Daily learning Log
June 29, 2011
Oli
Tamara chanted us in.
She gave us a challenge for tomorrow; to do the chant in three breaths.
Sacred Writing Time
Robin read Diary of a Worm by, Doreen Cronin as a precursor to an invitation to write a day in the life of…
Morning Meeting
Daily Log: Colleen read her daily log.
Colleen shared her Mele Aloha, a loving tribute to her son.
Jeannie gave us a Step Book making lesson.
She has posted all her book making lessons on the blog.
Elbow Groups
In our elbow group…
Colleen shared her Day in the life of…her dog Snow.
Jeannie shared her revised story about her home and family in Texas.
I shared a poem about my sons.
We then had time to work on our annotated bibliographies.
After lunch Jeannie went over Thursdays agenda.
Poetry
Tammara shared a poem, Welcome Morning By Anne Sexton, which I missed because of a phone call. Sorry Tammara.
We were then given open time to finish projects and writings.
Jeannine came with her husband and cute little dog, Bijou. She helped us edit our annotated bibliographies
Wednesday, June 29, 2011
Annotated Bibliographies
Lehua Writing Project
Annotated Bibliographies
Cecilia Woodbury
Summer 2011
Research Question:
What literacy skills must a child possess to spell words phonetically?
Bibliographies
1.
Al Otaiba, S., Puranik, C. S., Rouby, D., Greulich, L., Sidler, J. F., & Lee, J. (2010). Predicting kindergarteners' end-of-year spelling ability based on their reading, alphabetic, vocabulary, and phonological awareness skills, as well as prior literacy experiences. Learning Disability Quarterly, 33 (3), 171-183. Retrieved from EBSCOhost.
The authors, professors and doctoral students at the College of Education, and the Florida Center for Reading Research, used the overlapping waves model (Rittles,Johnson & Seiger, 1999; Seiger, 1996). to provide a theoretical framework for their study. The overlapping waves model states that students learn to spell using a variety of strategies based upon their knowledge of alphabetics, word knowledge, and prior literacy experiences. Their study, involved 9 schools and 29 kindergarten classrooms that served an economically and ethnically diverse population, examined a combination of home literacy, parents education, demographic factors and conventional literacy skills at the beginning and end of the school year to predict end-of-kindergarten spelling achievement. Their study suggested that young children, regardless of their prior literacy experiences, need explicit spelling instruction that shows them how to use their present knowledge of the English language, its alphabetic principle and syllable structure. This study provides important implications for literacy instruction of young children.
2.
Ritchey, K.D. (2008). Learning to write, progress-monitoring tools for beginning and at-risk writers. Teaching Exceptional Children, 39 (2), 22-26. Retrieved from EBSCOhost.
Kristen D. Ritchey, Assistant Professor at University of Delaware School of Education ,states that an analysis of what young children are able to write can provide valuable information about their alphabetic skills, phonological awareness, beginning word reading and emergent writing skills. Her study examined 60 kindergarten students, enrolled in full day kindergarten in the Mid Atlantic region of the United States. She used data from four instruments that assessed beginning writing skills in students in the spring of their kindergarten year. She found that children in kindergarten apply and integrate their alphabetic knowledge and phonological skills as they write. The four assessments used in Ritcheys study can be used by teachers to inform their writing instruction.
3.
Silva, C. C., & Martins, M. (2003). Relations between children's invented spelling and the development of phonological awareness. Educational Psychology, 23 (1), 3. Retrieved from EBSCOhost.
Silva and Martin, researchers from Instituto Superior de Psicolgia Aplicada in Portugal, hypothesize that when children with prephonetic spellings undergo a training program intended to induce them to move to early phonemic spellings, their phonological skills evolve faster in comparison with those children who have not received any form of training. Their study participants were 30 Portuguese kindergarten children with an average age of 5 years 6 months who had not received any formal instruction in reading and writing. Silva and Martin conducted an experimental study in which children were given a pretest and posttest to evaluate invented spelling and phonological skills. Between the two tests the experimental group received phonological awareness training. Silva and Martins found that the children who received the training showed significant improvements in the results of all their phonemic tests.
4.
