Opportunity for Assignment "Getting to Know Other Cultures"

I am sitting here in the study room next to the RFK Library trying to do my assignment. Today is Friday 25, 2014 and the Micronesia Island Fair is going on at Ypoa in Tumon. I thought it will be a great opportunity for us to go and gather information related to our assignment "Getting to Know Other Cultures." I am going to make sure that I find time to go there sometimes this weekend. I need to finish this project and I need pictures so this is a great opportunity for me to go and take pictures at the Palauan booth. I hope you all have a great weekend and I will see you ladies next week on moodle or face to face. Stay safe everyone!

Strategy O-Rama

For our Strategy O-Rama assignment, I'm thinking on doing either Word Wheel or Wordless Book or TPR. I'm not sure yet. I'll let you guys know by tom.
Enjoy your weekend ladies!

Getting to know Other Cultures

So for this assignment I chose to do my presentation on Palau. Palau is one of the most beautiful island in Micronesia. Of all the islands within Micronesia, I always wanted to go to Palau. Their culture and traditions are different than my culture but little bit similar to the Yapese culture. I found this video on youtube and thought to share with you ladies just to give you all an idea of the Palauan culture and traditions. I hope you all like it.

Day 12: Service-Learning Conference

I will be going to a conference on service learning on Saturday (April 26), hosted by Pacific Island University, in partnership with the Department of Education.  As we may all know, some high schools (particularly JFK) has been requiring students to earn service learning hours, which I think is a great idea of having students involved in giving back to the community.

It will be from 8am to 5pm at the Palm Ridge Hotel in Barrigada.  Registration is 30$ by tomorrow (Wednesday, April 24) and 40$ at the door on the day of.  I've yet to ask Dr. Rivera whether we can add this to our professional development requirement.

If you're in need of this requirement, why not join me? ^_^

IRA Meeting

Hi ladies! I hope everybody is enjoying their Easter break.
I just want to share our picture during the IRA meeting in Ordot Elem. Sch. last Saturday. We ate lunch after and had a great time. We are planning to eat out on the next IRA meeting again. If you ladies wants to join us it would be a blast!

Day 11: Something that may be of help

Hi guys,

  If you're like me who's still trying to figure out another professional development/organization you can be a part in, this information may be helpful to you.  I already attended 4 IRA meetings but according to our class requirements, I need another professional organization.  Many of these organizations, however, have membership fees that are quite expensive: around 50$ to 100$ per annum.  So, it is really something to think about and to try to consider your options.  If you have any professional organization or activity that we can participate in, please post about it so that we can fulfill our assignments together :)

PS
Right-click to zoom.
Also, let's keep this on the DL because this was given by my mentor and I did not ask for permission to publish it but just wanted to share information with you guys.  ;)

Teaching Reading and Comprehension to English Learners

For your viewing pleasure, please check out the following link:

https://www.youtube.com/watch?v=s4A85oOjZW0

Harold's Circus

Reading strategy DL-TA, on page 304 of Chapter 8, really caught my interest. Especially the example that contained the story Harold's Circus. 


My Harold and the purple crayon books came in last week and I was able to do the exact activity found on page 304 with my Kindergarteners using Harold's Circus.  They loved it.  It was interesting what predictions they made for the first several parts of the story.  This activity appeared to have reached all my learners.




I really appreciate textbooks that provide useful examples not only types of activities, but explanations of what it looks like in the classroom setting.

Strategies for post-reading and writing

Since last week and this week we covered chapter 9 and chapter 10 on different strategies to help our English learners in reading and writing for pre, during, and post. So I went on Youtube and found a short video on different strategies we can use for post-reading and writing. I found this video interesting and nice so I hope you ladies find it interesting too. The textbook has a list of great strategies in each chapter that we had cover so far. This short video is about some strategies for post reading and writing. 

I found this great website on strategies for pre, during, and post reading and writing while I was researching for my online resources. This is a great website because not only it has the strategies for reading but it also give some strategies on Literacy development as well as English language learners.  To view the website just click on the link below.

