Blog 7 EDRG 3344

§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.

BLOG 5 EDRG 3321

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.