I interviewed two teachers and two parents about their thoughts on homework.
In essence they all articulated similar ideas.
*15-20 minutes of reading for pleasure, both the child reading to the family member as well the family member reading to the child.
*Maintenance activities versus new concept practice that is fun and engaging for 5-10 minutes.
*After school activities like sports, music and at home family time is important.
I couldn't agree more with these ideals.
Saturday, November 6, 2010
Infusing Drama into Content Areas: Vocabulary Development
Last week, during the district-wide inservice, Chugach Optional hosted a presentation on Infusing Drama Into the Content areas. Three other schools' faculty participated in a dynamic presentation by Ryan Conarro, Teaching Artist & Alaska EED State System of Support Drama Content Coach.
Ryan inspired us all to use activities like:
Ready Actor
Personal Space Bubble
Gestures
Operative Words or Key Words
Choral Movement & Speaking
Emotion Statues
Statues with Buttons
Tableaus
Ryan took us through each of these experiences in an an interactive process of discussion, examples and break out sessions to create the experiences in small groups.
The questions of why (increased student engagement, literacy skill development, research), when (content area suggestions in literacy and the sciences) and how (specific activities referenced above) were all answered. I left thinking about how I would use these skills that next week.
As an intern, I was tasked with creating and teaching a vocabulary lesson. I decided to teach this lesson using drama. The students in my class just began studying Native Americans. I presented the lesson to a group of 23 first and second graders. I paired a younger with an elder to talk about a word from the Native American literature they have read and were going to be reading. The students were asked to work together to pronounce the word and tell it's meaning. We then categorized the words as a group. I chose words that could easily be acted out and gave one to each pair of students. They had a few minutes before presenting. The students' prior knowledge included a few mini lessons practicing Actor's Stance, Personal Space Bubble, Gestures, Emotional Statues and Operative Words. The students enjoyed acting out and guessing words like spear, chief, buffalo and salmon.
The next big unit of study for our family group is Aesop's Fables. Soon they will be tasked with acting out, in a formal dramatic presentation, one of the Aesop's Fables.
Ryan inspired us all to use activities like:
Ready Actor
Personal Space Bubble
Gestures
Operative Words or Key Words
Choral Movement & Speaking
Emotion Statues
Statues with Buttons
Tableaus
Ryan took us through each of these experiences in an an interactive process of discussion, examples and break out sessions to create the experiences in small groups.
The questions of why (increased student engagement, literacy skill development, research), when (content area suggestions in literacy and the sciences) and how (specific activities referenced above) were all answered. I left thinking about how I would use these skills that next week.
As an intern, I was tasked with creating and teaching a vocabulary lesson. I decided to teach this lesson using drama. The students in my class just began studying Native Americans. I presented the lesson to a group of 23 first and second graders. I paired a younger with an elder to talk about a word from the Native American literature they have read and were going to be reading. The students were asked to work together to pronounce the word and tell it's meaning. We then categorized the words as a group. I chose words that could easily be acted out and gave one to each pair of students. They had a few minutes before presenting. The students' prior knowledge included a few mini lessons practicing Actor's Stance, Personal Space Bubble, Gestures, Emotional Statues and Operative Words. The students enjoyed acting out and guessing words like spear, chief, buffalo and salmon.
The next big unit of study for our family group is Aesop's Fables. Soon they will be tasked with acting out, in a formal dramatic presentation, one of the Aesop's Fables.
Monday, October 18, 2010
Thoughts on Spelling
Children begin to learn to spell words after they have an understanding of the phoneme-grapheme relationship; sounds are represented by letters in the English language. Once they see this in written form they can then begin to write themselves. Invented spelling is a necessity if the student wants to write her thoughts on paper. They begin their exploration of spelling by representing sounds with the letters they believe represent that sound. If they are successful then they are able to read their own writing. Handwriting becomes important as well as writing from left to right down the paper.
Many students are stuck thinking they have to spell everything correctly in order to be successful in their writing. It requires positive encouragement of the use of invented spelling and the experience of successful reading of their own writing for students to be freed up to let their ideas flow. When they are not able to read their writing all the time then they are encouraged to remember what they have written and to try and add a few more words or sounds so they can read their writing.
Spelling is important to writing only in that it allows the writing to be understood. Spelling is thus a social necessity in that if you want your writing to be understood and shared, it must follow basic phonemic representations. Many adults are hung up on conventional spelling and believe it is crucial in written communication. I believe with the increased use of computers, spell check and word processing applications that spelling can be less cumbersome and thus allow ideas to flow more naturally. I knew a student once who passed all of his spelling tests and even had good recall later yet, when he wrote he did not use conventional spelling. I saw this as a failing and asked for improvement. I realized this caused his writing to decrease and his ideas to be less complete. We talked about this and we both agreed he should write as he had been in the past and that he would need to edit when he finished getting his ideas down. He is a successful writer.
I do not recall much of my early spelling efforts. I know that I participated in the classic weekly spelling tests and that I did well. I am not sure why, whether it was because it came natural to me, I have a good memory or because I studied. Today, I believe I spell well because I care enough to re read and edit my writing and because I use a computer that supports my correct spelling efforts.
I will be implementing a spelling/phonics lesson next week to first graders that focuses on hearing the phoneme short /a/ and writing the grapheme a when the sound is heard at the beginning and middle of words. This is a natural first step to understanding the phoneme-grapheme relationship and its use in writing. After the lesson the students will practice writing the letter a in their handwriting books. This lesson is a part of Reading Workshop. After these two activities they will have independent reading time and then Writing Workshop. Thus they will have the opportunity to use these skills for their continued learning.
Evaluating Talk
In a classroom of twenty-four first and second grade learners, talk is abundant. Children converse with their parents, teachers and classmates during transitions, independent and group work time and during their free time.
Differences in talk are seen in individual children and during the different activities. Some children are more verbal by nature and are the one’s with their hands up during group or the one’s who need redirection during independent activities. Other children naturally talk less so their voice is encouraged during group activities as well as during their free time or individual work time.
Different strategies for encouraging verbal responses are utilized during a group activity. “Wait Time” allows more hands to be raised after a question is asked or, time for the respondent to collect her thoughts before responding. The teacher is conscious of rotating through the students in the group, looking for verbal participation by all. Clarifying ideas, supporting with new vocabulary and help in articulating their ideas, support the learners to be successful and more willing to participate orally. The use of open-ended and critical thinking questioning versus yes-no answers allows for a more meaningful response and more language can be elicited. Teacher responses to their answers are supportive and encouraging or suggestive of further query if the answer is vague or incorrect. There is a balance between spontaneous answers and the request for the students to take turns by raising their hands. I usually start by letting them answer without hands and then move to hands up so I can look for the quieter learners.
Students are encouraged to work together quietly during their independent work, supporting each other’s learning while not disturbing others. Children are resources for each other and clarity on an assignment is often achieved by asking a friend.
The teacher also helps children to socially engage orally during their free time by giving them the language necessary to navigate social situations like how to enter play, how to engage in play, and how to deal with negative interactions.
For the second graders-Elders in this class, this is their second year with this teacher and thus communication is that much easier. The Elders are asked to support the first graders-Youngers by modeling appropriate behaviors. As the class becomes familiar with each other more spontaneous language is heard and social interactions are flourishing. I noticed it took the quieter students over a month before they felt comfortable coming to me, instead of the teacher, for support. For the more mature or talkative students it took about half that time.
