Oracy and Writing in the Classroom

When I first started the education program at UVic I thought English Language Arts was primarily about reading and writing. I am now aware that listening, speaking, viewing representing, reading, and writing are all key parts of language arts education in elementary schools.

Value of Integration (IRP)

• When students are taught language arts in an integrated fashion they learn to use strands interdependently to create meaning.
• When they are given lots of opportunities to participate in all the strands and reflect on them they become more confident communicators.
• Example: talk may lead to writing, and viewing may lead to reading. (irp)

ORACY

During this course my awareness of the importance of speaking in the classroom was heightened. Oral language development is the key to successful literacy learning and is important for the successful achievement of academic and social competence. (IRP) What I didn’t realize before this course was that speaking skills are something that should be taught. As a result when I think about my future classroom I picture activities in the classroom that teach students how to listen effectively, think and respond.

Things I learnt that teachers can do to help develop students oral language skills (IRP):

-       Build a personal relationship with students.

-       Create a safe climate (respectful listening)

-       Frequent opportunities to engage in speaking and listening

-       Challenge students through questioning

-       Support students and encourage questioning

-       Allow time for student to think (IRP)

*Clear desks, clear line of sight, short instructions, age appropriate vocabulary.

Strategies I have learnt for teaching oral language

-       Garden Party Strategy: Tell students to turn to the person beside them and share an idea/story/explanation and listen to the other person’s idea/story or explanation. After have students present their partners idea/story/explanation to the group.

-       Tea Party Strategy:  Make cards for students, with students, or by students. Have students’ practice reading and discussing in small groups.

-       Literacy Centres: Set up different literacy stations that give students opportunities to practice talking. Example: “show and tell station”, “sculpt and share”, and “read and share”. Allow for freedom and structure to co-exist. 

-       Tea for Two: One on one chat time with students during the first part of recess. Helps teacher develop a relationship with individual students outside of work focused setting. 

-       Podcasts- Have students record an idea or a story and post it online. They could also listen to a podcast and discuss it.

-       Coral talking or singing: Examples- Goldilocks rap and “Hello, Bonjour,”

WRITING

Although I was already aware that writing played a large role in English Language Art this course helped me understand what the teacher’s role is and some strategies he or she can use to help students learn through the act of writing.

• Teacher role: model writing, help establish criteria, give feedback during process, celebrate successes and help students set goals
• Writing Process- prewriting, (generating ideas), drafting, revising, editing, presenting and publishing (share)

Strategies

-       Shared Writing: Give each student a piece of paper folded into 4 parts. Have each student write an opening sentence with 2 characters doing something somewhere on the top section. Next have students fold the top part so no one can see it and pass it to another student. Then tell students to write a sentence starting “She Said”. Repeat the process with “He said” and “in the end”.

-       Think Books and Journals:  Casual books that allow for exploration of writing free form restrictions. Don’t only have to be a record of what you do outside of school. Consider- “math think books” or having children write in their journals after a school concert- what did they think about the experience? (text)

-       Writers Workshop: Children work with one another and their teachers to compose, draft, revise, edit and publish a piece of writing. Emphasize the process! (text_

-       Writing conference: Where a writer reads a piece of his or her writing while the teacher or peer listens and provides comments and questions. As a team the participants work towards coming up with suggestions to make the writing better.

-       Writers Notebook: Notebooks where students can jot down ideas for writing. For example a teacher could encourage students to include “writing territories”, personal memories) or give students time to brainstorm Tantalizing Titles, and crazy character names.

 

Writing and Representing: A Recipe for Enjoyment

In conversations about school one often hears children and even adults say, “I really don’t like art” or “I hate reading”. When I was a student I dreaded math as I found most lessons boring and often difficult. It is for this reason I started hating math and continue to avoid it as an adult. As a result, I feel the most important thing to teach students about any subject, including writing and representing, is how to enjoy it. If students enjoy writing and representing they will want to write, improve their skills, and maybe continue writing after they finish school. There are a number of things I believe a teacher can do to help students enjoy writing and representing.

