think that Edmodo can be used to enhance ELA instruction by having the posting quotes. articles. questions of the day, etc and having the students reflect on them. They can also respond to each other as well to form a discussion. Teachers can also post multiple choice questions on certain topics they are disucssing in class and see how many students get those questions right so they can see what the students are learning and not learning. Teachers can also post different assignments for the students to do which will help them apply their skills. I think that Edmodo would be a helpful tool not only in an ELA classroom but in any classroom.
My Edmodo: http://www.edmodo.com/tlawrence6
Tuesday, February 26, 2013
Technology and Adolescent Writing
The article that I Chose is called "Instant Messaging and Adolescent Writing" (http://kendrik2.wordpress.com/2007/04/18/instant-messaging-and-adolescent-writing/)
I think that this article is important because it talks about how it is ok for students to use IM lingo while they are drafting but they need to know the difference of formal and informal writing. It also talks about how teachers work with this in their classroom. It can give some ELA teachers pointers on how to deal with this in their own classrooms and it can also show some teachers how to incorporate this style into their own classroom. Overall I think this article would be great for all ELA teachers and I intend to share it with the ELA teacher that I am working with.
I think that this article is important because it talks about how it is ok for students to use IM lingo while they are drafting but they need to know the difference of formal and informal writing. It also talks about how teachers work with this in their classroom. It can give some ELA teachers pointers on how to deal with this in their own classrooms and it can also show some teachers how to incorporate this style into their own classroom. Overall I think this article would be great for all ELA teachers and I intend to share it with the ELA teacher that I am working with.
Using Gaming in the Classroom
I believe that gaming can be a great tool to use in the classroom. There are many games out there that coinside with the curriculum that is being taught today. However, I do feel that gaming should not be used all the time. With the population of students that I work with gaming can be very useful. A lot of my students have ADHD or LD and this can keep them focused for longer periods of time. They do not realize that they are actually still learning while they are playing games. It is also a great incorporation of technology into the classroom.
Gamestar Mechanic in the Classroom
Gamestar is all about creating games not computer programs. This can be used in all classes, however I found one in particular that can be used in an ELA classroom. The teacher has the students use a storyboard as a way to design their game. They relate this concept to the 5 steps of the writing process. The teacher does not allow the students to move on to the next step which would be creating their game unless they have completed the storyboard properly. This will allow the students to fully think out what they want in thier game and what their final product will be. This is just one way to incorporate Gamestar into the classroom but there are many other ways as well.
Tuesday, February 19, 2013
Simple ELA lesson plan
**I found it a little difficult to form a lesson plan that incorporated the game that I picked. So I decided to go with the game Super Text Twist for the lesson plan.
Debriefing:
After the first round of Super Text Twist, the class will come together to discuss strategies that help them find words. The students will potentially discuss the use of prefixes and suffixes to find more words as they play the game. They will also discuss how they discovered new words and what strategies they used to make sure that they did not miss a word. After the class discussion, the groups will try the game again and see if their score improved now hearing new strategies from their peers.
What cognitive skills do this game help to cultivate?
This game encourages the students to use critical thinking skills to find strategies to help them create words that maybe they were not aware of. The also need to understand the rules and goal of the game to be successful.
What new literacies skills do this game help to cultivate?
Students need to define questions such as what is the goal of the game and how will they approach the game they face. Students will have to evaluate the usefulness of their word making strategies and apply them to improve their score. They will also collaborate with their partner to be as successful as possible in finding words
Grade Level: 2
Common Core Standards: Phonics and Word Recognition
Know and apply grade-level phonics and word analysis skills in decoding words.
- Distinguish long and short vowels when reading regularly spelled one-syllable
words.
- Know spelling-sound correspondences for additional common vowel teams.
- Identify words with inconsistent but common spelling-sound correspondences.
- Recognize and read grade-appropriate irregularly spelled words.
words.
- Know spelling-sound correspondences for additional common vowel teams.
- Identify words with inconsistent but common spelling-sound correspondences.
- Recognize and read grade-appropriate irregularly spelled words.
Instructional Activities:
The students will work with a partner on a computer with the interactive game Super Text Twist to find as many words as possible within a given time frame. The students will be motivated to find the most words in order to win the game for their group. Students will have to apply prior spelling and decoding skills to be successful in the activity. The students must take note of any words that the game accepted that they did not know was a word prior to playing the game. They will then be asked to find the definition of the word and use it in a sentence. Each group is encouraged to find 3-5 words.
The students will work with a partner on a computer with the interactive game Super Text Twist to find as many words as possible within a given time frame. The students will be motivated to find the most words in order to win the game for their group. Students will have to apply prior spelling and decoding skills to be successful in the activity. The students must take note of any words that the game accepted that they did not know was a word prior to playing the game. They will then be asked to find the definition of the word and use it in a sentence. Each group is encouraged to find 3-5 words.
