Where is My Thinking Now?

I see a lot of benefits in regards to using Touches to support differentiation.  As stated in my previous post, I really wish I had a Touch for every one of my students.  I have concluded that the use of technology is a powerful tool that can enhance learning for individuals, and be used for differentiation in exponential ways.

However, having only one Touch to share between three students has hindered the time I would have liked to have spent experimenting using the Touch with different individuals at differing levels.  I also brought my iPad to share with the class, but since I was only there two days per week it still wasn't "enough," and the gaps between using the Touch and iPad interrupted the learning that would have would have increased had the technology been available to them all five school days in a row.

With that being said, the questions that have come up while using the Touch this quarter are:  How do we attain the funds to purchase this technology for every student, especially when budgets are being cut so drastically right now?  How do I find apps that target individuals with special needs (like the student I know who's reading level is well below her grade level and is not able to read directions or prompts within apps for math, etc.)?   Are there less expensive ways to put books on the Touch/iPad?  Some of the books I purchased for my students were $10, which adds up really fast.  It would be fantastic to match every book my MT has in her classroom library, with the Touch so the students using the Touch for supported learning have as many option as the students who do not "need" them. (We have found that those who benefit from having the books-on-tape can listen to books via an iPod, but iPods are very limited compared to Touches).

If the only way to obtain funds for technology in the classroom is through grants -  I will need to figure out where to find the grants, and learn how to write a grant proposal.  I think this is where networking will really come in handy.



  

Final Math Post - What Have I Learned?

The most important thing I have learned is that math doesn’t have to be a word that evokes anxiety; it can actually be fun, engaging, and even entertaining.  I will be able to model the excitement I now have for learning math, which will be contagious to my students. 

What makes math fun?  One thing that makes it fun for me is using manipulatives to help with concepts that were only taught to me in the abstract.  Manipulatives do not have to be fancy gadgets; they can be ordinary everyday objects (like colored beans or folding paper).  You can use your whole body as a manipulative (ex. moving yourself up and down a life-size number line), or use good old-fashioned items such as miras.  The most important thing about manipulatives is that using them helps get kids (and adults) to move from the concrete to the abstract.  Setting a solid foundation helps students learn more, more quickly, as well as helping them move on to different types of problems beginning with the abstract.  In addition, students will feel more comfortable pushing themselves further when learning feels fun rather than boring or risky. 

Another way to make math fun is to make it interactive. (Rather than giving students a boring worksheet assignment- they should be given a fun and interactive group learning activity).  As social beings, group work is a natural way to figure out how to solve problems.  Having students take on roles (such as facilitator, etc.) keeps them engaged and accountable for their own learning.  Students need to make sure that everyone at their table understands, and can explain, the material.  This helps them learn how to care for others’ learning, as well as their own.  Also, changing up the projects and rotating their roles, which is important in terms of giving the students different points of entry.

Giving students an interactive math project also allows them to put a little of their own flair into the assignment, making it mean more to them, while helping them understand an abstract concept.  Students who wonder how or why would they need to know a certain math concept in "real life" will benefit by physically doing an activity like this.  Interactive projects also spark students' curiosity and creativity as well as their desire to learn - without making them feel anxious.  Removing the anxiety helps kids feel safe allowing them to take risks with their learning.

Having individuals take turns sharing out and rephrasing what others have shared keeps them invested in, and accountable for, their own learning.  Having students make sure that everyone at their table understands and can explain the material keeps them accountable for others’ learning. 

When planning group activities it is important to help your students see how and why the assignments are connected to real life, and why they need to be able to understand the concepts, etc.  Connecting the assignments and activities to things that matter to the students gets them interested in solving the problem and keeps them engaged in the activity as well.  

The last thing I would like to mention in regards to what I will take away from this class- is that a new teacher should not expect herself to have the all the wisdom of a seasoned teacher, and that she should focus on improving her instruction by 10% each year.  I plan on doing that!  I have really enjoyed this class.  I think I would have taken higher-level math classes if math had been taught to me in this manner.  Thank you for opening my eyes to the endless possibilities of teaching math in fun and interactive ways.

