Online Interactive Writing Reviser

If you teach any subject that requires writing, I HIGHLY RECOMMEND this Google Doc add-on.  Once students upload their their typed essays and reports into the platform, SAS Writing Reviser helps students interactively revise their sentences through each "layer" of  English Language and Conventions in a structured way.  It automatically provides feedback so that students will know what problems they need to fix, such as weak verbs, or the infamous run-on sentences.

To  get started create an account in the SAS Curriculum Pathways portal.  The link is below.  I would suggest, however, to create an account by entering your email address.  There were bugs when I tried to use the Clever and  Google options.

https://www.sascurriculumpathways.com/portal/

GeoInquiries

If you teach Environmental Science, Earth Science, US History, Human Geography, 4th grade or are planning to teach any topic related to mapping, please have students conduct an online "GeoInquiry."  GeoInquiries are short, standards-based inquiry activities for teaching map-based concepts. Using an inquiry instructional model, GeoInquiries integrate online geographic software to support subject matter content teaching. FULL standards-based LESSONS include learning objectives, technical “how-to’s”, textbook references, and formative whole-class assessment items.  To get started with locating activities that fits your subject area click on:

http://edcommunity.esri.com/Resources/Collections/geoinquiries

Zaption Zapped

Remember when Zaption was the newest, hottest, FREE interactive video learning tool?  Well, like all other good things, Zaption has come to an end.   Just FYI, Zaption was an online site that allowed teachers to upload videos from other sites, such as YouTube and add various types of questions into the video's timeline.  In this way, students are actively engaged in viewing and listening to the video's content.  While at the Powering Up with Technology Conference, I attended a session in which I learned about so many other variations of Zaption.  Here are the sites that were discussed:
PlayPosit, EdPuzzle, Ted-Ed Lessons, Vialogues, and VideoNot.es.  My two favorites are PlayPosit and EdPuzzle because they are the closest to Zaption.  The bonus is that they grade the students' responses.  The one that the kids are REALLY going to like is H5P.org.  This site goes beyond interactive videos. Students can access skill based memory games, collages, questionnaires, timelines, and the infamous drag and drop feature.  Last time I checked it was still in BETA mode, however I foresee this will be a hit with the students.

NewsELA

NewsELA is a way to provide nonfiction reading and current event articles to students.  NewsELA offers articles on different lexile levels which helps the teacher differentiate assignments using the same article.  The site offers a wide variety of topics, therefore it can be used for any subject taught in school.  Students are able to write (type) a response to different questions and take a quiz.  Data is sent to a teacher account which shows how students are performing on quizzes.  Teachers can link assignments through Google Classroom or through the NewsELA site.

The downside to NewsELA is that is very pricy.  After the trial period, a school or teacher would have to pay to continue to gain access to the student data.  Although access to the articles can continue (without paying), teachers would not have the conveniences that NewsELA offers.  This site is worth a look from all educators.

Class DoJo

I have been using Class Dojo for approximately 4 years.  This year has been the best implementation that I have experienced.  The majority of the teachers in the building have an account.  As a result, the parents of more than half of the students enrolled at the school can be contacted instantly.  I have taken the responsibility to create post for the school.  The "School Story" function allows post to be sent to parents concerning early dismissal, Literacy Night, and other school events.  Parents have mentioned to me that they appreciate how Class Dojo keeps them informed with school events.

I have also used Class Dojo the keep parents of students in my math and science classes informed about homework and projects.  I have even posted videos and links as a resource for students to use for assistance with homework.  When we traveled to North Bay, I was able to share communicate with parents about how their children were enjoying their experience.  I even made an attempt to share a photograph of each child conquering their fears with their each individual parent.  It made them feel connected with what was going on.

The other aspects about Class Dojo  that I enjoy is that allows me to communicate with parents without providing any personal information (phone number or email address) and that it can be used on a computer or mobile device.

Response to Rosetta Stone by: Ryan Sajot

As previously stated, my replies aren't showing up so I'll respond here.

This is awesome news to me!! I didn't even know this was available to us. In the past I'd heard so many great things about Rosetta Stone but I also heard it was a bit expensive to obtain. I will definitely look into this as it is such a valuable resource to my students as well as myself. Not only will I be able to communicate with incoming non-English speakers but I can learn their language and teach them more effectively. So many times my Spanish speaking students express to me that they know the words they're trying to say but can only articulate it in their language. The benefits are priceless if I know both and can relate one to the other. Speaking their language even if not as fluently as I'd like would also open up a new world pertaining to family communication and establishing trust and care between school and home. Thanks for sharing!

