1. Bryce talks about doing a talking fish
what arms story in 2nd author
s chair
Bryce brings the card as preparation for third story. (observation)
2. Arianna comments on her story during her story. (story)
3. Chosen redos his story (less offensive to the amasses.)
4. I think Skylar wanting to say more (story)
5. Michael -
6. Trace - conversational tone (story)
6. Deseree talks of being nervous while recording in her last story. (post interview)
Why reflection? Well they knew they were going to do the third story. Also we talked about goals in the 2nd AC session.
Saturday, January 24, 2009
Wednesday, January 21, 2009
This is Bryce
Bryce was 7 at the beginning of this project. He is in Ms. Pierce's class. Arianna is his cousin. He has a computer at home. He likes to play Toontown which is a subscription mmo game for kids from Disney.
Bryce is the only student who made pop culture references in his stories and journal. The teachers' activities are very directed, but Bryce "writes stories" in his head natural at home and for fun. So he knows that he can tap that well.
In his pre-interview, Bryce was asked what kinds of stories he likes. He said liked science stories and he likes to tell make believe stories. He answered quickly without much hesitation. In fact the only hesitation in his entire interview was when he was asked about the writing he did at school. He did mention he writes about math... explaining his strategies. He said there was no show and tell and he didn't really raise his hand much to speak in class.
Bryce considers imself good at writing stories. When asked what makes a good story he said "pictures and words."
He also considered himself good at telling stories. When asked what makes that kind of story good, he said when "they figure it out. This means when the listener follows and understand events. I think this would be an issue with Bryce speaking with other children because his stories are long and often complicated and he uses interesting language.
Bryce's Mom noted that Bryce enjoys playing games on the computer. She glowingly reported that he has great vocabulary, loves to read, and reads very well in her opinion. She said he loves to be told all sorts of stories, but that she often tells him stories about his cousins and other family members.
Bryce's Writing Journal is mostly similar to the others' journals. This reflects teacher planning and collaboration across the grade level. The topics are mostly what they did that weekend. Bryce did find the opportunity to write a pirate story.
He named the characters.
He gave the story a title
He signed it by Bryce.
His story has a sense of beginning/middle and end.
In his what I did entries, he, like Michael expresses "having fun."
The pictures in his journal often reflect different
........................
I won't finish this right now, because I was working on Arianna. But the coolest thing about Bryce is that he is a writer. I was listening to the tape of the 2nd author's chair and I had them state their goals for their next piece. The other kids said stuff like make people laugh. And Chosen mentioned something he didn't remember later when he was making the third story.
Bryce SPECIFICALLY listed that he wanted to write a story about "talking fish with arms."
I knew the first story was something that had been churning inside him for a while. I could just tell by the way it spilled out of him. But it looks like he had other stories on tap and ready to go.
Post Interview:
Likes to play Toontown and Madagascar on his computer.
His favorite part of making these stories was drawing the pictures.
Of all the stories, he liked his last story the best.
Denies changing his voice for his story. (I don't know why... it's obvious that he did.)
What makes a good story: Bryce said different kinds of things... when pressed, he said, 'monsters, aliens.' so he means content makes a good story.
Bryce is the only student who made pop culture references in his stories and journal. The teachers' activities are very directed, but Bryce "writes stories" in his head natural at home and for fun. So he knows that he can tap that well.
In his pre-interview, Bryce was asked what kinds of stories he likes. He said liked science stories and he likes to tell make believe stories. He answered quickly without much hesitation. In fact the only hesitation in his entire interview was when he was asked about the writing he did at school. He did mention he writes about math... explaining his strategies. He said there was no show and tell and he didn't really raise his hand much to speak in class.
Bryce considers imself good at writing stories. When asked what makes a good story he said "pictures and words."
He also considered himself good at telling stories. When asked what makes that kind of story good, he said when "they figure it out. This means when the listener follows and understand events. I think this would be an issue with Bryce speaking with other children because his stories are long and often complicated and he uses interesting language.
