Double Entry Journal #10

Kid watching is a critical skill for a teacher to develop and use because a teacher needs to be aware if their current method of instruction is effective. If it is not by monitoring the students the teacher will catch this and can modify the instruction to better suit the needs of that child. Kid watching is informed by cultural difference theory through the different behaviors and cultural traits of the student body. A technique which may work for most students might not be effective for teaching a student from a different culture.

Getting to Know Students:Developing Culturally Relevant Teaching Practices for Reading and Writing. (n.d.). Retrieved on 9/21/2011. Retrieved from https://docs.google.com/viewer?a=v&q=cache:_5palgT26a4J:media.wiley.com/product_data/excerpt/24/EHEP0005/EHEP000524-1.pdf+getting+to+know+your+students+interview&hl=en&gl=us&pid=bl&srcid=ADGEESihbHTui0felcMHojEsBpnh8z7NAdzADlw2OA4q9Vocu4GnsE9vU6W8FAkura70mCyuOla1xOr-rr-Fx2SClUgdkg0vR_t62WIa7eI5Xv0hb-0RJGU6wkBN550lYlezIl_CDQ0s&sig=AHIEtbQinv4Hao96DU6foV8n3HZ8ybE5Ng&pli=1

Double Entry Journal #9

It is important for students to use their primary language for literacy events because the students are better able to elaborate using the language their accustomed to. Also this prevents the students from misinterpreting the meaning of the text due to a translational error.

This would apply to students with an Appalachian dialect just as it would for any other dialect.

Reading aloud from a student centered perspective involves observing the students peer to peer interactions and allowing them to chose which aspects of the story they talk about which encourages them to bring their own experiences into the conversation. A teacher centered perspective focuses on guiding the students conversation with prompts from the teacher.

Getting to Know Students:Developing Culturally Relevant Teaching Practices for Reading and Writing. (n.d.). Retrieved on 9/21/2011. Retrieved from https://docs.google.com/viewer?a=v&q=cache:_5palgT26a4J:media.wiley.com/product_data/excerpt/24/EHEP0005/EHEP000524-1.pdf+getting+to+know+your+students+interview&hl=en&gl=us&pid=bl&srcid=ADGEESihbHTui0felcMHojEsBpnh8z7NAdzADlw2OA4q9Vocu4GnsE9vU6W8FAkura70mCyuOla1xOr-rr-Fx2SClUgdkg0vR_t62WIa7eI5Xv0hb-0RJGU6wkBN550lYlezIl_CDQ0s&sig=AHIEtbQinv4Hao96DU6foV8n3HZ8ybE5Ng&pli=1

A site for including Appalachian content into your lesson plans.

Thomas, M. (2010, July). Appalachian studies association. Retrieved from http://www.appalachianstudies.org/resources/K12/index.php

Double Entry Journal #8

It's a mistake to group all English learners together in a classroom. Just because two students speak the same language does not mean they will be friends or their contact beneficial to their learning. Grouping these students together may give them the feeling that their are being intentionally separated from the other students because of their language. In the text placing Rosa and Bianca together wasn't effective because Bianca was ashamed of her Mexican heritage.(Getting to Know)

A virtual backpack is the culmination of all the knowledge and skills a student has acquired outside of the classroom. This knowledge can be used in the classroom, but it is not always apparent and a teacher may have to get to know the student before realizing what they have to offer. This concept is similar to Luis Moll's Funds of Knowledge because both cases deal with knowledge and skills the students have but were acquired as a result of their heritage or community.(Gonzales, Greenberg & Veles)

Getting to Know Students:Developing Culturally Relevant Teaching Practices for Reading and Writing. (n.d.). Retrieved on 9/21/2011. Retrieved from https://docs.google.com/viewer?a=v&q=cache:_5palgT26a4J:media.wiley.com/product_data/excerpt/24/EHEP0005/EHEP000524-1.pdf+getting+to+know+your+students+interview&hl=en&gl=us&pid=bl&srcid=ADGEESihbHTui0felcMHojEsBpnh8z7NAdzADlw2OA4q9Vocu4GnsE9vU6W8FAkura70mCyuOla1xOr-rr-Fx2SClUgdkg0vR_t62WIa7eI5Xv0hb-0RJGU6wkBN550lYlezIl_CDQ0s&sig=AHIEtbQinv4Hao96DU6foV8n3HZ8ybE5Ng&pli=1

