I love sharing the love of reading and books with my students. There is something beyond powerful in the written word. With the increase of technology and the ease of access to books, sharing with our students has never been better. But where to go? Here are some of my favorite selections based on the theme 'friendship' which can be used to study many different concepts in reading.
Enemy Pie
on www.storylineonline.net
This is a story about a boy who cannot stand the new kid in the neighborhood. His father convinces him to "trick" the new boy into thinking that he is his friend so that his son will spend time with the new boy. As the main character begins to get to know the new kid in town, he finds out he likes him and does not want to feed him "enemy pie". This story would be good to use with foreshadowing and predictions
The Wizard of Oz
(retrieved from http://www.read.gov/books/oz.html; there was a download PDF link that seemed to be unworking).
Instead of using strictly picture books, students need to learn to build their own mind movies as they listen or read a story. The few visuals in this version help to aide that process without taking away the students' opportunity to try. In this story, friends are the only way that Dorthy is able to return home.
Aesop's Fables
(retrieved from http://www.umass.edu/aesop/content.php?n=21&i=1 )
This is a traditional retelling of the Lion and the Mouse. In this story, the mouse is saved by the lion, and in the end, ends up saving the mighty king. The moral is that small friends can do great things. A fable is a great way to discuss themes as well. While the story may not be complex, it does provide examples of symbolism that even the students can relate to.
Recording of the Lion and the Mouse
(retrieved from http://librivox.org/aesops-fables-volume-1-fables-1-25/)
This is a recording of the story about the lion and the mouse. This could be a great way to provide visuals and auditory opportunities for students.
Koko's Kitten by Dr. Francine Patterson
(retrieved from http://www.amazon.com/Kitten-Reading-Rainbow-Francine-Patterson/dp/0590444255/ref=sr_1_13?ie=UTF8&qid=1335487420&sr=8-13#reader_0590444255 )
Friendships can develop in a variety of ways. For example, Koko loved her kitten friend. This would be an excellent story for students to work on Point of View. The students could create thinking maps identifying how Koko felt before and after she friends. Also, this would be a a good example to use for Author's purpose. ( I would actually have this book in hardcopy form in addition to having access online.)
Friendship Photograph
(retrieved from http://www.morguefile.com/archive/display/173251 )
This photograph would be an excellent way to preview vocabulary. Students could come up with all the words that they associate with friendship and place then on a bubble map. These vocabulary words could be added to as the students have more experience with the other sources. (This photo is downloaded locally as to assure access).
Letter from Ronald Regan to Michael Jackson
(retrieved from http://tumblr.chicagoreader.com/ )
Students are enamored with celebrities. These two celebrities are considered opposites, and yet, here we find a letter (a friendly one) between the two. This letter would be excellent to use in discussion with structure of a writing and also could be used as a writing prompt: If you could write a letter to any one, who would it be and why?" (This photo would be downloaded locally as to assure access for students).
Thursday, April 26, 2012
Wednesday, April 25, 2012
Elements of Interactivity
As teachers, we are always trying to find something that works for our students. We are constantly on the look out for the cutting edge of learning. Sometimes, we look too far. In some cases, we needn't look past our desks.
The ways that students interact with texts can affect their understanding. A simple way to help some of our struggling kiddos is to bring in color. It is a commonly held belief that changing up color draws attention to the important stuff. Uniball pens are a great way of helping our students to draw attention to their own learning.
Uniball pens also offer the added benefit of not being very wide and don't bleed too badly. Students can make simple lines or underline without the ink taking up half the line!
According to the Florida Department of Education ESE Accommodations (http://www.fldoe.org/ese/pdf/accomm-educator.pdf), adding color is an acceptable accommodation for students with special needs. We often hear how if it is good for ESOL or ESE, it is pretty much good for everyone. I tend to agree.
We are programed to notice changes and color helps students to identify what they need to remember. By giving our students the opportunity to learn how to take notes by using color and drawing their attention, we are equipping them with a life long skill.
The ways that students interact with texts can affect their understanding. A simple way to help some of our struggling kiddos is to bring in color. It is a commonly held belief that changing up color draws attention to the important stuff. Uniball pens are a great way of helping our students to draw attention to their own learning.
Uniball pens also offer the added benefit of not being very wide and don't bleed too badly. Students can make simple lines or underline without the ink taking up half the line!
According to the Florida Department of Education ESE Accommodations (http://www.fldoe.org/ese/pdf/accomm-educator.pdf), adding color is an acceptable accommodation for students with special needs. We often hear how if it is good for ESOL or ESE, it is pretty much good for everyone. I tend to agree.
We are programed to notice changes and color helps students to identify what they need to remember. By giving our students the opportunity to learn how to take notes by using color and drawing their attention, we are equipping them with a life long skill.
Monday, April 23, 2012
Reading an eBook: The Velventeen Rabbit
The value of the book for education.
The Velveteen Rabbit by Margery Williams Bianco (http://www.gutenberg.org/ebooks/11757)
As a child, I was effectively disheartened by the story The Velveteen Rabbit. I missed the end really, now I understand that.
In order to review this book, I chose to send it to my Kindle and view it in that format. I have to say, that the experience was very similar to being read to as a child. I downloaded the file with the pictures and found that they were just as colorful and vibrant as they would have been in the story. The only minor issues I had was a little bit of formatting issues (didn't really detract), and the idea that you can't judge how far you are in the book based on how many pages are being moved from the right side to the left side bothers me, but I doubt a student would care. Also, I am the kind of reader who remembers what part of the page a particular word or phrase is on (like the word "chartreuse" on the bottom left of the left page) which helps me find it later (especially with fictional works) when I need to show someone else. On a Kindle, you can't have that kind of information.
