Week 12- Assignment #1

Week 12 Assignment #1

There is  a new type of storytelling that has surfaced: digital storytelling.  To engage readers more into the story- elements of sound, video, and photo images are added.  The articles provided some great ideas to integrate technology into literacy instruction. There are some great electronic publishing software tools available. These include: computer and word processing software, photo-editing programs like iPhoto, Picasa. and Picaboo, drawing programs like KidPix, TuxPaint, and ArtRage, and the use of digital cameras and a printer.  Prior to constructing digital stories, students should be given an opportunity to write their ideas on paper. Ideas can also be sparked through writing prompts. Scholastic has great online writing activities.  To differentiate instruction with students who have difficulty seeing, hearing, or fine motor skills, Mac OS X has VoiceOver which reads everything aloud.  Both Mac and PC computers can increase the font size so print is easier to read.

                When self-reflecting on lesson planning, teachers should consider the following guided questions:

·         How will I teach with technology?

·         What technology centers will I have this week?

·         How will I manage the centers?

·         What will my students write about this week?

·         How will my students illustrate their stories?

·         What stage of writing are my students at this week?

In order to better manage technology, teachers should think about some classroom management options such as: whole group instruction, computer buddies, volunteers, computer center, and computer lab. Stories can be created using multimedia format: hardware (video camera), microphone to record, and software (iMovie, MovieMaker, GarageBand, and Audacity).  To assess authentic student learning, assessments are important.  Rubrics can be created on scholastic.com. Rubistar has some ready-made rubrics, and rubrics are available for creating a movie or podcast.  Cooperative student group projects can be challenging to assess.  However, using online writing tools can allow students to simultaneously contribute to the same document.  GoogleDocs and Wikis accomplish this.  Digital books can be created across the curriculum areas: writing, reading, math, art, science, social studies, and physical education.

                I would definitely like to incorporate technology tools such as ComicLife, iPhoto, Kidspiration and KidPix into my instruction.

 

                                                                        Lesson Plan

Candidate’s Name: Renee Bacchus

Grade Level: K-5

Title of the lesson: Generating Questions

Length of the lesson: 30-60 minutes depending on the length of the text

 

Central focus Active readers ask questions before, during and after reading text.

Prerequisites Experience using Kidspiration Prior knowledge of asking questions Classroom setting includes ELL students.

Common Core State Standards ELA Reading Standards Foundational Skills K-5: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Support literacy development through language (academic language)   Question the author’s purpose Monitor comprehension by asking and answering questions Demonstrate written questions through Kidspiration software Vocabulary General academic terms: author’s viewpoint, explain, record, construct Content specific: generate, active readers Sentence Level Sentence structure, transitions/connectives, complex verb tenses Discourse Text structure, message, conversation

Learning objective   Will ask and record questions during the reading process and determine how the questions were answered.

Formal and informal assessment: Confirm students are asking authentic questions before, during, and after reading. Confirm codes are appropriate to the questions and text read. Confirm that the students’ thinking/reasoning shared in the “Writing View” portion of the activity makes sense and is accurate.

Instructional procedure Open Generating Questions from Kidspiration Activities>Starter>Reading and Writing Explain that active readers ask questions before, during, and after reading.  When readers ask questions, they monitor their comprehension and set a purpose for reading. Share that during this lesson students will ask and record questions, search for answers for the questions, and determine how the questions were answered. Model completing the activity using a preselected text (that’s great for asking questions before, during, and after reading).  Record questions in the yellow symbols. (An completed exemplar can be shown to the students). After reading the text selection, determine how the questions were answered. If the question was answered using information within the text, code the question line with a T.  If answered by making an inference or drawing a conclusion, code it “I”.  Discuss as a class why the given code was assigned to the question.  It’s possible that some questions may not be able to be coded.  Explain that readers’ questions may not be answered. After modeling the lesson, the teacher may chose to provide students with text at their independent reading levels and have them complete the activity independently or provide more guided practice.   Theory/research: Technology is used to enhance and develop writing.   Accommodations and modifications: ELLs/struggling readers: Visual and technology, paraphrasing, and prompting.  Allow more opportunities to use oral language.

Instructional resources and materials: Technology- Kidspiration software, computers, pre-selected text, pencils and writing journals.

Reflection I think my instruction supported learning for the whole class and the students who needed great support or challenge.  The prompts and paraphrasing served as instructional support.