It All Comes Down to Knowing Your Students

What did I learn and what are the implications for classroom practice?

This week I learned another reason why it is so important to get to know your students - and - why group work is such a beneficial "tool" for teachers and students alike.  I was introduced to Wolfram Alpha, which is an answer engine (rather than a search engine), that students can use to find answers to math problems (and just about everything else!).  Wolfram also displays the work involved to solve the problems.  Students who are using the engine simply to copy down the answers (and the steps involved), aren't "learning" HOW to solve the problems.   In this instance, an answer engine would be working against what a teacher is trying to do.  However, if a student is using the engine to study how the problem is solved in order to LEARN how to do it on their own, then the answer engine would be a positive learning tool.  Can we tell without an assessment which student is which?   If we know our students well, we should be able to have a pretty accurate educated guess.    

Why is this a concern?  Because more and more students have possession of technology with them in class capable of using answer engines, such as Wolfram Alpha.  Since we will not know whether a student is using it to copy down answers or to learn how to solve the problems on their own, group work (designed like Robin's) rather than having students do worksheets with multiple problems - avoids the temptation/possibility for students to copy answers, and encourages all students to be engaged and "forces" all students to understand WHAT is being learned during the process.  (I do not think that technology in the classroom is a negative tool - it all depends on how and why it is being used.  Many teachers are creating powerful lessons using technology in the classroom!).

I also learned, partly from my own personal experience in class, that it is very important to assess your students before beginning a new unit.  Knowing where they are at now will help in planning your unit, and all the lessons that go into it. The first lesson you plan may need to include review of (or introduce new material) to some students. This can be done in a group project when you know where your students are at. 

My question is, how do we continue forward with the move toward using technology in the classroom (when appropriate) when there are so many students who do not have the access to the devices?  And when some schools (and districts) are in the same boat?

Math is Scary?

1.  What did I learn?

This week I learned that math (and math tools) aren't scary just because there are a lot of numbers (or buttons, or gadgets) involved.  I learned that you can show kids that math can take them to INFINITY and BEYOND!  Math can be.... COOL.

I never had to use a graphing calculator.  I was one of those high school students who only took the math classes required for graduation, period.  Just the thought of having to learn about something I heard other kids say was hard was enough to keep me from signing up for the class.  Where was the teacher in her special jumper standing on tables and animating toys when I was in high school?  I bet if kids talked about stuff like that I would have more intrigued and less anxious... I may have even signed up for the class, who knows?

2.  What do I have questions about?

How would I teach students about graphing calculators when I know nothing about them?  I guess the better question is, when will I have time to LEARN all there is to know about them before I have to teach students how to use one.  Honestly, that is one of the reasons I have decided to teach K-5...

3.  What are the implications for classroom practice?

I can see how using a tool, like the graphing calculator, in the way that was presented for us in class, can spark students' curiosity, creativity as well as their desire to learn.  All without making them feel anxious.  Removing the anxiety, and helping kids feel safe will allow them to take risks with their learning.  What a great way to get students actively involved in their learning.

Spit Wads in the Classroom?

1. What did I learn? 

This week I learned how to turn spit wads into a constructive learning activity.  We learned how to turn what could have a boring worksheet assignment into a fun and interactive group learning activity.  One of my group members turned her cotton ball "frog" into a nicely weighted flying machine using her very own spit- how's that for ingenuity and creativity?  Giving students an interactive math project allows them to put a little of their own flair into the assignment, making it mean more to them, while helping them understand an abstract concept.  Students who wonder how or why would they would ever need to know a certain math concept in "real life" will benefit by physically doing an activity like this.  

I also learned about how to use tangrams to give students additional points of entry.  Although everyone at my table had trouble figuring out how to make the giraffe until it was done for us under the doc cam, we did feel successful when we figured out how to make a giraffe that was twice the size of the first one.  It was fun to learn with my group members.  We did a great job listening to each other, and solving the problem together.

2. What do I have questions about? 

I wonder how long it will take me to be creative and comfortable enough to incorporate interactive learning projects into my classroom.

