Blog 10

My MGP "Music Memoir"

I remember the summer before my sixth grade year. It was an exceptional time period. I was going to start Bradley Middle School in the fall and be in the school's band. Fortunately, Bradley offered summer band. Summer band focused on teaching about your chosen instrument and worked on reading music. I was excited to be able to learn the flute during summer band.
My teacher for summer band was Mrs. Gurwitz. Mrs. Gurwitz taught the woodwinds section. The woodwind instruments include the flutes, clarinets, base clarinets, oboes, saxophones, and bassoons. Our class was fairly large. We had people for all of the woodwind instruments except base clarinet and saxophones. The flute members had quite a few students. I had one particular friend who was close to me form elementary school. She was also learning how to play the flute. Her name was Nadia. Nadia made summer band a blast! Mrs. Gurwitz focused on our ombishier the first few days of summer band. When playing the flute, a person has to blow into the mouth piece correctly. She had us practice blowing into a straw and then use the head joint to blow. I found it easier to use the straw to know what it feels like to create a small hole with the lips.
Mrs. Gurwitz would have chair tests. Chair tests are Minnie tests that assess a person's musical skills. I remember Mrs. Gurwitz assigned Twinkle, Twinkle Little Star from the Division of Beat Book 1A. We had to practice that song thoroughly through and then play before her and our classmates. Who ever played the best with the correct notation and sound became first chair. The higher a person is in chairs, the more privileges you get in band. When there is concert pieces that require certain instruments to play higher parts or solos, the first couple of chairs in an instrument section receive those parts and the bottom chairs play the lower notes. However, Mrs. Gurwitz had chair tests all the time. The more a person practices, it is easier to play in front of the teacher and classmates. Playing becomes like second nature. When I played Twinkle, Twinkle Little Star, I did okay. I did not get first chair, yet did not get last chair. I just played the best I could. I recall spending hours and hours a day practicing the flute. At some moments, I felt like my hands and mouth were going to fall off me. The pain was tremendous. My body was getting broken in to holding the flute just right, blowing correctly, and learning to read music with the flute fingerings. I do think the summer band with other people around me made the experience enjoyable.
Towards the end of summer band, we received two songs to play for a band concert. The songs were When the Saints go Marching In, and Old McDonald Had a Farm. I recall practicing them daily. In Mrs. Gurwitz class, we spent time on counting the songs and the flow of the rhythm. When all of the students were ready, we came together to play the songs during practice. We had the brass section, percussion, and the woodwinds. The brass section instruments are Tubas, Baritones, Trombones, French horns, and Trumpets. The day we did practice the songs, I recall the brass section sounding so powerful. The brass section was awesome! Mr. Gehimer the headband director spent time working on every section's sound.
The final day arrived for the end of summer band concert! I was ready to perform with the whole band. All of us worked really hard on our two songs. We had rehearsals and section classes working on both pieces. My parents were coming to the concert. When we arrived at the concert hall, I said bye to Mom and Dad. They sat in the audience chairs. I went to find Mrs. Gurwitz and the rest of my classmates. We all walked up to the stage to sit down in our seats for the songs. I recall Mr. Gehimer placed his hands up in the air to conduct the song of When the Saints go Marching In. The percussion started the song, and then the trumpets came in followed by the woodwinds with the rest of the brass section. We played that song without any mistakes. Then Mr. Gehimer placed his hands up for Old McDonald Had a Farm song. From this song, the brass started the song, followed by the percussion and woodwinds. The music made me feel happy, so I taped my foot through the second song. When our band was finished with both songs, the audience clapped. What was neat about the concert was the recognition. I was voted as a great flutist from my classmates. Mr. Gehimer gave me trophy that said my name. I was not expecting such a reward. As my parents took me home from the concert that day, I remember being grateful to have been in summer band and be given the opportunity to play the flute.

Blog # 9

How To

Learning how to play the Recorder Instrument

1) Buy a Yamaha recorder student book 1 by: Sand Feldstein from the store

2) Buy a recorder instrument from the store

3) Take the recorder instrument and hold it in your hand vertically with the mouthpiece up.

4) Take your left hand and cover the first, second and third hole with pointer, middle, and ring finger.

5) Take the right hand and cover the fourth, fifth, sixth, and seventh hole with the pointer, middle, ring and pinky finger.

6) With the mouthpiece, blow into the mouthpiece with an inch into your mouth. Blow gently.

7) Blow with “Tu” syllable in mind to create it with your blow.

8) The Yamaha recorder student book has a process of directions for each page on which you need to read and follow.

