CSE 624 Professional Development Plan

 

Goal #1: Improve my personal skills in using technology---focusing in areas related to ISTE’s NETS standards for teachers.

            Steps to take:

·        Become an ISTE member. This will provide me with access to a community of educators who are looking to promote technology in the classroom. There are social networks, book discounts and conference information available this way.

·        Attend conferences/workshops with a technology focus. In the past, I have chosen workshops with a literacy or math focus and considered technology to be a fluff item---something it would be nice to focus on when other things are taken care of. Now I feel that technology conferences need to take a front seat.

·        Try to design a webquest. 

Goal #2: Incorporate ISTE’s NETS standards for students in content lessons in my classroom.

            Steps to take:

·        Print the ISTE’s NETS for students and hang it on my wall next to my other standards. This sounds simple, but I think the act of putting these standards up where I reference the others shows that these standards deserve the same amount of attention.

·        Bring copies of the ISTE’s NETS for students to my team meetings. We currently choose standards from the other areas to focus on and commonly assess. I would like us to do the same with technology standards.

Goal #3: Add computer-based lessons to units of study I have already created.  

            Steps to take:

·        Begin with math strands. I already have a solid start with the mini unit I did about money. As each math strand approaches throughout the year, I will work to incorporate websites that go along with the strand.

·        Focus on social studies and science units. Because we stay with a math strand for a few weeks (usually) I should have sometime to add technology into social studies and science units as we begin them (never at the same time). Each unit usually last about a month, so I should have plenty of time to add this component.

It should be easy to identify whether or not I have met both goals 1 and 3. At the end of the year when I turn in my professional growth plan and PDU’s to my principal, I will know if I have increased my technology-related conference attendance. Over the summer I will try my hand at a webquest, and I will know I have paid my ISTE membership fee. I will know I have met goal 3 when all math strands and science and social studies units have at least some web-based technology incorporated.

Goal 2 will be harder to track because it involves assessing the students in the NETS areas. This will require developing common assessments with my team. I will know I have met part of the goal when common assessments have been written, and the other part when students score well on the assessments.

ED 672 Ideas for Home (Kids Only!)

Dear Class,
Here is the site you loved in the computer lab this week.

Show your family what you can do!

From,

Mrs. Shumway

http://www.starfall.com/

ED 672 Ideas for Home

Dear Families,

In this post you will find ideas for connecting our classroom to your home.

Be sure to mark your calendar for our monthly Partners in Print sessions, the second Tuesday of every month from 4:00-5:00 here at school. During each session, you can  participate with your child in activities you can use at home.

The public library offers a similar program on the second Saturday of each month from 10:00-11:00. If afternoons at school won't work in your schedule, try the session at the library!


Reinforce what we are working on at school.
Try out one or two of these strategies the next time you read with your first grader:

COMPREHENSION... while reading aloud to your child stop every few pages and ask him or her to quickly sketch what has happened in the story. At the end of the story ask your child to tell you everything he remembers about the story---using his own sketches!

QUESTIONING... before reading a new story ask your child what they know about the topic of the book. Ask what they would like to know. Make a few notes about what she is hoping to find out. Answer as many questions as you can while reading the text. If there are unanswered questions, ask your child how the information could be found.

PREDICTING... before starting a book and then every few pages, ask your child what he thinks will happen next. Be sure to ask him why he thinks that.

SUMMARIZING... this is a skill that will develop as your child becomes a stronger reader. Try modeling how you summarize the main ideas of a book after reading with your child.

ORAL READING... chunk it! Not all words can be sounded out, and even when it's possible, sounding out too much can get in the way of being a fluent reader. Encourage your child to find chunks she can read in a word she is unsure of. An example of this is in the word 'happen' have your student find 'hap' and 'pen' then put them together---'happen'.

Try these ideas for developing language in your emerging reader:

Use magnet letters on a metal surface to spell spelling words. Model how to spell a word and then mix up just those letters. Ask your child to build the word again. Repeat for all the spelling words for the week.

Try acting out vocabulary words like a game of charades. Take turns with your student. Help them see that words are useful.

Here are some more fun ideas to try:

Use shaving cream in the bath tub to write letters and words. It's clean!

Take the red light challenge! Keep a post it with the week's spelling words in the car. At every red light have you student spell as many words as possible before the light turns green.

Act it out. Sometimes we read stories that we can just imagin coming to life. Help your child make a quick costume or mask and a prop or two and then watch him act out the story.
Here are two of my favorite websites.

The first is for kids to use and the second is for families to use.

http://www.starfall.com/
The activities at this site are ones the kids have been trying at school. Let your student show you what she can do!

http://hubbardscupboard.org/
There are so many resources on this site! The best connection to our class are the word families. You will find them under the literacy tab. You can even print your own books to match the word family we are studying each week!

