TheRoadLessTaken

Kindergarten

 

Implications of Setting for Teaching and Learning

School Demographics Project

• School Location- It is located in a suburban development called Lake Ridge and it was opened in 1995.
• School Culture- The school is two levels. The lower level grades are downstairs and the upper level grades are upstairs. There are 32 classrooms total and zero trailers. There are 218 computers in the school. The capacity of the school is 626 students. The average classroom size for Kindergarten is 21, for grade 1: 24, for grade 2: 23, for grade 3: 19, for grade 4: 23, and for grade 5: 26. It is equipped for children with disabilities. Each grade level works as a team to organize their curriculum. The principal also has frequent all staff meetings where the staff discuss various aspects of school culture.
• Student Demographics- Old Bridge is a culturally diverse school. The female to male ratio consists of 352 males, and 269 females. The entire student population consists of 7.3% Asian students, 16.4% black/African American students, 27.9 Hispanic students, 41% white non Hispanic students, and 7.3% fall into the other category. Over 20 different languages are spoken by the students and their families. Some of them include Arabic, Spanish, Farsi, Korean, Swedish, French, Portuguese, Vietnamese, and Cambodian (See attachment). There are also many special services provided for students. As of June 2008 they include; the gifted program, also known as Signet, special education, ESOL, and economically disadvantaged. In K-3 there are 8.6% gifted children and in grades 4-5 there are 20.6% of the student population participating in Signet. There are about 16.4% of the children in the special education program. Old Bridge has about 28.3% of its students in the ESOL program. About 31.7% of the children attending Old Bridge are on free or reduced lunch. Old Bridge does not have a record of the parent’s level of education. After speaking with the Parent Teacher Organization’s (PTO) President we learned that only about 25% of the parents in the school will come in to volunteer. Currently there are 68 families participating with the PTO out of 620 families.
• Special Programs Offered at the School- One of the special programs that Old Bridge offers is the SACC Program, which stands for School Age Child Care. Old Bridge is not a Title I school.
• Relationship between School Population and Community- Old Bridge draws its population from the neighborhoods surrounding it. It is not a magnet school, however, they do allow transfers if they are not full to capacity. There is no longer a business partnership with Old Bridge. Starbucks previously had a business partnership with Old Bridge, but no longer continues to do so.

The implications for teaching and learning will vary according to the school demographics. Old Bridge Elementary school is a large school, maximized to its full capacity. Because the number of students at this school is so high, the number of students in each classroom will be high as well. Teachers must learn how to balance their attention to different parts of the class, during different times. In order to maximize learning, teachers should group children according to their learning style as well as their level of learning. Teachers will find it easier to address students in a group, and then individually within those groups. Children in these small groups will also benefit by learning and building off of each others thoughts and ideas.

Another implication for students and teachers at Old Bridge Elementary could be language barriers. There are over 20 different languages spoken among the student’s families. These language barriers make it difficult for teacher to communicate not only to their students but to the students’ families as well. Teachers must familiarize themselves with different cultures and traditions as well as customs. Documents and other important papers sent home must also be translated into the family’s first language. It is important that a teacher develop a plan for each child and his or her family so that no child, or family is left behind.

Parent’s involvement as well as their socio economic status will also effect how a student is involved within his or her classroom. Children who come from these homes may struggle in school. Teachers must recognize these barriers and reach beyond them to the children. Teachers should not treat all students the same, fore each student comes with his or her own experiences. Some students will need more attention and care than others and teachers will need to learn how to cater to these individual needs.

All children have the potential to learn. No student is the same, and therefore they all learn at different paces and through different forms of communication. It is important to learn how to address the needs of individual students in these highly diverse schools and population, to assure that they reach their full learning potential.

Planning

This is a 5 lesson unit on Technology.  It is aimed for Kindergartners. but can be adapted for first and second graders.  This unit ties into many SOLs and many different content areas, including Science, Math, Language Arts and Technology.  Students will be learning about these different area through a website called Bookflix.  Everything revolves around this website.  This website has many stories for younger students to read along with and improve their reading skills.  Enjoy!