When I was browsing for a book to read, I found many selections for students. They are generally classic books, but books nonetheless. All for free! I teach students who do not have access to many books in their lives and I just could not get over the amount of books I could get into their hands if they had eReaders. Instead of buying individual class sets of novels (which can be costly) a class set of Kindles could hold HUNDREDS of novels for novel studies. My mother was once told that if there were a piano in our house, someone would learn how to play it. I spent most of my childhood reading (as it turns out, we had lots of books too), so the role of playing went to my little sister. I feel the same way about books. Give kids the access and the love will come (kind of like the theory behind arranged marriages :) ). Our students are at a disservice by not having access to these classics at no cost!
eTextbooks from CK12.org
Textbook publishers make a mint ripping out trees and printing textbooks for students to draw mustaches on monkeys. There is another way, however. Another way that involves no paper and no need to have students to lug fifty pounds of textbooks around in their backpacks to finish their homework. The era of the eBook is being (slowly) ushered in. While this movement meets resistance (shocking!), there are those who are bravely pioneering for our students.
The state of California has hired a group to create texts for them...online. These texts may be accessed by students and even us. Even better, they are FREE! They are also able to be downloaded in iPad, Kindle, and Android formats. That means textbooks on cell phones. No excuses! Additionally, these texts can be EASILY altered so that new and updated information can be added as needed.
The five that I found had the same quality as textbooks sitting in desks or on shelves in classrooms.
The first was Commonsense Composition (http://www.ck12.org/flexbook/book/2513). This book contained chapters on the different essays that students are to be capable of writing. Also, this book included chapters on other documents as well as rules for writing (parts of speech, grammar, etc.). Meant for high school students, there are some chapters that can be used for lower grades as well with some minor adaptations.
The next was Earth Science for Middle School (http://www.ck12.org/flexbook/book/2534). This text, given the title, is meant for the lower secondary crew. This book is set up where individual chapters can be clicked on (no shuffling around for page numbers).
Life Science for Middle School (http://www.ck12.org/flexbook/book/2536) is also designed for use with Middle School students, but with some alterations can also meet standards for lower grade levels.
Algebra Explorations, Pre-K through Grade 7 (http://www.ck12.org/flexbook/book/13152) is more of a compilation of mini-texts for all of the grades listed. There is a chapter devoted to the exploration of algebra for each grade. I am looking forward to trying the fourth grade section with my own students!
Last, but never least, is CK-12 Middle School Math - Grade 6 (http://www.ck12.org/flexbook/book/2832). This text (meant for sixth graders) and covers multiple areas such as decimals, geometry, and fractions. Some of these topics are also studied in lower grades and could have potential uses in them as well.
As I said, free is good! These possibilities are revolutions in textbook history. Hopefully they pave the way for other states to do the same.
The state of California has hired a group to create texts for them...online. These texts may be accessed by students and even us. Even better, they are FREE! They are also able to be downloaded in iPad, Kindle, and Android formats. That means textbooks on cell phones. No excuses! Additionally, these texts can be EASILY altered so that new and updated information can be added as needed.
The five that I found had the same quality as textbooks sitting in desks or on shelves in classrooms.
The first was Commonsense Composition (http://www.ck12.org/flexbook/book/2513). This book contained chapters on the different essays that students are to be capable of writing. Also, this book included chapters on other documents as well as rules for writing (parts of speech, grammar, etc.). Meant for high school students, there are some chapters that can be used for lower grades as well with some minor adaptations.
The next was Earth Science for Middle School (http://www.ck12.org/flexbook/book/2534). This text, given the title, is meant for the lower secondary crew. This book is set up where individual chapters can be clicked on (no shuffling around for page numbers).
Life Science for Middle School (http://www.ck12.org/flexbook/book/2536) is also designed for use with Middle School students, but with some alterations can also meet standards for lower grade levels.
Algebra Explorations, Pre-K through Grade 7 (http://www.ck12.org/flexbook/book/13152) is more of a compilation of mini-texts for all of the grades listed. There is a chapter devoted to the exploration of algebra for each grade. I am looking forward to trying the fourth grade section with my own students!
Last, but never least, is CK-12 Middle School Math - Grade 6 (http://www.ck12.org/flexbook/book/2832). This text (meant for sixth graders) and covers multiple areas such as decimals, geometry, and fractions. Some of these topics are also studied in lower grades and could have potential uses in them as well.
As I said, free is good! These possibilities are revolutions in textbook history. Hopefully they pave the way for other states to do the same.
Wednesday, April 11, 2012
I forget I was a kid too...
Sometimes, my predominately ten-year old class does things I just can no longer comprehend because I am old now. For example, last week, a student of mine asked me if I was alive when the world was black and white (he had seen photographs and assumed the world was black and white, not photography). Tonight, I began thinking about me as a kid and realized, I too, was once someone thinking outside the box. Even more embarrassing, my blunder involved technology. So, I confessed it to the digital world...
Tuesday, March 20, 2012
Visiting an ESOL Class
This assignment gave me the opportunity to do something that I do not often have the chance to attempt: see another (fabulous) teacher in action. The assignment asked for me to visit an ESOL class. What luck?! The school where I have taught for almost five years is the ESOL center for Clay County. One of my best teacher friends, Toni, is the Kindergarten teacher for the ESOL program at my school. It was a privilege to see what she can do with her students!
The focus, very clearly, of Toni's lessons is to prepare her students for first grade. The students that Toni get are from a variety of backgrounds and speak several languages. Her purpose on top of preparing the students for first grade is to help them become more fluent with academic English, as well as their conversational English.
