Mrs. Buttino’s second grade classroom is a room full of fun, colorful, and accessible reading and writing promotions. There are posters, pictures, and anchor charts all related to reading and writing posted on the walls throughout the room. In the classroom, there are four bookshelves full of books for the students to read in one corner of the room. There are many different types of books and books on different topics. With a wise variety of books, every student can find a book that sparks her or her interests. Students also have their own book boxes with books that are at their personal reading level. Along with the books, posters, and anchors charts, there are also words that can be found throughout the classroom. There is a word wall full …show more content…
Buttino’s class. During their morning meeting, the class reads a written message from Mrs. Buttino that is on the board. Together, they read each sentence and react to what it says. For example, “Today we have a speaker.” The class can react with excited hand motions, or “oh darn” hand motions. This makes it fun for the students to connect with the text being read. Writing is also used a lot during math. Students write in sentences how they came to their answers, and they also evaluate themselves on how well they understand a concept. During their reading comprehension time, the students write sentences and paragraphs reacting to what they have read. It is important to have the students writing all through the …show more content…
Mrs. Buttino talks a lot about the students working on classroom concepts with their families. She would say things such as, “You can read like this with your parents tonight!”, and “Don’t forget to read tonight”. Book bags are sent home with students so that everyone has something to read. Mrs. Buttino makes sure that students are putting books in their book bags that are at their personal reading levels. Students have a take-home reading sheet that they are to fill out at home. They are expected to read at least twenty minutes every night at home and record it on their sheet. Mrs. Buttino also sends out a weekly newsletter to parents giving them tips on how to incorporate reading and writing at home with their children. Encouraging students and families to read at home furthers the students love for
In the essay titled “How Teachers Make Children Hate Reading” written by John Holt and published in Reading for writers in 2013, Mr. Holt discusses why most children aren’t interested in reading. Mr. Holt spent fourteen years as an elementary school teacher. He believed classroom activities destroy a student’s learning ability. Mr. Holt never let his students say what they thought about a book. He wanted his students to look up every word they didn’t know. People can learn difficult words without looking them up in the dictionary.
There are many similarities to be found between the books written by Dr. Seuss and my original work . For this project I decided to mimic the writing styles that can be found within The Cat in the Hat and One Fish Two Fish Red Fish Blue Fish, two of his most popular books. In 1954 Life magazine published a report about illiteracy among school children. This article stated that children were bored by the books that were available to them at the beginning reader level. His publisher sent Mr. Geisel a list of 400 words that he thought were important for “new readers” to learn. Geisel used 220 of the words and wrote the infamous book titled The Cat in the Hat. This book was an instant success among children and parents. While writing my original work for this project I wrote myself a list of 300 words that I thought would be important for new readers to learn. Out of the 220 words that I selected I utilized approximately 125 of them within my book. In the Dr. Seuss book titled One Fish Two Fish Red Fish Blue Fish there is no plot that is carried throughout the entire book. Each page is a ...
Create a “Classroom Book Bag” using a “paper made book” of the Ugly Duckling. I will provide parent instructions letting them know that we worked on this story during class. I will instruct parents to ask their child what the story was about to see if their child can recall what had happened in the story. If they cannot tell their parents what had happened, have the parents read the story to their child and ask their child to retell the story.
Support from parents has proven to be of extreme importance in the literacy success of a child. This often begins with the simple ritual of “bedtime stories” in the home. Studies show that children who are read to as infants perform better in literacy later in life. From a young age, children begin to understand the workings of the written word if they are exposed to it frequently. Babies who are nowhere near having the mental capacity to read and comprehend a book are still able to “follow along” when their parents or caregivers read to them. These children understand that each segment of writing represents a word and they are even able to recognize when a text is upside-down because they are accustomed to the appearance of writing. This puts the child significantly ahead when the time comes to learn to read.
When the time was up to stop writing, I looked around the classroom and noticed some of the students appeared a bit confused. The assignment was not a difficult one, not for me anyway. When the teacher began asking students to share what they had written with the class, it was interesting to find that only a...
Moreover, in elementary school, there was a program “Book It,” which was a reading program to encourage children to read more often. We received special buttons that...
As a teacher, you need to encourage all attempts at reading, writing, speaking, and allowing children to experience the different functions and use of literacy activity (The Access Center, n.d.). Moreover, it is crucial for educators to understand phonological awareness and phonics; know what constitutes good children’s literature and how to use it; know children who need additional assistance with beginning reading and writing (Cunningham et al, 2004 as cited in McLachlan et al, 2013, p. 112). Educators also need to plan effective activities to assist children experience reading aloud, listening to other children read aloud, listening to tape recordings, and videotapes so children have opportunities to integrate and extend their literacy knowledge (The Access Center, n.d.). Morrow (1990 as cited in The Access Center, n.d.) notes that classroom with greater teacher facilitation promote literacy behaviours, so it is educators’ role to provide literacy rich
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
Each year, as a new group of students enter my classroom, I will encourage them to be expressive of their imaginations in their favorite subjects, whether it will be art, literature, math or music. We all have rules and regulations to follow, and each student will know that there is no exception in the school or the classroom. Another goal in my classroom will be to keep the students excited about learning, not to treat school as a game or a social event, but to encourage a unique and fun atmosphere to learn.
One of the centers that enhance language development is the library center. In the library center, I have two soft child-size chairs, a variety of child appropriate books, two dry erase boards and mar...
(for example, arranging classrooms with low opening shelves, and under create beauty and order in the classroom, select fine children’s books for the library). (Absorbent Minds, Maria Montessori, London, Clio Press 1949)
When children first start school they begin a new extensive journey, first meeting all new people and then having to learn a broad array of new things. One of those new things is how to read and also write. Teachers start out slow by having students write in big capital letters on funny looking red and green striped paper, next moving on to cursive letters with still that same silly paper. After a short while the students are on their own, writing notes for classes, notes to friends and family, along with research papers and stories for their teachers in school. And that is where my story begins, room 216 on the second floor of Pottsville Area High School.
Consequently, with communicative goal as the main focus, writing activity in the class is set to a minimum. Students will use writing as a means to assist their speaking activities (e.g. writing interview questions, writing partners’ responses, and writing their preferences, etc.). This, however, does not mean that writing is a less important form of communication. The students probably also need writing in their working environment, so it becomes important to teach them how to use the targeted features in written communication. Therefore, to keep it balance, writing is given as homework and to make it relevant to the objective, the students will be asked to write a short email, which is one example of the way people write to communicate in the real life.
Reading has been a part of my life from the second I was born. All throughout my childhood, my parents read to me, and I loved it. I grew up going to the library and being read to constantly. Especially in the years before Kindergarten, reading was my favorite thing to do. I grew up loving fairy tales and thriving on the knowledge that I could have any book I wanted, to be read to me that night. Having no siblings, my only examples were my parents, and they read constantly. Without a family that supported my love of reading throughout my childhood, I wouldn’t appreciate it nearly as much as I have and do now.
Two days a week in the morning, the children participate in a reading and writing block called “literacy and writing workshop.” The classroom is organized into five different levels with one group having one extra person; the levels are based on scoring of reading assessments. The groups are rotated so that each may spend 15 minutes cycles with either the teacher or Para-educator. The groups not with an instructor were to work on the “Daily-5” (explanation later) until their scheduled lesson. After the students finish their lesson, they are to fill the remainder of the workshop time working on “Daily-5.” This workshop is part of a regular routine. The students understand that after a reading a story with the teacher, they are verbally given a writing assignment. The assignment is usually to write a five sentence paragraph and color a picture related to the reading.