For those students who are less verbal and thus seemingly less engaged, it is important to follow up during guided practice to evaluate whether the student understands the verbal directions. Auditory processing issues or hearing deficits are considered. It is enlightening to see these students in situations outside of the classroom. Do they play with their peers? Do they offer suggestions to play or are they just following along? If not, this is an opportunity to increase their oral language skills in an area where they are more likely to be successful, especially if peers are positive playmates, helping them to ask for what they want or allowing the imaginative play to go their way.
We have been studying penguins, comparing and contrasting by size, habitat and other defining characteristics. Students are heard talking about which penguin is their favorite and why, what they look like and where they live. They bring in penguin paraphernalia and are generally excited about penguins. Because they have been immersed in penguins for a significant amount of time, through art, technology, literature, writing, math and science, it is a topic of spontaneous conversation that all the students are engaged in. Their peers in the other two primary classes also are studying penguins thus nests were created out in the playground’s rubber. Because of these studies there have been many opportunities for knowledgeable and comfortable oral language experiences.
Another opportunity in this classroom for student initiated conversation is during snack time. These 15-20 minutes are packed with potential. Kids sign up for news (sharing of personal things or ideas), book shares (describe book and why you like it and give to a friend to read), family meeting (classroom issues) and Happy Notes (previously written notes to friends that are read and delivered). These are the communications that are important to them. The topics revolve around fairness, friendship and fun. It is interesting to me that when the students have news to share they almost always start with indicating who might already know what is to be shared or “now one knows this but…” I believe this is a strategy they use to get started with their communication. I have used this strategy to help kids get started with their thought. For example, if I am supporting one child speaking to another I suggest a phrase as simple as, ”Hey, Henry…” In many cases this is enough to get them talking.
In general, I believe talking is a natural desire for children and adults alike. If we have interested listeners who care about what we say and want to know more, then we are rewarded and our communications increase. Thus showing we are good listeners through eye contact and relevant questioning, teachers and peers can support individual successes throughout a student’s day.
Saturday, October 2, 2010
Getting to Know Families
Many of the families at Chugach Optional come into the school either in the morning or after school since they have to drive their children to and from school each day. This affords more opportunities to listen to and speak with parents about their thoughts or concerns.
My focus initially of course was to learn everyone's name. I keep a small parent-child list in my pocket in the morning and afternoon that I can refer to if needed. I greet as many people as possible with their name and a smile (child first) and wait to see if someone engages me. Polite conversations occur frequently, be it child or adult, during these transition times in the morning and afternoon. Some parents have specific questions about schedules or special needs for their child or the classroom.
I have asked a few families to fill out a list of questions about their child's and family's literacy. They have all welcomed the opportunity for me to get to know them better. I plan on interviewing one family to gain more insight into their family's Funds of Knowledge and how they can bring their uniqueness into the classroom.
One family brought in a 30 pound cabbage from their cabin in the valley. A few days later Kass asked the mom if she would like to make coleslaw with the kids. She accepted and a few days later we made coleslaw and ate it for snack!
My focus initially of course was to learn everyone's name. I keep a small parent-child list in my pocket in the morning and afternoon that I can refer to if needed. I greet as many people as possible with their name and a smile (child first) and wait to see if someone engages me. Polite conversations occur frequently, be it child or adult, during these transition times in the morning and afternoon. Some parents have specific questions about schedules or special needs for their child or the classroom.
I have asked a few families to fill out a list of questions about their child's and family's literacy. They have all welcomed the opportunity for me to get to know them better. I plan on interviewing one family to gain more insight into their family's Funds of Knowledge and how they can bring their uniqueness into the classroom.
One family brought in a 30 pound cabbage from their cabin in the valley. A few days later Kass asked the mom if she would like to make coleslaw with the kids. She accepted and a few days later we made coleslaw and ate it for snack!
Lesson Planning
How does your mentor write-up lesson plans? How do they plan weekly? Monthly?
The three primary teachers have a block of time to plan each week. They plan for the next week and ahead based on math or science units. They talk about bigger projects and parent involvement. They write a weekly newsletter piece. They also plan based on student progress with math, reading and writing strategies. For example, the 1st graders may need more help with patterning while the 2nd graders need more activities with base ten concepts. They talk about what they will implement. They talk about previous implementation of the topics and decide if a better way is needed. They secure resources and plan for needed preparation of materials. These lesson plans are contained within their Teacher's Daily Plan Book and their masterful minds. Kass uses a star in her planner to indicate preparation of materials or more planning is needed. Kass takes home curriculum to study for planning as well as implementation of the lesson.
What do they do for formal observations?
Formal observations are completed by the DRA deadline of September 30th. Additional math, reading, writing and social-emotional data is obtained through work samples, note taking and observations. On going running records during reading workshop and work samples are obtained to document progress. Intentional math and writing samples as well as project folders are collected to share with parents at conferences. A self evaluation tool is also included and is a valuable insight into how a child feels about her control of her own learning potential and her contribution to the community.
What is the long range plan?
The long range plan is to continue to provide an environment rich in developmentally appropriate activities that speak to the grade level standards and that utilize creative, individualized and effective teaching techniques to obtain the highest level of learning for each student.
The three primary teachers have a block of time to plan each week. They plan for the next week and ahead based on math or science units. They talk about bigger projects and parent involvement. They write a weekly newsletter piece. They also plan based on student progress with math, reading and writing strategies. For example, the 1st graders may need more help with patterning while the 2nd graders need more activities with base ten concepts. They talk about what they will implement. They talk about previous implementation of the topics and decide if a better way is needed. They secure resources and plan for needed preparation of materials. These lesson plans are contained within their Teacher's Daily Plan Book and their masterful minds. Kass uses a star in her planner to indicate preparation of materials or more planning is needed. Kass takes home curriculum to study for planning as well as implementation of the lesson.
What do they do for formal observations?
Formal observations are completed by the DRA deadline of September 30th. Additional math, reading, writing and social-emotional data is obtained through work samples, note taking and observations. On going running records during reading workshop and work samples are obtained to document progress. Intentional math and writing samples as well as project folders are collected to share with parents at conferences. A self evaluation tool is also included and is a valuable insight into how a child feels about her control of her own learning potential and her contribution to the community.
What is the long range plan?
The long range plan is to continue to provide an environment rich in developmentally appropriate activities that speak to the grade level standards and that utilize creative, individualized and effective teaching techniques to obtain the highest level of learning for each student.
Sunday, September 26, 2010
Transitions
In Kass' class, transitions are predictable both in the schedule and the rituals. Chimes are used to get the students' attention and directions are given to finish up work. Shortly thereafter the technique that includes raising one finger and saying "If you hear my voice, give me a one...if you hear my voice give me a two..." is used. Students raise their fingers and support others to attend. Directions are then given. If the group is coming together but not yet settled the two fingers raised technique (peace sign) is used to bring the attention back to the teacher. If a student is disruptive Kass simply will stop and wait, peers will redirect the student to attend or they will see that all are waiting. Verbal redirection is sometimes needed for individuals yet it is done in a calm, quiet, even patient way. In most instances the student is being told what to do instead of what not to do.
I find that when I am teaching and Kass is not in the room, like this past week when there was a substitute, the students were just a bit louder and a bit less attentive. They were easy to redirect and capture with a bit of individual attention.
When direct teaching I am clear on what we will be doing, how long it might take and what my expectations are for behavior. This seems to help them to frame this time, especially if there is something fun happening after the lesson. Peer support and personal responsibility are encouraged for supporting both the academics as well as the behavior of the students. With this in mind I am able to redirect if necessary with statements like, "What can you help_____ with so he/she can focus?" Or, "What do you need from ______ so you can focus?" They both hear the answers and can support each other to stay on task.
