Kid writing
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Eisenhauer onlinepresentation
Kid Writing is a writing program for preschool through 2nd grade students that focuses on teaching phonics in the context of writing. It uses a 4-step student-centered procedure: 1) students draw their story, 2) with teacher guidance, students write what they hear in their story using phonics, 3) the teacher underwrites the story and provides mini-lessons, 4) mini-lessons are given to the full group focusing on improvements. The philosophy is that children learn best through social interaction and having opportunities to experiment with written language at their level with support.
Learning unit 2 notes
The document discusses research-based vocabulary programs and strategies. It notes that some schools lack focused vocabulary instruction or have ineffective programs. Effective programs like Words Their Way and Marzano see success because of teacher training, collaboration, and inclusion in the curriculum. The document provides recommendations for implementing vocabulary instruction, including using research-based strategies, developing a grade-level plan, benefiting all students including ELLs, encouraging school-wide conversations, and making learning fun. Resources on word walls, technology tools, dictionaries, and games are also included.
Childrens picture book tips for writing
A children's picture storybook typically has around 30 pages with 14-16 two-page spreads. It uses both words and pictures to tell a simple story in short, vivid sentences and paragraphs. The main character should have one or two easy to relate to personality traits. A well-designed plot with one main problem for the character to overcome is essential. The setting should make the time and place clear to help readers imagine where the story takes place.
Composing and literary_skills
Young writers first need to be taught basic sentences before expanding their skills. Teachers should ask questions to help students vary their sentence structure and avoid monotony. Students should also practice being specific in their writing by naming objects and events, rather than vague descriptions. Alliteration and comparison techniques can also be used to engage students and improve their writing abilities. The overall goal is to steadily introduce various writing skills that develop students into stronger writers over time.
Writing activities
Designing authentic writing activities, and discussing how to help your students write better paragraphs and essays.
The Writing Process
The document discusses the writing process used by writers of television shows, movies, and video games. It describes the 5 main steps of the writing process as pre-writing, drafting, revising, editing, and publishing. Pre-writing involves preparing ideas using a mnemonic device called R.A.F.T.S. Drafting is the initial writing stage. Revising is re-reading drafts to improve them. Editing focuses on grammar, spelling, and mechanics. Publishing is completing the final version. The writing process turns initial story ideas into finished works.
Step up to writing for kids
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Recommended
Eisenhauer onlinepresentation
Kid Writing is a writing program for preschool through 2nd grade students that focuses on teaching phonics in the context of writing. It uses a 4-step student-centered procedure: 1) students draw their story, 2) with teacher guidance, students write what they hear in their story using phonics, 3) the teacher underwrites the story and provides mini-lessons, 4) mini-lessons are given to the full group focusing on improvements. The philosophy is that children learn best through social interaction and having opportunities to experiment with written language at their level with support.
Learning unit 2 notes
The document discusses research-based vocabulary programs and strategies. It notes that some schools lack focused vocabulary instruction or have ineffective programs. Effective programs like Words Their Way and Marzano see success because of teacher training, collaboration, and inclusion in the curriculum. The document provides recommendations for implementing vocabulary instruction, including using research-based strategies, developing a grade-level plan, benefiting all students including ELLs, encouraging school-wide conversations, and making learning fun. Resources on word walls, technology tools, dictionaries, and games are also included.
Childrens picture book tips for writing
A children's picture storybook typically has around 30 pages with 14-16 two-page spreads. It uses both words and pictures to tell a simple story in short, vivid sentences and paragraphs. The main character should have one or two easy to relate to personality traits. A well-designed plot with one main problem for the character to overcome is essential. The setting should make the time and place clear to help readers imagine where the story takes place.
Composing and literary_skills
Young writers first need to be taught basic sentences before expanding their skills. Teachers should ask questions to help students vary their sentence structure and avoid monotony. Students should also practice being specific in their writing by naming objects and events, rather than vague descriptions. Alliteration and comparison techniques can also be used to engage students and improve their writing abilities. The overall goal is to steadily introduce various writing skills that develop students into stronger writers over time.
Writing activities
Designing authentic writing activities, and discussing how to help your students write better paragraphs and essays.
