Reading Response for March 31, 2010- Multigenre Research Projects

I loved how in the article by Grierson, Anson, and Baird, they stated, ” The multigenre format is highly flexible and can be adapted to many writing situations and purposes.” I was trying to think about how I would use this for my Kindergartners. I realized that I would most likely have to do a shared writing of a multigenre project with my studentds using a lot scaffolding in place to help them create the projects. We could research community helpers and research different ways they help our community.

Also in the article by Allen and Swistak, I like the way they desrcibed the multigenre project as a “collage of writing, often puntuated with artistic sketches”. It ties with the other idea of being flexible and creative. I believe that my Kindergarteners need that model first, so that in the future they will already have the background knoweledge to prepare themesevles to do a project like this independently.

Leave a comment »

Reading Response for March 18, 2010

 As I was reading the books for Memior Projects, I had a lot of memories of my own rushing throught while reading
When I Was Young In the Mountains. My undergraduate was college in the mountains of WV. That particular book takes place in WV. In fact most of Cynthia Rylant’s books have some kind of connection WV. I remember my instructor talking about that book. It is a wonderful book to use to talk about Applachain Traditions.

 While I was reading the article by Arnburg, there were a couple of things that stood out about teaching this to students. I would really have to do alot of minilessons for Kindergarteners on using the first person. I belief I would modify this project by having the Kinder’s and their families work on this together. Of course I loved here approach of ” writing along side the the students”. It makes so muc sense. I think then a conversation can get started and also an exchange of ideas as well.

Leave a comment »

Response to Class Readings For February 24, 2010: Poetry

I was reading about the “I” poems. One of the things that stood out to me in the article written by Linda Kucan was that allowing for students to write from a first person perspective, enables to to deepen their own voices when relating to literary experiences. While reading the book Sierra by Diane Siebert, I thought about how this ideas could be applied. Taking basic facts and putting a different perspective on how they are written, not only is more interesting but creates a new way of looking at things. I thought about that when I read the page about the sequoias. I can see where a deeper form of thinking takes place.

Through out the article the theme of deepening what has been read about and then writing about it is important because it allows for higher order thinking skills to take place. When I read the book by Eve Bunting,  I Am the Mummy Heb Nefert, I was able to get another picture in my mind. This picture was alot more different that is I had just read facts. I felt like I was in the story.

Of course this got me thinking about how I would apply this to my Kindergarteners. I liked the format that was given in the article. I think I would follow it and use it as a way to guide me while writing the poems. I was thinking maybe writing about the seasons, or the weather would be a good way to start a “I” poem unit with my Kindergartenters. It is something they are familiar with. I agree with Kucan when she says, ” I poems can be compelling invitations for student to try out the poet’s way of knowing”. It reminds us that facts can be inspiring if they are used in a different light in the classroom.

Leave a comment »

Reading Response for February 17, 2010

There were several important concepts that I learned while doing the readings this week. In Elliott I was reminded that students need to be immersed in poetry so that they develop an ear and start to listen like writers. I believe this should start immediately! I was reading the African Acrostic poems and I thought what a wonderful way to incorporate poetry to daily lessons while incorporating new vocabulary words. Kindergarteners could learn to find different words in order to develop these new skills.  Also the concrete poems are excellent ways for students to comprehend what a poem is about. I found the poems in Technically It’s Not My Fault very amusing. I think because I was able to form a picture in mind of what was being talked about.

Also I learned an important instructional method. In the article by Frye, Trathen, and Sclagal, the point was made to make sure you demonstrate and show students exactly how you want them to create their poems. I believe this concept is especially important for Kindergartners. It will be essential to create as many shared writing experiences as possible so they understand and hear the language being formulated. Also remembering to ask the 5 w questions will guide students thinking.

Leave a comment »

Class 4: Virtual Class for February 10, 2010

Powerpoint: Got Peotry Response

I have not actually had alot of experience with writing peotry with children. My Kingdergarteners and I have read peotry together, and used if phonemic awarenss skills. You know finding the words that rhyme or begin with a certain letter. However, when I read the quote by Tompkins that stated, ” Children write peotry to create things, explore feelings, and entertain.”  This put a whole new idea in my mind. In order to get children to start thinking on a higher level, the need to create things.” After I read this I realized the issue here! ME!  I am not good at creating peotry myself…sometimes when attempting to do so I even hear crickets chirping, but I guess that will change! I will start to learn new techniques about how to incorporate peotry into my classroom.

The first few slides got me thinking. As I was reading about what makes a good poem, I realized that I need to define it myself. When something inside the poem makes you visualize a past experience or even makes you want to experience something. It kind of transports you to somewhere in the past, present or future. The way the words fit together also are essential. The feelings of emotions are always present. Lauterbach stated, ” A poem is not a puzzle to be solved. A poem is an experience, an event, in and of language.” What if I could teach my Kindergarteners this NOW! Then maybe their future might be filled with appreciation for peotry.