Shared Reading on Bookflix

Zoo and Animal Unit

Kindergarten

DAY ONE:

Objective:

Student will be able to understand that there are differences among animals and their offspring.

Language Arts SOL K.3 Student will listen to fiction and nonfiction

SOL K.3f Students will participate in discussions about books and specific topics

CT K 2.6 The student will use technology resources for making informed decisions. Recognize that technology can be used to solve problems and make informed decisions.

Science: (SOL K.6c) Student will recognize that the offspring of plants and animals are similar but not identical to their parents

Materials:

Laptop, Mo, and adapter cord

Access to website—Bookflix (stories “Is Your Mama a Lama?” and “Animal Babies”

“Leo the Late Bloomer”

Procedure:

Getting ready: I will have the laptop connect to the Mo, making sure it is working properly and projecting onto the screen.

Introduction:

1. On the rug in the front and center of the room we will first begin by discussing animals and their offspring or babies. We will talk about the similarities and the differences, and what it means to grow up.
2. I will then introduce the children to the story(ies) we will read today. I will briefly talk about this new site we will be using called “bookflix.” Today we are mainly focusing on the story. I will read the book, pausing in between and asking questions, such as— “Can this animal be his mother?” “Why not?” “Who do you think is his mother?”
3. We will then read the next book called “Animal Babies.” This non-fiction book will teach the student about specific animal’s offspring. We will pause briefly between the pages and discuss the vocabulary. The main objective is to make sure the students know there are differences between parents and their offspring (the names are not the objective).
4. After the stories, we will again discuss the differences between the animals.
5. I will then ask for volunteers to act out different animals. Here we will go over rules of how we act in the classroom and how we should behave when we are watching someone act out something and when we are the person acting it out.
6. I will whisper to the student which animal they will be acting out. This is a charades/acting out game.
7. Students will try and guess the animals and if they are babies or adults.

Differentiation:

• Students can play charades if they choose to. The game will not be forced onto everyone. However, everyone does have to participate by trying to guess which animal is being acted out
• ESOL- These students might not know all the names of the animals, this is a great time to talk about their different names and the names of their offspring. After reading it in the story, I will emphasize and have them repeat how to say certain names.
• Visual learners will visually see the animals acted out
• Auditory learners will hear how the animals sound
• Kinesthetic learners will be moving and acting it out
• Students will be engaged and involved with one another
• Nature learners will feel engaged learning about different animals and the way they sound
• Extension: If time allows or there is time left over I can read “Leo the Late Bloomer.” Leo is behind his friends academically. This story investigates family relationships, children learn about growing up and they explore the importance of self esteem.

Assessment:

Assessment will be the charades/acting game. I will be able to tell and take note of which students understand there are differences among animals and their offspring.

Learning How to Use Bookflix

Zoo and Animal Unit

Kindergarten

DAY TWO:

Objective: Student will be able to navigate through bookflix on his/her own

CT K 2.2 The student will demonstrate proficiency in the use of technology by demonstrating the use of a mouse, and earphones. He/she will use interactive books

CT K 2.3 The student will practice responsible use of technology systems, information and software.

CT K 2.4 The student will use technology responsibly

Language Arts- SOL K.2f Language Arts Student will listen to and follow one-step and two-step directions

Materials:

Laptop, Mo, Adapter cord

Computers for students

Procedure:

1. On day two I will focus on teaching the students how to use the website bookflix.
2. I will talk about the website, what it is and tell them that there are so many books to choose from
3. I will first go over to the homepage and show them how to use the mouse to scroll over the different links. Because this week we are learning about the zoo, I will want them to click on the Animals and Nature link.
4. I will point out to them that when I put the arrow (cursor) over the links someone will help us read what they say.
5. I will show them how to navigate through the site to pick a story we want to read.
6. I will click on one and start it, just to show them, but we will not go through the whole story.
7. I will also show them how to navigate back to the homepage if they want to read another story.
8. I will ask them if they have any questions
9. Students will have some time to take turns at the computers during Language Arts Centers

Differentiation:

• I will discuss and go over website with the entire class as a whole. I will set aside time for the students to explore the website and those who I will help everyone especially those having difficulties
• Visual learners will see it on the projector and Auditory learners will hear me explain the website
• Kinesthetic learners will get to explore and try the website on their own.

