Chapter 4
“Trading Cards to Comic Strip” Xu
Vignette 4.1 indicated to me how totally enthused students can act when being taught in other modes of learning styles such as rap music and song. I know that there are many learning styles. Teachers so seldom use these other styles to enhance learning in our classrooms that when it is used, the children respond passionately to this change.
I am thinking it would be fun to use rap to help teach some math facts but we don’t even have a rap C.D. in our house. My brother has told me that on the Youtube.com almost any kind of music can be found under a search mode at that site. They even found old Beetle songs – the words and the music. So I suspect I could find some rap songs there, also.
Lark used not only popular cultural interest but also added in the theme of bullying and injustice which is prevalent topics in real life nowadays.
The class routines were totally remarkable, purposeful, and useful. Lark started with warm-ups, fluency, modeling, to using the Collaborative Strategic Reading method which is preview, click and cluck, get the gist, and wrap-up. Students also practiced drawing conclusions, evaluating, synthesizing the main idea, and visualization.
I liked the fact the teacher Lark immersed (herself/himself) into learning cultures outside the ordinary comfort level.
The web site www.rapmusic.com would be interesting for me to look at because it suggests how to write-up music. www.bbc.co.uk/education/listenandwrite sounds safe for students for writing lyrics, too.
Lark used a four-box journal which I find to be very helpful in composing and in student comprehension. First fold paper into four parts, write a summary of a text, write interesting words and definitions, write Fat Discussion Questions, and finally Make Connections. FAT means Focus on the main theme or idea, Answers may be inference type, and it can examine Thoughts and feelings of the character. Larks creativity was exemplified with her/his making-up the FAT idea to use in class.
A Bubble Map, Fat Questions Chart, and the Stair Step Chart were used to clarify ideas.
I felt figure 4.5 the Checklist for an Artistic Collage was quite interesting as I’d never seen one used before. The other checklist that was helpful was about the Rap where content and writing conventions were evaluated and checked off by the students.
These lessons not only met the Standards and Benchmarks but motivated children who were two years or more behind in school. The "two sentence" student writer was inspired to be focused and to write a much longer rap than only two sentences.
This was an enjoyable chapter to read.
Thursday, February 21, 2008
Sunday, February 17, 2008
Macintosh Tutorial Information - Web Site Review
http://scilet.fortlewis.edu/edtech/mac/practice.htm
Since the Website in the textbook was not available, I looked up this site which gives very basic information for the beginning user of the Macintosh Computer. This would be good information for new students learning about the computers also. Some schools are fortunate to have computer lab teachers which other schools are not. This would be of assistance to the schools who do not have a computer lab teacher.
Sandy Turner from the Fort Lewis College/Adams State College system was the instructor of record.
Lesson One was a overview of the computer system with pictures and names of the hardware items.
Lesson Two covered getting started on the Mac. Here was indicated that a Tutorial could be located on each Mac and can be reached through the “question mark” on the right top corner of the screen.
There is a Part I and Part II on the Tutorial and it should take about one and one-half hours to two and two-half hours to complete these lessons..
Then complete the Lesson Three section on this web site. It is a review and practice of what was learned from the tutorial. It has Desktop, mouse, word processing applications, filing, and placing items in the trash questions.
I thought that this web site should have the information that I need for the computer to stop a print job. While I have a P.C. at home to use, I do not have a Mac so will attempt to check this out at school later.
Ida M. Rounds
Since the Website in the textbook was not available, I looked up this site which gives very basic information for the beginning user of the Macintosh Computer. This would be good information for new students learning about the computers also. Some schools are fortunate to have computer lab teachers which other schools are not. This would be of assistance to the schools who do not have a computer lab teacher.
Sandy Turner from the Fort Lewis College/Adams State College system was the instructor of record.
Lesson One was a overview of the computer system with pictures and names of the hardware items.
Lesson Two covered getting started on the Mac. Here was indicated that a Tutorial could be located on each Mac and can be reached through the “question mark” on the right top corner of the screen.
There is a Part I and Part II on the Tutorial and it should take about one and one-half hours to two and two-half hours to complete these lessons..
Then complete the Lesson Three section on this web site. It is a review and practice of what was learned from the tutorial. It has Desktop, mouse, word processing applications, filing, and placing items in the trash questions.
