EDRG 3344 T/Th "Memories"

The memories that make me laugh are the memories of my childhood growing up with three sisters. I was the oldest and I always dressed the my younger sisters up. When we played "school" or "work" I was the teacher or the boss. My sisters and I, to this day, are very close and when we get together we always reminisce on events and situation we have experienced. We all end up laughing so hard that tears roll down our cheeks.

Last weekend was one of those "Remember when" visits. My sister, Barbara, brought up the time I was forcing her to learn how to apply eyeliner. I was about 17 years old and she was 11 years old. I felt it was time she start wearing eyeliner, despite what my parents thought. I was always the one that was the most outgoing, popular, I was a cheerleader , and I would never dare walk out of the house without hair and make-up, someone might see me if I checked the mail box. Anyway, Barbara kept squirming out of letting me apply eyeliner on her for a week. Then finally, I locked her in my room and chased her until I cornered her. As I pressed her up against the dresser, she was laughing so hard. Barbara kept telling me I was tickling her and she had to pee. I felt that she was trying to get out of it again, so I proceeded to pull her eye open so I could apply the liner to the inside eyelid. She continued to laugh hard and began screaming, " I HAVE TO PEE". Just then, I felt her body just relax and she began giggling and crying at the same time. I asked her "What?' She just looked at me scared with black eyeliner on one eye, I realized then that she pee'd, not in a puddle on the floor at her feet but on a cushion chair that was next to her. Apparently, she did have to pee very bad because she had her legs crossed and was wearing bluejeans at that. That pee must have shot out with force because a large amount squirted to the side. I was so mad but I could not stop laughing. I had to clean it, keep in mind I did not believe that was my fault. I blamed her for it. If she would have just let me do what I wanted earlier, it would have been easier.

I don't think that way anymore. I am more mature now and I see the I was at fault. This is one of the thousands of the memory that always makes the whole family laugh. We are still amazed to this day how she could pee sideways. But none the less, I am so luck to have sisters that I am so close to. My sisters are my best friends.

Author Profile EDRG 3321

The author Barbara O'Connor has a good website with several of her books she has written. Also the site gives a lesson plan to use in the classroom. There is also multiple intelligence projects and comprehension guides to help teachers in the classroom. http://www.barboconnor.com/pages/teacher/teachr1.html

Theodor Geisel is the author of Dr. Seuss books and they are great to do as independent reading and as read alouds. Lots of repetition and rhyming. My son just brought the book Green Eggs and Ham home from pre-k, he laughed so hard and I had to read it over and over. Now he has memorized the book in one day the book and is able to make up new word to rhyme. http://www.seussville.com/

Eric Carle is the author of The Very Hungry Caterpillar and Brown Bear, Brown Bear, What Do You See. These are great circle books to help with chronology. He has over fourty books and some are availiable in spanish. Here is the website http://www.eric-carle.com/

EDRG 3321 T/R Chapter 4 Blog

I am amazed how much I have acquired about the way that students learn to read and are able to enjoy reading. Chapter 4 discusses how reading is a personal connection and how schemata influences the readers response to the text. It is true, I see my daughter enjoying reading and can feel what the character is going through, she is engrossed. It is a natural thing for my daughter is incorporate higher order thinking when she discusses the book or text. I get a little jealous because I was not taught these techniques. My daughter was taught on Rosenblatt's theory giving her the power to get what she whats out of it rather than what the author wants. I was given a novel with a stack of worksheets and vocabulary. Then I was asked what was the authors message, or what was the author trying to say. My teachers never tried to create a connection to the text so that I could relate it the book and become interested and motivated to want to read it. I would read the cliff notes to get by. So now I understand why I did not like to read. I could not connect my culture or background knowledge to understand what I was reading.

Another point I liked is how it discusses the SES of students because it is true. I see several of my daughters friends who hate to read because the don't connect with the novel. My daughter loves the novel and tries to help her friends get involved in discussions by giving them descriptions of experiences she has had to help her friends relate. This is when I realized that because we took my daughter on several trips and I pointed out things to teach her about while on the vacations, we unknowingly built her schemata. On the other hand, some of her friends have never flown on a plane or even left San Antonio for that matter because of the cost of traveling. Now one can get on the Internet and experience what it looks like to go on a trip (but it is not the same as being there and experiencing the real thing). Anyway, If students are not allowed or unable to because they don't own a computer at home, then the child will not be able to explore and build background knowledge.

This chapter gives lots of great examples of how to incorporate different assignments in writing, oral responses, storytelling, drama, puppets, art and music to help students enjoy reading and understand the text.