Assessment:

Assessment will be done through anecdotal records of who understand and who are still having trouble. Depending on how many students are understanding and not understanding, I may have to set aside a time to go over the site again, or simply help the few that need it.

Independent Practice

Zoo and Animal Unit

Kindergarten

DAY THREE:

Objective:

Student will be able to use technology to practice reading words left to right and top to bottom on a the computer screen

CT K 2.3 The student will practice responsible use of technology systems, information and software.

CT K 2.4 The student will use technology responsibly

Language Arts- SOL K.1a Student will listen to a variety of literary forms, including stories and poems

SOL K.5c Student will be able to follow words left to right and top to bottom on a printed page

SOL K.5d Student will be able to match voice with print.

SOL K.12 Student will be able to use available technology for reading

Materials:

Computers

Procedure:

1. On this day students will have time to explore and use the bookflix website independently

Differentiation:

• Special Needs- although everyone is my class does know how to operate a computer, some classes may have students who are unfamiliar with computers. With these students I or the assistant can individually help this student to understand how to use the computer and the mouse. For this website they do not yet need keyboards.
• If the computer is too difficult for the student, I will have several of the same stories in book on tape. This way the student can just use a tape or CD to read along with the story.
• ESOL- This is a great way for ESOL students to see the words on the computer screen along with the pictures. They can read along and better understand.
• Kinesthetic learners will get to explore and try the website on their own.

Assessment:

Assessment will be like day two

I will also take not of those who are able to follow words left to right and top to bottom on a printed page and those who are reading along.

The assessment will continue on day 4.

Read Aloud With Bookflix

Zoo and Animal Unit

Kindergarten

DAY FOUR:

Objective:

Student will be able to listen to the story and write and draw about it.

Language Arts –Student will be able to…

*Listen to fiction

*Draw characters, setting, and events (SOL K.8c)

*Use story language in discussions and retellings (SOL K.8d)

*Read own writing

*Draw pictures and/or use letters and phonetically spelled words to write about experiences, stories, people, objects, or events

(SOL K.11a)

Extension: *Distinguish characteristics of real and make-believe (SOL K.8d)

CT K 2.6 The student will use technology resources for making informed decisions. Recognize that technology can be used to solve problems and make informed decisions.

Materials:

Laptop, Mo, Adapter

Bookflix- “Click Clack Moo”

Paper for changing the ending and drawing

Pencils, Crayons

Procedure:

Getting Ready: I will make sure the Laptop and Mo is set up with the website bookflix

1. Today we will read another story together using bookflix. Today’s story is called “Click Clack Moo.” This story goes along with our animal theme.
2. I will read the story to the students using the laptop and the Mo. This makes the story is projected in front of them and encourages them to read along with the words highlighted on the screen.
3. I will pause the story throughout, asking questions. “Who are the characters?” “Where is the setting?” “Do you think the cows will have milk for the farmer today?” “What do you think the farmer is going to do next?” etc.
4. After the story is over we will discuss it, and most importantly the ending.
5. I want the students to brainstorm ideas about how the ending could be different. They are allowed to raise their hand and discuss alternative endings.
6. They will then go back to their desks and write a few sentences for an alternative ending and draw a picture to go along with their ending. I will tell them that in their picture I want to see the setting and at least one character.
7. Next, I will ask if there is anyone who would like to share and act out their writings (favorite parts or alternate endings.) Here we will go over rules of how we act in the classroom and how we should behave when we are watching someone act out something and when we are the person acting it out.
8. We will then share our different endings. Those who feel comfortable can choose a few friends to help them act out their alternative ending.

