Week 12 - Affordances of Glogster

Here's a link to my Glog: https://edu.glogster.com/glog/books-i-truly-love-5a23d4cb143b1/2kksj1t7rir
It is important to be aware of the affordances of Glogster before incorporating it into the classroom. Some of the benefits of Glogster include that it's great for distance learning, it's safe, it's easy to use, the teacher can control the environment, students can interact, it's easily adaptable, and can be used for differentiation and collaboration. Keeping this in mind, it's easy to understand why Glogster is such an asset to classroom instruction!

Week 12 - Assignment 2

There are many ways that technology can be integrated into an educational setting as a means of supporting students as they develop literacy skills. One popular technique is digital storytelling, which requires students to write and develop their own projects and stories via technology. Using assorted technological tools, students can add pictures and clip art to their stories, along with titles and text, and publish them online. Students can also include videos, through the usage of advanced software. These tools can be used in a wide range of manners, such as for creative writing, news stories, or a social studies report. Teachers have begun using these tools to facilitate learning for a variety of subjects and writing styles.

Candidate’s Name: Shulamith Elias

Grade Level: First Grade

Title of the lesson: 40 Minutes

Length of the lesson: The Sound of Letters with Sketchio

Central focus ●     what do you want your students to learn? Letter-sound correspondence, capitalization ●     what are the important understandings and core concepts you want students to develop within the learning segment? Phonemic Awareness

Knowledge of students to inform teaching ●     Students are familiar with the alphabet, and are consistently working on letter-sound correspondence.

Common Core State Standards CCSS.ELA-LITERACY.L.1.1.A Print all upper- and lowercase letters.

Support literacy development through language (academic language) Recognize and write

Learning objectives Sample: 1.              Will recognize letters based on sounds 2.         Will write the letter corresponding to the respective sound 3.         Will practice writing letters in upper and lowercase

Formal and informal assessment ●     Students will be monitored and informally assessed throughout the lesson for participation and comprehension.

Instructional procedure: -       Students will pair up, each pair will receive an iPad. -       On the Smartboard, I will demonstrate how the Sketchio app is used. -       I will call out a letter, and the students will draw it on their iPads, using Sketchio -       They will then display their iPads and we will check them together -       We will repeat this procedure, but I will alternate calling out letters and single sounds, such as “Bee” and then “/l/” -       Once the students have demonstrated a clear understanding, I will add to the activity by having them draw the uppercase letter alongside the lowercase letter. -       At the end of the lesson, students will scroll to the first letter they sketched and we will practice reading them out loud together in a group. -       Students with learning difficulties will be allowed / encouraged to access classroom resources such as alphabet charts and assorted learning aids throughout the lesson.

Instructional resources and materials Sketchio / iPads

Reflection ●    I think this lesson supports learning for the whole class as well as the students who need great support or face significant challenge, due to the technology and supports incorporated throughout. In the future I would plan additional lessons that build on these core skills to help solidify student learning.

Week 12 - Assignment 3

https://prezi.com/view/ycDLd8r2meYZPkE7X7jP/

Week 11 - Mini Lesson 3

Candidate’s Name: Shulamith Elias

Grade Level: 3rd

Title of the lesson: Thomas Edison

Length of the lesson: 45 Minutes

Central focus ●     what do you want your students to learn? Students will learn how to organize a text sequence. ●     what are the important understandings and core concepts you want students to develop within the learning segment? Students will develop skills required to decipher an expository text.

Knowledge of students to inform teaching ●     What do students know, what can they do, what are they learning to do? Students are fluent readers, but are new to expository texts. Students have already read the text used for this lesson. ●     What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?  Students can read and write independently and work well in groups. There is a group of ELL students that are struggling somewhat in comparison to their peers.

Common Core State Standards CCSS.ELA-LITERACY.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Support literacy development through language (academic language) ●     Students will analyze the expository text ●     Students will identify key concepts, and place them in sequence. ●     Students will write their understandings using a Sequence of Events organizer.