One of the first things I think a teacher can do to help students be excited about writing is to expose them to different types. When I was in elementary school I loved reading fictional novels and looked forward to thinking up interesting characters and writing stories. Even though I enjoyed expressive writing, I disliked scientific writing. Although I am sure there are many students like me, I imagine there are others who prefer to participate in expository writing projects such as research papers. I feel that different types of learners are drawn to different types of writing and that it is therefore good to include lessons that focus on various types of writing. For the same reason, I feel it is important to teach students different methods of representing from colourful expressive paintings to precise scientific drawings. Furthermore, the Prescribed Learning Outcomes (PLO’s) in the English Language Arts Integrated Resource Package (IRP) specify that as teachers we need to teach students different types of writing and representing. For example grade threes are expected to create personal, imaginative, and informative writing (IRP, 58). In addition to teaching students different writing and representing styles a teacher can introduce different approaches. For example, some writers like Robin Stevenson enjoy coming up with their stories as they write. However, some writers or artists prefer to plan out their work before they begin. For this reason teachers should let students try several approaches so that one leaner is not forced to always write or create in the same way.

Another thing I believe is important to teach students about writing and representing is that it is a process and as a result making mistakes and revising is key. Often children don’t want to write because they are scared that their writing will be wrong and that they will get a bad mark. To help children overcome this fear, I believe that one should teach students that their “first blurt” is never very good and is more about finding good ideas. If a teacher can teach students that the process of writing and representing is about making mistakes and fixing them instead of coming up with a masterpice right off the bat, I feel students won’t be afraid to start writing. This is an important key to enjoying writing and representing for if one is afraid of the process one won’t want to do it. The IRP’s also stress revising. For example C5 and C6 in the grade three PLO’s state that editing and revising is one of the key strategies that students need to learn to improve their work (IRP, 64).

I feel that another way to help students enjoy writing and representing is to give them opportunities to create freely without assessment. For example, a teacher can have students make and keep writers’ notebooks, where they jot down ideas as they come to them or when they are given a designated slot of time. During these times teachers can encourage students to write down cool character names, tantalizing titles, crazy cliffhangers or “writing territories”, which are memorable experiences from the past. These notebooks are useful when students don’t know what to write as they can go there for ideas. In addition to allowing students to write freely strategies such as these also help students generate ideas for writing, so that when an assignment is given they already have somewhere to start from.

Lastly, I think it is important to help students feel good about their work by boosting their confidence. If students feel that they are good at something they are more likely to enjoy it. Sharon Creech’s novel Love that Dog provides an excellent example of the difference constant encouragement can make on a student’s willingness to share and take pride in his or her own work. At the beginning Jack doesn’t believe he can write poetry as on September 21 he writes, “I tried, can’t do it, brain’s empty” (Love that Dog, 2). However, Miss Stretchberry continues to encourage Jack to write poetry and put it on display. Although he refuses to put his name on his writing at first by May 17 he says, “Okay, I guess I’ll put my name on it” (Love that Dog, 74). This novel shows how a teacher’s persistent encouragement and praise of a student’s work can make a student believe he or she is firstly able to write and secondly good at it. Furthermore, by the end of this novel Jack is not only willing to share his work but is more enthusiastic about poetry in general. He expresses a strong admiration for Mr. Water Dean Myers’ poetry by inviting him to come and talk to the class. Although I strongly believe that the strategies I have mentioned previously will help students enjoy writing and representing, I also recognize that each student is an individual and that as a teacher I will need to be open to finding all sorts of ways to help students enjoy the different strands of English Language Arts.

Technology Jitters

Even though I’ve come across the word “podcast” in everyday life through advertisements and conversations I have never stopped to ask what a podcast is and how one is created. Generally I tend to steer away from new technologies because I am afraid they will be too complicated to operate and leave me feeling incapable and frustrated. When I hear words like “podcast”, “smartboard”, or even “ipad” I think of the problems that could spring up and the time I could waste trying to solve them. Although I have always seen these types of technologies as useful I have labeled them as not my thing. As a future educator I realize that I will need to overcome my fear of new and growing technologies, as today’s students are growing up in an advanced technological society.