Differentiation:

• This activity may be a bit advanced for some kindergarteners. Those who are having trouble thinking of an alternative ending may choose to write about their favorite part of the story.
• Visual learners will visually see the story on the projector as well as the students who choose to act it out
• Auditory learners will hear and follow along with the story
• Kinesthetic learners will be moving and acting it out
• Students will be engaged and involved with one another
• An extension activity can be–Distinguish characteristics of real and make-believe (SOL K.8d) Here we would discuss if this story is fiction or nonfiction, and talk about why.

Assessment:

There assessment will be their writing and drawings. If the child could tell me about the story and their picture matches then they have met the objective.

Read Aloud With Bookflix

Zoo and Animal Unit

Kindergarten

DAY FIVE:

Objective:

Student will be able to listen to a story and then help class write a song about topic

Language Arts SOL K.3f Student will be able to select relevant facts for a group chart (song)

CT K 2.5- Student will use technology to locate, evaluate and collect information from a source.

Materials:

Laptop, Mo, Adapter

Chart paper, Marker

Procedure:

Getting Ready: I will make sure to have the Mo connected to the Laptop and on the bookflix website.

1. Today we will be reading the story called, “Good Night Gorilla.” This shows all the animals that live at the zoo.
2. After the story we will talk more about the zoo, and what animals live there.
3. I will introduce a song to the students called “The Animals At the Zoo”
   1. This song is sung to the “Wheels on the Bus” tune.
4. We will make a list of the animals at the zoo.
5. They will be asked to raise their hand and pick and animal and then me about and what sound it makes. I will write down and add each of these animals to our song until we have a finished product we can all sing together.

The snake at the zoo goes Hiss Hiss Hiss, Hiss Hiss Hiss, Hiss Hiss Hiss. The Snake at the zoo goes Hiss Hiss Hiss, All day long

The lion at the zoo goes Roar Roar Roar, Roar Roar Roar, Roar Roar Roar. The lion at the zoon goes Roar Roar Roar All day long

Differentiation:

• ESOL- some students may not know the names of all the animals, but they may know animal sounds. This is an opportunity to call on this child and let him or her tell me the sound the animal makes, and then we can connect the animal name.
• Visual learners see me write the song on the easle
• Auditory learners will hear how the animals sound
• Students will be engaged and involved with one another
• Nature learners will feel engaged learning about different animals and the way they sound

Assessment:

Assessment will be done on participation. I will try to get all the students involved. They are to tell me at least one animal, or at least one sound the animal makes.

Reporting and Analysis of Student Results

Elsa needs differentiation. Because the lower group has the least amount of children in it, Mrs. Severance is able to focus more on these lower level students. She devotes more individual time to each student making sure they understand new concepts before moving on. On this particular day of observing, the students were learning their new sight word, “have.” The other groups were practicing writing the word, and filling in the letters that were missing (i.e.- h__ve). However, for the lower group Mrs. Severance wanted to focus on Elsa making sure he knew how to spell the word have, minus the fine motor skills of writing the word. Elsa was able to use magnetic letters and form the word. This activity is called, mix and fix. The students mix the letters and then fix and spell the word, in this case “have.”

Elsa also needs math to be differentiated for him. While the higher level groups are learning how to add and subtract with numbers, Elsa is learning with dots. Mrs. Severance uses dots—such as three dots on one side and two dots on the other side, how many all together. This is the same concept as numbers; however Elsa is able to physically see the dots on paper. If he needs to count them he can. The visual of dots helps Elsa learn and feel comfortable with addition and subtraction.

Although Elsa is on the lower end of the spectrum with differentiation and experience I believe he will eventually catch up. For him it is not so much of a learning disability but instead a slower learning progression. It just takes him a bit longer than others to grasp a task and make it his own. For Elsa everything must be broken down, taken a lot slower and sometimes extended. He is very bright and eager to learn. When he does catch on, watch out– he is ready to learn more! With his motivation he will definitely continue to grow and succeed.

Implications for Reteaching and Furture Planning

The technology unit allowed me to show the students another way to read books and use technology in the classroom. I believe they caught on quickly and were excited about being able to use the computers daily. This also gave me many ways to teach my lessons throughout my student teaching.