Poskiparta E., Niemi P., & Vauras M. (1999) Who benefits from training in linguistic awareness in the first grade, and what components show training effects? Journal of Learning Disabilities, 32 (5), 437-446,456. Retrieved from EBSCOhost
The authors, researchers at the University of Turku in Finland, theorized that students with varying cognitive levels, could benefit from training in linguistic awareness to improve their reading and spelling skills. The study was conducted in Turku Finland on 240 children with varying cognitive levels, entering first grade in the fall. All students were at the same level of phonological awareness. A control and experimental group were selected. Students were given a pretest and posttest. The experimental group received training between the tests in four areas; clarification of self image, rhymes and nursery rhymes, word and syllable awareness and phonemic awareness. The researchers concluded that regardless of the students cognitive levels linguistic training improves reading and spelling skills.
5.
Bear D. R., & Templeton S. (1998) Explorations in developmental spelling: foundations for learning and teaching phonics, spelling and vocabulary. The Reading Teacher, 52 (3), 222-242. Retrieved from EBSCOhost.
Bear and Templeton, both professors at the College of Education at the University of Reno, use data from research collectively referred to as the “Virginia studies” out of the University of Virginia to illustrate how children learn to read and write words. They believe that development in spelling reflects a student’s growing knowledge about letters and sounds, letter patterns and syllable patterns, and how meaning is directly represented through spelling. The article explores the six stages of developmental writing that researchers theorize learners pass through. Bear and Templeton emphasize the use of word study in reading and writing instruction. They believe it is essential to balance authentic reading and writing with purposeful word study in successful literacy instruction.
Annotated Bibliographies
Cecilia Woodbury
Summer 2011
Research Question:
What literacy skills must a child possess to spell words phonetically?
Bibliographies
1.
Al Otaiba, S., Puranik, C. S., Rouby, D., Greulich, L., Sidler, J. F., & Lee, J. (2010). Predicting kindergarteners' end-of-year spelling ability based on their reading, alphabetic, vocabulary, and phonological awareness skills, as well as prior literacy experiences. Learning Disability Quarterly, 33 (3), 171-183. Retrieved from EBSCOhost.
The authors, professors and doctoral students at the College of Education, and the Florida Center for Reading Research, used the overlapping waves model (Rittles,Johnson & Seiger, 1999; Seiger, 1996). to provide a theoretical framework for their study. The overlapping waves model states that students learn to spell using a variety of strategies based upon their knowledge of alphabetics, word knowledge, and prior literacy experiences. Their study, involved 9 schools and 29 kindergarten classrooms that served an economically and ethnically diverse population, examined a combination of home literacy, parents education, demographic factors and conventional literacy skills at the beginning and end of the school year to predict end-of-kindergarten spelling achievement. Their study suggested that young children, regardless of their prior literacy experiences, need explicit spelling instruction that shows them how to use their present knowledge of the English language, its alphabetic principle and syllable structure. This study provides important implications for literacy instruction of young children.
2.
Ritchey, K.D. (2008). Learning to write, progress-monitoring tools for beginning and at-risk writers. Teaching Exceptional Children, 39 (2), 22-26. Retrieved from EBSCOhost.
Kristen D. Ritchey, Assistant Professor at University of Delaware School of Education ,states that an analysis of what young children are able to write can provide valuable information about their alphabetic skills, phonological awareness, beginning word reading and emergent writing skills. Her study examined 60 kindergarten students, enrolled in full day kindergarten in the Mid Atlantic region of the United States. She used data from four instruments that assessed beginning writing skills in students in the spring of their kindergarten year. She found that children in kindergarten apply and integrate their alphabetic knowledge and phonological skills as they write. The four assessments used in Ritcheys study can be used by teachers to inform their writing instruction.
3.
Silva, C. C., & Martins, M. (2003). Relations between children's invented spelling and the development of phonological awareness. Educational Psychology, 23 (1), 3. Retrieved from EBSCOhost.
Silva and Martin, researchers from Instituto Superior de Psicolgia Aplicada in Portugal, hypothesize that when children with prephonetic spellings undergo a training program intended to induce them to move to early phonemic spellings, their phonological skills evolve faster in comparison with those children who have not received any form of training. Their study participants were 30 Portuguese kindergarten children with an average age of 5 years 6 months who had not received any formal instruction in reading and writing. Silva and Martin conducted an experimental study in which children were given a pretest and posttest to evaluate invented spelling and phonological skills. Between the two tests the experimental group received phonological awareness training. Silva and Martins found that the children who received the training showed significant improvements in the results of all their phonemic tests.
4.
