Homonyms

In this session, I studied homonyms. I was a bit familiar with the my background knowledge on the subject, but certain questions asked by my lecturer had me thinking quite a bit. I will now share all that I have learnt in this class.

Homonyms can be divided into two branches of study: homophones and homographs.

-phones deal with same sound/pronunciation in words and also, the words have different spelling.

-graphs deal with same spelling of words, but their pronunciation may be different.

From this, I noted that homophones and homographs are the opposite of each other. Homographs are critical for comprehension in reading.

In order for students to understand homophones, it must be taught in CONTEXT. Allow the students to become familiar with the words and their meanings which are used in sentences.

Below are two activities on homophones. The second activity can be done after both words in each section have been taught using sentences. I intend to use these in my future writing classroom. 

In my LIT class, we identified various homophones and homographs. We also used them in sentences. Some are:

allowed/aloud

plane/plain

peer/pear/pair

eight/ate

present/present

desert/desert

Students tend to spell these words incorrectly, especially homophones. As mentioned before, students need to use the words in context. They can be given these words for the week with concentration on homophones or homographs. 

More importantly, students need to be taught spelling rules and generalizations, to be able to spell words correctly.

We analysed some reasons for which students are not able to spell words correctly. Some are:

1. The students may not have been taught spelling rules and generalizations.

2. Carelessness/Forgetfulness.

3. They depend a lot on letter-sound association.

Upon reflecting whilst in this class session, I am now aware that there is a lot of work to be done in helping students become successful. Some areas mentioned here, I have overlooked in my past teaching experiences. These areas I will provide more attention to in my future classroom. I never understood why students could not spell well and this session have allowed me to gain much insight. I will definitely go back to the classroom to implement various strategies and activities to promote learning. 

Here are some spelling activities which I made for use in my classroom:

                                   Vocabulary Word Card

Word Tic Tac Toe

Spell Wizards

The first code in number one spells the word "manners". Students ought to find the letters and create a word them using puzzle pieces. It is very vital that teachers explain the use and demonstrate how to go about using the activities to students. That way students not only enjoy, but they recognize the importance of these activities.

Students will enjoy these activities as it moves them away from the traditional pen and paper writing from calling out words to them. Be sure to create activities and use words at students' level.

Quote: "Practice with patience and persistence."

Words Their Way: First-Grade - Day 1 of a Sort

I would love to be your frend becuz you are very helpful and adoorable. Looks familiar? Yes, it does. Spelling errors. Sometimes, we as teachers spend little time in teaching spelling  through their rules and generalizations. Spelling is key to reading and understanding a text.

I appreciated this lesson because a saw spelling in a completely different light. This lesson has helped to analyse spelling of words on a need to read and understand basis, especially in sentences and paragraphs. I will share with you all that I have learnt:

• The ability to spell is critical to becoming an effective writer.

• A writer must be able to get a message across to readers, by encoding ideas/spelling correctly.

• Comprehension of text is usually affected, when a writer cannot spell words correctly.

• Teachers must not let students become dependent on them to spell words every time. Teachers must equip students with the necessary knowledge and skills to be able to spell well. They will then become proficient spellers eventually.

• Students tend to invent their spelling. Do not discourage them from doing this, especially in the early grades. They use their schema to help them.

• Spelling of words need to be addressed according to students' needs. 

In this video, you will see a class of Grade 1 students who are engaged in a group activity using a word sort. The teacher uses guided practice to help students identify words with vowel digraphs. I searched for videos which demonstrated spelling activities. It was a good lesson. 

In my observation, there are many lessons/topics which can be made from this actual activity:

1. Teacher can create a spelling word list on each set of words for the week. Each sets of words should be spelt at the end of each week.

2. Sentence structure from the book should be taught. Students can identify how sentences are formed as they read the story.

3. Students can create their own sentences using the words from the word sort.

As students become more familiar with words, in many ways than one, they are more than likely to spell the words correctly. I liked the fact that the teacher used another student's word list to help the other student identify his error of omission. Teacher and student, as well as student and student collaboration took place.

I also noted that in the writing classroom, spelling is a very essential part of writing. Teachers must always develop activities to help students become better spellers to be confident about their writing. A good speller becomes a good writer and a good writer is a good reader. 

As teachers, we need to think deeply about the spelling instruction we provide to students (do so by answering these questions on your own):

1. Are we teaching spelling via spelling lists only?

2. Do we teach spelling for transfer? Do we teach spelling in a way that allows students to transfer skills from one content area to another?