Now that I understand that podcasts are audio recordings that can be downloaded from the web I have started to think about how they can be used to teach children. For example students can easily use podcasts to listen to their favorite stories, get caught up on world news, and listen to interviews on interesting topics. Furthermore children can make their own podcasts! For example, students can interview each other on school issues such as bullying or act out a scene from a book. What I feel makes the creation of podcasts an exciting and unique experience for students is the ability to share them with the rest of the world via the web. Although it can be exciting to share ideas with the world and publish students’ creations one must be aware of students’ individual privacy and safety.

A willingness and understanding of podcasts as well as other new technologies however is often not enough to successfully incorporate them into a class. Unfortunately many schools may not have the resources and tools to make a podcast project happen. The good news is that today many families have new technologies in their homes. Therefore, one might make the creation of a podcast one of two or three choices a student can complete for a homework project. For example, after reading J. R. R. Tolkien’s the Hobbit a teacher could ask students to either make a diorama of their favorite scene or make a podcast of an interview with one of the main characters. Furthermore, if a teacher is dedicated to bringing a particular technology into the class they can take action by applying for grants or asking the school community for donations. I hope that when I start working in a school I will be able to overcome my fear of new and complicated technologies and embrace and use all the tools and resources available to me.

INTERESTING LINKS :
http://www.kid-cast.com/
http://www.technologybitsbytesnibbles.info/archives/1455 

First Impressions of English Language Arts in the BC Curriculum

Upon my initial reading of the Integrated Resource Package (IRP) for English Language Arts I was scared as I found it was a lot of information that was difficult to read. I found the idea of using this document daunting because I knew that it was something I would be working with for the rest of my career. Although there was a lot of information that seemed overwhelming one quote in particular stood out, “ “A literacy of thoughtfulness is primarily a process of making meaning (not just receiving it) and negotiating it with others (not just thinking alone).  It is fundamentally constructive” (Brown, as cited in Ministry of Education and Ministry Responsible for Multiculturalism and Human Rights, Vol. 1, 1991, p. 29)”(IRP, 17) Before entering the education program I thought that literacy simply meant being able to read a piece of text and understand it. Now, from reading the IRPs and participating in class discussions I realize that it is much more than that. Being literate means being able to extract meaning and discuss one’s findings from written words, images, songs and more. Furthermore, it is the ability to express your thoughts in any medium and explain them.

Upon further digging in the IRPs and getting a chance to read and discuss the Prescribed Learning Outcomes (PLOs) I discovered how important and useful the IRPs were for teaching. I feel that the PLO’s are valuable because they provide teachers with a list of guidelines, which provide a framework in which to teach and clear goals to focus on. For example, in the PLO’s one thing that grade threes are expected to do is listen purposefully to understand ideas and information, by identifying the main ideas and supporting details, generating questions and visualizing and sharing (IRP, 60). In addition to outlining what students need to learn, statements like this one give teachers the freedom to choose how they want to teach. As a result, teachers are allowed to be creative with their lessons and put their own personal stamp on their classroom. Also, teachers may gain a better understanding of the class they are about to teach by reading the PLO’s pertaining to the grade below. Although I was initially afraid of working with the IRPs, I am now excited as in them I see the potential for interesting, fun and meaningful lessons.

Classroom Portraits

While volunteering at an elementary school I came across a bulletin board full of Van Gough inspired portraits completed by a group of grade three students. I remember being struck by how diverse the paintings were. Not only were the students’ individual faces different but also the expressions, artistic styles, and colours they incorporated. Looking back I find myself thinking about how well that board depicted the diversity of that class and how every class that one teaches will be full of unique individuals with varying backgrounds.

