anytime. Some people might ask how do you use a picture book to teach. Well depends on what you are teaching. For young children in kindergarten they have books that are strictly based on letters and numbers. For example each letter will have pictures of words that start with that letter. Like an apple for a. For older students you can give them a wordless picture student and have them create a story to go along with the pictures. Now like everything we teach there will be some limitations. As teachers we are just going to have to take the time to ensure the book is age appropriate, co insides with what we are teaching, and belongs in the classroom. Like every book we bring into our classroom we will have to evaluate the picture books. When evaluating the books teachers should keep in mind their students. What will they find interesting. One should always consider the relationship between the words and the pictures when evaluating a picture book. Also when evaluating a picture book there are four factors to keep in mind. The child's age and stage of cognitive and social development, have the children been prepared by an adult for an experience with a picture book, the children's emotional state of readiness, and the number of times the children have look at the illustrations. There are also some questions to ask yourself like are the illustrations accurate and do they correspond to the content of the story, is the theme worth while, will the plot appeal to the children, do both the text and illustrations avoid stereotypes of race and sex, do the illustrations enhance the characterizations, along with many more questions. Over all I would have to say that I think picture books are a great tool for the classroom. They can help in childrens personal development. They help children with their reading, writing, thinking, oral communication, and vocabulary. Their imagination is greatly expanded. One of the first books I remember was a picture book. Dr. Seuss Green Eggs and Ham. I love that book. I will definitely be using picture books in my classroom

BLOG 5 EDRG 3344

The definition of listening to me is taking what someone has said either through verbal language or body language and processing it in a way that you understand and take meaning away from it. We all do some sort of listening everyday of our lives. Whether it be at work , school, or at home listening is part of our lives. There is four types of listening that we do. One of which is discriminative listening. This type of listening involves picking and choosing what we feel is important information. For example when I talk to my husband he sometimes gets angry with me because he says I hear what I want to hear. We can I have a entire conversation where I am pretty much just hearing what he is saying until he comes up to a part that I get upset about. The whole time I was hearing him but not listening until he says something that might make me angry just to get my attention. Another type of listening is aesthetic. This type of listening is where you listen for pleasure. I do this daily when I listen to the radio. I love listening to music everyday. I believe that music has the power to move people. There is also efferent listening. This is where you listen for information. I do this type of listening daily at work. I am constantly getting information from co-workers. I also do it when I watch tv shows on the discovery channel and history channel. The last type of listening is critical listening. This type of listening involves listening carefully for instructions or in order to debate. I do this everyday at my job. I am constantly arguing with customers. In a since we are debating because we both argue our sides. We used critical listening in class the other day as well. We had our own in class debate. It was fun and challenging at the same time. The most challenging part was listening to the other team. Every time they made their statement we immediately wanted to respond and weren't fully listening to what they had to say. We weren't fully listening critically. We used all four types of listening for the debate. Discriminative because we choose what we felt was important for us to rebut from what they said, aesthetic because it was fun and exciting being able to listen and argue, efferent because we were listening for information, and critical because we were listening carefully and debating.



Choice Words

The choice words "Teacher Talk" that I found to be most important was the "Did anyone notice...". I feel that this one was most important because it helps open up a whole new world to children that they may never have noticed before. Its helps they children to try new things and stretch beyond what they already control. It helps the student to notice the possible things they can observe about the literate word, themselves, and about others.

Blog 4 EDRG 3321

What is International Literature?

International Literature as defined by our text is that body of books originally published in a country other than the United States in a language of that country and later published in this country.

How is International Literature different from Multicultural Literature?

Multicultural literature is literature that represents any distinct cultural group through accurate portrayal and rich detail as well as literature exclusively about peoples ethnicity according to Junko Yokota and Violet Harris. International on the other hand is not written about any specific culture. An international author can write about any subject without having experienced it first hand where a multicultural writer has to be authentic. A multicultural writer has to be either from that culture or write from the perspective of people from that culture.

Why is it important to have in class?

It is important to have in class for many reasons. International literature helps us connect to potential friends around the world and teaches us about our global neighbors. Provides a cultural brige to the internal and external worlds of people far away. Fosters global perspectives and global knowledge. Provides cultural knowledge that goes far beyond the narrow coverage provided by textbooks or television. It also reflects the culture and language diversity that is found in our classrooms

International Literature activities:
1.Drama - After reading the story put together a class play of that particular story. It is a fun way for the students to better understand the story.

