LIT 102 Podcast

Mearline

LIT 1O2 Podcast

Podcast, LIT 102 Assignment

Video by Marla Theodore

Prewriting

The cycle ended with publish on the 30th November 2016 and the next set of students began the  cycle.  They did pre writing in a new genre of writing.  The introduction to the lesson did gain  my attention, really loved this part. The student who taught the lesson I noticed would be an excellent teacher, she had the right attitude and energy that made the lesson come to live.  Great Job 🙌

The other groups members taught we that we can use pre-writing strategy to help us with the selection and the development a topic:

 • Make lists of ideas on a topic 

• Read and take notes on a topic 

• Make a cluster 

• Ask questions about a topic

• Discuss ideas about a topic with others and take notes 

• Make an outline of your paper
Using the compartments of the train for the "Five W" when students are brainstorming was wonderful, the boys in any classroom would love this.

Excellent work

This process is useful when writing a persuasive piece.

Janelle Melchor

Prewriting

30/11/16
Reflection:5

Key features of the Prewriting stage

1. Students should write on a topic based on their experiences.

2. Engage them in rehearse activities before writing.

3. Identify the audience for whom they will write.

4. Identify the purpose of the writing activity.

5. Choose an appropriate genre or form of their compositions based on audience and purpose.

The review of the pre-writing stage was very interesting in the last class mini lesson. I like the teaching aid that was used to engage the students in the writing process. The introduction was very gaining attention for the students, this gave a feeling of anticipation for the students. The use of the five "W" was a very neat idea for teaching the students to find out ideas for the topic or brainstorm. I love this aid because it will help the students to understand the pre-writing stage. I have try this in my writing and I feel it very good for students to use.

Mearline Hippolyte

After the expository writing we were researching interactive ways to teach this lesson. We came across this video we believe would be very appropriate for the primary grades.

In this session the lecturer modeled the correct way to teaching a lesson.  She engaged us in the writing process, by first brainstorming ideas.  Then she used the writing traits of revising, editing and finally publishing.

On Wednesday 16th November the lecturer decided to teach us an effective way to introducing narrative writing to our students.  Two of my colleagues were given the opportunity to read a narrative piece called "It's Mine."  A story wheel was drawn on the board by the lecturer and we were instructed to copy in our books, then to complete it based on the narrative piece we listened to.

We were placed into groups where we were to create a piece of narrative writing based on a sentence. When we were given the chance to share our narrative pieces so many different ideas were portrayed.  This lesson really realize where my past teachers failed me and I should use this occasion as a newly trained teacher to do a better job, in the creation of good writers.  With the development of the character we could use one of the following:-

In a unisex school of boys, this will make the lesson very exciting.

The word dialogue is the same as Speech

To help improve this session we should be allotted more time when creating our pieces.
Janelle Melchor

Hey guys exams is approaching. Wishing every one the best. Study and do your best.






                                       Marla, Merline, Melchor.

Prewriting



         On December 1st, 2016 my group taught prewriting for a narrative essay to students. We first showed the students a video about  what we wanted the video to be then we guided them into selecting a topic. Different persons had specific parts which was done fairly well. However we could have done much better we were so focused on time that we ignored introducing the students to story elements and focused solely on prewriting. At the end of the lesson I realised that we could have selected some thing that the students were a little more familiar with like a bus ride. My group members and I worked together as a team to complete the presentation.
         I was very much proud of the way I presented. I ensured that I modelled to the students what was expected. I tried my best to not look at the paper I had in my hand. I praised the students when I thought needed. I am especially proud of my self because I get scared when I have to present and always say what is directly on my paper.



                                                                                                                                 Marla Theodore

Revising (Ideas)

Today for our mini lesson the focus was on the revising of ideas, of a piece of writing. Revising consists of helping the students on improving student writing. To accomplish this students should be rethinking, rewriting and refining their writing. With this application of their knowledge of language skills and sentence structure in order to become better writers. 

When we are teaching our students these things should always be at the forefront, modelling, collaborative practice, guided practice and independent practice.  Once these attributes are included in the lesson plan the creation of good writers will be an easy task.

To help students remember the process of revising I use a writer's revise chart.  Since we were teaching Grade Two students I changed the word substitute to switch, to make the word more student appropriate.