I find that in Toni's classroom there is a LOT of talking. Not just from Toni to the students, but also the students trying to use their English with each other (often the only language that they share). There is also a LOT of singing. The students have a routine working with the calendar and the math skills involved. There is also a LOT of moving. Dancing is a typical part of their day. Also, Toni is VERY expressive with her gestures and facial expressions, helping add another strategy for student comprehension of English. There is a lot of repetition and annunciation in Toni's class during her teaching.
Toni's classroom is full of colors, centers, and words (things are labeled). Books line the walls and can be found in bin after bin. There are quite a few computers in the classroom with various programs the students use for learning. Toni has also personally bought Leap Pads and other Leap Frog products for her students. In addition, she purchased individual CD players for students to use with the read aloud stories that accompany the reading series.
Toni has access to an aid for a small period of time a day (she used to be staffed with an aid all day every day, but budget cuts made that impossible). Other than the additional products that Toni supplies, her kindergarteners have a very similar experience to their peers in regular educational classes.
Toni's commitment to her students, her ability to bring fun into the classroom, and her concern for the success of her students make me proud to work with her and to call her a friend. Watching Toni work is a great pleasure due high level teaching she does day in and day out.
The focus, very clearly, of Toni's lessons is to prepare her students for first grade. The students that Toni get are from a variety of backgrounds and speak several languages. Her purpose on top of preparing the students for first grade is to help them become more fluent with academic English, as well as their conversational English.
I find that in Toni's classroom there is a LOT of talking. Not just from Toni to the students, but also the students trying to use their English with each other (often the only language that they share). There is also a LOT of singing. The students have a routine working with the calendar and the math skills involved. There is also a LOT of moving. Dancing is a typical part of their day. Also, Toni is VERY expressive with her gestures and facial expressions, helping add another strategy for student comprehension of English. There is a lot of repetition and annunciation in Toni's class during her teaching.
Toni's classroom is full of colors, centers, and words (things are labeled). Books line the walls and can be found in bin after bin. There are quite a few computers in the classroom with various programs the students use for learning. Toni has also personally bought Leap Pads and other Leap Frog products for her students. In addition, she purchased individual CD players for students to use with the read aloud stories that accompany the reading series.
Toni has access to an aid for a small period of time a day (she used to be staffed with an aid all day every day, but budget cuts made that impossible). Other than the additional products that Toni supplies, her kindergarteners have a very similar experience to their peers in regular educational classes.
Toni's commitment to her students, her ability to bring fun into the classroom, and her concern for the success of her students make me proud to work with her and to call her a friend. Watching Toni work is a great pleasure due high level teaching she does day in and day out.
Saturday, March 17, 2012
5-Minutes of Emma
I love love love love love love (did I mention love?) all things Jane Austen! She was ahead of her time and yet her stories have the classic happy ending that I secretly long for in all books. When given the opportunity to try out the website DailyLit, I immediately looked for the Jane Austen selections. I had never read Emma entirely, and thought this would be a good time.
There is a light that I hit at Kingsley and SR 17 EVERYDAY! This light is the feign on my drive and catches me all the time. I end up sitting at this light for a solid 7 or 8 minutes, usually scrolling through something on Facebook. I was glad to have a change when I started getting my Emma delivered to my smartphone a few minutes before I left work and just in time for that particular light.
The first few days were just fine. I stopped, pulled out my phone, and read. However, I found that there were some days that I wanted to continue reading (which I could not find a way to do). So, what I ended up doing was saving them and reading them two at a time (essentially reading every other day). This was exactly the right amount of the story that I needed at that stop light. I believe there was a way to change the amount delivered, I just continued with my system.
While I enjoyed having Emma to read every day, I had a hard time keeping up with the story (probably because of the way I was reading it). I had to go back, reread the one from the day before and continue on. This began to get tedious, so I switched back to reading only one bit a day of Emma.
The short snippets from the stories were actually really helpful when it came to understanding the vocabulary. For example, Emma is written in dated English and some words and phrases take a moment to extrapolate the meaning. Having such a small amount to read, it didn't feel useless taking the time to make sure I understood what I was reading.
Since I started using DailyLit, I recommended it to a librarian friend of mine who is also enjoying getting snippets sent to her smartphone. I, also, have taken to reading another story using DailyLit. I hope to somehow incorporate this website or strategy into my classroom in order to make reading enjoyable for kids who believe that reading is nothing but work. Maybe, just maybe, when they are adults (and assuming there are still such things as traffic lights) they will sit in traffic and read a classic just for the sake of reading.
There is a light that I hit at Kingsley and SR 17 EVERYDAY! This light is the feign on my drive and catches me all the time. I end up sitting at this light for a solid 7 or 8 minutes, usually scrolling through something on Facebook. I was glad to have a change when I started getting my Emma delivered to my smartphone a few minutes before I left work and just in time for that particular light.
The first few days were just fine. I stopped, pulled out my phone, and read. However, I found that there were some days that I wanted to continue reading (which I could not find a way to do). So, what I ended up doing was saving them and reading them two at a time (essentially reading every other day). This was exactly the right amount of the story that I needed at that stop light. I believe there was a way to change the amount delivered, I just continued with my system.
While I enjoyed having Emma to read every day, I had a hard time keeping up with the story (probably because of the way I was reading it). I had to go back, reread the one from the day before and continue on. This began to get tedious, so I switched back to reading only one bit a day of Emma.
The short snippets from the stories were actually really helpful when it came to understanding the vocabulary. For example, Emma is written in dated English and some words and phrases take a moment to extrapolate the meaning. Having such a small amount to read, it didn't feel useless taking the time to make sure I understood what I was reading.
Since I started using DailyLit, I recommended it to a librarian friend of mine who is also enjoying getting snippets sent to her smartphone. I, also, have taken to reading another story using DailyLit. I hope to somehow incorporate this website or strategy into my classroom in order to make reading enjoyable for kids who believe that reading is nothing but work. Maybe, just maybe, when they are adults (and assuming there are still such things as traffic lights) they will sit in traffic and read a classic just for the sake of reading.