In classrooms with younger children I have used singing to transition yet I am following the routine esablished in this classroom. It is effective and developmentally appropriate, especially for the second graders, to expect that they support each other versus relying on an adult to manage their behavior. I enjoyed the singing and in the future I could see myself doing chants with this age group versus a song.
I find that when I am teaching and Kass is not in the room, like this past week when there was a substitute, the students were just a bit louder and a bit less attentive. They were easy to redirect and capture with a bit of individual attention.
When direct teaching I am clear on what we will be doing, how long it might take and what my expectations are for behavior. This seems to help them to frame this time, especially if there is something fun happening after the lesson. Peer support and personal responsibility are encouraged for supporting both the academics as well as the behavior of the students. With this in mind I am able to redirect if necessary with statements like, "What can you help_____ with so he/she can focus?" Or, "What do you need from ______ so you can focus?" They both hear the answers and can support each other to stay on task.
In classrooms with younger children I have used singing to transition yet I am following the routine esablished in this classroom. It is effective and developmentally appropriate, especially for the second graders, to expect that they support each other versus relying on an adult to manage their behavior. I enjoyed the singing and in the future I could see myself doing chants with this age group versus a song.
Monday, September 20, 2010
Teaching and Classroom Management
The week of September 13th was full of variety.
We had our first Seminar and Literacy class. It was nice to hear how everyone is doing at there internship placements. It seems we are all settling in and Jessica has a fresh start with a new placement. Good luck everyone and keep up the hard work.
Back in the classroom:
When I arrive in the afternoons I double check that I have everything at hand for the lessons I will teach after lunch time. There are many details to pulling off a simple lesson and even with careful thought I sometimes miss something, like the highlighters needed for a lesson last week. Luckily, they were easy to grab. Each time I do a lesson I feel that it is easier in terms of the management of the information and the directions given to the students. I am trying to balance how much direct instruction (conveyance of concepts and directions of how to do the independent work) I give before sending them off to do the hands-on part of the lesson. Kass conveys concepts, models in detail what is expected for a given activity and then items needed are laid out ready for the students to collect. The children see and are talked through what is to be done. Often times we match up Youngers (1st graders) with Elders (2nd graders) to complete a task. This is a focus for classroom management as well as community building and responsibility for oneself and others. They offer support and ask for support from each other before looking to the teacher. This creates a resource based "I Can" attitude.
This week the Primary Classes had their Open House. The three teachers had a slide show that illustrated what a day in the life of a primary student looked like. The teachers took turns describing Reading Workshop, Writing Workshop and the Math program. Questions were fielded and then the group of parents went into the individual classrooms. Kass introduced me and then oriented parents to the physical aspects of the room. Each family received a packet of information that included a written overview of the classroom activities, a classroom schedule, reading strategies, writing strategies, a handwriting alphabet, critical thinking questions and a list of logistical things like birthdays and student of the week. There are two Parent Coordinators for the class who support volunteer needs. One of the coordinators spoke about volunteering in the classroom and the philosophy of shared responsibility for the whole class not just their child. This event culminated with parents trying to find their child's "chair person". This was an exciting project where the kids made a representation of themselves that fit on the back of the chair. They placed themselves randomly around the room. Parents were to try and find their paper child and take them home. This was a fun way to end the evening.
I feel like I am teaching all afternoon now. This is good for me because the more I teach the easier it becomes. I find my flow and the children are becoming more responsive and respectful.
I look forward to this coming week. Kass has two afternoons with a substitute so that she can complete her DRA testing. The substitute is a retired Chugach Optional Primary teacher. I feel lucky to be able to work with yet another master teacher!
We had our first Seminar and Literacy class. It was nice to hear how everyone is doing at there internship placements. It seems we are all settling in and Jessica has a fresh start with a new placement. Good luck everyone and keep up the hard work.
Back in the classroom:
When I arrive in the afternoons I double check that I have everything at hand for the lessons I will teach after lunch time. There are many details to pulling off a simple lesson and even with careful thought I sometimes miss something, like the highlighters needed for a lesson last week. Luckily, they were easy to grab. Each time I do a lesson I feel that it is easier in terms of the management of the information and the directions given to the students. I am trying to balance how much direct instruction (conveyance of concepts and directions of how to do the independent work) I give before sending them off to do the hands-on part of the lesson. Kass conveys concepts, models in detail what is expected for a given activity and then items needed are laid out ready for the students to collect. The children see and are talked through what is to be done. Often times we match up Youngers (1st graders) with Elders (2nd graders) to complete a task. This is a focus for classroom management as well as community building and responsibility for oneself and others. They offer support and ask for support from each other before looking to the teacher. This creates a resource based "I Can" attitude.
This week the Primary Classes had their Open House. The three teachers had a slide show that illustrated what a day in the life of a primary student looked like. The teachers took turns describing Reading Workshop, Writing Workshop and the Math program. Questions were fielded and then the group of parents went into the individual classrooms. Kass introduced me and then oriented parents to the physical aspects of the room. Each family received a packet of information that included a written overview of the classroom activities, a classroom schedule, reading strategies, writing strategies, a handwriting alphabet, critical thinking questions and a list of logistical things like birthdays and student of the week. There are two Parent Coordinators for the class who support volunteer needs. One of the coordinators spoke about volunteering in the classroom and the philosophy of shared responsibility for the whole class not just their child. This event culminated with parents trying to find their child's "chair person". This was an exciting project where the kids made a representation of themselves that fit on the back of the chair. They placed themselves randomly around the room. Parents were to try and find their paper child and take them home. This was a fun way to end the evening.
I feel like I am teaching all afternoon now. This is good for me because the more I teach the easier it becomes. I find my flow and the children are becoming more responsive and respectful.
- I still get to read to the larger group once a week for 30 minutes.
- I am still doing Yoga each day for 15 minutes. I am mixing up the routine to create some variety, I am asking them to focus on slowing their breathing down. There are three 6th graders joining us now. One of these students may benefit from doing yoga and the other two are there to support him. The primary students want to be more involved in modeling the poses. I will try to work this in next week.
- I am teaching most of the Math unit now. These lessons usually last about an hour, including direct instruction and independent or partner activities.
- I taught the Elders during computer time. I modeled the log in process, launching Kid Pics and using the tools to make a penguin drawing. I felt I kept the instruction to a minimum as many of them have experience using Kid Pics. I then monitored for individual success. Ultimately, they will save and print their penguin drawing yet, for now the 30 minutes was for practice only.
I look forward to this coming week. Kass has two afternoons with a substitute so that she can complete her DRA testing. The substitute is a retired Chugach Optional Primary teacher. I feel lucky to be able to work with yet another master teacher!
Friday, September 10, 2010
My Thoughts on Professionalism
My thoughts in regards to professionalism in the field of teaching are wrapped around the elements of conduct, values, and competence.
I believe first impressions are important, thus, the manner in which a teacher conducts herself is significant. Proper dress, posture, hygiene and a caring, calm, open personality speak to students, parents and co-workers about her personality and what is important to her. Life style choices like exercise, healthy eating and personal interests model her positive values.
Secondly, a professional teacher creates relationships that are appropriate to the environment. Knowing the nuances of the student's life without getting too involved is a balancing act that requires an understanding of boundaries and a sensitivity and an understanding as to how their lives influence their learning potential.
Last and most importantly is a teacher's ability to communicate what she is teaching, how it is taught and why. Parents, students and co-workers want to know that she understands all the elements of good teaching, from developmentally appropriate teaching for each student to interventions necessary for individual learning.
I have excellent models at Chugach Optional of these three elements in action. For instance, Kass is approachable, available and attentive. These professional attributes reflect a competent master teacher.