2. Written Journals - Have the students write a journal about what they thought about the story and what they learned from it.

Multicultral Literature activities:
1. Class Discussion - Read a story and have the students dicuss the simliarities and differences to their cultures.(EX: food and clothing)

2. Art - Have the students create a drawing of something they feel represents their culture.
1.

Blog 4 EDRG 3344

RAFT

Role: Question Mark
Audience: Sentence
Format: Why I am Important
Topic: How you need me when asking for something
Strong Verb: Answers

Dear Mr.Sentence,
I am writing you today to let you know how important I am for you to use when writing. When you are asking for something I have to be at the end of your sentence otherwise you may never get your answers. If I am not there at the end of your sentence the reader will never know you are asking a question. Without a question mark the question will go unanswered. If you end with a period or exclamation point then readers will think you are simply making a statement. So just remember when you are asking a question looking to get an answer you must end with me the question mark.

Sincerely,
Question Mark


What makes a capable writer?

A capable writer can be defined so many different ways depending on who is reading the writing. Obviously someone who is trained in writing will hold higher expectations for deciding if someone is a capable writer then maybe a teen aged reader. Now I am sure there is an exact definition of a capable writer but I am going to write my opinion. I feel that a capable writer goes through the RAFT process. A capable writer knows who they are representing, who their audience is, they format in which they choose to write, and there topic. Each part being equally important. A capable writer has the research and knowledge to back up what they are writing about. A capable writer writes with diction and fluency. A capable writer looks for any grammatical errors. A capable writer organizes his or her thoughts before putting pen to paper and constantly evaluates his or her writing throughout the entire process.

Blog 2 EDRG 3321

Looking at the history of childrens literature it is interesting to see that not long age books were not written specifically for children. The history of childrens literature is actually very short. It was not until children were viewed as a special part of the human life cycle instead of little adults who would step into their parents place that literature for children became important. Chapter two outlines the history of childrens literature.

The Milestones In The History of Childrens Literature

• The Oral Tradition - Long before recorded history, family units and tribes shared their group traditions and values through stories told around the campfire (Norton pg45). It was at this time that folktales and mythologies were created to tell the stories of the origins of the universe and ethical truths. Every continent around the world has a history of oral tradition through folklore. During the Middle Ages European oral tradition reached reached its climax. It was at this time that castle tales and cottage tales provided people a chance to here tales about noble warriors like Beowulf and King Arthur. Today European folktales, myths, and legends are considered ideal for sharing with children. However in the early times stories for young children were considered unnecessary. The stories however that were told and retold for hundreds of years eventually become some of the first printed books in Europe.

Standards Of Evaluating Young Adult Literature

• When evaluating literature written for young adults, the books should adhere to a high quality literary standard. Fictional literature should have believable plots and conflicts and characters who overcome problems in a way that is believable to the readers. The books should give the readers an opportunity to place themselves in the place of the character and emphasize with the protagonist and antagonist. They should be able to understand points of views different from their own. Nonfiction literature should motivate, inspire, and instruct.

The History of Censorship

• According to Websters Dictionary a censor is"a person empowered to suppress publications or excise any matter in them thought to be immoral,seditious, or otherwise undesirable." However what society deems immoral,seditious, and undesirable changes over time with political and social attitudes. Censorship has always existed in some way or another but weather or not books should be banned seems to change with social trends.

What it means to me?

For me I have to say censorship is a gray area. As a teacher we are responsible for choosing our children's literature but there are certain stories that some would like to censor that I deem necessary. For example "Uncle Toms Cabin" discusses slavery in America. Some deem this inappropriate because of the issue of racism but I think it is a good way to discuss our history. I don't think books should be banned. As a parent if you don't like what story your child is reading inform the teacher so that he or she may provide an alternative. Don't take the opportunity to read a wonderful story away from another child.

How it applies to the classroom?

As teachers we are responsible for determining what is appropriate and what is not for our students. We need to take the proper steps for evaluating our classroom literature. In a sense we all have to censor at some point or another.

BLOG 3 EDRG 3321

As a teacher we are responsible for determining what is appropriate for the classroom. When you are evaluating weather or not a book is appropriate you should ask yourself some questions. Here are some examples:

· Is this a good story?
· Is the plot believable?
· Did the main character overcome the problem, but not too easily?
· Did the climax seem natural?
· Did the characters seem real?
· Did the rest of the language sound natural?
· Did the characters fit into the setting?
· Was the theme worthwhile?