The Act of "Reading" an Audio Book
I am an auditory learner. With that being said, it would be logical to think that I would enjoy an audiobook. However, I had never even tried it before (until I had to). My reasoning was simple: I am a reading purist. I like the act of flipping pages, running my finger along texts, and the gratifying feeling of more pages being held down by my left thumb as I make my way through the written journey page by page. Having someone read the words the words aloud seemed childish to me (I did love when my mother read to me when I was younger though). I really did not go into this experiment whole-heartedly.
In order to make what I had intended to be my dread more bearable, I listened to an Evanovich story (I know, not brilliant literature but she is one of the few writers who makes me laugh out loud). Here is a simplified run down of the week it took me to listen to the story.
I have a long drive from where I live in St. Augustine to where I teach in Orange Park. It is close to 100 miles round trip each day that I am in my car. Due to all of the talking I do and have to listen to in a day, I enjoy the drive with ONLY songs playing (sometimes even without lyrics). No talk radio allowed! When I was assigned to "read" an audiobook, I knew it wouldn't take long to get through.
On the first day, I ended up only getting through about 30 minutes of the story. The person reading had GREAT accents for each of the characters (which I found enjoyable). However, the rate at which she read I found to be tedious (some of the characters were southern and she seemed to really take the stereotype to heart about talking slowly). I also historically have difficulty getting into a story if it does not capture me within the first few pages (I am the kind of person who will stay up all night to finish a book - putting a good one down is not an option).
The next day, after being a bit more familiar with the reader's style and tempo, I found myself less annoyed. The story also began to pick up and I listened for my entire drive both to and from home. This pattern continued until the end of the week. I found myself waiting in to car and taking longer ways home in order to get in more "reading" time. The story was coming to an end and I was unable to do what I usually do - skip to the last few pages and find out what is going to happen (it is harder to mark your place in an audiobook if you skip around).
By the end of the week (and the story) I could see how easily some people choose to use audiobooks as their means of exposure to literature (I do feel that listening to classics like the Iliad on audiobook would have to be some sort of blasphemy). Audiobooks are easy to multitask (using an iPod doing cardio at the gym, driving, using and iPod while grocery shopping) and are reasonably priced. The library also offers a wide array of audiobooks to choose from.
After this experience, I wanted to do a little experiment on my kids. I read the BOB books to my homeroom every morning, but we lose so much time to routine (lunch money collections, notes, unpacking, etc.) it seems a shame. Using the program Audacity, I recorded myself reading a chapter from the book we were reading called The Secret of Zoom by Lynne Jonell. As soon as the kids started walking in, I pushed play and my voice could be heard around the class on the speaker system. The kids at first were startled, but continued on with their routine (I use a powerpoint to give them directions about what they are to do and it is projected for all to see). I was able to take attendance, collect lunch money AND finish the chapter! I can never do that when other things take the place of reading.
When we finished the chapter, I asked the kids what they thought (a brief, qualitative study, if you will). Most of the students thought it was cool and enjoyed being able to hear me read. A few students remarked that they missed watching me read. Apparently, I use my hands and make faces which help them remember the story. However, they did ask if I could record more of me reading the story, which, of course, I will.
I believe that audiobooks have positive implications not only for the adults who don't have time to pick up an actual book, but for our struggling readers. It is much easier to listen (for some) to a story and not have to worry about the decoding part and just enjoy the artistry of a story. Isn't that the whole point of reading, after all?
In order to make what I had intended to be my dread more bearable, I listened to an Evanovich story (I know, not brilliant literature but she is one of the few writers who makes me laugh out loud). Here is a simplified run down of the week it took me to listen to the story.
I have a long drive from where I live in St. Augustine to where I teach in Orange Park. It is close to 100 miles round trip each day that I am in my car. Due to all of the talking I do and have to listen to in a day, I enjoy the drive with ONLY songs playing (sometimes even without lyrics). No talk radio allowed! When I was assigned to "read" an audiobook, I knew it wouldn't take long to get through.
On the first day, I ended up only getting through about 30 minutes of the story. The person reading had GREAT accents for each of the characters (which I found enjoyable). However, the rate at which she read I found to be tedious (some of the characters were southern and she seemed to really take the stereotype to heart about talking slowly). I also historically have difficulty getting into a story if it does not capture me within the first few pages (I am the kind of person who will stay up all night to finish a book - putting a good one down is not an option).
The next day, after being a bit more familiar with the reader's style and tempo, I found myself less annoyed. The story also began to pick up and I listened for my entire drive both to and from home. This pattern continued until the end of the week. I found myself waiting in to car and taking longer ways home in order to get in more "reading" time. The story was coming to an end and I was unable to do what I usually do - skip to the last few pages and find out what is going to happen (it is harder to mark your place in an audiobook if you skip around).
By the end of the week (and the story) I could see how easily some people choose to use audiobooks as their means of exposure to literature (I do feel that listening to classics like the Iliad on audiobook would have to be some sort of blasphemy). Audiobooks are easy to multitask (using an iPod doing cardio at the gym, driving, using and iPod while grocery shopping) and are reasonably priced. The library also offers a wide array of audiobooks to choose from.
After this experience, I wanted to do a little experiment on my kids. I read the BOB books to my homeroom every morning, but we lose so much time to routine (lunch money collections, notes, unpacking, etc.) it seems a shame. Using the program Audacity, I recorded myself reading a chapter from the book we were reading called The Secret of Zoom by Lynne Jonell. As soon as the kids started walking in, I pushed play and my voice could be heard around the class on the speaker system. The kids at first were startled, but continued on with their routine (I use a powerpoint to give them directions about what they are to do and it is projected for all to see). I was able to take attendance, collect lunch money AND finish the chapter! I can never do that when other things take the place of reading.
