POST #3: Share a resource

I will incorporate the resource of TeachingBooks.net into my lesson plans.  I will use the Literacy Connection source to locate the Meet the Author movie when introducing a book to the class.  I use the story "Martin's Big Words:  The Life of Dr. Martin Luther King, Jr."  by Doreen Rappaport and Bryan Collier when teaching about Dr. King and biography genres.    http://www.teachingbooks.net/qlg83js  I think it is important to show students that authors and illustrators are real people who are creating stories just like they are and that they go through the same writing processes. The author movies can demonstrate this concept for me.    

I will also use the TeachingBooks.net to check for books that highlight specific Iowa Common Core requirements.  This will be an accurate and reliable source for many books that are already on BookFlix or I have access to in the library.  I can incorporate these lessons into my curriculum.  

Since I am a substitute teacher I can't access these resources but if I could I would use the Digital e books. Digital e books give the student who has a hard time reading and understanding away to listen to the book and read it at the same time. If there are words they don't know they can highlight them and the e book  will tell them the word also if they don't know what the word means they will be told with it means. I find that e books are great for student who don't like to read because the can't read good or understand with they read.
I would tell other teachers to try e books in their classroom as a way to get student to read and understand what they are reading.

In my first grade classroom we are working on making text to self and text to text connections along with compare and contrasting. I have chosen to use BookFlix to have students compare and contrast A Diary of a Spider and A Spiderling Grows Up.   http://bkflix.grolier.com/p/node-33985/bk0008pr

I would start by explaining what a diary is so students understand how the stories are written.  Then I would play a couple pages of A Diary of a Spider, pause, and have students write a text to self connection on a post it. I would do this several times through out the story.  The following day I would explain I was going to read a nonfiction story about spiders. this time instead of writing a Text to Self Connection they are to write a Text to Text Connection. I would probably model this process with students first. Then for the real "test" I would do the same with A Diary of a Worm and It Could Still Be a Worm. http://bkflix.grolier.com/p/node-33985/bk0027pr

To take this lesson a step further it would be fun to have students choose an insect and do a research project using Britannica Online http://school.eb.com/levels. Where students could find information about their insect and eventually write a Fiction Diary to go with it.  However I worry that this task could be difficult for first graders.

I am a Certified Para Educator and Renewing my Substitute Authorization Certificate.  I personally don't have my own classroom but I work with some very wonderful teachers who are always open to new ideas to benefit the growth of our students.  I work in a High School Resource Room with students in grades 9-12.  Many of our students struggle in the Math area.  kahnacademy.org offers many opportunities for this resource.  Once there I can look and see what is available to match the curriculum with our Math Department teachers and re teach what they are teaching.  Learning more and repetition in these areas are a great benefit on Division, Multiplication problems, Algebra, Geometry, and other topics.  This will reinforce previous teaching and can allow students to work at there own pace, work in small groups, and 1:1.  Hopefully this will give the student or students who may struggle become more confident.

From my experiences in the high school level 2 and 3 classrooms, and our trips to the library, my class enjoyed using AEA online iClipart.  The library director would have an activity planned for us.  Each student would pick a particular idea or subject that they could find with the help of their para. The director would provide us with the school building username and password.  The para would help guide their student to the AEA Online homepage, at http://www.wwwaeaonline.org . Next, from a list of options, select iClipart.  Select photos. The student would need to have an idea of what search for, and to be rather specific. Download the photo that you decide upon in the dimension that is desirable.
Not having a username and password to navigate the site while taking this course made this a challenge for me. It is unfortunate.  I wish, as a student of the course, I could be issued a temporary username and password to use while enrolled in this course.  Then I could actually open up and use the programs that I'm talking about.