EDRG 3321 T/R Author Profile

Author Debbie Allen (2003), a famous choreographer, wrote the book Dancing in the wings is geared toward grades K-2. It is about an African American girl who wants to dance but is to tall and gangly. The story will build self-esteem, and teaches to not judge someone by their appearance. A great read aloud. http://www.amazon.com/Dancing-Wings-Debbie-Allen/dp/B000685KO2

Author Crockett Johnson book, Harold and the Purple Crayon, is a cute story

about a boy who creates his own world with a purple crayon. The story is full of word play and a reminder of the importance of creativity and imagination of children. Here is the web site http://hopeistheword.wordpress.com/2009/07/05/authorillustrator-spotlightruth-krauss-and-crockett-johnson/spotlightruth-krauss-and-crockett-johnson/

EDRG 3321 T/R Author Profile

Author profile for Ch 2....

Eve Bunting (2006). One green apple. Illustrated by T. Lewin. Clarion. Is great for students 1-4 grade. This would be a good addition to a classroom library because it makes children aware of cultural difference and tolerances towards other cultures. This books main character is a Muslim girl who feels different and alone, but in the end had something unique to contribute. http://www.multiculturalchildrenslit.com/middleeastern.html

The author is Rosemary Wells and the name of the book is called, Yoko, A Japanese kitten brings sushi for lunch, and the second book is Yoko Writes Her Name, about a kitten who writes her name in Japanese and is teased. Both books help bridge cultural differences. A perfect book for those American-melting-pot kindergartners who need to develop a genuine respect for one anther's differences. Grades K-2. The author is the creator of Ruby and Max books. My children enjoy her books. http://www.amazon.com/Rosemary-Wells/e/B000AQ8TYI/ref=ntt_athr_dp_pel_pop_1

By The Way:

If you have not seen it already, scroll down to check out the mariachi video.

EDRG 3344 T/R "RAFT"

Role: Mommy
Audience: Child
Format: Letter
Topic: Love for child

To my love,

I want you to know how much I love you. You are my world. Even before I felt you in my womb, or saw you on the sonogram, I loved you. I pined to see your tiny face, kiss your soft feet, and smell your hair. And when you kicked my ribs, I didn't mind, it made me want to hold you even more in my arms. I could not wait to meet you.

When you were born, I held my breathe waiting to hear your first cry, I too cried tears of happiness. I could not get enough of you. As you slept, I should have been getting my rest, instead I would stare at you as I held you. Also, if you would wake in the middle of the night, I was not bothered to nurse you at three in the morning, knowing I had to wake early to go to class.

As you grew older, your smiles and sparkling eyes would never fail to pull on my heart strings. When your little hand wraps around my finger, I know you love me also. I love when you throw your arms around my thigh to hug me after I have been at school all day, you make all my worries go away. My favorite is when you place your tiny soft hands on my cheeks to pull me in for a small wet kiss. You melt my heart with your love. I want to protect you, but I know you must learn by doing. At times, you may fall and skin your knee, and I will be there to pick you back up.

I know now that at times I am to busy to play and cuddle with you because I am forever doing homework and blogging for school. It won't be long before I am done. Just know I will always love you. I am going to school to better our lives and be a better provider. But most of all I am setting an example for you to follow. I want the world for you because I love you. You are my sunshine.

I love you forever,
Mommy

EDRG 3321 T/R Chapter 3 Blog

This chapter gives a lot of information that is useful for our students. For example, our role as teachers, Rosenblatt's theory that the main goal of reading is comprehension, and building and assessing comprehension. The chapter discusses understanding how our students read and how past experiences help students relate to the reading.

I feel apprehensive about assessing students' comprehension. what if I don't do it correctly or the student is not interested in the text so he does not perform, then I will incorrectly assess that child. I am an aesthetic reader, yet if it is something important, I am a fluent reader but I will not comprehend anything. Therefore, I need to focus and reread the text several times.

I love the tips this chapter gives because I apply them to my Four year old. I can actually see that he is engaged. His pre-k teacher sends books home for me to read to him. I bring to the book his past experiences and relate it to him. This in turn motivates him, captures his attention, and he wants to read and reread the story. He is able to comprehend, remember, and even do some critical thinking. I also practice pre-reading and post-reading discussions to help him build vocabulary and understand the text.

Every chapter so far has opened my knowledge to help my son love reading. Granted he does not read by himself, but with his enthusiasm, it won't be long.

EDRG 3344 T/R "Explain The Writing Process"

Writing is a process. Writing is a process.Writing is a process. Writing is a process. Writing is a process that helps with reading development.

