Why do readers need to respond to a text? As, teachers it is our job to make sure that our students not only read a text, but that they also comprehend that text. In order to help our students comprehend a text, we should assign them reading response activities like we did in class last week. For example, after reading a text, I might ask students to respond to the text in their journals. I could also have them fill out Character charts, vocabualry charts, sequence charts, etc. I could have them create their own mini-books, summarizing and illustrating the events of the story.
Some ideas of my own: Last year I worked on a lesson plan where I had students write a comic strip, in which there is a character from the story, and themselves (as a character). Instruct them to have a conversation with a character in the book.
It is important that students make connections with the text, activate their background knowlege and that they find their own meaning of the text--as Rosenblatt would say. There are several ways to help students achieve these connections--ranging from simple journal entries to activities and projects.
My favorite book we read in class last Thursday was "The Sweetest Fig," and my least favoirte was "The Amazing Bone."
Friday, July 24, 2009
Sunday, July 19, 2009
Part II of Blog #2 --my traits
Sorry, I forgot to post these on my blog #2.
I'm honest, thoughtful, creative, loving, emotional, persistent, traditional, athletic.
I'm always thinking, considering, and wishing; it's a good thing because that's where I get all of my creative ideas.
I'm honest, thoughtful, creative, loving, emotional, persistent, traditional, athletic.
I'm always thinking, considering, and wishing; it's a good thing because that's where I get all of my creative ideas.
Friday, July 17, 2009
Blog #2 Idea development--Kayleen Holder
What have I learned about idea development? Well, in class Thursday we explored a couple different ways of generating ideas. I thought the idea of how to generate ideas for our family theme song was particularly helpful. I’ve made plenty of lists defining my major personality traits, but I’ve never been told to write a sentence using each one and then find ways to connect them—making something like the verses of a song.
I also enjoyed the group story writing of “The Grossest Ice Cream Ever.” I guess this activity was more of a way to open our minds to the idea of generating ideas…if that makes any sense at all. During this activity, I realized that by providing a title, like “The Grossest Ice Cream Ever” for our students, we have sped up the process of idea development. Even though some groups, like mine, didn’t use the title, having the story subject and the option to use Dr. Harris’ title, gave us a definite direction, and allowed us to focus our creativity toward the writing of the story, before worrying about a title. I think it’s fair to say, that the class wasn’t provided a title, the activity would have taken much, much longer, and perhaps failed to serve its purpose.
It's important to remember the kinds of things that our professors do, even when it's as simple as giving us a title, when asked to write a story. Imagine how stumped we might have been if she hadn't given us that direction...Imagine how our students will feel if we don't give them this same sense of direction.
I also enjoyed the group story writing of “The Grossest Ice Cream Ever.” I guess this activity was more of a way to open our minds to the idea of generating ideas…if that makes any sense at all. During this activity, I realized that by providing a title, like “The Grossest Ice Cream Ever” for our students, we have sped up the process of idea development. Even though some groups, like mine, didn’t use the title, having the story subject and the option to use Dr. Harris’ title, gave us a definite direction, and allowed us to focus our creativity toward the writing of the story, before worrying about a title. I think it’s fair to say, that the class wasn’t provided a title, the activity would have taken much, much longer, and perhaps failed to serve its purpose.
It's important to remember the kinds of things that our professors do, even when it's as simple as giving us a title, when asked to write a story. Imagine how stumped we might have been if she hadn't given us that direction...Imagine how our students will feel if we don't give them this same sense of direction.
Thursday, July 9, 2009
Blog 1-Kayleen Holder
I really enjoyed the first 3 chapters of the "Choice Words" text. I had written down at least one interesting thing, which I wanted to remember, for future use.
In the first chapter, on page 9, the author discusses how language is not only "representational," but also "constitutive"(Johnston). By this, the author was trying to show how potent and powerful the things we say can be. He uses the example of a teacher who compliments one of his/her students on poetry writing and witnessed significant effects from that little compliment, which consisted of 6 words: "'You are really quite the poet" (Johnston 9). The author goes on to explain that the teacher then observed "The student, who until that point had met little success academically, began carrying a paperback book of poetry around in his back pocket and writing more poems" (Johnston).
I think taking the time to recognize the significance of this little story is really important, because it makes us realize just how powerful we are as teachers. I look back and realize, that while I've always enjoyed writing, it is probably the praise of my teachers who influenced me to pursue a career in writing. (I am a columnist for a weekly newspaper, and am working on many other projects.)
In Chapter 2, on page 16, the author suggests that teachers should ask their students to look through stories to "write down a line you wish you had written" (Johnston). I was confused by this at first, but very intrigued when I realized how this will require students to find something they love about the text, and at least on a subconcious level, students will consider the idea that they CAN write their own books.
I think it is important for teachers to find a way, like this one, to force thier students to appreciate what they are reading--without actually forcing them. Hence, Johnston's suggestion, is a great one! I also think it's important to mention that we, as teachers, should remember to show our appreciation for words or lines from a story, as well.
In chapter 3, on page 22, Johnston discusses the idea that teachers should have students discuss and compare different authors. This activity, again, requires students to find at least something they like about one author in order to decided which author they like best. The students will determine, for themselves, what they think "good writing" is, and possibly mimmick what they like, and avoid what they dislike.
Personally, I think it would be an even better idea, if it's possible--to compare the work of our students to publsihed authors. For example, "Your writing style is similar to Judy Blume....," Your stories are all western-themed like Louis Lamour's collection of books. Are you going to be the next Louis Lamour?..." This, I feel, puts the students on another level. It makes them feel good about themselves, and it makes them realize that they too could be a published author someday.
In the first chapter, on page 9, the author discusses how language is not only "representational," but also "constitutive"(Johnston). By this, the author was trying to show how potent and powerful the things we say can be. He uses the example of a teacher who compliments one of his/her students on poetry writing and witnessed significant effects from that little compliment, which consisted of 6 words: "'You are really quite the poet" (Johnston 9). The author goes on to explain that the teacher then observed "The student, who until that point had met little success academically, began carrying a paperback book of poetry around in his back pocket and writing more poems" (Johnston).
I think taking the time to recognize the significance of this little story is really important, because it makes us realize just how powerful we are as teachers. I look back and realize, that while I've always enjoyed writing, it is probably the praise of my teachers who influenced me to pursue a career in writing. (I am a columnist for a weekly newspaper, and am working on many other projects.)
In Chapter 2, on page 16, the author suggests that teachers should ask their students to look through stories to "write down a line you wish you had written" (Johnston). I was confused by this at first, but very intrigued when I realized how this will require students to find something they love about the text, and at least on a subconcious level, students will consider the idea that they CAN write their own books.
I think it is important for teachers to find a way, like this one, to force thier students to appreciate what they are reading--without actually forcing them. Hence, Johnston's suggestion, is a great one! I also think it's important to mention that we, as teachers, should remember to show our appreciation for words or lines from a story, as well.
In chapter 3, on page 22, Johnston discusses the idea that teachers should have students discuss and compare different authors. This activity, again, requires students to find at least something they like about one author in order to decided which author they like best. The students will determine, for themselves, what they think "good writing" is, and possibly mimmick what they like, and avoid what they dislike.
Personally, I think it would be an even better idea, if it's possible--to compare the work of our students to publsihed authors. For example, "Your writing style is similar to Judy Blume....," Your stories are all western-themed like Louis Lamour's collection of books. Are you going to be the next Louis Lamour?..." This, I feel, puts the students on another level. It makes them feel good about themselves, and it makes them realize that they too could be a published author someday.
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