Personal Connection
Before starting the project, I approached a topic from a problem-solving manner. I took the familiar broad to narrow avenue in order to pinpoint my scope. There was little refining or recursion because my focus was typically on the final product. In fact, I gave very little consideration to the inquiry process.
After this project, I have an in-depth understanding and appreciation for the elements of the inquiry process. In the past, I passed through the steps without a conscious awareness. However, the requirement of writing about each step caused me to pause, to think, and to surface the real driving questions. During the search process, I had to carefully analyze and sift. This forced a deliberate intent to the project’s purpose and I was more inclined to make logical connections. Even as I created the PowerPoint, I still had to keep my eyes of the audience. As a result of completing this project, my perception of inquiry has changed. I also have a clear understanding of the feelings that students experience when they are faced with a project.
Sunday, October 7, 2007
Saturday, October 6, 2007
Curriculum Connections
Curriculum Connections
Indiana’s Academic Standards http://www.doe.state.in.us/standards/grade00.html
Kindergarten Standard 3
READING: Comprehension and Analysis of Literary Text
Students listen and respond to stories based on well-known characters, themes, plots (what happens in a story), and settings (where a story takes place). The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. In Kindergarten, students will listen and respond to grade-level-appropriate fiction, such as classic and contemporary stories, Mother Goose nursery rhymes and other poems, songs, folktales, and plays.
Analysis of Grade-Level-Appropriate Literary Text
K.3.1 Distinguish fantasy from reality.
Example: Listen to The Day Jimmy’s Boa Ate the Wash, Trinka Hakes Noble’s story about a class field trip to a farm, and Farming, Gail Gibbons’ nonfiction book about farming. Tell how these two books are different.
K.3.2 Retell (beginning, middle, end) familiar stories.
Example: Retell the story of a folktale, such as the version of The Three Little Pigs by Steven Kellogg.
K.3.3 Identify characters, settings, and important events in a story.
Example: Identify the main characters in a story, such as Noisy Nora by Rosemary Wells. Describe the setting in a familiar story, such as Goodnight Moon by Margaret Wise Brown. Retell the important events in a story, such as the folktale Jack and the Beanstalk.
K.3.4 Identify favorite books and stories.
K.3.5 Understand what is heard or seen by responding to questions (who, what, where)
Curriculum Connections:
Early literacy research supports the selection of a wide variety of books and materials, develop relationships between spoken and written language, give opportunities to print, and to listen to stories read aloud. I have incorporated 3 versions of traditional literature and a culminating activity to correlate with Indiana academic standards for kindergarten students.
Lesson: Goldilocks and the Three Bears
Lomazzi, M. 2001. “Goldilocks and the Three Bears: A Cross Curriculum Reading Comprehension and Art Lesson for Elementary School Teachers” at: http://lessons.ctaponline.org/~mlomazzi/teachers/
Books Selected
Aylesworth, Jim. 2003. Goldilocks and the Three Bears. New York: Scholastic Press.
Buehner, Caralyn and Mark. 2007. Goldilocks and the Three Bears. New York: The Penguin Group.
Lowell, Susan. 2001. Dusty Locks and the Three Bears. New York: Henry Holt and Company, LLC.
Objectives
1. Students will be able to retell the story identifying the four characters, the setting and the key events.
2. Each student will create artwork that represents the setting, characters and/or a key event of the story.
3. Working collaboratively, students will assemble their individual pieces of artwork to create a class mural or book which will illustrate the story.
4. Students will write a key word or short sentence to accompany each piece of artwork .
Day One:
Explain to students that you will be reading a version of a folk tale and will not show them the illustrations. Ask them to picture in their mind the story that you read. You might tell them to make a "T.V." in their heads. If they unfamiliar with what a folk tale is, you may want to discuss this with them.
Read one version of Goldilocks and the Three Bears without showing the illustrations in the book.
There are many versions of the story of Goldilocks. Some versions of this story are very traditional and other have more modern settings or slant.
Review the story with the students. Discuss the first part of the story, what happened next, and what happened last.
Ask students to tell you about the what they pictured or imagined in their mind while you read. You might ask:
* When Baby Bear broke the chair, what did you see in your mind?
* What was Baby Bear wearing?
* What color was his clothes?
* Did he wear a hat?
* What kind of chair did you imagine?
* What room in the house was he in?
* Where were Mama and Papa Bear when this happened
Day two/three:
Discuss the definition and difference between "author" and "illustrator".
Explain how illustrators used images, color and details to bring a story, visually, to life. Explain how the story might be different if the illustrator had drawn or painted the pictures a different way?
Re-read the first version or another version of Goldilocks and the Three Bears this time showing the illustrations as you read. Show the illustrations from the first version you read. Compare the illustrations discussing how the artists chose to use different styles, color, details, etc. to bring the story to life. Compare the different versions and remember the mental images that were discussed previously. How do the different styles make the story feel different?
Tell the students that they will be illustrators and that they will each illustrate a different scene from the the Goldilocks and the Three Bears. Your class may have done this on other occasions; remind them of this connection.
As a class, decide which version of the story your class will illustrate (modern vs. traditional) and which style and medium will be used. The teacher might want to make this decision on her own depending on the skills and materials available. I like to give students choices when I can. White construction paper can be used for crayons, felt pens, colored pencil, pastels or water colors. I suggest that students draw a light pencil illustration first before permanent color is used. The teacher should "okay" the pencil work before color is added. The students should draw "big" to fill the page. After pencil and color work is complete, students can outline their drawing with a black felt pen or crayon if the teacher wishes.