The Writing Process
The document discusses the writing process used by writers of television shows, movies, and video games. It describes the 5 main steps of the writing process as pre-writing, drafting, revising, editing, and publishing. Pre-writing involves preparing ideas using a mnemonic device called R.A.F.T.S. Drafting is the initial writing stage. Revising is re-reading drafts to improve them. Editing focuses on grammar, spelling, and mechanics. Publishing is completing the final version. The writing process turns initial story ideas into finished works.
Step up to writing for kids
This is a great introduction to Step Up To Writing that I plan on using with my kids and sharing with my parents. It is from (I believe) Mountainview Middle School
Ideation workshop
The document discusses finding and developing business ideas. It encourages looking for problems people face and turning luxuries into necessities. The author advocates validating if others will pay for the solution and if the market is large enough. He notes an idea in action is more important than just the idea itself. The document promotes KickStart as a business idea contest and provides contact information for the author to discuss ideas further.
Teaching writing and vocabulary
The document discusses strategies for teaching writing and vocabulary to young learners. It recommends exposing children to good fiction and non-fiction to help them become better writers. Some writing strategies include using a talking and writing box with pictures chosen by students, setting up a writing center, and holding writing conferences. Teaching vocabulary involves presenting new words using visuals, gestures, and context. Students can review words through games and activities. Their understanding is reinforced by having students record words through various systems like vocabulary books or personal dictionaries.
Tetc09
This document discusses how technology can be used to differentiate instruction for English language learners (ELLs). It notes that ELLs often have limited access to technology at home, making its use at school important. Various technologies are described that can help ELLs develop language skills, including presentations, movies, audio recordings, discussion boards, blogs, and social networking. Specific tools highlighted include PowerPoint, MovieMaker, Audacity, Google Earth, email, and student-created web pages. The document encourages teachers to use simple, meaningful technologies to open new opportunities for ELLs.
Technology For ESL
This document discusses how technology can be used to differentiate instruction for English language learners (ELLs). It notes that ELLs often have limited access to technology at home, so using it in school is important. Various technologies are described that can help ELLs improve their language skills, including using programs like PowerPoint, MovieMaker, Audacity, and social networks. The document provides examples of how blogs, wikis, discussion boards and student-created websites can engage ELLs. It emphasizes using simple, meaningful technologies and provides resource websites for teachers.
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Presentation slides for live session week 3 moodle session for TESOL EVO 2017 on Moodle for Teachers
https://moodle4teachers.org/enrol/index.php?id=91
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ICT Tools for Literacy
The document discusses various ICT tools that can be used for literacy learning including:
1. The Gloss and Story Starter which aim to improve vocabulary and provide engaging templates to start writing lessons.
2. Fotobabble and Wallwisher allow recording audio onto photos and posting comprehension answers online for discussion.
3. Kid Pix is a drawing program where students can create art, animations and recordings to add to slideshows reflecting on their reading.
4. Story Jumper and Writing Fun provide ways for students to publish their own stories and access writing exemplars.
Sheltered instruction technology plan
This document outlines four scenarios in which technology can support English language learners in the classroom. An interactive whiteboard is used to demonstrate a science lesson on the water cycle. Computers allow teachers to provide feedback to students on assignments submitted electronically. The website Story Time for Me builds vocabulary by reading stories aloud with highlighted text. Handheld translating devices help English language learners participate in cooperative group work by translating assignments and conversations.
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PWIM is a relatively new model of teaching literacy developed by Emily Calhoun over 20 years. It focuses on constructing knowledge of printed language through extensive reading, sight word development, and comprehension skills. The model uses large pictures as a stimulus for students to "shake out" or identify words, which are then spelled, read, and associated with the pictures. Students progress to arranging words into sentences, reading more trade books, and naturally connecting reading and writing. PWIM provides multiple opportunities for explicit instruction and leads students to concept formation through inductive activities ideal for primary grades and ESL learners.
Learning unit 2 notes
The document discusses research-based vocabulary programs and strategies. It notes that some schools have no vocabulary focus or their programs are not effective. Effective programs like Words Their Way and Marzano see success because of teacher training, collaboration, and making vocabulary part of the curriculum rather than an addition. It provides resources for teaching vocabulary through word walls, dictionaries, games, and apps. The document emphasizes using engaging, research-backed strategies to benefit all students, including English language learners.
