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Welcome to (Innovative Instructional) Methods (in Language Arts) EDS 361A Susan Scharton

Welcome to (Innovative Instructional) Methods (in Language Arts) EDS 361A Susan Scharton. Please… …Sign in at the back table. …Take a piece of paper to trace your hand on. Take a smaller piece for a heart. …Locate the table with your name and take a seat.

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Welcome to (Innovative Instructional) Methods (in Language Arts) EDS 361A Susan Scharton

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  1. Welcome to (Innovative Instructional) Methods (in Language Arts) EDS 361ASusan Scharton Please… …Sign in at the back table. …Take a piece of paper to trace your hand on. Take a smaller piece for a heart. …Locate the table with your name and take a seat. …Trace and cut out your hand. On the back write,, “On the first day of school, I feel” (and finish the sentence). Cut a heart out of the smaller piece of paper of paper. Write your name in the center and glue it in the middle of the hand. Share with those at your table. Take scraps back to scrap box. Leave hand on table. …Get out and look through your syllabus. We will start at 9:10

  2. Setting the Norms for Learning

  3. YES • You can take risks • Tentative ideas are accepted • Everyone has a voice

  4. NO • It is okay to give putdowns • Only contribute if you know the “right” answer • You can sit with the same people each and every session

  5. What do the items in the “YES” group have in common?Why aren’t the items in the “NO” group included in that group?

  6. Where would these fit? Why do you think so? • Participation is expected • It is okay to check email, update Facebook pages, and text during class I hypothesize __________ fits in the ________ column. I hypothesize __________ fits in the ________ column because ________ .

  7. Still not sure? How about… • “Cold calling”/putting someone “on the spot” • Offering help when it is asked for, refraining from “helping” when it isn’t

  8. Hands up! • What is your hypothesis now? • What would be a good name for the “YES” group? • Why do you think so? • BUILDING COMMUNITY I hypothesize __________ . A good name would be ________ . I good name would be ________ because ________ .

  9. Why did we do this? Taba, H. (1962). Curriculum development; theory and practice. New York,: Harcourt Brace & World. Taba, H. (1967). Teacher's handbook for elementary social studies (Intro. ed.). Palo Alto, Calif.: Addison-Wesley. Taba, H., Durkin, M. C., Fraenkel, J. R., & NcNaughton, A. H. (1971). A teacher's handbook to elementary social studies: An inductive approach (2nd ed.). Reading, MA: Addison-Wesley.

  10. Goals • Introduction to methods and “language arts” • Begin to deconstruct what is included in language arts instruction. • Discuss types of reading and writing in a balanced language arts elementary classroom. • Experience some activities to demonstrate types of reading and writing in the elementary classroom.

  11. Language Arts Methods • What is “language arts”? • What is included in language arts instruction?

  12. http://www.cde.ca.gov/ci/cr/cf/documents/rlafw.pdf

  13. Quickwrite • How did you learn to read? • What other memories do you have about reading in elementary school? • What instructional settings, materials and resources, pedagogical methods do you recall?

  14. What is reading? What do children say? • “It’s filling out workbooks.” • “Pronouncing the letters.” • “It’s when you put sounds together.” • “Reading is learning hard words.” • “Reading is like thinking…you know, it’s understanding the story.” • “It’s when you find out things.”

  15. How do teachers teach? • Learning to read means learning to pronounce words. • Learning to read means learning to identify words and understand their meaning. • Learning to read means learning to bring meaning to a text in order to get meaning from, or understanding, a text.

  16. Cueing Systems

  17. Discuss with a partner: • How did you learn to read? • What memories do you have about reading in the elementary years?

  18. Pronounciation of Words • The bandage was wound around the wound. • The farm was used to produce produce. • The dump was so full that it had to refuse more refuse. • He could lead if he would get the lead out. • The soldier decided to desert his dessert in the desert. • Since there is no time like the present, he thought it was time to present the present. • A bass was painted on the head of the bass drum.

  19. When shot at, the dove dove into the bush. • I did not object to the object. • They were too close to the door to close it. • A seamstress and a sewer fell down into a sewer line. • To help with planting, the farmer taught his sow to sow. • The wind was too strong to wind the sail. • After a number of injections my jaw got number. • Upon seeing the tear in the painting I shed a tear. • I had to subject the subject to a series of tests. • How can I intimate this to my most intimate friend?

  20. Woggily Thenk The woggily thenk squonked zarily mire the herp. • What squonked? • How did it squonk? • Where did it squonk? • What kind of thenk was it? • Draw a woggily thenk. • Why did the woggily thenk squonk?

  21. “…it is not possible to separate the semantic and syntactic components of the grammar. According to linguists, there is not a single base phrase marker but, rather, sentence generation begins with the semantic component and subsequent interaction between lexical insertion and transformation rules lead eventually to the surface structure and the application of the phonological component.” Psychology of Language (1978, p. 38) David Palermo

  22. Context • I want a ______ drink of water. • It is a hot day. I want a ______ drink of water. • It is a hot day. I want a c ___ d drink of water.

  23. Predict and Confirm(adapted from Yopp & Yopp (2004), Preview-predict-confirm: Thinking about the language and content of informational text, The Reading Teacher 58(1) What did you learn about predicting? What would have helped you make better predictions?

  24. For next time… Read: Goudvis and Harvey, chapters 1, 2 and skim chapters 6 and 7. Read Chapters 1 and 2 of the Reading/Language Arts Framework. Language Arts Assignment 1: • How do Goudvis and Harvey think about reading as thinking (Chapter 1)? About reading as strategic (Chapter 2)? What reading comprehension strategies does their book address in the remaining subsequent chapters? 2. . Choose one of the activities (from Chapters 6 and 7) to try out on your own, using a piece of text of your choosing. In writing, reflect on its use and implications for trying out an activity before presenting it to your own students. Be ready to hand in the text (or a copy of it). 3. Describe the framework and the ways in which it organizes language arts content. What key points do you want to remember about the Reading/LA framework you when you use it in the future? Explain why.

  25. Bibliography • Reflect, Revisit, Retell by Linda Hoyt • Sumi’s First Day of School Ever by Soyung Pak • The Kissing Hand by Audrey Penn

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