Group 1 - Leader 5 (I think)

So now that we all know that popcorn reading is the worst thing possible, how do you go about getting other teachers to stop doing it. I realize we don't have any control over anyone but ourselves, but when you see teachers practicing popcorn reading is there some way to tactfully tell them that it's a bad idea? Should you drop hints or give suggestions? Some of these teachers have been doing it for years. You would think they would want to know that it isn't the best way to have students practice reading, but these teachers could easily be offended. Do you think it is best to just lead by example and keep your mouth shut?

Group#10 Discussion Leader 5 Thomas Beckom

After our discussion on Wednesday I have foudn myself thinking about new literacies, technology, and children's access to them. By the simple fact that I am posting this post on a blog we can see that new technology can be powerful tools. The power of the individual can be seen more and more in today's modern society and WEB 2.0 seems like a path to true democracy.
Is it wise however to block our children's supervised use of this technology? At my work (Don Hayden ES) and through out Clark County children do not get access to blogs or other user generated content for fear of them being exposed to innapropriate material. If the idea of WEB 2.0 user generated content is the wave of the future however are we doing our children a diservice through limiting them? If not how should we limit them? (i.e. district supervised user generated content and the like). Other random thoughts are welcome.

Group#8 Discussion Leader 5 Amanda Smith

While researching new literacy I have been reading some fan fiction on the Internet. My question about fan fiction is can it be considered a writing prompt? Or if students are writing about what interest them is a useful to for the classroom?

Group 9-different ideas

I'm in a fifth grade classroom right now and I spend most of my time there in the morning with a couple afternoons. Over the past 7 weeks I feel like we have been doing the exact same thing every single morning: vocabulary (definition, sentence), daily prompt, read story (silent, partner, listen to tape, or teacher read), answer questions oral and then on paper. I have been trying different ways to mix it up except sometimes it is hard to come up with ideas all on your own. I guess my question would then be what are some different ways for different age groups that you can practice vocab and so on instead of doing it the same way every single day...

Another questions that I have been thinking about is reading and math blocks. Most classes have literacy in the morning and math and everything else in the afternoon. Do you think that it makes a difference which time you have these subjects? What do you think about some days mixing it up so there is math in the morning instead of the afternoon and the same with literacy...

Group 3-Meghan North-New Literacies

The class about new literacies and technology really made me more aware of the importance of exploring ways to use technology when teaching. This week I tried a lesson using teacher tube and the klvx.org website's video streaming to research new advances in transportation. We watched about four or five short clips and discussed each one. Then I asked the kids to design a car of the future and describe it. They presented their work today, and it was really fun to see what they came up with. It was an interesting lesson for me because I learned new things right along with the students; it was interesting for them because we tried something new and exciting. How important do you feel technology is in the classroom? How often do you believe it should be incorporated? What new technologies have you tried and found successful?

Group 10 - Susan Crawford - Distance Education

One of the new literacies offered to students is distance education. It is now available for Las Vegas students K-12 at the Odyssey Charter School. This is at home, on-line education that is state funded with no tuition fees, fully accredited and being offered to local students. It all sounds wonderful with individually designed curriculum, one on one teaching, front row seats for every student but I am wondering how many parents and students will enroll. The social development of these distance education students will be very different. For the students that hate school this sounds like a dream but do they realize what will be missing? What do you think?

Group 2 - Ashlee Kleber

I have a question about a student in my practicum class. He is in first grade and he does not read that well. During guided reading groups, he has trouble reading the words on the page. When the teacher asks him to read to himself, he gets this frightened look on his face and then looks around the room. When she calls him out on it, he becomes very defiant and refuses to do anything. He does the same thing when it comes to writing. I know that he can write, but there are times when he just refuses to write at all. He tells the teacher that she cannot make him write if he doesn't want to. What are some strategies that might motivate him to read and write? What should the teacher do when he flat out defies her? Does anyone have a similar situation that might be able to give some advice? Thanks!

The Glass Ceiling: Group 7 -Desiree' Hawkins

Yesterday in class we discussed The Glass Ceiling. Academic success is only one level of success. Teaching goal setting, performance appraisal, and self reinforcement are ways teachers can motivate students and maintain success expectations. Students' reactions to their own performance depend not just on their absolute level of success but also on their perceptions of what this level of performance means. Goal setting and making a commitment to reach them increase performance. In performance appraisal, teach students to compare their work with absolute standards or with their own previous performance rather than the performance of others. With self-reinforcement, students who have been working towards specific proximate goals and who have the concepts and language needed to evaluate their performance accurately can reinforce themselves for their progress.
I feel as though teachers need to work with their students in taking goals seriously and committing themselves in trying to reach them. I believe that students' level of success will depend not only on the difficulty of the task itself but also on the degree to which you prepare them trough advanced instruction and assist their learning efforts through guidance and feedback.
Does anyone have any other ways they might motivate and engage their students to help them become successful academically?

Group #6 - Leader #5

Hey Group,

In my practicum placement I am in a third grade class comprised of predominantly Hispanic students. Of these students, Spanish was the first language their learned. They speak Spanish at home, with their friends off campus, during recess and lunch at school, and in the classroom when their teacher is out of earshot. Unfortunately, their literacy skills are below third grade average. There are two students in particular that are sent out during language arts and are in an ELL class. In this ELL class, the ELL teacher focuses on writing and the mechanics of grammar. She focuses more on writing than on reading. These two students have been in the ELL program for two years and are not demonstrating sufficient growth and progress. Their English skills are very weak and they can barely read in English. I think a major problem is in the ELL teacher's approach. I think she should be focusing more on reading than on writing. What do you all think? What approaches should the ELL teacher be taking to help these students become literate? What adaptions or modifications can the general education teacher make to the curriculum to help build the students' literacy skills.

- Liana

Group 1-Cara Morville-Creative Literacy Lesson

Hi everyone, yesterday we talked about being creative when teaching students lessons. I think being a creative teacher is really important to help the students be excited about learning. I've done several observations at different schools and noticed that many of the literacy lessons are by the book and not very much fun. I feel that there is so much more that teachers can do to make literacy lessons more creative. Right now my daughter goes to preschool and her teacher does a great job at making all their lessons especially the literacy ones exciting and engaging. When I become a teacher I want to be able to make my literacy lessons creative and fun for my students. Does anyone have any ideas on how a first year teacher can make their lessons fun for the students and still teach them what they need to be learning?