In the article, Selfe explains and discusses the significance of visual literacy in the schools. I believe that teachers need to incorporate more visual literacy within the classrooms. I agree that most teachers limit the use of visual literacy because they are more familiar with alphabetic literacy. Due to the fact that numerous students are visual learners, I think teachers should integrate visual literacy in the lessons. However, I do not feel as if teachers should throw out the alphabetic literacy in the lessons. In my opinion, students enjoy doing different activities or different ways of doing things instead of the same routine everyday in class. If teachers incorporated more visual literacy within the classrooms, the students would be given more opportunities for diverse ways of doing things, and many visual learners might benefit more from the lesson that involve visual literacy.
I enjoyed reading the sections about visual literacy, visual texts, and visual compositions on page 69. Throughout my elementary and high school education, my teachers hardly ever used any type of visual literacy in the classrooms. I believe that the visual elements such as color and images are great aspects that bring out the usage of visual literacy. I thought it was interesting how Selfe refers to the term composer instead of author, the term viewer instead of the reader, and the term design to describe the activities that involves a task.
One of my favorite activities dealing with visual literacy was the text re-design and re-vision on page 101. With this activity, students have to examine and evaluate various web sites and make a list of ways that designers could make essays more effective than essays are on paper. The assignment involves the students creating a WWW page. I believe that students would enjoy creating their own WWW page. Furthermore, I believe students will create a more effective essay because they know it will be posted on their WWW pages. Students are able to critique and assess their own web designs as well as other classmates’ web designs. In conclusion, I think visual literacy activities are excellent activities for students to accomplish in any classroom.
Tuesday, April 21, 2009
Toward New Media Texts
Sunday, March 29, 2009
Chapter 11- Developing Content Area Writers
When reading through chapter 11, there were several headings that caught my attention. The heading “Writing to Learn” was an interesting section. This section discusses high school students who are not well prepared for the writing expectations in college or in the workplace. The book asks the question “How can it be that so many students are so ill prepared to use writing effectively?” In the section, the book mentions that students are given various writing assignments at different schools. I think that high school is when students should learn and be exposed to the several types of writing. The main thing that students should realize is that there is a purpose for writing, and the students should recognize their purpose for the writing assignments.
When I was in high school, I was required to complete several writing assignments. Most of these writing assignments consisted of research papers that had to be five paragraphs. I thought these assignments were hard until I took English Composition in college. I realized the assignments in high school were not anything compared to the college assignments. I noticed that several people mention that students should be prepared in high school for these lengthy papers in college. I believe that high school teachers should incorporate more time for effective writing assignments in high school. I think most teachers assign writing assignments for homework, but they do not allow students to practice writing during the class time. For example, my high school teachers did not model or teach me how to be an effective writer.
Another heading that caught my eye was titled “Guiding Students’ Writing to Learn.” I believe that educators should encourage and teach students to use graphic organizers to plan and organize their writing. I do not remember using graphic organizers when I was in high school. We had to brainstorm ideas and list the ideas on paper. I think it is important and valuable for high school students to create journals, learning logs, and stories to improve their writing ability. In connection with the journals, learning logs, and stories, I believe students should be required to write reflections and other argumentative papers which will help train them for college writing.
When I was in high school, I was required to complete several writing assignments. Most of these writing assignments consisted of research papers that had to be five paragraphs. I thought these assignments were hard until I took English Composition in college. I realized the assignments in high school were not anything compared to the college assignments. I noticed that several people mention that students should be prepared in high school for these lengthy papers in college. I believe that high school teachers should incorporate more time for effective writing assignments in high school. I think most teachers assign writing assignments for homework, but they do not allow students to practice writing during the class time. For example, my high school teachers did not model or teach me how to be an effective writer.
Another heading that caught my eye was titled “Guiding Students’ Writing to Learn.” I believe that educators should encourage and teach students to use graphic organizers to plan and organize their writing. I do not remember using graphic organizers when I was in high school. We had to brainstorm ideas and list the ideas on paper. I think it is important and valuable for high school students to create journals, learning logs, and stories to improve their writing ability. In connection with the journals, learning logs, and stories, I believe students should be required to write reflections and other argumentative papers which will help train them for college writing.
Monday, March 2, 2009
Technology Experience
I was introduced to SmartBoard and PrometheanBoard last semester. Dr. Fox had a lady to come talk to us about the PrometheanBoad last semester. I have used the SmartBoard for presentations. I really do not know a whole lot about either one of the devices. I have not had any hands-on experiences with the devices besides doing a presentation. I believe that if we could have more hands-on experiences with the devices in the classrooms, then I would be more familiar with each one. I learn best through hands-on. When someone is explaining the devices, I do not learn much because I am not actually doing it myself. I hope to learn more about both and have the opportunity to use both throughout the semester in this class so I will prepared to use either one in my future classroom. :)
Friday, February 27, 2009
Chapter 7 Activating Prior Knowledge and Increasing Motivation
Activating prior knowledge and increasing motivation are significant elements of successful education. I believe students’ past experiences, personal identities, and content understandings are key factors of motivation. Students are more likely to be motivated about a topic if they can activate prior knowledge about the topic or if they can relate something to the topic. I completely agree that if students cannot activate prior knowledge about a topic, then they probably will not be motivated about the topic. Therefore, motivation and activating prior knowledge are closely connected and can be interchangeable.