3. What are the implications for classroom practice?

Students will be able to use the information they have gained from doing these types of projects/activities by applying them to abstract concepts and understanding how math is used in their everyday lives.  All students benefit from activities like this for the reasons stated above, and because different points of entry are offered for the students who need them.  (I think all students benefit in one way or another when exposed to many points of entry - you can never tell what will spark a students love for learning - or when a certain concept idea will "click" with a student).  

We have learned that students won't take risks with their learning if they do not feel safe.  I think the group projects and activities that we have been exposed to allow students to take risk with their learning in a safe and fun environment.  Students will feel more comfortable pushing themselves further when learning feels fun rather than boring or risky.   

Using Touches for Differentiating Learning

It has been a few months now, since I introduced the Touch to a few of my students.  One student is using it for math, and two are using it for reading.  All three students have been very enthusiastic about using the Touch.  The students who uses for math started to get pretty bored with the flash card game so I added a few more apps for her.  I have had a hard time finding interactive apps at her level, as many of the games require reading instructions often while the user plays the game.  Since her reading level is below her math level it has been hard to find a good match for her.  I think that she is enjoying, and learning from, the games that are currently loaded on the Touch.  However, I would like to have a larger variety for her to choose from.  I am currently working on finding more apps that are at both her reading and math level.

The two students who are using the Touch for reading are very excited to have this option.  They are listening to the books "on tape" and following along with the book on the Touch.  It is perfect for one students because she is able to adjust the font size, making it easier for her to read.  And she said her favorite thing about listening to the book while she follows along is that she gets to hear the proper pronunciation for words that she tends to mispronounce, which increases her comprehension.  The Touch also allows her to highlight a word she doesn't know and check the definition immediately without having to get up and look it up in the dictionary.  This also increases her comprehension (and maximizes her time).

The other student who is reading while listening to the book at the same time enjoys all the same benefits, but doesn't need to adjust the font.  Both students really look forward to getting to use the interactive tool.  The problem is, I only have one Touch for three students to share.

Using the Touch for differentiating learning for these students has proven to be very beneficial. They are all three able to go at their own pace, which my master teacher tells me is increasing quickly with the use of the Touch.  We both wish each student in her class had one to use.  I can see how using a Touch every day, for multiple subjects, could help all students grow by leaps and bounds.  

Moving From Assessment to Instruction

All About Jack*...
During the past few weeks, I have visited with Jack while working with him on reading and writing.  I have learned that Jack is very bright, witty, outgoing, talkative, and he is open to suggestions regarding new books he might enjoy and what he can do to improve how he reads.


Jack reads well above his grade level.  He reads very fast, so fast in fact that he tends to run over punctuation.  However, his speedy reading, and lack of resting at punctuation does not seem to hinder his comprehension.  After hearing him read a passage from his book (which happened to end with a few sentences about a car crash) I told him I was impressed with how fast he could read and how he could still follow along with what was happening in the story.  But I also told him that for me, as a listener, it sounded like all the words were crashing together, like the cars in the book he was reading.  I asked him if knew what stop signs were for, and of course he said he did.  I explained that punctuation works just like road signs; commas are like yield signs and periods are like stop signs.  He said he understood, and the next time he read to us he did a much better job resting at punctuation marks. 


Jack mentioned to me during our first visit that he didn't enjoy reading.  He said he reads the same books over and over.  His mom has tried to get him to read the Percy Jackson series, but he is not interested. At first, we thought he might not really enjoy reading.  However, when my partner suggested a similar series to the ones he was currently re-reading, he immediately requested that series from the library.  While waiting for them to arrive he decided to start reading a Nancy Drew book.  He seems to really enjoy it.  He told us he likes the fact that there are clues in the book.  I think I will suggest The 39 Clues series to him next.  Book eight, The Emperor's Code, has the grade level equivalency of 4.5, which is not as high as I think he is capable of reading, but I think it will match his interests. I am currently searching for a "just right" book for him, one that meets his grade level equivalency and his interests.