I thought that this web site should have the information that I need for the computer to stop a print job. While I have a P.C. at home to use, I do not have a Mac so will attempt to check this out at school later.
Ida M. Rounds
Communicating on the Internet: E-mail, Mailing Lists, and Other Forms of Electronic Communication
Chapter 4
“Teaching With the Internet K – 12: New Literacies for New Times” Leu
At first I thought that I already knew about all the E-Mailing information but I was delighted to find new useable material from the Leu text. Keypals and mailing lists were new ideas for me. Also, I felt compelled to look up the information available on netiquette or (manners on the internet). Information can be found at http://stellacentral.com-pdf-netiquette.pdf. and at
http://www.albion.com/netiquette/corerules.html
The teacher, Marilyn, found that E-mail was not only useful in obtaining information but also in evaluating and synthesizing it for her class.
I had not totally understood the term “thread” previously. Whereby, “related messages and replies may be grouped together by topic, called “threading”. Click the triangle to point down - this reveals all the messages in a thread.”
When composing an E-mail letter and not being able to complete it, I discovered that the letter could be saved by clicking either the “save” button or selecting “ Save” from the File in the menu. It is retrieved by clicking the drafts or edit drafts. The “draft” menu also saves the letters that you compose while working off line.
I was especially ecstatic to see an online tutorial address listed for Macintosh. But when I checked the text’s address I found that this address was old and was not available. I was able to find some information on the Macintosh Tutorial at http://scilnet.fortlewis.edu/edtech/Mac/practice.htm which is a site set up by Fort Lewis College for training.
I recently wanted to delete a large print job and was having difficulty doing this on a Mac. (I know how to delete print jobs on my P.C. at home.) Was I ever thrilled to observe the District Computer Technicians in our building who helped out with that dilemma. (I had just taken the paper out of the printer to stop the printing until they came to delete the print job.) Prior to the Technicians coming, I had even checked in my “Macs for Dummies” book by Edward Baig and could not find the information that I needed there. The above web site address suggested that the Tutorial could be found on most Macs. In the Macs for Dummies I did find some interesting sites listed through. The Macworld site helped with information on “Wireless Network Acting Flaky?” Try these fixes. This address is http://www.macworld.com/article/60801/2007/11/dec07mobilemac.html?t=107
Weblogging and blogging are now familiar to me as I experience using it with this particular college class. I’d say that using the internet and E-mailing are here to stay.
Then I checked out the Internet Detectives at http://www.madison.k12.wi.us/tnl/detectives/ and here found an interesting site on Space Science which had listed “Nine Planets” with pictures and much detailed information regarding the planets.
Finally, the Woodlands School: Clearinghouse for Elementary Sites was easy to use. At this site I checked out the Literacy and Writing information on making sentences, and writing beginning and endings of sentences. It’s at http://www.woodlands-junior.kent.sch.uk/ It is handy to have safe sites listed available for all to use.
Ida M. Rounds
“Teaching With the Internet K – 12: New Literacies for New Times” Leu
At first I thought that I already knew about all the E-Mailing information but I was delighted to find new useable material from the Leu text. Keypals and mailing lists were new ideas for me. Also, I felt compelled to look up the information available on netiquette or (manners on the internet). Information can be found at http://stellacentral.com-pdf-netiquette.pdf. and at
http://www.albion.com/netiquette/corerules.html
The teacher, Marilyn, found that E-mail was not only useful in obtaining information but also in evaluating and synthesizing it for her class.
I had not totally understood the term “thread” previously. Whereby, “related messages and replies may be grouped together by topic, called “threading”. Click the triangle to point down - this reveals all the messages in a thread.”
When composing an E-mail letter and not being able to complete it, I discovered that the letter could be saved by clicking either the “save” button or selecting “ Save” from the File in the menu. It is retrieved by clicking the drafts or edit drafts. The “draft” menu also saves the letters that you compose while working off line.
I was especially ecstatic to see an online tutorial address listed for Macintosh. But when I checked the text’s address I found that this address was old and was not available. I was able to find some information on the Macintosh Tutorial at http://scilnet.fortlewis.edu/edtech/Mac/practice.htm which is a site set up by Fort Lewis College for training.
