Voki

http://www.voki.com/pickup.php?scid=5437319&height=267&width=200

I recently created a lesson using Voki.  I used this Voki to introduce an assignment for a reading lesson. We have been reading a novel together as a class. I have the students complete a sheet after each chapter to check their reading comprehension. For this chapter, the students worked with a partner to create a Voki that answered the question assigned to them. Each group was assigned one question. They created the Voki and had it state the answer to the reading comprehension question. Then the students presented their Voki to the class.  During the presentations, the other students took the answers to the questions they were not assigned down on the sheet. By the end of the Voki presentations the students had the answers to all questions on that chapter.  There were six Voki created by my students.  This was done in a special education setting.  The kids loved it and I was astonished by how well they completed the assignment.  If you'd like me to share their Voki let me know.  This was a great twist to a reading comprehension assignment that could be a little boring at times.  They were definitely engaged this time.

   

 

Edmodo

     I think Edmodo is a really great tool.  The social networking is such an important part of our student's lives.  To give learning a social networking feel would help motivate and engage students.  I believe that this tool would be most beneficial with middle and high school aged kids.  These age levels are more familiar with the social networking sites and could probably navigate independently more so then elementary aged students.  Although, many of may third graders are very aware of social networking sites and how they are used. 
     A great way that Edmodo could be used is to have the class read a novel together.  Every night the students could read a chapter and post on Edmodo their thought, feeling, and questions about the chapter.  They could also comment or answer each others posts.  This would then provide myself with feedback on how the students are perceiving the novel.  It would aide in my planning for the next day and provide me with a direction to lead the discussion in.  This would also create a sort of book club.
     Another neat way to use Edmodo would be having students post a writing assignment on a particular topic.  They could then help each other edit and revise their writing before a final piece is written.  I find that many students dislike and lack the ability to edit and revise their work.  Edmodo could help make this process more interesting.
     This tool could be used as a nightly homework assignment.  I would post a paragraph, poem, or quote relating to the content taught that day and the students would comment on it.  Students could also answer questions I have provided.  Another great way to use this tool is have parents access it to see student work and progress in the class.  Parents could have the opportunity to ask me questions or receive clarification on assignments. 
    I am exited to try and use Edmodo in my classroom.  I am going to allow my students time in the computer lab to become familiar with it and attempt to do some of the above stated ideas.  My students are young, therefore I am interested to see how they will navigate and respond to this tool. 

Drop Box Article

http://dl.dropbox.com/u/60722454/Is%20Texting%20Good%20For%20Teenagers_files/Is%20Texting%20Good%20For%20Teenagers.htm

The article Is Texting Good for Teenagers by Kelsey Sands describes the impact texting has on adolescence language skills.  I was astounded to learn that the average teen sends at least 2,500 texts each month.  This is an overwhelming amount of time spent on texting.  There are educators who feel that texting can have a positive influence on students writing skills and those who feel the opposite.

Many educators feel that the content of what teens are texting is the problem.  Traditional syntax is not being used in texts and teens are creating a nontraditional form of the English language. Recent studies from California State University have shown that texting can actually help students in the classroom.  There is a possibility that texting can be incorporated into instruction.  This can be done so in an informal way.  For example, having students comment and provide feedback on various forms of writing or classmate’s work.  

A study by CSU research believes that, "text-speak isn't some type of English language gibberish, but is a form of second language having its own style, and it also builds students' language skills." I agree with this statement in that texting has created a “second language” and language skills can be developed through this second language.  I can see how phonetic awareness is being developed with the use of short hand and abbreviations, but that spelling skills are not being developed at all.  I feel that the use of abbreviations and short hand will have a negative impact on teen’s ability to spell words correctly. 

The article states that, “Kids surveyed by a N.C. magazine said "they'll routinely text message their friends at nighttime when they have important questions about school work or about when assignments are due."  This is a great way for students to collaborate and help each other with all academic assignments.  The availability texting provides students allows them instantaneous feedback and help.   A study done in England stated that texting helps students distinguish rhymes and language patterns and this can help improve literacy proficiencies.  I definitely agree that rhyme and language patterns can be developed through texting.  It requires the students to find a different way of writing or saying something.  For example, phonetic sounds are being relayed in a different way ( gr8).  This is creating an opportunity for students to look at a language pattern and then creatively transform that pattern into something different and shorter.  If anything, texting is allowing a wide window for creative thinking.