Bryce's Mom noted that Bryce enjoys playing games on the computer. She glowingly reported that he has great vocabulary, loves to read, and reads very well in her opinion. She said he loves to be told all sorts of stories, but that she often tells him stories about his cousins and other family members.
Bryce's Writing Journal is mostly similar to the others' journals. This reflects teacher planning and collaboration across the grade level. The topics are mostly what they did that weekend. Bryce did find the opportunity to write a pirate story.
He named the characters.
He gave the story a title
He signed it by Bryce.
His story has a sense of beginning/middle and end.
In his what I did entries, he, like Michael expresses "having fun."
The pictures in his journal often reflect different
........................
I won't finish this right now, because I was working on Arianna. But the coolest thing about Bryce is that he is a writer. I was listening to the tape of the 2nd author's chair and I had them state their goals for their next piece. The other kids said stuff like make people laugh. And Chosen mentioned something he didn't remember later when he was making the third story.
Bryce SPECIFICALLY listed that he wanted to write a story about "talking fish with arms."
I knew the first story was something that had been churning inside him for a while. I could just tell by the way it spilled out of him. But it looks like he had other stories on tap and ready to go.
Post Interview:
Likes to play Toontown and Madagascar on his computer.
His favorite part of making these stories was drawing the pictures.
Of all the stories, he liked his last story the best.
Denies changing his voice for his story. (I don't know why... it's obvious that he did.)
What makes a good story: Bryce said different kinds of things... when pressed, he said, 'monsters, aliens.' so he means content makes a good story.
Wednesday, January 14, 2009
This is Arianna
Arianna is 7 at the time of this research project. She is in 1st grade. She is in the same class as Michael, Deseree and Chosen. She is an African American child with a Latino father. According to her parent, she speaks fluent Spanish. Bryce in this study is her cousin.
Her parents tell us she doesn't choose to use the computer much at home. When she does, it is usually starfall or educational cds. Later in her pre-interview, Arianna will say that she likes playing games on the computer, but does not know many sites. She sites a website that the librarian taught her very recently as her "favorite."
Her parents say they are not aware of much story writing she does at school. There are occasional paragraphs describing a picture. Her parents read her bed time stories. She enjoys hearing stories about her cousins. Her parents report that she enjoys hearing Junie B. Jones.
Arianna, in her pre-interview says she likes all types of books when asked about her favorite book. WHen pressed, she said she liked fiction books. Asked to name a favorite, and she paused and said she doesn't remember the names of favorites. She said she likes to tell scary stories- tell scary stories to her little cousin who reacts "scary."
At school she says she likes to write about her "weekend."
Asked about opportunities to share and talk at school, she had not answer. She did say that in kindergarten she would bring her stuffed Animals for show and tell. When asked what she would say about those animals, she said that she usually gets them from sea world.
She said she is a good story writer because she "writes neatly."
She said that what makes a good story to tell "words come out of your mouth." I thought she might have meant expression, but when pressed that doesn't seem to be where she was headed.
Her teacher's evaluation of Arianna's language skills was pretty glowing. The teacher said she was on grade level. She classifed her as having high verbal skills. She gave clear and concise statements and complete thoughts. She claimed Arianna was medium at writing and had improved at a steady pace and she expected her to be right on track at the end of the year. She writes in complete sentences... writing flows.
Arianna chooses to write about friends and family (usually assigned topics.)
Arinna uses complete senses and can be very dramatic to get her point across. She uses correct tenses. Her teacher lists her as a strong language user.
Her Journal:
The journal samples I could get from her were pretty sparse. I tried to choose from each child a sample that was their longest from their journal. That was my criteria... as much words as possible in the three writing samples. Something they seemed to have put some energy into.
Arianna had a numbered list of what she'd done over the weekened which was a common topic in the classroom. The sentences were checked by the teacher. There was correct spelling, capitals and punctuation. There was not much elaboration, but I do not think that was expected. "I went bowling." "I swang on a swing."
She also has a piece where she copied a poem or a song. Again spelled in standard form for the most part.
She has a description of her self (what she is wearing) that other students also have.
Lastly there is a piece that is actually copied from another student. I will get to the reason for that in another post.