Students can volunteer or teacher can assign which portion or scene of the story will be illustrated by which student. Two students might collaborate on one scene with each drawing a different part. Such as one might draw Papa Bear's bed and the other draw Mama Bear's bed. The teacher should record this information. Student names should be written on the back of the page. The teacher should closely monitor progress of the illustrations providing and guidance and feedback as needed.
Some classes or students may need extra time to finish. Provide activities for those that finish early.
At this point, the teacher can decide to make this into another day, or finish.
The students now need to do the writing. This step would be best accomplished in small group or individually. The students will look at their illustration, remembering which part of the story it is from. They may need guidance. The students will write or dictate a word, phrase or short sentence that would accompany the illustration. Accept responses according to student skill level. Use pencil. Write names on the back. Once the student is finished, paper clip the words to the illustration to be glued in place later.
There are several different ways a teacher may choose to accomplish this depending on the class ability and/or availability of a computer. Teacher might use:
*half sheet of blank paper
*half sheet of lined paper
*strips of paper cut 2 x 11 inches
*computer word processing
My sample shows computer word processing. The students dictate and I type. I have them sound out the words and tell me what letters to type. An advanced student may be able to do the typing themselves. Print and trim the words to fit the illustration.
Final day
It is now time to make the mural or book. Ahead of time, prepare:
A mural will need a long strip of butcher paper. A contrasting color works well. The length of the butcher paper will depend on the number and length of the student artwork. The artwork will be glued/mounted side edge to side edge with two or three inches in between each page. The writing will be affixed below each illustration. Allow for a cover page and final page. You may also want to place a title page that lists the names of the authors and lllustrators, (the students. Lay the paper out on the floor or attach to a wall. Illustrations may be trimmed slightly if needed. Have glue ready. Note: a mural can be cut apart and made into a book at a later time. Also, if wall space is limited and you have Fire Marshal approval, a mural could be hung from a tight wire that is strung across or diagonally across a room. Use heavy duty eye-bolts that are screwed into a wall stud. Of course, you would want to glue first before you hung the mural up high for display.
A mural alternative: If you would like to save paper, the illustrations could be made into a story board by stapling the illustrations onto the wall or bulletin board length-wise at child's eye level or perhaps in two or three rows.
A book can be prepared from larger pieces of construction paper or from butcher paper. I have had success with both but prefer to use butcher paper. A contrasting color works well. The number of book pages will depend on the number of illustrations with the addition of the cover, title page, "The End" page and back cover. Cut the pages to fit the illustration plus the writing to be glued at the bottom or top of the page and allow for binding at the left edge. The sample book is 18 x 24 inches. Illustrations may be trimmed slightly to fit better. Have glue ready. Binding can be done with staples, rings, string, yarn, etc. Laminate the pages before binding.
Working as a whole group, pass out the illustrations to each student. Have students tell you which part they illustrated as a reminder. Some may need guidance.
The mural/book will now be assembled.
Slowly retell the story and have students bring up their illustrations as the story gets to their part. The teacher glues the illustration and words onto the mural/book. The student can help press their work on. The teacher may want to glue lightly now for speed purposes then finish gluing later.
Once the mural/book is assembled, read the whole story together. Reading the mural may cause the whole class to move their bodies along as the story is read. What fun!
10 Question Assessment for Comprehension
Students can be assessed indiviually in a casual discussion format. Score one point for each correct answer.
1. What is the setting of the story?
answer: Cabin/house in the woods.
2. What does Mama Bear make for breakfast?
Answer: Porridge or hot cereal.
3. Who comes to the bear family house?
answer: A little girl named Goldilocks.
4. What was wrong with Papa Bear's porridge?
answer: It was too hot.
5. After tasting the porridge, what is the next thing that Goldilocks does?
answer: She sits in the chairs.
6. What happened to Baby Bear's chair?
answer: Goldilocks sat in it and it broke.
7. Goldilocks goes up stairs, what does she see?
answer: Three beds.
8. What was wrong with Mama Bear's bed?
answer: It was too soft.
9. Goldilocks wakes up, sees something and runs out of the house. What scared Goldilocks?
answer: The Three Bear family was looking at her.
10. Could real bears live in a house and make porridge? Do you think this is a real or pretend story?
answer. No real bears could not live in a house and make porridge. Yes, this is a pretend story.
First Grade
Indiana’s Academic Standards http://www.doe.state.in.us/standards/grade01.html
Standard 1
READING: Word Recognition, Fluency, and Vocabulary Development
Students understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, and word parts (-s, -ed, -ing). They apply this knowledge to achieve fluent (smooth and clear) oral and silent reading.
Phonemic Awareness
1.1.4 Distinguish beginning, middle, and ending sounds in single-syllable words (words with only one vowel sound).
Example: Tell the sound that comes at the beginning of the word sun. Tell the sound that comes at the end of the word cloud. Tell the sound that comes in the middle of the word boat.
1.1.5 Recognize different vowel sounds in orally stated single-syllable words.
Example: Say the sound that is in the middle of the word bit. Say the sound that is in the middle of the word bite. Tell whether this is the same sound or a different sound.
1.1.6 Recognize that vowels’ sounds can be represented by different letters.
1.1.7 Create and state a series of rhyming words.
First Grade Curriculum Connection:
One of the important aspects of early literacy is to develop a phonemic awareness of spoken
language, to incorporate decoding activities, and to read aloud to children daily. Through the lessons, first graders will also achieve Indiana academic standards.
