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Juvenile literature includes stories, poems, books, and magazines that children enjoy. Children's literature is usually classified by the genre of the text, or the intended age of the reader.

Incorporating a library in your classroom, books should:
*serve as mentor text to support writing instruction
*expose students to a variety of current and classic, high-interest, high-quality children’s literature
*represent multi-cultural perspectives in both fiction and nonfiction
*explore the full range of human experience and knowledge
*contain relevant social and ethical issues
https://www.collaborativeclassroom.org/why-we-use-childrens-literature

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Integrating Technology in the Classroom 

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Integrating Technology in the Classroom 

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Teaching more than the basic computer skills within a separate class. To incorporate technology effectively it must happen across the curriculum so that it enhances the learning process.

Donald Leu is a literacy expert who addresses reading and writing strategies required for using the internet, and how these new literacies are changing the way people teach.

Why we should integrate technology in the classroom: https://www.edutopia.org/technology-integration-introduction

Ways to integrate technology in the classroom:
*A powerpoint 'game show' review
*webquest
*ed tech activities for all level students
*technology as a topic for a writing assignment
*class webpage
*online grading system
http://www.teachhub.com/12-easy-ways-use-technology-your-classroom-even-technophobic-teachers

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donald leu new literacies - Yahoo Video Search Results

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The search engine that helps you find exactly what you're looking for. Find the most relevant information, video, images, and answers from all across the Web.

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Writing as a Process and Writer's Workshop

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Writing as a Process and Writer's Workshop

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"An interdisciplinary writing technique which can build students' fluency in writing through continuous, repeated exposure to the process of writing." The process should typically begin in kindergarten.
http://www.teachersfirst.com/lessons/writers/

Donald Graves created the writing process. The Writing Process is composed of five stages.  The five stages are the pre-writing stage, drafting, revising, editing, and the publication stage. His main interest was helping children with learning disabilities succeed.  He believed all children were able to write if the teacher teaches most by showing how he or she learns, and he or she has a highly structured classroom.
http://www.scholastic.com/teachers/article/answering-your-questions-about-teaching-writing-talk-donald-h-graves

https://www.youtube.com/watch?v=0McCut4H5k4
An example of writer's workshop in a first grade classroom

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In our schools, students don't often want to write, nor do they ever ask to write. But as teachers, it is our job to put forth an effort to use teaching strategies that stimulate our students to write. A writer's workshop offers us the opportunity to demonstrate the power that writing can have on our lives. By inviting students to write daily, we can help them discover how it can enrich our lives.

Here are a few teaching strategies to help guide your students through a writer's workshop program.

While it may seem like kids of this age are too young because they can barely write, it is possible to successfully implement a writer's workshop into grades as young as kindergarten. Here are a few tips on how to work with these small children.

Students Can Write. Don't underestimate your students. If you give them the time to write, they will try. Kindergartens can go as long as 30 minutes at a time, and students in grades one and two can write for up to an hour.

Drawing as an Alternative. For kindergarten students who are having trouble forming letters or writing words, you can have them draw what they want to communicate. For the older students in grades one and two, writing should be their main focus, and drawing can be their second.

Use Mini-lessons for What Students Struggle with. Students in grades K-2 will find writing to be difficult. So, your main focus with your mini-lessons should be to focus on what that group is having difficulty with. For example, kindergarteners will need help with how to hold their pencil, while first graders may need help with letter reversal (b, d or p, q).

Tips for Grade 3-6

In grades 3-6 is when writing really gets serious. This is the time when students are able to expand their writing, and really get a grasp of what a writer's workshop is all about. You will find that students in these grades can produce longer writing pieces, with some being more than 2000 words. Here are a few tips for structuring your writer's workshop with upper elementary age students.

Experiment with Different Genres. It is wise to experiment with different genres of writing at this age. It will give students the opportunity to find out what they like to write the best. Most teachers find that students enjoy writing personal narrative the best. This is the easiest for them, and will allow you to see everything that you taught them in their work.

Use Mini-lessons for Teaching Revising. Your main focus at this age during mini-lessons should be to focus on the revising stage. This is the hardest stage in the writing process, even for adults. Get students into the habit of also trying to make their work better.