Response to: Basic Computer Use by Amanda Grier

For some reason, my replies to other posts aren't being seen or perhaps I can't find them, in any case, I'll go ahead and respond here.

Amanda, I absolutely agree with you, the more exposure students get the better! I think 2nd grade is the optimal time to start students off with the basics so that when they move on in their academic career, adding to their background knowledge will be that much easier. Despite exposure, some of my 3rd graders still struggle pertaining to the use of technology, mainly because they find it difficult to follow instructions or they perceive the device as a game or toy. I have my students type their spelling words, multiplication tables or simply whatever they would talk about during a free write in their journals. The hope is that this builds their stamina, familiarity, speed and reduces the struggle to obtain even one short sentence when they have to type written responses on the tests we take. They have gotten better and better at it on paper, however, when working via technology/devices, it's going to take time, patience and exposure.

Screencastify

I've learned several new apps and exciting, creative ways to incorporate technology into my classroom. Some are so much fun for the students and others are so very helpful to the teacher.  For example, Screencastify which is much like quicktime for Mac users, is an awesome tool. With screencastify, I can record visual instructions showing and telling students how to get to I-ready and start the lessons. This is better than hooking my chromebook up to the projector because students can review the video at their own pace as opposed to struggling trying to keep up or me having to go back several times for several students. My colleague and I discussed how Screencastify could also assist in staff development settings such as SLO preparation. We could record instructions so that teachers can work at their own pace and review certain parts of the video in order to really get an understanding of the information given and not just going through the motions to get it done. Each one, teach one!

I introduced my students to Kahoot and they absolutely loved it! They seriously want to do it everyday. The first time I used it for reading and language arts, just a review to activate background knowledge before the lesson. My 3rd graders caught on quickly and had a blast. We used it again for a milliliters and liters math lesson. This time they were so excited about the playing that they were distracted and making silly mistakes and getting the answers wrong. We went over the same information informally the day before as well as prior to Kahoot so I knew they mastered the information. I was surprised and a bit irritated, however, it was a learning experience for us all. As we engage in activities that make learning fun, we need to keep in mind that we're still learning and that it must be taken seriously. A colleague stopped by in the middle of our activity and noticed that the questions were timed. She suggested that students may benefit more from the questions being un-timed, therefore focusing on accuracy as opposed to speed. One of my students made a comment that tickled me, he said, "I love Kahoot, it's like learning but fun!" Clearly that was the look I was going for.

Using Technology in the First Grade

Teaching students to use technology, on top of everything else we have to teach, can sometimes be a daunting task. It is a misconception that many people have that children know everything there is to know about technology. While they may know more than the teachers knew when they were growing up, to say that they know everything is giving students a lot of credit for something they don't know. Technology needs to be taught just as much as reading does. I have found that students do not know the difference between clicking on the icon for Word and clicking on the icon for Google Chrome. Once they click, they recognize the difference, but the initial difference is something that needs to be taught. Even when they use Waterford, the first few times they need whole group instruction to understand how to log on and how to manipulate the game. Many are not familiar with a mouse that is separate from the computer or typing on a computer. Teaching these things take time out of the day and in a day in age when everything is focused on test scores, it is hard to find time to teach technology as well. However, if students do not become familiar with using technology at a young age, then they will not be successful in the future. It falls to primary teachers to teach students how to use technology because students are expected to be proficient in using laptops by the time they are in third grade and testing on them. I believe that technology definitely has its place in the classroom, but I also think that there is a fine line between using it as a tool and using it as a crutch. Technology should not take the place of a teacher because there are some things that a computer cannot teach, like, how to use it. Taking these technology classes has helped me to better find the balance between using technology as a tool rather than a crutch because I am better able to use it effectively in the classroom. I just wonder if that is true for most.

SmartLab for SmartFun

I used SmartLab with my students today when learning about contractions. They had used SmartLab before, but not in this way. Students are always very eager to use the InterWrite board, especially SmartLab and this was a very effective way for my students to review contractions. I used the Match 'Em Up SmartLab and students matched the contraction to the two words that the contraction is made from. There is an understood rule in my class that students cannot come to the board if they are not sitting on the carpet criss-cross applesauce and paying attention, therefore, using programs such as this helps increase engagement in the classroom. Students were called by their number using the Hat Draw to come to the board and either place a contraction or the two words that match. The first student picked the two words and the second student had to find the contraction that matched. This allowed for every student to have a chance to come to the board and participate. When students got a wrong match, this lead to a bigger discussion about why the match was incorrect and what strategies can be used to find what contractions mean. Overall, students really enjoy using the different activities available in SmartLab and I generally have a very positive experience with it. It is also good to use the SmartLab activities in my InterWrite center in my room as well as a whole group activity. The versatility of SmartLab is good for all grades and all subjects. In addition to this lesson, I have used SmartLab in Math and Social Studies. In Math, we have done equal and non-equal equations and put numbers in order. In Social Studies, we did a sort when we talked about the various leaders we have and what those leaders lead. The technology helps students become more engaged and better meet the objective I have.