First Grade Lesson:
Read the Prarie Primer: A to Z book by Caroline Stutson. Emphasize how words rhyme and give children opportunity to participate in a large group by creating words that rhyme with particular words within story (e.g., butter). I think this version would be a delightful addition to fall activities or a farm unit.
A PEEK INTO THE PAST
Prairie Primer: A to Z (Puffin Books), written by Caroline Stutson and illustrated by Susan Condie Lamb, offers an enjoyable look at family life on a midwestern farm in the early 1900s. This rhythmic, rhyming book uses the alphabet to introduce a variety of practices common to rural life at the time, such as churning butter by hand, wearing knickers, and riding to church in a horse and buggy. The prairie-related objects and activities are presented in alphabetical order, although the ABC format takes a back seat to the rhyming text:
A the Alphabet I'll learn
B for Butter in the Churn
C so Cozy by the stove
D we're rolling out the Dough
Lamb's delightful illustrations of family members participating in a wide array of activities employ soft colors and lines that help evoke a sense of nostalgia. The family of two adults and four young children, their farm, and their community supply Stutson with a variety of appropriate words, so the ABC format never seems forced or artificial.
A glossary might be a helpful addition, as a few of the more archaic words -- such as teetotum (a spinning toy) and velocipede (a two- or three-wheeled pedaled vehicle) -- will not be familiar to the average elementary school reader.
Prairie Primer: A to Z is an excellent introduction to life in a bygone era.
Education World at: www.education-world.com/a_books/books159.shtml
First Grade Activity Connection:
Making a Classroom ABC Book
Woodside, Laura. 1999. Montgomery County Public Schools Early Childhood Technology Literacy Project at: http://www.mcps.k12.md.us/curriculum/littlekids/archive/lesson_abc_book.htm.
Early Childhood
Technology Literacy Grant
Literacy Activity
________________________________________
Title: Making a Classroom ABC Book
Developed By: : Laura Woodside, Washington Grove Elementary School
Overview: First graders love the predictable pattern of ABC books, to see their own photographs and enjoy publishing their own writing. This activity incorporates all of these child pleasers into a class book that is enjoyable and educational to make and upon completion it will become a treasured part of your classroom library. Each child will complete the sentence for their page, following the pattern as follows, (page one)"Maddie found an apple. Apple begins with A." (page two) "Matt found a book. Book begins with B." Featured on each page will be a digital photograph of each child with his/her object.
Student Level: First Grade
(Early Emergent/Emergent readers/writers)
Time Frame: 2 one hour sessions
Objectives: The students will:
• Use letter/sound relationships of initial consonants.
• Use graphophonic cues to write words to complete a sentence that follows a given repeating pattern.
• Identify and write the initial consonant in a given word.
Materials:
• Computer and Printer
• Sony Mavica, or other Digital Camera
• Kid Pix or another Draw and Paint software
• Previously created/saved template (see sample below)
• ABC book (i.e. A My Name Is Alice by Jane Bayer)
Procedures:
1. Read Aloud or review a previously read ABC book. (Opening Set)
2. Invite the children to play an alphabet game. Tell children that you will say a letter and they need to raise their hand if they can think of something in the room that begins with that letter. (i.e. If the teacher says "Letter D", a child may respond with "desk!") If children can easily participate, then they are ready to construct a classroom ABC book. If not, they will need more practice identifying initial consonant sounds before completing this lesson. (Pre assessment)
3. Introduce the idea of making a classroom ABC book by telling the children that you want to take a picture of someone who can find something that starts with the Letter A. Allow a child to find an object in the classroom that starts with the letter A and use the digital camera to photograph the child with his/her object.
4. Remove the disk from the camera and invite the children to watch as you open the photograph onto the computer screen and cut/paste it into your Kid Pix template. (see Kid Pix manual for instructions on pasting digital photographs into Kid Pix and inserting text within a document)
5. Then, ask for a volunteer to help complete the sentence under the photograph.
____________found a ______________.
____________ starts with the letter _____.
6. After you have created this sample page, explain to the students that each of them will have the opportunity to create their own page and that you will put all of the pages together to make an ABC book.
7. Assign a letter of the alphabet to each child and instruct them to find something in the classroom that begins with their letter. Tell the children that when they have found their object, they are to leave it where it is and sit in their seat.
8. Begin calling children who are seated one at a time to take their picture with their object.
9. While you are taking the photographs, have the children write their two sentences by hand filling in the blanks appropriately.
Helpful hint: It is helpful to use a volunteer, Instructional Assistant or Media Specialist to help you take pictures or provide writing assistance.
10. As the children finish writing their sentences on paper invite them up to the computer to type the words to complete their sentence in Kid Pix. Edit spelling with the child as words are entered into the computer.
Helpful hint: Early finishers may work together to design/decorate a cover for the book or complete another page if all letters were not assigned. Or, they may assist others who are having difficulty with writing or finding an object.
11. When all of the children have completed their pages, print and assemble the class book.
Helpful hint: You may want to print multiple copies of each page to support the following ideas: creating a bulletin board display, allowing children to take their page home, placing a copy in writing portfolios, creating a copy of the book to be sent home on a rotating basis.
12. Allow each child to read their page to their classmates and place the finished book in your classroom library.
This project can be spread into a multi-day activity by completing the pictures and handwritten portion on day one and then entering sentences into the computer and sharing final product on following days as time and resources permit.
Additional Resources: Sample Kid Pix Template
Extension: Have children practice ABC order skills by ordering the pages of the book in the Kid Pix slide show.
©ECTLP Free and unrestricted use granted to educators for non-profit purposes.
