I saw the universe and I saw the world: exploring spiritual literacy with young children in primary classroom
Marni J. Binder
Spiritual literacy is needed to teach for the young children in primary classroom. Teacher and family wants the children can develop their spiritual literacy. In some cases this skills is needed in their daily life. Through spiritual literacy practice can be transform in teaching, learning practice and the learning environment. In spiritual literacy practices there are some activities such as classroom rituals, stories of experience and mindful spaces. In this case teacher give the instruction of the students to draw something related of spiritual literacy practice. This is about transformation, changing not only classroom practice but shifting pedagogy at a philosophical level that enables teachers and children to co-enact change in the learning environment.
It can reflect our live world, authentic learning through interconnection. This spiritual literacy touch the philosophy of the students learning.
Teaching Young Dual Language Learners to Be Writers: Rethinking Writing Instruction Through the Lens of Identity
Christopher J. Wagner, Boston College
Teaching for young dual language learners need different process of learning to write and use language expressively differs from that of children who are monolingual English speakers. In United States young dual language learners has a limited evidence of strategies that support their success. They need educators and others who work with young dual language learners an approach to writing instruction that supports the development of young dual language learners who value writing and view themselves as writers. Teacher use a teaching writing instruction that can develop writing of young dual language learners. The writing especially is about writing identity as a writer. It is important for them to know and to practice the writing of identity through teacher’s instruction.
The goal of the teacher to write the instruction and curricula is to improve young dual language learner confident to write. Writing of identity is one of the ways that make their understanding about their own identity and capacity of writing. This instruction can support and give effect of them.
Integrating Literacy and Science for English Language Learners:
From Learning – to – Read to Reading – to – Learn
(Texas A & M University)
(Texas A & M University)
Beverly J. Irby
(Sam Houston State University)
This journal article gives us information about the impact on students’ science and literacy achievement through reading literacy. The subject of this study is English language learners in fifth grade students. The students have to struggle to understand the language that is used in content area classrooms and in the curricular materials. They are not explicitly taught to read, write or speak scientific and academic language. Integration between the science and English language and reading literacy should be interdisciplinary with a primary focus on learning to read. The primary should focus on their science content knowledge and when they are continuing their English language and reading literacy acquisition.
The information enriches our understanding about the reality of relation of science knowledge, English language and reading literacy. They have a good connection each other. The students should have a good reading skill to know the content of science itself and English language is a basic language. They have to practice to read, write, and speak scientific and academic language. It will be useful for them to be better English language learner in science.
Teaching Culture And Language Through Folktales
Teaching multicultural through folktales is interesting for the students. This journal article not only tells about it but also it improves their literacy of arts in speaking, reading, writing and listening. A teacher gives three folktales from different country and culture. This study conducted in third grade students. Students were able to read and discuss folktales in small groups and work cooperatively to represent it visually with their drawing or creativities. They were interested in the different performance from another group with another culture. These activities enhance learners’ language skills and cultural awareness especially for young learners. Teacher can improve this activity not only the folktales from different cultures, but also from students’ own cultures can help young learners to compare between the world cultures and their own.
The strength of this folktale is easy to understand and to remember of the students. The students not only develop their language skills but also about awareness of the other culture. They can give the improvisation of their performance to visualize the folktale. The weakness of this folktale is needs more time to prepare the performance.
Developing Emergent Literacy Skills through Storybook Reading
Jill Howard Allor and Rebecca B. McCathren
This article tells us about teaching strategies for using story books to facilitate emergent literacy. Three areas of emergent literacy are oral language, phonological awareness, and print awareness. By this storybook reading activities a teacher have five steps such us storybook preview, storybook read aloud, storybook celebration, storybook sounds and storybook letters and words. This teaching strategy is for kindergarten or early first grade or primary grade students. In the first step, a teacher gives a preview of the storybook in small groups or individual students so teachers can interact effectively with students, responding to and expanding on each child’s language. It is better to introduce a book. The teacher may provide labels for the objects, actions, or events the children are interested in to build vocabulary and respond to their communications. The teacher shows the book to the child may initiate a statement linking the book content to the child’s life. The teacher can ask questions that prompt the child to tell a story of their life that related to the storybook, thus contributing to develop of narrative skills.
The second step is storybook read aloud. The purposes from this step are the development of concepts of print, as well as general vocabulary and oral language development. The students must all be sitting close enough to the book to see the print clearly. The teacher can help the students to choose is or her favorite page in the book for the teacher to read again more slowly, pointing only to one word at a time. A teacher may wish to pull out a favorite book and read only certain parts of the story, the children favorite parts. This step provides opportunities to make connections between the text and the life of the story.
