Literature Circles

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marg Murnane

This is a presentation to explain how we use Literature Circles in our classroom at Hawkesdale P12 College.

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Why not have a go? Marg Murnane Hawkesdale P12 College May 2008

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Liberty University EDUC 632 Language Acquisiton and Instruction Vocabulary Chart 1. Aesthetic Listening 2. Antonym 3. Basic Interpersonal Communication Skills 4. Bound Morpheme 5. Cognitive Academic Language Proficiency 6. Close Reading 7. Conventions 8. Constructivism 9. Critical Listening 10. Dialogue Journal 11. Discriminative Listening 12. Double-entry journal 13. D’nealian 14. Efferent Listening 15. Emergent Literacy 16. English Language Learners 17. Environmental Print 18. Etymology 19. Free Morpheme 20. Grand Conversation 21. Homonym 22. Idiom 23. Language Experience Approach 24. Learning Log 25. Listening 26. Literacy 27. Literature Circles 28. Phonemic Awareness 29. Phonetics 30. Phonics 31. Phonology 32. Phonological Awareness 33. Pragmatics 34. Reading Log 35. Response to Intervention 36. Semantics 37. Simulated Journals 38. Synonym 39. Syntax 40. Talking 41. Thematic Unit 42. Visual Literacy 43. Viewing 44. Visually Representing 45. Voice 46. Word Choice 47. Word Wall 48. Writing Traits 49. Zaner-Bloser 50. Zone of Proximal Development Vocabulary Assignment Pamela Campbell February 3, 2017 EDUC 632 Liberty University There is more to language and word understanding than just being able to read a word. Knowledge of words is a multi-faceted approach that takes many years to develop. Vocabulary should be included as part of the classroom instruction each and every day. There are unlimited strategies and techniques to teach children Vocabulary. Students come to preschool and Kindergarten classrooms with varying degrees of both basic interpersonal communication skills and cognitive academic language proficiency. The language and vocabulary that the child has learned up to this point has been taught and developed by parents or preschool environments. As a teacher, your role is to expand their language and make their cognitive academic language proficiency strong. Discussed in this paper are 5 different strategies or methods that can be used to teach vocabulary and vocabulary lessons. With definite planning by the teacher with an understanding of the different methods, teaching vocabulary can be more than the standard process of copying definitions from a dictionary and then writing a sentence. Method #1 Developing a Thematic Unit In this vocabulary teaching method, planning is the most important part. There are steps that you should take to be sure that you are paying close attention to a student’s emergent literacy. This means that you are acutely aware of the ways that they are learning to read or write. Everyone learns and develops through different means and by different teaching techniques and your thematic unit needs to include all of those appropriate types of instruction to be successful in your class. Much of the planning should fall under a constructivist approach, meaning that your lessons should be student centered. Your les ...

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Guided Guided Response: In addition to responding to your instructor’s comments and questions, respond to at least two of your peers. Ask questions to push your classmates to be more specific about their literacy planning. Compare your routines to theirs. How are they similar? How are they different? My work : Routines for Literacy Learning ( so Compare my routines to theirs. How are they similar? How are they different?) Broad Instructional Goals: Ø To develop an interest and make sense of printed material Ø To learn letter to sound correspondence Ø To read words and identify sounds that makes words Ø Participate in a shared reading of the story, The Gingerbread Man Four Block Lesson Plan: First Block: Self-Selected Reading Second Block: Guided Reading Third Block: Working With Words Fourth Block: Writing Time: 15Minutes Time: 20 Minutes Time: 25Minutes Time: 30 Minutes On the first lesson of self-selected reading, each pupil will try to study the tale “The Gingerbread Man”. They will study it for the primary 15 minutes. I will then permit them to respond to the events inside the tale and inspire them to chine in I will then examine the tale once more loud to the whole class can even encourage the students to examine alongside me. I will then put up prepared sentence strips in a pocket chart. I might then examine the story through pointing to each word. I could tell them to pick out their preferred words and write them on a separate sheet I will overview the story on the 0.33 time and ask the students to select their best preferred phrases from the tale. I will difficulty each with a marker(black) to jot down each word separate on paper I will tell them to attract interest on each word while writing’s will also take the scholars to a computer lab for them to do an online project of matching the begging letter sounds at the lowest of the laptop. I will then allow the students to use the brand new discovered words to create a web story by means of operating on computers. They will then put up their work online I will also make the students to also read Mustapha, M., & Maldonado-Colon, E. (2011). Whole-to-part phonics instruction: Building on what children know to help them know more. The Reading Teacher , 41 , 328–338 References Alexander, G.J. (2011). The Lesson Plan . Hoodoo Mysteries. Bowen, W. G., & McPherson, M. S. (2016). Lesson Plan: An agenda for change in American higher education . By: Ste By: Winscher Goal: Make students more aware of word meaning. Option 1: Select a grade level and create a Four Blocks lesson plan. Make sure to include all four blocks as identified on pp. 50-51. Design the Four Blocks around a specific text and/or topic. The chart I have created is specified for my 4 th grade English class particularly for my vocabulary/reading portion of class. The following are the 4 topics used in the four-block lesson plan: Self ‐ selected reading. Guided reading. Working with words. Writi ...

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