9) Read and practice each page through the whole book.

10) Sit up when playing the recorder.

11) Enjoy playing your instrument

12) Wipe down the recorder after playing with a bandana

13) Put the recorder back into the case and place it in a safe spot until next time you practice.

Poetry

How Do I Love Thee?

-Elizabeth Barrett Browning

How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and ideal Grace.
I love thee to the level of every day's
Most quiet need, by sun and candlelight.
I love thee freely, as men strive for Right;
I love thee purely, as they turn from Praise.
I love with a passion put to use
In my old griefs, and with my childhood's faith.
I love thee with a love I seemed to lose
With my lost saints, I love thee with the breath,
Smiles, tears, of all my life! and, if God choose,
I shall but love thee better after death.

I could use POETRY help students practice expressions. I could assign each student a stanza to read while acting out what they are reading about. We could have a Student Stage in our classroom that is geared to all types of fine arts. Poetry could be one of them, music like singing or instruments the students play, drama with plays, and even having the students share their work from numerous of assignments. This particular poem by Elizabeth Browning could be used to show students that it is possible to have so much love in your heart for an individual. I could use this poem during February for Valentines Day. The students then could write their own type of Love Poem for their parents/grandparents/siblings/animals/or friends.

Blog #8

Blog #8

1.) What is Narrative Writing, explain the components?

Narrative Writing tells a story that may be fiction or non-fiction. The writing shows a sequence of events over a period of time. The time may be years, months, weeks, days, or shorter like hours. Narrative writing has a beginning, middle, and end. The middle part tells about the events that occur in detail. Usually the narrative writing is written for a certain audience other than the writer of the story.

2.) Explain Writers Workshop experience & discuss the process along with Sandwich Theory by (SBH 2007).

This past Wednesday of April 1, we did writers workshop in class. Each of our home team members met and discussed one piece of our MGP. The writer’s workshop was a positive experience for me. It allowed for comments from other classmates.

Directions for Writers Workshop Experience

1.) Get into groups 3-5 students

2.) 1 person reads their paper with everyone else listening

3.) After reader, members in the groups comment on the paper

4.) Then the students go back to their seats to individualize rewrite from suggestions and such

5.) When the revise is finished, edit is the next step to accomplish

The Sandwich Theory by (SBH 2007)

Members will say what they liked, ask a question or give a suggestion, then close it by a positive idea. Approaching peers in this manner will help people feel comfortable to share their work.

Blog # 7

What is my topic, TEKS, and parts for the MGP?

My topic is on Learning an Instrument.

ONE OF MY TEKS:  

 §117.6. Music, Grade 1

(2) Creative expression/performance. The student performs a varied repertoire of music. The student is expected to:

A) Sing or play a classroom instrument independently or in groups; 

ALSO ANOTHER TEKS:

§110.3. English Language Arts and Reading, Grade 1

(b) Knowledge and skills.

(1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to:

(A) Determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3);

(C) Participate in rhymes, songs, conversations, and discussions (K-3);

(D) Listen critically to interpret and evaluate (K-3);

(F) Identify the musical elements of literary language such as its rhymes or repeated sounds (K-1).

(10) Reading/literary response. The student responds to various texts. The student is expected to:

(C) Respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1);

My Multi-Genre Project

Narrative: Story about the summer before my 6^th grade year.

Expository: A Magical Music Poem

Descriptive: A How to on the Recorder Instrument

Persuasive: An interview on various musicians with a tape that records them.

Blog # 6

What is the Definition of talk?

Talking is to communicate, express ideas and to establish relationships among other peers.

Aesthetic talk- is a way to gather information from talking. It can be used for comprehension, class conversations, or even small groups. In our L.A. class, we do this type of talking weekly. We get in our teams and discuss what we are learning about.

Efferent talk- is a way to persuade others through talking. It may involve sharing the following: personal items, projects, debates or even results from interviews, and creating a K W L chart. The other class period we did efferent talk when we debated what candy was better for the consumer, Reese's or Hershey.

Why is talking beneficial in the classroom?

Talking is a way for learning to occur inside the classroom. When students are communicating with one another, they share their own stories or information about the subject material being taught. As a teacher, it helps you know where your students are with their understanding in school. Students can also learn how to verbalize effectively with practice from peers.

Give an example of talk in the classroom.

An example of talk in the classroom is kind of like what all of us did on the Wednesday, March 18th dramatic reading. We all read a farm story about clicking cows and a different version of the three little pigs. All of use used talk through literature. We each had parts by sharing the stories.