3. What kinds of strategies do we use to teach spelling?

4. Will one strategy work for all words? Do all words fall under the same pattern?

5. Do we analyse common spelling errors that students make and address these errors as well? eg. omission of silent letter nit as opposed to night.

If you answer in the negative to some or most of these, then you as a teacher, or even a parent need to work assiduously to help the child learn to become a proficient speller.

I also learnt about the 5 stages of spelling development. These are pre-communicative, semi-phonetic, phonetic, transitional and the correct stage. 

In this class, it was clearly understood that students spell and write words phonetically, rather than conventionally.

In essence, the teaching of spelling was like an eye opener for me. I was used to the traditional way of giving a list for the week and calling out these words at the end of the week. It is our job as teachers to continuously research about the different areas in writing. We need to expose ourselves to different strategies and methods of having students to become better writers.

By the end of the lesson for the week, the student should have written this:

I would love to be your friend because you are very helpful and adorable.

They blew the  dust off an album and sat down to look at pictures they had not seen for decades.

As a freelance Writer, I am inspired by many things in life which I use to develop my stories. Read on. I hope you like..Comments are welcomed..

The Album Tells All

It was one of the most difficult times which a person never forgets. Tina’s grandparents were the structure of the family. They always lived life to the fullest and made them all enjoy life in the simplest ways. It all ended soon than they expected. They were definitely not prepared for this.

After some weeks of endless pain and grief, Tina and her cousin Molly went to Grandpa Allen and Grandma Suzie’s house in Chicago, USA, to clean up their belongings, as Tina’s mother had requested. Sadly, they both passed away in a tragic road accident near the hotel about 2 months ago. They had no idea until they saw the 7p.m news on television. The two were on their way to the Heavenly Paradise Hotel in Chicago to celebrate their 51^st anniversary when tragedy struck. Tina and her parents rushed to the Precious Life Hospital in the blink of an eye. Her mother cried uncontrollably, because it now dawned on her that her mother, her best friend, was gone.

From living to lifeless, Tina and her parents never got a chance to say goodbye. The sight of their lifeless bodies in the morgue remained as a permanent scar which has left a deep wound in their heart forever. Unfortunately, as time went on, they never got to know who the driver was. It turned into a hit and run case. Burying her grandparents and her mother’s parents became the scariest and most painful thing they ever had to do. Eventually, the family’s slow healing process was just as evident as the dark of night.

On September 10, 1997, Tina’s mother asked her to go to their now unoccupied home, two blocks away, to pack up their belongings and tidy up. She was planning on selling their house. Every smile, every joke that her mother made, had disappeared. She lost weight tremendously and her skinny appearance could attest to the fact that she had undergone a great moment of depression. Her eyes slowly withered, which seemed like a ghost town, pale and gloomy. Tina and her dad continuously did all that they could to cheer her up. They had to remain strong for her sake.

Tina went the following day with Molly to their grandparents’ home. Molly is her favourite cousin. She is tall, fair skinned, with long brown hair, black eyes and is not quite thin. She is very helpful and reliable. They are like best friends. They both went there in the afternoon. The place seemed dull, dusty and gloomy.

“I can’t believe they’re gone,” Tina expressed sadly.

“Yes, me too. It feels like a dream.” Molly replied.

“So where do we begin?” Molly asked.

“Let’s begin in the bathroom. We will clean the easiest places first.” Tina added.

They went to the bathroom with a plastic bag to pack the soap bars, soap dishes, towels, skin cream and other supplies. They both scrubbed the walls with soap and water. Next, the ladies moved to the living room. This task was getting quite tedious.

“I’m famished. What time will we finish all this?” Molly inquired.

“I know. I think we should clean the living room now and then stop. We can do the rest tomorrow if you’d like.” Tina explained.

“Agreed! 100%!” Molly exclaimed.

All the chinaware and glasses were placed in boxes. They unplugged the television and radio. The ladies sneezed a lot because of the dust. They dusted and wiped every corner. To the left of the television was a bookshelf with many books. Grandpa Allen loved airplanes. He worked as a Maintenance Technician for over 18 years. Among the pile of books was an album. Tina slowly picked it up and wiped out the dust. She told Molly to come over and sit on the chair as they have a look. It had been decades since this album was opened. Not even their grandparents took much time throughout the years to catch up on fond memories. Tina and Molly reminisced on old times. As Tina flipped the cover page, she saw a picture of young Allen holding his model MH370 airplane.

