Chapter 8 of the Tompkins text seemed like a summary of TE 348. It was helpful to re-learn the different genres, since I took TE 348 my sophmore year, and also to review the elements of a story. Third grade seems to really focus on the basic elements of the book! The worksheets that the students complete while reading books throughout the year seem to be about character traits, summaries, predictions, etc... and the basic elements of a book are incorporated into these worksheets. It was also helpful to read about the different types of poetry since I have honestly not written a poem since grade school. I vaguely remember learning about limericks, and haikus, so it was helpful to view student examples of these poems.
Sunday, March 1, 2009
Week 6 Post
I felt that Chapter 5 in the Gibbons text was really helpful for lesson planning. Pages 84-97 go over various activities that can be incorporated before the reading, during the reading, and after the reading. I wish I read the chapter before completing the rough draft for the lesson plan because I was not sure what types of activities to have the students do before reading. All of the activities listed in the chapter are ways to help the students understand the book they are reading, and to develop better reading strategies. I thought it was interesting how on page 83, it says "part of learning a language involves learning about the culture in which it is used, and if we restrict what children read to the blandness of the basal reader, we do them a disservice by presenting a reductionist and limiting curriculum." My collaborating teacher is VERY against the basal reading curriculum. He has his students read trade books, and created packets of worksheets for each trade book the students read. It was difficult for him to have this approved by the principal because it is not in the curriculum, but he was able to convince her to allow him to use these books. He said that the basal books only have portions of stories in them, so the students are not experiencing the beginning, middle, and end of a book.
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Week 6
ReplyDeleteDifferentiated Instruction is something that is focused on extensively in all of my CEP classes and has never really been discussed in my TE classes. I think that it's really important that the teacher takes the time to create all different types of lessons and assessments for all students because no two people learn exactly the same and it is completely inappropriate for a teacher to expect all his or her students to learn the same. Thinking back in my educational career, I cannot think of too many times when teachers have offered differentiated instruction. It was usually one lesson that everyone learned together and had the same work to do with it. There was always the gifted and talented group, but we didn't learn lessons when we were in that group, we just had extra things that we learned. There were different levels of math classes that we could be in depending on how we tested for each section and there were separate reading groups, but there were never different ways to learn, there were just different groups with different assignments. My instructor for TE 301 used to talk about how she would create all different lesson plans for all different students and I hope that one day I will have the skill and patience in order to do that.
In regards to your comments on poetry: I also feel like I have forgotten a lot of the poetry stuff I had learned. There is a great book called a kick in the head: and everyday guide to poetic forms by Paul Janescko and Chris Radschka. My CT has several copies of it in his room. It has all the different types of poems and an explanation of their form and rhyme scheme and then an example of each. I love the book because it introduces several kinds I had never heard of. There is also "A foot in the mouth" and "a poke in the I" from the same series I believe.
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