Indiana’s Academic Standards http://www.doe.state.in.us/standards/grade00.html
Kindergarten Standard 3
READING: Comprehension and Analysis of Literary Text
Students listen and respond to stories based on well-known characters, themes, plots (what happens in a story), and settings (where a story takes place). The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. In Kindergarten, students will listen and respond to grade-level-appropriate fiction, such as classic and contemporary stories, Mother Goose nursery rhymes and other poems, songs, folktales, and plays.
Analysis of Grade-Level-Appropriate Literary Text
K.3.1 Distinguish fantasy from reality.
Example: Listen to The Day Jimmy’s Boa Ate the Wash, Trinka Hakes Noble’s story about a class field trip to a farm, and Farming, Gail Gibbons’ nonfiction book about farming. Tell how these two books are different.
K.3.2 Retell (beginning, middle, end) familiar stories.
Example: Retell the story of a folktale, such as the version of The Three Little Pigs by Steven Kellogg.
K.3.3 Identify characters, settings, and important events in a story.
Example: Identify the main characters in a story, such as Noisy Nora by Rosemary Wells. Describe the setting in a familiar story, such as Goodnight Moon by Margaret Wise Brown. Retell the important events in a story, such as the folktale Jack and the Beanstalk.
K.3.4 Identify favorite books and stories.
K.3.5 Understand what is heard or seen by responding to questions (who, what, where)
Curriculum Connections:
Early literacy research supports the selection of a wide variety of books and materials, develop relationships between spoken and written language, give opportunities to print, and to listen to stories read aloud. I have incorporated 3 versions of traditional literature and a culminating activity to correlate with Indiana academic standards for kindergarten students.
Lesson: Goldilocks and the Three Bears
Lomazzi, M. 2001. “Goldilocks and the Three Bears: A Cross Curriculum Reading Comprehension and Art Lesson for Elementary School Teachers” at: http://lessons.ctaponline.org/~mlomazzi/teachers/
Books Selected
Aylesworth, Jim. 2003. Goldilocks and the Three Bears. New York: Scholastic Press.
Buehner, Caralyn and Mark. 2007. Goldilocks and the Three Bears. New York: The Penguin Group.
Lowell, Susan. 2001. Dusty Locks and the Three Bears. New York: Henry Holt and Company, LLC.
Objectives
1. Students will be able to retell the story identifying the four characters, the setting and the key events.
2. Each student will create artwork that represents the setting, characters and/or a key event of the story.
3. Working collaboratively, students will assemble their individual pieces of artwork to create a class mural or book which will illustrate the story.
4. Students will write a key word or short sentence to accompany each piece of artwork .
Day One:
Explain to students that you will be reading a version of a folk tale and will not show them the illustrations. Ask them to picture in their mind the story that you read. You might tell them to make a "T.V." in their heads. If they unfamiliar with what a folk tale is, you may want to discuss this with them.
Read one version of Goldilocks and the Three Bears without showing the illustrations in the book.
There are many versions of the story of Goldilocks. Some versions of this story are very traditional and other have more modern settings or slant.
Review the story with the students. Discuss the first part of the story, what happened next, and what happened last.
Ask students to tell you about the what they pictured or imagined in their mind while you read. You might ask:
* When Baby Bear broke the chair, what did you see in your mind?
* What was Baby Bear wearing?
* What color was his clothes?
* Did he wear a hat?
* What kind of chair did you imagine?
* What room in the house was he in?
* Where were Mama and Papa Bear when this happened
Day two/three:
Discuss the definition and difference between "author" and "illustrator".
Explain how illustrators used images, color and details to bring a story, visually, to life. Explain how the story might be different if the illustrator had drawn or painted the pictures a different way?
Re-read the first version or another version of Goldilocks and the Three Bears this time showing the illustrations as you read. Show the illustrations from the first version you read. Compare the illustrations discussing how the artists chose to use different styles, color, details, etc. to bring the story to life. Compare the different versions and remember the mental images that were discussed previously. How do the different styles make the story feel different?
Tell the students that they will be illustrators and that they will each illustrate a different scene from the the Goldilocks and the Three Bears. Your class may have done this on other occasions; remind them of this connection.
As a class, decide which version of the story your class will illustrate (modern vs. traditional) and which style and medium will be used. The teacher might want to make this decision on her own depending on the skills and materials available. I like to give students choices when I can. White construction paper can be used for crayons, felt pens, colored pencil, pastels or water colors. I suggest that students draw a light pencil illustration first before permanent color is used. The teacher should "okay" the pencil work before color is added. The students should draw "big" to fill the page. After pencil and color work is complete, students can outline their drawing with a black felt pen or crayon if the teacher wishes.
Students can volunteer or teacher can assign which portion or scene of the story will be illustrated by which student. Two students might collaborate on one scene with each drawing a different part. Such as one might draw Papa Bear's bed and the other draw Mama Bear's bed. The teacher should record this information. Student names should be written on the back of the page. The teacher should closely monitor progress of the illustrations providing and guidance and feedback as needed.
Some classes or students may need extra time to finish. Provide activities for those that finish early.
At this point, the teacher can decide to make this into another day, or finish.
The students now need to do the writing. This step would be best accomplished in small group or individually. The students will look at their illustration, remembering which part of the story it is from. They may need guidance. The students will write or dictate a word, phrase or short sentence that would accompany the illustration. Accept responses according to student skill level. Use pencil. Write names on the back. Once the student is finished, paper clip the words to the illustration to be glued in place later.
