Including pictures. . . - At the beginning of the year, we read "No, David" by David Shannon. Then, we make a T-Chart listing things that we should be doing in the classroom and things we shouldn't be doing in the classroom. Then, we created a "No, Class!" class-book. I took pictures of kids doing things they should be doing and things they shouldn't be doing. At the end, the book sounded kind of like this. . . "No class. don't write on the tables!". . . "Yes class! Share with your friends!." I then took the pictures and made it into a Quicktime Movie. You don't have to go that far with it but the kids really enjoyed acting out the different pages and the parents got a kick out of it!
-For literacy centers, I made "I Can" charts and everytime a new activity was introduced I put a picture of the activity on the "I Can" sign. This really alleviated any of the I don't know what to do!" in centers. Christina On Fri, Jul 11, 2008 at 11:16 PM, [EMAIL PROTECTED] < [EMAIL PROTECTED]> wrote: > I am loving reading about getting started and have/will do this with > my kindergarteners (it will be my 2nd year in the fall--did 1st for 8 > years) but I am wondering if anyone out there has done something other > than t charts that are wordy for non-readers???? I was thinking > about doing digital photos and combining with writing???? any > thoughts??? > > Lori > > Quoting [EMAIL PROTECTED]: > > > > > Ginger > > I can't resist jumping in here... > > > > When you explictly teach children how to listen to each other and how to > > respond to each other you are setting up the climate for > > intellectual engagement > > that Ellin describes so eloquently in To Understand. > > Ellin describes the conditions needed for understanding and one of them > is > > conversation with others. I teach "turn and talk" in a similar > fashion...I > > think I learned how from a previous post and also from the Comprehension > > Toolkit....which is a really good resource for newbies by the way! > > > > I plan to take this one simple but important step further next fall and > > integrate in my modeling some time to think. I will directly talk to > > the kids > > about the importance of silence and time to think as well as the time to > > converse with others. we'll talk specifically about what we > > understand AFTER some > > time to think and turn and talk that we didn't understand without > > doing those > > things. I will be making an anchor Chart showing not just what the > literacy > > time should look like and sound like but a second chart with showing > what we > > learn about understanding. > > SOOO glad to have you back on the listserv... > > Jennifer > > > > In a message dated 7/10/2008 11:35:16 A.M. Eastern Daylight Time, > > [EMAIL PROTECTED] writes: > > > > I teach my new group active listening first. It is a strong piece of > the > > foundation of engagement for the year. I talk to them about how I'm sure > > they are so used to having to face the teacher when he/she is teaching > but > > that now they are going to be turning their bodies and eyes to whomever > it > > is that is speaking in the room. So I walked around the outside of the > > circle and asked them to show me what it would look like if they were > doing > > Active Listening "on me" over here. They all rotated their bodies and > faced > > me. Then I pointed to someone sitting over there on the carpet (say > John) > > and said if we pretended he was sharing HIS thinking next how would it > look > > to do Active Listening "on John". (I know that is not correct grammar > but > > you'll see why I use it in a minute.) So they all rotated towards him. > I > > walked over to where John was sitting and talked to them about how at > first > > this will probably feel VERY uncomfortable because typically we are not > used > > to having the entire class facing us when we are talking. But the > reason we > > > > do it is because we all believe that what John has to say is VERY > IMPORTANT > > and worthy of our respect. That we can learn from John's thinking. That > > maybe what John is about to share connects with something we were > thinking. > > That RECEIVING the thinking of our classmates is a very important part > of > > what we will be doing all year. In order to RECEIVE that thinking best > it > > helps to face the person sharing. Then I walked back to the head of the > > group and reinforced those who turned their bodies and eyes on me as I > > walked. For those who did not I simply say "Active Listening on me > now." > > "Eyes and bodies facing the speaker." "I'm the one sharing my thinking > so > > you need to face me now." > > > > > > > > > > > > > > **************Get the scoop on last night's hottest shows and the live > music > > scene in your area - Check out TourTracker.com! > > (http://www.tourtracker.com?NCID=aolmus00050000000112) > > _______________________________________________ > > Mosaic mailing list > > [email protected] > > To unsubscribe or modify your membership please go to > > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > > > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. 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