Creating Shapes Using Interwrite

When learning about shapes, students were having a hard time writing straight lines to create shapes. To combat this, students used the shape drawer pen on Smart Notebook to draw different shapes. With the shape drawer pen, students were able to see the shape that they were drawing. For example, if they were not being careful when drawing a rectangle, then the board would assume that they were drawing a different shape (such as a trapezoid). This caused a lot of students to become frustrated with their shape drawing because they were not getting the shape that they had intended. The frustration was good because it made students become more conscious in drawing their shapes. This tool worked wonders for my students because by the end they were able to correctly draw shapes both on the InterWrite board as well as on paper. I sometimes believe that I get so focused on all the "cool" and new technology that I forget about the basic stuff. Taking it back to the basics is something that I need to remember to do from time to time because that can sometimes be the best teacher. Students need to remember to take their time and do their best always and if they don't, that there are consequences. Using this tool was a good introduction to that idea for my students.

Using Waterford in the Classroom

There has been a lot of conversation lately in the trainings that I have attended about how the technology that is offered isn't practical in the classroom. This is especially true for Waterford since you not only need computer access, you need time in the day for students to be able to use Waterford for 30 minutes. The way my classroom works, the students use Waterford independently of my Reading block. This works well for my first grade students because I have students with reading levels that range from beginning of Kindergarten to second grade. Using Waterford throughout the Reading block insures that the needs of every student is met in a way that is impossible in the classroom. There are five computers in my classroom and each computer has four students assigned to it. After breakfast, those students in the lowest reading group use the computer first to complete their session. Once they are finished, those in the next lowest group get on. Students know to get the next person on their list after their session is complete to limit the amount of interruptions to the class. This works very well for my class, insures that every student uses Waterford, and is the least interruptive to the flow of my day that I have found.

STREAM ROBOTICS

We finished 2 meetings for STREAM Robotics.  On the first day, we had centers for student rotations.  One center was for the pre-test survey, another center was for the laptops with the scribbler programs and the last center was the robots.  The students were all excited to be in the program.  They followed the instructions and waited for their turns during rotations.  We stationed the 6th graders to explain to the ‘newbies’ the buttons on the program.  I was surprised to see the 6th graders patiently discussing each buttons in the program to the ‘newbies’.  They still remembered the functions even if 5 months had passed.  Second day, we had the robot program activity, “If that, then, something else” which had different stages.  Each group discussed 3 commands and they will share the ‘program’ to the class.  Everyone was able to follow the commands but there were some who got confused on the part where opposite actions were to be executed.  There were common commands given: do the mannequin challenge, do the running man, do the sway, do the chicken dance and drop on the floor.

The activity made them aware that robots were good on executing commands based on the programs they wrote.

The next part of the lesson was ‘oldies’  will create a program with lights, music and motion and the ‘newbies’ started with the commands for lights.  The oldies presented their programs with lights, music and motion.  The newbies had difficulty in producing commands with lights.  They have to create a program (Morse code) using the lights.   

The program had just started and the difficulties the newbies were facing will be easier in the future as they learn how to code and create programs for the robots.

PARALLEL CIRCUITS

The students finished the lesson on parallel circuits.  They had to figure out the difference between series circuits and parallel circuits. They were brainstorming about the different things which run on series circuits and one student commented she saw Christmas lights around the Christmas trees in the store, but she saw one LED light that was not working.  What kind of circuit was that?  The question was a good one for class discussion and was right on time for the lesson.  After watching a video by the National Geographic : “Introduction to Circuits”, they were able to figure out that Christmas lights were running in parallel circuits.

The students started with their Maker Box activity on parallel circuits.  Each student got the materials from their Maker Toolbox: template, pre-cut copper tapes, 3 LED lights, tapes.  They practiced twisting the copper tape before sticking it to the template. They still had difficulty bending the copper tapes for the corners.  Another difficulty they encountered was lighting  the LED lights.  Some of the students chose blue, yellow and red for the activity.  They cannot figure out why the blue LED light would not light up.  I told them to get the green LED light from their toolbox and changed the blue one.  When the green LED lit up, they were amazed and started asking questions.  They researched on the topic and they had the “AHA” moment again.  Warm colors cannot be mixed with cool colors.  The warm colors (red, yellow, green) tend to get all the energy and that was why the cool color (blue) will not lit up.

