Hi there,?
?
We use the Lucy Calkins units of study for writing. I would like to
throw in a class book once a month to give the students a break from
the LC writing program. Any thoughts? Suggestions??
?
Has anyone done this before and have any 2nd grade suggestions? I
was thinking about making our own version of "Here's to you".?
?
Hi, Shannon, this is my first post on the website so I hope I am
doing it correctly by copying your part of the message I am
responding to. I also teach a second grade class and have used the
Units of Study for 2 years. Now that the grade 1 team used the same
units of study last year, I am worried about small moments, too.
While looking for resources, I found the "Teaching Second Grade
Writers" workshop help desk book that supports the units of study and
expands especially for second graders. It is a helpful resource.
Here is the link and yes, it does mention planning a unit of study
around a "genre" study such as folk tale adaptations and other great
ideas.
Hope it is useful to you and others.
http://www.amazon.com/s/ref=nb_ss?url=search-alias%3Daps&field-
keywords=teaching+second+grade+writers&x=0&y=0
Renee K. Los Alamitos USD, CA
On Aug 20, 2009, at 9:00 AM, [email protected] wrote:
Send Mosaic mailing list submissions to
[email protected]
To subscribe or unsubscribe via the World Wide Web, visit
http://literacyworkshop.org/mailman/listinfo/
mosaic_literacyworkshop.org
or, via email, send a message with subject or body 'help' to
[email protected]
You can reach the person managing the list at
[email protected]
When replying, please edit your Subject line so it is more specific
than "Re: Contents of Mosaic digest..."
Today's Topics:
1. labeling (Lauren Marie Checkeroski)
2. Re: labeling ([email protected])
3. Re: classroom books (ones made by the class and published)
(Laurie Tandy)
4. Re: labeling ([email protected])
5. Re: labeling (EDWARD JACKSON)
6. Re: labeling ([email protected])
----------------------------------------------------------------------
Message: 1
Date: Wed, 19 Aug 2009 20:22:34 -0400 (EDT)
From: Lauren Marie Checkeroski <[email protected]>
Subject: [MOSAIC] labeling
To: [email protected]
Message-ID:
<[email protected]>
Content-Type: text/plain; charset=utf-8
I am going to be doing my early childhood student teaching in the
fall. I have already been able to tour the early childhood center
where I will be at and I noticed (and have noticed in many other
early childhood classrooms) that many things are labeled for the
children. The crayon box is labeled 'CRAYONS' and the kitchen center
is labeled 'KITCHEN'. Would this be considered an effective reading
strategy, or are students just memorizing the words?
Lauren Checkeroski
[email protected]
Wayne State University
------------------------------
Message: 2
Date: Wed, 19 Aug 2009 21:22:57 EDT
From: [email protected]
Subject: Re: [MOSAIC] labeling
To: [email protected]
Message-ID: <[email protected]>
Content-Type: text/plain; charset="US-ASCII"
Lauren
Labeling the objects in a child's environment is a great thing to do.
Eventually, we want kids to just look at words and know them. When
you read, you
know all the words...you don't sound them all out. Knowing some
words by
sight gives kids a boost so they don't have to labor through the
books they
read. Many teachers take non phonetic words such as "said" or " was"
and
teach them in a way so kids can memorize them. These kinds of words are
frequent in children's books and they MUST be memorized to be learned.
Jennifer
Reading Specialist
In a message dated 8/19/2009 9:09:06 P.M. Eastern Daylight Time,
[email protected] writes:
am going to be doing my early childhood student teaching in the
fall. I
have already been able to tour the early childhood center where I
will be at
and I noticed (and have noticed in many other early childhood
classrooms)
that many things are labeled for the children. The crayon box is
labeled
'CRAYONS' and the kitchen center is labeled 'KITCHEN'. Would this be
considered an effective reading strategy, or are students just
memorizing the
words?
Lauren Checkeroski
------------------------------
Message: 3
Date: Thu, 20 Aug 2009 01:08:42 -0400
From: Laurie Tandy <[email protected]>
Subject: Re: [MOSAIC] classroom books (ones made by the class and
published)
To: [email protected]
Message-ID: <[email protected]>
Content-Type: text/plain; charset="us-ascii"
For ?creating a class book try The Important Book by Margaret Wise
Brown as a model. It is a great format for inspiring individual
student pages in a class book. Each child can create his/her own page
and the book can have a theme or study-related topic. ?We've done
them as gifts for our librarian, thank you's for field trip docents,
and as culminations of a unit of study to determine the importance of
the topic.
Laurie
-----Original Message-----
From: Shannon Lauer <[email protected]>
To: [email protected]
Sent: Sun, Aug 16, 2009 4:15 pm
Subject: [MOSAIC] classroom books (ones made by the class and published)
Hi there,?
?
We use the Lucy Calkins units of study for writing. I would like to
throw in a class book once a month to give the students a break from
the LC writing program. (I teach 2nd and we teach it K - 2, so they
are SO tired of small moments by second grade) I'd like to make some
class books where we take a pattern from a familiar book and make it
our own. I think this is a great way to break things up and have
student work published and available to be read by anyone in the
class. Any thoughts? Suggestions??
?
Has anyone done this before and have any 2nd grade suggestions? I
was thinking about making our own version of "Here's to you".?
?
Thanks,?
?
Shannon?