“Oh, look at him. We will definitely miss our cheerful grandpa.” Molly uttered in a soft voice.

Tina breathed heavily and flipped the page again. There was a picture of their family reunion in Grandpa Allen’s big backyard. The extended family came from different parts of the world to celebrate. The two could see grown folks dancing, children playing, their parents talking, laughing and cooking. It was a fun filled moment. Then, the two looked at the following page together. Surprisingly, Molly saw a picture of herself on the hospital bed surrounded by Tina, her parents and her aunt and uncle.

“Hey! How did this happen? How old was I?” She asked in a surprised tone.

“I think you were in 7^th grade. Some boy at school pushed you so hard that you fell and broke your leg. You were in the hospital for about 8 days.” Tina replied.

“Ok. I don’t think I remember this at all. Well thank God I have my wonderful leg back.” She replied. They laughed for a while there. Again, Tina flipped the third page. She saw she and Molly dressed up as what seemed to be elves and as they were hugging each other. They were holding their gifts. Tina got a pink toy phone and Molly got a medium sized remote controlled toy car. There was a well-lit decorated Christmas, with gift boxes underneath, to the back of them.

“Here Molly, look at us with our gifts. We must have been 8 years old at the time. This was my best Christmas Day ever!” Tina told her cousin.

“Yes. We even had Santa. I wonder who exactly he was. Hmm, come to think of it, I think he was my dad.” Molly said.

The two ladies had a good time looking back at old pictures. Tina became a bit teary-eyed, while Molly tried to comfort her. These past years had some really fond memories which they will cherish for a lifetime. Molly then decided to finish up the cleaning tasks in the living room, as Tina went for a short, soothing and calm walk around the house. It seemed that the memories were taking a toll on her emotions.

After a few minutes, Tina returned to help Molly finish up. They put the album in one of the boxes so that old memories would recreate new ones. They wanted the family to continue the legacy of fun, joy and a life full of activities. They packed everything in a corner of the living room.

Suddenly, Tina expressed: “I think we are all done for now. Let’s leave everything else for the next day or so. Mom will get a driver to clear them from here.”

“Sure, will do. Anytime you need me just let me know.” Molly replied.

They locked up the door, then left for home. It was now becoming a slow grieving starting point to a dreadful scary ending for the family.

THE ALBUM

Their younger days

                   

Their home, now unoccupied



                                      

A Drafted Piece-A Drowning At Sea

Here we can see that the student has written the first draft of the story: A Drowning At Sea. 

We as teachers need to encourage students by emphasizing that the first draft is never a perfect draft. For this reason, they need to create multiple drafts in order for their final piece to be a perfect for the audience to read. Note that this stage does not focus on spelling. In this stage as multiple drafts are required, these will follow into the revising stage, where ideas are added or taken away. Information is further enhanced in this stage. Therefore as teachers, we should model writing for students, so they can also develop the passion that we have for writing. Each stage must be model so students can gain the skills necessary to create a structure in their written pieces. 

In my observation of this written piece:

- Characters' emotions are not clearly expressed.

-There is very little dialogue.

-Characters' personality is not mentioned.

-Some details in sentences need to be developed.

-More transitional phrases need to be used.

-Some figurative language need to be expressed in piece.

These are just a few ideas which need to be taken into consideration to enhance the story a lot more. You, the reader, can identify other areas of need which I have not identified. Remember, all these observations are normal for the first draft. It is the teacher's duty to address these issues and to make the story come alive and to be clearer, as they teach students through mini lessons, videos, mentor texts, modelling and so on. 

http://www.readingrockets.org/article/drafting

Above is a link to help teachers gain some insight about drafting. (Left click on the above link, which then allows you to go to link.)

Fable: The Little Red Hen from Speakaboos

Narrative Writing

In this session, I learnt about narrative writing. It is one of my favourite types of writing because it allows me to stretch my imagination to capture the reader's interest in a creative way. Also, I love writing about different narrative topics. I get to explore my creativity and writing skills. 

This type of writing tells a story. The story may be fact (real) or fiction (imaginary). There are 5 elements of narrative writing:

1. Characters- animals, objects or people in a story.
2. Setting- the time of day in the story, where the story takes place, weather conditions in the story.
3. Plot- The sequence of events and the mood of the story.
4. Conflict-the challenge or problem in the story.
5. Resolution- the way in which the problem was solved.

