Bahiyh,
I work in a school with the population exactly like what you described (100%
low income, 80% of my students are ELL). The thing with these students is you
need to build background knowledge a bit longer and more than you would
students in higher SES schools. For example, before I even
Hi Bahiyi,
One of the most rewarding years I have ever had as a teacher was in a pre-k
class. I was a teacher of an immersion program which meant I and only a few
of the students spoke English. The other children were from France, Spain,
Korea, China, Japan, Columbia, and Bolivia. It was my
I think what has helped me most is to kind of get over my preconceived
notions about prior knowledge. I used to go through a book and assume that
I knew what a child or group of children might not know, thinking THIS is
what I need to plant. My kids kept proving me wrong--knowing things I never
t
Hi Bahiyh,
One of the things that I do to build prior knowledge is read, read, read to the
kids about whatever topic or issue we are considering. And, then we do a lot
of talking about what we read because many times the other children in the
class will have a lot to add to what we've read. Anoth
why?
- Original Message -
From: [EMAIL PROTECTED]
Sent: Thursday, July 26, 2007 9:49 AM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] Question from student teacher
Two of my students that are on the digest are having a hard time posting.
Since the list seems a little slower toda
>
> Hi, my name is Bahiyh Shariff. I am a student at Wayne State
> University.
> My major is in Language Arts, and Elementary education. I am
> currently taking
> a class with Mrs. Creech who is an active member on this litserv.
> My question is, how can you tap in prior knowledge to stude
Bahiyh
One thing I came to realize is that every kid has life experiences, they
just may not be the ones we seem to draw on in school. (See the work by Ruby
Payne) I work very hard to learn about my student's backgrounds and begin by
finding texts they can relate to. Then as I move into ar
Bahiyh,
The college I attended as an undergraduate required the students in the
elementary education program have picture files - they were part of our
grade. In my 39 years as a teacher I have taught on a reservation in
northern Arizona and now along the Mexican border, and that (expanding)
pictu
Two of my students that are on the digest are having a hard time posting.
Since the list seems a little slower today, I was wondering if you could
respond
to one of their questions.
Nancy
Hi, my name is Bahiyh Shariff. I am a student at Wayne State University.
My major is in Language
Hi Bahiyh,
One of the unfortunate things about some populations of children is that
they DO NOT have background knowledge for many things and if
they do not, there is nothing you can do about it. And I mean
specifically, like if they've never seen a farm, unless you take
them to a farm, they will
I have to respectfully take exception to this. It rankles me from head to
toe, and I know it was not meant to do so, so please do not take that
personally. However, there is something you can do, there are lots of
things you can do... Taking the example of a child who has never been to a
farm...
Hi Bahiyh,
Our school is located in a rural area, and many kids never get to leave the
county. We are required to take at least one field trip per month. This gives
them lots of hands on experience. In lieu of a field trip, we can have guest
speakers or presenters come in. (Museums here have o
Hi,
My comment was to the fact that we cannot do anything about the fact that the
child has never been to a farm. Of course, the next best thing is to use
pictures, realia, but it will not give him the schema that the child who has
been to a farm has. Like what the ground feels like in the barn,
And that was my sense, in spite of my rankle.
On 7/27/07 2:25 PM, "Debbie Goodis" <[EMAIL PROTECTED]> wrote:
> Hi,
> My comment was to the fact that we cannot do anything about the fact that the
> child has never been to a farm. Of course, the next best thing is to use
> pictures, realia, but it
To help with schema, see if your district has access to United Streaming. It
has a huge library of video clips that are catagorized by target audience and
topic. It has some sort of partnership with Discover, because there are a ton
of Discovery channel shows included.
Lisa
--
Lisa Glos
Pa
I know, I didn't take it personally. But it did make me think. :-)
Now, as a child's schema grows, does that help them to "gain" schema from more
abstract things? Lets' say the farm. Would a child that HAS been to a farm be
able to understand better other concepts like a zoo? Just a thought. Doe
What you described here sounds wonderful. What an opportunity for rich learning
and appreciation of each other's cultures.
I was curious about your monthly family workshops, especially in your "highly
competitive and affluent district". Can you describe a little what you do at
these
monthly wor
ge Arts
- Original Message
From: Stephanie Sanchez <[EMAIL PROTECTED]>
To: Mosaic: A Reading Comprehension Strategies Email Group
Sent: Thursday, July 26, 2007 9:40:43 PM
Subject: Re: [MOSAIC] Question from student teacher
Bahiyh,
I work in a school with the population exact
I have to echo Lori's comment about textmapping. I've used it with second and
fourth grade students will equal success. The student engagement is off the
charts and the level of work they produced was impressive. I used this for an
observation, but I would reccomend doing it at least once before
Hi, this reminded me of an experience I had last year. One of the projects we
ask fourth grade students to do at the end of the year is create a theme park
based on the aspect of our state's history that interests them the most. (For
example, it could trace the events of the Lost Colony. One of
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