She has some half hearted stick figures drawn to accompany her writing.
Field Notes:
Arriana is hard on herself. She was very worried about making her first story. She is a perfectionist... but in the ways she knows...spelling... neatness.. etc. She started out using the shape tools that we learned during computer lab time, but move on to a girls and flowers theme. This was her anchor and she stuck with it. (anchor)
Arianna spoke several times (tapes during work time and 2nd author's chair) that she wanted to do things for Bryce... I am making a story for Bryce, Bryce what should I add here? She expressed interest in making Bryce laugh for her third story.
Arianna erased when the tool was a problem... instead of fixing the tool. That is she didn't really adjust the technology to her needs. She worked around it. She showed less frustration at the end and her third story reflects her working with Jaidyn. Jaidyn left and in her third panael the story is typical Arianna.
During 2nd authors chair Ariann was very critical of her own story. "I don't think mine is interesting" "It was stupid." During her third story she expresses that she hates her story during the last panel. During the 2nd author's chair she expresses that she is going to be funnier next time as her goal.
Post Interview
Arianna is very bouyant during this interview. She is making farting noises joyfully.
Arianna answered immediately that she liked to write silly stories. She said she wanted to laugh Bryces head off' She said computers were fun and that she liked to play on them, play pixie (software used to create stories.)
Said at home her cousin (bryce) helped her with describing words but that when she did these stories she had more time to do lots of stories.
Liked Trace's stories... said because he used the blender (stamps)than she did.
Was looking forward to to getting a dvd. Started making weird monkey sounds so I left her alone.
;Labbo and Arianna
Screen as canvas. She is drawing pretty pictures. The story comes from her lster. I mean I don't know if her pictures reflect deliberate story telling.
Her parents tell us she doesn't choose to use the computer much at home. When she does, it is usually starfall or educational cds. Later in her pre-interview, Arianna will say that she likes playing games on the computer, but does not know many sites. She sites a website that the librarian taught her very recently as her "favorite."
Her parents say they are not aware of much story writing she does at school. There are occasional paragraphs describing a picture. Her parents read her bed time stories. She enjoys hearing stories about her cousins. Her parents report that she enjoys hearing Junie B. Jones.
Arianna, in her pre-interview says she likes all types of books when asked about her favorite book. WHen pressed, she said she liked fiction books. Asked to name a favorite, and she paused and said she doesn't remember the names of favorites. She said she likes to tell scary stories- tell scary stories to her little cousin who reacts "scary."
At school she says she likes to write about her "weekend."
Asked about opportunities to share and talk at school, she had not answer. She did say that in kindergarten she would bring her stuffed Animals for show and tell. When asked what she would say about those animals, she said that she usually gets them from sea world.
She said she is a good story writer because she "writes neatly."
She said that what makes a good story to tell "words come out of your mouth." I thought she might have meant expression, but when pressed that doesn't seem to be where she was headed.
Her teacher's evaluation of Arianna's language skills was pretty glowing. The teacher said she was on grade level. She classifed her as having high verbal skills. She gave clear and concise statements and complete thoughts. She claimed Arianna was medium at writing and had improved at a steady pace and she expected her to be right on track at the end of the year. She writes in complete sentences... writing flows.
Arianna chooses to write about friends and family (usually assigned topics.)
Arinna uses complete senses and can be very dramatic to get her point across. She uses correct tenses. Her teacher lists her as a strong language user.
Her Journal:
The journal samples I could get from her were pretty sparse. I tried to choose from each child a sample that was their longest from their journal. That was my criteria... as much words as possible in the three writing samples. Something they seemed to have put some energy into.
Arianna had a numbered list of what she'd done over the weekened which was a common topic in the classroom. The sentences were checked by the teacher. There was correct spelling, capitals and punctuation. There was not much elaboration, but I do not think that was expected. "I went bowling." "I swang on a swing."
She also has a piece where she copied a poem or a song. Again spelled in standard form for the most part.
She has a description of her self (what she is wearing) that other students also have.
Lastly there is a piece that is actually copied from another student. I will get to the reason for that in another post.