There are several different ways a teacher may choose to accomplish this depending on the class ability and/or availability of a computer. Teacher might use:
*half sheet of blank paper
*half sheet of lined paper
*strips of paper cut 2 x 11 inches
*computer word processing
My sample shows computer word processing. The students dictate and I type. I have them sound out the words and tell me what letters to type. An advanced student may be able to do the typing themselves. Print and trim the words to fit the illustration.
Final day
It is now time to make the mural or book. Ahead of time, prepare:
A mural will need a long strip of butcher paper. A contrasting color works well. The length of the butcher paper will depend on the number and length of the student artwork. The artwork will be glued/mounted side edge to side edge with two or three inches in between each page. The writing will be affixed below each illustration. Allow for a cover page and final page. You may also want to place a title page that lists the names of the authors and lllustrators, (the students. Lay the paper out on the floor or attach to a wall. Illustrations may be trimmed slightly if needed. Have glue ready. Note: a mural can be cut apart and made into a book at a later time. Also, if wall space is limited and you have Fire Marshal approval, a mural could be hung from a tight wire that is strung across or diagonally across a room. Use heavy duty eye-bolts that are screwed into a wall stud. Of course, you would want to glue first before you hung the mural up high for display.
A mural alternative: If you would like to save paper, the illustrations could be made into a story board by stapling the illustrations onto the wall or bulletin board length-wise at child's eye level or perhaps in two or three rows.
A book can be prepared from larger pieces of construction paper or from butcher paper. I have had success with both but prefer to use butcher paper. A contrasting color works well. The number of book pages will depend on the number of illustrations with the addition of the cover, title page, "The End" page and back cover. Cut the pages to fit the illustration plus the writing to be glued at the bottom or top of the page and allow for binding at the left edge. The sample book is 18 x 24 inches. Illustrations may be trimmed slightly to fit better. Have glue ready. Binding can be done with staples, rings, string, yarn, etc. Laminate the pages before binding.
Working as a whole group, pass out the illustrations to each student. Have students tell you which part they illustrated as a reminder. Some may need guidance.
The mural/book will now be assembled.
Slowly retell the story and have students bring up their illustrations as the story gets to their part. The teacher glues the illustration and words onto the mural/book. The student can help press their work on. The teacher may want to glue lightly now for speed purposes then finish gluing later.
Once the mural/book is assembled, read the whole story together. Reading the mural may cause the whole class to move their bodies along as the story is read. What fun!
10 Question Assessment for Comprehension
Students can be assessed indiviually in a casual discussion format. Score one point for each correct answer.
1. What is the setting of the story?
answer: Cabin/house in the woods.
2. What does Mama Bear make for breakfast?
Answer: Porridge or hot cereal.
3. Who comes to the bear family house?
answer: A little girl named Goldilocks.
4. What was wrong with Papa Bear's porridge?
answer: It was too hot.
5. After tasting the porridge, what is the next thing that Goldilocks does?
answer: She sits in the chairs.
6. What happened to Baby Bear's chair?
answer: Goldilocks sat in it and it broke.
7. Goldilocks goes up stairs, what does she see?
answer: Three beds.
8. What was wrong with Mama Bear's bed?
answer: It was too soft.
9. Goldilocks wakes up, sees something and runs out of the house. What scared Goldilocks?
answer: The Three Bear family was looking at her.
10. Could real bears live in a house and make porridge? Do you think this is a real or pretend story?
answer. No real bears could not live in a house and make porridge. Yes, this is a pretend story.
First Grade
Indiana’s Academic Standards http://www.doe.state.in.us/standards/grade01.html
Standard 1
READING: Word Recognition, Fluency, and Vocabulary Development
Students understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, and word parts (-s, -ed, -ing). They apply this knowledge to achieve fluent (smooth and clear) oral and silent reading.
Phonemic Awareness
1.1.4 Distinguish beginning, middle, and ending sounds in single-syllable words (words with only one vowel sound).
Example: Tell the sound that comes at the beginning of the word sun. Tell the sound that comes at the end of the word cloud. Tell the sound that comes in the middle of the word boat.
1.1.5 Recognize different vowel sounds in orally stated single-syllable words.
Example: Say the sound that is in the middle of the word bit. Say the sound that is in the middle of the word bite. Tell whether this is the same sound or a different sound.
1.1.6 Recognize that vowels’ sounds can be represented by different letters.
1.1.7 Create and state a series of rhyming words.
First Grade Curriculum Connection:
One of the important aspects of early literacy is to develop a phonemic awareness of spoken
language, to incorporate decoding activities, and to read aloud to children daily. Through the lessons, first graders will also achieve Indiana academic standards.
First Grade Lesson:
Read the Prarie Primer: A to Z book by Caroline Stutson. Emphasize how words rhyme and give children opportunity to participate in a large group by creating words that rhyme with particular words within story (e.g., butter). I think this version would be a delightful addition to fall activities or a farm unit.
A PEEK INTO THE PAST
Prairie Primer: A to Z (Puffin Books), written by Caroline Stutson and illustrated by Susan Condie Lamb, offers an enjoyable look at family life on a midwestern farm in the early 1900s. This rhythmic, rhyming book uses the alphabet to introduce a variety of practices common to rural life at the time, such as churning butter by hand, wearing knickers, and riding to church in a horse and buggy. The prairie-related objects and activities are presented in alphabetical order, although the ABC format takes a back seat to the rhyming text:
A the Alphabet I'll learn
B for Butter in the Churn
C so Cozy by the stove
D we're rolling out the Dough
Lamb's delightful illustrations of family members participating in a wide array of activities employ soft colors and lines that help evoke a sense of nostalgia. The family of two adults and four young children, their farm, and their community supply Stutson with a variety of appropriate words, so the ABC format never seems forced or artificial.
