Please Click on my Prezi!!
https://prezi.com/p/hooebsk7ilmi/explore-technologies/#present
Week 13 Assignment #2
Please Click the link to my Lesson Plan!!
Using Technology to Support Literacy
Integrating technology into a classroom means more than simply teaching basic computer skills and software programs. Effective tech integration must happen across the curriculum in ways that will enhance the learning process for students. Technology also changes the way we teach.
One article I read on imovie is great to capture the life of the student. I think it's a great way to share and express yourself to your classroom. Students can create photo essays by using imovie and they can make poems as well. Telling a story is a multimedia form , is much the same as writing a story, It requires grammar, sequence, or flow and interesting details. You can create a movie or podcast too. We can also use online tools for students for subjects of math, art, science, social studies, reading and writing. You can integrate several curriculum areas by using digital photos to create books or online documents. Here are a couple of online tools I can use to integrate in my literacy lessons.
- Online Learning and Blended Classrooms. ...
- Project-Based Activities Incorporating Technology. ...
- Game-Based Learning and Assessment. ...
- Learning with Mobile and Handheld Devices. ...
- Instructional Tools like Interactive Whiteboards and Student Response Systems.
Week # 12 / 3 Mini Lessons (Graphic Organizers)
Please review the links below
Cause & Effect Lesson Plan
https://docs.google.com/document/d/1l0Navi-DIGpKOTcquo0XZuQI9R81u4E3n4zK62LDqcY/edit
Compare & Constrast Lesson Plan
https://docs.google.com/document/d/1t4LDa0hLmflGzxzu9RppCZSptTmoyc9IvNVYdDMPnSI/edit?pli=1
Problem & Solution Lesson Plan
https://docs.google.com/document/d/1P7qdcAMAXL7VgM7b2qZaYe7PZgzYeXnv0XHMtqYxwgM/edit
Cause & Effect Lesson Plan
https://docs.google.com/document/d/1l0Navi-DIGpKOTcquo0XZuQI9R81u4E3n4zK62LDqcY/edit
Compare & Constrast Lesson Plan
https://docs.google.com/document/d/1t4LDa0hLmflGzxzu9RppCZSptTmoyc9IvNVYdDMPnSI/edit?pli=1
Problem & Solution Lesson Plan
https://docs.google.com/document/d/1P7qdcAMAXL7VgM7b2qZaYe7PZgzYeXnv0XHMtqYxwgM/edit
Week 7 Assignment #5
Reading Program: Reading Rescue
2nd Grade Student
First is letter sound/ knowledge- The student was able to recognize all letters and their sounds. Also they were able to recognize short and long vowel sounds.
Print concepts
The student was able to : Look at the front and back of the book, show where to begin reading on the page, show which directions to read L or R, show a line print, show where to go after reading a line, show the first word on a page, show a sentence, show a space between two words, show the last word on a page and bottom of the page. The students were able to point to all punctuation marks as well.
Phonemic and Phonological Awareness and word study
Sound boxes- Student practiced moving markers into boxes. Student will progress to words with three or four sounds as soon as the student shows mastery of two sounds. For the phonics part students will try pronounce each word that they never seen before. Next the student will spell the word as I read it to them aloud. They are called nonsense words.
Phonics - Student was able to do a blending ablity. Directions was read to the child. As I said the words seperatley the child was able to put the words together and make a whole word. He got 10 /10 correct.
s
Fluency
Student read the book "The Big Cat" it's a level 5 book (Reading Rescue Level). The student read eight pages with one self correction. The student was able to read 45 words correctly, that is 100% accuracy
2nd Grade Student
First is letter sound/ knowledge- The student was able to recognize all letters and their sounds. Also they were able to recognize short and long vowel sounds.
Print concepts
The student was able to : Look at the front and back of the book, show where to begin reading on the page, show which directions to read L or R, show a line print, show where to go after reading a line, show the first word on a page, show a sentence, show a space between two words, show the last word on a page and bottom of the page. The students were able to point to all punctuation marks as well.
Phonemic and Phonological Awareness and word study
Sound boxes- Student practiced moving markers into boxes. Student will progress to words with three or four sounds as soon as the student shows mastery of two sounds. For the phonics part students will try pronounce each word that they never seen before. Next the student will spell the word as I read it to them aloud. They are called nonsense words.
Phonics - Student was able to do a blending ablity. Directions was read to the child. As I said the words seperatley the child was able to put the words together and make a whole word. He got 10 /10 correct.
s
Fluency
Student read the book "The Big Cat" it's a level 5 book (Reading Rescue Level). The student read eight pages with one self correction. The student was able to read 45 words correctly, that is 100% accuracy
Week 6 Assignment # 1 Intervention Lesson Plan
Click my link for Mary's Intervention Lesson Plan
http://youtu.be/bMXfVJ3gITk?hd=1
http://youtu.be/bMXfVJ3gITk?hd=1
Week 5 QRL5 Assessment
1. Mary read at a level two word list, a total of 17 words read correctly out of 20.2. Mary read at an instructional level 2 and passed then she was given a level 3 word list and got only 4 out of 20 which is only 20%. correct.3. Mary did not have any prior knowledge of knowing about whales and fish. Mary started off well with her reading, then she started getting stuck and self correcting her self a lot. Also, Mary would lose her spot of where she was reading.Surprisingly Mary was able to answer a lot of the examiners questions about the story especially her oral assessment was very choppy.4. Mary did struggle a bit with the passage but she was able to answer most of the questions. Mary demonstrates that she is on a level 2. Mary needs instructional help with level 2 so that she can read on a level 3 independently. Mary needs help with prior knowledge as well.
WK4 Assign. #1 Describe your understanding of RTI
Describe your understanding of RTI and its structure of intervention in details. What other questions do you still have about RTI?
According to the videos that I viewed literacy is everyones' business. Teachers are assisted in anyway for students who are struggling. Reading is taught 3hrs a day. Tier 1 is all of the students. No child is left out of tier 1 instruction. If there is no progress with reading in certain students then tier 2 would be implemented along with tier 1. The student would have extended instruction. Phonics, comprehension, fluency or whatever the child may need will be implemented in tier 2. All tiers does not replace the core curriculum. Students should have differentiated work. Tier 3 will be given to the small percentage of students who are struggling. Tier 3 is more intensity of the instruction increases because of the students who are at risk. Not all students who are at tier 3 will go to special ed.
Question What training do teachers get on each intervention program?
According to the videos that I viewed literacy is everyones' business. Teachers are assisted in anyway for students who are struggling. Reading is taught 3hrs a day. Tier 1 is all of the students. No child is left out of tier 1 instruction. If there is no progress with reading in certain students then tier 2 would be implemented along with tier 1. The student would have extended instruction. Phonics, comprehension, fluency or whatever the child may need will be implemented in tier 2. All tiers does not replace the core curriculum. Students should have differentiated work. Tier 3 will be given to the small percentage of students who are struggling. Tier 3 is more intensity of the instruction increases because of the students who are at risk. Not all students who are at tier 3 will go to special ed.
Question What training do teachers get on each intervention program?
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