This entire class was entertaining and exciting, my colleagues used different strategies to help students in the process on becoming good writer.  One group had a song referring to sentence fluency, the use of transitional words were done by another group which help me remember there are different transitional words for each genre of writing.

Janelle Melchor

The Writing Process(Revise)

23/11/16
Reflection: 4

The mini lesson offered alot to aid for the teaching of the writing process. I saw it to be enjoyable and was able to gather information from the groups who did the Pre-writing, Drafting, Revising, Transitional words, and Fluency. In all the stages of the writing process, the teacher is the one who has to do the modelling to help develop students into good writers. This is where the IMSCI model comes in, it is an instructional teaching aid used by the teacher to scaffold students in their writing. Before the teacher allows the students to do any genre, he/she has to model to them on how to brainstorm a topic, pre-writing using a graphic organizer, drafting, revising, and editing.

Revising Stage

Rereading the rough draft

Sharing the rough draft in a writing group

Revising on the basis feedback

Conferencing with the teacher

     

Mearline Hippolyte

Poetry

8/11/16
Reflection: 4

Poetry elements
Writers use many elements to create their poems. These elements include:
Rhythm
Sound
Imagery
Form

Pigs
Muddy, smelly
Digging, running, rolling
Uses its hooves to dig dirt
Disgusting!



The last class was about Poetry, the lecturer introduced this with the use of nursery rhythms. After we had to think of words to describe a poem. There were things that I knew and did not know about a poem. I learnt that there are different types of poems like Cinquaine, Limerick, Haiku. Some poems had words that rhythm but they spelling are not the same. Some poems have shapes for example if you are writing a poem about a star, it can be written in the shape of a star.
    I feel it is good that teachers introduce poems to the students and allow them to discover some of the elements foud in a poem. Having them to do so will make them see what a poem is, the types of  poems. I also feel that drama is good for students to be in tune with a poem. This will help them to express themselves better and get to understand the piece of writing.
    I also see poems as a very creative way to begin a lesson. Especially if the students can dance or move themselves to the rhythm of the poem, or if the poem is describing the topic or just a poem to change the mood of the classroom and get the students attention for the lesson. It would also be nice to get the students to end the lesson writing a poem about the topic either individually or as a group. They can also present their poem in many fun dramatic ways. What a wonderful way to end a lesson.

Janelle Melchor

Mearline H ippolyte
Marla Theodore    

Expository Writing

25/10/16
Reflection: 3





Expository Writing is a type of writing that is used to explain, describe, give information, or inform. The text is organized around the topic and developed according to a pattern or combination of patterns.


As a teacher in practice I feel it is very important to use tools or strategies to help students to better understand a concept. When I was at school I struggle to write good essay. This made me hate school, so I never looked forward to attend school. Right now I am not at a Primary school any more but at a Tertiary level. However, the lecturer introduced  Expository Writing  much better than the teacher who taught me years ago. I love the way she linked many words to the writing. There were step by step process on how to write an Expository piece, for example the introduction, body paragraphs, and closing paragraph. I feel doing this will help students to see what this genre is, especially at a grade 3 level.
       The teacher modelling will made the students better understand the writing. The writing procsess  that were used in this writing, for example prewriting, drafting, revising, and editing. I feel as a teacher it is very important that step by step instructions is done for the students. The teacher talking about the writing piece is not enough but IMSCI model would be an ideal instructional teaching used by the teacher  to scaffold the students.

Mearline Hippolyte

Descriptive Writing

11/10/16
Reflection:2

What is descriptive writing?
Descriptive Writing is a clear description of people, places, objects, or events using appropriate details. It pays close attention to the details by using all the five senses.

Descriptive Writing is one of the genre I am familiar with. However, attempting it in class made me enjoy it more. The lecturer help bring all the ideas I needed to help me write my piece. The use of the Five Senses Cluster was a good graphic organizer to aid with brainstorming. I was able to see the topic to write about and to use smell, taste, see, hear and feel to make the paragraph interesting.

      Using the Five Sense Cluster in the prewriting is an ideal tool for students. I feel that this organizer can be use in any grade level. Students are taught about their senses and they are quite aware of it too, so using this tool in Descriptive Writing will assist them. I look forward to use this tool for the students, especially for struggling writers.

