David Castillo edrg 3321

My setting would be around a campfire and my guest would be Pancho Villa , John Wayne, Marcos (my son), Dinora (my wife), David and colleagues would have to be Mark and Katja. My menu for dinner would include BBQ Chicken/Brisket, roasted corn, pinto beans and a baked potato.

DC: Welcome to the BBQ;Bien Venidos ala Barbaqoa
D: is the food ready
MC: What are we going to eat?
DC: Don't worry if you are hungry you will eat it
JW: It sure smells delicious.
K: Who is the man with the big hat?
M: That is Pancho Villa and its a big sombrero
DC: Honey, please stick another log in the fire
D: Marcos will you please stick another log in the fire
MC: Why do I always have to take orders
PV: no quiero gallina! donde esta el purqo (I don't want chicken, where is the Pork)
JW: pass me one of those roasted corns
M: This brisket is so good, pass me another chunk of brisket.
MC: He sure carries lots of bullets on his body
DC: Son lower your voice and stop looking at Pancho Villa
K: I don't blame you son, he sure is a strange looking man
JW: This brisket is good
M: David was this one of his (John Wayne's) lost cows
K: Why is there a JW on that dry cow skin?
M: I believe that is JW branding initials for all his cattle
PV: que miras huerco chocroso (what are you looking at dirty kid)

This would have been interesting, my son would have enjoyed the visit with Pancho Villa and John Wayne.

David Castillo edrg 3344

Narrative Letter to teachers and parents.



May 5, 2009

San Antonio ISD
3344 EDRG
San Antonio, Texas 50509-3344

Dear Teachers and Parents:

As an advocate for all types of land formations, I have selected the theme of aquifers. I believe that it is imperative that we always have a safe and adequate supply of fresh water in Texas. To do this, our children must know how to be actively involved in the protection of our aquifer. To ensure that Texas’s aquifers will be valued and protected, we must learn how to balance the demands of humans while protecting the environment.

To help you learn more about aquifers, I have enclosed a variety of information and activities about aquifers. I hope this aquifer brochure will help your students or children appreciate where you leave and encourage you to help protect our (aquifers) land formations.


I look forward to visiting your school on earth day, to share for what I call a well worth experience on protecting our (aquifers) land formations.


For additional information about (aquifers) land formation protection, please contact me at Sav-earth.


Sincerely,

Two Hump Thirsty Camel

David Castillo edrg 3321

What is Historical Fiction?
Historical Fiction is a short discussions of events in the time period that they reflect in the hope that a chronological framework gives you a good understanding of the history portrayed in that time period.

How can we use it in the classroom?
Historical Fiction in the classroom can be used for discussing past historical events. A lesson can be planned around a historical event and the students can role play those events. This allows the student to get the feel of what life was in during those events. Students may dress, cook and work with arts and craft to learn get the feeling hands on of that time period.

David Castillo edrg#3321

Come up with a super sentence definition of Contemporary Realistic Fiction.
Contemporary Realistic Fiction is everything in a realistic story such as the plot, characters, and the setting is consistent with the lives of today's good and bad situations in our society.



How can you use it in the classroom.
I could use Contemporary Realistic Fiction in my classroom to show students the many obstacles we face in life from being student to what parents face in the real world. I would use certain characters and settings to demonstrate certain situations. I could have the students read on a certain topic they are facing whether its a good or bad situation. For example children who's parents might be going through a divorce can pick up a book with characters going through a divorce, however; with a good explanation that all will be OK.

David Castillo edrg#3344

Focus "how-to" Expository MGP (outline)
A. Identify how Land Formations Occur
B. Create clay models of an imaginary tract of land that contains many land formations such as plains, mountains, plateaus, canyonons or valleys.
C. Have students label each formation
D. Have students identify national parks with land foramtion that are unique to those areas
E. Provide several graphs/topographic representations of land formations.