Poskiparta E., Niemi P., & Vauras M. (1999) Who benefits from training in linguistic awareness in the first grade, and what components show training effects? Journal of Learning Disabilities, 32 (5), 437-446,456. Retrieved from EBSCOhost
The authors, researchers at the University of Turku in Finland, theorized that students with varying cognitive levels, could benefit from training in linguistic awareness to improve their reading and spelling skills. The study was conducted in Turku Finland on 240 children with varying cognitive levels, entering first grade in the fall. All students were at the same level of phonological awareness. A control and experimental group were selected. Students were given a pretest and posttest. The experimental group received training between the tests in four areas; clarification of self image, rhymes and nursery rhymes, word and syllable awareness and phonemic awareness. The researchers concluded that regardless of the students cognitive levels linguistic training improves reading and spelling skills.
5.
Bear D. R., & Templeton S. (1998) Explorations in developmental spelling: foundations for learning and teaching phonics, spelling and vocabulary. The Reading Teacher, 52 (3), 222-242. Retrieved from EBSCOhost.
Bear and Templeton, both professors at the College of Education at the University of Reno, use data from research collectively referred to as the “Virginia studies” out of the University of Virginia to illustrate how children learn to read and write words. They believe that development in spelling reflects a student’s growing knowledge about letters and sounds, letter patterns and syllable patterns, and how meaning is directly represented through spelling. The article explores the six stages of developmental writing that researchers theorize learners pass through. Bear and Templeton emphasize the use of word study in reading and writing instruction. They believe it is essential to balance authentic reading and writing with purposeful word study in successful literacy instruction.
Tuesday, June 28, 2011
In Pictures and In Words Chapter 10 Summary
In Pictures and In Words
Summary of chapter 10
Tone, In Pictures and In Words
Katie Ray Wood suggests that tone is, the way a writer or an illustrator presents something that reveals his or her take on the subject.
Tone In Writing
The content of a written message will invoke an intellectual response and the tone of a piece will invoke an emotional response. Emotion is the more powerful of the two. Katie Ray Wood suggests that if a reader doesn’t like the tone in a piece of writing they may not care about the content. Readers don’t easily separate the content of the message from its delivery.
Tone and the Emotional Response to Pictures
Children can be taught to use tone in their illustrations as well. Writing teachers of young children teach tone through the illustrations in picture books. Crafting tone in illustrations can be done through a variety of methods. Illustrators craft tone through color choice, shifting colors, size, shape and texture, accentuating features, and whimsical details
Summary of chapter 10
Tone, In Pictures and In Words
Katie Ray Wood suggests that tone is, the way a writer or an illustrator presents something that reveals his or her take on the subject.
Tone In Writing
The content of a written message will invoke an intellectual response and the tone of a piece will invoke an emotional response. Emotion is the more powerful of the two. Katie Ray Wood suggests that if a reader doesn’t like the tone in a piece of writing they may not care about the content. Readers don’t easily separate the content of the message from its delivery.
Tone and the Emotional Response to Pictures
Children can be taught to use tone in their illustrations as well. Writing teachers of young children teach tone through the illustrations in picture books. Crafting tone in illustrations can be done through a variety of methods. Illustrators craft tone through color choice, shifting colors, size, shape and texture, accentuating features, and whimsical details
In Pictures and in Words Chapter 2 Summary
In Pictures and In Words
Summary of Chapter 2
Building Stamina for Writing by Supporting Children’s Work as Illustrators
Proficient writers need to build stamina. It is essential for teachers of writing to understand the kind of stamina writers need.
Understanding the Work of Writing
Writing work asks individuals to go from nothing to something all on their own over and
over again. Writers often know their topic and key ideas, but don’t know how their writing will take shape until they start writing.
The Curriculum of Time
Katie Wood Ray tells us “that for children to grow up as writers under the care of teachers, those teachers must teach them how to show up and move forward, how to be both the boat and the wind for their forward motion as writers.”
In order to build creative stamina children must fill time with work they’ve made for themselves. They must build stamina to sit for a long time and work on something over time.
Composing with illustrations is a good starting point for young children to begin to build the stamina it takes to become effective communicators.
Picture Books Invite Stamina
A single, simple instructional decision, the invitation to make picture books makes more difference in helping young writers build creative stamina than anything else.. Katie Ray Wood suggests that blank paper invites children to work for a very long time at filling it up and the verb “make” suggest many ways to fill up those pages. Children don’t have to “write” the book.
NAEYC cites research that has shown, “children with more positive learning behaviors, such as initiative, attention, and persistence, later develop stronger language skills”
Summary of Chapter 2
Building Stamina for Writing by Supporting Children’s Work as Illustrators
Proficient writers need to build stamina. It is essential for teachers of writing to understand the kind of stamina writers need.