Overall, I can see both the negative and positive affects of texting.  In regards to developing language skills I can see the positive aspects more than the negative ones.  The negative impact is related to physical and social well being more so than teens developing language skills. 

Silent E Lesson Plan

Grade level: k-3

Interactive game/site:  http://thinkfinity.org/great-escapes-silent-e-game

Common core standards:

RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

RF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words.

RF.1.4. Read with sufficient accuracy and fluency to support comprehension.

NETS Standards

Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations.

Learning outcomes: 

·         The student will read silent e words.

·         The student will write sentences that have silent e words in them.

·         The student will navigate through the interactive game independently.

Goal: 

·         The student will master the decoding skills with the use of an interactive tool to be able to decode silent e words.

Instructional activities:

The instructional video that is accompanied with this interactive game will be used as an anticipatory set.  I will then use the SMART Board to teach the decoding skill of silent e words and syllables.  The game will be used via the SMART Board as guided practice.  The students will come to the board in teams of two to complete the game. The students will then work on the printable activity page associated with the lesson.  They will do this independently to show mastery of the skill.  In addition, the student will get to choose and independently complete another game from this site that addresses the silent e phonics skill.

 In the game the student is asked to place silent e words into blanks in a sentence. The interactive character speaks to them throughout the process and will read the words for the student if they click on them. The game will help students master this phonetic skill and apply it independently when reading. Instruction can be differentiated because students can also use this game regardless of their understanding of the skill.  There is the option to have the words read. This tool makes it easier for students to become efficient at using this phonetic sound in context. The game helps the students develop acquisition of language skills by teaching basic decoding skills that are essential for reading and writing.

Assessment: 

The printed activity page will be used to see if the student has mastered the literacy skill.  A rubric will be used to assess the student’s ability to meet the technology skills addressed in the lesson.  Furthermore, a running record will be used to assess the student’s ability to correctly decode and fluently read silent e words and syllables in context. 

Debriefing: 

I will facilitate a class discussion to create the debriefing process.   The students will demonstrate New literacy skills by discussing the problems they encountered while navigating through both games they completed.  We will discuss how they navigated through the site and how well they felt they understood the information.   As a class we can create a PowerPoint to demonstrate how to correctly decode silent e words in real life reading.  For example we can take short stories or readings and place them on a PowerPoint slide.  We will highlight silent e syllables or words and then create a step by step list on how to correctly attack these skills in context.

Cognitive skills the game helps cultivate:

The phonics skills surrounding silent e are addressed in this game. 

 New Literacies skills the game helps cultivate:

The crucial word attack or phonics skills needed to become a fluent reader are taught and addressed in this lesson.  New Literacies are incorporated because these skills are being taught with an added element.  The games allow students to learn traditional reading and writing phonics skills through the use of technology. 

Gaming

http://www.fun4thebrain.com/English/magice.html

     I chose a game that I use very often in my classroom. I teach a lot of phonics and use Orton Gillinghams multisensory approach to reading. I use the SMART Board to incorporate gaming in many of my lessons. I find that incorporating a game at the beginning of instruction as an anticipatory works really well with my students. It helps to engage the students and motivate them. I often chose a game that reviews the prerequisites to the lesson. This provides me with the opportunity to assess their retention of the prior skills taught. The students playing the games lets me see if reteaching is necessary. If it is I can do that before going into the content of the lesson. In addition, I use games as guided practice. This helps me to see how comfortable students are with the content before going into independent practice. Teaching students with disabilities often presents many obstacles related to creating an environment that motivates and engages them. Gaming has made a large difference in my instruction, because it gives students who struggle a fun perspective towards learning. I use a variety of websites for educational games. I chose to do this assignment on a game from Fun4thebrain.com. The game I chose is on teaching the phonics skill of silent e. The game also incorporates previous skills taught. I have used this game many times before.

     Visual, audio, and text are included throughout the game in a variety of ways. The students are required to read words and choose the correct spelling of the word that the character is saying out loud. At the start of the game, the players have the opportunity to read directions, view an introduction, and look at the map that they will go through to accomplish their goal. The students need to read and comprehend the rules of the game. The game also has short reading passages that are presented at the completion of each level of the game. There is a storyline to keep players engaged (the frog prince). The students are notified through text if they have chosen an incorrect word and do not pass on to the next level. The listening aspect is removed from the game and them students are to rely solely on text to complete the last level.