Teachers’ environmental literacy and teaching – stories of three Hong Kong primary school teachers
Irebe Bga Yee Cgeng and Winnie Wing Mui So
This journal article is not about the technique or method or something that can implement in the classroom directly. It is about the teacher. The teacher competence to implement the environmental education in schools through their narrative dialogues regarding their engagement in classroom practice and thinking about environmental education. This is explicating their personal stories, focusing on how the teachers’ knowledge – attitude – behavior associations influence their implementation of environmental education in schools. The teachers’ environmental literacy and beliefs are important variable to teaching the students. There are three stories from three Hong Kong primary school teachers. The first teacher talks about the influence of personal background on work experiences, teacher’s dualistic teaching practices in environmental education, the challenge of integrating environmental education into subject teaching. The second teacher talks about interconnection between the perceived role of a good teacher and teacher’s work experiences, focus on teacher-centred teaching practice, and the challenge of teaching environmental issues is much the same as that of teaching in general. The third teacher talks about the role of personal interest in teacher’s work experiences, teaching to follow what is prescribed and is content-based, and no perceived challenge of implementing environmental education.
Three teacher stories tell the vital role in student learning. They use the competence to effectively implement environmental education presumes the condition that these teachers should possess a sufficiently adequate level of environmental literacy. The belief of the teachers toward environmental education that affect their teaching practice is important. The teacher could improve the environmental education in schools by two levels of conceptual. Those are at the teacher education level and at the society level. The stories have provided a better understanding about the link of the better understanding of the knowledge, attitudinal tendencies and behavioural pattern of teachers toward environmental education and their relationship with teaching practice.
Understanding Through Storyboarding: A Study Of Multimodal Literacy In A Grade 2 Classroom
Jennifer Eiserman, PhD
University of Calgary
Janet Blatter, PhD
The teacher proposing collaborative, multimodal learning, like that investigated through the storyboarding project, can provide individuals with a sense of belonging and achievement. This storyboarding project teaches in a 2nd grade students. Literacy is not only read, write, speak and listen but also how to share the meaning in visual, kinesthetic, and affective. This project the teacher divided students in small groups of two or three children worked together to identify the key elements of the text and through the drawings the children created. In storyboarding the students decided to one duty according their considering being writer or drawer in this task. The group can discuss the character’s motivation and possible future development of the narrative. The teacher uses the project to improve students understanding the story and enrich their vocabulary.
The strength of this project to the students is they learn to find meaning by exploring a concept through different kinds of texts. They can improve the collaborative skills with their friends. Collaborative, multimodal learning, like that which we investigated with our storyboarding project, can provide individuals with a sense of belonging and achievement. The students can improve the social skills and thinking skills. The weakness of this project is the students should enrich their sentence by reading a lot.
Students’ stories: Adolescents constructing multiple literacies through nature journaling
Sally McMillan, Jennifer Wilhelm
For the middle student adolescent in the senior high school, the teacher guide students to constructing multiple literacies through nature journaling. The project of the teacher is using close readings of literature, natural phenomena and the world around the students. A field notebook has provided by the teacher for each student to write their moon journals. They write the moon phase scrapbook. This project means that the students have to write the poetry in the field notebook according to their experience of life. The students write this journal from January 26 and ended on February 29. This writing project finished in 35 days. Through their environment, they studies to read their natural environments and their own life responses. This topic of the poetry that should write is moon. We can call this is moon journals.
This project has a positive influence multiple literacies of the students. It builds identity formation and interdisciplinary through authentic and directly experiences. It is not only transformed the lives and literacy abilities of adolescent students but also promote positive identity and moral development. The weakness from this project is the teacher should clearly guidance the students and step by step the students have to consult the moon journal to their teacher.
Text Mapping plus: Improving Comprehension Through Supported Retellings
Something that I have learnt from the journal is the use of the mapping plus to teach the students. Text mapping plus give the chance to the students to keep their visualization of the story that have been read. The teacher gives the instruction for the students to make a mapping from the story. They can write the topic and some highlight information that important to remember it. The students not only just give the important words but also the picture that can help to remember what they have read. After make a text mapping plus, they have to retell the story.
The weakness from this technique is the students should have the basic of writing especially write short summarize. The teacher should give the knowledge about how to summarize the story and the connector. This is difficult for the students to retell the story according to the text mapping plus if they have not a comprehension about how to connect the sentence. The strength facilitates the students to be creative to visualize the story by their self. This technique can improve the students multiple intelligence.