*Theme- the lesson/moral/message to be learnt from the story.

A story map is a tool used to help organizing ideas for narrative writing.

In the video above, you can have an idea of what a narrative story should be like. You can now identify each element in the video and write down details in the story map. In addition, you can include the theme (if any) into the map. Description of the characters' moods have not quite been expressed. Be sure to add some details there. You can also change to story around with your students. Creativity is key! Create your own little class fable!

In class, my lecturer and I discussed the fable: "It's Mine!" It was a nice fable which had a very valuable lesson to learn. Each element discussed are as follows:

Characters:

3 toads: Hilton, Rupert and Lydia.

Setting:

dusk, dawn, Rainbow Pond, small island, next morning.

Conflict:

3 frogs argued all day for things which they thought they owned.

Plot: 

Each frog argued for something in Rainbow Pond which wasn't his or her own.

At some point the clouds began to change.

They became afraid and cold when rain started to fill up their island.
They tried to find a place of safety.

Resolution:
They realized they were not on a rock but on a large toad.
The sun came out and the water was gone.
They frogs were happy together.
They now shared everything in Rainbow Pond.

Theme:
When the frogs co-operated with one another, they were all able to find shelter in the story.

Personality determines the plot and how problems will be resolved. Personality should come into play in a story as in allows a change in the make up of the story.  The setting may begin in one place and end in another place.

In the classroom, teachers need to immerse students in narrative writing. Typical examples are replay, retell, innovate stories read to them. Activities include: grand conversations, draw, dramatize, use scripts, prompts, Youtube videos, etc..

Teachers should also use electronic versions to help students develop a love for writing.

Teachers ought to ask students what they want to write about. They can also have a class story based on any topic chosen. It is also important that students add moods and emotions to the characters and create dialogue in their narrative piece. It help keeps the reader engaged and makes the story more alive and vivid.

Planning story writing with students is essential in the writing classroom. Using the story map is great for planning and easily helps the students create all elements of the story. 

In guided practice, the teacher can have students be placed in pairs or groups to develop the conflict and resolution. Teacher may want to add ideas after students have done so.

Above all, remember teacher modelling is key to set the foundation for narrative writing.

I will now show ideas which were develop for a story in a class setting.


Here we can see a topic has been created in the writing classroom. It is wise to move out of the vague, general topics (as in A Day at the Beach). A Drowning at Sea is more much specific and vivid.

Prewriting Stage:

Details of each element have now been included in the story map, using the top. It was a fun filled activity!

         

Theme: It is never wise to play old tricks/Children must always be obedient to parents.

A great lesson taught. I would advise teachers to use this strategy in your classroom. Let students think on a topic familiar to them. That way, they are less likely to have writer's block. Use as much sensory details, dialogue and emotions as possible. Allow them to work in groups to create their stories. You will definitely see some really good ideas coming into play. Allow students to act out their stories. Make the learning classroom fun! More importantly create a collection of class fables/novels to showcase their work. 

This session has help me tremendously on how to go about teaching narrative writing.

Quote: "If a story is in you, it has to come out." -William Faulkner.

My Experience So Far

So far, these class sessions have been a stepping stone into the right direction for me. As a teacher, I always wanted to care for my students' holistic well being. Academically, over the years, I have come to learn that every student has a different need and learning style. Teachers ought to take time out to plan their lessons according to those needs. I have also learnt that the students' personal background can contribute immensely to their success in the classroom. This is why parents and teachers must collaborate in order to address any issues affecting the students. 


I have gained skills and knowledge throughout these sessions which I appreciate very much. Upon reflection, there are many things I have not done as a teacher. The sessions helped me to gain a better understanding how to teach students to read and write well. It also focused on how to teach certain lessons and to use engaging activities.I learnt what were my strengths and my weaknesses during this phase. Moreover, I was able to build more confidence in myself because I know at this point, I have been well trained to execute the planning and delivering stage processes of instruction.

With these said, I eagerly look  forward to the next set of upcoming sessions. As done before, I hope to learn more about the teaching and delivering of content in the literacy areas. All the skills gained will definitely be put into practice 

A great way to journey through writing!!

A Mini Lesson

Adding Colourful Adjectives To Paragraph

In this session, I was able to conduct a mini lesson on adding adjectives to a written piece. Although I was nervous at first, it came out to be just what I expected. I did learn a lot. I hope to use the ideas presented in my future language classroom.