     The overall visual aspects of this game are appealing for students. The graphic layout of the game is attractive and engaging. A magic wand is used to choose the correct word. I believe that the visual lay out of the game is what initially catches elementary level student’s eye. I am unsure how this game would develop spatial skills. Perhaps how the students search for the correct word can develop basic visual spatial skills. There are audio elements incorporated in this game, as well. The voice over is reading the text to the students and the word choices. Students are required to use both listening and reading compression skills in this game. The goal of this game is to master the skills of silent e through a drill and practice approach and to turn the frog back into a prince. This game has a scenario designembedded in curriculum-related content and is designed to grasp player’s attention. The game requires students to be familiar with the content in order to improve their skills.

     I am unsure if I chose the correct type of game for this assignment. I am not a gamer and am very unfamiliar with gaming techniques. I took this approach to the assignment because I really enjoy using these types of educational games in the classroom. In reading the article, I can also see how many games that are not educational can improve cognitive and technological skills.

Hands-on Helping ELA teachers

 

Grade level: 3^rd grade

Topic: Reading Comprehension Strategy - Main Idea

 

Standards addressed:
Common Core

RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

ISTE & NETS
Promote and Model Digital Citizenship and Responsibility
 b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
Design and Develop Digital Age Learning Experiences and Assessments
 c. Customize and personalize learning activities to address students’ diverse learning styles  working strategies, and abilities using digital tools and resources

 

Learning outcomes:

• The student will read and listen to an interactive book.
• The student will identify the main ideas throughout the book.
• The student will complete a graphic organizer describing the main ideas in the story.
• The student will answer multiple choice questions to demonstrate their comprehension of the story.

 

Technologies needed: 

• Desk top or lap top computers
• Headphones
• Internet connection
• SMART Board

Timeline for implementation:

Two 40 minute class periods

Implementation:

·         Day one

o   Use the SMART Board to teach a lesson on the main idea reading strategy.

o   Use the Smart Board to show a Brain Pop Jr.  on Main idea.

o   Demonstrate to the students how to navigate through the Raz kids website.

     ·         Day two

o   Allow the students time to listen and read the interactive book on their computers. Students will first read the story and then listen to it. 

o   The students will then navigate through the website to complete the graphic organizer and multiple choice questions.

Assessment:

The students will be assessed on the reading comprehension skill by the completion of the graphic organizer and multiple choice questions.  The student’s technology skills will be assessed by an observation checklist/rubric that evaluates their ability to navigate through the website to utilize the interactive book and graphic organizer. 

 

 

 

Minds-on “New Literacies Definition and Components”

The ELA teachers I have interviewed are currently using more traditional methods of teaching in their classrooms.  They seem to be making a large attempt in integrating New Literacies, but the overall theme seems to be that there is difficulty doing so due to technology availability and correct functioning.  One teacher in particular does integrate lessons in the classroom that provides students with the ability to develop the cognitive skills discussed in the slideshow we viewed.  Problem solving and reasoning skills are a definite focus in her instruction.  Some uses of ICTs are incorporated but not a large amount.  Her students are using the internet to locate and identify information. There seems to be a little amount of instruction using ICTs to evaluate, synthesize and communicate. 

             I would like to help these teachers with the troubleshooting issues first and foremost.  I feel that the one teacher would definitely incorporate more technology in her literacy instruction if she had tools that functioned correctly and was provided with valid resources.  I am hoping to be able to correct some of the technical issue and provide her with some really valid, engaging tools to supplement her literacy instruction.  The digital story book seems like it will be great to integrate in this particular type of setting because it is a resource room.  There are only 5 students in the class at a time receiving ELA instruction. 
          All the teachers would benefit in professional development in the use of the SMART Board.  I found that the majority of teachers utilize the SMART Board if it is working correctly but do not utilize it to its full capability.  I was fortunate in my undergrad to have a professor that exposed us to a variety of resources to use in combination with the SMART Board.  The resource room teacher I have mentioned above definitely needs someone to help fix the SMART Board and would benefit wonderfully if she had another computer in the room.  Currently there are only two in the room. 
          Being that there are limited computers in this room grouping would be challenging.  Two students could be working in pairs each team having one computer.  The fifth student could then be receiving individualized instruction from the teacher.  This would only work if the resources the students were using on the computer were easily manipulated.  Otherwise, I feel this would be a great setting to utilize all resources via the SMART Board all five students could be up in front of the board working collaboratively. 