Another instance of talk that could take place is having small groups of three to five students. The small groups can be hetero or homogeneous. The students' talk is aimed to be meaningful. Learning can take place through others' points of views. As a teacher, you could give roles in order for students to have a purpose for talking and staying on task.

# 5 Blog

Definition of Listening, the types and personal examples

Listening is an intricate event that requires interactive thinking by a way of spoken/unspoken language that develops meaning. To hear is part of the biological make up of humans. However, listening deals with the cognitive aspect that is internal. A person can hear but not listen. In order for listening to occur, a person must be open to the process. There are four types of listening that takes place. The first type is discriminative. Discriminative listening is picking and choosing what to listen to depending on interest. At times, I find myself tuned out when people talk about scientific subjects like physics or chemistry. I tend to listen to what I find interesting about the subject material or what might be important for me in later use. The next type of listening is aesthetic. Aesthetic listening has to do with enjoyment. This type of listening is like hearing a book read out loud on tape when driving on a long trip. Aesthetic listening gives a chance for prediction, visualization, connections, revise meaning, playing with language, and summarizing for the listeners. One way of aesthetic listening I do is with music. I enjoy hearing others play instruments such as the violin or flute, and I try to make connections from their playing. It makes me feel wonderful. Listening to music is a fun past time activity to participate in. Another type of listening is efferent. Efferent listening deals with listening for information. This type of listening occurs when people are trying to organize patterns so it is easier to remember the information. They can summarize what was heard, note take, monitoring themselves at school by asking questions, apply strategies for understanding, and even get clues from the speaker by body language. I find I use efferent listening daily at school. I do think taking notes helps me stay active with the subject materials teachers are speaking about. With my parents, I listen efferent. When they tell me things I want to recall later, I will write it down for safe keeping. The last type of listening is critical. Critical is careful listening to instructions or debates. It requires full attention of the mind. It is used in persuasion and propaganda on a daily basis in society. I use critical listening when I am with my parents. When they tell me to do something, I listen to their instructions. Also critical thinking happens at school. When I am in classes, I find myself critically thinking of what different teachers say about assignments on what they require and when they are due.

What was the most challenging part of the debate? Why? What aspects of listening did you use? Explain with details.

The most challenging part of the debate was trying to convince others our candy was the best. People have their own feelings towards their favorite candies. If a person does not like a certain candy for whatever reason, it is difficult to enlighten their mind to change. People have taste preferences and certain candies may not taste that good. It was difficult to change their point of view to favor our candy as the best. Our group’s candy was Chocolate Peanut Butter Reeses pieces bite size. The other group’s candy was Chocolate Hershey Kisses. Both groups voiced strong reasons why their candy was the absolute best ever. I used aesthetical and critical listening. The activity was much different than most things we do during class. I enjoyed getting in groups and talking about reasons to buy Reeses. I enjoy observing others. I was able to sit and watch the class communicate with one another. It made me smile. I think it was fun. Personality came out from each classmate. I also listened critically to see what candy I liked the best. Why buy reeses or hershey kisses? I found that both sides made me think carefully on what each treat had to offer to its consumers. Now from the debate, I think it has changed by views towards both Reeses & Hershey Kisses candies.

Finish reading chapter 2 of Writers Choice. Which teacher talk is most important and why?

The teacher talk was the one from page 14 that said, "Remember the first week when we had to really work at walking quietly? Now you guys do it automatically"
(Johnston p. 14). I like this quote because it helps students feel that improvement has been accomplished. There is growth. It lets students realize that where they were in the past and where they are now is different. I myself liked it when my past teachers found something that as a class improved on and gave a positive comment to us. A feeling of accomplishment flows through you. As a student, it makes you want to continue learning and improving not just for the teacher's sake, but for yourself as well. You realize okay, I can do this task and I have done this task successfully.