I believe first impressions are important, thus, the manner in which a teacher conducts herself is significant. Proper dress, posture, hygiene and a caring, calm, open personality speak to students, parents and co-workers about her personality and what is important to her. Life style choices like exercise, healthy eating and personal interests model her positive values.
Secondly, a professional teacher creates relationships that are appropriate to the environment. Knowing the nuances of the student's life without getting too involved is a balancing act that requires an understanding of boundaries and a sensitivity and an understanding as to how their lives influence their learning potential.
Last and most importantly is a teacher's ability to communicate what she is teaching, how it is taught and why. Parents, students and co-workers want to know that she understands all the elements of good teaching, from developmentally appropriate teaching for each student to interventions necessary for individual learning.
I have excellent models at Chugach Optional of these three elements in action. For instance, Kass is approachable, available and attentive. These professional attributes reflect a competent master teacher.
Thursday, September 2, 2010
Exceptional Week of my Internship
Being it is Thursday, and Chugach has an early release tomorrow, I am writing now about my week. Topmost on my mind is the transition from a full day to a half day and not being there on Monday at all. I do feel I miss things like the Connected and Respected lessons that I will want to model and support. Reading groups are just getting started after Kass has taken the first few weeks to get to know the students as readers. I will also miss the progression of calendar.
I have continued to teach in the afternoons. Yoga everyday and we share a 30 minute block of time to read to a group of kids from all three classes. I really enjoy this opportunity to read five or six books in a row, connecting with kids from the other 1-2 classes. I taught the whole group how to play and then make a game for our Penguin Math unit. I used the projector and screen. We do not have a smart board. The next day I led a math and science activity exploring water temperature around the world and then the whole group worked to get a bowl of water to 60 degrees. Penguins prefer 60-30 degree water. We had ice and hot water as well as a medium thermometer and a large display thermometer. This activity went well for all of us. No spills! Karen was able to see me teach yoga and transition to this math and science activity. I appreciated her feedback and look forward to her visiting more.
I have spent my mornings either at home working or in the classroom early. I went in today for the hour and a half planning block the team has together at 10:15. I want to spend time seeing other teachers as well as copying resources Kass has made available to me. Tomorrow I will go in for the morning time. An early release for Chugach means kids leave at 11:15 and staff then meet or have training, planning and prep time. They have a longer day each day of the week, banking time for these scheduled early releases on Friday afternoons. As a parent I appreciated this extra time with my children. Many families will go to the fair this time of year and, depending on the season, community members will often play together on these afternoons.
Next week I will likely go in early to watch Kass administer DRA tests. I will also take time to look through all of the students reading folders so I can see how to support and encourage them. We will continue in the afternoons with Penguin Math. Looks like I will mostly support whole group lessons with Kass so I can see her introduce lessons that in the future I can then lead.
I am collecting books from our librarian Alice and collecting titles from teachers so I can read more new books. At our planning meeting today Kass brought a resource that Alice gave to her. She really liked it, so much that she is planning on using it. The title is very descriptive of the product. "Creating 6-Trait Revisors and Editors for Grade 2", Vicki Spandel. This is actually the second book, the first is "Creating Young 6-Trait Writers" I am adding them to my Shelfari database here on my blog. Look to the top left hand corner of my blog to see the link. (Unfortunately, I can't figure out why, the neat display of a bookshelf won't come up.)
Speaking of Shelfari, this is an easy database to use if you don't already have something like this. All you do is enter the title and even old and obscure titles come up! You can create tags to sort books. To find the books on my shelf that I am entering for this internship just use the tag "hilary" in the list of tags at the bottom of my shelf. You can also befriend people and share books more easily.
I hope you all have had a nice start to your year of becoming a teacher.
See you in class on Monday.
Friday, August 27, 2010
Literary Experiences and Observations in the Classroom
I believe everything we teach is a literary experience yet, I will list the one's that are more obvious!
- There are three read a loud sessions daily. One picture book in the morning to focus us. Four to six picture books after lunch to settle us. One novel/chapter book in the afternoon to teach us. Kass charts with students story elements like main characters, setting, main events, problems and solutions. They review at the beginning and add on details at the end. On Friday morning students vote on their favorite morning book from the four that were read that week. They write down the title, using capitals, and the secretary tallies the votes. I was able to read their favorite book this week, a new book for me, titled Wanted: New Best Friend. The children were able to recall, retell, relate and rejoice in the humor of this book.
- The children read the board in the morning for direction on an independent activity.
- Reading Workshop is diverse. Children were asked to bring in a favorite book from home the first day of school. This book stayed at school for a week and a half. The books were categorized based on theme, size, color etc. A math activity demonstrating area, perimeter, weight, pattern and mirror images were elicited with these same books. Kass and I each chose a favorite from the stack and read it to the children. And lastly, the children shared their book with a friend. Other Reading Workshop lessons include a weekly poem that teaches a rime and is fun and engaging. It is read each day by the whole group. On Friday they illustrate the poem and put it in their Poetry Notebook. Care is taken in teaching the children how to draw. Stick people are not allowed! :). Kass teaches phonics (McCrakin) during this time also. The biggest aspect of Reading Workshop is their book bag where they keep about six "Just Right" books. These are books they can successfully read either through the words or the pictures. Thus, picture books are always an option yet, chapter books need permission to be in the bag. The "five finger rule" defines a Just Right book. Each week the children will pick new books for their bag. These are books sorted throughout the classroom. Their are dots on many of the books that indicate their levels. The children spend significant time (developmentally appropriate) reading from their books bags. Emphasis is placed on re reading for details and practice.
- Writing Workshop includes a composition book for each student where they will write throughout the year. Handwriting Without Tears and Spelling Review books are utilized. A fun lesson involved three line drawings, simple forms. The student could choose one, two or all three and then draw a picture with them. They then wrote about what they created. Another engaging activity involved the children listening to a description of an alien being. Kass described it's facial features and the students drew the alien. They were all very different and told us a lot about the student's ability and willingness to not only draw but of course hear details. There is a Word Wall with the student's name and photo as well as a word from the weekly poems. The students are then expected to right these words conventionally. There is a Writing Area with blank paper and lined paper, markers, colored pencils, rubbing crayons, glue, pencils, scratch paper, a Family Meeting list for "issues" that need to come to the group, a Book Share list if a student has a book they have read and then want to share with others, and lastly Happy Notes that a student can fill in the To, From and For, ie. "for being a good friend".
- Author's Chair culminates Reading and Writing Workshop. The audience is asked to restate what the author just read.
- Snack is a literary event. Kids can sign up for News. They tell something and maybe show something and then three questions can be asked. Happy Notes are given out. Book Shares occur and Family Meeting issues are discussed.
- Dolch Word practice will begin in a few weeks. Parents support this rote activity.
- Assessments for spelling were conducted while Kass spends Reading Workshop time reading with individual children to check where they are. I believe DRA's will be conducted before October.
The First 8 Days :)
I have had a productive and engaging 8 days with 22 1st and 2nd graders at Chugach Optional. I am benefiting from the role models around me who I meet, plan and collaborate with. I watch closely, absorb ideas by taking notes, collecting materials for my personal collection and by teaching myself. I want to try to mirror my mentor's style and routines as much as possible.
On day one, Wednesday, I was given 15 minutes (or so) to teach Yoga. I created a routine and quickly created a list of kids who wanted to teach their own poses! I teach this everyday, modifying the routine a bit, adding details, slowing them down to breathe and of course adding to the routine with each new pose the children offer. I have been able to stay within the 15 minutes while the children are engaged and improving their technique.