Understanding the Work of Writing
Writing work asks individuals to go from nothing to something all on their own over and
over again. Writers often know their topic and key ideas, but don’t know how their writing will take shape until they start writing.
The Curriculum of Time
Katie Wood Ray tells us “that for children to grow up as writers under the care of teachers, those teachers must teach them how to show up and move forward, how to be both the boat and the wind for their forward motion as writers.”
In order to build creative stamina children must fill time with work they’ve made for themselves. They must build stamina to sit for a long time and work on something over time.
Composing with illustrations is a good starting point for young children to begin to build the stamina it takes to become effective communicators.
Picture Books Invite Stamina
A single, simple instructional decision, the invitation to make picture books makes more difference in helping young writers build creative stamina than anything else.. Katie Ray Wood suggests that blank paper invites children to work for a very long time at filling it up and the verb “make” suggest many ways to fill up those pages. Children don’t have to “write” the book.
NAEYC cites research that has shown, “children with more positive learning behaviors, such as initiative, attention, and persistence, later develop stronger language skills”
Wednesday, June 22, 2011
Lesson
Understanding A Small Moment Story
Cecilia Woodbury
Ninety Minutes
Kindergarten
Common Core Standard:
Writing
W.K.3 Using a combination of writing, drawing and dictating to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Content Concepts:
Students will pick a story from their writers notebook, focus on a part of that story and use the Small Moments Chart to illustrate and write a small moments narrative.
GLO
Effective Communicator
Contributes effectively through speaking, drawing and writing.
Objective:
Students will write a narrative with some details sequencing beginning, middle and end of a single event.
Assessments:
Student Observation: Did the student focus on a single event?
Student Work: Did the student use a combination of drawing and writing to narrate the single event?
Resources:
Small Moments: Personal Narrative Writing
By Lucy Calkins and Abby Oxenhorn
A Chair For My Mother
By Vera B. Williams
Beginning Procedures:
1. Refer to “A Chair for My Mother”
2. After skimming the story focus on the part of the story where the little girl is remembering about coming home from the store after buying shoes and seeing the fire. Pay attention to all the details Vera B. Williams uses while reading.
3. Model how Vera B. Williams could have told the story in two or three simple sentences.
4. Reread to show students how one small moment in time was extended over two pages.
5. Ask students to think about the small details Vera B. Williams used to help focus our attention on that small moment.
6. Take comments from students and embellish on them. For example, “She names the kinds of shoes they bought. Pumps and sandals”, “Yes, she did describe the color of the tulips.” , “Lots of smoke”, Orange flames”, “Mama grabs my hand”,
7. Tell the students, “Today I will show you how I write about a small moment in my life, I made this chart to help me remember the steps.’
Show the chart,
Writing Small Moments
1. Writers think of something to write about.
2. They focus on one small part.
3. They sketch it on paper.
4. They write words.
Pretend to be thinking about my weekend run.
a. “I’m going to write about my run on Sunday. That was more than a small moment though.”
Bring my hands up into a telescope.
b. “So, I’m going to zoom in on one small part of my run and picture it in my mind.”
Show my sketches touching each one and telling the parts of my small moment.
c. “I sketched the pictures to help me remember the parts of my small moment.”
Have students help you write the words to your story.
d. “ O.K. now you can help me write the words.
8. Tell the students, “Today during writers workshop think about taking a small moment from one of your previous stories and use it to write a small moments story. Remind students that small moment stories have to stay in one place and in one moment and they have to be in order. Have students look through their writers notebook to find a narrative they can draw a small moment from. Refer back to chart.
Middle Procedures
Students will pick a previous narrative and focus on one part of it. Teacher will circulate around the room offering suggestions and encouragement. Notice when a student has decided on a small moment and stop the class to notice. “I see _____________ has decided to take small moment from his _____________ story.
Closing Procedures
Ask students to share their stories in their small groups and decide if these are small moment stories. 1. Do they stay in one place and in one time? 2. Does the story stay in order? Two or three students will be asked to share their small moment story.
Modifications for Diverse Learners
Small group will collaborate on a small moment story with the SPED Aide.
Tuesday, June 21, 2011
Book Review Summary
In Pictures and In Words
Chapter 7
Ideas and Content,
In Pictures and In Words
Katie Wood Ray writes, “as a teacher of young writers it is essential that I understand the importance of seeing an illustration and thinking about the idea work behind it. Idea work is some thing children will need to understand to become proficient writers. Illustrators, just like writers, have to have and develop good ideas for their illustrations”
When turning the pages of a picture book, you will see the result of an illustrator’s idea work. Illustrators are making content decisions just as writers do. The words may suggest the content, but the illustrator still has to have and develop an idea for how she will picture those suggestions.