On the first day I only showed the students that this was a website that we could read books on. I showed them that some books can be read to us, while other books we could follow along and read. I read two stories on this day about animals and their offspring, and then we asked out the animals. The students saw the story come to life not only on the computer and the overhead Mo, but then they were able to ask it out as well. They loved this activity. Later we went back to my reading table, and with each group we discussed what we saw on the website, and what the story was about.

For the second lesson I showed students how to navigate through the bookflix website. I showed them where to go, and suggested good books to look at (that went with the theme of the week). However, I told them they would be free to explore. I showed them how to get back to the home page, and how to turn the pages in the book. I pointed out the next buttons and the back button, asking them several questions throughout the lesson, making sure they understood. I allowed for questions, but had few. They listened and paid attention with no problem.

On the third day with bookflix, I reminded the students of the rules and expectations I had for the computer and the bookflix website. We talked about how to use it and the do’s and don’t. I allowed them to navigate through the website on their own this day. I had few questions, which most of them seemed to have gotten the hang of it. Many of the students explored, some went right to the story we had read the previous day. I was surprised at this. I suppose they felt comfortable with this story because they had seen me use it.

On the fourth day I used bookflix as the center of my lesson again. This allowed me to continue to model how to use the website for the kindergarteners, as well as helped to teach my lesson. I read “Click Clack Moo.” After reading, I asked questions about the ending of the story and how it could be different. I wanted to get them thinking about alternate endings. Later at my reading table, they came up with all sorts of ideas, and I had them write about it. Although this lesson could have been used without technology, the technology made it more interactive and interesting. Students were engaged as they saw the moving story in front of them on a big screen. It turned what would normally be a small book, into a big book, where they could follow along with the highlighted word.

Again, the same goes for lesson five. This lesson could have been done without technology, but I believe the students were really enjoying learning through these hands on experiences. Students listened to the story, and then helped me write a song about it.

They will continue to use this website in the classroom. They caught on quickly and enjoy listening to stories online as well as following along with them. This gets them used to computers, and ready to use technology in their future. It was a success.

Still getting about 20 spam comments a day.  Had to stop the emails– it was out of control.  Thats why I don’t like these blog things.  They are pretty good for venting though.

Anyways… spring break is coming to an end.  Its sad really, but life must go on.  I’ve had a lot of time to catch up, relax, get errands done, apply to every county around, plan my wedding, and well, read.  Its really nice having time to yourself, but I know that is quickly going to hault next Tuesday, when realization kicks back in.  Back to independent teaching they say! 

Its Easter this weekend.  Plan to enjoy my last few days of independence, then its back to isoluation in the world of student teaching.  Not complaining though. 

Happy Easter!

I get about 20-30 emails a day about someone who has left a comment on my page.  And they are all SPAM!  They don’t make any sense and have about 20 links in just one.  I can’t stand it anymore!

Yea, you heard right.  As if you didn’t already know.  I tried to blog at school the other day, but they are forbidden, blocked, not accessable.  I’m not surprised.  I guess I have to stick to the old fashion dairy to catch my thoughts.  Ha.  Seriously though… it seems at my school I can only check my email!!

Ok, so I’m liking Kindergarten.  Believe it.  Buuuuuttt… I’m still fustrated on being told how to teach, and cover certain standards, that really… I’m not even supposed to cover.  Stop telling me how to teach, giving me more work to do.  I am doing a good job as it is.  Guess I gotta step up my game though.

Overall… I’m starting to get into it and I’m enjoying it!  I am open to all grades, and I wouldn’t mind teaching upper or lower!

Educational Leadership

http://www.ascd.org/publications/educational_leadership/mar09/vol66/num06/Reader_Responsiveness_2.0.aspx

Blogs connect students with a larger audience outside their classroom and had a tremendous effect on their growth as readers and writers.  They become excited about reading and writing because they are getting another chance to communicate with their peers and make conversations.  This is a way for students to become engaged and excited about reading.  They share and build off of each others ideas, deepinging their understanding of different texts. ” Within a few weeks of launching blogs, students’ discussions around reading strategies strengthened, their understanding of texts deepened, and they willingly spent more time reading.”  Student learn not only about text but begin building a community of learners.  Those who were once shy, come out of their shell, and begin opening up to their classmates and buidling relationships.  Students engage with one another, learn, feel comfortable and streghten their own personalities.  Depending on their use, blogs can be a great addition to a classroom environment.

