EDUC 422: Blog #6

"Kidblog Offers Safe and Simple Interface"

Kidblog is a sufficient way of blogging geared toward students in elementary classrooms. It is a tool for teachers to allow safe utilization of the blogging environment. "Kidblog" is a practical method to exercise creative writing in the classroom. Student's blogs are private, in that only peers and the teacher can view the published result. Kidblog.org encompasses simple login menus, clutter-free design, easy navigation links, and privacy. Kidblog will intrigue students writing desire and allow them to practice using technology and collaborating with peers.

This website allows students to use both sides of the brain in that they are creatively and expressively writing blog entries, while mathematically designing technology pieces. Kidblog is very useful for teachers because of it's simplicity. The article states that it takes about thirty-minutes (2 days) to teach students how to effectively kidblog. Teachers can then assign blogging tasks after or before lessons, for homework, and/or extra credit.

This article addresses the communication/collaboration technology standard. Students are able to communicate ideas, facts and comment on specific topics, by publishing a classroom "kidblog". Teachers are able to utilize this technology device in their classrooms to allow students to collaborate and communicate with each other about classroom content.

Meech, Scott. (2011). Kidblog offers safe and simple interface. Learning and Leading with Technology. Retrieved from http://learningandleading-digital.com/learning_leading/20100607/?pg=40&pm=2&u1=friend#pg40

EDUC 422 Blog #5

"Students Read Around the Planet"

"Read Around the Planet" allows schools to participate in videoconferencing (VC) in order to celebrate reading among elementary schools around the world. As of now, five countries are involved, including 1,900 elementary classrooms. The program is designed to give students and teachers the knowledge and experience needed to start their own VC program. Videoconferencing allows students to collaborate and participate in reading activities with other children. Classes us VC equipment, such as: multimedia, music, and document cameras to share their reading experience with one another.

I think this is a tremendous idea because it incorporates three major aspects of an effective classroom environment, which includes: multicultural awareness, technology, and reading. Students are able to connect with children around the world, using technology to participate and enjoy the act of reading. The program is helpful for teachers because it allows children to practice the art of videoconferencing to read stories and texts with other children, so as to prepare them to use the technology within their own classroom. Teachers are able to use this program as a trial-run and build upon it at their school site.

The "ISTE NETS" standard involving communication and collaboration fits this article, in that student's are collaborating with children from different classrooms, environments, cultures, and countries. Students are also constantly communicating while videoconferencing with reading partners. "Read Around the Planet" asks students to publish their work for others to read, while communicating ideas and information to an audience. This article completely sets teachers/students up to address the communication standard in technology, as well as reading standards for specific grade levels.

Lim, Janine. (2011). Students Read Around the Planet. Learning and Leading with Technology. Retrieved from http://www.learningandleading-digital.com/learning_leading/20111201/?pg=39&pm=2&u1=friend#pg39

EDMS 521-Domain 5

TC NAME: Haley Hemrich

RICA Domain: Comprehension

RICA Competency: Comprehension: Instruction and Assessment-Expository/Informational Texts and Study Skills

Grade Level: Kindergarten

INSTRUCTION: I observed Mrs. M read a story about a bat and a specific sequence of events. The book is not the typical expository text, but it is informational in that it teaches what bats eat, when they sleep, how they sleep, when they fly and more. While reading this story, Mrs. M asked several questions like, "What do you think happens next?" and "Why did Stellaluna do that?" These questions allowed children to create predictions in order to analyze their hypotheses afterward. The class was instructed to create a sequence of events following the reading to determine their level of comprehension.

Before the Story was read, Mrs. M activated background knowledge and asked students to link text to personal life events. The teacher also conducted a picture walk to allow predictions to be made and introduce some vocabulary, such as: nocturnal and fruit bat. During reading the teacher asked probing questions to allow more predictions and summarizations. After the reading, the teacher asked students
 to make connections and summarize the story. Student's comprehension was assessed through the activity that asked students to cut out the pictures from the story and put them in order of the events that occured in the book.

INSTRUCTIONAL SETTING:
The students were all in the front of the classroom for the before, during and after aspects of the reading of "Stellaluna". Each child was completely engaged throughout the reading, due to the many aspects that were incorporated into this reading in order to allow the best predictions and connections to be made. The students were then able to demonstrate comprehension in the follow-up activity center. The activity was developmentally appropriate for their abilities at this point in the year.

EDMS 521- Domain 4

TC NAME: Haley Hemrich

RICA Domain: Vocabulary, Academic Language, and Background Knowledge

RICA Competency: Vocabulary, Academic Language, and Background Knowledge: Role in Reading Development and Factors That Affect Development

Grade Level: Kindergarten

Any Additional Descriptors: Full day

Sight Word Board

INSTRUCTION: I observed Mrs. M teaching sight words by referring to the magnets on the board during "daily news" and having student's spell the words aloud. Every morning, Mrs. M does "daily news" where five students are randomly chosen to share news with the class. Each sentence involves a sight word, which is pointed out and spelled by another student. The magnetic sight words are visual and act as tools for students to refer to and use when reading or writing. These are high frequency words in developmentally appropriate books, student writing and everyday speech in the classroom.

"Daily News" incorporates first tier words and understanding. The first tier, in accordance with "The Different Tiers of Academic Vocabulary" of Competency 10, includes simple words that appear in everyday speech. Sight words fall into this category, as well as words like, "flower, water and rain".

Daily news

Mrs. M also has the student's pick the weather of the day according to the forecast they noticed before coming into the classroom. The word "Forecast" can be considered academic language. As the year progresses, more academic language comes about. These more complex words fall under tier two in respect to competency 10. 

Throughout the lesson, Mrs. M gives instruction using a variety of nontechnical academic language. Students are told to classify objects in mathematics, illustrate pictures during language arts centers, and identify hidden objects in some activities.

Mrs. M also activates background knowledge before reading every book. She does this by asking questions and performing picture walks with the entire class in the front of the classroom. This allows children to be thinking about the story and comprehension becomes easier for kindergarteners. 

Sight Word Assessment

One assessment for this week, involved students writing the sight words for homework. Another involved the teacher assessing which sight words students knew by showing a list and recording the words each student read. 

INSTRUCTIONAL SETTING:

I observed that the instructional setting included permanent resources for students to refer to the spelling of sight words. The "daily news" allows for students to connect sounds of words with the actual spelling, increasing letter-sound awareness and word-sound recognition. Students learn that print carries meaning throughout this practice (daily news). Students also receive a list of sight words and are instructed to practice spelling, writing and reading these sights words with a parent and/or guardian.