When we finished the chapter, I asked the kids what they thought (a brief, qualitative study, if you will). Most of the students thought it was cool and enjoyed being able to hear me read. A few students remarked that they missed watching me read. Apparently, I use my hands and make faces which help them remember the story. However, they did ask if I could record more of me reading the story, which, of course, I will.
I believe that audiobooks have positive implications not only for the adults who don't have time to pick up an actual book, but for our struggling readers. It is much easier to listen (for some) to a story and not have to worry about the decoding part and just enjoy the artistry of a story. Isn't that the whole point of reading, after all?
Monday, February 20, 2012
Visiting My Library
I, shamefully, have not stepped into a public library in (cough) more years than I can remember. Why? I'm a book hoarder. I typically buy books and then read them. If I don't like them, they get shipped to my librarian best friend, Beth, who ships them sometimes around the world. If I do like them, they are placed on my IKEA shelves in my office to be read and reread until the binding breaks.
This Saturday, my shadow crossed the doorway of the Southeast Branch library in St. Johns County. Clad in gym clothes and carrying a camera (my standard battle gear), I set out to find what this particular branch had to offer. I specifically looked for: ESL, community uses, classrooms, teaching, special needs collection.
Being a teacher, I forget what quiet sounds like. Classroom quiet is very different from library quiet. Once I got over the initial discomfort of the lack of sound, I noticed classrooms/conference rooms immediately. To the right, was the library. Inside, I noted several areas. There was a teen lounge, an audio book section, the standard fiction and non-fictions sections, as well as a reasonably extensive children's area. Computers were found in several locations around the branch.
It was quiet easy to locate the community uses for the library. The building had two classroom/conference room areas which were used for the programs that the library offered. Online there was quiet a few listings for events that the library hosts, and these events and services were confirmed by the reference librarian that I spoke with. Some of the events that the library hosts or are planning to host are: AARP Tax Assistance classes, story time for babies, toddlers, and families, yoga experience class, Read to Rover (live dog on site), Japanese Fairy Tale Theate, Wii Games, Dr. Seuss' Birthday party, Middle Eastern Dance Class, COPD health class, and other community programs.
The hardest section to find was for ESL. I even spoke with the reference librarian and she directed me to three books about teaching students who are ESL. In order to find something that related to ESL, I found the section of books on languages. After my visit, and seeing all of the neat classes offered and the selection of audio books, I may have to make a library trip a part of my weekly schedule.
This Saturday, my shadow crossed the doorway of the Southeast Branch library in St. Johns County. Clad in gym clothes and carrying a camera (my standard battle gear), I set out to find what this particular branch had to offer. I specifically looked for: ESL, community uses, classrooms, teaching, special needs collection.
Being a teacher, I forget what quiet sounds like. Classroom quiet is very different from library quiet. Once I got over the initial discomfort of the lack of sound, I noticed classrooms/conference rooms immediately. To the right, was the library. Inside, I noted several areas. There was a teen lounge, an audio book section, the standard fiction and non-fictions sections, as well as a reasonably extensive children's area. Computers were found in several locations around the branch.
It was quiet easy to locate the community uses for the library. The building had two classroom/conference room areas which were used for the programs that the library offered. Online there was quiet a few listings for events that the library hosts, and these events and services were confirmed by the reference librarian that I spoke with. Some of the events that the library hosts or are planning to host are: AARP Tax Assistance classes, story time for babies, toddlers, and families, yoga experience class, Read to Rover (live dog on site), Japanese Fairy Tale Theate, Wii Games, Dr. Seuss' Birthday party, Middle Eastern Dance Class, COPD health class, and other community programs.
Calendar of Events
 |
| One of the classrooms |
 |
| Another classroom |
The special needs section mostly was found in the children's section. There were a few shelves with braille books. In the adult section, there was quite a selection of audio books available (uh hum, I did spot some Evanovich in that selection that might make all the driving I do bearable). There were also a few large print book selections.
 |
| Braille book section |
 | ||
The hardest section to find was for ESL. I even spoke with the reference librarian and she directed me to three books about teaching students who are ESL. In order to find something that related to ESL, I found the section of books on languages. After my visit, and seeing all of the neat classes offered and the selection of audio books, I may have to make a library trip a part of my weekly schedule.
Sunday, February 5, 2012
Lo-Tech Writing Tool Kit
I taught Kindergarten for a few years before I was promoted (ha ha ha) to teaching 4th grade. However, this year, I find that I am using lots of the tools that I used when I taught kindergarten when it comes to writing. I teach many kids who have OT issues, and therefore tend to have a reluctance to write at all. The first thing I did was bring in TOT pencils. Those fat pencils (with fat erasers which help for totally different reasons) have helped to make even the most illegible 4th grade writers semi-decent. I went shopping around to several local stores (not specifically teacher stores) to find items that could help kids with writing deficiencies.
When I taught kindergarten, getting students to write some days was worse than pulling teeth (which for Kindergarteners is kind of enjoyable due to their belief in the tooth fairy). On those days, a box of chalk and some sidewalk proved valuable. Letting kids write their sentences, paragraphs, thinking maps, ideas in chalk on the large scale of a sidewalk can help them to view the process as fun and don't worry about having nothing to grade - take a quick snapshot of their work before the rain comes. This particular chalk cost $1.00 at a Dollar Tree Store.
These two items I thought could potentially be used together. In writing, it is often what is written that is key, not how it is conveyed. For those reluctant writers, have the letters already sorted and the student can string together their words or sentences. Take pictures of the work and keep as a record (or teach the student to do so). These items together were found at Michael's (prices shown in the photos).
