This recording done on the Raz Kids website is an example activity that students would complete as part of reading class. Students would be given specific goals to focus on during their reading (e.g. expressing, tone, intonation, accuracy, phrasing..). They would listen to their recording and give themselves a score on their focus skill and overall reading (rate, pausing for punctuation..) . A week or so later, after further practice with the skill and repeated readings of the text, the student would re-record the reading and reassess themselves. Repeated readings, self assessment, and reflection can all improve reading fluency!
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My grade 3 students are excited to start blogging and showing off their work on our new class website, Younghoon Learners. Students have started writing articles and taking pictures for the site, so please visit in the coming weeks. Would love to get people commenting on their work!
http://younghoonlearners.weebly.com/ Over the past two weeks, our cohort has been exposed to an abundance of different digital tools and concepts. We entered the class with vastly different comfort levels with technology, and I believe that each of us is leaving it far more skilled and excited about using tech in our classes. The most important concept for me wasn’t necessary explicitly taught. It is the idea that we shouldn’t let our lack of familiarity or skill, prevent us from from embracing technology and helping our student to navigate digital waters. As teachers, we can’t take for granted the impact that our students’ digital literacy will have on the choices that they make. While digital citizenship is not part of the curriculum for my students currently, this course has definitely convinced me that it needs to be. I plan on using that amazing resources from sites like Common Sense Media to start teaching and modelling skills and behaviours key to 21st Century learning. This is a basic outline for a movie unit that would be done by 3rd and 4th grade students at the beginning of the year. All grades at YHES use the Whole Brain teaching rules to different extents. This project would be a fun way to reinforce the rules for older students! This is a poster that I made using Piktochart. It outlines the expectations that I have for use of tablets in my classroom. C.A.R.E stands for Choose Actions the Respect Everyone (and Everything). It is a broad term used to help students reflect on and manage their behaviour. In this case, if refers to how they care for the classroom tablets. Tech Supporters refers to one of our weekly classroom jobs that the students are responsible for.
I enjoyed learning how to do this with a new program and I will definitely be using it in the future!
We were asked to choose our favourite tool from EDUC932 so far and write about it. I am actually going to pick two different tools for two very different reasons.
For practicality and usefulness, I would without a doubt choose Google Forms. After hearing about it over the past few years, I am so glad that I was pushed to finally take the plunge and try it out. ...And her life was never the same! I did some Google searches before I made my forms to see what other teachers were using them for. I was immediately surprised by all the different purposes that they can serve for teachers. From just a quick search I found Forms being used for making rubrics, quizzes, anecdotal records, exit tickets, checking in with students, and collecting homework and contact information. After some simple adjustments to the form that I posted in a previous blog post, I been using my Forms this week to collect data during Reader’s Workshops. I am looking forward to being able to use information and patterns (such as common reading weaknesses) to inform future lessons and planning. Storybird is the second tool that I want to mention in this post. When I choose Storybird for my presentation unit in EDU932, I fully intended to introduce it to my students after summer break. However, once I started using it, I couldn’t wait to get my students onto it. My initial feeling about its awesomeness and its potential to inspire writing was confirmed by my students reaction. Within a weekend ⅓ of my class had logged in at home and started their own stories. By mid-week even some of my less participatory and excitable students were weaving stories with Storybird during their free time! In addition, I have been able to go one and comment on their work. This would work really well for the editing and revising stages.
This could be used to welcome students and parents to the class, and give them a quick feel for the class goals.
Loading... The International Society for Technology in Education (ISTE) has created a document that outlines the conditions that are essential to “effectively leverage technology in learning.” As I read about these conditions, the idea of giving my current school a report card popped into my head. While technology integration and digital literacy are not at the forefront of our English immersion program, there a number of elements I believe my school does well. However, there are some elements that are almost non-existent. High- Average Grade Skilled Personnel We are fortunate to have a number of teachers and administrators skilled in using digital tools at our school. Our Assistant Director often model different tools during meetings and tries to pass his learning one to use. He is approachable and keen to chat tech almost anytime! In grade 3, we are VERY lucky to have Mr. Lace as part of our teaching team. He often brings up ideas for integrating technology and for skills digital skills that should be teaching our students. Technical Support Once again, despite what others may say, we overall have pretty good amount of technical support at our schools. While it can come from Korean technicians, it often comes from the two guys mentioned above! So, if these two people leave the school much of these our skilled personnel and tech support would go with them. Empowered Leaders Our school administration gives teachers range over how technology is used in their classroom and provides opportunities for us to collaborate. Teachers are empowered to take risks and enact change in relation to technology. Average-Below Average Grade: Equitable Access Student-Centered Learning Ongoing Professional Learning Low to Non-existent Grade: These are by far the weakest areas at our school. Unfortunately, the also seem like some of the most vital for implementing ISTE standards in a meaningful and school-wide manner. Shared Vision Implementation Planning Consistent and Adequate Funding Curriculum Framework To check out details on these standards visit the ISTE site here!
This is my presentation for Grade 3 students at Younghoon Elementary. They will be studying story writing in Module 4. My presentation involves a Reader’s Theatre type presentation of an exemplar short story using Storybird. Students will do the same with the stories that they create at the end of the Module.
Lessons in this unit will be taught using the Writer’s Workshop Model and will focus on the following story elements:
Final Project: Students will use what they have learned and practiced during workshops to write a number of stories. They will turn one story into a picture book using Storybird. Students will share and celebrate their work during a final Storytelling class, in which they will present their stories to their classmates. Students will sit in or stand on our class Author's Chair as they present. My Presentation/Story can be found here: The Story Hunters As soon as it has been moderated, I will embed it! Storybird Picture Book Presentation Directions:
Each of you will use the skills that you have learned during our narrative writing unit to turn one of your stories into a picture book using Storybird.
Story: Your story will be marked for narrative elements and writing conventions found in the attached rubric . In addition, you need to chose Storybird images that are related to and support the narrative you are telling. You need to use at least 5 images from Storybird. Presentation: You should present using the Reader's Theatre skills that we have developed this module. Make sure to use a strong voice, expression, pace and tone to help your audience understand your story! Presentations should be a maximum of 5 minutes long.
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