I hope you'll try some of these ideas at home. Thank you for your help and support!

Please email or call with any questions. You can also comment on our blog with ideas you may want to share with others!

Katie

CSE 624 Gather Evaluate and Apply

This is a link to a webquest that I thought would provide practice for students to gather, evaluate and apply tools on the web. It is for much older students than the ones I teach, but I thought it would be a lot of fun and useful for that grade level.

http://www.zunal.com/webquest.php?w=29295

CSE 624 Web Resources (revised)

Kathleen Shumway

CSE 624

October 17, 2010

Unit 1 Annotated Web Resource List

　
　
It took me a rather long time to find an evaluation tool I liked. Some are very wordy and others just seem useless. The website evaluation tool I chose is linked here:　

http://www.bloomington.k12.mn.us/indschool/WB/documents/WebEvalPrimary_001.pdf

I chose this tool because it is brief enough for young children to use frequently, yet asks questions that first graders would find relevant--- “is it easy to read?” and “is it helpful?”. Kids would easily be able to see how a website scored when they were done marking, thanks to the thumbs up/thumbs down at the end. It requires little writing, and although it would probably need to be read to them the first several times, after awhile the students would know what each question is asking---because it isn’t too long.

My web resource list is as follows:

http://webenglishteacher.com/childlit1.html
This site offers printable lesson plans and book study activities. I like that it includes picture books, but I wish it was easier to navigate. You have to know which author or book you are looking for, rather than being able to easily scroll through and see options of books with units available that you might not otherwise have chosen to use in class. I thought the colors may be a problem for some. I didn’t notice and flickering. There were no non-text options that I noticed.

http://www.mce.k12tn.net/units/units_with_books.htm
Unlike the previous site, this site is much easier to navigate. It does focus more on chapter books, but the user can easily scroll through and look at cover art from the books available to make choices. This site offers pictures of book covers as well as titles. But there are moving animations that won’t hold still.


http://www.hubbardscupboard.org/printable_booklets.html#WordFamilyBooklets I love this site and I currently use it weekly for word family activities and books. There are endless activities to choose from, but what I like best is the printable word family books. There are usually two different books for each family and when they print you don’t have to do any complicated folding or reprinting to make them into books. You just cut in half and staple---and then you have two!

http://www.eduplace.com/graphicorganizer/
Marcia Tate is a favorite of mine at workshops and conferences. She talks about brain compatible strategies, one of which is using graphic organizers. This site gives multiple graphic organizer options for different ages to use. This site would be more accessible if a picture of the graphic organizer appeared next to the link.
　
http://www.ictgames.com/save_the_whale_v4.html
This particular game is one that I find very beneficial for first graders to play, although the site itself has many great math games to choose from. This game is perfect for practicing number bonds and fact families---a grade 1 Singapore math standard in my district. This site is fairly accessible but it would benefit from audio directions.

http://www.woodlands-junior.kent.sch.uk/maths/numberskills.html
This site is a worksheet generator. Although I do make an effort to stay away from worksheets as much as possible, I believe using a pencil and paper is a skill in itself and must be taught in order for it to be learned. Written assessments are also often necessary. This site allows me to create worksheets for nearly all of the first grade math standards. Considering what I have learned, I think the colors on this page offer poor contrast. There are no audio or visual components aside from words.

http://www.themathpage.com/arith/elementary.htm#less This site is most useful as a whole class activity with a document camera and projector. Students can take a turn using the teacher’s mouse. I think an audio component would improve this site, but I like how easily the mouse can make the sum appear.
http://www.counton.org/magnet/minus3/sumtox/index.html
Practicing addition facts by counting on is a necessary strategy. This is a fun way to practice. I like that a number line is readily available if needed. This site makes good use of graphics. I wish it had and audio component.

http://www.createdbyteachers.com/sightfreemain.html I use the Dolch word lists for sight word practice with my first graders. All the Dolch lists are available to print as word cards (which I put on rings for each student) at this site. The font on this site is probably too small. It doesn’t have an flickering but is also doesn’t have an audio or visual. It would be nice to have the words read to the user.

http://www.kidsclick.org/This is a search engine created for kids by librarians. Searching on this site is similar to searching on a computer in my school’s library. I think the similarity would render the site easy to use by kids. I like the way the search is broken up into categories. I only wish the icon next to each category had more to do with the actual category. I still really like this search engine, but the graphics don’t necessarily have anything to do with the topics.










http://www.usmint.gov/kids/games/This site allows teachers to combine social studies, history and math. Kids can learn about the U.S. mint and increase money counting skills. I was expecting more from a government site. It is average in accessibility. No audio and no visual.

http://www.reading.org/General/Default.aspx
The IRA’s website not only has wonderful information available (especially to members), but links to other helpful sites. This site is on my favorites list. This site is busy with words. There is no flickering but there is also no audio or visual.