Introduce a Writing Portfolio. If your students don't already have a writing portfolio from years past, then now is the time to create one. Over the course of the school year, students will be writing a lot of pieces and a writing portfolio is a great way for them to see how they have grown as a writer.

Use a Computer for Only the Final Publication. Technology is a great, but children at this age will want to use it all of the time and most likely are not good at typing. Leave the computers to the final stage in the writing process when student have to publish their writing piece.

If you are looking for a good reference book in the primary grades, I highly recommend "Balanced Literacy Instruction (second edition), A Teacher's Resource Book" by Kathryn H. Au, Jacquelin H. Carrol, and Judith A. Scheu. This well-organized book goes in-depth about reader's and writer's workshop. Another great read is "The Art of Teaching Writing" by Lucy McCormick Calkins. In this book you will find a deeper understanding of the writing process and how to teach it.

Tips for Grades 7-12

Oftentimes, teachers in these grades don't think they can use writer's workshop in their classes because of the lack of time that they have. While this may hold true, it is still possible to implement a writer's workshop into your classes. Here are a few tips on how to make it work.

Teach Writing on the Same Days. While you may not be able to teach writer's workshop everyday with students in grades 7-12, you can aim to teach it on the same days each week. Try to aim for three days a week if you can. Or, try to do it for a few consecutive weeks. Writing is an invaluable skill that students need to practice.

Assign Topics Students Can relate to. In today's schools, teachers are trying to get their students to connect what they are learning to the real world. Find topics that students can relate to, or need in the real world. For example, job applications, business letters, college entrance pieces, etc. These are things that will be useful as students enter college or the workforce.

Cut Back or Eliminate Mini-lessons. There is no need for a mini-lesson each class session at this age. Spend your class time having students write, revise, or share their work with their peers. This is far more valuable than having a mini-lesson at this stage in school.

If you're looking for a good reference book for students in this age range, then I highly recommend Nancie Atwell's "In the Middle." Her second edition has a lot of new material that will help you transform your writer's workshop.
Do you implement a writer's workshop into your classroom? If so, do you have any tips that you would like to share with us? Please feel free to leave your ideas in the comment section below, we would love to hear your thoughts.

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Teaching Strategies to Implement a Writer's Workshop

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In our schools, students don't often want to write, nor do they ever ask to write. But as teachers, it is our job to put forth an effort to use teaching strategies that stimulate our students to write. A writer's workshop offers us the opportunity to demonstrate the power that writing can have on our lives.

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Reader's Workshop is a framework for reading instruction which provides students with a supportive environment and involves them in authentic reading experiences.

Lucy Calkins is the founding director of the Teachers College Reading and Writing Project. She has trained thousands of educators across the country. "Calkins is one of the original architects of the “workshop” approach to teaching writing to children, which holds that writing is a process, with distinct phases, and that all children, not just those with innate talent, can learn to write well."

http://www.ourclassweb.com/sites_for_teachers_readers_workshop.htm

Learning Centers
Students use instructional material to explore independently or in groups. It allows easy access to a variety of learning materials in a productive manner.

This website is a great resource for beginning teachers with tips and ideas to help set up centers in the classroom.
http://k6educators.about.com/od/lessonplanheadquarters/a/How-To-Set-Up-Classroom-Learning-Centers.htm

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http://bit.ly/op7wSc (Click on the preceding link for the Fall Math and Literacy Centers that are mentioned in this video). Organizing classroom learning centers can be difficult. The key is to be consistent so that students know what to expect with each new center.

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An emerging set of relationships between reading and writing. Infants, toddlers, and preschoolers develop pre-literacy and oral language skills that will help them become better readers.

This youtube song is great for preschoolers who need to learn the sounds the letters make to help them learn to read.
https://www.youtube.com/watch?v=QW7N64zsrs0

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Early Reading and Writing Development

By Froma P. Roth, Ph.D, CCC-SLP and Diane R. Paul, Ph.D, CCC-SLP

Children start to learn language from the day they are born. As they grow and develop, their speech and language skills become increasingly more complex. They learn to understand and use language to express their ideas, thoughts, and feelings, and to communicate with others. During early speech and language development, children learn skills that are important to the development of literacy (reading and writing). This stage, known as emergent literacy, begins at birth and continues through the preschool years.

