Week 12 Assignment 3

My Technology Prezi

Week 12 Assignemnt 2

Technology in the classroom is becoming more and more predominant. Tablets are replacing textbooks and students can research anything they want at the snap of a finger. By embracing and integrating technology in the classroom, teachers can set students up for a successful life outside of the classroom. Technology can make learning more fun and subjects that students can feel are challenging or boring can become more interesting with virtual lessons.

            Technology that can be available in classrooms include computer and word processing software such as Microsoft word, Apple works, or Pages, photo-editing programs such as Picasa and Picaboo, and  drawing programs such as Kid Pix, TuxPaint, or ArtRage. Telling a story on multimedia form is the same as writing a story. When writing a good story, students must have developed good grammar, sequence and flow, and know how to write interesting details.

            Education is not just about memorizing facts and vocabulary words, but its about solving complex problems and being able to collaborate with others in the workforce. Technology occupies an important place within student lives’. By integrating technology in the classroom, teachers are providing student with the tools that will take them into today’s technological world.

Some of the technological tools that I would use in my classroom one day include:

·      Kahoot

·      Prezi

·      VoiceThread

·      Class Dojo

·      UDL Bookbuilder

·      KidBlog

·      SMILE

    Global Trex

·      ToonDoo

    Tech Lesson using Global Trek

jj

Week 11 Assignment 3

Candidate’s Name: Michael Ambrogio

Grade Level: 2

Title of the lesson: Fiction Cause & Effect

Length of the lesson: 50 mins

Central focus of the lesson: ·       Students will identify explicit cause-and-effect relationships in fiction.

Knowledge of students to inform teaching: ·       Students will have been introduced the vocabulary of cause and effect, ·       They know the meaning of cause (why something happens) and effect (a result). ·       They have been given several real-life examples of cause and effect relationships. ·       Models will have been given using the vocabulary “cause and effect,” when identifying causes and effects. ·       They will have practiced charting explicit causes and effects from the books.

Common Core State Standards: ·       CCSS.ELA-Literacy.RL.2.1    o   Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ·       CCSS.ELA-Literacy.RL.2.10  o   By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.  ·       CCSS.ELA-Literacy.RF.2.4    o   Read with sufficient accuracy and fluency to support comprehension. ·       CCSS.ELA-Literacy.RF.2.4a  o   Read on-level text with purpose and understanding. ·       CCSS.ELA-Literacy.RF.2.4c  o   Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ·       CCSS.ELA-Literacy.SL.2.1     o   Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. ·       CCSS.ELA-Literacy.SL.2.1c   o   Ask for clarification and further explanation as needed about the topics and texts under discussion. ·       CCSS.ELA-Literacy.SL.2.2     o   Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. ·       CCSS.ELA-Literacy.L.2.4       o   Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. ·       CCSS.ELA-Literacy.L.2.4a     o   Use sentence-level context as a clue to the meaning of a word or phrase. ·       CCSS.ELA-Literacy.L.2.5       o   Demonstrate understanding of word relationships and nuances in word meanings. ·       CCSS.ELA-Literacy.L.2.5a     o   Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). ·       CCSS.ELA-Literacy.L.2.6 o   Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Support literacy development through language: ·       We will stop on the page where Alexander goes to the dentist (p.13). ·       I will explain to students that cavities develop when a tooth breaks down or begins to decay. ·       A cavity is a hole that can grow bigger and deeper over time. ·       I will ask the students what they think causes a cavity. ·       I will explain that plaque, or the build up of food bacteria in your teeth causes a cavity. Therefore, brushing, flossing, and going to a dentist are very important.

Formal and informal assessment: ·         ·       Student independent practice chart

Instructional procedure: ·       I will explain the relationship between causes and effects in everyday life and in literature. ·       I will introduce the “Everyday Causes and Effects Chart” and read it aloud. ·       I will tell students that as we read the book Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst, we will match the cause-and-effect relationships. ·       I will ask the students how did I match each cause to the correct effect? ·       Students should respond that you thought about how they are related and matched the causes and effects based on what made sense. ·       We will work together to match the causes and effects from the book, stopping at page 13. ·       Students will listen as I read the rest of the book. ·       I will match the causes to the effects from the rest of the book.

Instructional resources and materials used: ·       Direct teaching teacher chart ·       Guided practice teacher chart ·       Student independent practice chart ·       Alexander and the Terrible, Horrible, No Good, Very Bad Day

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge? ●     What changes would you make to support better student learning of the central focus? ●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory.

Dr. Hui-Yin Hsu Spring 2014