I was asked to be a part of a rotating team of afternoon readers. After lunch the three primary classes split into two groups for reading. The other teachers (2 now that I am involved) have time to prep and plan. I read for 30 minutes, 4-6 books, on 3 different occasions now. I choose a variety of books, mostly fiction and of varied length so that I don't run over the time frame. I love reading to kids!
On day four, Monday, I was given the morning routine to teach. After our 15 minute morning transition with some parents helping to settle their children into an activity at their tables, I bring the class together on the carpet to read a story. We then do attendance (Zangle), lunch count and then calendar (math-Bridges). This all takes about 30 minutes. For the rest of the week I basically did this routine. Kass, my mentor teacher, enjoys reading also so we take turns and she introduces new routines like jobs and then gives the group to me. I have felt very successful doing all of this with Kass' support.
Later Monday afternoon I taught an art project that involved the children making penguins. They worked in partners to make one penguin. 30 minute block. The intent was to make speech bubbles that reflected the rules that were talked about the day before. We did not have time to do the the bubbles this day so I picked it up Tuesday afternoon and taught for another 30 minutes. I cut up the list they brainstormed and gave a strip to each child so they could copy it into their speech bubble. They are now mounted on the wall in the classroom for reflection. (I forgot my camera at school so will post a picture of them later)
On Wednesday I taught the Youngers (1st graders) handwriting (from the Handwriting Without Tears curriculum). I continued with another lesson on Friday.
These were my first experiences teaching on my own during this internship. I am also actively involved throughout the day supporting everything Kass is doing. I feel very comfortable in this classroom and school and I appreciate every moment.
One of the most challenging things for me is keeping a-tuned to the schedule and knowing what will be taught next. Kass over plans (in a positive way) and has many quick things that she can pull out of her bag of tricks. I watch her decide to extend an activity that the children are still engaged in while ending others if children are disengaging. I see when she transitions with physical stretching in the hope that it will change their nervous system response to the next lesson.
I am excited when I use my lesson plan book! The second week looked like a mess with things scratched in and out and moved around. Now that I understand how things are so very fluid, this coming week looks much more tidy. I was also excited when I received my first inter school mail from a teacher friend of mine. These little things help me feel like a real teacher.
The three primary teachers have a planning time together on Thurday. I join in, listening intently, copying down the plans that Kass is writing in the lesson plan book. Kass and I then meet daily to decide what I will teach.
Next week our intern schedule changes. I am a bit sad about this as I would love to continue this process by being completely present. Yet, I know I will gain a lot from our classes along with the time for reflection and preparation. I plan on using some of my mornings to observe the other two primary teachers. So, next week I will have to give up the morning routine time yet, I will be able to continue the story time and yoga.
Kass will allow me to help her teach the math unit on penguins. (Bridges). Tuesday afternoon I will teach them how to play and then make a Travel Game. They have to spend money on their way to Antarctica and this first game is the class against me! Wednesday I get to teach a math and science activity that involves the whole group, ice and water. The goal is to get the water as close to 60 degrees as possible. I will then support the children to write about the process. This math unit will continue through the next few weeks.
A big thank you to Kass, Sharon, Leigh, Anne and the rest of the staff and parents for everything....!
On day one, Wednesday, I was given 15 minutes (or so) to teach Yoga. I created a routine and quickly created a list of kids who wanted to teach their own poses! I teach this everyday, modifying the routine a bit, adding details, slowing them down to breathe and of course adding to the routine with each new pose the children offer. I have been able to stay within the 15 minutes while the children are engaged and improving their technique.
I was asked to be a part of a rotating team of afternoon readers. After lunch the three primary classes split into two groups for reading. The other teachers (2 now that I am involved) have time to prep and plan. I read for 30 minutes, 4-6 books, on 3 different occasions now. I choose a variety of books, mostly fiction and of varied length so that I don't run over the time frame. I love reading to kids!
On day four, Monday, I was given the morning routine to teach. After our 15 minute morning transition with some parents helping to settle their children into an activity at their tables, I bring the class together on the carpet to read a story. We then do attendance (Zangle), lunch count and then calendar (math-Bridges). This all takes about 30 minutes. For the rest of the week I basically did this routine. Kass, my mentor teacher, enjoys reading also so we take turns and she introduces new routines like jobs and then gives the group to me. I have felt very successful doing all of this with Kass' support.
Later Monday afternoon I taught an art project that involved the children making penguins. They worked in partners to make one penguin. 30 minute block. The intent was to make speech bubbles that reflected the rules that were talked about the day before. We did not have time to do the the bubbles this day so I picked it up Tuesday afternoon and taught for another 30 minutes. I cut up the list they brainstormed and gave a strip to each child so they could copy it into their speech bubble. They are now mounted on the wall in the classroom for reflection. (I forgot my camera at school so will post a picture of them later)
On Wednesday I taught the Youngers (1st graders) handwriting (from the Handwriting Without Tears curriculum). I continued with another lesson on Friday.
These were my first experiences teaching on my own during this internship. I am also actively involved throughout the day supporting everything Kass is doing. I feel very comfortable in this classroom and school and I appreciate every moment.
One of the most challenging things for me is keeping a-tuned to the schedule and knowing what will be taught next. Kass over plans (in a positive way) and has many quick things that she can pull out of her bag of tricks. I watch her decide to extend an activity that the children are still engaged in while ending others if children are disengaging. I see when she transitions with physical stretching in the hope that it will change their nervous system response to the next lesson.
I am excited when I use my lesson plan book! The second week looked like a mess with things scratched in and out and moved around. Now that I understand how things are so very fluid, this coming week looks much more tidy. I was also excited when I received my first inter school mail from a teacher friend of mine. These little things help me feel like a real teacher.
The three primary teachers have a planning time together on Thurday. I join in, listening intently, copying down the plans that Kass is writing in the lesson plan book. Kass and I then meet daily to decide what I will teach.
Next week our intern schedule changes. I am a bit sad about this as I would love to continue this process by being completely present. Yet, I know I will gain a lot from our classes along with the time for reflection and preparation. I plan on using some of my mornings to observe the other two primary teachers. So, next week I will have to give up the morning routine time yet, I will be able to continue the story time and yoga.
Kass will allow me to help her teach the math unit on penguins. (Bridges). Tuesday afternoon I will teach them how to play and then make a Travel Game. They have to spend money on their way to Antarctica and this first game is the class against me! Wednesday I get to teach a math and science activity that involves the whole group, ice and water. The goal is to get the water as close to 60 degrees as possible. I will then support the children to write about the process. This math unit will continue through the next few weeks.
A big thank you to Kass, Sharon, Leigh, Anne and the rest of the staff and parents for everything....!
Tuesday, August 17, 2010
Welcome Board
The theme within and without of Chugach Optional is the birch tree. There is a pillar at the entrance that represents the birch tree trunk while inside there are large shapely leaves hanging from the ceiling. When I was thinking about the Welcome Board for Kass' Family Group I wanted to use leaves. I used the die-cut machine to cut out the leaves, added each kids name and floated them down the river. The blues in the batik background that Kass picked out looks like the flow of a river.
I also wanted a sense of the seasonal movement through the year. I used watercolor paintings by children from Waldorf schools, calendars that I have collected to show the seasons.
Kass has a beautiful board above this display area that she uses to document daily activities, I wanted to tie this into the Welcome Board so people would take notice. I put up a simple saying to catch people's interest. I tried to keep the language simple so that emergent readers would have a chance at reading the board.
I look forward to seeing all the other ideas.
Good luck tomorrow. Kimmer
Friday, August 13, 2010
Incredibly Lucky Intern
I am so fortunate to be an intern this year with Kass Friend at Chugach Optional. There are many reasons I feel this way...