Children see and interact with print (e.g., books, magazines, grocery lists) in everyday situations (e.g., home, in preschool, and at daycare) well before they start elementary school. Parents can see their child's growing appreciation and enjoyment of print as he or she begins to recognize words that rhyme, scribble with crayons, point out logos and street signs, and name some letters of the alphabet. Gradually, children combine what they know about speaking and listening with what they know about print and become ready to learn to read and write.

Are Spoken Language and Literacy Connected?
Yes. The experiences with talking and listening gained during the preschool period prepare children to learn to read and ite during the early elementary school years. This means that children who enter school with weaker verbal abilities are much more likely to experience difficulties learning literacy skills than those who do not.

One spoken language skill that is strongly connected to early reading and writing is phonological awareness - the recognition that words are made up of separate speech sounds, for example, that the word dog is composed of three sounds: /d/, /o/, /g/. There are a variety of oral language activities that show children's natural development of phonological awareness, including rhyming (e.g., "cat-hat") and alliteration (e.g., "big bears bounce on beds"), and isolating sounds ("Mom, /f/ is the first sound in the word fish").

As children playfully engage in sound play, they eventually learn to segment words into their separate sounds, and "map" sounds onto printed letters, which allows them to begin to learn to read and write. Children who perform well on sound awareness tasks become successful readers and writers, while children who struggle with such tasks often do not.

Who is at Risk?
There are some early signs that may place a child at risk for the acquisition of literacy skills. Preschool children with speech and language disorders often experience problems learning to read and write when they enter school. Other factors include physical or medical conditions (e.g., preterm birth requiring placement in a neonatal intensive care unit, chronic ear infections, fetal alcohol syndrome, cerebral palsy), developmental disorders (e.g., mental retardation, autism spectrum), poverty, home literacy environment, and family history of language or literacy disabilities.

Early Warning Signs
Signs that may indicate later reading and writing and learning problems include persistent baby talk, absence of interest in or appreciation for nursery rhymes or shared book reading, difficulty understanding simple directions, difficulty learning (or remembering) names of letters, failure to recognize or identify letters in the child's own name.

Role of the Speech-Language Pathologist
Speech-language pathologists (SLPs) have a key role in promoting the emergent literacy skills of all children, and especially those with known or suspected literacy-related learning difficulties. The SLP may help to prevent such problems, identify children at risk for reading and writing difficulties, and provide intervention to remediate literacy-related difficulties. Prevention efforts involve working in collaboration with families, other caregivers, and teachers to ensure that young children have high quality and ample opportunities to participate in emergent literacy activities both at home and in daycare and preschool environments. SLPs also help older children or those with developmental delays who have missed such opportunities. Children who have difficulty grasping emergent literacy games and activities may be referred for further assessment so that intervention can begin as early as possible to foster growth in needed areas and increase the likelihood of successful learning and academic achievement.

Early Intervention Is Critical
Emergent literacy instruction is most beneficial when it begins early in the preschool period because these difficulties are persistent and often affect children's further language and literacy learning throughout the school years. Promoting literacy development, however, is not confined to young children. Older children, particularly those with speech and language impairments, may be functioning in the emergent literacy stage and require intervention aimed at establishing and strengthening these skills that are essential to learning to read and write.

What Parents Can Do
You can help your child develop literacy skills during regular activities without adding extra time to your day. There also are things you can do during planned play and reading times. Show your children that reading and writing are a part of everyday life and can be fun and enjoyable. Activities for preschool children include the following:

Talk to your child and name objects, people, and events in the everyday environment.

Repeat your child's strings of sounds (e.g., "dadadada, bababa") and add to them.

Talk to your child during daily routine activities such as bath or mealtime and respond to his or her questions.

Draw your child's attention to print in everyday settings such as traffic signs, store logos, and food containers.

Introduce new vocabulary words during holidays and special activities such as outings to the zoo, the park, and so on.

Engage your child in singing, rhyming games, and nursery rhymes.

Read picture and story books that focus on sounds, rhymes, and alliteration (words that start with the same sound, as found in Dr. Seuss books).