Since Jack hasn't had any issues with spelling, pronunciation, or with comprehension in any of  the passages we have given him to read, we would like to have him read a level 5 passage (Margaret Mead, or Farming on the Great Plains).  Jack is proving to be open to reading and learning about several topics and genres.  With this in mind, our learning objective will be EALR 3: 3.1. Read to learn new information, and 3.4. Read for literary experience in a variety of genres.

*pseudonym                                 


  

Week Four

1.  What did I learn?

I learned how much fun geometry can be.  Learning something (geometry terms, etc.), while creating something (the box), was fun for me.  However, the assignment we did made me realize just how much review I am going to need before I start teaching.  I couldn't remember what congruent meant, and I couldn't prove/justify why or how I knew my line segments were parallel, etc.  I need some serious vocabulary refresher courses!

2.  What do I have questions about?

How can I bring fun and interesting things into my teaching, when I am not very creative and haven't learned many tips yet?  I do not want to wait three years to "improve" my lessons, especially in math.  

How could I transform the lesson we did in class to a group lesson?  I would love to learn more about doing that.  (I just ordered Designing Groupwork), so maybe that will help:)

3.  What are the implications for classroom practice?

I can see how having students explain their "proofs' out loud can help others learn.  I had a hard time following what my cohort members were saying, but I think part of that was due to my struggle in recalling geometry terminology- and because I am couldn't see what they were referring to/doing.  If students are currently learning the concepts/vocabulary etc., I think it would be pretty easy for them to follow along.  I know that kids are very good at describing things in a way that their peers can understand them, so I think exercises like this can be very beneficial for all students - but especially those who may not "get it" from reading straight out of their math book.  The more they learn, the more confidence they will have to attempt risks in their learning.  I like that!

Final Project 1: Analysis of Student Writing and Lesson Plan

Project number 1: Analysis of Jack*’s Writing and Lesson Plan

* pseudonym 

Analysis

I based this analysis on two of Jack’s writing samples, my informal reading conference notes, the results from the spelling inventory, and our conversation about writing.

Ownership and Meaning of the Piece

Jack told me that he does not enjoy writing.  He mentioned that his teacher makes him write in cursive form because she cannot read his printing.  I have a feeling that he may not enjoy the mechanics of writing, but he does seem to enjoy making up stories.  He became very animated, using excited facial expressions when he talked about the story he wrote using his pet hamster as inspiration.   

Jack’s story is about “the day all anamals* could talk” (though Hami* is the only animal mentioned in the story).  His story is written in first person.  Jack wakes up one day to find his hamster, Hammy, out of his cage.  Hammy jumps and runs around the house, while Jack wonders if he is hallucinating when he hears Hammy speak.  Hammy says, “Bombs away!” and “I love this house!” while Jack goes around the house doing average everyday things. At the end of the story Hammy says, “Do you want to pinkie wrestle?” and she is put back in her cage.

* original spelling preserved  

Six Traits assessment system

Ideas
Jack is beginning to define the topic and has attempted to flesh out key ideas in his story line.  His story boasts that it was “the day that all animals could talk,” but the only animal mentioned in the story is the hamster.  The reader is left with questions about what the hamster might be thinking (other than the fact that Hammy “loves this house”).
Organization

It is evident in this draft that Jack is working on organization, but at this stage (and the “messiness” of the draft) I am having a hard time telling where his transitions are.  There is only one note made for an indentation, so I am not able to tell for sure where new paragraphs would begin.  The story is lacking a title, but I can tell that Jack is working toward order and transitions by adding words like “then,” and “soon.” 

Voice and Word Choice

Jack seems aware of a purpose and attempts to select content that reflects it by having the hamster talk, but lacks refinement of word choice, using words verbs such as dirty, clean, cotton, dull, and stupid, as though they were the first words that popped into his head.  His writing is sincere, but does not reflect a unique or individual perspective on the topic.  The hamster runs around the house and jumps on the narrators back but other than saying, "I love this house," doesn't reflect a unique perspective on the topic.