In the text Constructing Meaning the authors, Joyce Bainbridge, Rachel Heydon and Grace Malicky pose the question, “Who are the children in front of us?” In their response to this question they talk about the presence of cultural and linguistic diversity and variations in socioeconomic status in the classroom.  After reading this section I started to think about some of the differences teachers encounter under these categories. When I picture a classroom full of students who have varying cultural backgrounds, I anticipate several challenges. I see students who speak other languages or dialects at home, who may struggle when it comes to understanding English in the classroom. Furthermore, when I think about encountering cultural diversity I anticipate varying outlooks on the world due to different upbringings and religious beliefs.

An issue I see arising from variations in socioeconomic status is differences in students’ knowledge and abilities when they enter the school system. For instance, children who come from middle class families will probably have attended pre-school and been involved in activities such as dance. A child who has not had these experiences may be at a different stage in his or her social, physical, and intellectual development. Also, socioeconomics may have an impact on a parent’s ability to contribute to the school community and the availability of good nutrition in the household. If a student lacks good nutrition they may have low energy levels and find it difficult to focus.

In Constructing Meaning the authors also mention that gender plays an important role in students’ levels of achievement. Currently, it appears that classrooms are more conducive to girls’ learning styles. Often boys struggle sitting down to learn, as they prefer more active learning. Although not mentioned in this section of the text other factors that I feel contribute to the diversity of a class include varying personalities, different learning styles, and the presence of students with learning disabilities. For example, you may have one student who is very outgoing who learns best by working with others and one who is very quiet and learns best working alone. On top of this you may have children in your class diagnosed with autism or Down syndrome.

            After contemplating the question, “Who are the children in front of us?” the next question that comes to my mind is, “How does one teach to such a diverse group of students?” I feel that the first thing teachers must do is embrace and celebrate the diversity in front of them and see it as an opportunity instead of a burden. I believe that embracing diversity involves being sensitive and inclusive to the different cultures and beliefs within the classroom. I feel that in the presence of diversity teachers must be observant, supportive, understanding, patient and helpful as it can often be challenging to be the “different” student. When it comes to teaching different subjects I think that teachers need to develop lessons that are accessible to all students. This, I feel can be achieved by incorporating different teaching methods into one’s lessons and making them easily adaptable.

English Language Arts in My Imaginary Classroom

 

At this point in my development as a teacher I see English language arts in all elementary school subjects. I picture students practicing speaking when they are showing a piece of art to the class or viewing when they are looking at a graph in a science text. As a teacher I hope to integrate language arts into all areas of learning. When I imagine language arts in my classroom these are some of the pictures that come to my mind- learners using paint to create visual representations of poems or songs, students acting out parts of stories they have read in groups, children listening to rhymes that explain math concepts, learners writing letters to imaginary characters, students contributing to online discussions on books that they have heard the teacher read in class, and students describing games played in P.E.

Being able to understand information in its various forms and communicate in those same forms is a crucial skill and one that can be taught it countless ways. I feel that it is my job as teacher to make the learning process as accessible, inclusive, and enjoyable as possible. Ultimately I hope that when students leave school that they have the tools to be able to understand the world around them and be able to express themselves.

Introduction

Welcome to my literacy corner! In approximately sixteen months I will be taking my first steps in the world as a qualified teacher. At this moment I am both excited and nervous about those first steps as many challenges lie before me including how to teach English language arts to a group of elementary school students-yikes! Although I haven’t had any experience teaching students how to read or write I enjoyed reading novels and writing poetry throughout elementary and high school. One of my most memorable experiences in language arts was making a large model of J.R.R. Tolkien’s The Hobbit, after reading the novel in grade seven. I remember being super excited to transform the images in my head into reality. Very soon I had a shiny red dragon and several little clay elves, dwarves, and hobbits positioned on a mossy green field in front of a grey paper bag mountain. Another cherished memory I hold from elementary school is playing “Poetry to the Death” in grade three. Every Friday, I would look forward to the end of the day when our poetry knowledge was put to the test by standing in a line and reciting poems as a group one word at a time. If it came to my turn and I didn’t know the next word it was, “Off with my head!” As an elementary school teacher I hope to share my passion for language arts and give students the same positive experiences of reading and writing that I had when I was young.