A glossary might be a helpful addition, as a few of the more archaic words -- such as teetotum (a spinning toy) and velocipede (a two- or three-wheeled pedaled vehicle) -- will not be familiar to the average elementary school reader.
Prairie Primer: A to Z is an excellent introduction to life in a bygone era.
Education World at: www.education-world.com/a_books/books159.shtml
First Grade Activity Connection:
Making a Classroom ABC Book
Woodside, Laura. 1999. Montgomery County Public Schools Early Childhood Technology Literacy Project at: http://www.mcps.k12.md.us/curriculum/littlekids/archive/lesson_abc_book.htm.
Early Childhood
Technology Literacy Grant
Literacy Activity
________________________________________
Title: Making a Classroom ABC Book
Developed By: : Laura Woodside, Washington Grove Elementary School
Overview: First graders love the predictable pattern of ABC books, to see their own photographs and enjoy publishing their own writing. This activity incorporates all of these child pleasers into a class book that is enjoyable and educational to make and upon completion it will become a treasured part of your classroom library. Each child will complete the sentence for their page, following the pattern as follows, (page one)"Maddie found an apple. Apple begins with A." (page two) "Matt found a book. Book begins with B." Featured on each page will be a digital photograph of each child with his/her object.
Student Level: First Grade
(Early Emergent/Emergent readers/writers)
Time Frame: 2 one hour sessions
Objectives: The students will:
• Use letter/sound relationships of initial consonants.
• Use graphophonic cues to write words to complete a sentence that follows a given repeating pattern.
• Identify and write the initial consonant in a given word.
Materials:
• Computer and Printer
• Sony Mavica, or other Digital Camera
• Kid Pix or another Draw and Paint software
• Previously created/saved template (see sample below)
• ABC book (i.e. A My Name Is Alice by Jane Bayer)
Procedures:
1. Read Aloud or review a previously read ABC book. (Opening Set)
2. Invite the children to play an alphabet game. Tell children that you will say a letter and they need to raise their hand if they can think of something in the room that begins with that letter. (i.e. If the teacher says "Letter D", a child may respond with "desk!") If children can easily participate, then they are ready to construct a classroom ABC book. If not, they will need more practice identifying initial consonant sounds before completing this lesson. (Pre assessment)
3. Introduce the idea of making a classroom ABC book by telling the children that you want to take a picture of someone who can find something that starts with the Letter A. Allow a child to find an object in the classroom that starts with the letter A and use the digital camera to photograph the child with his/her object.
4. Remove the disk from the camera and invite the children to watch as you open the photograph onto the computer screen and cut/paste it into your Kid Pix template. (see Kid Pix manual for instructions on pasting digital photographs into Kid Pix and inserting text within a document)
5. Then, ask for a volunteer to help complete the sentence under the photograph.
____________found a ______________.
____________ starts with the letter _____.
6. After you have created this sample page, explain to the students that each of them will have the opportunity to create their own page and that you will put all of the pages together to make an ABC book.
7. Assign a letter of the alphabet to each child and instruct them to find something in the classroom that begins with their letter. Tell the children that when they have found their object, they are to leave it where it is and sit in their seat.
8. Begin calling children who are seated one at a time to take their picture with their object.
9. While you are taking the photographs, have the children write their two sentences by hand filling in the blanks appropriately.
Helpful hint: It is helpful to use a volunteer, Instructional Assistant or Media Specialist to help you take pictures or provide writing assistance.
10. As the children finish writing their sentences on paper invite them up to the computer to type the words to complete their sentence in Kid Pix. Edit spelling with the child as words are entered into the computer.
Helpful hint: Early finishers may work together to design/decorate a cover for the book or complete another page if all letters were not assigned. Or, they may assist others who are having difficulty with writing or finding an object.
11. When all of the children have completed their pages, print and assemble the class book.
Helpful hint: You may want to print multiple copies of each page to support the following ideas: creating a bulletin board display, allowing children to take their page home, placing a copy in writing portfolios, creating a copy of the book to be sent home on a rotating basis.
12. Allow each child to read their page to their classmates and place the finished book in your classroom library.
This project can be spread into a multi-day activity by completing the pictures and handwritten portion on day one and then entering sentences into the computer and sharing final product on following days as time and resources permit.
Additional Resources: Sample Kid Pix Template
Extension: Have children practice ABC order skills by ordering the pages of the book in the Kid Pix slide show.
©ECTLP Free and unrestricted use granted to educators for non-profit purposes.
Friday, October 5, 2007
Looking Back
Wishing
The last element in Lamb's information inquiry element is wishing. Wishing is the state of reflecting on the project and the process. It means taking an honest look and assessing the learning outcome and the end result. I think these questions are the most difficult because it is a challenge to be objective when I have invested a lot of effort into both the process and the product.
As far as the product, it was relatively easy to put a PowerPoint together for the culminating inquiry process. However, making final decisions about what information to delete or to include for final bullet point outline was more thought-provoking than I expected. I struggled providing specific examples that would connect with my audience. I think some of this is due to the fact that I do not know principals or teachers well.
The strength is found is the quality resources available to document reading methods. I think that this work would be well received based on its delivery. I also think that this is a pertinent topic that educators working with young children are interested in.