New Literacies Theory in Practice

These articles provided me with a new insight about New Literacies.  One of the key aspects focused upon in all three articles was that New Literacies are ever changing.  The New Literacies continuously change as technology creates new opportunities and possibilities in the classroom.  Integrating New Literacies will help students grasp skills that are required in society especially in the work force.

           The problem seems to be that since these ICTs and New Literacies are continuously changing it is creating an abundance of skills and tools to be taught and utilized.  Traditional definitions and practices of literacy have been affected due to the possibilities that New Literacies have presented in literacy education.  For example, literacy instruction can now include a worldwide community of learners which in itself is a rich learning experience.  Some problems New Literacies present are funding and effective implementation.  These problems may not affect wealthier school districts but certainly affect the majority of schools.  In my opinion, the New Literacies are crucial and need to be interrogated into literacy education, but how are we to do so with the lack of access to the tools.  Furthermore, if we do have access to the tools professional development and guidance on how to implement them is also difficult to come by.  Presently many programs are being cut in schools and guiding our teachers effectively to use technology is a big issue.
            In the article Toward a Theory of New Literacies Emerging from the Internet and Other Information and Communication Technologies I liked the following statement, “Change defines our work as both literacy educators and researchers — by teaching a student to read, we change the world.”  This made me reelect upon the fact that we do change the world everyday educating our students.  Perhaps the fact that the New Literacies are continuously changing and affecting education is something we should be thankful for.  Society is continuously changing therefore we should be tailoring out teaching to better reach students.  New Literacies can be a great way to more effectively reach students because society and students are constantly changing therefore we as educators should be continuously changing, as well. 

Interview with an ELA Teacher

I interviewed a resource room teacher.  She teaches ELA in a small setting where instruction is very individualized.  The maximum amount of students she has at one time is five.  She does her best to incorporate technology in the classroom but felt there were many challenges she faced.  There is a SMART Board in the room but it is not working properly.  She has two computers in the room.  She uses E Books which are provided by the school. She expressed that the problem with the E books is that only one person can be logged into the book at a time.  The district uses AIMSweb which is a progress monitoring system that provides assessment tool which are given to the students in a frequent manner.  The data is then graphed and used to show the students progress and where they stand in comparison to other students in the district.  She also utilizes a variety of internet resources to provide practice of specific grammar or phonics skills. One of her students uses an AlphaSmart.  An AlphaSmart is a small word processing device.  This is often used for student who has difficultly writing.  She felt one of her largest concerns surrounding technology in her classroom was that she lacked the resources to incorporate it in her instruction.  In our discussion, she provided me with at least three examples of tools that she would love to use but has no means of doing so.  Overall, I felt she has done a nice job of using the technology that she is provided with. 

Reflection on ELA Instruction

From my understanding, ELA instruction consists of four major components. These components are reading, writing, language, and listening and speaking. These components are to be addressed in ELA, science, and social studies content areas. Reading instruction is to be taught so that as grade levels increase the skills taught grow in difficulty. This is the idea of the "staircase" approach and it is to bring reading abilities to a college/career ready level. Reading instructions key focus is building strong comprehension across a variety of texts. Writing instruction is to be taught through the use of the writing process and focuses on developing key skills to write a variety of texts. Research and investigation are both a focus in these strands. Listening and speaking focuses upon developing an array of skills that include building oral communication and interpersonal skills. Collaboration amongst students is an important aspect in this area. Language concentrates on the rules of written and spoken English. This area includes a strong emphasis on vocabulary. The largest change I feel would need to be made to my instruction is concentrating on the use of nonfiction texts. The majority of elementary reading materials incorporated in the current curriculum in my school are fictional. I feel developing students ability to read nonfiction texts, examine them, and then write about what they read is a crucial component that should be integrated more into instruction.

 

Technology Tools

Reading 

  http://www.raz-kids.com/

  Writing 

  http://edu.glogster.com/what-is-glogster-edu/

 Listening 

http://www.teachingideas.co.uk/english/learningfromtalkingbooks.htm

                        

Speaking

http://www.apple.com/education/podcasting/

Language

http://www.vocabulary.co.il/