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.