The weakness is that I believe the topic could further be directed or focused in a different way. As I began this topic search, I was sifting for research. However, I became intrigued with the idea of how teachers can incorporate trade books in their curriculum. The thought occurred to me that this slant in teaching reading would have been an intriguing pursuit. Also, I initially thought I would find new research that would give a fresh perspective on this redundant topic. However, I realized that the facts are similar to what they were several years ago. The challenge is to think of engaging ways this information can be utilized.
Something I could have done differently is not to focus on research, but various ways to communicate this information to parents. Parents have an enormous impact of their child’s reading success. Therefore, approaching parents with useful information may have the most impact of early literacy.
I think my own inquiry experience is similar to children and young adults. They come with a notion that is not clearly formulated and based on knowns and unknowns. Often their scope is too broad or too limiting, so they need to go back to the topic and ask questions. The process takes time. Children today may get frustrated with the amount of questioning, analyzing, assimilating, and synthesizing it takes to completely work through the information inquiry elements. Also, the process of recursion may cause feelings of frustration. It may seem like the project is back to a square one, when in reality, this is a normal part of the process. Children may be too hasty in trying to find quick resources instead of carefully using Stripling’s qualifiers for evaluating sources. Lastly, I think children and young adults may also want to get the project done instead of considering the audience that their project is directed toward.
The last element in Lamb's information inquiry element is wishing. Wishing is the state of reflecting on the project and the process. It means taking an honest look and assessing the learning outcome and the end result. I think these questions are the most difficult because it is a challenge to be objective when I have invested a lot of effort into both the process and the product.
As far as the product, it was relatively easy to put a PowerPoint together for the culminating inquiry process. However, making final decisions about what information to delete or to include for final bullet point outline was more thought-provoking than I expected. I struggled providing specific examples that would connect with my audience. I think some of this is due to the fact that I do not know principals or teachers well.
The strength is found is the quality resources available to document reading methods. I think that this work would be well received based on its delivery. I also think that this is a pertinent topic that educators working with young children are interested in.
The weakness is that I believe the topic could further be directed or focused in a different way. As I began this topic search, I was sifting for research. However, I became intrigued with the idea of how teachers can incorporate trade books in their curriculum. The thought occurred to me that this slant in teaching reading would have been an intriguing pursuit. Also, I initially thought I would find new research that would give a fresh perspective on this redundant topic. However, I realized that the facts are similar to what they were several years ago. The challenge is to think of engaging ways this information can be utilized.
Something I could have done differently is not to focus on research, but various ways to communicate this information to parents. Parents have an enormous impact of their child’s reading success. Therefore, approaching parents with useful information may have the most impact of early literacy.
I think my own inquiry experience is similar to children and young adults. They come with a notion that is not clearly formulated and based on knowns and unknowns. Often their scope is too broad or too limiting, so they need to go back to the topic and ask questions. The process takes time. Children today may get frustrated with the amount of questioning, analyzing, assimilating, and synthesizing it takes to completely work through the information inquiry elements. Also, the process of recursion may cause feelings of frustration. It may seem like the project is back to a square one, when in reality, this is a normal part of the process. Children may be too hasty in trying to find quick resources instead of carefully using Stripling’s qualifiers for evaluating sources. Lastly, I think children and young adults may also want to get the project done instead of considering the audience that their project is directed toward.
Thursday, October 4, 2007
Audience Analysis
Waving
Lamb's information inquiry element, waving, pertains to communicating with the audience. Before I can properly organize my presentation, I must know who I am addressing. I must determine what my audience knows and what they need to know about my topic. Callison outlines a series of questions that deal with issues in communicating with an audience. He begins by asking, “What is the relationship of the author to the audience and how will this impact the formality of the communication or other considerations? To what extent do you want to inform or educate your audience? What is the most important message for this specific audience so that key ideas are emphasized in the introduction and reinforced in the conclusion”(The Blue Book, p. 287)?
These questions cause me to assess my relationships with principals, school board members, preschool and elementary teachers, and community leaders. I do not have friendships with these people that would lend to a relaxed and casual exchange of information. This information is also not light weight material. Therefore, I believe this message will be formal.
The Style
Another factor is the style of presentation delivery. The presentation will change based on audience needs or specific purpose for the message. For instance, Jan Youga (1998) of Gordon College, notes that, “as our relationship to be audience becomes more distant, we begin to change the tone of voice we use, the amount and kind of information we provide, and the mechanical features of style such as punctuation and spelling” (The Blue Book, p. 289). Although I have concluded that my presentation will be more reserved, how can I maintain the interest of the audience, interject visuals, provide personal connection, and allow for audience participation?
Lamb's information inquiry element, waving, pertains to communicating with the audience. Before I can properly organize my presentation, I must know who I am addressing. I must determine what my audience knows and what they need to know about my topic. Callison outlines a series of questions that deal with issues in communicating with an audience. He begins by asking, “What is the relationship of the author to the audience and how will this impact the formality of the communication or other considerations? To what extent do you want to inform or educate your audience? What is the most important message for this specific audience so that key ideas are emphasized in the introduction and reinforced in the conclusion”(The Blue Book, p. 287)?
These questions cause me to assess my relationships with principals, school board members, preschool and elementary teachers, and community leaders. I do not have friendships with these people that would lend to a relaxed and casual exchange of information. This information is also not light weight material. Therefore, I believe this message will be formal.