Reading workshop structure
A literacy environment requires considering traffic flow, language environment, rules, material management, lighting, seating, interest levels, leveled libraries, noise levels, relevant activities, file folder games, trust, comfort, safety, and vision. Guided reading requires meaningful independent activities for other students, like discussing examples of activities at their tables. Literacy develops through social interaction and dialogue, so guided reading is a social occurrence. Providing ample time for reading and writing is necessary, and classroom structure and management support other students' literacy learning.
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Developing the 4 skills using Webtools (e-book)
The document provides suggestions for using webtools to develop language learners' four skills: speaking, listening, reading, and writing. It discusses how today's students learn differently compared to past generations and are more accustomed to learning through online resources. The document then lists and describes several free webtools for each of the four skills, and provides example activities for how teachers can assign them. These include tools like Voki, Recordr, Showbeyond, Audioboo, and Sketchcast for speaking practice, and tools for listening, writing, and reading activities.
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Ms. V teaches a class of 14 students with diverse abilities and challenges. She takes a holistic and learner-centered approach, focusing on each student's strengths rather than weaknesses. To motivate her students and address different learning styles, she uses a variety of technologies and multimedia in the classroom, such as cell phones, instant messaging, and video conferencing. She emphasizes collaboration over independent work, encouraging students to network, share knowledge, and help each other. For a science fair project, Ms. V made the curriculum more relevant and engaging for students by incorporating their technology skills and allowing choices in presentation format. Through her innovative teaching methods, Ms. V helps students feel cared for and succeed by their own abilities.
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Emily Alers, Kaelin Berthold, Isabella Buscemi, Kiara Fernandez, Alexandra Godinez, Kariln Ladson, and
Amani Mohamed
What is Dialogic Reading?
Dialogic Reading allows the student to tell the story from the pictures in a book. They make predictions from the pictures before reading or interacting with the text.
They’re encouraged to ask questions and have conversations about the book based on their predictions. This leads to expanding a students vocabulary, analyzing different parts of the text, and deepening their understanding of the text.
By: Kaelin Berthold
Benefits of Dialogic Reading
Why is Dialogic Reading useful?
Well, it is a valuable tool for developing literacy skills. It models how good readers think and teaches learners to become better readers. It improves skills such as print awareness, oral language, and comprehension. Since it has dialogue around the text they are reading it allows students to explore the reading on a deeper level. This helps with a tremendous amount of literacy skills. By: Emily Alers
Benefits of Dialogic Reading
Interactive
For students of all ages
For students of all levels
Effective with both fiction and non-fiction texts
Student centred
Develops comprehension and understanding of what is being read.
Allows for children to grasp print awareness.
By: Emily Alers
Benefits for Parents While doing Dialogic Reading With Children
Dialogic reading doesn’t only benefit children, but it also benefits the parents. This benefits parents too because it gives them the satisfaction of knowing that their child isn’t reading just to read, but is actually grasping an understanding of what they are reading. Reading comprehension is so important for children. As the get older they will begin to take test or even just general work where they read a passage and have to answer questions. If parents start dialogic reading at a young age, it will prepare them for the upcoming years of their life. Dialogic reading also allows for a healthy, positive parent child interaction. This will allow them to speak up and express how they feel and learn where they are academically rather than just relying on the teacher for everything. By: Emily Alers
More Helpful Benefits...
Have an interest in books and motivation to listen to stories
Learn about the rules of reading and writing-like how words (print) flow from top to bottom and left to right. This is called print awareness
Learn to narrate a story (describe what is seen on the page)
Increase vocabulary and recognition of words
Have additional positive parent or adult child interactions
By: Emily Alers
Levels of Dialogic Reading
The structure is a guide that enables teachers to build up children's vocabularies and oral language skills. In levels 1 and 2, teachers pose questions and repeat and extend children's responses. The teacher does repeat readings with levels 1 and 2, particularly for c.
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https://moodle4teachers.org/enrol/index.php?id=91
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1. The Gloss and Story Starter which aim to improve vocabulary and provide engaging templates to start writing lessons.
2. Fotobabble and Wallwisher allow recording audio onto photos and posting comprehension answers online for discussion.
3. Kid Pix is a drawing program where students can create art, animations and recordings to add to slideshows reflecting on their reading.
4. Story Jumper and Writing Fun provide ways for students to publish their own stories and access writing exemplars.
Sheltered instruction technology plan
This document outlines four scenarios in which technology can support English language learners in the classroom. An interactive whiteboard is used to demonstrate a science lesson on the water cycle. Computers allow teachers to provide feedback to students on assignments submitted electronically. The website Story Time for Me builds vocabulary by reading stories aloud with highlighted text. Handheld translating devices help English language learners participate in cooperative group work by translating assignments and conversations.
