Descriptive

Vicious Tornado
Sound of a freight train
A tornado's winds so strong
A storm so vicious

Destruction
A force so violent
Destruction so tremendous
Tornado so fierce

How to and poetry

For my how to I am doing how to make a tornado in a jar.
Materials:
Clear jar( mayonnaise or peanut butter jar)
Clear liquid soap
vinegar
water
glitter
food coloring

Process:
Fill jar about 3 quarters full of water
Add a teaspoon of liquid soap into the jar
Add the same amount of vinegar as well
Add two to four drops of food coloring and a 2 pinches of glitter into the jar

Explanation
The swirling motion gives the impression of a tornado and the glitter makes for the debris from the tornado.

Poem
The Jellybean Brigade
They came to town, they came to town,
the Jellybean Brigade.
They marched about in a bright array,
a rainbow on a parade.
They swaggered in the broiling sun,
instead of in the shade.
They're nothing but a puddle now-
the Jellybean Brigade.

I could use poetry in the classroom to introduce and activity. Whether it be writing or possible a math or social studies lesson. This particular poem I thought about using it for possible a math lesson. It talks about jellybeans and they are different colors, so the students would sort them according to color. Or they could practiced their adding and subtracting skills with the jellybeans. Reading this poem to them would get them excited about the lesson and a way of introducing the lesson.

narrative writing

Narrative writing is very important in the development of a child's writing skills. It helps the children bring out their imagination and their creative skills. It also helps a child feel confident in their writing abilities.
Narrative writing tells a story about a certain event that may have happened in the child's life. It also shows a sequence of events over time and portrays a clear beginning, middle and end to it. Most children forget to write an end to the story. The middle part has to have vivid details making the story real and creating an image in the reader's head. When writing a narrative story, it has to have an audience other than the writer. Most importantly it has to have a hook in order to make someone interested in reading it.
I really enjoyed the writing workshop we did. It helped me in writing my expository story and gave me great ideas in making better. A writing workshop consists of a group of people, preferably 4. One person then reads their story while the others listen carefully to the paper. After the person is done reading their paper, the members will comment on the paper giving suggestions and feedback to the writer. A way of commenting would be the Sandwich Theory, which is the member of the group tells the writer what they like about story, then asks a question or make a suggestion for or about the paper, finally the member makes a positive comment on the paper. During this workshop, there is no need for editing at the moment.
Narrative writing is probably the most hardest for me, because I have to be creative, which I am not. But doing the writing workshop seems to me that will make it easier for me to write it, because I can get feedback from my peers.

I am doing tornadoes(weather) for second grade.
Narrative- I will write a story about tornadoes.
Expository- I will write a instructional manual on how to make your own tornado.
Persuasive-I will create a pamphlet on why every family should practice and know what to do in the event of a tornado.
Descriptive- I will do a poem about tornadoes.

Talking is the single most important way to communicate. People do it everyday whether it be talking on the phone, face to face or even sign language. This is how people communicate in everday society. Without talking I don't think we would be able to function as a whole, nobody would know what to do and the children wouldn't be able to learn what they need to because there is no communication.
Talking is very benifiacial in the classroom because it is a way to communicate something new to children. You have to talk to teach and the children can't just be quite all day so they have to be able to talk also. Talking is also very benificial in group assignments, the children are able to talk to one another and help each other out. For instance, if one child doesn't get exactly what is going on another person in the group could maybe explain it better in a way the child can understand.
Talk in the classroom for example could be asking the students, "What do you think about this?" or "What would you do in this situation?" Asking questions such as these one gives the children a chance to express their opinion and to gives them a chance to communicate with one another creating a discussion that could help them better understand the lesson. Asking open ended questions involves the students and allows them to talk with one another so they can express there own opinion and be able to communicate with other classmates and the teacher.

