Write BRAIN BOOKS

Literacy is a vital part of all later learning. Because of this, the children will engage in hands on activities that relates to what they have read and give them opportunities to make up their own versions, as well as make up their own stories. They will have a large group story time and a partner reading time. An ample variety of books will be available at all times. Signs with words and pictures will be posted around the classroom showing, daily activities, objects that are used daily, and the placement of toys and

Throughout the beginning of my Elementary school years we were taught literacy by writing creative stories with illustrations. In my story, “The Girl Who Had The Magic Finger” (4) you can see that I was not great at spelling and completing sentences. I also noticed my tendency to complete things in a big hurry and end sentences with phrases like, “And that’s the end of that.” I continued to learn by putting together little books like, “Little People Book (5).” These type of books aloud me to read the stories and comprehend what I’ve read because they were followed by short questions at the end.

For many decades now there has been a scope of definition for what “literacy” incorporates and those are the basics skills like reading, writing, and a variety of social and intellectual practices which involve basic communication skills, and hand and eye coordination. However, with the world of technology continually growing, and the level of diversity in the student population becoming vaster it has become necessary to also include speaking, listening, viewing, and visually aspects to the curriculum. One of the best ways to address a wide range of literacy is to pair the categories with each other based upon their connections in the real world. The categories include written language (reading & writing), spoken communication (listening & speaking), and visual language (viewing & visually representing). (Standards for the English Language Arts p. 6) Many of these can be done with a range of creative activities such as students being able to choose what they write about, share their own personal experiences in their writings, and then read them together; this helps the students stay engaged in the work they’re doing, and also increases their level of retention of the material. The importance of a student being engaged is best explained in the article “Adolescent Literacy: A Policy Brief” with, “The number of students who are not engaged with or motivated by school learning grows at

Another area is Cognitive Development where the children can learn from books, songs and sequence and finger plays. The books we use can be wordless, have minimum words to help them become familiar with print. These books should be available to the children every day since it is very important to help the build their vocabulary and become successful learners.

The shared book reading program is a teacher-directed literacy program designed to allow the educator the opportunity to model developing comprehension, alphabetics, and general reading achievement skills. The program aligns with the CCSS in that is focuses on the development of comprehension, alphabetics, and general reading skills. Furthermore, the program’s flexible design allows the teacher to utlize formative assessment to create targeted lessons focused on group and individual achievement (Common Core State Standards Initiative, 2012).. Additionally, teachers are encouraged to use open-ended questions as well as student’s background knowledge to engage leaners during the lesson. The program encourages the use of quality trade literature

First, Read. I know that many of us would wish that we don’t have to read in order to write well. How often do we wish that it would come down as a gift? The bad news is, as Silvia stated, there was no such gift. Writing, he argues, is a habit that that needs to be done

Journal of Educational Psychology, 102(4), 773-785. ” relates conceptual themes to literacy. However, instead of reading about this topic I would have my students construct their very own Tricky Teens book. To expand on this the, students would be engaged in the creation of this book because they would be provided with many fun things to decorate their cover with and personalize it. My role would be to provide them with the material and guide them with that to write on the book.

Educators are charged with not only teaching the content of their subject, but also responsible for creating a learning environments that fosters communication, engagement, and reflection so that the students will be prepared for their future careers and learning. Creating a classroom that fosters reading and writing is one way to engage students while promoting that they reflect on the material and communicate their understanding or misconceptions of the content. In order to form a literacy-rich classroom educators need to increase the amount of time students interact with all forms of print and literacy and the classroom environment is an essential key to setting the precedent and model behaviors that will make students more successful and capable of high level learning. (Tyson, 2013)

Additionally, they will be taking part in writing conferences with myself, the teacher researcher. I will be recording the responses to the writing conferences in the teacher’s reflective, electronic journal. Furthermore, the students will be participating in large and small group instruction. This instruction involves the students in virtual field trips, hands-on art recreations of art, historical, scientific phenomenon, and shared reading with books and eBooks. Also, the students’ will be taking part in researching databases related to the subject matter in large and small group instruction, independent work, partner work and one on teacher conferences. The students’ electronic journal compositions will be reflective of what they have learned from the science, social studies, writing, and arts standards for first graders in Charleston, South

WRiTE BRAiN offers powerful programs that help inspire families of all cultural and linguistic backgrounds to get involved, to creatively connect with educators, to bridge students’ school learning with home life and values, and to create, together, with their kid(s) and other families.

I had the opportunity to observe literacy in a Second-Grade classroom at Ferguson K-8 School. The first time I walked into the room, right away I noticed a small library in the corner. The library consists of picture, non-fiction, and fiction books. There was a big, blue, comfy carpet surrounding the library section for the students to read on. The day would start off with the students correcting two sentences silently then doing it together. An example would be “mr white came to are house to fix the freazer”. The students would then raise their hands to fix the sentence. If the student was right, they would have to explain to the class why they did it. As the day went on, I noted how much time they spend on reading and writing during

In chapter nine of their book, Content Area Reading: Literacy and Learning Across the Curriculum, Vacca et al. (2014, pp. 280-307) discuss strategies that encourage writing across the curriculum. Throughout the chapter, the authors present numerous instructional practices and strategies that can be applied by educators to facilitate writing in their classrooms. As I read through this chapter, I was surprised by how mathematics could be applied to these strategies, a learned new information, and was surprised at times. Overall, this chapter offers a plethora of information to up and coming educators, and gives insight into how writing can be implemented into their content areas.

It’s a little gem for newer teachers who want accessible activities for the first day or week at their fingertips. – Sandee Thompson, Modern English Teacher

The initial premise of this web search was to determine what differences, if any, were known to exist in the brain of the ambidextrous individual. An actual classification of "ambidexterity" seems to have been all but eliminated, while the explanation of the term, "handedness", has become increasingly muddled.

Even though, I made it my priority to address the personal interests of Angela in order to make learning more meaningful. I lacked some 21st century equip to better serve her. I did not have any technology made available to assist with learning. I was limited to paper and pencil. According to Adolescent Literacy, “Few students want to write in long hand, but without the use of word processors on a daily basis, we have to rethink where and when writing happens,” a recommendation for this