1. Poem (Example)

Sculpting Nature

Pressure plates grind and slide,
Ridges rise out of the depths,
Muscles exposed to sun and rain
Wear down deep grooves, caves
Openings; form arches, bridges.
Ancient sea beds laid bare,
A hidden legacy, then under water,
Now dry layers exposed.
Chart the course, feel the power
of unseen sculptor’s hands,
Slow time moving by eons.
Feel the power and be awed before such beauty.

Land Forms

Pressure builds within the belly,
Liquid rock spews forth,
Explodes with force,
Steam and smoke billow skyward.
Water cools the rock and land is formed,
Breaking the water’s expanse.
*****
Land forms stand before the wearing
Of the rain and wind.
Erosion grooves form, shaping, softening,
Surface changes, water levels rise and carve
Between ridges and one land becomes two.

2. How will I use it in the classroom.
I will use it to help me get students to gain an appreciation for writing, analyzing, reading and listening to poetry, viewing poems as a motivation for studying land formations. They study and create their own Land Formations about poems with some illustrations.

David Castillo edrg3344

What is narrative? Explain the components.
A. Narrative writing tells a story (any type of story) from a true to made up story.
B. Narrative writing also shows a sequence of events over time.
C. Narrative writing always portrays a crystal clear beginning, middle and end to a story (the middle must be clearly able to describe in details.
D. Narrative writings have an audience other that the writer.

Explain the Writer Workshop Experience.
The workshop Writer's Experience has five parts:
1. Students are divided into groups of 3-5
2. For best results students should be siting in a circle and each student will take turns reading aloud their writing while the other students listen. To get the students attention to the reader all students should put their writings away under their desk/chair.
3. As soon as the first student is done with his/her reading the other students will provide their comments by applying the sandwich method (sbh,2007) theory. One student at a time will provide feedback and should start with a positive comment on what they liked about their reading. Student then can ask questions or provide suggestions about their reading. Some suggestion should be such as word choices or should be from small concept to big concept.
4. As soon as all the students in the group have made their comments the next student begins reading their writing aloud and the same steps are repeated until all students have had an opportunity to read their writing and provided their comments.
5. All students return to their desk and begin the rewrite process based on the comments received while participating in the sandwich workshop (edit is the final).

Discuss the process and "sandwich theory". (sbh, 2007-theory)
The workshop was very valuable in the classroom, our home group is small which made it easy to follow the sandwich theory. The group responded with positive feedback and share other suggestions and again in a positive way. We all shared what we liked about the our writings, we gave suggestions or ask questions and end with some encouraging comments.

Thank you, Dr. Harris for sharing your theory.

David Castillo edrg 3321

Growing and Farming
I get up in the morning to that rooster crowing
I hear the John Deere tractor roaring and now
I know its time to get on going
I go to the fields and feel the wind blowing
I pick up my hoe and be-gin hoeing

by David Castillo

David Castillo edrg #3321

What is Modern Fantasy?
Modern Fantasy is when authors create and or alter one or more characteristics of everyday reality; which are to be amoung the most valuable literature selections for children.

Design a unique activity for your book. Describe it.
"The Ghost of Fossil Glen" - The main character is being pursued by a ghost. Her friend calls her a liar and doesn't want to hear "stuff like that." But her old pal, listens eagerly as she tells him about the voice that guides her down a steep cliff side, the girl she imagines who begs, "Help me," and a terrible nightmare in which that girl falls to her death. Who is that girl? Is she the ghost? And what does the ghost want from her?

Book cover "The Petrified Shadow" with lots of color

Directions: I would provide the students with all the arts and crafts they would need to create their own river/cliff to mirror the story.

Step 1 - Read the story aloud to the students
Step 2 - Discuss the story and ask questions, did they like the ending, would it be scary during the day time, etc...
Step 3 - ask that they write their own story about the highest cliff with some drawings of the cliff and the river
Step 4 - have the students share their experience with the class
Step 5 - if permitted students can do some rock climbing at the "rock climbing" rental to experience the height of the cliff.