I thank all of the staff for swishing by me with your smiles and lifting me up as I float through the hall on my cloud of happiness.
- My children have gone through elementary school at Chugach. The girls just moved on this year. My son Connor had Kass for two years and then both of my girls, Ali and Grace (twins) were in her class also. Thus, I have had four years with Kass already, and at a time in my life when I was able to be in her classroom as a parent.
- The staff at Chugach is a small family who obviously support and like each other. More than that, most are true friends. They have invited me in very naturally.
- Teaching in an optional setting is the only way I really know how to teach. The Primary Team is a group of three, four including me. We plan together and support each other. I am learning how they work together and do things differently. I am so excited by this opportunity to see these long time master teachers in action everyday. The fluidity I know will be available to me within the three classrooms and ultimately the entire school is exciting.
I thank all of the staff for swishing by me with your smiles and lifting me up as I float through the hall on my cloud of happiness.
Sunday, April 4, 2010
Global Community Connections
I was able to find many different sites with a google search.
I also read Jill's blog and read about epals and Monster Exchange.
Both of these were among the most interesting and easy to use, even after searching for 30-45 minutes for other options.
Almost all of the sites had a login component and most have a minimal fee. They say the reason for the fee is safety, the bad guys may not be willing to pay to have access to kids. Safety on line was discussed on many of the sites. Some sites were directed at teachers, others at kids, some for both. Most were world wide connections that encouraged snail mail versus internet emailing.
Here are a few sites that looked worthy of pursuing.
Students of the World This site was a bit harder to navigate.
Friendships by Mail
Make a Child Smile is a site that connects people who have a life threatening illness and want a pen pal.
Sincerely Yours Pen Pals is the one I liked the most with lots of resources for teachers, kids and parents. I liked the layout of the site, it is a blog that is clean and easy to navigate.
I could see using Monster Exchange as a fun activity to do with a pen pal.
If I were looking for a group of kids to work with for pen pals I would consider the Sincerely Yours Pen Pal site. My biggest hesitation would be the $1 per student. I think this is a bit much for this type of service yet, maybe they offer more than I could see at the level I have access to.
Currently, I have an offer from a teacher friend who wants to do an exchange. I am excited to do this with the children. The other class is from Washington State so we have some similarities and differences in terms of climate, wildlife and activities that we can learn from each other. We will start with a group letter since I am working with Preschoolers. I will have the kids help decide on what photos to take and I would also like to send them some Alaskan art that we are taking down from our Iditarod studies.
I also read Jill's blog and read about epals and Monster Exchange.
Both of these were among the most interesting and easy to use, even after searching for 30-45 minutes for other options.
Almost all of the sites had a login component and most have a minimal fee. They say the reason for the fee is safety, the bad guys may not be willing to pay to have access to kids. Safety on line was discussed on many of the sites. Some sites were directed at teachers, others at kids, some for both. Most were world wide connections that encouraged snail mail versus internet emailing.
Here are a few sites that looked worthy of pursuing.
Students of the World This site was a bit harder to navigate.
Friendships by Mail
Make a Child Smile is a site that connects people who have a life threatening illness and want a pen pal.
Sincerely Yours Pen Pals is the one I liked the most with lots of resources for teachers, kids and parents. I liked the layout of the site, it is a blog that is clean and easy to navigate.
I could see using Monster Exchange as a fun activity to do with a pen pal.
If I were looking for a group of kids to work with for pen pals I would consider the Sincerely Yours Pen Pal site. My biggest hesitation would be the $1 per student. I think this is a bit much for this type of service yet, maybe they offer more than I could see at the level I have access to.
Currently, I have an offer from a teacher friend who wants to do an exchange. I am excited to do this with the children. The other class is from Washington State so we have some similarities and differences in terms of climate, wildlife and activities that we can learn from each other. We will start with a group letter since I am working with Preschoolers. I will have the kids help decide on what photos to take and I would also like to send them some Alaskan art that we are taking down from our Iditarod studies.
Saturday, April 3, 2010
Free Technology for Teachers
I just spent another hour or more looking at things offered on this site, Free Technology for Teachers. I noticed their list of most popular posts in the past week. Here their were lots to look through like
What2Learn, a site with educational games. I bookmarked a bunch of games that looked interesting.
There is a free virtual field trip planning kit. I went to the Sistene Chapel for a visit.
I downloaded the Google for Teachers guide that is available. It is 33 pages and 21 ideas for teachers to use with Google support. Many of these are new ideas.
I really appreciate this site. I am going to have to figure out a way to organize all the good stuff it offers.
What2Learn, a site with educational games. I bookmarked a bunch of games that looked interesting.
There is a free virtual field trip planning kit. I went to the Sistene Chapel for a visit.
I downloaded the Google for Teachers guide that is available. It is 33 pages and 21 ideas for teachers to use with Google support. Many of these are new ideas.
I really appreciate this site. I am going to have to figure out a way to organize all the good stuff it offers.
Sunday, March 28, 2010
Summary of Educational Blogs
I took a look at not only the educational blogs that I am following but also those of a few of my classmates. Josh is following a blog called Art of Learning. I was not that excited about the initial content or the format but I have an RSS to my iGoogle site so I can follow it and see if it is useful to me.
I am currently following three sites: Kathy Schrock, Free Tech for Teachers and Cool Cat Teacher Blog
Kathy Schrock's site has been useful and is mostly about technology. This week she highlighted technology to support teachers in creating documentation displays through electronically generated paper cut-outs of letters and images. If you go to Variquest Visual Learning Tools there are videos and templates to make it easy to get started.
The Free Technology for Teacher's website has been the most useful site for me on almost a daily basis. Today I found three sites worthy of review.
The first was a website that helps teachers help kids to make videos. The site Kidsvid has all the components for successful story writing from storyboard support, making tips, editing tools and video support. I bookmarked this site for future use.
I quickly bookmarked the next resource for free music. There is much more than music here, there are slideshows and movies and power points. There is a huge variety from sound effects to classical music to comedy. I will have to spend more time here to see how easy it is to use.
Next was a video and link to a site that teaches kids about Internet Safety with Garfield. I watched the video with my children and looked around at the information. It was enjoyable and informative for all of us.
There was a discussion of a new website called listhings.com which is another site for creating sticky notes. This one seems to be unique in that you can create more than one page of sticky notes and you can invite people then to specific pages to add ideas.
Lastly I found an article about the use of Lego in doing math. This was an interesting site with activities for kids that are all designed as competitions. You could use it this way or just as an individual endeavor.
I do not like the Cool Cat Teacher blog format. It is hard to follow and feels like it just moves me around from one site to another versus being an immediate source of information.
I am currently following three sites: Kathy Schrock, Free Tech for Teachers and Cool Cat Teacher Blog
Kathy Schrock's site has been useful and is mostly about technology. This week she highlighted technology to support teachers in creating documentation displays through electronically generated paper cut-outs of letters and images. If you go to Variquest Visual Learning Tools there are videos and templates to make it easy to get started.
The Free Technology for Teacher's website has been the most useful site for me on almost a daily basis. Today I found three sites worthy of review.
The first was a website that helps teachers help kids to make videos. The site Kidsvid has all the components for successful story writing from storyboard support, making tips, editing tools and video support. I bookmarked this site for future use.
I quickly bookmarked the next resource for free music. There is much more than music here, there are slideshows and movies and power points. There is a huge variety from sound effects to classical music to comedy. I will have to spend more time here to see how easy it is to use.
Next was a video and link to a site that teaches kids about Internet Safety with Garfield. I watched the video with my children and looked around at the information. It was enjoyable and informative for all of us.