I believe this is chapter 7 blog

Listening to me is understanding what the person is telling you and comprehend what they are saying. The four types of listening are discriminative, aesthetic, efferent, and critical. I believe that we use these types of listening on a daily basis. In discriminative we basically pick or choose what we want to hear based on interest. I defiantly do this daily, because when my mom ask me to do something, I don't hear it, but if it pertains to shopping I hear it. Aesthetic is listening for enjoyment. I do this daily also, when i watch TV, I'm listening to what the people on TV are saying just for sheer enjoyment. Efferent, is listening to get information. I think we do this everyday because usually somebody you speak to throughout the day has something important to say, and it could be informative to you. Lastly is critical listening, this is listening carefully to instructions. We could use this daily while you are driving, but most of the time we use this type of listening at at school or in a work setting.
The most challenging part of this debate was actually listening to what the other people had to say and letting them actually finish before we jumped in and said what we had to. We do this daily when we talk to people, most of the time we aren't really listening to everything they are saying, we are just ready to say what we have to and get our opinion in. I believe I used all of them, because at times I was doing critical listening-where I had to be listening carefully to what they were saying. Then I was just listening for enjoyment(aesthetic), because I thought that it was funny how everyone was getting really into it. I did discriminative because some of the stuff wasn't that interesting. And efferent because some of the stuff both sides were saying was actually pretty informative.
The teacher talk I though was most important was positive encouragement and feedback. If you give positive encouragement it helps the children feel good about themselves and want to keep doing well.

RAFT Writing

Role:Bill in Congress
Audience: Congressperson
Format: Lecture
Topic: Why I need to be passed Strong Verb: Compromise
Some important things we need to discuss today are the importance of me. The reason I'm addressing this is because I am in no room for compromise, because I am here to make this economy better. I am what makes the world go around and without others like me the world wouldn't be where it is today. I am designed to help America and to make us better. I want there to be more school holidays, and I will not compromise at all. I believe there should be more holidays because people in America work really hard and need a break. Having me passed will create a lot of happier people, make time for family and defiantly will boost our economy, because people will want to go back to work. Pass me please I promise I won't compromise anything and guarantee complete satisfaction.
For the writing strategies, i believe that i unconsciously do some of them without even knowing such as playing with language. I think I just put that in the paper because it sounds good, I never knew it was called playing with language. Before I write a paper I try to find out as much as I know about what I am writing about so that I will have enough information to write it easily. I do an outline(short) just so that I can have something to follow just in case I get off topic. I try and make everything come together. I don't think I revise meaning, but if that means using the thesaurus to figure out other words to use, I defiantly do that. When I write a paper I do visualize how it will come out, but I also visualize how the reader is going to respond. I do summarize, and make connections and evaluate. I have just finished writing a paper for one of my other classes and I found myself using most of these writing strategies.

chapter 3 blog

The reading and writing process is crucial to students excelling. These are skills that students use everyday as a child and as an adult. Readers read for different purposes and the way they approach the reading process according to the purpose. Almost everybody calls for a balance between pleasure and informative reading. There are several features of the writing process. I myself find that I go through most of these stages. Stage 1 is pre-reading, this is where you build background knowledge for the book-you just don't jump in and start reading it, you get a feel for how the book is. Stage 2 is reading, it can be shared, guided, independent, buddy or read aloud reading. This is where you actually read the book. Stage 3 is responding to the book. This can be where you ask questions, write in a journal, have a big conversation, or do an activity. Stage 4 is exploring. This can be where you re read certain sections of the book, focus on new vocabulary words, or do a little mini-lesson. The final stage is applying. This can be research, projects or handouts. The writing process consist of pre-writing, which is where you brainstorm on what your going to write about. Next is drafting, this is the part where you do a rough draft, but you don't really concentrate on the mechanics, but on the content. Revising is next, and you reread the paper or have another person read it. Editing is the 2nd to the last stage and it is the final editing part. This is where you search for mechanical errors and make all the final changes you want. Finally it's publishing, this is where everybody can read what you wrote.
Throughout all my years of school up until now, I have always gone through this process, especially in high school and in my college English classes this is the process that all the teachers followed. I remember my senior English class, we concentrated on this book for about 9 weeks. He gave us the background information on Beowulf we talked about what we thought it would be about, and how hard of a book it is to read. Then we read the book very slow so we could all get what was going on and stopped in the hard parts so we could really understand what was going on. Then once we were done reading it, we did a really weird project on it. Then we re-read the hard parts and did activities on those parts also. Finally after I was so tired of this book we had to do this really big research project-really big! Little did I know that he was taking us through a process that will help us understand this book and remember what it is about.
For the writing process, I still follow that. And it proved to be very helpful when I did my my research project for the book Beowulf. Let's just say reading that book and doing all the activities took a really really long time.