Blog #4

RAFT

Role: Earth

Audience: Sun

Format: Thank You Note

Topic: Sun’s Role in Earth’s function

Strong Verb: Thank

Dear Sammy - Sun,

I’m grateful for you sharing your light with the people on my planet. We all would not exist without you. I need you so I can provide a place for others to live. Do you know what our distance is from each other? We are separated by a maximum of 94.5 million miles and a minimum of 91 million miles. That is a little far. I guess that may be a reason we do not visit for the holidays. We both have to keep working for our fellow people. Eighty-two (82) days is too long to travel to reach you for a vacation! I feel your light travels faster than all the voices I hear inside me. The speed of light is 186,000 per second. Which means it takes at least 8 minutes of your light rays to reach me. My orbit is elliptical around you. I get to rotate a period of 24 hours and my revolution period is 365 days & 5 hours. I have a chance to always see you. That is wonderful. It makes me feel not so lonely. During the summer months, you shine even brighter. You and I are a team do you know that? The people from my planet like going outside to see you. At times they will wear sun block since they believe you have mighty rays which may burn them. Sun, you are so strong! You help plants grow. They use you for photosynthesis. Even other creatures are thankful for your friendship. The reptiles enjoy sitting outside to rest under you for warmth. I just want you to know I appreciate everything you do for me in regards to helping my world to be a better place in which to live. Thank you. Take care and hope to hear from you soon. I know I will see you in the morning.

Your Friend,

Earle – Earth

Capable Writers Importance, & What they are

It is important to become a capable writer so communication can take place with others. Communication is essential to all people. Capable writers know who their audience is and realize their purpose of writing using correct form. Like knowing if they are writing their paper for other students, parents, or their teacher. When they write they have a topic sentence, grabber, details, detail, and conclusion. Capable writers draft, revise, edit, and then publish their works. They give themselves plenty of time to complete a task. That means that effective writers do not wait for the last minute to finish assignments. Once a paper is completed, if the writer has two to three more days, they can edit their paper. Usually, the editing is a positive experience. Taking a break and allowing your mind to think from the subconscious helps with writing. Good writers focus on a goal when they write. For example, one goal may be to write a fictional story by placing possible occurrences that could take place in the real world. Another example could be, writing with end rhymes when doing poetry. That way poems can have a music form applied. Capable writers are not afraid to use other peer responses to strengthen their writing skills. Peers can teach other peers. Learning is not just an individual experience. It is also a sociable one.

Even more, capable writers have self-assessment skills in order to stay on correct topic. In writing, numerous genres are possible to create and read. Capable writers can differentiate between genres. For instance, a capable writer can write expository, descriptive, persuasive, and narrative. One of my favorite ways of writing is descriptive. I like to write poetry. It reminds me of music with words. I also find narrative writing interesting. It is neat how stories can be made from using inner thoughts. Our minds are amazing tools. Strategies occur for capable writers. They can come up with beneficial strategies in order to find what they reading or coming up with what to write. Most capable writers wait to edit until they have gone through each process. Capable writers can identify quality works of writing. Good writing can be done and felt by other great writers.

Chapter 3

Reading Process

The reading process consist of different procedures. For reading, the first stage is Prereading. Prereading is getting any book/novel by understanding the gist of the story. The person usually finds a reason to read the story using aesthetic or efferent reading purposes. Once the book is chosen, the person prepares to read the story by look at the pages for difficulty or length of book. I usually do the prereading before checking out a book from the library. It helps me not abandon the book. The second stage to reading is READING. Within reading, five ways to read is possible. A student can use shared reading, guided reading, independent reading, buddy reading, and reading aloud to students. In first grade, I recall participating in guided reading. The teacher would us as we took turns reading stories. The third stage is Responding. Responding is a way to focus on what happened in books. Writing in logs or even class conversations may occur. I always enjoyed writing in logs for my teachers. I was able to state what I thought on subjects and later could view my work. The fourth stage is Exploring. Exploring consists of rereading, scrutinizing the work, finding vocab, having the chance to work on minilessons. In fourth grade, I remember my teacher having us reread chapters of different books. The teacher was trying to teach us to reread texts when we did not understand something or missed the point of the plot. I have continued today with rereading. I have reread Pride and Prejudice by Jane Austen at least three times. Austen is one of my highly thought of authors. Each time I reread her books, I find certain occurrences I did not notice before. The last stage of reading is APPLYING. Applying is the chocolate icing on the celebration cake. Once a story is finished a student can show what the story was about by using different means of expressions. One expression is to write down the main points of the story. Often projects may arise from stories. In second grade, I did a poster illustration with a summary over a book called, The Magic Finger by Ronald Dale. In fact, I still have the project today.