BankStreet-Reading Strategies

Online Resources

Click on the link below and it will take you to my livebinder for my online resources. Feel free to take the time to explore the different tabs and sub-tabs.

Online resources on Strategies for Reading & Writing

Teacher Channel

Not sure if you ladies have heard about this website.  It has been used in several of the CCSS trainings.  It has samples of teachers using strategies in their classrooms.  Actual teaching with actual students in actual classrooms.  Might be useful.


FYI.


https://www.teachingchannel.org/

Pre, During, and Post Reading and Writing Strategies

Prereading Strategies:

Brainstorming: Students will examine the title of a selection they are to read, list all information that comes to mind about the title, and use pieces of information to recall and understand material.

Source: http://www.studygs.net/preread.htm

Discuss Background Information: Students will build upon what they already know by giving experiences about a certain topic

Source: http://departments.weber.edu/teachall/reading/prereading.html

Conduct a Picture Walk: Encourage and guide students in a discussion of what could be going on based on the pictures in a book

Source: http://bankstreet.edu/literacy-guide/reading-strategies/pre-reading-strategies/

List-Group-Label: A vocabulary strategy that engages students in a three-step process to actively organize their understanding of content area vocabulary

Source: http://www.adlit.org/strategy_library/

Previewing: Preview the text to get a sense of the structure and content

Source: http://education.illinoisstate.edu/downloads/casei/3-10%20RI%20Pre-Reading-Planning-Guide.pdf

During Reading Strategies

Contextualizing: When you read a text, you read it through the lens of your own experience

Source: https://www.salisbury.edu/counseling/New/7_critical_reading_strategies.html

Paired Reading: Encourages peer teaching and learning

Source: http://www.adlit.org/strategies/23354/

Re-reading: Helps you understand hard words, find things you did not find before, help the story make sense, and make the story more interesting

Source: http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/strategies.htm

Paragraph Shrinking:  allows each student to take turns reading, pausing, and summarizing the main points of each paragraph. Students provide each other with feedback as a way to monitor comprehension.

Source: http://www.readingrockets.org/strategies/paragraph_shrinking

Think Notes: Students place a post-it on any page that confuses or interests them

Source: http://www.tips-for-teachers.com/reading_strategies.htm

Post Reading Strategies

Discuss and Respond: Ask follow-up questions

Source: http://departments.weber.edu/teachall/reading/post.html#DiscussRespond

One Sentence Summary: Students must summarize a reading passage or story in one sentence.  This helps them focus on key concepts.

Source: http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/AfterReading.aspx

Response Journals: A response journal is a form of writing in which students make thoughtful connections to texts, activities, and experiences. A response journal provides sustained opportunity to explore, analyze, question, interpret, or reflect in order to gain new insights and enriched appreciation or understanding.

Source: http://eworkshop.on.ca/edu/pdf/Mod21_after_read_strgs.pdf

Retelling: Students retell what they have read.  If a child struggles with this task, they may not understand the reading material comprehensively

Source: http://everydaylife.globalpost.com/purpose-postreading-phase-12363.html

Role-play: Students may act out what they have read

Source: http://www.rit.edu/ntid/rate/sea/processes/comprehension/process/after

Prewriting Strategies

Clustering: Start with a circle in the middle that contains your idea and then you draw lines to other, smaller circles that contain sub-ideas or issues related to the main idea.