?
_______________________________________________?
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.?
?
------------------------------
Message: 4
Date: Thu, 20 Aug 2009 06:07:49 EDT
From: [email protected]
Subject: Re: [MOSAIC] labeling
To: [email protected]
Message-ID: <[email protected]>
Content-Type: text/plain; charset="US-ASCII"
Lauren, This is something else to think about when you get your own
classroom. Don't label everything ahead of time. Do it gradually
and WITH the
children. If you do it ahead of time, they will pay less attention
to it
and it will be less meaningful. Also, help them make meaningful
connections.
"'Kitchen' starts like Kara's name. You know Kara's name and that
will
help you remember that this word is 'kitchen'." I also recommend
that you
don't label in all CAPS. Using lower case letters will look more
like the
words they see in books. One more tidbit :-), I call my 'kitchen'
station
the 'Pretend Station' because I change it to other things during the
year:
store, doctor's office, etc. It is a great place to build language and
vocabulary.
Kinderjane/SC :-)
In a message dated 8/19/2009 9:38:55 P.M. Eastern Daylight Time,
[email protected] writes:
Lauren
Labeling the objects in a child's environment is a great thing to do.
Eventually, we want kids to just look at words and know them. When you
read, you
know all the words...you don't sound them all out. Knowing some
words by
sight gives kids a boost so they don't have to labor through the books
they
read. Many teachers take non phonetic words such as "said" or "
was" and
teach them in a way so kids can memorize them. These kinds of words
are
frequent in children's books and they MUST be memorized to be
learned.
Jennifer
Reading Specialist
In a message dated 8/19/2009 9:09:06 P.M. Eastern Daylight Time,
[email protected] writes:
am going to be doing my early childhood student teaching in the
fall. I
have already been able to tour the early childhood center where I
will be
at
and I noticed (and have noticed in many other early childhood
classrooms)
that many things are labeled for the children. The crayon box is
labeled
'CRAYONS' and the kitchen center is labeled 'KITCHEN'. Would this be
considered an effective reading strategy, or are students just
memorizing
the
words?
Lauren Checkeroski
------------------------------
Message: 5
Date: Thu, 20 Aug 2009 11:54:26 +0000
From: EDWARD JACKSON <[email protected]>
Subject: Re: [MOSAIC] labeling
To: <[email protected]>
Message-ID: <[email protected]>
Content-Type: text/plain; charset="iso-8859-1"
What children are doing is associating print with meaning but I have
to agree with the poster who suggests that these labels must be co-
created. When I observed in Sue Kempton's gorgeous kindergarten room
in Denver, the labels were two-tier. Level one--student attempts
based on emergent understanding of letters and sounds with an
underwriting in conventional spelling. The children in this classroom
were writing more than any other kinders I had observed up until that
point. Between No More Letter of the week and lots of supported
writing experiences, these kiddos were a bloomin' garden of literate
folks!
Lori Jackson M.Ed.Reading Specialist
Broken Bow, NE
EMAILING FOR THE GREATER GOOD
Join me
Date: Wed, 19 Aug 2009 20:22:34 -0400
From: [email protected]
To: [email protected]
Subject: [MOSAIC] labeling
I am going to be doing my early childhood student teaching in the
fall. I have already been able to tour the early childhood center
where I will be at and I noticed (and have noticed in many other
early childhood classrooms) that many things are labeled for the
children. The crayon box is labeled 'CRAYONS' and the kitchen
center is labeled 'KITCHEN'. Would this be considered an effective
reading strategy, or are students just memorizing the words?
Lauren Checkeroski
[email protected]
Wayne State University
_______________________________________________
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.
------------------------------
Message: 6
Date: Thu, 20 Aug 2009 08:33:55 -0700 (PDT)
From: "[email protected]" <[email protected]>
Subject: Re: [MOSAIC] labeling
To: [email protected]
Message-ID: <[email protected]>
Content-Type: text/plain; charset="iso-8859-1"
-----Original Message-----
Date: Thursday, August 20, 2009 9:14:09 am
To: <[email protected]>
From: "EDWARD JACKSON" <[email protected]>
Subject: Re: [MOSAIC] labeling
What children are doing is associating print with meaning but I have
to agree with the poster who suggests that these labels must be co-
created. When I observed in Sue Kempton's gorgeous kindergarten room
in Denver, the labels were two-tier. Level one--student attempts
based on emergent understanding of letters and sounds with an
underwriting in conventional spelling. The children in this classroom
were writing more than any other kinders I had observed up until that
point. Between No More Letter of the week and lots of supported
writing experiences, these kiddos were a bloomin' garden of literate
folks!
Lori Jackson M.Ed.Reading Specialist
Broken Bow, NE
EMAILING FOR THE GREATER GOOD
Join me
Date: Wed, 19 Aug 2009 20:22:34 -0400
From: [email protected]
To: [email protected]
Subject: [MOSAIC] labeling
I am going to be doing my early childhood student teaching in the
fall. I have already been able to tour the early childhood center
where I will be at and
------------------------------
_______________________________________________
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.
End of Mosaic Digest, Vol 36, Issue 20
**************************************
A purpose of human life, no matter who is controlling it, is to love
whoever is around to be loved.
Kurt Vonnegut
"We're here to help each other get through this thing - whatever it
might be."
_______________________________________________
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.
