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2007/08 Block Feeds on KET ED
- Block Feed: Programs 101-108 Program Details
- 4 hours
- Tuesday, August 14 at 4:00 pm on KETED
- Block Feed: Programs 109-112 Program Details
- 2 hours
- Tuesday, August 21 at 4:00 pm on KETED
Episodes Included in These Block Feeds
- 101. Becoming Readers and Writers
- In Sheila Owen's Beaumont, CA kindergarten class, where all 5- and 6-year-olds are "readers and writers from day one," the students listen and respond to a story about pumpkins, create sentences using the word wall, and chant a poem on the letter "D." Guided by Owen, they write a group account of the pumpkin life cycle, then work independently on their writing. 27 minutes.
- 102. Writer's Journal
- In John Sinnett's afternoon kindergarten class in Houston, literacy routines are front and center. The students, many of whom are from China, Vietnam, and other Asian countries, focus on print and "what good readers do." They also learn "what good writers do" as Sinnett guides them through independent writing in their personal journals and practice reading and writing at their own levels at the classroom's work stations. These routines and classroom management techniques provide a consistent structure for learning. 27 minutes.
- 103. Building Oral Language
- In a full-day kindergarten class in Boston, Cindy Wilson and her bilingual aide promote oral language development and individual responsibility. The Chinese- and English-speaking students take leadership roles as "Room Readers and Writers," guiding classmates through daily routines and gathering useful information for the class. They participate in hands-on activities to explore celebrations of Valentine's Day and the Chinese New Year as they make connections with their own and one another's linguistic and cultural knowledge. 27 minutes.
- 104. Thalia Learns the Details
- Student case study: Thalia Valdez, who attends kindergarten at the bilingual AMIGOS school in Cambridge, MA, is just beginning to get excited about letters. With the support and guidance of her teacher, Jim St. Clair, she steadily learns the details of the basics of reading and writing, such as one-to-one word correspondence, letter sounds, and left-to-right text. She uses her fine motor skills in adding text to her inventive drawings. 27 minutes.
- 105. Assessment-Driven Instruction
- Hildi Perez is a 1st-grade teacher and reading specialist at an urban public school in Boston with a diverse student population. She uses formal and informal assessments to help her make instructional decisions for the class and for each student, including individual developmental reading assessments. She tracks the progress of the entire class as they work their way through a sequence of leveled books. 27 minutes.
- 106. Cassandra Becomes a Fluent Reader
- Student case study: 7-year-old Cassandra Nelson attends Young Achievers School in Boston. At the beginning of 1st grade, she uses many visual clues to decode stories, but needs work on comprehension to achieve greater fluency. With a variety of literacy activities and reading practice both at home and at school, Cassandra and her teacher see her progress toward becoming an independent reader. 27 minutes.
- 107. Connecting Skills to Text
- Learning to read in Charmon Evans' 1st-grade classroom in Port Hueneme, CA is skills-oriented and fun. Students interact with a talking puppet or are contestants in the Word Wall Game Show. Evans balances skill development—phonemic awareness, phonics, and sight word identification—with authentic reading and writing tasks to encourage a love of learning. Students revisit poetry charts; read decodable texts in guided reading groups; and write in their journals about a challenging, read-aloud chapter book. 27 minutes.
- 108. Promoting Readers as Leaders
- Valerie Kostandos believes that all her Melrose, MA 1st graders should take on the role of leader. This strategy contributes to a learning climate where students see themselves as readers, writers, and leaders who manage their classroom routines. They take attendance, help one another discover the motivations of characters in a text, and make decisions about when they need support in reading. Kostandos makes sure students understand the purpose behind each lesson. 27 minutes.
- 109. Students Making Choices
- Becky Pursley's 1st graders in Austin, TX have a broad range of reading levels, so she uses a workshop approach to meet individual needs and provide many choices for learning. Students can read books or poems, draw and write about a book, work at a classroom center, or participate in a performance reading called readers' theater. Pursley stresses purposeful instruction and close assessment of students' progress. 27 minutes.
- 110. William Finds His Base
- Student case study: William Daley is a typical 2nd-grade boy who attends the Hemenway Elementary School in Framingham, MA. William's teacher, Stacey Soto, discovered early in the year that he was pretending to read better than he tested. Over the course of six months, she works with him on decoding and comprehension, giving him books for both guided and independent reading that present a strong challenge. By year's end, William learns the basics and advances in reading skill and comprehension. 27 minutes.
- 111. Staying on Topic
- Martha Duran-Contreras is a bilingual 2nd-grade teacher from Santa Monica, CA with many racially mixed and bilingual students. She provides the children with individualized instruction, reviewing their progress and helping them set goals and identify steps toward achieving those goals. She works with individual students during an independent writing activity where each student is challenged to "stay on topic." 27 minutes.
- 112. 100 Days of Reading
- In a Chicago neighborhood, Shari Frost runs a mixed 1st- and 2nd-grade classroom that includes students with physical and learning disabilities. On the 100th day of school, they engage in a math/reading lesson on what they could buy with $100, read a poem featuring the number 100, and celebrate the milestone day. Frost capitalizes on her students' age differences by encouraging peer support and builds literacy learning strategies into every classroom activity. 27 minutes.
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