Writing Process

The writing Process also contains five stages. The first stage is PREWRITING. Prewriting is the way for writers to place a topic down on paper and coming up with ideas. Having an idea who the audience is can help. I like to prewrite by making an outline of my thoughts. The second stage is DRAFTING. Drafting is like a Sloppy Joe that the paper consumes. The focus is to throw ideas out for the paper's catching. The draft does not need to be perfect. Drafting is beneficial when given a difficult topic to accomplish for a turn in assignment. I like to write drafts. It helps clarify my thinking. The third stage is REVISING. Revising is a way to reread the Sloppy Joe draft, have others read your work, revise from others, and talking to the teacher about the work. At times, I will have others view my writing work to enhance my clearness. The fourth stage is EDITING. Taking a break by placing a finished paper/story/poem off for two days will strengthen the editing process. The mind will become lighter towards the material due to the rest. Editing is finding the errors and correcting mistakes. I do find that when I edit papers, I take pleasure in knowing I truly care. I still have a LOOOOOOOOONG way to go before becoming an effective writer! It will take much practice and learning. The last stage is PUBLISHING. Writing that is published is like a sweet song. Music that fills the air gives joy to all listeners. Published writing can sprinkle some magic to all who read or listen to passages read aloud. Students may go about sharing their finished product by reading it to the whole class, having it on display, turning it in for a contest, or simply sharing it to family members.

Personal Writing Experiences

During my senior year of High School, I was fortunate to have a wonderful English teacher. My teacher made English a challenge. He had us read all forms of literature from pros to poetry. We would reflect on our work by writing papers. I went through the five processes in writing for most of my papers. The teacher would also give us a class period to write an essay that was due before leaving his class. He did this time writing to us a few times. At first, I was stressed when knowing I only had the class period to start and finish my paper. The more we did timed essays, the easier they got. I would try to look at the timed essay as a game. I still did an outline, and draft. When the draft was done I looked for mistakes. I did not have time to write another draft so I worked with what I had. In whole, I am grateful for the way my teacher stressed writing.
Furthermore, during my first semester of college, I was challenged by another English teacher. We had to write numerous assignments each week. I felt like I was standing on egg shells from all her assignments. The teacher focused on writing rules, methods, strategies, and types of writing. I had a blast in her class. My High School teacher prepared me so well that I was not afraid of my professors writing assignments. I have learned the secret to writing is rewriting.

Blog # 2

Chapter 4

Heading 1-‘FOSTERING YOUNG CHILDREN’S INTEREST IN LITERACY’(p.161)

Children get their first taste of language at home prior to stepping in a classroom. Metalinguistics is the skill of being able to speak about ideas from language. Reading and writing practice channels ways for children to think metalinguistically. Children are observant about their environment in that they can read signs like the red/white bulls eye means Target. Children usually know the logo of Dairy Queen or even McDonalds. At times however, it can be challenging for children to read the true spelled out word for Target, Dairy Queen or McDonalds. A way for teachers to incorporate reading and writing for children is with play centers.For instance, the game “Book Store” requires reading material such as books, magazines, or newspapers. An employee will help a customer find the reading material that he/she wants to purchase. In turn the student who plays the employee and the student who plays the customer is both practicing on reading. The cashier student practices on reading money and looking at the written material when scanning it for check out. Children who are starting to learn to read/write use phonological, semantic, syntactic, and pragmatic systems. I recall as a child using Sling Lang in language arts. My teacher would call on students to spell a word, for example; lets say the word is dog.A student had to put the letters together from the board that makes up the word dog. Then say the word dog to the class and spell the word dog with two fingers in the air. When I was in first grade, I saw this as a game. I had no clue the teacher was emphasizing on reading/writing/spelling/pronunciation. English language has around 44 phonemes with the exception of c, q, and x. Phonics helps students identify sounds in our English language. Rhythm found with songs or rhymes can strengthen children’s understanding of phonics. Phonics has some rules to help narrow down the confusion. In our textbook on p.177, Tompkins has provided a list of eight rules to distinguish phonics occurrences.

Heading 2-‘YOUNG CHILDREN EMERGE INTO READING'(p.178)

When children are trained to read, they travel through three periods of development. Children scratch at emergent, then beginning to fluent readers (p. 178 Tompkins). Emergent readers tend to be approached with share reading. Teachers will take turns reading with students. Books that have repetition, cumulative sequences, rhymes, and sequential patterns make share reading enjoyable. I always like to read repetition books. When I was younger, one of my favorite books reading with Mom & Dad was the book called Horton Hatches An Egg by Dr. Sues. Through the pages it repeats, “I meant what I said, I said what I meant, an Elephant is faithful 100%.” Dr. Sues placed rhythm in the elephant’s words. Big books are incorporated in teacher’s curriculum. Big books make it easier for students to practice reading. I recollect in first grade making a big book. The title was People. Everyone in the class had a chance to read the People book. Another way to practice reading with children is having older students and younger students as reading buddies. Older students and younger students get a chance to spend time together while reading. Older students can guide their emergent readers by showing them how to approach difficult words that are troublesome for their young buddy. Teamwork is incorporated in a non-threatening way. The school I went to had fifth graders paired with second graders and forth graders paired with first graders in reading. I liked being paired with students to practice my reading. Teachers can also have traveling bags of books. The bags can contain different books that children can read with their parents. The reading bags are a means to have parents participate in their child’s reading journey at home. For the Language Experience approach, teachers write what students want to say. In Kindergarten, I remember dictating to my teacher as she wrote what I felt from her different activities. From my past observations in Kinder, Mrs. Gayle showed me how to hold a utensil and the proper way of writing left to right.