David Castillo edrg-3344

MGP Outline


"Land Formations"

I. Narrative - letter
a. Types of Lands (mountains, plains, deserts, islands)

II. Expository - Data Charts
a. Information on how land formation occur

III. Persuasive - Pamphlet
a. facts on land formations

IV. Descriptive - Observations/Comparisons
a. comparisons of land formations

My MGP is for 3rd or 4th grade level.

David Castillo edrg-3344

Definition of Talk.
The chapter defines "talk" as four types of activities: conversation, aesthetic, efferent, and dramatic are important for developing children's talk and it also complements students written language development. According to Heath (1983) that the four types of talk is necessary ingredient for learning.

Why is talking beneficial in the classroom?
Research shows that students benefit from participating in talk activities for both social and academic purposes throughout the school day and that talk is a necessary ingredient for learning.

Give example of talk in the classroom.
Some examples of talk in the classroom are as follow:
Aesthetic talk - students use this form of talk to respond to literature and to deepen their comprehension of books they are reading. Grand Conversations - students dig deeper into a story and deepen their comprehension about literature reading in literature focus units and literature circles. Asking Questions - both the students and teachers ask questions to stimulate conversation and deepen understanding.

David Castillo edrg-3321

Give one super sentence definition of traditional literature?
Traditional Literature can be in a form of folktales, fables, myths, and legends that have been passed down from generation to generation by word of mouth and can be expressed as animal characters who regain human form for children to enjoy.

How can you use Traditional Literature in a classroom?
As future teachers we can get very creative, such as have the students create models of a certain book fore example the "Three Little Pigs" they can build the three different little homes and have the wolf and each little pig by their home. Also, write their own play and act it out for the class. Students can change the play, such as maybe each little pig being asked to come in the house, etc.....

Will you use Traditional in you classroom why or why not?
I would definitely use Traditional Literature in my classroom. This would allow the children to create their own settings of the story and their imagination will take them to other geographical parts of our world.

David Castillo edrg3321

What are picture books? When can you use them? How? Are there any limitations?
A picture book is an art form that combines visual and verbal narratives in a book format. A true picture book tells the story both in words and pictures, but with the understanding the pictures are more important than words. Picture books are most often aimed at young children and while some may have very basic language especially designed to help children develop their reading skills, most are written with vocabulary a child can understand but not necessarily read. There are some picture books written with older children in mind, developing themes or topics that are appropriate for children even into early adolescence. As for limitation, I would have to say maybe through middle school.

How do you evaluate or select a picture book? What is the process?
The text should be energetic. Look for artwork such as illustrations, theme that is vivid that children can recognize. In terms of construction, the books should be durable with rounded corners and also should be small enough so that children can handle the book and turn the pages easily and of course age and reading level.

Personal views on picture books. Like or No likey? Why? Use or no usey? Why?
As I reflect back on my son's picture books, I have to say that I've enjoyed them and encourage our school teachers and parents to continue using picture books. Picture books are appropriate for a broad range of interests and reading levels spanning from pre-school through middle school. These types of books are characterized by their bountiful illustrations and memorable characters, themes, numbers after all picture books tell a story and are meant to be read aloud.

David Castillo edrg3344

Definition of Listening (part 1)
Listening is "the most used and perhaps the most important of the language (and learning) arts", yet a complex, interactive process by which spoken language is converted to meaning. There are four (4) types of listening: First is Discriminative listening, as an adult we pick and choose information based only on our interest. Students can be very discriminative with chapter texts by only concentrating on the bold face print. Second is Aesthetic listening, people listen to a speaker or reader when listen for enjoyment. Occasionally, I'll tune in to a TV channel where an author is reading his/her book aloud and is also interesting to see how many people attend these functions. Third is Efferent Listening, people listen to understand a message and a good example of this is probably that of taking notes. People can take notes to only identify the main points and based with only the their notes they then can organize an outline of information in order to remember it. Fourth is Critical listening, people listen critically to evaluate a message or instructional information. This process is often used for debating.