I recently wanted to delete a large print job and was having difficulty doing this on a Mac. (I know how to delete print jobs on my P.C. at home.) Was I ever thrilled to observe the District Computer Technicians in our building who helped out with that dilemma. (I had just taken the paper out of the printer to stop the printing until they came to delete the print job.) Prior to the Technicians coming, I had even checked in my “Macs for Dummies” book by Edward Baig and could not find the information that I needed there. The above web site address suggested that the Tutorial could be found on most Macs. In the Macs for Dummies I did find some interesting sites listed through. The Macworld site helped with information on “Wireless Network Acting Flaky?” Try these fixes. This address is http://www.macworld.com/article/60801/2007/11/dec07mobilemac.html?t=107
Weblogging and blogging are now familiar to me as I experience using it with this particular college class. I’d say that using the internet and E-mailing are here to stay.
Then I checked out the Internet Detectives at http://www.madison.k12.wi.us/tnl/detectives/ and here found an interesting site on Space Science which had listed “Nine Planets” with pictures and much detailed information regarding the planets.
Finally, the Woodlands School: Clearinghouse for Elementary Sites was easy to use. At this site I checked out the Literacy and Writing information on making sentences, and writing beginning and endings of sentences. It’s at http://www.woodlands-junior.kent.sch.uk/ It is handy to have safe sites listed available for all to use.
Ida M. Rounds
Integrating Popular Cultural Texts in a Fourth-Grade Class
Chapter 3
“Trading Cards to Comic Strips” Xu
Vignette 3.1 of Rachael's class indicates how well her students link popular class teachings in social studies, writing and reading after a unit of popular culture “Dreams to Job's” unit.
This instructor designed lessons for gifted, average, and to varying abilities students within her classroom as they showed no spark of interest or understanding in their “Dreams to Job's” unit. Their culminating activity was to be to write an expository text on creating a business.
The teacher noticed their interest in drawing and comic books so she enlisted the aid of her cartoon animation artist husband to share with her class how he became a cartoon artist. Then they introduced a comic strip that had a theme of “Dreams to Job's” for part of their unit. This lead to interviewing skills, organizing information, and writing information. She followed the steps below in presenting her unit.
Use prior knowledge
Sort the questions
Conduct interviews
Guide the writing
Conduct Research
Write Comic Strips on Starting and Running a Business
Writing an expository text
Writing Personnel Reflections
Child conduct tour of their writing project
The class read www.davpelkey.com about the author of Captain Underpants and this is in the comic strip format. This whetted the children's interest, also.
I feel that this class was delighted and enthused with her modern
presentations using popular cultural text. They were highly motivated to do the work and were able to use the skills they enjoyed using such as drawing and using comic strip ideas. The students were able to use their prior knowledge of careers they were familiar with. Going out into the community and interviewing people was exciting for them also.
They were given a wealth of knowledge so they were able to write about the business they would be interested in creating.
“Trading Cards to Comic Strips” Xu
Vignette 3.1 of Rachael's class indicates how well her students link popular class teachings in social studies, writing and reading after a unit of popular culture “Dreams to Job's” unit.
This instructor designed lessons for gifted, average, and to varying abilities students within her classroom as they showed no spark of interest or understanding in their “Dreams to Job's” unit. Their culminating activity was to be to write an expository text on creating a business.
The teacher noticed their interest in drawing and comic books so she enlisted the aid of her cartoon animation artist husband to share with her class how he became a cartoon artist. Then they introduced a comic strip that had a theme of “Dreams to Job's” for part of their unit. This lead to interviewing skills, organizing information, and writing information. She followed the steps below in presenting her unit.
Use prior knowledge
Sort the questions
Conduct interviews
Guide the writing
Conduct Research
Write Comic Strips on Starting and Running a Business
Writing an expository text
Writing Personnel Reflections
Child conduct tour of their writing project
The class read www.davpelkey.com about the author of Captain Underpants and this is in the comic strip format. This whetted the children's interest, also.
I feel that this class was delighted and enthused with her modern
presentations using popular cultural text. They were highly motivated to do the work and were able to use the skills they enjoyed using such as drawing and using comic strip ideas. The students were able to use their prior knowledge of careers they were familiar with. Going out into the community and interviewing people was exciting for them also.
They were given a wealth of knowledge so they were able to write about the business they would be interested in creating.