                                  

                       Mearline Hippolyte

POETRY

This week ,the class was about the types of poem, for the introductory activities, we recited and sang nursery rhymes.  We were asked to express our feelings and what we knew about poems.  I dislike poetry because, of my past experiences with poetry.  But after this lesson ,I realized I always like poetry but in a different form because, I love our local calypso.  Limerick are rather interesting,and I love it so much for my Math lesson I used one.  My cooperating teacher was very pleased by the use of poetry, the children were very attentive and understood the lesson easily.  Poetry can be used across the curriculum, one other type of poem we learnt about was a Cinquain.  The lecturer asked us to form groups of two, where we had to create our own Cinquain.  This was Mearline and my outstanding creation which we performed for our colleagues.
Pigs
Nasty, Smelly
Digging, running, rolling
Uses its hooves to dig the dirt
Scavengers
My lesson was on the number ten (10) and this was the limerick I use

I have ten fingers,

I have ten toes,

I will always have ten,

No matter big I grow.

Ten, ten, ten, ten,

Ten fingers and toes,

Ten, ten, ten, ten,

                                                            No matter how big I grow.

Janelle

                                                   Scaffolding Students' Writing


            One of my best sessions for LIT 102 is when we looked at Scaffolding Students' Writing. As a student who is new to the profession I did not know what was required of me when it came to making students better writers. However, after that sessions I felt confident and ready to assist the upcoming generation in being more proficient writers.

             During that class we were separated in different groups to present on different ways that we as upcoming teachers can scaffold students' writing. We used letters of the alphabet to assist with the presentations. I leant that I must teach students to brain storm, use their own topics, work collaboratively, revise, think aloud and use graphic organizers which will help develop their writing. As a teacher I should Inquire to find students’ interest, writing abilities and what they know about writing. I should provide feedback after each stage of writing, guide their writing as they go through the writing process and allow them to publish their finished work.

             For one of the presentation the group placed themselves in the shoes of primary school students who desired more from their teacher when it came to writing. This was quite informative and brought me back to my  primary school days thinking that there was more my teachers can do. I saw the letter from the point of view of a teacher being addressed by a student. I surely sympathized with that student and believe that I need to do what it takes to ensure that I am capable of assisting students with becoming the best writers.


                                                                                                                           Marla Theodore

Writing Process

LIT 102

12/11/16

Reflection: 1

The Writing Process is one thing I did not know much about. But the lecturer modeling it gave me a better understanding, I am starting to enjoy every steps in the Writing process. To begin, the prewriting was done first, this stage is very important before writing on any topic. A teacher modeling before writing will help the students to better understand how to brainstorm and gather information for writing. This is what I got from the lesson, I saw proper procedures of the prewriting process being used in one form of genre. The use of Descriptive writing was done where the lecturer used a Five Senses cluster to brainstorm for the writing. It was a great instructional aid that helped me to develop my ideas for my first draft on My favourite fruit. I am quite certain this done in a literacy classroom will aid  students to think of ideas to write on a topic. I look forward to see this done in my classroom.

Mearline Hippolyte

The writing process

        After this lesson on the writing process and it became clear to me why our students do not like to write. As a student myself I was not given topics to write on that I was very knowledgeable about, sometimes I had no ideas flowing to my brain.  The lecturer created the atmosphere where all students would love and enjoy writing.  The first stage of the writing process was done, which is pre-writing.  The writing genre which was chosen was a descriptive piece which involve the uses of our senses to get a mental picture of what is been described.  I learnt a new concept which made the pre-writing stage so much easier.  I was introduced to the five senses cluster to help me describe my favourite fruit.  This is where students get to brainstorm their ideas.
 
        To make this lesson better, I think the teacher should allow the students to choose their own topics because I noticed one student did not have a favourite fruit.  As I learnt from the past assignment I was given, the student would have no idea what to write about this topic.

Janelle

Drafting

     I am now understanding why students may not like writing, the lecturer pointed out a critical point.  As teachers , when you get your students to write their drafts and they share what they wrote we need to praise them.   This is something teachers may forget.  A good writer does not write only one draft but may write up to five drafts and drafting is an essential component in the writing process.

     Also the teacher needs to model what they want their students to do and can get the students to participate in the teacher's draft.  I believe with this experience students minds will be stimulated and ideas will flow when given the opportunity to write theirs.

Janelle

LIT 102

This is the blog, the greatest triple "M" have created.  This blog will be informative, reflective and suggestive about the course "Promoting writing in the primary school". Hope you enjoy everything on this blog