Background Knowledge: Students should be able to describe objects.

Grade: 4

Purpose: Students will develop the skill to add adjectives to their descriptive piece.

Resources: Mentor text, concept sort, student's draft.

Introduction/Connection: Description help the reader to paint a mental picture of a story. Therefore, effective writers make their story imaginative, captivating and vivid. When a writer describes a fruit, every aspect of the fruit is described (how it tastes, smells, etc). So, I noticed that your drafts lacked sensory details, which did not make your writing interesting. You will add more sensory details to your piece.

Teaching Point: Students will read drafted story. The description will be highlighted. Students will recognize that the words used paint a very small picture. In order for the story to be more vivid, colourful language should be used. In this lesson, students will be able to add more colourful language to their piece.

Teaching Component:

Step 1: Teacher will read mentor text. Teacher will probe students:

Based on both pieces (mentor text and student draft), which do you think is more descriptive?

Can you compare specific examples in both, which are of a similar nature?

Step 2: Teacher briefly introduces concept sort. It is used as a strategy for vocabulary comprehension. Students are given a list of words form text. Teacher reads words aloud and places them into appropriate categories, from the list.

Step 3: Students will place remainder of words, in small groups, using their own mini concept sort. Students will provide answers. Teacher will confirm.

Step 4: Students will add the descriptive words to the drafted piece used by the teacher. They will put them in sentences, where necessary.

Step 5: Students will review topic. They will say what they have learnt and explain main points of the lesson. Teacher will tell students of the topic for next class.

 Closure: Students will review topic. They will say what they have learnt and explain main points of the lesson. Teacher will tell students of the topic for next class.

In essence, my lecturer outlined my strengths and weaknesses. She liked the concept sort which I used. She also liked that I was able to use modeling, guided and independent practice with students. However, I was not supposed to come with the pieces already on the board so students can see. This serves as a distraction for them. They would read instead of listening to the teacher. It is best to put any details after lesson has been introduced.

I enjoyed this lesson done. I will definitely use it in my future class when students lack description. I will remind them that effective writers want to keep readers interested. I hope to conduct and learn from other mini lessons from my class session.

Example of a Concept Sort

Quote: " To the world, you may be just a teacher. But to your students, you are a HERO."

Revising Stage

My Favourite Stage of the Writing Process

This stage allows the writer to add or take away ideas in writing. I like this stage very much because I get to stretch my imagination and ensure that my piece comes to life and can be of interest to the reader. The piece in this class session was really interesting and provided an insightful idea of one's favourite spot.

Revising involves the following ideas:

1. It is a way to improve or refine the writing piece.

2. Content now becomes the focus.

3. Other areas of focus are sensory details, colourful language and figurative language, transitional words/ phrases.

Sensory details- use of the 5 senses in the descriptive piece

Colourful language- These consist of adjectives, adverbs, concrete verbs and nouns.

Figurative language- These consist of similes, metaphors, personification, hyperbole, exaggeration.

Transitional words/phrases- These are basically prepositional phrases. They tell where things are (phrases of position).

4. Certain adjectives,adverbs and verbs tend to be overused. Such examples are:

Verb

ran- The boy ran quickly. Instead: The boy dashed quickly.

                                                       The boy bolted quickly.

                                                       The boy raced quickly.

Adjective

tasty-I ate a tasty meal today. Instead: I ate a delicious meal today.

                                                             I ate a flavorful meal today.

Adverb

happily-Mary ran happily down the road. 

Instead: Mary ran excitedly down the road.

              Mary ran joyously down the road.

5. Students must use imagery in writing. With the teacher, students ought to describe details of 5 senses before writing.

The teacher should ensure that all these idea are incorporated in the students' writing. 

This piece is the second draft. The details in the piece from the drafting stage have been revised here. ore sensory details have been added. The reader can get a clearer image and understanding of this piece. 

In my next session, I hope to see more details, if any, can be used to add a little flavor to the sentences in the descriptive piece. If this can be done, I recommend that a mini lesson be taught on adding adjectives to a written piece. 

Many students sometimes lack vocabulary which should enhances the 5 senses as they write. Teachers should take time to implement such a lesson, using different activities, so that students can develop different areas of focus, as mentioned in number 3 above.

Quote: " Revising is one of the exquisite pleasures of writing."