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The document discusses research-based vocabulary programs and strategies. It notes that some schools have no vocabulary focus or their programs are not effective. Effective programs like Words Their Way and Marzano see success because of teacher training, collaboration, and making vocabulary part of the curriculum rather than an addition. It provides resources for teaching vocabulary through word walls, dictionaries, games, and apps. The document emphasizes using engaging, research-backed strategies to benefit all students, including English language learners.
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Dialogic Reading
Emily Alers, Kaelin Berthold, Isabella Buscemi, Kiara Fernandez, Alexandra Godinez, Kariln Ladson, and
Amani Mohamed
What is Dialogic Reading?
Dialogic Reading allows the student to tell the story from the pictures in a book. They make predictions from the pictures before reading or interacting with the text.
They’re encouraged to ask questions and have conversations about the book based on their predictions. This leads to expanding a students vocabulary, analyzing different parts of the text, and deepening their understanding of the text.
By: Kaelin Berthold
Benefits of Dialogic Reading
Why is Dialogic Reading useful?
Well, it is a valuable tool for developing literacy skills. It models how good readers think and teaches learners to become better readers. It improves skills such as print awareness, oral language, and comprehension. Since it has dialogue around the text they are reading it allows students to explore the reading on a deeper level. This helps with a tremendous amount of literacy skills. By: Emily Alers
Benefits of Dialogic Reading
Interactive
For students of all ages
For students of all levels
Effective with both fiction and non-fiction texts
Student centred
Develops comprehension and understanding of what is being read.
Allows for children to grasp print awareness.
By: Emily Alers
Benefits for Parents While doing Dialogic Reading With Children
Dialogic reading doesn’t only benefit children, but it also benefits the parents. This benefits parents too because it gives them the satisfaction of knowing that their child isn’t reading just to read, but is actually grasping an understanding of what they are reading. Reading comprehension is so important for children. As the get older they will begin to take test or even just general work where they read a passage and have to answer questions. If parents start dialogic reading at a young age, it will prepare them for the upcoming years of their life. Dialogic reading also allows for a healthy, positive parent child interaction. This will allow them to speak up and express how they feel and learn where they are academically rather than just relying on the teacher for everything. By: Emily Alers
More Helpful Benefits...
Have an interest in books and motivation to listen to stories
Learn about the rules of reading and writing-like how words (print) flow from top to bottom and left to right. This is called print awareness
Learn to narrate a story (describe what is seen on the page)
Increase vocabulary and recognition of words
Have additional positive parent or adult child interactions
By: Emily Alers
Levels of Dialogic Reading
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www.StokeNewingtonHistory.com
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Kid writing
- 1. Kid Writing By Monique Nellis EDIM 510 Unit 5
- 2. Kid Writing Is… Helping children to see themselves as writers Progress from “Kid Writing” to independent writing in kindergarten Writing to read in kindergarten
- 3. Literacy Environments Home-like atmosphere Invite children to read Allow children to see themselves as readers Create emergent readers Develops reading habits
- 4. Pocket Charts Teaches concept of “word” Connects oral language to print Easy to see and manipulate words Used for creating poems or stories
- 5. Word Walls Different types (family word wall/ name word wall) Features high-frequency words Added to by students Allows use of words from the environment in writing
- 6. Professional Development Helps teachers understand and effectively develop Kid Writing Establishes a relationship within a school or district Trains teachers, offers demonstrations, provides feedback
- 7. Citations Information obtained from: http:kidwriting.homestead.com/ProfessionalDevelopment.html http:www.nellieedge.com/movie_kidwriting.htm http://www.nellieedge.com/pdf/ebook_sept08.pdf Photographs obtained from: http:www.flickr.com/photos/kidethnic/2456418265/in/faves-49175692@NO6/ http:www.flickr.com/photos/29159947@NO8/3948918515/in/faves-49175692@NO6/ http:www.flickr.com/photos/missundaztood/4494410540/in/faves-49175692@NO6/ http:www.flickr.com/photos/37522708@NO3/3898634032/in/faves-4917569@NO6/ http:www.flickr.com/photos/carlaarena/3227843402/in/faves-49175692@NO6/