This is a 5 lesson unit on Technology.  It is aimed for Kindergartners. but can be adapted for first and second graders.  This unit ties into many SOLs and many different content areas, including Science, Math, Language Arts and Technology.  Students will be learning about these different area through a website called Bookflix.  Everything revolves around this website.  This website has many stories for younger students to read along with and improve their reading skills.  Enjoy!

Shared Reading on Bookflix

Zoo and Animal Unit

Kindergarten

DAY ONE:

Objective:

Student will be able to understand that there are differences among animals and their offspring.

Language Arts SOL K.3 Student will listen to fiction and nonfiction

SOL K.3f Students will participate in discussions about books and specific topics

CT K 2.6 The student will use technology resources for making informed decisions. Recognize that technology can be used to solve problems and make informed decisions.

Science: (SOL K.6c) Student will recognize that the offspring of plants and animals are similar but not identical to their parents

Materials:

Laptop, Mo, and adapter cord

Access to website—Bookflix (stories “Is Your Mama a Lama?” and “Animal Babies”

“Leo the Late Bloomer”

Procedure:

Getting ready: I will have the laptop connect to the Mo, making sure it is working properly and projecting onto the screen.

Introduction:

1. On the rug in the front and center of the room we will first begin by discussing animals and their offspring or babies. We will talk about the similarities and the differences, and what it means to grow up.
2. I will then introduce the children to the story(ies) we will read today. I will briefly talk about this new site we will be using called “bookflix.” Today we are mainly focusing on the story. I will read the book, pausing in between and asking questions, such as— “Can this animal be his mother?” “Why not?” “Who do you think is his mother?”
3. We will then read the next book called “Animal Babies.” This non-fiction book will teach the student about specific animal’s offspring. We will pause briefly between the pages and discuss the vocabulary. The main objective is to make sure the students know there are differences between parents and their offspring (the names are not the objective).
4. After the stories, we will again discuss the differences between the animals.
5. I will then ask for volunteers to act out different animals. Here we will go over rules of how we act in the classroom and how we should behave when we are watching someone act out something and when we are the person acting it out.
6. I will whisper to the student which animal they will be acting out. This is a charades/acting out game.
7. Students will try and guess the animals and if they are babies or adults.

Differentiation:

• Students can play charades if they choose to. The game will not be forced onto everyone. However, everyone does have to participate by trying to guess which animal is being acted out
• ESOL- These students might not know all the names of the animals, this is a great time to talk about their different names and the names of their offspring. After reading it in the story, I will emphasize and have them repeat how to say certain names.
• Visual learners will visually see the animals acted out
• Auditory learners will hear how the animals sound
• Kinesthetic learners will be moving and acting it out
• Students will be engaged and involved with one another
• Nature learners will feel engaged learning about different animals and the way they sound
• Extension: If time allows or there is time left over I can read “Leo the Late Bloomer.” Leo is behind his friends academically. This story investigates family relationships, children learn about growing up and they explore the importance of self esteem.

Assessment:

Assessment will be the charades/acting game. I will be able to tell and take note of which students understand there are differences among animals and their offspring.

Learning How to Use Bookflix

Zoo and Animal Unit

Kindergarten

DAY TWO:

Objective: Student will be able to navigate through bookflix on his/her own

CT K 2.2 The student will demonstrate proficiency in the use of technology by demonstrating the use of a mouse, and earphones. He/she will use interactive books

CT K 2.3 The student will practice responsible use of technology systems, information and software.