Sentence Fluency

A large portion of the text is choppy and awkward.  The only transitional words he uses are after, soon, and then.  Though he does use some variety eleven out of the thirty sentences begin with “I.” 

Conventions

This most distracting thing about this piece is in regards to grammar.  Problems with grammar and usage are not serious enough to distort meaning, but are not accurately applied all of the time.  Jack does not stay consistent when mentioning Hammy, referring to the hamster as both he and she throughout the story. Jack also uses her in place of she several times.  Moderate editing, and detail stretching are needed for publication.

Spelling

Jack is very confident with his spelling abilities.  He only misspelled two words on the Error Guide Inventory 1 worksheet (civilise/civilize and opisition/opposition), putting him at the early to middle intermediate stage in reading and writing.   Jack reads fluently (and very fast!) and he's beginning to read with expression.  His vocabulary seems to be growing with experience in reading.  When I  asked Jack if he knew what it meant to infer something he asked, "Do you mean like reading between the lines?" He is a very bright student. Jack has recently shown interest in reading different styles and genres. He only has four spelling errors in the draft I have (some errors are repeated throughout the story), and some spelling errors had already been corrected (halusinating/hallucinating and thougght/thought). 

Lesson Plan

Objectives

Student will apply writing conventions appropriately, use word function properly, and indenting paragraphs when necessary.   

Standards

EALR :1.  The student understands and uses a writing process.

Component: 1.4.  Edits text.

1.4.1. Applies understanding of editing appropriate for grade level.

EALR 3.  The student writes clearly and effectively.

Component 3:3.  Knows and applies writing conventions appropriate for the grade level.

3.3.5. Applies usage rules.

3.3.7 Applies paragraph conventions.

Materials

Two unedited paragraphs to show on projector

Copies of unedited paragraph for students to edit

Lined paper and pencil to write out new edited paragraph

Instructional strategies

Our overview is to have Jack learn how to begin new paragraphs and know when to transition to the next paragraph, check for grammar errors, spelling errors and to detect whether the paragraph is interesting enough to keep readers engaged.  Our demonstrations will include not only the how, but the why as well so the students will be able to transfer the skills to broaden meaning for them (Routman,  147).  We will also be pointing out how writing takes time and will include rereading and rethinking throughout the process in order be sure that your piece conveys what is intended and is clear and engaging to the reader (Routman, 148).  We will be doing this lesson as a way to frontload.  Doing this before expecting our students to write in the future will ensure that they understand our expectations, the task they will be assigned, and so that they will be prepared to succeed at this, and future, writing assignments (Routman, 220-221).

Teacher will begin by showing students an unedited, one-page paper on the projector. Using the “I do, we do, you do” strategy, instruction will begin by explaining the process of a properly written paragraph.

The teacher explains that a properly edited paper is organized with each paragraph having a topic sentence, 2-3 supporting sentences that focus on the main idea, has a closing sentence and that the paragraph is interesting.

The teacher continues editing the paper shown on the projector showing the class where a new paragraph should begin, by looking for the topic sentence. The teacher inserts the paragraph symbol where necessary, and instructs students to add the symbol to their paper as well. The teacher will think out loud searching for the next topic sentence, asking for student feedback.  When it appears that all students understand how to separate paragraphs they will be instructed to work independently at their desks to finish editing the paper until all necessary sections have been marked with the paragraph symbol. The teacher will then bring the class back together and they will talk about where the paragraphs should be separated.

At this time the teacher will begin making a wall chart with the common editing symbols the class will be using.  As the teacher introduces each symbol she will write the symbol, along with it's purpose, on the wall chart for children to refer to during the "we do" and the "you do" phases of this (and future) assignment(s).  

The teacher will perform the same tasks as illustrated above, one task at a time, until the paper has been completely edited.  The following tasks will entail determining whether the supporting ideas are interesting, if not, the teacher (and students) will insert adjectives to make the sentence(s) more interesting.  Spelling, grammar, and punctuation will also be corrected.   (This lesson will take place over several days).