What was the most challenging part of the debate? Why? What aspects of listening did you use? (part 2)
First of all we were too many to have an effective debate. Therefore, I would have to say the most challenging part of the debate was trying to focus on what they were trying to tell our team. It was difficult to listen carefully and write down some of their major points so that our team could debate. I feel that I/team used all four types of the listening aspects and probably the aesthetic was my favorite since both teams enjoyed the debate.

Choice Words chpt. 2 "teacher talk" (part 3)
I'm going to go with "What kind of text is this?" This opens a conversation about classifying things, including articulating the logic of the classification. The reason I like this one is because it reminds me of when my son began coloring, he would always show me his coloring or drawing and as a parent you would always say "it is beautiful", however; I would ask him "what do you think?" and this would turn into a lengthy conversation on analyzing the colors the shapes outside the lines and etc... So, as parents and teachers don't just respond with good job throw the question back to your child or student.

David Castillo edrg3321

What is International Literature? How is it different from Multiculturalism Literature? Why is it important to have in the Classroom?
According to our text, International Literature is defined as "that body of books originally published in a country other than the United States in a language of that country and later published in this country" some examples of Children's International Literature are "Going Back Home" and "I See The Rhythm" both, written by Toyomi Igus; English. This book includes vivid, colorful paintings and according to teachers this book means more than looking at words on a page - it means experiencing history, hearing the paintings, and seeing the music and is recommended for grades 4 and up.

On the other hand we have Multicultural Literature which is forever changing and is different from International Literature. In 1993, Junko Yokota defined it as "literature that represents any distinct cultural group through accurate portrayal and rich detail". In 1997, Violet Harris defined literature exclusively about people's ethnicity as "multiethnic literature". A perfect example of Multicultural Literature children's book is that of "Mada's Pinata Magic", written by Becky Chavarria-Chairz. She is a San Antonio, Texas native an a award-winning writer/commentator and freelance journalist who has written extensively on Hispanic customs, including pinata making and breaking.

Some activities I would like to use in the classroom for Multicultural Literature would have to be for each student to bring a game that would pertain to their family culture, so all children could experience the game for that culture. Another activity would have to be perhaps have a world map on a bulletin board and have each student identify their culture by placing a flag on the map that would identify their place of culture.

Other activities for International Literature could be perhaps creating audiotaped cassettes with greetings, basic conversations, songs and stories for the children to listen or read aloud. Maybe using the same concept of a world map and identify certain books from different countries and use visual object along with the book to relate the International Literature.

David Castillo edrg3344

RAFT
Role: Mozart
Audience: prospective employer
Format: job interview
Topic: qualifications as a composer (Strong Verb: point out)

Dear City Symphony Orchestra of New York,

My name is Cranky Violin Mozart I am interested in the Master Composer position posted in the New York Times. I would like to take this opportunity to introduce myself and point out my qualifications as a composer. Being born and brought up in a family where music was in air, in life and in dreams of everyone, I feel strongly I meet your qualifications for your Orchestra. I will bring over 230 years of experience and knowledge on composing music. I have composed hundreds of beautiful and unique music works which include over 20 operas, about 14-15 Masses, 30-40 concerts (piano and violin), 50-60 symphonies. As my record reflects I meet all your qualifications as Master Composer and feel I can bring more excitement to your Orchestra. I look forward for to an interview.

Sincerely,
Cranky Violin Mozart


Capable Writers
Basically, capable writers provide support for the often lonely and frustrating task of writing. We see capable writers as professional trained guides in the hard work and personal exploration writing involves. Capable writers can inspire with a variety of original writing prompts. I feel strongly that if you have something important enough to put into words, but you're having trouble getting started or your writing has stalled, then professional writers and teachers, become our help or in this case our capable writers. For example: if I wanted to preserve in writing all the stories my father and mother has told us, I believe I would definitely could use some direction and encouragement from a professional writer or a teacher. I don't think we can do with out capable writers, after all they are the professionals (teachers) and are children in school we turn to them for support.