Debriefing:
After the first round of Super Text Twist, the class will come together to discuss strategies that help them find words. The students will potentially discuss the use of prefixes and suffixes to find more words as they play the game. They will also discuss how they discovered new words and what strategies they used to make sure that they did not miss a word. After the class discussion, the groups will try the game again and see if their score improved now hearing new strategies from their peers.
What cognitive skills do this game help to cultivate?
This game encourages the students to use critical thinking skills to find strategies to help them create words that maybe they were not aware of. The also need to understand the rules and goal of the game to be successful.
What new literacies skills do this game help to cultivate?
Students need to define questions such as what is the goal of the game and how will they approach the game they face. Students will have to evaluate the usefulness of their word making strategies and apply them to improve their score. They will also collaborate with their partner to be as successful as possible in finding words
Gaming Literacies
The game that I chose was Diner Dash. This is a game where the gamer has to act as a waiter/waitress as well as the Diner owner/manager.
1. What gaming elements provide users the learning content and how? (Refer to the journal article page 4).
- Text: The text is very helpful to the gamer. At the beginning of every level there are dialogue boxes that tell you some hints to help you out in that level. At the end of each level there are also dialogue boxes letting you know some things you have earned that level and what you score was. This is where the gamer will figure out if they are able to move on to the next round and if not some things they can do to get the score to move on.
- Visual-graphic elements: as stated in the article this game has a "God's perspective" there are avatars on the screen that the gamer gets to manipulate. They have to guide the avatars through the level to be successful.
- Audio elements: The audio is also helpful. A bell rings when the food is ready to be delivered. Sounds go off when more people arrive at the diner. It provides the gamer with a realistic aatmosphere.
2. What is the goal of the game? The goal of the game is to reach a certain dollar amount at the end of each shift.
3. What are rules of playing this game? the rules of playing the game are you have to reach your goal at the end of each level to move on to the next one, keep each group of customers happy, and do everything as fast as you can.
4. Does this game have any scenario design? (Refer to the journal article page 5.) If yes, is this a fabricated or embedded in curriculum-related content? Yes, i think it is embedded in curriculum-related content. The more the gamer plays this game the more they will learn about the restaurant life.
Monday, February 11, 2013
Hands-on Helping ELA teachers practice new literacies in their classrooms
Google Docs
Grade level: 11
Topic: Creative Writing workshop
Standards Addressed: Common Core (writing) w.11-12.5 - Standard 5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach focusing on addressing what is most significant for a specific purpose and audience.
Learning Outcomes: By the end of this workshop the students will be able to:
Timeline for Implementation: 5 classes (one week)
How can it be integrated and implemented in the lessons: The teacher will take the students to the computer lab (library) and have them work on a creative writing assignment. The students will be following a step by step outline and sending their work periodically to the teacher. The teacher will proof read/edit the students work and send it back to them. From that point the students will be able to move to the next step in the outline after making the proper adjustments/corrections. They will do this for the entire assignment until the have a finalized paper. They will send that to the teacher for a final grade.
Assessment: The students will follow a rubric/outline. The rubric will address the use of mechanics (spelling, grammar, etc.), sequencing, topic, transitioning, use of technology, use of Google Docs, and the implementations of suggested corrections.
Grade level: 11
Topic: Creative Writing workshop
Standards Addressed: Common Core (writing) w.11-12.5 - Standard 5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach focusing on addressing what is most significant for a specific purpose and audience.
Learning Outcomes: By the end of this workshop the students will be able to:
- follow a teacher designed outline to produce a creative writing assignment.
- implement a rubric to develop successful outcomes of creative writing.
- use Google Docs to utilize instant feedback.
Timeline for Implementation: 5 classes (one week)
How can it be integrated and implemented in the lessons: The teacher will take the students to the computer lab (library) and have them work on a creative writing assignment. The students will be following a step by step outline and sending their work periodically to the teacher. The teacher will proof read/edit the students work and send it back to them. From that point the students will be able to move to the next step in the outline after making the proper adjustments/corrections. They will do this for the entire assignment until the have a finalized paper. They will send that to the teacher for a final grade.
Assessment: The students will follow a rubric/outline. The rubric will address the use of mechanics (spelling, grammar, etc.), sequencing, topic, transitioning, use of technology, use of Google Docs, and the implementations of suggested corrections.
Theory in Practice
It is our responsibility as teachers to introduce ICT's to our 21st century learners. It is also our responsibilities as educators to stay up to date on all the different technologies that are out there. It is beneficial to our students to try to integrate as much technology as possible into our lessons. There are new literacies emerging everyday and I think it is important to attend as many professional development sessions as we can. Teachers need to stop being afraid of all of the new technology and try as much as they can to embrace it. Todd does a great job incorporating technology into his classroom with the laptops! The use of the laptops keeps the students engaged in the lessons and I also think it teaches them responsibility. They must go on everyday and check the class website for new assignments/information. I just wish it was this easy in every school district.
New Literacies and Components
Which ideas from the video reflect what the ELA teachers you interviewed are currently doing to integrate technology with their literacy instruction?