CT K 2.4 The student will use technology responsibly

Language Arts- SOL K.2f Language Arts Student will listen to and follow one-step and two-step directions

Materials:

Laptop, Mo, Adapter cord

Computers for students

Procedure:

1. On day two I will focus on teaching the students how to use the website bookflix.
2. I will talk about the website, what it is and tell them that there are so many books to choose from
3. I will first go over to the homepage and show them how to use the mouse to scroll over the different links. Because this week we are learning about the zoo, I will want them to click on the Animals and Nature link.
4. I will point out to them that when I put the arrow (cursor) over the links someone will help us read what they say.
5. I will show them how to navigate through the site to pick a story we want to read.
6. I will click on one and start it, just to show them, but we will not go through the whole story.
7. I will also show them how to navigate back to the homepage if they want to read another story.
8. I will ask them if they have any questions
9. Students will have some time to take turns at the computers during Language Arts Centers

Differentiation:

• I will discuss and go over website with the entire class as a whole. I will set aside time for the students to explore the website and those who I will help everyone especially those having difficulties
• Visual learners will see it on the projector and Auditory learners will hear me explain the website
• Kinesthetic learners will get to explore and try the website on their own.

Assessment:

Assessment will be done through anecdotal records of who understand and who are still having trouble. Depending on how many students are understanding and not understanding, I may have to set aside a time to go over the site again, or simply help the few that need it.

Independent Practice

Zoo and Animal Unit

Kindergarten

DAY THREE:

Objective:

Student will be able to use technology to practice reading words left to right and top to bottom on a the computer screen

CT K 2.3 The student will practice responsible use of technology systems, information and software.

CT K 2.4 The student will use technology responsibly

Language Arts- SOL K.1a Student will listen to a variety of literary forms, including stories and poems

SOL K.5c Student will be able to follow words left to right and top to bottom on a printed page

SOL K.5d Student will be able to match voice with print.

SOL K.12 Student will be able to use available technology for reading

Materials:

Computers

Procedure:

1. On this day students will have time to explore and use the bookflix website independently

Differentiation:

• Special Needs- although everyone is my class does know how to operate a computer, some classes may have students who are unfamiliar with computers. With these students I or the assistant can individually help this student to understand how to use the computer and the mouse. For this website they do not yet need keyboards.
• If the computer is too difficult for the student, I will have several of the same stories in book on tape. This way the student can just use a tape or CD to read along with the story.
• ESOL- This is a great way for ESOL students to see the words on the computer screen along with the pictures. They can read along and better understand.
• Kinesthetic learners will get to explore and try the website on their own.

Assessment:

Assessment will be like day two

I will also take not of those who are able to follow words left to right and top to bottom on a printed page and those who are reading along.

The assessment will continue on day 4.

Read Aloud With Bookflix

Zoo and Animal Unit

Kindergarten

DAY FOUR:

Objective:

Student will be able to listen to the story and write and draw about it.

Language Arts –Student will be able to…

*Listen to fiction

*Draw characters, setting, and events (SOL K.8c)

*Use story language in discussions and retellings (SOL K.8d)

*Read own writing

*Draw pictures and/or use letters and phonetically spelled words to write about experiences, stories, people, objects, or events

(SOL K.11a)

Extension: *Distinguish characteristics of real and make-believe (SOL K.8d)

CT K 2.6 The student will use technology resources for making informed decisions. Recognize that technology can be used to solve problems and make informed decisions.

Materials:

Laptop, Mo, Adapter

Bookflix- “Click Clack Moo”

Paper for changing the ending and drawing

Pencils, Crayons

Procedure:

Getting Ready: I will make sure the Laptop and Mo is set up with the website bookflix

1. Today we will read another story together using bookflix. Today’s story is called “Click Clack Moo.” This story goes along with our animal theme.
2. I will read the story to the students using the laptop and the Mo. This makes the story is projected in front of them and encourages them to read along with the words highlighted on the screen.
3. I will pause the story throughout, asking questions. “Who are the characters?” “Where is the setting?” “Do you think the cows will have milk for the farmer today?” “What do you think the farmer is going to do next?” etc.
4. After the story is over we will discuss it, and most importantly the ending.
5. I want the students to brainstorm ideas about how the ending could be different. They are allowed to raise their hand and discuss alternative endings.
6. They will then go back to their desks and write a few sentences for an alternative ending and draw a picture to go along with their ending. I will tell them that in their picture I want to see the setting and at least one character.
7. Next, I will ask if there is anyone who would like to share and act out their writings (favorite parts or alternate endings.) Here we will go over rules of how we act in the classroom and how we should behave when we are watching someone act out something and when we are the person acting it out.
8. We will then share our different endings. Those who feel comfortable can choose a few friends to help them act out their alternative ending.