David Castillo edrg3321

Describe how to effectively evaluate books for Children. Is it Value based?

Teachers, Librarians and Parents have a difficult task in selecting appropriate books. In making these selections they must select books that provide balance in a school or public library. A literature program should include five objectives:

1. A literature program should help students realize that literature is for entertainment and can be enjoyed throughout their lives.


2. A literature program should acquaint children with their literary heritage and allow its transmission to future generations.


3. A literature program should help students understand the formal elements of literature and lead them to prefer the best that our literature has to offer.


4. A literature program should help children grow up understanding themselves and the rest of humanity.


5. A literature program should help children evaluate what they read.

It is also important for teachers to help students learn how to compare, question, and evaluate the books they read.

Anita Silvery a literary critic provides both a list of qualities of a reviewer and questions for the reviewer to consider. We actually applied this in our classroom among our home groups and personally i thought this was a great exercise. We had a great book and the entire group agreed with the evaluation criteria. If children's books were selected strictly based on values, we would have to many selections. There are so many values that can be intertwined and many people with many different beliefs so this would be impossible. Again, we used the "evaluation criteria" in our chapter three and our home group agreed it was an excellent and appropriate book for children.

Why do character/setting analysis on children’s books? What did it accomplish?

Characterization analysis is one of the most powerful of the literary elements, whether the story is a contemporary tale in which characters face realistic problems or an adaptation of classic literature. A believable and enjoyable story needs main characters who seem lifelike and who develop throughout the story. This allows children to experience the readings by sharing the characters main roles.

The setting of a story, such as the location in time and place helps readers share what the characters see, smell, hear, and touch, and also makes the character's values, actions and conflicts more understandable. The setting is very important part of a story that the characters and plot cannot be developed without an understanding the time and place. The majority of the time settings are used to create moods that add credibility to characters and plot. Therefore; without the characters and settings we would not have an enjoyable book for children to experiencethe characters and settings.

David Castillo edrg3344

Briefly discuss the Read & Writing process (chapter 3)

According to this chapter both Reading and writing are similar processes of constructing meaning. Teachers organize reading and writing instructions using two types of stages - READING processes teachers use the five stages (prereading, reading, responding, exploring, and applying) of reading and WRITING processes teachers use the five stages (prewriting, drafting, revising, editing, and publishing of writing. Students also learn to use the reading and writing processes through literature focus units, literature circles, reading and writing workshop, and theme cycles. The chapter also identifies five (shared reading, guided reading, independent reading, buddy reading, and listening as it is read aloud) ways to read a selection.



On a personal note even though the reading and writing processes had been in place for many years, it is unfortunate that we had to many school teachers not applying these effective techniques in our schools. As I think back to my primary school years, I recall the teacher reading aloud to us, however; not in a circle. I certainly do not recall the teacher explaining the reading to the class. My son is 10 years of age and in the fifth grade, I have been very involved with his education from his daycare center to his fifth grade year. I can honestly say that all his teachers have been excellent, his kindergarten teacher in particular was outstanding. My son entered kindergarten reading, so his teacher would have additional assignments for him and sometimes would allow my son to visit the first graders for about an hour. My son was taught very early about the process of writing, I still have copies of his drafts or sometimes referred by his teachers as brain storming before they would write there assignments.
Based on my personal experience and my son's classroom environment, I have to say there has been a tremendous improvement by teachers in the classroom. The classrooms are well decorated with many educational pictures and the students classroom assignments are all displayed throughout the classroom including the outside of the classroom. Therefore, I have seen many changes and it will only get better as our future teachers are graduating and entering into the classroom as teachers.