http://www.ode.state.or.us/teachlearn/real/standards/ I love the standards by design feature on the ODE website. Standards-based teaching is the basic building block for everything I do in my classroom. I like being able to pick just the things I need/want to see about the standards and print them. It is so much better than getting a whole newspaper full of things you don’t need and trying to sift through it. And unlike that newspaper, I never lose this site. This site actually allows you to select visual preferences! Woo hoo! The BEST site on my list.  

http://www.montereybayaquarium.org/ Although this site takes a bit longer to load than most, it is well worth the wait. There are games and teacher resources as well as videos and web cams to watch. I visit this site often with my students during our habitats unit. This site is visually stimulating but that is its biggest down fall. The pictures move and they can’t be stopped. Further into the site there are really nice text to graphic groupings though.
　
　
　 

CSE 624 Three Lesson Mini Unit, Part 3 and Assessment (with reflection)

Lesson 3 Objective: As a result of this lesson, first graders will be able to count like groupings of pennies, nickels and dimes.
Oregon State Math Standards:1.1 Develop an understanding of whole number relationships, including grouping in tens and ones.
1.1.5 Determine the value of like groupings of pennies, nickels and dimes.
Oregon Technology Common Curriculum Goal:ET.6 Technology Operations and Concepts: students utilize technology concepts and tools to learn.
Materials for the lesson:The list of coin features and color photos created in lesson 1.
Money song written on chart paper from lesson 2.
10-12 each of gray crayons and brown crayons (paper removed).
Two class sets of 8.5x5.5 white copy paper.
Dozens of plastic coins (penny, nickel, dime).
Document camera, projection screen, internet access.
Computer lab with internet access.
Money song written on chart paper from lesson 2.
In the classroom (40-45 minutes):Begin the lesson on the carpet area. Have students do a think, pair, share about what they remember about coin names and values. Revisit the features chart and sing the money song two or three times. Tell students that tomorrow they will pretend to shop for items in a store. And that today they will make price tags for the items.
Model how to make a coin rubbing on the white paper (just like a leaf rubbing). Rubbings must be like groupings of no more than 5 coins. Students should make two different rubbings. Each rubbing should also have the total value of the coins written on it (the price). Remind them to include heads and tails in their rubbings.
Circulate the room, helping to troubleshoot and asking guiding questions about coin features, value and total value of the rubbing.
As students are wrapping up the rubbings portion of the lesson, gather them back at carpet to watch the new game on the screen that they will play in the lab next. Show:

http://www.primarygames.com/Spending%20Spree/start.htm
Play the game together for a few minutes and then head to the lab.
In the computer lab (10-15 minutes):After the students are logged in and playing the game, circulate the room helping to troubleshoot and asking guiding questions, such as “what is the name of that coin?” and “how much is a ______ worth?” and “how much money is in that box?”
In the classroom (5-10 minutes):Meet back at carpet and discuss coin features and values again. End by singing the money song and previewing the price tags for tomorrow’s shopping activity.
　
Assessment options:Informal observation.By watching students during think pair, share and during lab time, determine which students have a firm grasp of the objectives ( to identify a penny, nickel, and dime; to identify the value of a penny, nickel, and dime; to count like groupings of pennies, nickels and dimes), and which need intervention.
One-on-one meeting. If more data is needed to determine whether a few students did in fact meet the objectives of the lesson, pull them individually for an oral assessment using plastic coins.
Ask the student to identify the name and value of each coin (penny, nickel, dime) and then ask him or her to count like grouping of coins.
Reflection:In the past I have taught using all of the items in the lessons (except the websites). Students always seem to like seeing real life photos of coins and using the plastic coin manipulatives. They also love doing the coin rubbings.
I was happy to have 2 weeks to complete this assignment, because I did in fact teach these lessons in my room. I have taught these standards for first grade several times now, but never with these websites. I do not have hard data from past years to prove it (and of course all classes are different) but I do FEEL like my students mastered these standards quicker and more easily than in past years. They also had a blast in the computer lab.
I taught this mini unit much earlier in the year than I typically would, but it still went quite well. I feel that having another tool (websites and computers) at their disposal gave the learners in my room another opportunity to explore and master the standards.
I used the informal observation assessment method and then pulled two kids for a verbal assessment. However, I will not be running intervention groups with these students yet. My whole team will be teaching money standards in the spring. My kids will have a head start!

Copyright, acceptable use and accessibility reflection:

I feel comfortable with my mini unit in the areas of copyright, acceptable use and accessibility. I have made sure I am only using the technology in the ways in which it was intended. Because I know my student population I know that the lessons are accessible to my learners. As it is a mini unit designed by me, I can easily adjust the components for accessibility when needed in future years.