Sunday, February 10, 2008
"Safety on the Internet" Web Site Review
http://www.pen.k12.va.us/go/VDOE/Technology/AUP/home.shtml
I checked the above site because I was interested in finding an acceptable use Policy Handbook for the the Internet. It's been several years since I received my Internet Driver's License and I wanted to be updated on the rules. Also, children at our school presently have no particular training regarding safety and the policies.
This information was obtained from the Department of Education of Virginia's Web Site under the Office of Educational Technology which led to the guidelines and resources for Internet Safety in school. The Legislative General Assembly of Virginia and the Governor Kaine added the safety component in 2006.
At the address: http://www.us.doe.virginia.gov-VDOE-Technology-OET-internet-safety-guidelines-resources.pdf a sixty page document was located, when I clicked on the Internet Safety in Schools on the first Web Site address. The Office of Educational Technology had what students need to know, what parents, grandparents, and caregivers need to know, and what teachers, instructional technology resource teachers, Library Media Specialist, counselors, and Resource officials need to know. Comments on predators, explicit sexual material, bulling, violence, inappropriate age sites, and identity theft were mentioned.
I booked marked several sites but also printed out the ten page Computer Technology Standards of Learning for Virginia's Public Schools, June 22, 2005, Board of Education. It covers Basic Operation and Concepts. Social and Ethical Issues, Technology Research Tools, Problem-solving and Decision-making Tools, and Technology Communication Tools for grades K – 12.
This was a good site. I did not take the time to check out the other sites mentioned in the text book.
I checked the above site because I was interested in finding an acceptable use Policy Handbook for the the Internet. It's been several years since I received my Internet Driver's License and I wanted to be updated on the rules. Also, children at our school presently have no particular training regarding safety and the policies.
This information was obtained from the Department of Education of Virginia's Web Site under the Office of Educational Technology which led to the guidelines and resources for Internet Safety in school. The Legislative General Assembly of Virginia and the Governor Kaine added the safety component in 2006.
At the address: http://www.us.doe.virginia.gov-VDOE-Technology-OET-internet-safety-guidelines-resources.pdf a sixty page document was located, when I clicked on the Internet Safety in Schools on the first Web Site address. The Office of Educational Technology had what students need to know, what parents, grandparents, and caregivers need to know, and what teachers, instructional technology resource teachers, Library Media Specialist, counselors, and Resource officials need to know. Comments on predators, explicit sexual material, bulling, violence, inappropriate age sites, and identity theft were mentioned.
I booked marked several sites but also printed out the ten page Computer Technology Standards of Learning for Virginia's Public Schools, June 22, 2005, Board of Education. It covers Basic Operation and Concepts. Social and Ethical Issues, Technology Research Tools, Problem-solving and Decision-making Tools, and Technology Communication Tools for grades K – 12.
This was a good site. I did not take the time to check out the other sites mentioned in the text book.
Effective Instructional Models: Internet Workshop, Internet Project, Internet Inquiry, and WebQuest
Chapter Three
“Teaching with the Internet K-12: New Literacies for New Times”, Leu, Leu, and Coiro
Effective Instructional Models:
Internet Workshop, Internet Project,
Internet Inquiry, and WebQuest
Four instructional models were clearly defined and examples given of the use of each. They were the Internet Workshop, Internet Project, Internet Inquiry and the WebQuest.
At the present time, I have not seen much of the use of collaboration with any
other school or website. Why? I don't know. Perhaps it is because our school is a Title II school and our emphasis is on reading, math, and improving our PAWS scores. Although, it could perhaps be that some teachers are using these ideas and I just have not been aware of it.
I've seen portions of the Internet Workshop used in the classrooms. Good sites are bookmarked. Student are assigned a topic or select a topic to write about. Outlines or questions are given for information that needs to be located on the Internet. Students have shared ideas and sources for finding the information. Then after gathering the information they are to write their reports or synthesis all their thoughts.
I feel that the last paragraph of the article sums it up pretty well in the “Final Words”. Teachers are isolated in their classrooms and the Internet give them more of a chance to chance to connect with other teachers and students around the world. Sharing these ideas from this book with other teachers can help with the Internet being more successful in the classrooms because the important issue is success depends greatly upon the classroom's teacher decision to use these resources.
The following ideas I would like to see being incorporated into our use of the Internet at our school. One idea I really liked was the “Healty Skeptics” addresses that are available to check the accuracy of the site information.