Right now the teacher that I interviewed is not really incorporating technology into her lessons due to the lack of resources. Everyday she has the students come in and write their responses to a quote of the day to start off the lesson.
How can you help change their instructional practices to include the use of technology and the Internet in their literacy and content-area curriculum?
I think she could definitely have the students do this in a blog setting. She could take them into the computer lab or when we get laptops she can bring them into the room and have the students respond to the quote that way.
What professional development and/or resources will they need in order to make these changes?
She will definitely need access to the computers and the ablility to have the computers in her classroom. I think it would also be useful for her to have a smartbaord so she can share some of the postings with the students.
What ideas do you have for grouping students so they will have equal access to technology in the classroom?
She is only able to have 8 students in her class at a time so I think it would be farely easy for each student to have equal access to technology in the classroom.
Right now the teacher that I interviewed is not really incorporating technology into her lessons due to the lack of resources. Everyday she has the students come in and write their responses to a quote of the day to start off the lesson.
How can you help change their instructional practices to include the use of technology and the Internet in their literacy and content-area curriculum?
I think she could definitely have the students do this in a blog setting. She could take them into the computer lab or when we get laptops she can bring them into the room and have the students respond to the quote that way.
What professional development and/or resources will they need in order to make these changes?
She will definitely need access to the computers and the ablility to have the computers in her classroom. I think it would also be useful for her to have a smartbaord so she can share some of the postings with the students.
What ideas do you have for grouping students so they will have equal access to technology in the classroom?
She is only able to have 8 students in her class at a time so I think it would be farely easy for each student to have equal access to technology in the classroom.
Monday, February 4, 2013
Technology Tool
A technology tool that I have used in previous semesters that would address the five components would be Google Docs. Google Docs is an online program that students can access from any computer with Internet connection. Any document that is added to the program can be shared with as many people as the author wants. Students can work on a document collaboratively and edit it together from there individual computers. Some examples of assignments that can be done using Google Docs are book/movie reviews, presentation projects, and writing assignments.
Interview with ELA teacher
What is your name? Ariana Roman
What grade level do you teach? I teach grades 7-11
Do you teach Regular Ed or Spec Ed? I teach Special Education- 8:1:1 classroom.
What school district do you teach in? I teach at a special acts school district in New Windsor
How do you incorporate technology into your lesson plans? I would love to incorporate technology into a lot of my lessons by using the smart board. However, since this school just re-opened we do not have a lotof technological resourcs at this time. I am working with a white board and a writing easel. I think incorporating technology into my lessons with my 7th and 8th graders would definitely keep them more focused. I wish there were more different technologies that I could try to incorporate into my lessons on a daily basis. As a new teacher I know that there is a lot for me to still learn so I am looking forward to the rest of the school year!
What grade level do you teach? I teach grades 7-11
Do you teach Regular Ed or Spec Ed? I teach Special Education- 8:1:1 classroom.
What school district do you teach in? I teach at a special acts school district in New Windsor
How do you incorporate technology into your lesson plans? I would love to incorporate technology into a lot of my lessons by using the smart board. However, since this school just re-opened we do not have a lotof technological resourcs at this time. I am working with a white board and a writing easel. I think incorporating technology into my lessons with my 7th and 8th graders would definitely keep them more focused. I wish there were more different technologies that I could try to incorporate into my lessons on a daily basis. As a new teacher I know that there is a lot for me to still learn so I am looking forward to the rest of the school year!
Understanding ELA instruction
ELA instruction is broken up into 5 different components: Reading, writing, speaking, listening, and language. ELA instruction is broken up into to groups k-5 and 6-12. In grades 6-12 ELA is covered in two different content areas. The first is the ELA teacher and the second is either the history teacher, science teacher, or technical subject teacher. In each component there are main goals that need to be met.
Reading- Comprehension and the application of the comprehension to the real world and what they are learning.
Writing- Understand comprehension through written or oral communication. Ability to plan, revise, and edit writing. Write about evidence from informational text- explain what they learned from the text.
Speaking and Listening- Develop skills for formal presentation, oral communication and interpersonal skills. Collaborative learning to produce story telling projects, podcasts, movie editing tools, etc to communicate what they understood from their reading.
Language- Use of tools to enhance students vocabulary such as e-books.
When teachers try to incorporate each of these components into their lessons it will help the students have a better understanding of what they are learning. It will also help them develop the skills they need to be successful in not only ELA but in all of their subjects.
Reading- Comprehension and the application of the comprehension to the real world and what they are learning.
Writing- Understand comprehension through written or oral communication. Ability to plan, revise, and edit writing. Write about evidence from informational text- explain what they learned from the text.
Speaking and Listening- Develop skills for formal presentation, oral communication and interpersonal skills. Collaborative learning to produce story telling projects, podcasts, movie editing tools, etc to communicate what they understood from their reading.
Language- Use of tools to enhance students vocabulary such as e-books.
When teachers try to incorporate each of these components into their lessons it will help the students have a better understanding of what they are learning. It will also help them develop the skills they need to be successful in not only ELA but in all of their subjects.
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