Reread your child's favorite book(s).

Focus your child's attention on books by pointing to words and pictures as you read.

Provide a variety of materials to encourage drawing and scribbling (e.g., crayons, paper, markers, finger paints).

Encourage your child to describe or tell a story about his/her drawing and write down the words.

Suggested Tip!

Read Books New Ways

Does it feel like you've read the same story 100 times? Read it a new way: Ask the child questions about what they think will happen next and encourage them to tell you what they see in the illustrations.
Learn more >

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Early Reading and Writing Development By Froma P. Roth, Ph.D, CCC-SLP and Diane R. Paul, Ph.D, CCC-SLP Children start to learn language from the day they are born. As they grow and develop, their speech and language skills become increasingly more complex.

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Ways for students to understand the text better.

Strategies include:
*summarizing
*sequencing
*inferencing
*comparing and contrasting
*drawing conclusions
*self-questioning
*problem-solving
*relating background knowledge

M.Pressley was known for his research in reading comprehension. After conducting a year long study, his research found that “In general, students were provided with opportunities to practice comprehension strategies, but they were not actually taught the strategies themselves nor the utility value of applying them” (Pressley, 2002c, p. 241). It is important for teachers to teach the students strategies for comprehension so they can apply them better to make them successful readers.

http://www.colorincolorado.org/article/reading-comprehension-skills-english-language-learners

Teaching students how to use reading comprehension strategies: https://www.youtube.com/watch?v=XwEg97LdF-w

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A process in which people acquire words.

E.H. Hiebert's research focuses on how vocabulary, fluency, and knowledge can be fostered through text. Her research has been focused on identifying appropriate text for beginning and struggling readers. She has written many published articles about how the decodability of a word can certainly inflate the text's difficulty.

https://www.youtube.com/watch?v=vzroM-mq8qY

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Read Alouds: Practicing read alouds can immensely improve students' reading levels. When a teacher reads aloud to students, it exposes the students to texts higher than their reading levels which creates collaboration. This is also a great way for the teacher to model fluent reading to her students.

Guided Reading: A component of shared reading blocks, the teacher will meet with the students in small groups to provide support to differentiated students.
http://www.scholastic.com/teachers/article/4-tips-guided-reading-success

Shared Reading: An interactive experience in which the students take turn reading a specific text while under the guidance and support of the teacher. The teacher will model proficient reader skills, including fluency and expression.

During shared reading students learn to:
*track print from left to right, word by word
*predict and infer
*enjoy and participate in reading with a high level of support
*build a sense of story
*focus on story elements

Independent Reading: Students read by themselves and are able to choose their own reading material for their enjoyment (fiction, non-fiction, etc).
http://www.readwritethink.org/professional-development/strategy-guides/supporting-students-they-read-30817.html

https://www.youtube.com/watch?v=jxd8tWoUev8

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The ability to speak and/or write easily and accurately. It is important because it provides a "bridge" between word recognition and comprehension. Fluent readers are able to direct their focus on what the text actually means because they don't have to direct their focus to decoding the words and sentences.

http://www.scholastic.com/teachers/article/common-questions-about-fluency

http://busyteacherscafe.com/literacy/fluency.html

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Fluency is the ability to read a text accurately, quickly, and with expression. Fluency is important because it provides a bridge between word recognition and comprehension. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read.

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A method for teaching reading and writing English by using phonemic awareness, and correlating sounds with letters or groups of letters. Phonics is one of the main building blocks necessary for reading.

Patricia Cunningham was a brilliant scholar who did a lot of research on phonics. She wrote many different books on teaching phonics, and has youtube videos to learn about phonics as well.

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Phonics Song 2 (new version) on PrimaryGames.com

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It's a phonics song with a picture for each letter. This is designed to help children learn the sounds of the letters in the English alphabet. This song was written and performed by A.J. Jenkins and Video by KidsTV123.

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The ability to notice, think about, and work with the individual sounds of a word. It is an essential tool that children must understand and develop before they can begin to learn to read.