There was a discussion of a new website called listhings.com which is another site for creating sticky notes. This one seems to be unique in that you can create more than one page of sticky notes and you can invite people then to specific pages to add ideas.
Lastly I found an article about the use of Lego in doing math. This was an interesting site with activities for kids that are all designed as competitions. You could use it this way or just as an individual endeavor.
I do not like the Cool Cat Teacher blog format. It is hard to follow and feels like it just moves me around from one site to another versus being an immediate source of information.
Searching the Web
When I was set with the task of researching assistive technology I first started with a Google search because I am most familiar with this process. For all my searches I put the words in quotes. The Google search had plenty of options from sites where I could purchase assistive equipment, blogs, government sites and articles on the topic. I feel I found what I would need to get started learning about this topic yet.
I then searched using Delicious and had a list of all new sources. The fact that these are sites that other people have used led me to link and look around. I found one person whose bookmark was a list of links with a one line detail describing the link. This would be very helpful since it is so specific to the sub topics of assistive technology.
Diigo was my next try. I liked the aspect on this search site that showed me who had used this site before and then offered their tags that then took me to even more links. There was a list of blog sites on the left hand side of the Diigo site that then gave me access to personal and professional blogs.
The Bing and the Yahoo sites seemed very similar to the Google search, nothing too different from what I had already seen and many links took me to sites selling things.
Utube was next and spent some time watching videos. I can relate to my students when they tell me they would rather watch something versus read something. Video and audio combined has such a big impact in terms of learning and even memory for me. My memory of the videos compared to what I read about assistive technology is more vivid.
The last place I looked for information on assistive technology was the UAA Consortium Library. Recently I went with one of my classes to the library and Judy Green, the Education Libraria, gave us a tour of the library and taught us how to search for information within their system. I found this very helpful and it has given me yet another way to find information. I recommend checking out the site, find the Educational Resource Information Center, ERIC data base and then the Teacher Reference Center data base that are both on the Education page in the library system.
When doing future research I would likely use a combination of search engines starting with Google, Delicious and Utube for general information. If I needed to do a research paper then I would likely use the library search engines for articles and books related to my topic.
Saturday, March 20, 2010
Voice Thread Links and Activities for Elementary Students
After reviewing the Voicethread4education site and many of the Voicethreads there, I went to the Pageflakes site and viewed even more. Lots of great ideas implemented by kids and adults. It was nice to see the families commenting on even the simplest threads. It was nice to see people of all ages commenting on strangers threads. It seemed that I may be missing a beginning piece. There doesn't seem to be any opening introduction to the threads where there are many commentators. It is like you have to figure it out from the dialog, what the intent or topic is. Am I missing something?
Many of the educational sites I as looking at were for older elementary kids where this type of technology would be even more useful. I am sure kids themselves have come up with innovative uses. I focused on the younger ages as I hope to create a thread or two in my Pre K class soon.
Here are a few ideas:
Pre K
Documentary: Life of a Worm
Photos and a student comment on each of the events. This project will help students to articulate what they are doing and why. Students work can be shared with family and friends.
Composting for food
Recycling for a habitat
Planting for a habitat
Composting for a habitat
Future worm habitats
Pre K
Student Story Telling. Beginning VT use. Keeping it simple yet personal.
Student draws picture for thread.
Student tells about picture.
Encourage more pictures to continue story.
Pre K
Story Acting of the Three Little Kittens. The students really enjoy acting out their favorite stories. The VT will be am easy way for them to share their joy.
VT of scenes for Three Little Kittens
Scene 1: Kittens playing outside while Mother inside cooking
Scene 2: Kittens lost mittens and Mother scolds
Scene 3: Kittens find mittens and Mother praises
Scene 4: Kittens eat pie with mittens on and Mother scolds them for soiled mittens
Scene 5: Kittens wash mittens and Mother praises
Scene 6: Applause, Bow and off stage
Monday, March 15, 2010
Daylight Saving Time...Ever wonder why?
This is a great video that not only explains when and why we do this but whether it really does what it was set out to do.
Test yourself before watching the video.
Ask yourself these questions.
Why do we have Daylight Saving Time?
Do you think we save something?
Then watch "Has Anyone Seen A Missing Hour of Sleep?" to find out!
Test yourself before watching the video.
Ask yourself these questions.
Why do we have Daylight Saving Time?
Do you think we save something?
Then watch "Has Anyone Seen A Missing Hour of Sleep?" to find out!
Lifeyo: website and blog all in one
Following Free Techology for Teachers by way of my easy RSS link, I found a recent posting about Lifeyo a website that allows people to create their own websites easily, even if they are technologically challenged or have limited time. A blog can be intergrated into the site making it easier to post and follow. There are templates and photos you can use to spruce it up and with a click you are published.
I will try this and comment later. I have wanted to create something more than a blog site.
I will try this and comment later. I have wanted to create something more than a blog site.
Tuesday, March 2, 2010
Lesson Plan: The Mitten
Hello classmates,
I have posted the lesson here as well as the imovie I created, and the brochure. This process was initiated first by my students' desire to act out their favorite stories, secondly by the desire/request to use more technology and thirdly by my Children's Literature class where I was tasked to produce a multi-media project with literature and a piece (the brochure) that discusses the process and it's significance for students, parents and teachers.
The video is a bit shaky as a student wanted to help. I edited a lot! I would love feedback on the brochure and if you would find this format helpful to you as a teacher or if a word doc would be preferable.
Here is Jan Brett's site. There is a lot of supportive materials for many of her books. Printables!
The Lesson for the Mitten
The Brochure for the Mitten
The Movie of the Mitten: Warning, the movie is a 6 minute download.
Have a great week, Kimmer
I have posted the lesson here as well as the imovie I created, and the brochure. This process was initiated first by my students' desire to act out their favorite stories, secondly by the desire/request to use more technology and thirdly by my Children's Literature class where I was tasked to produce a multi-media project with literature and a piece (the brochure) that discusses the process and it's significance for students, parents and teachers.
The video is a bit shaky as a student wanted to help. I edited a lot! I would love feedback on the brochure and if you would find this format helpful to you as a teacher or if a word doc would be preferable.
Here is Jan Brett's site. There is a lot of supportive materials for many of her books. Printables!
The Lesson for the Mitten
The Brochure for the Mitten
The Movie of the Mitten: Warning, the movie is a 6 minute download.
Have a great week, Kimmer
Sunday, February 28, 2010
RSS and Your Email
On the blog Free Technology for Teacher's there is a new article titled Stop Publishing Your Email Address in Your RSS Feed. It suggests that you don't have to include your email and if you do then you are likely to get more spam emails. It walks you through how to change the default of publishing your RSS by going to your blog's Edit screen and unchecking this option. Your feeds will then include a notation of "noreply@blogger.com". This is very helpful for me to know at the beginning of my blogging experience. I will have to go change a few but will not have to do this in the future.
Monday, February 22, 2010
Digital Story Telling in the Classroom
I am intrigued by digital story telling because I know it is easy yet I have not created one yet! I went to the Digital Story Telling website Lee sent to us and found myself on Microsoft's website on a Digital Story Telling in the Classroom page. I downloaded the Digital Storytelling e-book PDF. I have included a summary here.
*The NETS standards are listed that these types of projects speak to.
*There are examples of project ideas from classrooms around the world, at a variety of age groups and a variety of uses like projects in math, history, music, letter writing and reports.
*Next is a step by step detailed description of how to create a digital stories with individuals and a whole class.
*Then there are even more project ideas for different age groups.
*There is an easy to read table of software needed to use certain tools and then where to get the tools, most of which are free.
*There are tutorials on how to use the tools; power point, photo story 3 and movie maker.