Differentiation:

• This activity may be a bit advanced for some kindergarteners. Those who are having trouble thinking of an alternative ending may choose to write about their favorite part of the story.
• Visual learners will visually see the story on the projector as well as the students who choose to act it out
• Auditory learners will hear and follow along with the story
• Kinesthetic learners will be moving and acting it out
• Students will be engaged and involved with one another
• An extension activity can be–Distinguish characteristics of real and make-believe (SOL K.8d) Here we would discuss if this story is fiction or nonfiction, and talk about why.

Assessment:

There assessment will be their writing and drawings. If the child could tell me about the story and their picture matches then they have met the objective.

Read Aloud With Bookflix

Zoo and Animal Unit

Kindergarten

DAY FIVE:

Objective:

Student will be able to listen to a story and then help class write a song about topic

Language Arts SOL K.3f Student will be able to select relevant facts for a group chart (song)

CT K 2.5- Student will use technology to locate, evaluate and collect information from a source.

Materials:

Laptop, Mo, Adapter

Chart paper, Marker

Procedure:

Getting Ready: I will make sure to have the Mo connected to the Laptop and on the bookflix website.

1. Today we will be reading the story called, “Good Night Gorilla.” This shows all the animals that live at the zoo.
2. After the story we will talk more about the zoo, and what animals live there.
3. I will introduce a song to the students called “The Animals At the Zoo”
   1. This song is sung to the “Wheels on the Bus” tune.
4. We will make a list of the animals at the zoo.
5. They will be asked to raise their hand and pick and animal and then me about and what sound it makes. I will write down and add each of these animals to our song until we have a finished product we can all sing together.

The snake at the zoo goes Hiss Hiss Hiss, Hiss Hiss Hiss, Hiss Hiss Hiss. The Snake at the zoo goes Hiss Hiss Hiss, All day long

The lion at the zoo goes Roar Roar Roar, Roar Roar Roar, Roar Roar Roar. The lion at the zoon goes Roar Roar Roar All day long

Differentiation:

• ESOL- some students may not know the names of all the animals, but they may know animal sounds. This is an opportunity to call on this child and let him or her tell me the sound the animal makes, and then we can connect the animal name.
• Visual learners see me write the song on the easle
• Auditory learners will hear how the animals sound
• Students will be engaged and involved with one another
• Nature learners will feel engaged learning about different animals and the way they sound

Assessment:

Assessment will be done on participation. I will try to get all the students involved. They are to tell me at least one animal, or at least one sound the animal makes.

Clairvoy is a way to take and give ideas to other teachers. It allows teachers to communicate and get new ideas and tweak new ideas without reinventing the wheel. I agree that respect, cooperation, empathy, patience, honesty are the core values we must have in place for collaboration to work. Clairvoy has values and believes that all teachers should try technology, to not fear the unknown and to share ideas with others. Now, we shouldn’t be negative in any way and create a learning community. Any negative material should be deleted. It is important to collaborate, and share in a positive manner. Clairvoy gives teachers the opportunity to do just that.

So, we are about 105 days down… about 80ish more to go. I’m nervous about independent teaching. I feel like we are being pulled in so many directions. Teach this, teach that… teach my way, teach your own way, make sure you include this… you can’t say that. Ok, ok. I know teachers are constantly challenged, but I still cannot wait to get my own classroom, and I can teach my own style, my own way. Of course I will still follow guidelines, but I will still be able to teach my way. Its impossible to learn “my way,” when I am constantly told what to do, and what not to do.