H.K. Yopp developed a Phonemic Awareness Assessment that many teachers can use in their classrooms to determine the phonics level of their students.

http://www.balancedreading.com/assessment/yopp-singer.pdf

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Learning to read can be quite an overwhelming task for small children. In fact, if you think about it, it's astounding that children are even capable of learning to read in such a short amount of time. However, before they begin to read print, they must have an adequate foundational understanding of how sounds in words work. That is where phonemic awareness comes into play.

What is phonemic awareness?

In easy-to-understand terms, phonemic awareness is the ability to identify, think about, and manipulate sounds in spoken speech. This is NOT the same as phonics. Phonemic awareness is actually a critical skill that is a precursor to reading letters. That's why phonemic awareness instruction should NEVER involve print. If you find yourself working with letters or printed words, then you have skipped a step and crossed the line into phonics. This is a very important point. Research tells us that it's essential to focus on phonemic awareness in the classroom before reading can begin. We want to ensure that children have a solid understanding of the sounds of speech before we start phonics instruction.

Nowadays, we are facing an added difficulty, though. In today's early-childhood classrooms, teachers are feeling an ever-increasing pressure to get their students reading. It is easy to lose sight of the developmental process and try to skip steps in order to get our kids reading books as soon as possible. There is just one problem: skipping steps is not going to work. Children's progress in reading will be limited if they haven't learned to think about the sounds in words.

As early childhood teachers, we need to remember that we can't skip past phonemic awareness skills. We can't just barge ahead in the hope that all of our students have arrived in our classroom complete with the full-blown skills of thinking about and manipulating sounds in their minds. On the other hand, we also can't afford to spend a lot of time doing phonemic-awareness instruction. I am happy to tell you the good news that we don't have to! Phonemic awareness instruction can and should be done in small pockets of time throughout the school day. In fact, oral language and phonemic awareness can often be taught and reinforced in as little as five to ten minutes per day.

Here are five quick, easy, and fun phonemic awareness activities that are perfect for the beginning of the school year in any early childhood classroom. Yes, you heard me correctly - that word was F-U-N. I know fun has become an undesirable notion in many schools today. But I assure you that these activities will be fun and that your students really will learn about our amazing language! I have also included activities that require little or no preparation - things you can do on the fly! Although these activities don't cover the full range of phonemic awareness skills needed to produce great readers, they are still fantastic activities to begin any school year!

Listening

The ability to listen closely is a key ingredient of phonemic awareness. This is the part of instruction that is skipped most often, because teachers assume that young children know how to listen. They may not! Furthermore, if they don't, they're not ignoring you. It's just that they don't understand what "listen closely" means. They have to be taught.

The Listening Game.

One of the first phonemic-awareness activities I do with my students, even as soon as the first day, is to bring their attention to noises. After lunch, we come back to the classroom and all the children lie quietly on the floor. It's not naptime, but it's a great time to unwind, which is important for young children. As we lie there quietly for five to ten minutes, we listen for sounds. We all stay perfectly still and quiet. We become "sound spotters." We don't use our eyes - we use our ears. There are always sounds and weird noises you can hear in a school building. We may hear the air conditioner, doors closing, teachers talking, stomachs growling. The possibilities are endless! Your part is to talk about the sounds you and the children hear. Use a little teacher enthusiasm and exaggeration to get the kids interested in this activity. The key phrase is, "Who can spot a sound with their ears?"

"Moo-Moo," Where Are You?

I love playing this game with my class. The kids have a ball, too. In fact, they simply think we are playing.

How to play: All the children sit in a circle. One child lies down in the middle of the circle and covers his or her eyes. The teacher chooses another child to go somewhere in the room and pretend to be a cow by making a "moo-moo" sound. The child in the middle of the circle - with eyes still covered - points in the direction of the animal sound. This game is great because it gets children to listen closely for sounds and for where the sounds are coming from. It also prepares their ears to listen more closely to sounds in words. When the child in the middle correctly identifies the sound and direction, he or she gets to go next and make a different animal sound.

Rhyming

Rhyming is such a great phonemic awareness activity! Most children easily grasp the concept of rhyme. Some need a little help, though. Using word-play with rhyming helps children notice that sounds in our language have meaning and follow certain patterns. Again, this is a precursor skill to seeing sound patterns reproduced in print - as a phonemic awareness practice, it is purely auditory.