She has some half hearted stick figures drawn to accompany her writing.
Field Notes:
Arriana is hard on herself. She was very worried about making her first story. She is a perfectionist... but in the ways she knows...spelling... neatness.. etc. She started out using the shape tools that we learned during computer lab time, but move on to a girls and flowers theme. This was her anchor and she stuck with it. (anchor)
Arianna spoke several times (tapes during work time and 2nd author's chair) that she wanted to do things for Bryce... I am making a story for Bryce, Bryce what should I add here? She expressed interest in making Bryce laugh for her third story.
Arianna erased when the tool was a problem... instead of fixing the tool. That is she didn't really adjust the technology to her needs. She worked around it. She showed less frustration at the end and her third story reflects her working with Jaidyn. Jaidyn left and in her third panael the story is typical Arianna.
During 2nd authors chair Ariann was very critical of her own story. "I don't think mine is interesting" "It was stupid." During her third story she expresses that she hates her story during the last panel. During the 2nd author's chair she expresses that she is going to be funnier next time as her goal.
Post Interview
Arianna is very bouyant during this interview. She is making farting noises joyfully.
Arianna answered immediately that she liked to write silly stories. She said she wanted to laugh Bryces head off' She said computers were fun and that she liked to play on them, play pixie (software used to create stories.)
Said at home her cousin (bryce) helped her with describing words but that when she did these stories she had more time to do lots of stories.
Liked Trace's stories... said because he used the blender (stamps)than she did.
Was looking forward to to getting a dvd. Started making weird monkey sounds so I left her alone.
;Labbo and Arianna
Screen as canvas. She is drawing pretty pictures. The story comes from her lster. I mean I don't know if her pictures reflect deliberate story telling.
This is Michael
Michael was 7 at the time of the research project. He is an ESL learner due to the fact that his parents are from Africa (will find country.) He has an older sister who was in fifth grade last year.
Michael was in Ms. G's class. Mrs. G. agrees that she does less modeling than Ms. P so that her students had room to go off on their own a bit more in assignments. However most writing was teacher directed; prompts. Even "creative writing" assignments were directed: If they were learning about penguins they might be assigned to write facts about penguins; then as a creative writing activity it might be "what would you do if you had your own penguin. (teacher informal interview)
In class Michael is often a slow starter and seems to not to be "with us." On an observation, I came in and sat beside him during a spelling test. I was surprised to see that there were no words on his paper, just a bunch of erasings. In the lab he struck me as a sharp student. After I sat down beside him he started writing the words where the teacher was... about number 15 out of 25. The words were challenging regular words like after, and bought and he spelling them all correctly. (my observation)
His teacher considered him a high reader, but had trouble completing his thoughts. She said he spoke in wrong tenses (I goes with my mom) and broken sentences. (teacher questionaire)
In his class journal Michael wrote in a fairly standard narrative form. I have pieces from him from January of his first grade year on. By standard narrative, I mean he wrote sentences that were in linear order and grouped on the same topic. In his journal he wrote about his dog and his family. He included feelings of happy and sad. He also wrote about going to his dad's store and exchanging money. (journal samples)
In his pre-interview he said he liked funny stories like Captain Underpants. He said he liked to tell stories like Charlotte's Web.
He said he liked to go home and tell about things he did at school. (Parents mention this as well.) He says that at school he also likes to write about what he did and where he went. I think this is the standard journal entry for his class: What'd you do this weekened?"
Like all the other students, the parents seemed unaware of any writing students did at school.
He said he was a good writer and that he was good because his sister taught him. He could not verbalize what made a good story. When pressed about what he could do to make telling a story interesting to a younger child, he could not verbalize what he might do with his voice, etc.
In the pre-interview he said he liked "reading stories" on the computer. (There is a website we used in the computer lab.) His parents said he had a computer at home and liked playing games.
In his post-interview He said a good story makes people be nice, funny or mean... makes people feel something. So a good story ilicits a reaction from the audience. In his post interview he said he liked playing games and making stories on the computer. He was pretty delighted with the dvd and when reviewing his work he commented on things he thought were left out... things he meant to say.