Who doesn't love color? Sometimes, writing with a pencil can be monotonous and boring. Break out the markers and it's a party! Break out poster board and you have a festival! Teach the students how to use the colors as tool (simply to make sure they don't spend all their time alternating between blue and pink) and let them fly. You may even end up with some illustrations. Found these at Michael's, but they can be picked up at Wal-Mart the week before school starts for less than a dollar a pack.
When I taught kindergarten, getting students to write some days was worse than pulling teeth (which for Kindergarteners is kind of enjoyable due to their belief in the tooth fairy). On those days, a box of chalk and some sidewalk proved valuable. Letting kids write their sentences, paragraphs, thinking maps, ideas in chalk on the large scale of a sidewalk can help them to view the process as fun and don't worry about having nothing to grade - take a quick snapshot of their work before the rain comes. This particular chalk cost $1.00 at a Dollar Tree Store. These two items I thought could potentially be used together. In writing, it is often what is written that is key, not how it is conveyed. For those reluctant writers, have the letters already sorted and the student can string together their words or sentences. Take pictures of the work and keep as a record (or teach the student to do so). These items together were found at Michael's (prices shown in the photos).
Who doesn't love color? Sometimes, writing with a pencil can be monotonous and boring. Break out the markers and it's a party! Break out poster board and you have a festival! Teach the students how to use the colors as tool (simply to make sure they don't spend all their time alternating between blue and pink) and let them fly. You may even end up with some illustrations. Found these at Michael's, but they can be picked up at Wal-Mart the week before school starts for less than a dollar a pack.
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| These were found for $1.00 at Dollar Tree |
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| Stamps can help take the pressure off of forming the letters, and leave the creativity behind. Make sure that students understand the purpose of the stamps and help them to work on choosing the letters as quickly as possible so they don't forget what they are writing. Found at Michael's priced at marked. |
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| This could be used on a much larger scale (as with the sidewalk chalk). Found at Dollar Tree Stores for $1.00 a pack. |
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| These pens are much larger than a regular pen and may be able to provide the motivation (and even some help with OT issues due to the size of the grip) for reluctant writers. Found for $1.00 at the Dollar Tree) |
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| This is just fun! Students could potentially write on their own desks (as long as you get it off really quickly). A similar idea could be to spread shaving cream over their desks and have them write. Imagine the ease with which to correct a mistake would be (no pressure)! Don't forget to take photos of student work for records. |
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| Sometimes it isn't the utensil that is the problem, but the writing surface. Change dimension, change lines, change the color of the lines or the thickness. Use a highlighter to accent where to write. This school shaped paper was $1.00 at Dollar Tree. |
Saturday, February 4, 2012
DailyLit
I'm a pretty avid reader. I mostly read for enjoyment (there is lots of fluff like Janet Evanovich and Stephenie Meyer and happy endings like Rick Riordan in my personal library, along with anything by or about Jane Austen that I can get my hands on to keep me me a semi-respectable reader). However, thanks to an assignment, I am working on becoming even more respectable.
I signed up and join the DailyLit website which sends 5-minutes worth of reading from a book to my email (which I check on my phone) everyday. I chose Emma (one of the few Jane Austen works I haven't finished), and read each snippet every day. At first, I thought that in my already busy schedule this would be just another unwelcome thing to check off my list. However, I find that I am now looking forward to my little treat. I scheduled it at the time I leave work because there is a LONG light I have to sit at that catches me every day. I can usually finish my reading by the time it turns green!
Not only has the little snippet added a little written joy to my life, it is not the drag I had anticipated.
I signed up and join the DailyLit website which sends 5-minutes worth of reading from a book to my email (which I check on my phone) everyday. I chose Emma (one of the few Jane Austen works I haven't finished), and read each snippet every day. At first, I thought that in my already busy schedule this would be just another unwelcome thing to check off my list. However, I find that I am now looking forward to my little treat. I scheduled it at the time I leave work because there is a LONG light I have to sit at that catches me every day. I can usually finish my reading by the time it turns green!
Not only has the little snippet added a little written joy to my life, it is not the drag I had anticipated.
Audio Books
Recently, a friend of mine lent me a very saucy Evanovich-co-written book called Full Bloom by Janet Evanovich and Charlotte Hughes to list to as an audio book (against my most prolific arguments) on my LONG drive to work every morning (and the same drive home). I usually enjoy listening to music on my drive (no cell phone, not even radio - there must be NO talking after all the hearing and talking I have done all day). To appease my friend (and to finish this post) I ended up listening to the story as merely an experiment to monitor my reaction to audio books. As I am a reading purist, I had a feeling my reaction was going to be skewed.
The first day, I, against my aforementioned opinions, I began getting really into the storyline. It was very basic, easy to follow, and the reader had LOTS of voices. I was immediately reminded of when I was a child and my mom would read aloud to me. Even when I was older and could read on my own, I would always hone in on the story she would read to my younger sister. There is just something about hearing someone else's emphasis on words.
As the week continued, I found myself taking a longer way home, sitting in my driveway, and waiting to pump gas because I wanted to hear more of the story. I also found that some of the voices that I had heard read to me were making their way into the stories I read to my class (the book Dying To Meet You by Kate Klise really benefited from the voices I picked up from the reader). I was able to make clear pictures in my head from what I heard and found that I was more focused on the story (which may or may not have helped my driving).
The reservations that I had heading in were all removed. I may not be ready to trade in my book shelves for an iPod, but I'm not going to turn away a good read if it comes in the form of sound.