*For each tool there are suggested lessons described as basic, more challenging and expert.
*There are resource links throughout the publication.
This is a great resource full of links to make everything at the tip of your fingers, literally. I will be using this soon for my Children's Literature class. Wish me luck!
Trivia Question: What is the definition of digistory?
*The NETS standards are listed that these types of projects speak to.
*There are examples of project ideas from classrooms around the world, at a variety of age groups and a variety of uses like projects in math, history, music, letter writing and reports.
*Next is a step by step detailed description of how to create a digital stories with individuals and a whole class.
*Then there are even more project ideas for different age groups.
*There is an easy to read table of software needed to use certain tools and then where to get the tools, most of which are free.
*There are tutorials on how to use the tools; power point, photo story 3 and movie maker.
*For each tool there are suggested lessons described as basic, more challenging and expert.
*There are resource links throughout the publication.
This is a great resource full of links to make everything at the tip of your fingers, literally. I will be using this soon for my Children's Literature class. Wish me luck!
Trivia Question: What is the definition of digistory?
Blogs and their impact on me
I am excited about my new blog that I am following about digital story telling. I am also excited about the Aviary site that I have bookmarked. I will use both in the next month to create a digital story recreation of The Mitten by Jan Brett. The preschoolers that I work with love acting out stories that they love. I have a video of them acting out this story. I hope to use these new tools to produce a video for them and their families. I also hope to create a wiki page for our school soon so that I can post the video for all to see.
I am waiting to hear from Christine about the Preschool teacher blog she is following so I can check it out. I appreciate using other people's tried ideas!
I am waiting to hear from Christine about the Preschool teacher blog she is following so I can check it out. I appreciate using other people's tried ideas!
Aviary challenging Photoshop?
On the site I follow Free Technology for Teachers a new posting shares a new FREE photo editing tool from Aviary.com that may compete with Photo shop. SOme of the free tools include: These tools include a vector editor, color editor, image editor, effects editor, image markup tools, screen capture tools, and sound recording and mixing tools. Aviary has a sound recording and mixing tool that an alternative to Garage Band. There is a video included that shows one how to use their image editor. Aviary's site is easy to navigate with a lot of examples of how their tools work. I book marked this site!
Sunday, February 14, 2010
VoiceThread website
I found another worthwhile website while looking around on the Free Technology for Teachers Site. The article Web2.0 & Students with Disabilities suggests that people with disabilities or anyone for that matter can use the VoiceThread website to communicate verbally and visually with anyone. People can respond on the site interactively by voice, text and video with the push of a button. There are tutorials that show just how easy it is to post something and then allow individuals to comment. I can just imagine using this for online meetings and classes, parent communications, family and friend interactions. I bookmarked it for my kids to play with. There is a system for signing in. I stopped there yet may venture back later and give this a try.
Weblist Tool
Free Technology for Teacher's post today was about a new tool called a Weblist
This application allows you to make a visual list of a group of URL's that can then be offered as a resource for browsing the web but in a contained way. This can help a teacher to limit a student's research to specific sites and/or topics, or keep them from becoming distracted or lost on the internet. The visual thumbnails display the sites and help students to make a choice of site visually. Once in the Weblist application you can navigate and link to one of the sites and then back to a visual of them all yet your original URL is maintained and will keep the student within the Weblist. Just think of all the Weblist topics you could create right now.
I have seen kids get frustrated trying to figure out which site to try based on a search. This type of presort of information I believe will eliminate this problem and allow students to focus and collect information quickly. I also see that a teacher must keep the lists current and do the research to find a diversity of sites to list.
This application allows you to make a visual list of a group of URL's that can then be offered as a resource for browsing the web but in a contained way. This can help a teacher to limit a student's research to specific sites and/or topics, or keep them from becoming distracted or lost on the internet. The visual thumbnails display the sites and help students to make a choice of site visually. Once in the Weblist application you can navigate and link to one of the sites and then back to a visual of them all yet your original URL is maintained and will keep the student within the Weblist. Just think of all the Weblist topics you could create right now.
I have seen kids get frustrated trying to figure out which site to try based on a search. This type of presort of information I believe will eliminate this problem and allow students to focus and collect information quickly. I also see that a teacher must keep the lists current and do the research to find a diversity of sites to list.
Sunday, February 7, 2010
Free Technology for Teachers Blog
I will be following the blog created by Richard Byrne, Free Technology for Teachers.
www.freetech4teachers.com
How can one not. I will try to set up a RSS and subscribe at some point. I found a few things that I would like to bookmark and use more. Like the Math Dictionary Book for Kids looks interesting as well as the Word It One site that is similar to the Wordle site that plays visually with words. This site won as the best educational blog from Edublog awards. The runner up was also a worthy follower. Kathy Schrock’s Kaffeeklatsch site that seems to be a site for New Technologies. I would like to spend more time there to see if the products are specifically educational resources.
kathyshroc.net/blog/
Check them out!
www.freetech4teachers.com
How can one not. I will try to set up a RSS and subscribe at some point. I found a few things that I would like to bookmark and use more. Like the Math Dictionary Book for Kids looks interesting as well as the Word It One site that is similar to the Wordle site that plays visually with words. This site won as the best educational blog from Edublog awards. The runner up was also a worthy follower. Kathy Schrock’s Kaffeeklatsch site that seems to be a site for New Technologies. I would like to spend more time there to see if the products are specifically educational resources.
kathyshroc.net/blog/
Check them out!
Sunday, January 31, 2010
What a teacher should know about technology
I was not able to open the article that was posted.
I believe that a teacher teaching technology should strive to know at least as much as the student. Once a teacher assess where their students are the teacher can then research and learn enough to explore, create and learn with their students. A teacher of technology must know and understand how to use the current terminology, programs, applications, software and hardware so that she can have at least a basic knowledge to teach from. With technology changing so rapidly it is most important, I believe, that a teacher be open to the fact that their students might be teaching them and as a good teacher she will welcome this level of collaboration.
I believe that a teacher teaching technology should strive to know at least as much as the student. Once a teacher assess where their students are the teacher can then research and learn enough to explore, create and learn with their students. A teacher of technology must know and understand how to use the current terminology, programs, applications, software and hardware so that she can have at least a basic knowledge to teach from. With technology changing so rapidly it is most important, I believe, that a teacher be open to the fact that their students might be teaching them and as a good teacher she will welcome this level of collaboration.
Tuesday, January 19, 2010
New Literacies For a New Age Video
Poor Hephalumps, how will they ever make it out on their own if they can't remember everything there is to know. This cartoon story creates a nice analogy between some human classroom strategies used today and the outcomes. That is, the Hephalumps weren't allowed to use books to read and write while today students aren't allowed access to some technologies. This for many reasons be it social, economic, philosophical... Will they survive in the world they are being prepared for? Will they do more than survive, will they create and innovate?
Did You Know Video Response
I watched this video twice and each time I found it difficult visually and the information is for me very overwhelming. I have seen this before or something similar and still each piece of information hits home and invites discussion. For me these facts reflect the potential and power of change and innovation. It suggests the need to teach from a different space both physically and mentally. The question was asked during class whether we as teachers should be able to learn with our students and I shout a resounding YES!I believe students can be allowed to create, innovate, explore and thus succeed in the future. Teachers have never known all the answers!
Kimmer's First Blog
Hi, this is Kimmer and this is my first attempt at a blog.
This is a picture of me and my kids, Grace, Connor and Ali, in Seldovia the summer of 2009. Our good friends Jen, Bruce, Carmen and Richard have invited us to stay for a few weeks. We are grateful for family and friends.
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