The Contexts of Comprehension: The Information Book Read Aloud, Comprehension Acquisition, and Comprehension Instruction in a First-Grade Classroom

2001 ◽  
Vol 102 (2) ◽  
pp. 97-122 ◽  
Author(s):  
Laura B. Smolkin ◽  
Carol A. Donovan
Keyword(s):  
First Grade ◽  
Read Aloud ◽  
Comprehension Instruction ◽  
Grade Classroom

scholarly journals A Gender Gap in Literacy? Exploring the Affective Im/materiality and “Magic” of Allure with/in a First Grade Classroom

2019 ◽  
Vol 10 (2-3) ◽  
pp. 330-355 ◽  
Author(s):  
Bessie P. Dernikos
Keyword(s):  
Gender Gap ◽  
First Grade ◽  
Literacy Learning ◽  
Male Students ◽  
Reading Practices ◽  
Grade Classroom

Within this article, I think with (Jackson & Mazzei, 2012) posthumanist theories of affect and assemblage (Deleuze & Guattari, 1987) to argue that literacy learning within a first grade classroom (NYC) involved allure (Thrift, 2008), or more-than-human technologies of public intimacy that were affectively contagious and seemed to take on a life of their own. By doing so, I contribute a new dimension to literacy-gender debates by exploring how the im/material practices of allure emerge to produce entanglement, bliss, and even violence. While male students’ entangled reading practices disrupted popular assumptions of “failing boys,” thereby making new gendered and literate subjectivities possible, these practices, at times, further reinforced rigid heteronormativities. Ultimately, attending to literacy learning as alluring invites more ethically response-able (Barad, 2007) considerations that take seriously how the forces of gender, sexuality, and race work to animate/contain bodies, spaces, and things, as well as shape the un/making of students as “successfully literate.”

Visual Literacy and Young Learners

2020 ◽  
pp. 190-208
Author(s):  
Hilde Tørnby
Keyword(s):  
Visual Literacy ◽  
First Grade ◽  
Learning And Development ◽  
Visual Texts ◽  
Written Text ◽  
Distinct Sense ◽  
Visual Text ◽  
The Impact ◽  
Grade Classroom

This chapter explores visual literacy from theoretical and practical perspectives. Ideas of what is meant by visual literacy and why this is important are presented through a selection of studies. The impact that visual literacy may have on students' learning and development is further elaborated. A case study from a Norwegian first-grade classroom is included to shed light on the ways in which visual work in the classroom can be implemented. In addition, exemplars of students' written verbal and visual texts are thoroughly examined. A tendency in the material is that the illustrations are detailed and elaborate, and carry a distinct sense of the written text. Hence, the visual text may be understood as the more important text and may be vital in a child's literacy development.

scholarly journals Creative Endeavors: Inspiring Creativity in a First Grade Classroom

2015 ◽  
Vol 44 (3) ◽  
pp. 235-243 ◽  
Author(s):  
Susan W. Cress ◽  
Daniel T. Holm
Keyword(s):  
First Grade ◽  
Grade Classroom

Teaching Primary-Grade Mathematics Skills with Calculators

1987 ◽  
Vol 34 (6) ◽  
pp. 24-27
Author(s):  
Joan Spiker ◽  
Ray Kurtz
Keyword(s):  
First Grade ◽  
Primary Grade ◽  
Mathematics Skills ◽  
Professional Pride ◽  
Grade Classroom

When colleagues see calculators in my first-grade classroom they ask, “How will they be used in the first grade?” Professional pride dictates that I come up with the best answer possible. I tell them I am going to teach (1) what calculators are, (2) what calculators do, and (3) how calculator are used. Children should become comfortable using these tools. The goal is to teach and reinforce the objectives currently required in the first-grade curriculum.

The Author Has the Last Word: Buddy Editing in a First-Grade Classroom

2014 ◽  
Vol 84 (3) ◽  
pp. 367-384 ◽  
Author(s):  
Jessie Auger
Keyword(s):  
Teacher Learning ◽  
Subject Matter ◽  
First Grade ◽  
Pedagogical Approach ◽  
Teachers And Students ◽  
The Subject ◽  
Student Practice ◽  
Grade Classroom

In this essay, Jessie L. Auger reflects on the practice of Buddy Editing in her first-grade classroom as an opportunity for student and teacher learning. By explicitly revealing her pedagogical approach and sharing transcripts of students' engagement with her Buddy Editing protocol, Auger presents the dynamics of a learning partnership that exists among teachers and students and between students. She offers a glimpse of what happens in one classroom when the teacher focuses on providing students with the appropriate tools, environment, structure, and access to the subject matter; trusts students to enact their own agency as learners; and takes a reflective stance on improving her practice based on lessons from student practice.

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