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Getting My Bearings

As another week comes to an end, I think I’ve finally got my bearings in the classroom. You get into so much of a routine of your own that it takes a bit to get back into a more structured setting. The kids have been flexible as well as us teachers so it’s been great.

This past week we have been working on a lot of graphs and different types/categories of graphs in math. There are so many ways you can collect and represent data and the kids are just baffled by our findings.

In our reading focus lessons we have been wrapping up realistic fiction and the components that make up the genre. Students made up their own realistic fiction details and wrote them out on the graphic organizer pictured below. The ideas that some of the kids come up with are so detailed and intense at times; They have such an immense amount of knowledge behind them.

With our writing focus lessons we have started to touch on review and critique writing. We made a checklist for review writing and brainstormed a variety of things we could write reviews on. We will carry this topic through next week as well.

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Here’s a snapshot of what we’ve done this week.

What adventures happened in your neck of the woods?

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Growing Up With Too Many Chooses

In my Emergent Language course we have been reading “Growing Up with Language,” which describes and strives┬áto explain how young children form words in attempt to get their word across. I find it very intriguing–not only how preschool age children speak but also how adults try to wrap their brains around these poorly spoken words. I’m always fascinated by things that children say so I find a few laughs in this book. I can understand a child’s frustrations when we can’t comprehend what they are trying to say. Then they fret and ask “Why you don’t like my chooses?” It’s hard not to grin at these chop shopped phrases but also how to assist them in finding the right words at the right time.

I’ve been told before that when “correcting” a child’s speech or even just talking with a child that it helps to repeat what they say. Naomi S. Baron says to try recasting their words to better suit proper English grammar; rather than repeating their silly and most times nonsensical language bits. We need to work on fixing “Why we aren’t going home yet?” to “Why aren’t we going home?…Yeah. Why aren’t we going home?”

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Let’s take an adventure!

Welcome to Ms. D’s Teaching Adventures! This blog will pose as a place to share my adventures student teaching in the classroom as well as conquering the education courses that complete senior year. I look forward to sharing my insights, passions, lessons, and interests here. Be sure to follow me on Twitter @MDasczynski to check out my day-to-day classroom encounters, inspiration, and funny things the children say.