Teachers should have a clear understanding of their students as individuals because all students are different. It is important to know which students might not have background knowledge of a certain topic so the teacher can introduce the topic to those students. For example, if there is a student who has never been to a zoo and the teacher is trying to motivate the students by activating their prior knowledge of the zoo, then that student who has never been to the zoo is not going to be motivated. They could be lost throughout the whole lesson. It is important that teachers think about these circumstances before they activate prior knowledge as a way to motivate students.
I think that the K-W-L charts are a great strategy to use in a lesson to activate students’ prior knowledge. The K-W-L charts can be helpful to the teacher to know which students are familiar with the topic. I was not familiar with the concept-oriented reading instruction (CORI). I enjoyed reading about CORI on pages 207- 210. I learned that teachers should build curiosity according to students’ interests, give clear expectations to students, teach learning strategies to the students, and give feedback and praise in a timely manner. I really enjoyed this chapter because I believe motivation is key to students' success in education.
Teachers should have a clear understanding of their students as individuals because all students are different. It is important to know which students might not have background knowledge of a certain topic so the teacher can introduce the topic to those students. For example, if there is a student who has never been to a zoo and the teacher is trying to motivate the students by activating their prior knowledge of the zoo, then that student who has never been to the zoo is not going to be motivated. They could be lost throughout the whole lesson. It is important that teachers think about these circumstances before they activate prior knowledge as a way to motivate students.
I think that the K-W-L charts are a great strategy to use in a lesson to activate students’ prior knowledge. The K-W-L charts can be helpful to the teacher to know which students are familiar with the topic. I was not familiar with the concept-oriented reading instruction (CORI). I enjoyed reading about CORI on pages 207- 210. I learned that teachers should build curiosity according to students’ interests, give clear expectations to students, teach learning strategies to the students, and give feedback and praise in a timely manner. I really enjoyed this chapter because I believe motivation is key to students' success in education.
Sunday, February 22, 2009
Expository Text Lesson Plan
Name: Karey Alegria
Lesson Plan: Expository
Grade: Fifth
Parks, R. (1997). I am Rosa Parks. New York, NY: Dial Books for Young Readers.
Curriculum Standard:
2. Discover how democratic values were established and have been exemplified by people, events, and symbols. (C, H)
a. Determine how democratic principles developed (e.g., women’s suffrage, civil rights, etc.)
Big Idea: Rosa Parks was an African American woman who fought to end segregation in the 1950s. She started the civil rights movement because she would not give up her seat on the bus.
Preparation:
1. Introduce the book I Am Rosa Parks on the day that the students will learn about the civil rights movement.
2. Ask the students if they have ever heard of Rosa Parks.
3. Ask the students to make predictions about the book.
4. Encourage the students to listen to the story carefully so they will know if their predictions are accurate or not.
5. Read the story and introduce the definition of the terms “segregation” and “civil rights.”
6. Explain to the students that they will be learning about African Americans who fought for laws that would end segregation, protect civil rights, and ensure voting.
a. The teacher will discuss leaders and issues regarding the civil rights movement.
7. Show a short video about Rosa Parks.
8. Ask questions to ensure understanding about segregation and civil rights and provide more examples of segregation and civil rights issues among African Americans.
9. Tell the students that they will write a short summary describing an example of segregation and express how they feel about the situation.
Guidance:
1. Students brainstorm ideas for their summary.
2. Students will write a short summary.
3. Students will share their summaries aloud to the class.
4. The teacher will walk around the room to provide guidance as needed.
Application:
1. Monitor students while they are writing and presenting their summaries.
2. Assess for examples of segregation and thoughts of segregation within the summary.
Assessment:
1. The teacher will use oral questioning, responses given aloud, and a checklist to assess the students' understanding of the segregation and civil rights issues in the 1950s.
a. The teacher will be checking for facts and opinions in the summaries about the civil rights and segregation issues that were talked about in the book, lecture, and video.
Lesson Plan: Expository
Grade: Fifth
Parks, R. (1997). I am Rosa Parks. New York, NY: Dial Books for Young Readers.
Curriculum Standard:
2. Discover how democratic values were established and have been exemplified by people, events, and symbols. (C, H)
a. Determine how democratic principles developed (e.g., women’s suffrage, civil rights, etc.)
Big Idea: Rosa Parks was an African American woman who fought to end segregation in the 1950s. She started the civil rights movement because she would not give up her seat on the bus.