The first day, I, against my aforementioned opinions, I began getting really into the storyline. It was very basic, easy to follow, and the reader had LOTS of voices. I was immediately reminded of when I was a child and my mom would read aloud to me. Even when I was older and could read on my own, I would always hone in on the story she would read to my younger sister. There is just something about hearing someone else's emphasis on words.
As the week continued, I found myself taking a longer way home, sitting in my driveway, and waiting to pump gas because I wanted to hear more of the story. I also found that some of the voices that I had heard read to me were making their way into the stories I read to my class (the book Dying To Meet You by Kate Klise really benefited from the voices I picked up from the reader). I was able to make clear pictures in my head from what I heard and found that I was more focused on the story (which may or may not have helped my driving).
The reservations that I had heading in were all removed. I may not be ready to trade in my book shelves for an iPod, but I'm not going to turn away a good read if it comes in the form of sound.
Sunday, January 29, 2012
Text-To-Speech and the Writing Process
I have personally never used something described as text-to-speech. In fact, the first time I saw that term was when I accidentally tapped a button on my cell phone and the term popped up. However, after teaching Kindergarten for many years, I can see that I may have been more familiar with the concept of text-to-speech than I had originally thought.
When I taught Kindergarten, there was a website that I loved to use whole-class and individually for students. The site www.starfall.com had lots of songs and readings that would let the students listen to the words that they see on the screen (often the words highlighted themselves as the stories read). Many other websites did the same thing. I always used this as a reading strategy. Now that is has been brought to my attention, I have opened my mind to the possibilities of using this for writing as well.
Humans are programmed for sound. We are not hardwired for reading. Using TTS has obvious benefits for struggling readers (and I feel confident that it does not harm students who are average and above readers). If we are not hardwired for reading, I am sure that writing is also something that does not come innately to us. This is why babies are not born with the ability to write as infants (crying, eating, and expelling waste seem to be something at which they excel).
As a current 4th grade teacher, I understand the emphasis placed on writing and writing well. I also work in a school that suffers from the effects of being lower socioeconomic and having a high mobility rate. I work with students who have not had the opportunity of growing up in environments where rich vocabulary flourishes and is rewarded. However, they have a creativity and imagination that is impressive. The only problem is translating the ability to tell stories and use imagination into an essay.
When I taught Kindergarten, there was a website that I loved to use whole-class and individually for students. The site www.starfall.com had lots of songs and readings that would let the students listen to the words that they see on the screen (often the words highlighted themselves as the stories read). Many other websites did the same thing. I always used this as a reading strategy. Now that is has been brought to my attention, I have opened my mind to the possibilities of using this for writing as well.
Humans are programmed for sound. We are not hardwired for reading. Using TTS has obvious benefits for struggling readers (and I feel confident that it does not harm students who are average and above readers). If we are not hardwired for reading, I am sure that writing is also something that does not come innately to us. This is why babies are not born with the ability to write as infants (crying, eating, and expelling waste seem to be something at which they excel).
As a current 4th grade teacher, I understand the emphasis placed on writing and writing well. I also work in a school that suffers from the effects of being lower socioeconomic and having a high mobility rate. I work with students who have not had the opportunity of growing up in environments where rich vocabulary flourishes and is rewarded. However, they have a creativity and imagination that is impressive. The only problem is translating the ability to tell stories and use imagination into an essay.
After having read some about the benefits of TTS for struggling readers (from the article Text-to-Speech Software for Helping Struggling Readers by Ernest Balajthy; retrieved from http://www.readingonline.org/articles/balajthy2/)
I can see some of the benefits for writing too. How many authors either read their own work out loud or have someone else read their work to them? Why? WE ARE WIRED FOR SOUND! If a student is able to type an essay and then have the ability to replay it, they can HEAR the mistakes and HEAR when the grammar is a bit off. Also, when we read our own work, we tend to skim and read what we MEANT to write as opposed to actually what we wrote. The act of rereading what a students wrote is daunting from them. They feel as though the task is complete once the last word is written. If the only thing that have to do at the end of an essay is click a button and HEAR what they wrote, they are more likely to take advantage of listening to their story.
Also, knowing the egocentricity of students, hearing their own words read back to them is a mark of pride.
Tuesday, January 24, 2012
My first Prezi
I was a STRICT powerpoint user. I sang its praise far and wide. However, I just finished my very first PPT alternative - Prezi. It is by far not remotely something I am comfortable with, and I have to tweak and add a few things, but I am impressed with with Prezi can do. I may publish this to my Facebook! People need to know about this!
Sunday, January 22, 2012
I Created My Own Font!
After (finally) getting my scanner to cooperate with me, I was able to take the template from www.myscriptfont.com and create my own font to use in a word processor! I was instantaneously angry that I didn't know about this site four years ago when I had to hand-write TONS of thank you notes for wedding gifts. After my initial, and useless, reaction subsided, I began thinking about the implications this could have in my classroom.
Would my students be more able to read my writing on my powerpoints or the typed fonts that I choose?
We shall soon find out...
Thursday, January 19, 2012
Ode to Spell Checker
O, spell checker, my spell checker,
You allow me to sound coherent (sometimes) when I have barely had any sleep.
I now no longer can spell common words,
And am far less likely to spell ones even more deep.
On you I always depend,
Whether I am writing an essay, email, Facebook post, or text,
Your little red and green wavy lines
Help me to determine which letters are next.
While my fourth grade teacher would be quite appalled,
With my inability to spell as well as I once did,
I cannot confess that I feel quite embarrassed,
Because spell checker the misspellings helps to rid.
In case you couldn't tell from my little bit of waxing lyrical, I am a fan of spell checker. There are those spelling purists who believe in spelling correctly simply for the sake of spelling correctly. While I can see their side, I must say that I believe if you have access to a tool, use it. If spell checker helps one be able to write more easily, more power to them. The world is changing rapidly due to technology and what once was merely written about as a possibility in Sci-Fi novels in now the world in which we live. So, use that fraction of the 10% of our brain we use for spelling and devote it to something else. Fencing perhaps...