David Castillo edrg3321

Milestones in the History of Children's Literature
Many years ago literature books were not written for children. However, changes in printing technology provided affordable books, but most important were changes in social attitudes toward children. When childhood began to be viewed as a special part of the human life cycle, literature written specifically for children became very important. Therefore; when children's books were eventually written, they usually mirrored the dominant cultural values of their place and time.

Standards for Evaluating Young Adult Literature
Books should have the power to allow readers to place themselves in the role of the characters, to emphasize with protagonists and antagonists, and to understand points of view that may be different from their own. Some evaluation criteria used are:
-Do the characters face issues and problems that are believable for and interesting to young adult readers?
-Do the characters overcome these problems in ways that allow them to gain insights into different ways of handling problems?
Selecting and discussing literature that helps young adults understand that controlling their emotions is important.

The History of Censorship
Although "censorship" has always existed to some degree, the criteria for proposing that books be banned seem to shift with social trends.

Looking back at the history on children's literature, I'm personally glad this has changed. I recall reading some literature books in my primary grades and can honestly say they were not the best books for children then. The children's literature books in today's classrooms are far more interesting for our children. Today's children's literature books allow children to engage in this stories and enjoy reading. As far as censorship, there will always be someone that will want to challenge our school librarian or our school boards. Today we can pick up any children's literature book whether in a classroom or book store our children will immediately enjoy reading.

David Castillo edrg3344

Emerging Into Literacy
Chapter 4 - summary


Emergent literacy is about how children learn to read and write. According to this chapter children become readers and writers over time and through (home, school classroom, home, shopping) engagement with multiple opportunities to read and write. It also touches on how children’s written language begins before they come to school. Again, parents or caregivers play an important role in children’s knowledge in learning and writing. How is Emerging Into Literacy further developed?

Fostering Young Children’s Interest in Literacy
Concepts About Written Language – Teachers demonstrate the purposes of written language and provide opportunities for students to experiment with reading and writing by:

-Posting signs in the classroom
-Making a list of classroom rules
-Writing notes to students in the class

-Drawing and writing in journals

I personally feel that today’s teachers and future teachers have the approach of allowing the students experiment with the above opportunities. I reflect to my son’s drawings and writings in his journals, which I have kept since pre-kinder. I don’t recall these types of setting when I was going to school.

Young Children Emerge Into ReadingShared Reading

There are three stages that children move through as they learn to read: emergent reading, beginning reading, and fluent reading. In emergent reading the children have an understanding of the communicative purpose of print. In the reading stage children learn phoneme-grapheme correspondences and begin to decode words. The third stage fluent reading is where children have learned how to read.

Oh, how I wish our primary grade teachers would have shared more readings and perhaps learn to have showed the students the actual pictures of the book. Times have definitely change from twenty years ago, this is so interesting how I can now relate the three stages to my son’s primary-grades.

Young Children Emerge Into Writing

Introducing Young Children to Writing – children become writers before entering kindergarten, others are introduced to writing during their first year of school. As reading development children’s writing development follows the same three stages: emergent writing, beginning writing, and fluent writing. The first stage children make scribbles to represent writing, which appear randomly on a page but in time they begin to scribble from left to right and from top to bottom. In the second stage it signals children’s growing awareness of the alphabetic principle. Children move from writing single words to writing sentences and experiment with capital letters and punctuation marks. Finally, children write in paragraphs and vary their writing according to genre. They use mainly correct spelling and other conventions of written language, including capital letters and punctuation marks.

As stated earlier, how times have change I recall my primary teacher always crossing out my writing. Today’s teachers allow children to experiment with their writing, its part of the stages children move through to become fluent writers. Again, I can apply this to my son’s primary school years. I have kept all his scribbles to pages with letters/words written all over the page and as time went on with experience his writing went form left to right and from top to bottom.

David EDRG 3321

An Example of a teacher that you feel was a good teacher and why?