Finally, the teacher will show another un-edited paper on the projector and ask the class to work together to make the corrections. The teacher could give hints such as, “Oh, I see we have four mistakes in this paragraph” or “I see that the pet in the story is referred to as he, and as she – does that make sense?” or “What adjective could we use to describe this word and make the sentence more interesting?”

Once the entire class correctly edits the paragraph, the teacher will give each student his or her unedited paper to correct on their own. They are to correctly re-write this paragraph on their lined notebook paper to turn it in for assessment.

Assessment:

The teacher will be able to assess each student’s final edited paper, looking for paragraph organization, correct grammar, punctuation, and spelling.

Works Cited

Routman, R. (2005). Writing Essentials: Raising Expectations and Results While Simplifying Teaching. Portsmouth, NH: Heinemann.

MIras!

1.  What did I learn?

Today I learned the value of making something old new again.  I learned that a new teacher should not expect herself to have the all the wisdom of a seasoned teacher, and that she should focus on improving her instruction by 10% each year - keeping herself sane, while fixing the world 10% at a time! 

I learned why we should have kids take a close look at graphs, etc. when we have them make their own. Funny how we thought our graph was "finished" and that the information was on the poster was "perfectly clear"... It was because we had researched all the data and we knew what our poster was representing, but didn't necessarily come across that way to those who had not seen the research.  We need to make sure our students understand that piece of the puzzle.

I learned how much I enjoy playing with miras - what closet where they in when I was in school?  Pencil and paper was all I had....

I learned how to put math symbols into a Word document on a PC.  How cool is that?  I have been Googling the symbols I needed and copying and pasting them into the document!

2.  What do I have questions about?

Where are the math symbols located on my mac? 

3.  What are the implications for classroom practice?

Regarding the graphs, etc. our students will have a more solid foundation processing data and problem solving when they are taught how to look at data from the perspective of someone who needs to understand the graph, without having seen the data.  

Connecting assignments/activities to things that matter to the students gets them interested in solving the problem and keeps them engaged in the activity as well.  

Project number 1: Analysis of Jack*’s Writing and Lesson Plan

* pseudonym

Analysis

I based this analysis on two of Jack’s writing samples, my informal reading conference notes, results from the spelling inventory, and our conversation about writing.

Ownership and Meaning of the Piece

Jack told me that he does not enjoy writing.  He mentioned that his teacher makes him write in cursive form because she cannot read his printing.  I have a feeling that he may not enjoy the mechanics of writing, but he does seem to enjoy making up stories.  He became very animated, using excited facial expressions when he talked about the story he wrote using his pet hamster as inspiration.   

Jack’s story is about “the day all anamals* could talk” (though Hami* is the only animal mentioned in the story).  His story is written in first person.  Jack wakes up one day to find his hamster, Hammy, out of his cage.  Hammy jumps and runs around the house, while Jack wonders if he is hallucinating when he hears Hammy speak.  Hammy says, “Bombs away!” and “I love this house!” while Jack goes around the house doing average everyday things. At the end of the story Hammy says, “Do you want to pinkie wrestle?” and she is put back in her cage.

* original spelling preserved  

Six Traits assessment system

Ideas

Jack is beginning to define the topic and has attempted to flesh out key ideas in his story line.  His story boasts that it was “the day that all animals could talk,” but the only animal mentioned in the story is his hamster.  The reader is left with questions about what the hamster might be thinking (other than the fact that Hammy “loves this house”).

Organization

It is evident in this draft that Jack is working on organization, but at this stage (and the “messiness” of the draft) I am having a hard time telling where his transitions are.  There is only one note made for an indentation, so I am not able to tell for sure where new paragraphs would begin.  He is working on order and transitions by adding words like “then” and “soon.”

Voice and Word Choice
Jack seems to be aware of a purpose and attempts to select content that reflects it by having the hamster talk (with exclamation points added), but lacks refinement of word choice, using words verbs such as dirty, clean, cotton, dull, and stupid, as though they were the first words that popped into his head.  Jack could be revealing a few details (i.e. the floor plan of his house) but seems to be either avoiding risk or simply hasn't been taught how to add personal details in his writing at this point.  

