A Growing Plant

I am a Growing Plant

I am a wondering seed waiting to begin my growing cycle
I wonder how far I have been dispersed
I hear the sound of the blowing wind leading me far and wide
I see a huge beak coming to steal me away
I want water, water, water.
I am a tiny seed being spread by wind, animals, and people.

I pretend to be dead when people come to pick me
I feel the sunlight against my  soft petals
I touch the nutrients and water with my roots
I worry that bad weather will harm me
I taste the nutrients from my roots
I am a growing plant with beautiful petals
I understand that I need sunlight to live
I say “bring on the rain!”
I dream about where my seeds will travel when I die
I try to live as long as possible
I hope that my leaves will stay colorful
I am a growing plant continuing the cycle of life

 

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I Poetry

Transforming ideas and creating “I poems” is a great way to achieve a deeper level of comprehension.  It is proven that people learn new ideas better when they have to transform the ideas and create a new product.  Just like Bloom’s Taxonomy, this requires a deeper level of thinking.  Teachers must model how to write an “I poem”.  Taking words from mentor text allows students to be marinated in the poetry.  They must see what they are going to be required to do in the classroom.  The teacher must explain what an “I poem” is and how to create one.  The best way to demonstrate is to model.  The class should create an “I poem” together.  This will ensure the students that they are prepared to create their own.  The teacher must also discuss descriptive language to use in the poems.  A web can be created to help the students form their ideas.  After editing their poems, the teacher can fabricate a book filled with their wonderful poems.  What a great and innovative way to determine whether the pupils have mastered the content!

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Seals

Many of the goals would allow seals to be incorporated into the classroom.  The standard course of study describes the idea that students will study animals and their habitats.  The higher the grade, the more in depth the content.

Seals

1. Where do seals live?   ( The Atlantic Ocean)

2. What are seals form of locomotion?  ( Their grey skin helps them move efficiently)

3.  What is a predator?  (feed on smaller animals)

4. How long do seals usually live?  ( 25 years)

5. Who are seals’ predators?  ( sharks, whales, etc)

 

 

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Director and reciprocal learning

Being the director is important for a broader learning experience.  The director can bring up many ideas and terms such as fact and opinion, characterization, and even plot.  The director generates the discussion.  The difference in reciprocal learning is that they must know the four steps before completing.  The teacher is more in charge of the directing strategy.

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Breaking words down to build meaning: Vocabulary, morphology, and reading comprehension in the urban classroom

Vocabulary is vital for success in reading comprehension.  I learned from the article that fourth grade is where the gap increases and many students fall behind.  This has been found true more so in the urban schools where there is a low income population.  Teachers can be vital tools for successful readers.  We can do this by using complex vocabulary.  This will increase their word knowledge.  Also, teachers can stress the importance of decoding.  Students should be taught how to look at the prefixes and suffixes of words.  This alone will improve comprehension.  There are four steps to determining the meaning of a word.  Knowing these four steps can help pupils feel more confident when reading.  It will increase the vocabulary knowledge of those students in need.

The multi-text unit is a great way to use complex vocabulary.  While studying the pirate unit, I have been exposed to so many new terms.  This unit can help build vocabulary while engaging the students in interesting content.  Expanding vocabulary is vital to reading comprehension; and to make sure students are learning 2,000 to 3,000 words a year …..we must think complex.

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Integrating instructional-level social studies trade books for struggling readers in upper elementary grades.

It is important for students to understand the content that they are reading.  The article discussed that teachers can use many different levels of instructional text to help meet the needs of all students.  Teachers must use appropriate text for all students.  This is a lot easier said then done.   Finding texts that are appropriate for the struggling students can be a bit challenging.  Once teachers know the instructional levels, appropriate text can be matched. It is well worth the time to find appropriate text so that the student can build fluency while being engaged.  If a  children is not reading at grade level, they are going to struggle with the text.  Teachers can assess pupils at the beginning of the year to see where they are at with their reading.  From there, different texts can be brought in the help different students.  This is directly connected to the assessment we will be giving.  We must know what level of reading each student is on so that we can ensure them success and improvement.  Doing a multi-text unit with multiple level books can help a variety of students.  Students can enjoy the text that is on their matched level, while being engaged.  Students will not reach a frustration level but rather will be encouraged by how much they can comprehend.

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Shared readings: Modeling comprehension, vocabulary, text structures and text features.

I really appreciated the research that went into this article.  The study did not consist of random teachers, but teachers who are successful in the classroom.  75 lessons were observed first before the results.  I agree that shared reading positively affects students achievement levels.  Shared reading also promotes phonemic awareness for not only emergent readers but older readers as well.  The four components that the successful teachers use are comprehension, vocabulary, text structure, and text features.  Shared reading helps students see the teacher modeling the thinking process of reading.  One teacher commented that students need to see the text.  I totally agree with this statement because how else can students visualize the words spoken?  Many of the teachers did not ask comprehension questions throughout the whole book.  When they were asked about why they didn’t one responded

“I used to do it that way—focus on one comprehension
strategy at a time. But I think that’s a problem. I don’t really
read that way, and if I don’t read that way it’s not really
an authentic shared reading and think-aloud, right?”
This comment is very true.  When I read a novel, I am not picking up on every detail but rather bits and pieces.  Teachers are there to guide students after the reading.  Teachers should make reading a more natural process.
Another point that I agreed with was the idea that students need to solve the unknown.  A plethora of the teachers mentioned did not give the students the meaning of a word right away but rather thought about it out loud.  The teacher used context clues, pictures, and even outside resources.  I think that this type of modeling is important for students to see because they need to know that even their teacher does not know every word.  It gives the pupils an extra level of confidence when they know that they may not know words but can find out in many different ways.
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