All Hail Spell Checker!
You allow me to sound coherent (sometimes) when I have barely had any sleep.
I now no longer can spell common words,
And am far less likely to spell ones even more deep.
On you I always depend,
Whether I am writing an essay, email, Facebook post, or text,
Your little red and green wavy lines
Help me to determine which letters are next.
While my fourth grade teacher would be quite appalled,
With my inability to spell as well as I once did,
I cannot confess that I feel quite embarrassed,
Because spell checker the misspellings helps to rid.
In case you couldn't tell from my little bit of waxing lyrical, I am a fan of spell checker. There are those spelling purists who believe in spelling correctly simply for the sake of spelling correctly. While I can see their side, I must say that I believe if you have access to a tool, use it. If spell checker helps one be able to write more easily, more power to them. The world is changing rapidly due to technology and what once was merely written about as a possibility in Sci-Fi novels in now the world in which we live. So, use that fraction of the 10% of our brain we use for spelling and devote it to something else. Fencing perhaps...
All Hail Spell Checker!
My Classes Today
This year, as a turn from other years, I teach strictly math. However, my favorite thing to teach my fab fourth graders is (don't tell anyone!) reading. There is something to be said about opening the doors to character elements, plot, and foreshadowing that does my heart good. In the world of numbers that I currently live, I miss the written word like, as so many great ballads express, the desserts miss the rain. So, in an attempt to dissuade my mathematical melancholy, I have started to read several of the Sunshine State Readers to the classes I teach for the last few minutes of each class.
Today, I offered some of my too-cool-for-school fourth graders the opportunity to work on a computer program for math (http://www.xtramath.org/ – check it out, it’s cool) or they could continue listening to me read from the book Dragon’s Egg. I asked about six students if they wanted to go back and try it out (which they are usually BEGGING me to) before I got to a student who told me “yes”. I am not saying that I am the best, most theatrical reader (well, all of those years of drama classes and love of British programming have provided me with a reasonable ability to emphasize what I read and to do so in a variety of accents…), but I was feeling pretty good about keeping a room full of rowdy ten-year-olds at bay. When I reached the end of the chapter, I gave a pregnant pause between the last few words, looked purposefully into my students’ eyes, and slowly, deliberately closed the book and placed it on my table. You could have heard a pin drop!
Then the eruption began!
“Plleeeeeaaaassssseeeeeeee, read some more!” they wailed!
Ahhhhh! Triumph! I am awesome!
Then, one student asked something more.
“What happens next?”
Then, it hit me. Yeah, I read with feeling and enthusiasm, but what really got their attention was the story. A story about a girl in a tough situation making tough choices. A story about a kid their age doing spectacular things. That is was makes reading worth it. Not the acting, but the words.
After today’s experience, I began thinking about my research project. I am curious to know if my kids would want to hear the same story if it were done via audio book/eBook/etc and have the same reactions. Is it the human element or the story that makes the difference? Can technology substitute me (and my formidable skills)?
Today, I offered some of my too-cool-for-school fourth graders the opportunity to work on a computer program for math (http://www.xtramath.org/ – check it out, it’s cool) or they could continue listening to me read from the book Dragon’s Egg. I asked about six students if they wanted to go back and try it out (which they are usually BEGGING me to) before I got to a student who told me “yes”. I am not saying that I am the best, most theatrical reader (well, all of those years of drama classes and love of British programming have provided me with a reasonable ability to emphasize what I read and to do so in a variety of accents…), but I was feeling pretty good about keeping a room full of rowdy ten-year-olds at bay. When I reached the end of the chapter, I gave a pregnant pause between the last few words, looked purposefully into my students’ eyes, and slowly, deliberately closed the book and placed it on my table. You could have heard a pin drop!
Then the eruption began!
“Plleeeeeaaaassssseeeeeeee, read some more!” they wailed!
Ahhhhh! Triumph! I am awesome!
Then, one student asked something more.
“What happens next?”
Then, it hit me. Yeah, I read with feeling and enthusiasm, but what really got their attention was the story. A story about a girl in a tough situation making tough choices. A story about a kid their age doing spectacular things. That is was makes reading worth it. Not the acting, but the words.
After today’s experience, I began thinking about my research project. I am curious to know if my kids would want to hear the same story if it were done via audio book/eBook/etc and have the same reactions. Is it the human element or the story that makes the difference? Can technology substitute me (and my formidable skills)?
Monday, January 16, 2012
What is literacy?
We hear the word "literacy" all the time. From the media, to the government, and in classrooms across the country, we can't seem to escape that word. But what is it? What is this allusive term?
As a teacher, I use this word to mean being able to read well and comprehend what you read. I think that this generalized statement covers the term reasonably well. However, as an adult, literacy personally means significantly more to me. Being able to read and comprehend is only one facet to reading. Seeing the beauty in the way that words are constructed, seeing foreshadowing and character elements go beyond my simple definition to add richness and vitality to the written word in a way that I hope I translate to my students.
I believe literacy is reading and understanding; however, I want more for my students. I want them to have passion.
As a teacher, I use this word to mean being able to read well and comprehend what you read. I think that this generalized statement covers the term reasonably well. However, as an adult, literacy personally means significantly more to me. Being able to read and comprehend is only one facet to reading. Seeing the beauty in the way that words are constructed, seeing foreshadowing and character elements go beyond my simple definition to add richness and vitality to the written word in a way that I hope I translate to my students.
I believe literacy is reading and understanding; however, I want more for my students. I want them to have passion.
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