Sentence Fluency

Parts of Jack's story invite expressive reading ("Then I was wondering if I was Hallucinating.*  I totally think I was."), but a large portion of the text is choppy and awkward.  For instance, "I was wondering what I did wrong to deserve this" should have been placed after, ""He had scratched me..."  Variety is lacking in his sentence beginnings as eleven out of the thirty sentences begin with “I.”  

Conventions

This most distracting thing about this piece is in regards to grammar.  Problems with usage are not serious enough to distort meaning, but are not applied correctly throughout the piece.  For instance, Jack does not stay consistent when mentioning Hammy, referring to the hamster as both he and she throughout the story. Jack also uses her in place of she several times.  Moderate editing, and detail stretching are needed for publication.

*original spelling preserved

Spelling

Jack is very confident with his spelling abilities.  He only misspelled two words on the Error Guide Inventory 1 worksheet (civilise/civilize and opisition/opposition).   However, he has four spelling errors in the draft I have (some errors are repeated throughout the story), and some spelling errors had already been corrected (halusinating/hallucinating and thougght/thought). 

Lesson Plan

Objectives

Student will apply writing conventions appropriately, use word function properly, and indenting paragraphs when necessary.   

Standards

EALR :1.  The student understands and uses a writing process.

Component: 1.4.  Edits text.

1.4.1. Applies understanding of editing appropriate for grade level.

EALR 3.  The student writes clearly and effectively.

Component 3:3.  Knows and applies writing conventions appropriate for the grade level.

3.3.5. Applies usage rules.

3.3.7 Applies paragraph conventions.

Materials

Two unedited paragraphs to show on projector

Copies of unedited paragraph for students to edit

Lined paper and pencil to write out new edited paragraph

Instructional strategies

Our overview is to have Jack learn how to begin new paragraphs and know when to transition to the next paragraph, check for grammar errors, spelling errors and to detect whether the paragraph is interesting enough to keep readers engaged.

Teacher will begin by showing students an unedited, one-page paper on the projector. Using the “I do, we do, you do” strategy, instruction will begin by explaining the process of a properly written paragraph.

The teacher explains that a properly edited paper is organized with each paragraph having a topic sentence, 2-3 supporting sentences that focus on the main idea, has a closing sentence and that the paragraph is interesting.

The teacher continues editing the paper shown on the projector showing the class where a new paragraph should begin, by looking for the topic sentence. The teacher inserts the paragraph symbol where necessary, and instructs students to add the symbol to their paper as well.  The teacher will think out loud searching for the next topic sentence, asking for student feedback.  When it appears that all students understand how to separate paragraphs they will be instructed to work independently at their desks to finish editing the paper until all necessary sections have been marked with the paragraph symbol. The teacher will then bring the class back together and they will talk about where the paragraphs should be separated.

The teacher will perform the same tasks as illustrated above one task at a time, until the paper has been completely edited.  The following tasks will entail determining whether the supporting ideas are interesting, if not, the teacher (and students) will insert adjectives to make the sentence(s) more interesting.  Spelling, grammar, and punctuation will also be corrected.   (This lesson will take place over several days).

Finally, the teacher will show another un-edited paper on the projector and ask the  class to work together to make the corrections. The teacher could give hints such as, “Oh, I see we have four mistakes in this paragraph” or “I see that the pet in the story is referred to as he, and as she – does that make sense?” or “What adjective could we use to describe this word and make the sentence more interesting?”

Once the entire class correctly edits the paragraph, the teacher will give each student an unedited paper to correct on their own. They are to correctly re-write this paragraph on their lined notebook paper to turn in for assessment.

Assessment:

The teacher will be able to assess each student’s final edited paper.  The teacher will see correct paragraph organization, proper grammar, punctuation, and spelling.

Beginning to use Technology in the Classroom

During the month of September I had the privilege of working with a special needs student, Molly*,  in my master teacher's fifth grade classroom. Molly has an IEP for reading and math.  She is at a 2nd grade level in math and is very self conscious about doing her math worksheets in front of her peers.  She tries to hide her work by putting it on her lap, practically underneath her desk.