The Internet Workshop was helpful as it “teaches content” and indicated “sources”
of the content. The lesson was socially constructed as the teacher sought out other teachers advise on the Internet. A WebQuest site can be incorporated too which are complete lessons that are found on the Internet. Internet Project whereby a collaborative project with other classroom's leads to new outcomes as information
is shared and discussed.
Sharee, the classroom teacher used the idea of “author's chair” but I do not know that this practice is.
The article suggested when using the computer laboratory only as a “free choice” activity teachers are abdicating their responsibility to prepare students. The students are without direction and special guidance.
It was suggested rotating class time on computer's use so that students do not miss out on their computer time because of specials. Change the schedule every two weeks or so. Use partner learning and rotate the partners often. I liked the fact that when the teacher only had one computer in the classroom she scheduled thirty minutes for each child or each pair of children to work on the computer during each week.
I especially liked the end of the week Workshop Session where all discussed their finds, questions, and new discoveries of sites on the Internet.
Finally, the Internet Inquiry seemed important to use also where children learn to ask their own questions about a topic. They then search out the answer. They evaluate all the information, finally compose and share all this information.
These were many excellent models and ways to use the Internet for the classroom teacher and the children.
Ida M. Rounds
“Teaching with the Internet K-12: New Literacies for New Times”, Leu, Leu, and Coiro
Effective Instructional Models:
Internet Workshop, Internet Project,
Internet Inquiry, and WebQuest
Four instructional models were clearly defined and examples given of the use of each. They were the Internet Workshop, Internet Project, Internet Inquiry and the WebQuest.
At the present time, I have not seen much of the use of collaboration with any
other school or website. Why? I don't know. Perhaps it is because our school is a Title II school and our emphasis is on reading, math, and improving our PAWS scores. Although, it could perhaps be that some teachers are using these ideas and I just have not been aware of it.
I've seen portions of the Internet Workshop used in the classrooms. Good sites are bookmarked. Student are assigned a topic or select a topic to write about. Outlines or questions are given for information that needs to be located on the Internet. Students have shared ideas and sources for finding the information. Then after gathering the information they are to write their reports or synthesis all their thoughts.
I feel that the last paragraph of the article sums it up pretty well in the “Final Words”. Teachers are isolated in their classrooms and the Internet give them more of a chance to chance to connect with other teachers and students around the world. Sharing these ideas from this book with other teachers can help with the Internet being more successful in the classrooms because the important issue is success depends greatly upon the classroom's teacher decision to use these resources.
The following ideas I would like to see being incorporated into our use of the Internet at our school. One idea I really liked was the “Healty Skeptics” addresses that are available to check the accuracy of the site information.
The Internet Workshop was helpful as it “teaches content” and indicated “sources”
of the content. The lesson was socially constructed as the teacher sought out other teachers advise on the Internet. A WebQuest site can be incorporated too which are complete lessons that are found on the Internet. Internet Project whereby a collaborative project with other classroom's leads to new outcomes as information
is shared and discussed.
Sharee, the classroom teacher used the idea of “author's chair” but I do not know that this practice is.
The article suggested when using the computer laboratory only as a “free choice” activity teachers are abdicating their responsibility to prepare students. The students are without direction and special guidance.
It was suggested rotating class time on computer's use so that students do not miss out on their computer time because of specials. Change the schedule every two weeks or so. Use partner learning and rotate the partners often. I liked the fact that when the teacher only had one computer in the classroom she scheduled thirty minutes for each child or each pair of children to work on the computer during each week.
I especially liked the end of the week Workshop Session where all discussed their finds, questions, and new discoveries of sites on the Internet.
Finally, the Internet Inquiry seemed important to use also where children learn to ask their own questions about a topic. They then search out the answer. They evaluate all the information, finally compose and share all this information.
These were many excellent models and ways to use the Internet for the classroom teacher and the children.
Ida M. Rounds
Friday, February 8, 2008
Integrating Popular Culture Texts in Primary Grades
Chapter 2
“Trading Cards to Comic Strips” Xu
The following are excellent examples of how modern day teachers have used popular cultural text in the primary grades.
In Vignette 2.1 Anna, the teacher introduced “nouns” by using popular text that first grade children were familiar with and could respond to immediately with their own connections.