Learning Objectives Students will analyze the expository text with help from the teacher Students will identify text sequence. Students will demonstrate their understandings using supporting materials.

Formal and informal assessment ●     Students worksheets will be assessed for understanding. They will also be informally assessed throughout the lesson, as I will check for participation and understanding.

Instructional procedure: We will begin the lesson with a brief recap of the article about Thomas Edison, which we read during a previous lesson. Students will divide into groups for the following activity. I will begin by displaying a Sequence Organizer on the smartboard. I will fill out the first part along with the students. Then, each group will be required to identify one event in the text and write it out on a large card. I will then gather all the cards, and call up an individual student, who will each be required to place one card in order. The student will be required to explain his / her actions using clues from the text. We will continue to do so until all the cards are organized. We will then read through the cards, referencing the text, to ensure that they are in order. Finally, students will rewrite the sequence into their individual sequence charts, using the cards as a reference.

Instructional resources and materials used to engage students in learning. Smartboard, https://printables.scholastic.com/shop/prcontent/Graphic-Organizer-Sequence-of-Events/98765432ORG00-019, https://projects.ncsu.edu/project/lancet/third_grade/edison_3rd.pdf

Reflection ●     I believe that my instruction supported learning for the whole class including the students who need great support or challenge. ●     What changes would you make to support better student learning of the central focus? I would plan additional lessons that require similar skills, to further build on the concepts presented. ●     Why do you think these changes would improve student learning? I think this would help concretize the students’ knowledge, since practice is key to understanding and using new skills.

Week 11 - Mini Lesson 2

Candidate’s Name: Shulamith Elias

Grade Level: 3rd

Title of the lesson: Hurricanes

Length of the lesson: 45 Minutes

Central focus ●     what do you want your students to learn? Students will learn how to identify the main idea. ●     what are the important understandings and core concepts you want students to develop within the learning segment? Students will develop skills required to decipher an expository text.

Knowledge of students to inform teaching ●     What do students know, what can they do, what are they learning to do? Students are fluent readers, but are new to expository texts. Students have already read the text used for this lesson. ●     What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?  Students can read and write independently and work well in groups. There is a group of ELL students that are struggling somewhat in comparison to their peers.

Common Core State Standards CCSS.ELA-LITERACY.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

Support literacy development through language (academic language) ●     Students will analyze the expository text ●     Students will identify the main idea and supporting details ●     Students will recount their understanding using a Main Idea chart

Learning Objectives Students will analyze the expository text with help from the teacher Students will identify the main idea vs. supporting details as presented in the text Students will demonstrate their understandings using supporting materials.

Formal and informal assessment ●     Students worksheets will be assessed for understanding. They will also be informally assessed throughout the lesson, as I will check for participation and understanding.

Instructional procedure: We will begin the lesson with a brief recap of the article about Hurricanes, which we read during a previous lesson. Students will then fill out the corresponding worksheet independently. (see link below for worksheet) Students will then divide into groups to self-check their worksheets as a team. In case of conflict, students will be required to look back in to the text. If the discrepancy is still not resolved, they may consult the teacher. Once the worksheets are completed, the teacher will present a Main Idea chart on the blackboard. Together, the class will come up with the Main Idea. Then, each group will choose one supporting detail to the Main Idea chart. Students can use their worksheets and articles as a reference. ELL students will do the work with the assistance of an assistant teacher. They will also be provided with an illustrated version of the text, to increase understanding.

Instructional resources and materials used to engage students in learning. Smartboard, https://projects.ncsu.edu/project/lancet/third_grade/hurricane3.pdf

Reflection ●     I believe that my instruction supported learning for the whole class including the students who need great support or challenge. ●     What changes would you make to support better student learning of the central focus? I would plan additional lessons that require similar skills, to further build on the concepts presented. ●     Why do you think these changes would improve student learning? I think this would help concretize the students’ knowledge, since practice is key to understanding and using new skills.