After looking at all the available placement options for Molly within the district Molly's mother, along with the school staff, decided that her current placement in the 5th grade classroom was the best option at this time.

During the month of September I would take Molly to an empty table and work with her on reading the directions in her math packet (while my MT worked with the rest of the class at the carpet).  Molly is not able to do all the pages by herself because she cannot read the directions without help.  One-on-one help during the entire math period only works when two teachers are in the room.  While researching math Apps for the iTouch I came across MathToFlash, an interactive flash card game.  In just a few moments, I was able to set the features to fit Molly's math level and  show her how to adjust it if necessary.  Now Molly can practice her math facts, without any help. She feels more independent and does not try to hide her work from her peers.

Since Molly is able to work independently, I am able to observe my MT's lesson and I am free to help wherever I am needed.

I have asked Molly's para if she knows about any apps that would be beneficial for Molly.  She mentioned a computer program that compliments the curriculum used by the school.  Unfortunately, my MT has the only computer in the classroom, which is ancient, and will not load most updated technology.  Having an iTouch for Molly to use in the classroom has proved to be valuable.

I am still searching for more Apps that will scaffold Molly's learning in math and reading as well.  I am excited to share all the apps I find.  I just wish I could leave the iTouch in the classroom on the days I am not scheduled to be there. I wish this district had the funds to provide the technology that is so desperately
needed.

There are two other students who have IEP's for reading. Both of these students would benefit from working with Touches as they are both at different reading levels, and they are both not reading at their grade level. Each of these students could work independantly at their own level. A limitation may be that they may miss out on peer interaction. (*pseudonym)

Algebra Manipulatives

1.  What did I learn?

I learned how algebra manipulatives can be FUN!  Before Mondays class I couldn't picture how manipulatives could be used with abstract concepts like algebra.  I remember learning how to memorize the steps involved with algebra. Last year I tried helping my daughter learn how to use the FOIL method.  She was very confused and had trouble doing the problems without my help.  I have a feeling that the manipulatives would have made more sense to her - and would have saved both a few headaches.

I also learned how to use colored beans to help kids grasp the concept of adding and subtracting negative and positive numbers.  I also learned how using a life size number line helps kids see what is happening, making more sense to them than just doing the problems on paper.

2.  What do I have questions about?  

I would like to know more about how and when to introduce which types of problems to students (abstract first vs. concrete first).  If you know a particular student learns best in the "concrete,"  why wouldn't you always use that as a starting point for him/her?

3.  What are the implications for classroom practice?

I can see a lot more students "getting it" when being able to use manipulatives in addition to other forms of problem solving.  I loved the algebra tiles and would have loved to spend more time working with them - doing different types of problems because I think I (and students in general) would have a much easier time grasping what what is "happening" within the problem while manipulating the tiles/beans.  I think that students would benefit from using manipulatives in many ways.  Students would be able to have additional ways of looking at, and solving, problems (more entry points).  I also think physically moving the manipulatives around help us (our brains) move the information over from the concrete to the abstract - making a huge difference in what teachers are able to do within the classroom (students would learn more, more quickly, and would be able to move on to different types of problems beginning with the abstract as they would already have the foundation set for those types of problems, etc).

Week # 1

1.  What did I learn?

I learned that it is very important to have students share their thinking with one another.  Shared thinking gives students the opportunity to share what they know (teach) to other students.  Explaining their thinking to other students will help them solidify the process in their own minds as well - they will be learning as they teach others.  Students also need to be paying attention to their classmates and be able to rephrase what they hear - which makes them accountable for their own learning.  Students need to make sure that everyone at their table understands, and can explain, the material.  They are in a sense, learning how to care for others.

2.  What do I have questions about?

What would the cons be to using co-operative games?

3.  What are the implications for classroom practice?

Providing students with the opportunity to voice their own way of thinking/strategizing puts them in control of their learning.  Knowing that they are helping to lead the discussion makes them pay closer attention to what is going on, so they are more accountable, confident, and invested in their own learning and their classmates as well.