Since I do not watch much T.V., I would need to present a video or movie to the classroom; then use that as a guide for further enhancement of motivation of using “nouns” students might recognize from that.
Jean, another teacher used the children’s interest in super heroes in the past and modern day to whet the interest in learning more about “super heroes” by reading, watching T.V., games, and videos. This class found out that heroes weren’t just men and large but could be small and female. Jean used heroes as a spring board to discuss character traits, also.
The next popular cultural text mentioned was Sherry’s Unit of Musical Bands. While she worked with five third grade students, she surveyed them and found their interest to be Latino and Rap music. The group selected two songs in that genre and amid excitement and anticipation. Sherry’s teachings evolved in the following manner.
Read the lyrics.
Learn about the artists.
Learn to dance La Cumbia
Compare and contrast music using the Venn Diagram
Wrote a paragraph of the comparison
Wrote thank you letters to the dance instructors.
I felt this teacher had a great comfort level in delving into this particular approach using modern music and even to learning a new dance. She is amazing. It very much fit into the standards and benchmarks, also.
My experience with the Venn diagram was in comparing and contrasting the two stories about Helen Keller and Louis Braille. This was an excellent exercise to use in recalling events in the stories.
April, another third grade teacher, used contextual clues to teach a Unit on Scooby-Doo. He was chosen as she and her students were familiar with him as a character on T.V. Her first activity was a compare and contrast of Scooby-Doo and Inspector Gadget Saves Christmas using the Venn Diagram. Her next activity has the children writing the ending to “Scooby-Doo and the Weird Water Park” story after only watching a short portion of it. For this project they wrote, edited, and did a final draft on the computer. The third portion included an in-depth study of the character traits of the previous story. Finally, last of all, the class wrote their favorite recipes from home. It was noted that Scooby-Doo had a snack recipe section available at it’s web site. The student then compiled a cook book of these special recipes.
All of these teacher’s integrated popular cultural texts in several interesting ways into their classroom, thereby motivating the children to be more interested and to do better work.
Ida M. Rounds
“Trading Cards to Comic Strips” Xu
The following are excellent examples of how modern day teachers have used popular cultural text in the primary grades.
In Vignette 2.1 Anna, the teacher introduced “nouns” by using popular text that first grade children were familiar with and could respond to immediately with their own connections.
Since I do not watch much T.V., I would need to present a video or movie to the classroom; then use that as a guide for further enhancement of motivation of using “nouns” students might recognize from that.
Jean, another teacher used the children’s interest in super heroes in the past and modern day to whet the interest in learning more about “super heroes” by reading, watching T.V., games, and videos. This class found out that heroes weren’t just men and large but could be small and female. Jean used heroes as a spring board to discuss character traits, also.
The next popular cultural text mentioned was Sherry’s Unit of Musical Bands. While she worked with five third grade students, she surveyed them and found their interest to be Latino and Rap music. The group selected two songs in that genre and amid excitement and anticipation. Sherry’s teachings evolved in the following manner.
Read the lyrics.
Learn about the artists.
Learn to dance La Cumbia
Compare and contrast music using the Venn Diagram
Wrote a paragraph of the comparison
Wrote thank you letters to the dance instructors.
I felt this teacher had a great comfort level in delving into this particular approach using modern music and even to learning a new dance. She is amazing. It very much fit into the standards and benchmarks, also.
My experience with the Venn diagram was in comparing and contrasting the two stories about Helen Keller and Louis Braille. This was an excellent exercise to use in recalling events in the stories.
April, another third grade teacher, used contextual clues to teach a Unit on Scooby-Doo. He was chosen as she and her students were familiar with him as a character on T.V. Her first activity was a compare and contrast of Scooby-Doo and Inspector Gadget Saves Christmas using the Venn Diagram. Her next activity has the children writing the ending to “Scooby-Doo and the Weird Water Park” story after only watching a short portion of it. For this project they wrote, edited, and did a final draft on the computer. The third portion included an in-depth study of the character traits of the previous story. Finally, last of all, the class wrote their favorite recipes from home. It was noted that Scooby-Doo had a snack recipe section available at it’s web site. The student then compiled a cook book of these special recipes.
All of these teacher’s integrated popular cultural texts in several interesting ways into their classroom, thereby motivating the children to be more interested and to do better work.
Ida M. Rounds
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