The resource I recently discovered that may help at the high school level is SIRS Issues Researcher.  To get to this resource go to www.iowaaeaonline.org.  When there, on the left side of the page, there is a yellow box with a list of resources available.  Click on the resource labeled SIRS Issues Researcher(9-12).  This will send you to another page where you will put in your school's username and password.  Once this is done, it will send you to the SIRS Issues Researcher website.  
I substitute primarily at the high school level and I feel this website/resource is one that I can and will use more often.  With this resource, students are able to access current issues throughout the globe.  Students are able to type in a keyword or browse through a list of issues.  Either way will give them access to a multitude of different articles about their search.  There is also a link with the top ten pro vs. con leading issues.  This way students are able to access articles about issues the world is currently battling.  The students can also filter their search results by source type, date, relevance and lexile score.  
I actually showed this site to a high school public speaking classroom I recently substituted for.  The students were to pick a current issue in the United States and write a pro vs. con speech on that issue.  This site helped a few of the students pick their issue and it also helped students gather valuable resources to backup their pro vs. con speeches.

http://learn360.infobase.com/PortalPlaylists.aspx?wID=198085&xtid=66955
I have chosen a film about the Gold Rush in California.  I'm teaching a unit about America growing in size to my 6th graders.  I plan on showing the film in the segments that are listed and having students write things they learn from each segment.  Students will then share their info with a partner, then we will share as a whole class.     I believe standard "H.4.2. Understand significant events and people, including women and minorities, in the major eras of history" can be used with this film.  The objective for students is to see how this event caused many people to move to California which caused California to become a state quicker.  Students can also see how well people did during the gold rush and how poorly people did during the gold rush.

The resource I chose to share is Sirs database.  When our language arts students begin doing persuasive essays the teacher librarian in our building and myself team teach an introduction to the various databases through Keystone, and how to navigate through them.  
For the persuasive essays I really like showing the students Sirs because it provides a pro vs. con approach to their topic of choice.  When doing research, we encourage the students to look at both sides of the issue before they create their thesis statement.  Another great thing about Sirs is that there is a wide variety of topics for example I chose “Alternative Energy Sources” as my keyword search.  From there I have several specific topics of alternative energy sources such as “solar energy”.  Once I click on “Solar Energy” I am then presented with an essential question, that can easily be turned into a thesis statement and resources for both pro and con.  Unlike typing “alternative energy sources” and “solar energy” in to Google and having a list of thousands of resources to sort through some good some not so good.  Once a topic is chosen students can then narrow their results by source types.  I also really like the ability to use the note organizer while they complete their research.  

I went to the homepage and selected online resources and then clicked K-5th button (since my degree is in elementary education). I clicked on CultureGrams but was unable to go any further since I do not have a username or password. This is one of the resources I learned about while taking this course and could see all the possibilities. History and Geography are not my favorite subjects but seeing this got me excited about seeing how fun and interesting it can make it. I wish I could access it now for my kids to look at. If I had my own classroom I could show them the certain state or country we are studying and discuss then print out the blank flag and let them color it the right colors and write 3 fun facts they have learned on the back. I could also see this being used as an individual or group research project. The students could use CultureGrams to research their state or country assigned to them and create a project and quiz to present to the class.

I think that I could use a couple of the resources to help in my social studies class.  Social studies can get a little old for the students if you are always just reading and working in the work book.  I was thinking of using the AP images resource http://search.ebscohost.com/login.aspx?site=apic&return=Y&authtype=uid to get images from the time frame that we are studying.  I teach in a computer lab so I was thinking of making a Ken Burns type of documentary project.  I would also use soundzabounds as well  http://www.soundzabound.com/ to help with the project to give it that music background.  This would be for an 8th grade Social Studies class, so for the AP images it will help teach them about primary sources and also incorporate technology into social studies.

Being a resource teacher, I am needing to help my students complete necessary research assignments.  Some of my students reading levels vary and this resource would be very helpful.  I went on the AEA Online and selected Britannica, (http://school.eb.com/).  This site would give the students a terrific start when beginning a research project.  This resource allows me to guide my students toward specific articles by using their reading levels.  Comprehending the information plays a big role in research projects, and using this resource would allow them to find success.

Using SIRS, and the infographic section, students will explore topics choosing topics of choice. Exploring the set up of the infographic, students will analyze the argument and research as one would do with text. Students would sign into AEA Online, click on SIRS, and then on the right-hand side, select infographics. Students would be given direction as to what to look for-the organization, the color choice as well as (SOAPSTONE-speaker, occasion, audience, purpose, and tone). As we consider new literacies, understanding how to analyze and how to create an infographic is important. SIRS contains controversial topics, so students be be encouraged to explore information on their topic helping them consider the infographic as an argument noting where one might address other information.

After exploring, students will eventually create an inforgraphic, but using the SIRS infographics supports their analysis and then also serves as mentor texts before students create. Students will publish their work for an audience in a space that fits their purpose and their intended audience.