I do believe that evaluating a book is value based. It is impossible not to be. It is human nature for us to rely on our values in every aspect of our lives. Including evaluating books for our classroom. To deny ones values is to deny oneself. As a teacher we just have to remember that our students values are not going to be exactly like ours and try to respect that as much as possible without limiting their education.

A character/setting analysis of children's books should be done in order to better understand the story. The purpose of an analysis is to help the students dissect the character. For example to help the students understand weather the character was dynamic or static. Or understand the difference between direct characterization and indirect characterization. This accomplishes a deeper understanding of the story in its entirety. It allows them to see it more clearly and relate it to themselves others they know.

Blog 3 EDRG 3344

Briefly discuss the reading and writing process.

In the reading process there are key features. These features include:
Stage 1: Prereading
• Choose a book
• Activate or build background knowledge
• Make predictions
• Set purposes for reading

Stage 2: Reading
• Apply skills and strategies
• Take notes
• Read the illustrations, charts, and diagrams
• Read the entire text from beginning to end

Stage 3: Responding
• Write in a reading blog
• Participate in a grand conversation or an instructional conversation

Stage 4: Exploring
• Reread and think more deeply about text
• Make connections with personal experiences
• Examine the authors craft
• Participate in minilessons

Stage 5: Applying
• Use information in theme cycles
• Connect with related books
• Create a project
• Values the reading process
During the writing process the focus is centered on what students think and do as they write. The writing process also contains five stages. The five stages include:
Stage 1: Prewriting
• Students write on topics based on their own experiences
• Students engage in rehearsal activities

Stage 2: Drafting
• Students write a rough draft
• Students emphasize content rather then mechanics

Stage 3: Revising
• Students reread their own writing
• Students share their writing in groups

Stage 4: Editing
• Students proofread
• Students meet with teacher for final editing

Stage 5: Publishing
• Students publish their writing in an appropriate form
• Students sit in authors chair to share their reading

My experience with the writing process I have to admit is not very good. Now don’t get me wrong, my English teachers over the years have thought me well I just don’t follow the process. For me my writing is my first instinct. I am not the person that sits down and writes a rough draft unless it is required. I don’t do the draft because I feel that what I write originally is what my gut was telling me. If I do more than one draft then my writing tends to change because I begin to over think things. I remember a time a couple of years ago my husband and I took comp one together and we had an assignment do on a story we read. He could not believe a was going to turn in my first draft. He had read it and thought I should change somethings. I did not believe that and went with my first instincts. I got an A on the paper. He however wrote and rewrote to the point that his original paper was almost completely changed. He got a C . I feel that a writer should do what ever feels good for them. I do believe in editing however. I can’t say I don’t make grammatical errors because it happens, but that is something I hate to see. One should always proofread.

EDRG 3344 Blog 2

In chapter four Tompkins began discussing emergent literacy. Emergent literacy is the current approach to language arts instruction in kindergarten through second grade. According to Teale and Sulzby, children begin learning the functions of literacy through observing and participating in real life settings in which reading and writing are used. They develop reading and writing abilities concurrently and interrelatedly through experiences in reading and writing. They also construct their understanding of reading and writing through active involvement with literacy materials.
Chapter four also discussed fostering young childrens interest in literacy. In this section we learn that childrens introduction to written language begins before they come to school. They learn to read signs and other environmental print in their community. They experiment with writing and have parents write for them. Once they hit kindergarten their knowledge about written language expands quickly as they participate in meaningful. functional, and genuine experiences with reading and writing.
The text states that through experience in their homes and communities, young children learn that print carries meaning and that reading and writing are used for a variety of purposes. Teachers demonstrate the purposes of written language and provide opportunities for students to experiment with reading and writing by: posting signs in the classroom, making a list of classroom rules, writing notes to students in class, and a list of many other things.
The text also discusses how children develop concepts about the alphabet and how letters are used to represent phonemes. Emergent readers use all four language arts systems which are ; phonological,semantic,syntactic,and pragmatic. At this point the alphabetic principle comes into play. According to the alphabetic principle there is a one to one correspondence between graphemes and phonemes such that each letter represents a sound. But our twenty six letters of our alphabet represent forty four phonemes. This can make it harder for children to learn.

When I read the chapter I immediately thought of my nephew. When he was about three years old he could drive by those golden arches we all know so well and tell us that it was McDonalds. Not because he could read but because he could recall us sayint thats what it's name was. This applies to the classroom because as teachers we need to set up an environment where the student can learn through active envolvement. With centers that has literary items such as a doctors office with pens and paper for writing prescriptions. Posting signs in the classroom.