Another quote that really stood out about the PowerPoint was by X.J. Kennedy:

You can’t write without reading, so read everything you can find by writers whose work you love. Don’t be afraid to imitate them if you want to. Eventually you will come to sound not like them anymore, but like yourself.”

I believe that is why it is important to come up with lessons that do imitate “great poetry” as Certo says. Being able to have shared writing experience with a structure to produce a poem in place is an excellent way for teachers to start building those ideas already. It is not like you just throw a piece of paper at them and say, “Here do it!”, but you use all the best practices to build up those higher order thinking skills. Creating an support for students will inspire them to want to do more peotry if there are interesting prompts to follow through on (Koch, 1990).

So much Depends Upon Poems…Poetry Connection:

So much depends upon

This birdhouse

swinging in the wind

providing food

for the passing cardinals

sitting in the bare tree

in front of my window

on fridgid days in winter.

 

 

So much depends upon

a teapot in the night

Waiting for the whistle to blow

Then pouring the water in a mug

That relieves the sinuses of a stuffy nose.

 

Paper clip:

Paper clip:

When I look at this paper clip what do I see?  A long wire wrapped around with round edges and the ability to hold things together.

Smell? I don’t think I do smell anything with a paper clip!

Hear: the sound of papers rustling while being put together

Taste: ???

Touch: smooths silver metal that gently slides on the papers.

What does this object do? Holds the papers together

What could you do with it? You fasten paperclips together and measure objects or the width of a table.

Where or when do you find it? usaully on my desk or floor or under the table somewhere

Ideas that pop into my head: What if a there was a gaint paperclip that held the world togther?

A paperclip is special because although sometimes we only think about silver paperclips, really paperclips come in all sizes and colors and shapes…people

Link Comments:

Read Write Think.org: I looked over some of the lesson plans and various other tools that could be used for teaching poetry. The graphic organizers would be terrific for organizing thought for poetry.

I liked the peotry websites that had just one or two poems…especially the In the Land Of Word Poems…I am going to post it in my all about me . But this resource is valauble if you wanted to pull up a specifc poem for all your students to read.

Writing Fix.com-This is just to say…

I loved a the bottom how you could create your own poems by just filling the missing blanks. I could see my K’s and I making our own peoms after reading the book by Joyce Sidman.

 

Comments (1) »

Part 2 of Post 3: For February 10, 2010

I had some other thoughts to add about the poetry books, so I thought I would create another post!

Brown Angels: This poetry book goes in the “great poems” catergory that Certo is talking about. I think earlier I wrote about Langston Huges because these two poets are similiar in the fact that they create pictures in your mind about what they are talking about.

all the small peoms and fourteen more: I believe this book is an excellent poetry book to start Kindergarteners out with peotry. The peoms are concrete enough so they can understand what is going on.

This Is Just to Say: It is important for students to understand how to communicate in more than one way. This book provides excellent examples for Kindergarteners to think of different ways to say what is important to them .

Love that Dog: Personally I loved this book. It was a good example of free verse. I was also reminded that poetry does not have to rhyme.

Leave a comment »

Post 3: February 10, 2010

I loved how Elliott reminded teachers that poetry does not have to rhyme. I think that is such an important idea. Love That Dog is such a good example about how poetry does not need to rhyme.  When I was reading these two selections I was making connections of how I would incorporate poetry into my Kindergarten classroom. I thought about the writer’s notebook first. I really think the heart map is a wonderful way for young writer’s to get started with their poetry. They can draw it and maybe sound out a few words. Turning it into a list poem makes their writing become a part of their everyday things (Certo, 2004).

            I love Langston Hughes poem the Dreamkeeper:

                                    Bring me all of your dreams

                                    You dreamers,

                                    Bring me all of your heart’s melodies

                                    That I may wrap them

                                    In a blue cloud cloth

                                    Away from the too rough fingers

                                    Of the world.

 We read the poem and talk about how important it is to have dreams and goals. Then students trace their hands and write their own dreams inside their hands. I believe Langston Hughes’ poems are an excellent connection to what Certo refers to as “teaching great poetry.” They are abstract enough to create opportunities for higher order thinking skills, but they are also concrete enough for students to understand what is going on.  Presentation is important so that students are inspired to try their own peoms ( Certo, 2004). Which is why talking about different phrases in the poems and their meaning is important.  Also studying about a poet gives students an understanding about how to appreciate and love poetry (Elliott, 2008). More specifically I like Hughes’ poems because they talk about a time in history that relates to civil rights. Both authors make a point to talk about how poetry can build vocabulary. Mini vocabulary lessons can be built into poetry. Pretty soon students are seeing and hearing new words that help build their vocabulary comprehension.

The benefits of poetry are tremendous! Whether you read Shel Silverstein or Langston Hughes, students start to enter a new realm of literature!

Leave a comment »