In order to have a good, well thought out composition, you must follow the five stages to the writing process. The first step of the process is pre-writing. A topic must be chosen, have a purpose and brainstorm ideas about the topic. The second step of the process is creating a rough draft. Quickly writing thoughts and leaving spaces between the lines for revision. The third step to the process is revising. This is where you make any additions and/ or deletions to your draft. You may even want to elaborate your ideas and reread the draft. The fourth step to the process is editing. this is when you correct any grammatical errors, mechanical errors, and polish the writing. The final step to the process is publishing. Whether it is hung on the wall, in a newspaper, magazine, read out loud, or blogged, then the composition is considered published.

My Dream Vacation

As I lay there I can feel a sea-sprayed breeze blow and the warm sun on my skin. I watch my three children play in the surf and build sandcastles. Meanwhile, my husband brought us a couple of Mai Tais as we relax in this paradise. Coming to Hawaii for a week is my families dream vacation. Just resting and relaxing at the beach without any schedules to follow. The island is beautiful, it reminds me of my childhood in the Philippines. Hawaii is full of lush foliage, beautiful flowers, and the sand that just falls off your skin.

When we first arrived at the resort, my family took off to the beach to explore the sand for shells and look for live animals. While we walked along the beach, a local told us about a scuba diving trip. So before long, we were in scuba gear flipping backwards off the boat into the ocean. The world under water is so peaceful and wonderful. We saw colorful coral, various fish, and dolphins that approached us. It was amazing.

Another day was filled with shopping and sight-seeing. Afterward, we ended up back at the resort. The two girls and I enjoyed facials, manicures, and pedicures. My son and husband joined us later for massages. At sunset, the Hawaiian sky was full of vibrant colors as we took part in a Luau. There was a large feast of Hawaiian food among lit torches, beating drums and our necks filled with fragrant leis. We watched the various Polynesian dancers but our favorite performance was the Samoan fire dancers. It was all muscles and swirling fire.

Furthermore, on another excursion, we went on a Hawaiian volcano tour. The experience was breathtaking, we saw magnificent waterfalls, spectacular lava flowing into the ocean, and the steam as it hit the ocean waters. Not only was it a learning experience for the children, it will be an adventure we will never forget.

But one life changing event happened. During our shopping expedition, my husband and I purchased a winning lottery ticket. It was worth $75 million. With that money we returned home to Texas, built a 5,000 sq. ft. home on 75 acres of land with a large outdoor living area in the backyard. Then suddenly, as I lay there, I feel my two year old climb into the bed and I realize my vacation is all a dream.

Mariachi Plays "Beat It"

EDRG 3321 T/R Chapter 2 Blog

Chapter 2 is very enlightening because it tells us how much a culture can impact a classroom, students, and the teacher. It was also filled with great ideas and information that will help me in my own classroom. I like how the author placed a chart on page 30 & 31, fig 2.2, a list of questions to ask students and their cultures. Gives a guideline of responsible questions to ask our students and gather information to understand and be culturally responsible, in turn we will be aware of a child's learning techniques. It is very important that we understand that the subject "multicultural" to being stressed to new teachers. I am half Philippine and I have never had a teacher use my culture in any lesson or reading, much less as a tool to help me feel valued or accepted. Rather, I had to conform to "Western Education" to succeed. With the suggestions given, my goal is to create a room full of living literature to address all students of any culture to feel self-worth. I believe this will also help other classmates learn about other cultures.

EDRG 3344 T/R " Pre/ During/ Post Stratigies"

It is important to instill the love of reading in our students. There are several strategies to get students attention, involvement and interest. Beginning with pre strategies, prior to opening a book, the teacher can introduce the book by showing the cover, discussing the title, and find out if anyone is familiar with the story. Also, the teacher should have students predict what the book is about, relate the story to something personal to the student (e.g., A toy, culture, a family member). If you really want to entice their interest, then a box of random items from the book can be played with prior to reading it, or a food item from the book could be enjoyed.

During the reading, the teacher can have children read along, or maybe say a repeating sentence out loud for participation. Also, explain new vocabulary words and read with interest and feeling to keep the students engaged. If a food item was eaten prior to reading the story, the teacher can relate them eating it also. The last strategy is the post strategy. A teacher may have an activity that the students review sequencing, create their own story, students can write in their journals about their favorite part and draw a picture about it.

By applying pre/ during/ post strategies, a teacher can help students enjoy reading. They learn how to predict, brainstorm, work in groups, organize, and reinforce the six language arts. The students are engaged in the book as they listen, discuss, read and view the illustrations. Also, students have visual representation, and when they journal, students can practice their writing.

I know these strategies work because my son has been in pre-k for 2 weeks now and I can see how much he loves his books. The minute he runs off the bus at the end of the school day, he immediately opens his backpack wanting me to read the story. He acts like it is a Christmas gift. In using the techniques, I can ask him specific questions about sequence, vocabulary and to read a word we reviewed and he can answer correctly. But if you ask him what he did five minutes ago, he won't know.