Source: http://faculty.ncwc.edu/lakirby/English%20090/prewriting_strategies.htm

Focused Free Writing: Set a time limit of 5-15 minutes and continuously write about a specific topic

Source: http://www.studygs.net/writing/prewriting.htm

Looping: A free writing technique that allows you to increasingly focus your ideas in trying to discover a writing topic

Source: http://www.writing.ku.edu/prewriting-strategies

Outline: Create an outline of the different parts of your writing

Source: http://www.gallaudet.edu/tip/english_works/writing/pre-writing_writing_and_revising/prewriting_strategies.html

Jolt List: List topics that come to mind

http://www.gallaudet.edu/tip/english_works/writing/pre-writing_writing_and_revising/prewriting_strategies.html

During Writing Strategies

Share and Respond: Students state opinions or improvement suggestions for a classmate’s shared writing assignment

Source: http://www.readwritethink.org/professional-development/strategy-guides/guided-writing-30685.html

Persuasion Map: A map that will help writers organize and expand their ideas

Source: http://www.readwritethink.org/professional-development/strategy-guides/developing-persuasive-writing-strategies-30965.html

Writing Templates: Provide students with templates that structure the organization of the text to be written

Source: http://www.pbs.org/wgbh/misunderstoodminds/writingstrats.html

       Proofreading without a Partner:  Students correct and revise papers by themselves

Source:

http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/files/writing.pdf

Add Sensory Details: Students close their eyes and picture a movie in their minds based on their writings.  They may add details after picturing these images in their minds

Source: http://www.discoveryeducation.com/teachers/free-lesson-plans/writing-strategies.cfm

Post Writing Strategies

  Group Critiques: Students in small groups give constructive criticisms to a group member

Source: http://www.ehow.com/list_6321640_post_writing-activities.html

Read the Paper Aloud: Students will share their completed writing with the class by reading it aloud.
Source: http://www.ehow.com/list_6321640_post_writing-activities.html

Reflection Essay: Students write a short journal about what they could have done better in their writing or what they would like to repeat in their next writing experience

Source: http://www.ehow.com/list_6321640_post_writing-activities.html

Revising: Revise the essay; add more content and detail if necessary

Source: http://mavdisk.mnsu.edu/sweena1/strategies.html

Editing and Proofreading: Check for spelling and grammar errors

Source: http://www.luc.edu/media/lucedu/firstandsecondyearadvising/pdfs/writing_process.pdf

Story Hour at Hagatna Library

On March 22, 2104 at the Hagatna public library, I was joined with Toni Salas and Jenny Castro to read some books to the children from 10:00 am to 12:00 pm. Dr. Rivera joined us later that morning along with other two members of their organization. Jenny and I read two books to the children and Toni read them a story in Chamorro  and also translated it in English. The children really enjoyed the story books as well as learning some Chamorro words since last month was Chamorro month. As I sat back and watched as Jenny and Toni enthusiastically read their story books to the children I realized how much I have missed doing this everyday.  When it was my turn to read to the children I felt so excited instead of being nervous. I watched as each kid smiles and interacts with Toni and Jenny through out the story read-a-loud. On this day, I have come to realized that teaching is truly something that I enjoy doing. I guess I had forgot about it for the past two years because I am not in the classroom but I am so thankful that I had this opportunity to open my eyes again and see that teaching is my passion. Like I said not only seeing the children made me realized what I am missing out on but also watching Jenny and Toni interact with each kid. Seeing them and how they were so passionate with each kid made me realized that I need to get back in to the classroom. This was a fun and exciting day for me. 

Story Reading

I just to share our pictures on the Story Hour event in Hagatna Public Library on March 22, 2014. Beauty, Toni, and I had a great time reading stories to the little children.

Day 10: Spring Break

How was everyone's spring break?  I certainly welcomed the pause from HW for the University.  Although I was bummed that DOE and UOG spring breaks did not coincide with each other (that would have been too convenient- haha!), I am now glad that they were separated!  Why?  As I try to catch up with my grading and in preparation for SAT 10 last week, I'm able to do my homework for this week and on DOE spring break.  I am indeed a woman with a plan!

Anyway, once SAT-10 is done, it's all denouement from there for work.  On the other hand, it means due dates for the University.  And then that means SUMMER!!

Yes, friends, I really am counting down, and I know that you all are as excited as I am!

Now, here are spring flowers for your viewing pleasure:

PS. IRA meeting next week Saturday :)

Image:

Spring