Gonzales, N., Greenberg, J., & Veles, C. (n.d.). Funds of knowledge: a look at luis moll's research into hidden family resources. Retrieved on 9/21/2011. Retrieved from https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B6DFAmexYq7vYWVlOGM3MmUtM2RhNy00MmE4LWFhNzMtZmMwMjQ2NTlkNDA0&hl=en_US

Website with activities for ESL students.

(n.d.). Activities for esl students. The Internet TESL Journal, Retrieved from http://a4esl.org/

Photo Story Reflection

Reflection

Double Entry Journal #6

One culturally responsive activity I've experienced at Fairmont State was a paper/presentation we had to write for English. For the paper we were to pick a topic of interest to us and use research as well as our own ideas to compile the paper. It was interesting because as each of us presented our papers, you could get insight into the persons culture and background, and seeing how that influenced their opinion and writing style.

Resource: Principles for culturally responsive teaching. (2006). Retrieved from http://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml#TOP

Related Resource: Guide for developing culturally responsive activities.

Kea,C. & Campbell-Whatley, G. (2004). Developing culturally responsive lesson plans. Retrieved from http://www.dpi.state.nc.us/docs/ec/docs/ec/conference/2004/sessions/55lessonplans.pdf

Where I'm From Daniel H..wmv

Double Entry Journal #5

One strategy I learned for developing my writing is sharing your thoughts with peers before writing it to get a sense for how it will sound and should be written. I also never thought about how where a person grew up would reflect on their writing so much. Another case I hadn't considered was the different tone a piece of writing takes on depending on the circumstance such as when your boss tells you to write something. I found it interesting that as a teacher its better to build upon an individuals traditional way of speaking and writing instead of trying to modify it. I also thought it was interesting that incorporating other modalities was still considered a part of writing. One question I have is whether some subsets of society are actually at an advantage in terms of their writing skill even though they don't have the "standard english" way of speaking.

Reference: (n.d.). National Council of Teachers of English Beliefs about the Teaching of Writing Retrieved from https://docs.google.com/document/d/1kBob4rwoBfMr5KibZLGhE7RopH9ZVrXij2XWhbNzeVK/edit?h1=en_US&pli=1

Related Resource: http://true-ink.com/writingmatters.aspx

(n.d.). Core Beliefs about Writing and Teaching Writing Retrieved from http://true-ink.com/writingmatters.aspx

Where I'm From Poem

I am from playing outside, from Lego’s and Lincoln logs.

I am from the white house with blue shutters past the dead end sign.

I am from the field and creek.

I am from family reunions and hard work, from an unbroken home.

I am from my cousins and jokes from my Uncle.

From do what your told and don’t talk back.

From getting up at four in the morning to go hunting.

I am from Gods House burned to the ground but not destroyed.

I'm from nowhere and everywhere apple butter and pumpkin pie.

I am from four seasons each with their own beauty.

I am from winding back roads and twisting the throttle.

From the fighters the farmers and the miners.

I am from scrapbooks spanning the years and tools passed down from generation to generation.

Double Entry Journal #4

Quote: Each exchange with relatives, friends, and neighbors entails not only many practical activities (everything from home and automobile repair to animal care and music) but constantly provides context in which learning can occur (Moll, Amanti, Neff, & Gonzalez, 1992).

Response: The article talks about using the communities body of knowledge to teach the students instead of relying on the knowledge of just one person (the teacher). I like this approach because it allows the student to hear information from a variety of sources and teaching styles. Also hearing the information come from the professional gives the information more credibility and interest allowing the student to better understand the material.

Reference: Moll, L.C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), Retrieved from http://www.jstor.org.ezproxy.fairmontstate.edu/stable/pdfplus/1476399.pdf?acceptTC=true

Related Resource: Using the Environment and Community as a Resource for Learning in Coastal and Marine Studies Module: http://www.mesa.edu.au/cams/module4/index.html