EDU 512 Reading Notes Assignment

EDU 512 Reading Notes Format – Tompkins – (Patterns of Practice):

Name: Chayla Hair
Book Title: Language Arts: Patterns of Practice
Chapter Number and Title: Chapter 6 – Visual Language: Viewing and Visually Representing

Do the following:
Part 1:
Chapter 6 discusses the importance of using multiple types of visual aids in the
classroom. Students learn how to apply their knowledge about many different aspects of the
visual elements which include color, line, symbols, and humor. We are surrounded with visual
elements that students have prior knowledge before entering into the classroom. There are many
to using visual elements when teach language arts. The language barrier is significantly reduced
for English learners when they use visual language (Tompkins, 2013, p. 153). Having a visual
along with the words help the students to get a better understand of the concepts. Students are
able to get a better understanding of new concepts with the use of graphic organizers. Graphic
organizers how to break down the information for students. Visual language has become an
important part of the language arts, and the Common Core State Standards expect students to use
pictures and photos to comprehend stories; interpret information in maps, graphs, and diagrams;
and communicate complex information visually.
Part 2:
In this class, I have learned the importance of using multiple means to reach all learners.
Visual language can be a powerful tool in a classroom. Many students, including myself, are
visual learners. I will make sure to provide my students with many useful visual elements and
opportunities to use them. My students will be taught how to read a map and will learn how
places are related to one another. This helps to build cultural knowledge of their peers as well.
Graphs can also be used in all content areas. I will teach my students ways to choose the most
appropriate type of graph for their problem and content area.
Part 3:
Language Arts Strategies:
Data Charts: This literacy strategy is useful when students need to organize information about a
top, either after reading or before writing. Using a data chart helps the students to now visualize
how the story is broken down. This will be done with the whole class or a small homogenous
group. A data chart can be used to compare information in a text or to find the big idea of a topic
being discussed.
Story Boards: This literacy strategy is useful for younger grades. Students are able to really
study the information that is being provided as a whole group. They begin to notice multiple
visual elements within the text. It allows students to manipulate and sequence stories and
examine illustrations more carefully (Tompkins, 2013, p. 131). These are useful tools for English
learners and those with special needs. Students are able to use their creativity when they have a
better understanding of the story being read and illustrated in front of them.
Social Studies Strategies:
Virtual Field Trips: This social studies strategy is another visual learning tool. It has become
extremely useful within the digital classroom. Children are able to visit places virtually. This
may include visiting a historic or educational site with the aid of 360-degree photography and
discussion prompts as students proceed through different locations like a visitor’s center and
outbuildings (Tompkins, 21013, p. 234). I would use a virtual field trip when teaching about
George Washington and Abraham Lincoln. Students would be able to see the homes they group
up in or the statue at the Washington Monument.
Maps and Globes Using Google Earth: This social studies strategy helps students to the visual
element of maps in order to grasp an understanding of the world around us. Students will first be
taught the features of a map and how to use them. This strategy enhances students’ experiences
with globes by using Google Earth as a virtual technology tool to target three themes of
geography: location, place, and human-environment interaction (Tompkins, 2013, p. 15). I can
use this to compare and contrast how the world is today compared to how it was long ago.
Part 4:
TPE 1.7: Provide students with opportunities to access the curriculum by incorporating the
visual and performing arts, as appropriate to the content and context of learning.
Teachers are able to provide their students with multiple means of gathering content and
to understand the context of new knowledge. Students use visual language to understand images
and communicate more effectively (Tompkins, 2013, p. 153). Students should be given multiple
opportunities to appreciate the art around the world. I will teach them how to look, analyze,
interpret, and draw conclusions about the image being provided.
TPE 3.6: Use and adapt resources, standards-aligned materials, and a range of technology,
including assistive technology, to facilitate students’ equitable access to the curriculum.
We are now living in a digital age. We have access to hundreds of thousands of resources
to help our students to better understand new content. With the use of technology, we are able to
reach all of our learners in multiple ways. Technology has helped us to reach our students with
special needs and our English learners. There have been many resources including Brain Pop and
Mystery Science that help to engage out students. We use Kahoot to gather an assessment of our
students understanding of a specific content area.