Heading-3‘YOUNG CHILDREN EMERGE INTO WRITING'(p.188)

Just like learning to read, writing takes place from the same type of stages. In the earliest stage for students with their writing involves scribbles. One time I was playing with a four-year-old child I was watching, who scribbled all over her notebook page to represent words.She than gave me her paper and said it was my food order. Invented spelling words become the next stage children go through with writing. The last stage is fluent writing. Fluent writing allows for students to write in a way to communicate with others in an orderly fashion. Writing is a chance for students to articulate their vocabulary or concepts on paper. As time passes, students realize that drawing and creating words are two dissimilar entities of stating one’s self. Teachers can work as a partner with students on how to properly write using special techniques. Interactive writing occurs for the students when they participate with others using different writing materials.

What it means to me

To me it means that learning to read, and write is a process. I struggled at reading. I did not learn how to officially read until during my first grade summer. My Grandma sat me down and taught me how to read. We read all of the ABC books and many other fun stories. Throughout the years, I think reading and writing make learning wonderful experiences. Imagine if there were not a way for people to transfer information down on paper from their own thinking, we would not have books. I think everything overlaps with one another in learning process with reading and writing.

How it applies to the classroom

As a future teacher, I hope to implement the hidden techniques from this chapter into my classroom for students. Spending time one on one teaching students to read sounds exciting. I want to apply using the interactive writing so students can learn how to sharpen their word forming. I think having reading buddies with older/younger children is a great idea. I want to encourage students to use traveling bags filled with books from classroom to home. I liked that idea.

BLOG #1

1.) How do students learn?
Children learn in different ways. From Piaget, he believed that children learn by experiences. Students can be scientists that develop ideas by trial and error when facing the world. The information-processing theory shows that students learn cognitively by thinking of what is taking place. Each student has schemata that arrange information inside the brain. With the schemata, a process of assimilation occurs when students take information around them and place it inside their schemata files. Once learning is strengthened, students under go accommodation, which is the change to the present schemata file of that particular subject matter. The mind then adapts to the newly acquired knowledge that was taught to the student. Students are actively engaging in assimilation and accommodation daily. Children learn well in social settings. They can gain knowledge from others by sharing, reading, and writing. The way children process information is by using the 5 learning strategies. The strategies include rehearsal, predicting, organizing, elaborating, and monitoring. When children get more proficient as learners, the strategies become a way of second nature so information can be retained.
2.) What are the 6 components of LA?
Listening- students listen to stories, information, music, poetry
Talking- students talk for presentations, pleasure, or for a certain purpose.
Reading- reading is for understanding and to find significance to a particular subject.
Writing- students write informal, formal, fun writing, and for ideas
Viewing- Internet is a benefit tool.
Visually- helps for sharing information.
2B.) How does teaching LA connect to how children learn?
Teachers can try to create a community for learning. If the environment feels comforting and positive students may be more open to sharing their ideas. Teachers need to scaffold when teaching children. Then students will become stronger learners. Having lessons within the reach of zone of proximal development will help with the LA learning. When teachers engage students in the curriculum more responses take place. Teachers that give strategies or feedback will keep children’s attention. Allowing personal expression in the LA lessons gives students their own voice to the subject material. When teachers use collaborative projects, the students can learn from one another. Children bring their own backgrounds to the LA experience. The cultural and diversity of students can boost the learning process. LA lets children consider inequality in cultural, social, and politics. LA helps children connect to the world as they grow in knowledge.

Sarah Hanson, about me.

Hi,
I am in your class for Children's Literature at TAMUK of San Antonio. I enjoy instrumental music. When I have time, I like reading novels. I love animals. I have a German Shepard dog named Issy and a Tokenized cat named Spartacus. They are both friendly pets. I am excited to learn more about children in education.
Your classmate,
Sarah Hanson