The Style
Another factor is the style of presentation delivery. The presentation will change based on audience needs or specific purpose for the message. For instance, Jan Youga (1998) of Gordon College, notes that, “as our relationship to be audience becomes more distant, we begin to change the tone of voice we use, the amount and kind of information we provide, and the mechanical features of style such as punctuation and spelling” (The Blue Book, p. 289). Although I have concluded that my presentation will be more reserved, how can I maintain the interest of the audience, interject visuals, provide personal connection, and allow for audience participation?
Wednesday, October 3, 2007
Gleaning
Wrapping
This information inquiry element focuses on inference or application for solution and meaning. Deanna Kuhn, professor of education at Columbia University, states, “Inference is the culmination of inquiry. Valid inference depends on the quality of the evidence gathered to fit the argument, proposal, or general information needs” (The Blue Book, p. 9).
In this part of the process, I select and develop a product. I must consider the ways this information can be used. Research-based methods that support early literature is vital for school principals to better understand and support the efforts of kindergarten and first grade teachers. Financial decisions for materials, resources, and staffing can be determined by evidence-based research. The school board may also be interested in a summary of findings if a particular early literature emphasis is being put into practice within a school. This may be important information for preschool teachers, elementary teachers, and community leaders involved with educating young children. With this in mind, my audience is primarily for educators.
My next step is to plan and to create a product that reflects quality evidence. Callison writes, “The quality of evidence can determine the strength of what is inferred…and understanding credibility of the evidence may depend on presenter’s ability to make the evidence relevant to the experiences and beliefs of the audience” (The Blue Book, p.8). Therefore, I think a PowerPoint presentation will be an effective and efficient way to communicate my findings. This can be downloaded and read at one’s convenience and can also be used as a tool for presentations.
This information inquiry element focuses on inference or application for solution and meaning. Deanna Kuhn, professor of education at Columbia University, states, “Inference is the culmination of inquiry. Valid inference depends on the quality of the evidence gathered to fit the argument, proposal, or general information needs” (The Blue Book, p. 9).
In this part of the process, I select and develop a product. I must consider the ways this information can be used. Research-based methods that support early literature is vital for school principals to better understand and support the efforts of kindergarten and first grade teachers. Financial decisions for materials, resources, and staffing can be determined by evidence-based research. The school board may also be interested in a summary of findings if a particular early literature emphasis is being put into practice within a school. This may be important information for preschool teachers, elementary teachers, and community leaders involved with educating young children. With this in mind, my audience is primarily for educators.
My next step is to plan and to create a product that reflects quality evidence. Callison writes, “The quality of evidence can determine the strength of what is inferred…and understanding credibility of the evidence may depend on presenter’s ability to make the evidence relevant to the experiences and beliefs of the audience” (The Blue Book, p.8). Therefore, I think a PowerPoint presentation will be an effective and efficient way to communicate my findings. This can be downloaded and read at one’s convenience and can also be used as a tool for presentations.
Tuesday, October 2, 2007
The Keys of Synthesis
Weaving
Weaving is Lamb’s 5th step in the informational elements. The process of weaving connects pieces of information by finding common strands of ideas and thoughts, weighing the most pertinent information, and summarizing research results. Brenda Spatt (2002) (The Blue Book, p. 544) outlines steps for synthesizing information:
Chart common Ideas. This is done by putting sources with similar ideas together.
Distinguish between resources. Find overlaps in coverage, opinion, or findings or establish two separate areas.
Sequence of topics- key topics will direct relevance and most captivating points.
Based on this, I went through resources and asked myself, where are the places that give me the most useful information? How do I sift through these resources? One consideration is to only online types of materials since they are easily accessible to teachers. I also clumped ideas into similar ideas and came up with a list of 10 critical factors of research-based reading programs.
1. Practice and give opportuniies for use oral language.
2. Practice and give opportunities to print.
3. Provide opportunities for children to listen to read-alouds daily.
4. Develop an awareness of use, purpose, and function of print.
5. Develop a phonemic awareness of spoken language.
6. Establish relationship between spoken and written language.
7. Establish decoding strategies.
8. Develop familiarity of spelling patterns.
9. Provide opportunities for reading decoding stories.
10. Select wide variety of books and materials.
From this list, I will add and assimilate specific articles and research. This serves as the skeleton where I refine resources on further selection by relevance and most persuasive evidence to support my purpose - research-based methods for teaching early literacy.
Weaving is Lamb’s 5th step in the informational elements. The process of weaving connects pieces of information by finding common strands of ideas and thoughts, weighing the most pertinent information, and summarizing research results. Brenda Spatt (2002) (The Blue Book, p. 544) outlines steps for synthesizing information:
Chart common Ideas. This is done by putting sources with similar ideas together.
Distinguish between resources. Find overlaps in coverage, opinion, or findings or establish two separate areas.
Sequence of topics- key topics will direct relevance and most captivating points.
Based on this, I went through resources and asked myself, where are the places that give me the most useful information? How do I sift through these resources? One consideration is to only online types of materials since they are easily accessible to teachers. I also clumped ideas into similar ideas and came up with a list of 10 critical factors of research-based reading programs.
1. Practice and give opportuniies for use oral language.
2. Practice and give opportunities to print.
3. Provide opportunities for children to listen to read-alouds daily.
4. Develop an awareness of use, purpose, and function of print.
5. Develop a phonemic awareness of spoken language.
6. Establish relationship between spoken and written language.
7. Establish decoding strategies.
8. Develop familiarity of spelling patterns.
9. Provide opportunities for reading decoding stories.
10. Select wide variety of books and materials.
From this list, I will add and assimilate specific articles and research. This serves as the skeleton where I refine resources on further selection by relevance and most persuasive evidence to support my purpose - research-based methods for teaching early literacy.
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