Before the project, he wrote about the things he wanted to make a movie about:
His dog being gone (mentioned also in his journal)
Giving his mom food.
Dad being funny.
Something about a pet (handwriting indecipherable.)
I can say: Michael write about his family. Michael showed previous interest in exchanging money in his journal. His father owns a store. He tells a trickster tale (tricking dad out of money.) He tells absurd tales: giving mom a gorilla,
Every story begins with the dollar bill stamp (his anchor) and he works around that.
He is the one child who asked for specific help in manipulating the stamp so it could fit his needs. That is, bending the technology to his will rather than going with where the technology took him. He had very purposeful ideas about what he was doing with that stamp (he cried out very upset when his cut and paste covered up his picture when he was just learning how to cut and paste the dollar stamps.)
Michael was the wanderer (like a father-to-be in the waiting room) during Author's Chair sections.
Labbo Stance: Screen as paper (for storytelling) Screen as playground (for jokes) Doesn't quite translate due to the digital story nature of this project. For instance the jokes are in the vocal part not necessarily in what was created on the screen.
Awareness of audience in the last piece?
Michael's Elaboration over time. The pictures were generally the same spare drawing. Same themes. Now that I know that his dad owns a store, I don't know if he departed that far from family after all with the last one. The elaboration over time came from how he told his story. He was having such a good time with the second story that he was shouting it on the way out the door (tape recordings) the day he recorded it. Interesting how 1st story is pretty much in the pictures. Second story he goes beyond the pictures he's drawn (the pictures are place holder for the extra story he wants to tell about gorillas, and punches, etc.) The third reflects decision... what meaning will be carried in the images, what meaning parts will be carried in the vocal recordings.
Theory: The more children used the digital tools, the more they depended on the verbal to carry meaning of the story. (story, tonal pitches)
Michael giggles forcibly through the showing of his second story. Was kind of wild eyed in amazement at the first (wow really??) Third paced the floor like an expectant father. Responded seriously to teacher comments of how she will edit silence spaces or extra talk digitally.
Michael was eager to comment on the stories of others. He said things were "great" and funny.
He said he added items because he wanted to make them funny. (The gorilla) I asked him about the use of his voice (bill cosby!) and he said Well I do not know but I think so. Later you can hear him commenting on others' stories mentioning how their "voice" was funny.
Michael was in Ms. G's class. Mrs. G. agrees that she does less modeling than Ms. P so that her students had room to go off on their own a bit more in assignments. However most writing was teacher directed; prompts. Even "creative writing" assignments were directed: If they were learning about penguins they might be assigned to write facts about penguins; then as a creative writing activity it might be "what would you do if you had your own penguin. (teacher informal interview)
In class Michael is often a slow starter and seems to not to be "with us." On an observation, I came in and sat beside him during a spelling test. I was surprised to see that there were no words on his paper, just a bunch of erasings. In the lab he struck me as a sharp student. After I sat down beside him he started writing the words where the teacher was... about number 15 out of 25. The words were challenging regular words like after, and bought and he spelling them all correctly. (my observation)
His teacher considered him a high reader, but had trouble completing his thoughts. She said he spoke in wrong tenses (I goes with my mom) and broken sentences. (teacher questionaire)
In his class journal Michael wrote in a fairly standard narrative form. I have pieces from him from January of his first grade year on. By standard narrative, I mean he wrote sentences that were in linear order and grouped on the same topic. In his journal he wrote about his dog and his family. He included feelings of happy and sad. He also wrote about going to his dad's store and exchanging money. (journal samples)
In his pre-interview he said he liked funny stories like Captain Underpants. He said he liked to tell stories like Charlotte's Web.
He said he liked to go home and tell about things he did at school. (Parents mention this as well.) He says that at school he also likes to write about what he did and where he went. I think this is the standard journal entry for his class: What'd you do this weekened?"
Like all the other students, the parents seemed unaware of any writing students did at school.