Decision making is at the heart of developing an idea. The content is a product of making many decisions. Some content decisions illustrators must make are, what will I picture in my picture, single or multiple illustrations, what angle will I use, what perspective will I use, how much background detail, will my illustration extend the words or stick close to them?
If children understand that illustrations are an end result of someone’s idea about content you will be supporting their growing understanding that this is also an essential quality of good writing. Katie Ray Wood writes, “You’ll be helping them learn what it means to grow and shape an idea into engaging, even surprising content.”
Just for fun
June 14, 2011
The cricket alarm went off at five a.m.. Reaching over I fumbled with my i-phone to turn it off. It was time to get up but, it was dark, I felt sleepy and the air was chilly. I immediately curled back into the sheets and blankets and snuggled up to LJ. Pushing me away he said, “time to get ready to swim”. Always the sensible one. He jumped up with an annoying amount of energy for five a.m.
Stretching and yawning I slowly made my way out of bed. This morning, coffee would have to come before the swim. I shuffled to the kitchen and slowly prepared the coffee. First three cups of water into the reservoir, three scoops of medium roasted Kona Coffee into the filter and push the button. The machine gurgled and sputtered and soon the black liquid streamed out into the glass pot. It filled the air with the glorious aroma of freshly brewed coffee.
Meanwhile LJ and his annoying energy filled water bottles, searched for swimsuits, goggles and swim caps. Neatly and efficiently he packed everything into a backpack and placed it by the door.
I on the other hand rummaged in the refrigerator for the agave syrup and milk. I found two clean mugs, squeezed the syrup and poured the milk in. The coffee is the last ingredient added to this recipe. I poured in the hot, dark liquid. It turned the perfect caramel color and my mouth already tasted the bittersweet liquid that was the antidote to my zombie like state. I took my cup and shuffled to the couch.
LJ and his annoying energy followed me into the living room. He talked incessantly about sets and send off times.
My hands cupped the warm mug and I took the first sip of the delicious elixir of life. The warm bittersweet liquid flowed over my tongue and down the back of my throat. I savored it and waited for the caffeine to take effect. With every sip the veil of sleepiness begin to lift, my heart beat quickened, my grunts turned into words and somehow LJ and his energy seemed less annoying.
Soon I am waiting at the door, swimsuit on, towel around my shoulders, goggles and cap in hand. I wondered, what is taking LJ so long? He is so slow.
Coffee
The cricket alarm went off at five a.m.. Reaching over I fumbled with my i-phone to turn it off. It was time to get up but, it was dark, I felt sleepy and the air was chilly. I immediately curled back into the sheets and blankets and snuggled up to LJ. Pushing me away he said, “time to get ready to swim”. Always the sensible one. He jumped up with an annoying amount of energy for five a.m.
Stretching and yawning I slowly made my way out of bed. This morning, coffee would have to come before the swim. I shuffled to the kitchen and slowly prepared the coffee. First three cups of water into the reservoir, three scoops of medium roasted Kona Coffee into the filter and push the button. The machine gurgled and sputtered and soon the black liquid streamed out into the glass pot. It filled the air with the glorious aroma of freshly brewed coffee.
Meanwhile LJ and his annoying energy filled water bottles, searched for swimsuits, goggles and swim caps. Neatly and efficiently he packed everything into a backpack and placed it by the door.
I on the other hand rummaged in the refrigerator for the agave syrup and milk. I found two clean mugs, squeezed the syrup and poured the milk in. The coffee is the last ingredient added to this recipe. I poured in the hot, dark liquid. It turned the perfect caramel color and my mouth already tasted the bittersweet liquid that was the antidote to my zombie like state. I took my cup and shuffled to the couch.
LJ and his annoying energy followed me into the living room. He talked incessantly about sets and send off times.
My hands cupped the warm mug and I took the first sip of the delicious elixir of life. The warm bittersweet liquid flowed over my tongue and down the back of my throat. I savored it and waited for the caffeine to take effect. With every sip the veil of sleepiness begin to lift, my heart beat quickened, my grunts turned into words and somehow LJ and his energy seemed less annoying.
Soon I am waiting at the door, swimsuit on, towel around my shoulders, goggles and cap in hand. I wondered, what is taking LJ so long? He is so slow.
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