The absolute best way to introduce rhyming to your students is by reading lots of fun rhyming books, poems, and songs. Act silly and have fun! The more fun you have with the rhymes, the more the kids will notice the rhymes and enjoy the activities. Exaggerate the silliness of the rhyme. The poem "Down By the Bay" and the book "Silly Sally" are perfect examples of how rhyme can be super fun!

In My Box

This game is great to use after your students have at least some understanding of how rhyming works. That means you have already read lots of rhyming books, poems, and songs and played with those rhyming words.

How to play: Get a small box and place some pictures in it with pairs of familiar words that rhyme (like box/socks, cat/hat, or chair/bear). Use enough pictures so that everyone in your class has a turn. Sit in a circle with your students. Start with a child you know is strong in rhyming. Hold the box and choose a picture. If the picture shows a cat, say "In my box, there's a cat". Call on him or her to come up with a rhyming word. The child might say, "In my box, there's a hat" (or some other rhyming word). After he or she answers with a rhyming word, hand him or her the box. Now he or she gets to choose a card and continue the play.

Syllables

Working with and noticing syllables within words is important, because it makes students aware of how words can be split up into smaller parts, according to their sounds. Our ultimate goal is to work on individual phonemes (vowels or consonants), but children must first learn the concept of "parts of words." It's easier for young children to start with larger parts of words and then work their way down to the smaller, discrete individual sounds of phonemes. We are building a bridge from hearing words to hearing phonemes.

Bippity Boppity Bumble Bee

This is such a fun game. You get the kids clapping out names, first. As they get used to the game, you can start using other words with more syllables.

How to play: Sit in a circle with your students. I have a little stuffed bee that the kids love to hold. You could also use a printable bumble bee. The teacher begins the chant and walks around to a child:

Teacher: "Bippity Boppity Bumble Bee, Will You Say Your Name For Me?"

The child responds, "Jennifer."

Teacher: " Let's all say it." And the class says her name out loud, while clapping once for each syllable.

Teacher: "Let's all whisper it." And the class whispers her name, while quiet-clapping the syllables again, once per syllable.

Teacher and class: "Bippity Boppity Bumble Bee, Thank You For Saying Your Name For Me!"

Repeat with another student and his/her name. As students become familiar with the game, you can allow students to take on the "teacher" role.

Old MacDonald

Here is another great game that you can use to give the students practice in listening to syllables and putting them together into words. It follows the pattern of the song, Old MacDonald. By the time I use this activity with my class, we have read and sung Old MacDonald hundreds of times, so the song is well-known to the students.

How to play: The teacher begins by telling the students they are going to learn a new game - it's a different version of Old MacDonald, and it's kind of a silly version. The teacher begins singing, "Old MacDonald had a farm, E-I-E-I-O. And on that farm he had a /ti/ /ger/, E-I-E-I-O". Of course, the kids think the introduction of the tiger is wildly funny, but notice what they have actually done: Without being told, they have mentally combined the syllables /ti/ and /ger/ to realize what the animal was! It's huge! Then I show the children a picture of a tiger and they feel proud that they figured out the animal - and they think it's too funny! Again it's lots of fun, and they really think we are just playing a game.

The most important thing to keep in mind as an early childhood teacher is that phonemic awareness can be such a fun time! It shouldn't be long drawn-out lessons. All you need is five-to-ten-minute pockets of time each day. Phonemic awareness activities are also great to use during transition times throughout the day. I often use the ten minutes before lunch, and sometimes during group restroom breaks, to practice and reinforce listening and oral language skills. And the payoff is big! If you give phonemic awareness the attention it deserves, your students will be richly rewarded when it's time for them to start reading!

So now you know some of my secrets - the teaching games I use myself! I've had success with them, so I'm sure that if you make them your own, not only will you have fun with them in your classroom, but your students, too, will have an easier time with reading and go further faster!

The ability to listen closely is a key ingredient of phonemic awareness.

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5 Quick, Easy, and Fun Phonemic Awareness Activities

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Learning to read can be quite an overwhelming task for small children. In fact, if you think about it, it's astounding that children are even capable of learning to read in such a short amount of time. However, before they begin to read print, they must have an adequate foundational understanding of how sounds in words work.