I would have to say my 5th grade teacher Mr. Martinez, he cared for my well-being and encouraged me to never give up. As a child I struggled through all my years of school and he is the only one that comes to mind that never gave up on me. I had my share of negative feed back from teachers including counselors in my elementary through High School years. Today, I still struggled through school, however; my perseverance has help me not to give up and climbed the ladders in my 18+ years as a highly respected representative throughout the University of Texas System Administration Institutions. So, I have to say the He was the only one who planted the seed in my mind that I could succeed in life. It is one of the reasons I want to finish my school and make changes in a school district that is political driven and for once give Resource Students and Students with special needs an opportunity in life.

David Castillo edrg 3321

A Brief Summary of Chapter 1.


This chapter discusses the Values of Literature for children, Promoting Child Development through Literature, and Children's Responses to Literature. We often hear that teachers have a responsibility to introduce our children to literature readings, however; parents have to share that responsibility as well.

• Values of Literature for Children - Literature books are the major means of learning our literature heritage from one generation to our next generation and understand our cultural heritage. Literature allows children in some cases travel to other parts of the world and relive that culture or just visit all by reading or viewing literature. As discussed in class this open many doors of discovery, endless hours of adventures, and enjoyment.



• 
  Promoting Child Development Through Literature - According to research children's literature development has identified stages in the language development, cognitive, personality, and in social development. Although all children learn these stages, each child learns at a different rate, however; they must all pass through this stage. I found the short video on cognitive development very interesting it reminded me of my son when he would help me in the kitchen.
  


• Children's Responses To Literature - I refer back to how important the teacher and parent are in literature development for our children. As the book discusses there are several factors that relate to children's responses on literature. One example is Factors Within Contexts - finding a good reading environment for children allows them the growth, such as libraries, cultural events (such as our Folk Life Festival story telling) where children can connect with the literature.

What is a value?
A value can meaning many things and is different for many persons. I would like to say that a family value is a value that has been instilled by your parents while growing up. If asked to list the number one value I would have to say "family". My parents have instilled this closeness in our family, we all have our professional careers but in between we find the time to get together at our parents home or a simple phone call. We have grown up to respect each other and one thing that sticks to mind is that no matter what time of the day and or any day if we see each other we always say hi with a hand-shake.

Where did you learn this value? I would have to say my parents have been very instrumental in instilling how important it has been to stay in touch with our siblings. This has carried on to our nieces and nephews from all ages.

Can you teach this value? How? Do you? Yes, this value can be taught. I have sole-custody of my son since he was a newborn (11 months) and is now 11 years of age. I promised to myself that he would not be labeled by teachers with the words I always hear, "oh he/she comes from a broken home" I read to him every night before bed time since he was a newborn all the way to third grade. I have now changed the role to where he reads to me every night and discuss the reading. He is a well behaved child and is a GT students. This has been hard, however; I have taught him and continue to teach him important values that has carried in our family as a tradition.

David Castillo EDRG3344

How do students learn?
Not all students learn the same way, there are different ways of learning and the teacher plays an important role in identifying what method will be best for the students.
As I reflect back to my childhood school years, I wish my teachers would had identified the best method of learning for me. I remember sitting in the classroom listening to the teacher, however; not understanding what she was saying much less retaining the information. The best days were when the teacher would use pictures or hands on activities to learn about the subject being covered and those were the days I enjoyed the most.
Therefore; students may learn by hands on experience, pictures and or applying it to their daily activities and lives. As mentioned in our textbook, "students learn best using authentic materials, through social interaction, and with the support and guidance of their teachers". (Piaget and Vygotskey)

What are the six components of Language Arts? How does teaching Language Arts connect to how children learn?
The six components of Language Arts are listening, talking, reading, writing, viewing, and visually. These six components of Language Arts are further grouped in two being oral, two being written, and two being visual. As I pointed out earlier the teacher has an important role to identify the method of delivery and incorporate lesson plans to allow the students to use all six components in their Language Arts programs. Children learn to use the six components of Language Arts to communicate and to best share their experiences with friends, family and in the classroom.