Thursday, September 27, 2012
WELCOME TO DAY 4
WELCOME TO THE DAY 4
Please view the below video to get announcements and updates. I am so sorry, but today's blog got a bit long. You will NOT be able to just rely on scrolling down to get all items on this blog. Look directly to your right. Here you will be able to see the different postings or what I like to call chapters or sections. This is what you will see:
Blog Archive
BANNED BOOKS WEEK: SEPTEMBER 30-OCT. 6
Celebrate the power of literature and read a banned book!
Banned Books Week is Sept. 30 – Oct. 6
What would you do if you went to the library to check out a book, only to find
it wasn’t there? Not because it was already checked out, but because someone
else didn’t agree with its content and had it removed?
View the bottom two videos and in the comments section directly below, post your favorite banned book.
View the bottom two videos and in the comments section directly below, post your favorite banned book.
UPDATED CHECKLIST FOR SEPTEMBER 29, 2012 (5:00 PM)
UPDATED
CHECKLIST FOR
SEPTEMBER
29, 2012 (5:00 PM)
Please note that this list includes assignments that were
given on the Day 3 Blog as well as items that were listed in the syllabus.
READINGS:
Second half of Primary Voices re-pring (pp. 23-42)
DUE:
Interview & Attitude Surveys (Please place in the
D2L-dropbox)
Listen/View
“How Readers Use Language”- This can be located on the Day 3 Blog
Complete the exercises that are embedded within the Power
Point
Under the “How Readers Use Language” presentation leave a
comment/ah ha/question that you may have in response to one or all of the
exercises that you completed. It is your choice as to what you want to address,
but please provide a comment that helps to continue the conversation.
Please respond to at least 3 (three) peoples comments
Please watch, listen to the audio Power Point presentation on
miscue analysis – complete the practice coding the miscues made.
In your online discussion area on D2L share how you did. What was easy/hard about the process? Ask any
questions you might have. Ask for help
if you need some.
Reply to each person within YOUR group (in reference to the
above exercise) on D2L small group discussion area at least once. You are basically having a conversation about
the process.
CHECKLIST FOR OCTOBER 6, 2012 (5:00PM)
CHECKLIST FOR OCTOBER 6, 2012 (5:00PM)
We will
be meeting next week online again; however, you are free to meet with me Thursday,
October 4th if you would like.
Just send me an email if you wish to meet face-to-face.
Beers, Chapter 4
Topic – Miscue analysis- retellings
Reading:
Beers, Chapter 4
DUE:
v Please make sure you’ve listened, coded, and uploaded your recorded miscues for the two stories (A Fishy Story and Nothing) by Wednesday, October 3 (6:00 PM).THREE CUEING SYSTEM PART I
Please view the Power Point below.
This section addresses the graphophonic system (sounds and letters). Here we explore how the written characters have a relationship to the sounds of the language.
You are free to leave a comment or questions directly below in relation to this video.
Three Cueing Systems Part II: The Syntactic System
PLEASE VIEW THE BELOW VIDEO/POWER POINT.
Here we explore how patterns and constraints make up what we call the syntactic system of language, its sentence structure. It is not a simple task to describe the syntax (also called grammar) of a language in its entirety. This discussion of the syntactic system here will be very basic.
Again, please feel free to leave a comment or question directly below this section in relation to this video.
THREE CUEING SYSTEMS PART III
Please view the Power Point below.
This section addresses the semantic system (meaning). Here we explore how words in their arbitrary uniqueness, linked with what they represent, are the core of the semantic or meaning system of a language. You are free to leave a comment or questions directly below in relation to this video.WHY ERRORS AREN'T BAD
Please view the below Power Point and listen to the accompany lecture.
You are free to leave any comments or questions directly related to this presentation directly below this video.QUIZ: MARKINGS FOR MISCUE ANALYSIS
QUIZ INTRODUCTION:
Before we go on to another miscue markings practice I'd like to invite you to try this quiz first. This 15 question quiz is to help you become more familiar with a common marking and coding system for miscue analysis in order to establish a system that is read and understood in the same way. This quiz is NOT graded and will not become a part of your final grade for the course. It is intended to provide another opportunity to engage with the content and promote learning. You are more than welcome to use pg 8-9 in Primary Voices K-6 to help answer the questions. To read the entire quiz question you will need to move your 'mouse' (the cursor) over the area where the question is printed. This will open a larger window that will allow you to read the entire question.
Wednesday, September 26, 2012
RECORDING WHAT READERS DO!
LET'S PRACTICE
Last week we practiced marking miscues on a few sentences that I read for you. This week I am asking you to listen to two children reading and practice marking their miscues. Before we begin I'd like you to take a few minutes to prepare.
GETTING PREPARED
- PRINT: Print a copy of each of the following: a) A Fishy Story, AND b) Nothing by Jon Agee. I have already prepared triple-spaced, typed versions of these texts for our coding use. You can locate them in D2L-Content-Miscue Analysis Practice Sheets.
- CLICK: Click on the story you are going to listen to below.
- LISTEN, FOLLOW ALONG, CODE MISCUES: Listen, follow along and code miscues as if the reading is happening in live time. Afterwards you may go back and code any miscues that you may have missed. You are more than welcome to go back as many times as you would like. I would just like you to try it once all the way through without stopping.
- SCAN: Please scan a copy of your miscue markings (if you do not have access to a scanner you can take photos of your work as long as we [even old people like me] can ALL read your miscue markings).
- POST: Post your two (2--both) miscue coding sheets (both stories--A Fishy Story AND Nothing) to your online discussion group area found on D2L by WEDNESDAY, OCTOBER 3, 6:00 PM
- VIEW: By SATURDAY, OCTOBER 6 (5:00 PM) look at how others in your group recorded miscues.
- DISCUSSION: This is not so you can catch others doing it wrong it is to be an opportunity to discuss with others how they went about the process. It is to be an opportunity to learn from others. Thus, as a group have an online discussion (on D2L-- your group discussion area) about similarities and differences you see in how coding was done between the members of your group.
- COACHING/COLLABORATIVE LEARNING: After identifying similarities and differences discuss why miscues were coded the way they were. If this was being done in a face-to-face class I would allow you to get into your groups to discuss similarities and differences. After seeing and hearing how and why some one else coded the miscues in the manner they did I would allow you to make changes to your document. You do not need to go back and make those changes for us to see, but if you would like to on your paper, so you have it as a record feel free to do so. The purpose of the activity is to practice coding miscues collaboratively. Please use these space to practice, coach and learn from each other.
A Fishy Story
Nothing by Jon Agee
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