Preparation:
1. Introduce the book I Am Rosa Parks on the day that the students will learn about the civil rights movement.
2. Ask the students if they have ever heard of Rosa Parks.
3. Ask the students to make predictions about the book.
4. Encourage the students to listen to the story carefully so they will know if their predictions are accurate or not.
5. Read the story and introduce the definition of the terms “segregation” and “civil rights.”
6. Explain to the students that they will be learning about African Americans who fought for laws that would end segregation, protect civil rights, and ensure voting.
a. The teacher will discuss leaders and issues regarding the civil rights movement.
7. Show a short video about Rosa Parks.
8. Ask questions to ensure understanding about segregation and civil rights and provide more examples of segregation and civil rights issues among African Americans.
9. Tell the students that they will write a short summary describing an example of segregation and express how they feel about the situation.
Guidance:
1. Students brainstorm ideas for their summary.
2. Students will write a short summary.
3. Students will share their summaries aloud to the class.
4. The teacher will walk around the room to provide guidance as needed.
Application:
1. Monitor students while they are writing and presenting their summaries.
2. Assess for examples of segregation and thoughts of segregation within the summary.
Assessment:
1. The teacher will use oral questioning, responses given aloud, and a checklist to assess the students' understanding of the segregation and civil rights issues in the 1950s.
a. The teacher will be checking for facts and opinions in the summaries about the civil rights and segregation issues that were talked about in the book, lecture, and video.
Tuesday, February 10, 2009
Teacher Blog
http://englishteachinglab.blogspot.com/
I think that this blog has valuable information for teachers who are teaching English or Language Arts. There are several websites and practice sites included in the blog that are helpful for teaching ESL students. There is a slideshow that includes resources for teaching Language Arts to students. Go check out this blog! I hope it will be useful to all of you!
I think that this blog has valuable information for teachers who are teaching English or Language Arts. There are several websites and practice sites included in the blog that are helpful for teaching ESL students. There is a slideshow that includes resources for teaching Language Arts to students. Go check out this blog! I hope it will be useful to all of you!
Chapter 5 Understanding and Using Texts
As I read chapter 5, I recognized the significance of teachers and students understanding the texts that are being used in the classrooms. I believe that students should have familiarity about a text they are reading. In my opinion, motivation and complexity play a big part in understanding and using text. I think that students, as well as teachers, have to be motivated in a text in order comprehend or want to read it. I believe that students and teachers become frustrated with text if it is too difficult to comprehend or read.
I enjoyed reading the different challenges of informational, narrative, and digital texts. I realize that we have to incorporate informational texts in the classrooms, but I think that teachers should engage and motivate the students in the information being learned. I believe that many times the information in texts is too difficult for students to understand so they get discouraged and do not read the information. As a college student, I find myself getting frustrated when trying to comprehend some of the text in our books. I think that many students can relate to narrative text that they read. I enjoy narrative texts because teachers can engage and motivate students in all subject areas by using narrative texts. I really enjoyed reading about the digital texts. I could relate back to the digital text that Dr. Bishop showed us in class on Caribou on the national geographic website. I believe that students and teachers greatly benefit from digital texts in the classrooms. I have enjoyed doing the blogs, and I think students in certain grades would enjoy doing blogs in their classes.
I have learned in Dr. Ramp’s class that the readability levels of most texts are not on the grade level of the texts. I enjoyed reading this section because I could relate back to what we talked about in Dr. Ramp’s class. Another section that I thought was important in the book was selecting texts. How can teachers or schools select texts for students when there are so many different learning levels among the students in a school? I believe that it is important for teachers to have an assortment of texts. The variety of texts will help meet the learning levels or styles of all the students, and the variety of texts available is motivating and inspiring for the students.
I enjoyed reading the different challenges of informational, narrative, and digital texts. I realize that we have to incorporate informational texts in the classrooms, but I think that teachers should engage and motivate the students in the information being learned. I believe that many times the information in texts is too difficult for students to understand so they get discouraged and do not read the information. As a college student, I find myself getting frustrated when trying to comprehend some of the text in our books. I think that many students can relate to narrative text that they read. I enjoy narrative texts because teachers can engage and motivate students in all subject areas by using narrative texts. I really enjoyed reading about the digital texts. I could relate back to the digital text that Dr. Bishop showed us in class on Caribou on the national geographic website. I believe that students and teachers greatly benefit from digital texts in the classrooms. I have enjoyed doing the blogs, and I think students in certain grades would enjoy doing blogs in their classes.
I have learned in Dr. Ramp’s class that the readability levels of most texts are not on the grade level of the texts. I enjoyed reading this section because I could relate back to what we talked about in Dr. Ramp’s class. Another section that I thought was important in the book was selecting texts. How can teachers or schools select texts for students when there are so many different learning levels among the students in a school? I believe that it is important for teachers to have an assortment of texts. The variety of texts will help meet the learning levels or styles of all the students, and the variety of texts available is motivating and inspiring for the students.
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