Chapter 4 blog

Emergent literacy is how children learn to read and write. As future teachers we have to make learning and reading fun, by incorporating interactive writing and educational activities. Children are constantly emerging and learning new stuff everyday.
One of the major points in this chapter is that both reading and writing have 3 stages: Emergent, beginning, and fluent. In emergent reading children gain an understanding of the communicative purpose of print, another words they recognize that words in a book are just words they actually mean something. Also, in this stage children can predict all or most of a book after they have memorized the pattern. When I taught the pre-k class at my daycare for a week while their teacher was out, I was real surprised that the children knew what was going to happen before I even turned the page. I later came to the realization that their normal teacher reads this book to them everyday. A way to incorporate this in the classroom is to find books that can be easily memorized with repeated sentences, rhymes. They help children learn sequence and predictability. In the beginning stage, the foundation that they have made in the emergent stage is applied in this stage. Children learn phoneme-grapheme correspondences and begin to decode words. In the fluent stage, children have learned to read, they recognize words automatically and decode words they don't know quickly. Most students should reach this stage by third grade.
The Language Experience Approach is based on children's language and experiences. Children dictate words and sentences about their experiences, and the teacher takes down the dictation for them and the text they develop becomes the reading material. I can see how this can help a child and also see where it can discourage a child. It helps the child put their thoughts on paper and be able to see it and not just think it and on the other hand by the teacher doing the writing the child may not want to do their own writing because the teacher's writing is per say "perfect" as opposed to their"kid writing" or since the teacher is doing the writing the child may get use her doing it and not want to do their own writing themselves. Also practice makes perfect so if the child keeps practicing writing they will continue to get better. You can incorporate this into the classroom is by asking the child about a certain experience, write down the experience and read it aloud as the child becomes familiar with the text and can read it themselves. My personal experience with this approach is again when I taught my class at daycare, they got so used to me writing for them they didn't want to do it themselves.

Chapter 1 Blog

Jean Piaget changed the way how we think children learn by his framework. He described learning as the modification of children's cognitive structures as they interact with their environment. So basically, children learn in a social learning environment, where they are actively engaged participants constructing their knowledge from previous experiences and culture backgrounds, where they have multiple opportunities to model dialogue about their learning. The process of learning is that knowledge is originated in the brain, origination is cognitive structure and is organized into categories. Categories are called are called schemata and schemata becomes increasingly integrated as knowledge grows. As children learn they enlarge their existing schemata or make new ones. Children use 5 strategies of learning. They rehearse- repeating information over and over, predicting- anticipating what will happen, organizing- grouping information into categories, elaborating-expanding on information presented,and monitoring- regulating or keeping track of progress, basically assessing what they've done.
The 6 components of language arts are: Listening, talking, reading, writing, viewing and visually representing. These are how children learn and when teaching language arts these are key in getting the children interested in the book and to engage then in stimulating activities. Listening is a way students use listening strategies and monitor their comprehension in order to listen more carefully. A way to integrate listening into a lesson plan is maybe by reading a book aloud to class. Talking is a key part in learning and can be used for both aesthetic and efferent purposes. For talking, you could ask questions to the students about certain things that are going on in the book. Reading is making sense of everything. Incorporating reading into a lesson plan you could possibly do popcorn reading. Writing is used to develop writing fluency and is a learning tool. For writing you could have the students write a short story. Viewing is essential in helping students remember what they have learned and you could incorporate this by showing pictures or a movie. Lastly, visually representing is sharing information learned during literature focus. A way to do this in your lesson plan is maybe creating a poster.
Teaching language arts connects to how children learn by teaching them skills that can be applied to everything. It reaches them comprehension, print, study, language, and reference skills. These are skills that are needed everyday throughout a school or work environment.