Extra Credit Blog EDRG 3321

Example of a good teacher and why?

When I was in second grade I was in Mrs. Albas' class. She is the teacher I recall the most. I remember her because I felt so comfortable with her. She had this presence about her that made you feel like should would take away all of your fears. She spent what I felt was quality time with each student. She took time to get to know us and the way we learned. If we didn't understand she spent the time finding a way to help that easy for each one of us to understand. She cared about what the environment at home was like. Making sure we had help with our homework. I have met teachers who seemed as if they did not care weather their student passed that grade. She was not that way at all. I think a good teacher incorporates all styles of learning in order to better help their students. Even if that means having to come up with three different activities for one subject. A good teacher is concerned about his or her students. They do what ever they can to ensure their students success.

Blog One EDRG 3321

Chapter One

Literature is extremely valuable for children. It entices, motivates, and instructs. Literature opens doors to discovery and provides endless hours of adventures and enjoyment. On top of bringing joy to a child literature plays a stong role in helping a child understand and value their cultural heritage. Literature aids in developing emotional intelligence. It also promotes child development. Children learn in stages which are language development, cognitive development, personality development, and social development. Literature helps in the development of three. Personality development is the sum total of behaviors, attitudes, beliefs, and values that are charcterisctic of an individual.

In my opinion a value is a belief or philosophy that and individual or a society believe to be of great importance. To me religious faith is of the highest importance. I feel this was because I feel that when you walk hand and hand with God you can handle anything that comes your way through him. I believe that it is important to know what he expects of us in order for us to be the kind of person worthy of his love. Do we make mistakes? Of course but we are offered forgiveness. I believe it is important that as a parent you instill into your children that same faith. I also feel that when you believe in something greater then yourself or this life you will in turn live a more meaningful life. You will be content or I should say happy with what you have been given. I also feel that if you have religious faith then values like morality, honesty, love, and family come along with that. I see it as to have morality you have to believe in something greater and for me that is God. For love you have to exhibit that same unselfish love that God showed us when he sacrificed his only son. I learned this from my family, my church, and myself. As a child my mother and father took us to church as often as they could. And I learned some but didn't retain much. When I was a senior in high school I got I guess what you could call an aching to know more, so I went to church by myself. Then when I met my husband I began to go more and more. I believe we have a strong relationship because of our faith. Can I teach this value? I do not think I can teach this value as much as share my beliefs. I can not tell them that they need to or should believe in what I believe. At the age that I want to teach the child should be learning this from their parents. I would not want to impose on what they are teaching them if they are of a different faith. If the school allowed we could study holidays like Christmas and Easter. Religious faith is something that a person comes into not something they are taught. So no you do not teach religious faith.

Blog One EDRG 3344

How do students learn?

According to Jean Piaget learning is the modification of students’ cognitive structures as they interact with and adapt to their environment. Piaget believed that children construct their own knowledge from their experiences. From this point of view it seems that children learn in a social environment. According to the text students gain their knowledge when they are actively involved allowing them to take from previous experiences and cultural backgrounds. Giving them many opportunities to model and discuss their learning. These ideas are based on Vygotsky, Bandura, Piage , and Bruner. The knowledge stored in the students’ brain is not a collection of isolated bits of information; it is instead organized and becomes integrated and interrelated as their knowledge grows. The organization is a cognitive structure and the knowledge is arranged in systems called schemata. Students learn when the existing schemata are enlarged because of assimilated information and when their schemata are restructured to account for new experiences being acted on and accommodated. Also according to the Information Processing Theory children use five general strategies to process information. These are: rehearsal in which they repeat information over and over, predicting where they anticipate what will happen, organizing where they group information, elaborating where they expand on the information presented, and monitoring where they regulate or keep track of progress. As the strategies develop they develop metacognition where one begins to think about their thinking. Students also learn through active involvement in the six components language arts.

What are the six components of Language Arts? How does teaching LA connect to how children learn?

The six components of language arts are listening, talking, reading, writing, viewing, and visually representing. Teaching Language Arts connects to how children learn by incorporating all six of the Language Arts components. For example literature focus units, literature circles, reading and writing workshop and across-the curriculum theme cycles include all six language arts as they read and respond to literature in focus units. As stated before students learn through active involvement and in order to teach the language arts components the students must be actively involved, which is helping them learn. Students can then take what they learned from the components and use them in other theme cycles in subjects like social studies and math.