He said he was a good writer and that he was good because his sister taught him. He could not verbalize what made a good story. When pressed about what he could do to make telling a story interesting to a younger child, he could not verbalize what he might do with his voice, etc.
In the pre-interview he said he liked "reading stories" on the computer. (There is a website we used in the computer lab.) His parents said he had a computer at home and liked playing games.
In his post-interview He said a good story makes people be nice, funny or mean... makes people feel something. So a good story ilicits a reaction from the audience. In his post interview he said he liked playing games and making stories on the computer. He was pretty delighted with the dvd and when reviewing his work he commented on things he thought were left out... things he meant to say.
Before the project, he wrote about the things he wanted to make a movie about:
His dog being gone (mentioned also in his journal)
Giving his mom food.
Dad being funny.
Something about a pet (handwriting indecipherable.)
I can say: Michael write about his family. Michael showed previous interest in exchanging money in his journal. His father owns a store. He tells a trickster tale (tricking dad out of money.) He tells absurd tales: giving mom a gorilla,
Every story begins with the dollar bill stamp (his anchor) and he works around that.
He is the one child who asked for specific help in manipulating the stamp so it could fit his needs. That is, bending the technology to his will rather than going with where the technology took him. He had very purposeful ideas about what he was doing with that stamp (he cried out very upset when his cut and paste covered up his picture when he was just learning how to cut and paste the dollar stamps.)
Michael was the wanderer (like a father-to-be in the waiting room) during Author's Chair sections.
Labbo Stance: Screen as paper (for storytelling) Screen as playground (for jokes) Doesn't quite translate due to the digital story nature of this project. For instance the jokes are in the vocal part not necessarily in what was created on the screen.
Awareness of audience in the last piece?
Michael's Elaboration over time. The pictures were generally the same spare drawing. Same themes. Now that I know that his dad owns a store, I don't know if he departed that far from family after all with the last one. The elaboration over time came from how he told his story. He was having such a good time with the second story that he was shouting it on the way out the door (tape recordings) the day he recorded it. Interesting how 1st story is pretty much in the pictures. Second story he goes beyond the pictures he's drawn (the pictures are place holder for the extra story he wants to tell about gorillas, and punches, etc.) The third reflects decision... what meaning will be carried in the images, what meaning parts will be carried in the vocal recordings.
Theory: The more children used the digital tools, the more they depended on the verbal to carry meaning of the story. (story, tonal pitches)
Michael giggles forcibly through the showing of his second story. Was kind of wild eyed in amazement at the first (wow really??) Third paced the floor like an expectant father. Responded seriously to teacher comments of how she will edit silence spaces or extra talk digitally.
Michael was eager to comment on the stories of others. He said things were "great" and funny.
He said he added items because he wanted to make them funny. (The gorilla) I asked him about the use of his voice (bill cosby!) and he said Well I do not know but I think so. Later you can hear him commenting on others' stories mentioning how their "voice" was funny.
Monday, January 12, 2009
Labbo
Kress might be too much for me. How about Labbo? She outlined stances the children took to the computer as they worked at the center. Now my project is a scooch more structured in that they were directed to make a story. But could the analysis be based on the stances she outlined.
;
;
Friday, January 9, 2009
looking for an analysis organizer for my stories.
Not happy with the 'structure' of labov. Looking at my old friend Kress.
Kress and Van Leeuwan (2001) have suggested that the four elements of multimodality
are discourse, design, production and distribution.
Zammitt and Downes (2002, p.25) suggest that a feature of multimodal texts is their
interconnectedness with the form, content and the possibilities of learning.
Zammit, K. and Downes, T. (2002). New learning environments and the multiliterate
individual: a framework for educators. Australian Journal of Language and Literacy,25(2), 24-28
Kress and Van Leeuwan (2001) have suggested that the four elements of multimodality
are discourse, design, production and distribution.
Zammitt and Downes (2002, p.25) suggest that a feature of multimodal texts is their
interconnectedness with the form, content and the possibilities of learning.
Zammit, K. and Downes, T. (2002). New learning environments and the multiliterate
individual: a framework for educators. Australian Journal of Language and Literacy,25(2), 24-28
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