CSE 624 Three Lesson Mini Unit, Lessons 1 and 2

CSE 624

Fall 2010

Kathleen Shumway

3Lesson Mini Unit

Lesson 1Objective: As a result of this lesson, first graders will be able to identify a penny, nickel, and dime.
Oregon State Math Standards:1.1 Develop an understanding of whole number relationships, including grouping in tens and ones.
1.1.5 Determine the value of like groupings of pennies, nickels and dimes.
Oregon Technology Common Curriculum Goal:ET.6 Technology Operations and Concepts: students utilize technology concepts and tools to learn.
Materials for the lesson:Large color photos of the tails and heads side of each of the following coins: penny, nickel, dime, quarter, one dollar coin, 50 cent piece and some state quarters.
A carpet area to sit on with access to a whiteboard and tray.
Whiteboard markers.
Chart paper and markers.
Tape.
Document camera and projector linked to a computer with internet access.
Computer lab with internet access.
In the classroom (20-25 minutes):With students seated on the carpet area, begin by asking what students know about coins. Do a think, pair, share to build background knowledge and discuss any misconceptions.
Display the large color photos of coin heads (penny, nickel dime only at first) one at a time, asking for the name of each coin. Set the pictures on the white board tray and label on the white board as students identify the names of the coins.
Repeat this process with the tails pictures. Ask students for their help in matching the head picture to the tail picture. Spend some time discussing the different features of each of the three coins.
Tell students that United States money consists of more than these three coins, but that these are the ones they must recognize as first graders. The students will see quarters (state quarters as well), 50 cent pieces and one dollar coins later in the lesson, so pictures of each should be shown as well.
Go back to the focus on the penny, nickel, and dime. Tell the students you want to show them how to play a game in the computer lab today. Ask them to turn and face the projection screen.
Using the document camera, show the game:

http://www.usmint.gov/kids/games/coinMemoryGame/

Explain how to make matches and verbalize what you are looking for in each coin as you determine whether or not you have a match. Allow volunteers to come to the computer to try to make matches.
In the computer lab (15-20 minutes):Once the students are in the computer lab and logged into the teacher’s folder, have them begin matching coins. Circulate the room helping to troubleshoot and asking guiding questions, such as “what are you looking for in a match to that coin?”, “why are those two not a match?”, and “what is the name of that coin?”
In the classroom (5-10 minutes):Back on the carpet, ask the students about the names and features of each of the three coins of focus---penny, nickel, and dime. Make a list together to keep up in the room that highlights features of each coin. Tape the pictures of the heads and nickels of each of the three coins next to the features of each on the list.
Revisit this list in lesson two.
Lesson 2Objective: As a result of this lesson, first graders will be able to identify the value of a penny, nickel, and dime.
Oregon State Math Standards:1.1 Develop an understanding of whole number relationships, including grouping in tens and ones.
1.1.5 Determine the value of like groupings of pennies, nickels and dimes.
Oregon Technology Common Curriculum Goal:ET.6 Technology Operations and Concepts: students utilize technology concepts and tools to learn.
Materials for the lesson:The list of coin features and color photos created in lesson 1.
Document camera, projection screen, internet access.
Computer lab with internet access.
Money song written on chart paper.
Color photos of a quarter (head and tail) from lesson 1----not on features list.
Additional color pictures of a penny, nickel, and dime (heads and tails) to add to the song chart.
Markers.
Tape.
In the classroom (15-20 minutes):*Ahead of time, write the following song on chart paper to display during the lesson:A penny is one,
A nickel is five,
A dime is ten,
And a quarter 25
(Sung to the tune of “The Farmer in the Dell)
At the carpet area, direct students’ attention to the features list created yesterday. Do a think, pair, share about what they remember about each coin. Spend some time discussing answers and misconceptions.
Tell students that today they will learn the value of each coin on the list. Ask, “what does the word ‘value’ mean?” After discussion tell the students you would like to teach them a song to help them remember coin values.
Display the song chart and sing the song for the kids one time. Have students sing with you. Sing the song again, this time stopping to underline the name of the coin and its value on each line. Sing the song again, this time asking for help from a student to tape up the heads pictures of each coin. Sing the song again, this time asking for help from a student to tape the tails pictures of each coin. Sing the song one more time.
Tell the students you want to show them how to play a game in the computer lab today. Ask them to turn and face the projection screen.
Using the document camera, show the game at:

 http://www.beaconlearningcenter.com/WebLessons/CoinsForCandy/money0131.htm

Play the game together as a group.
In the computer lab (10-15 minutes):After the students are logged in and playing the game, circulate the room helping to troubleshoot and asking guiding questions, such as “what is the name of that coin?” and “how much is a ______ worth?”
In the classroom (5-10 minutes):Ask students to think, pair, share about the values of a penny, nickel and dime. Revisit the song chart one more time.
Save the features chart and song chart for use in lesson three.