Students learned two things that day: how to create a parallel circuit and how to mix colors using LED lights.

Side note: During the time when I had the TAG students, two 3rd grade students went to the Media Center to ask help with their Chromebooks.  Both students stopped when they saw the TAG students creating their parallel circuits.  The two students asked if that was the Robotics class and I told them that it was the TAG students.  They wanted to stay and watched the TAG students.  I wanted them to stay but they need to go back to their class.  How I wished I could teach the lesson of the TAG students to the other students.  Maybe when they get to 4th grade and join the Robotics Program.

Basic Computer Use

I have encouraged the K-2 teachers to bring their students to the lab once week.  One of the main reasons I want them there is to expose them to using technology early on.  With PARCC being all online and many other tests moving to all online, MAP and MI, the students need to be familiar with using the mouse and clicking on things.  I've found that's the biggest problem the students are having, using the mouse correctly.  Students are familiar with using tablets, but that's the only type of electronic device. The first few weeks the students were in the lab were spent just on using the mouse for Kindergarteners.  First and Second grade began with learning how to log in.  Those basic skills are vital when using the computers and without them, students won't be prepared for the many online tests that start in third grade.  As the students continue to come into the lab, we will move into typing skills so they will be more prepared for the writing portion of PARCC.
I've also found students are less likely to take tests online as serious as they take paper-pencil tests.  I am trying to encourage teachers to use the computers more often so students in grades 3-5 are also more confident in using the technology.  Hopefully this will prepare students to be successful on technology based tests. It's not so much that the students can't use the technology, but more that they don't use it enough.   Students get excited when the computers come out, as they should, but then that enthusiasm takes away focus from taking the tests.  Students are so excited to use the computer, they're not focusing on the task at hand.  The more we utilize the computers, students will be more at ease with them and not focus on just using them, but what and how they are used.

Basic Computer Use

I have encouraged the K-2 teachers to bring their students to the lab once week.  One of the main reasons I want them there is to expose them to using technology early on.  With PARCC being all online and many other tests moving to all online, MAP and MI, the students need to be familiar with using the mouse and clicking on things.  I've found that's the biggest problem the students are having, using the mouse correctly.  Students are familiar with using tablets, but that's the only type of electronic device. The first few weeks the students were in the lab were spent just on using the mouse for Kindergarteners.  First and Second grade began with learning how to log in.  Those basic skills are vital when using the computers and without them, students won't be prepared for the many online tests that start in third grade.  As the students continue to come into the lab, we will move into typing skills so they will be more prepared for the writing portion of PARCC.
I've also found students are less likely to take tests online as serious as they take paper-pencil tests.  I am trying to encourage teachers to use the computers more often so students in grades 3-5 are also more confident in using the technology.  Hopefully this will prepare students to be successful on technology based tests. It's not so much that the students can't use the technology, but more that they don't use it enough.   Students get excited when the computers come out, as they should, but then that enthusiasm takes away focus from taking the tests.  Students are so excited to use the computer, they're not focusing on the task at hand.  The more we utilize the computers, students will be more at ease with them and not focus on just using them, but what and how they are used.

SIMPLE CIRCUIT

The students learned Simple Circuit in lesson 2.  They read the book Rosie Revere, the Engineer and listened to the historical background of Rosie the Riveter in Lesson 2  They compared the two main characters and how both woman have "power" to create and to build.  The poster of Rosie the Riveter is posted on the wall by the cafeteria.  One student commented that he always see the poster but he did not know anything about the background of the poster.  When we listened to the background from Curious.com,, the students were able to recognize the poster and had that "AHA" moment and got the more deeper meaning of the poster.  It was not just a female holding up her arm and showing her arm muscle, but why the woman had to post like she was a macho woman.  They found out that women worked while men went out to war.  Women worked in factories and in assembly lines.  Students were able to connect  a simple "circuit" to an "assembly circuit" in factories.  One student said that women had to work continuously to be able to create and produce just like the simple circuit where electricity had to be continuous to produce light.

For the Makerspace:  I distributed strips of papers to the students.  The students practiced folding the corner of the strips of papers so that when they used the copper wire, they will have no difficulties in folding the corners.  You can hear the frustration in their voices when they started using the copper wires.  In the end,each student was able to light up a LED light.  One cannot describe the faces of success shown by each one who were groaning and almost gave up when doing the project. More updates coming up soon.

