Young Children - March 2008 - (Page 17) However, because they are reporting on positive things that have happened with them or their classmates, including names in the newspaper reports makes it more authentic. It’s a good idea for the teacher to keep track to make sure all children are mentioned regularly during the school year. After reviewing the week’s notes and coming up with a final report, the children tape their sections onto the newspaper template. Because some children use invented spelling, it may be necessary to discreetly write translations under their words so others at school and at home can understand them. Make enough photocopies so all the children will have their own newspapers. Finally, read the paper aloud as a class activity. Read the whole newspaper to the children or highlight sections that are particularly noteworthy. Another option is for reporters to read aloud or explain the sections they worked on. Suggest that children read the paper at home with their families to strengthen the home/school connection. the seeming movement of the sun across the sky and the way changing light affects the colors visible throughout the day in the Grand Canyon. Anna wrote about and illustrated this in her newspaper report. • After reading a book about a frog, Juan asked me to go with him to our anchor chart about changes and write “A tadpole turns into a frog.” The next morning, he looked at the “Changes” chart and drew a detailed picture of the life cycle of a frog in his reporting notebook. The benefits Involving young children in producing a class newspaper around the curriculum has many benefits. Children are highly motivated to use literacy and math skills. Whether they’re sharing aloud, reporting, or reading the newspaper, they’re working on communication and literacy in fun and meaningful ways. This is an intriguing way to encourage both boys and girls to express their ideas, thoughts, and feelings in every content area as they become writers and readers. Children also realize the importance of math in their everyday lives through several of the jobs in the “Responsibilities” section. Children think about big ideas all through the day—even when they’re not at school. The children apply their learning of science, social studies, and other areas of the curriculum in real contexts. I was amazed at how much children noticed in different situations, especially in the area of “Changes”: • Anna returned from a family vacation and reported, “The Grand Canyon changes color in the day.” Her observation led to a class discussion about Young Children • March 2008 17
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