The TeachNet Project sponsored with major funding by the AT&T Learning Network,
seeks to improve student achievement by providing training, grants, networking and resource sharing to teachers at four of the Teachers Network affiliates nationwide.
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Author of the Week
How
it works:
The purpose of this project is to get young children excited about reading by letting them take the same book (of their choice) home each night to focus on it for one whole week! They learn what a plot is and how to describe a problem and solution in the story. They learn to retell a story focusing on the sequence of beginning, middle, and end. They also learn to describe the characters and setting. After using the ideas presented in this project Stacey noticed that her students had an increased interest in books, authors and subsequently in reading. The project exposes students to a large number of books by the same author, which provides an opportunity for an in-depth study and appreciation of each author. The lessons follow the same framework for each author so the students become familiar with the routine and expectations. They have a journal, which the teacher makes ahead of time. In this journal they keep track of which books they have read from the featured author, and they rate each book too. They also keep all their class work and homework in it as well. On Monday they pick a book that they will use for their homework each night. The class work prepares them for the homework assignment, and the computer lab activities add motivation and excitement to the process of learning about each author.
Assessment:
There is an assessment check off list which includes all the projects for the week and a 1 through 4 grading system (1=below average and 4=excellent).
Standards:
Reading
1.2 Identify the title and author of a reading selection. Vocabulary and Concept Development
1.17 Classify grade-appropriate categories of words (e.g., concrete collections of animals, foods, toys).
Reading Comprehension
2.1 Identify text that uses sequence or other logical order. Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Respond to who, what, when, where, and how questions.
2.3 Follow one-step written instructions.
2.4 Use context to resolve ambiguities about word and sentence meanings.
2.5 Confirm predictions about what will happen next in a text by identifying key words (i.e., signpost words).
2.6 Relate prior knowledge to textual information.
2.7 Retell the central ideas of simple expository or narrative passages.
Literary Response and Analysis
3.1 Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story’s beginning, middle, and ending.
3.2 Describe the roles of authors and illustrators and their contributions to print materials.
3.3 Recollect, talk, and write about books read during the school year.
Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.
Comprehension
1.1 Listen attentively.
1.2 Ask questions for clarification and understanding.
1.3 Give, restate, and follow simple two-step directions. Organization and Delivery of Oral Communication
1.4 Stay on the topic when speaking. Use descriptive words when speaking about people, places, things, and events.
2.2 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.
Software or Materials Used:
TECHNOLOGY MATERIALS
Hardware:
Internet connection
Computer lab
CD ROM drive
Software:
Imagination Express: Castle
Kid Pix Deluxe 3
Sheila Rae, the Brave (A Living Book)
Keywords:
Plot, problem, solution, character, setting
The Students:
This unit was used with a first grade class. It would also work with a second grade class. There are no prerequisites.
Overall Value:
After using the ideas presented in this project Stacey noticed that her students had an increased interest in books, authors and subsequently in reading. The project exposes students to a large number of books by the same author, which provides an opportunity for an in-depth study and appreciation of each author. After each unit the students were anxious to check out books from the library that were written by the author they had just studied. These books almost became sacred.
Details:
Subject Area: Language Arts
Grade Level: First and Second Grades
Tips for the Teacher:
It is very important to do the preparation suggestions for each lesson. If a teacher is inexperienced with using technology with a class, it is crucial for that teacher to spend time on a computer before the lesson. That teacher can follow the guidelines specified in the lessons and practice. This will make the lessons be less stressful and run more smoothly.
Stacey Hansen
Stacey Hansen has been teaching for eighteen years. She has many interests besides teaching, and art is one of those. She has studied art for years, and enjoys making landscape paintings with oils. She was fortunate in that during her first year of teaching, which was a kindergarten class in Ojai, Mona Brookes chose to use her school to help with the research for her future books on teaching art to children. Mona subsequently published a few books on teaching art to children. The book that applies to this middle school unit is called, Drawing for Older Children and Teens.