CODING

The 4th grade and 5th grade TAG students are doing Makerspace.  They are learning the different circuits and they were able to connect to different objects which show circuits.  The students are also doing coding using “Scratch”.  They were all excited when I showed the introduction video about  Scratch.  They started exploring the different projects which have been done by other students or other people.   The students started discussing with their classmates what they will create.  I showed the students the Scratch Workbook which they can refer to every now and then when they are creating their projects.  They are able to figure out how to download music from Youtube and use the music to their projects.  I am amazed on how these students can easily explore on their own and create projects.  One of the students downloaded an image of a maze.   He is now creating a program on how the cat will manage to go to the entire maze and get the cake at the end.  Another student downloaded a Christmas song and she will create a program where the penguin will skate around the Christmas tree while the song is being played.  I will give updates on what the students are creating.  

Discovery Education

My class is so excited using Discovery Ed's media services!  I've shown them how to search for videos and images using DE's search engine as well as look at their dashboard to complete any assignments I've given.  They also have taken the tour and are eager to create boards in the board builder.  At our school's Technology Night, I showed parents the resources on the homepage of the website (which are fantastic); I also showed them how to translate the Techbook to Spanish.  It's just very unfortunate that only the Techbook can be translated at this time.

Typing.com bbc typing

          In order to teach a kid to get to a certain place, you need to teach him how to walk first. Majority of the assessment given in the classroom right now are given using technology requiring students to type their responses. This calls for a need to train students in typing.
          With my ESOL students, majority of them did not have a training on how to type efficiently. Students are typing using one finger all the time and typing at a rate of less than 10 words for minute.
           Typing.com or bbc typing provides a free access to train students to type fast and should be able to respond to their typing needs efficiently.

ROSETTA STONE

My newcomer ESOL students have been so fortunate to have Rosetta Stone program included as one of the resources students can use in PGCPS. This allows students to learn their target language (L2) direct translation from their native language (L1).

Rosetta Stone can be accessed through "www.pgcps.org" website. Under "student" tab, click on "Library Catalog".  One of the data bases is Rosetta Stone.

You will need a Prince Georges County Memorial Library Sytem ID card. You will need the ID number to log in. Aside from that, You will also need your PGCPS email and password to launch the program.

Kahoot

Students have been enjoying Kahoot. It is a tool for using technology to administer quizzes, discussions or surveys. It is a game based classroom response system played by the whole class in real time. Multiple-choice questions are projected on the screen. Students answer the questions with a smartphone, tablet or computer.

Today my students were jumping out of their seats out of excitement. It is highly recommended to all teachers for their assessment.

Reading A-Z

Just got trained on Reading A-Z, an online leveled reading program for our ESOL students. All materials on this program is correlated to the state standard and the common core. It has a A-Z reading levels to accommodate the needs of every learner. It provides a printable, projectable leveled readers at 29 reading levels.

At our school our k - 2 classes use Waterford Literacy Program.  It is an individualize program for students to work on phonics and literacy skills.  Each student does their own work for 15 - 20 minutes daily.

As per requested, The Waterford program has been used in my classroom since the first week of school.  At the beginning of the program I projected the program on a screen for all students to see what the program will look like and how to maneuver through the program.  I have found this to be helpful in general for students.  It is very helpful to those students that may have never used a computer.  Many students have such a challenge with using a mousepad.  It takes them a few tries to understand it as they are more familiar with today's touch screen technology.

A concern I have with this program is it is only offered in English.  I have several students that are newcomers and I understand their frustration with not wanting to complete the program daily. I feel that offering both languages would allow for better success to less-then-confident students. In kindergarten, everything is new to students.  Many ESOL students have not gone to school, preschool, day care prior to kindergarten.  The program can be overwhelming to someone with very limited English.  For those with Limited English, the speaking requests of the program is very fast and does not offer multiple examples of expectations.  This period can take several weeks for these students to feel confident completing the daily program.  I know with use of the Waterford program and what I am instructing in guided reading groups my studnets are growing daily and working hard to become successful readers.

Our school is involved in technology from myOn to interactive classroom lessons. I am about to assign Social Studies lessons online. Some of us are using class Dojo for our class management.

Whiteboards

Checking in...
Our school is conducting an interactive whiteboard class on November 9th.  Are SMARTBoards on their way to all PG County schools?  I will be leading a training for Title I for SMART Notebook on November 15th at Oxon Hill Middle School.