EDRD 345 K. Sherbine

Praise Daniels for mentioning Eric Paulson. Also praise Eric Paulson for recognizing the importance of post-it notes. When I look back and think of my experience in grade school, specifically concerning reading response logs, I remember many made up comments or over exaggerated feelings towards...

In other words, adjusting children’s seating and taking quick one-minute movement breaks will offer some support — but we will continue to see significant sensory and behavioral problems, as well as a decline in children’s overall health (i.e., rise in obesity, decrease strength, and poor body awareness) if we don’t start allowing for adequate time in which children can get up and out of their seats to move.”

When I first started reading this article, I have to admit integrating pop culture into teaching was never something I’d given much thought to. Until I realized I’ve already done it. In two weeks I have to teach my first lesson plan for my practicum, and my lesson will be on polar habitats....

I work at an early head start program where just this morning the 2-year-old class read Brown Bear Brown Bear. It is amazing to see students who barely speak fill in the blank when the teacher pauses. Not only do they fill in the blanks, but they do it with...

The second photo is of a STOP sign, obviously. In Owocki/Goodman Kidwatching Chapter 3 this week, we learned about how one of the earliest forms of print awareness is children understanding what symbols mean. Very young children can recognize things such as labels, brands, and signs such as this stop sign. They begin to see that this symbol—and this word—stands for something and has meaning behind it. 

During class on Thursday, our big book happened to be Jump, Frog, Jump! I found a video of a man (with a really bangin getup) reading to a young group of kids. The focus in this video is kind of just on him but I still feel that this is a relevant example of reading like behavior. These kids are finishing the sentences and really getting to experience the story in a dramatic and exciting way. I wish we had gotten to see more of the responses from the kids. I feel that we also might have seen more dramatizing of the book and even some critiquing. I would like to hear from the children as far as what they thought about this book.

This is something that I have mulled over many times. I find myself burdened by the fact that many young children are not able to...

Hey Everyone! So sorry I could not be in class today, I am soo sick. I decided it was better not to spread the love and germs! I was the illustrator for my group this week, so I posted my illustration here so I could still be part of class today! I decided to highlight the chapter “Geraldine”. To me, this was such a paramount point of our reading this week. We are all Geraldine. We all have that passion and drive for something inside of us. Identifying that passion and finding that “muse” is something that is so empowering. I feel like this chapter was the point that Paley and the children had a revelation, and the first time that each and every student identified with the main character. I created the classroom inside a piece of cheese, because I think that Paley’s classroom is the “muse” for both her and the children, as the musical mouse inside the cheese was Geraldine’s muse. The scene with the children dancing around the room and singing with Paley was very vivid to me and was the obvious choice to illustrate for this week! 

Paley, pg. 76 (via laurenhayman345)