The resource I have chosen is BookFLIX. I knew right away when listening to the training that I would implement it in my classroom. Since I do not have access to a school login, I signed up for a free trial for my classroom. As soon as I have the information for my trial, I will set up each student computer so that all students can read along during reading center time. I currently have students read on ABC Mouse and Starfall. BookFLIX will provide another reinforcement of necessary reading skills. Students will be able to click on the reading tab to hear and see the words in the story, which aids in fluency. They will also be able to click on words to hear the definitions. My students need extra experiences to enhance vocabulary, and BookFLIX provides non-fiction information in colorful and interesting books that presents a “near” field trip presentation. In addition to using BookFLIX in reading centers, I really like linking books to state standards. For example, there is a book that teaches students about elections, which relates to a state standard. Each time a student views information that relates to a standard, it is more likely that the student will master the content.

 I am a preschool teacher and was interested in the books that were available for 4 - 5 year olds. I went to  AEA Online and then clicked on the BookFlix tab on the left side of the home page. I was then directed to the Book Flix home page. There are different categories of books. I chose animals and nature. The books are displayed in pairs. One book is fiction and is in a "watchable" format The first book in the pair was Bark George. I chose to have the text appear on the page as it was read. The second book was a Pet at the Vet and it was a book that has real photos instead of illustrations and is read by the user.

There are options available to do puzzlers, meet the author and explore the web.

There is a good variety of topics and a large collection of books. I will definitely be using this resource to search for books that the children express an interest in. 5B46K

For my resource that I choose share is the Atomic Learning site. https://www.atomiclearning.com/k12/building-website-dreamweaver-cs6-ten-ton-training
I am using Building Websites with Dreamweaver CS6 to help supplement my introduction to Adobe Dreamweaver. I found this resource in Atomic Learning by using a basic search for Adobe Dreamweaver CS6 videos.

I plan on using the Atomic Learning Videos with my Webdesign and Maintenance class. The class is made up of sophomores, juniors and seniors. They have had a introduction course of HTML, CSS and basic JavaScript. Now they will be developing and maintaining websites using Adobe Dreamweaver CS6. I plan use a variety of different videos as supplements and enrichment's. I plan on assigning different videos on getting the layout started and understanding how the layout works. This will go along nicely, with our first lesson on using Dreamweaver.

In order to incorporate the study of culture into Spanish 2 classes, I would ask students to create and present a Power Point multimedia presentation on a Spanish-speaking country. Each student would select a different country (no repeats), so all of the students would be exposed to the culture of a variety of Spanish-speaking countries, not just the country they have researched. The main resource they would use is http://online.culturegrams.com/world/. I like that this resource offers all of the information the students need, along with photos and citations for any information they use in their presentation.

Students would include basic national information about their country:  a map showing the country’s global geographic placement (showing the country within a continent), the meaning and/or origins of its name, and the date of its independence. Also included would be the country’s capital, flag, currency, area, and the head of state and/or government.

The presentation would include summary information on land and climate, population, the type of government, and natural resources and/or industries that are important to the country’s economy. Students would also include the percentage of the country that is Spanish-speaking, and list other languages spoken there. They should include any special places or cultural things that the country offers, such as the Galapagos Islands in Ecuador or Macchu Picchu in Peru.

I find it easiest to go to www.heartlandaea.org and go to Library and Digital Resources to link to the Online resources. I am able to log in and browse through the listings. There it gives a list of anything a person would need for resources for a classroom.  I have selected to use BookFLIX with the story "And Then It's Spring" by Julie Foglias.  This resource provides lesson plans and material to use for young children. The read along is appropriate for most preschoolers and is interesting. There is a wealth of ideas to use with the children and good follow-up questions and activities ideas.  This is perfect to use in the classroom right now for spring.

I don't have the access to sign in, but I find the teen health and wellness resource would be most useful for the nontraditional setting I am in.

http://www.teenhealthandwellness.com/

Working with the adolescent whom is actively involved with sports; it is of great importance I understand fully the teen lifestyle. Primarily, teen boys are my focus. There is an array of ways a coach can impact a teens life. Among others, this resource stresses the importance of nutrition, fitness, and appearance, all things I could help to dramatically change and improve for an athlete.
Incorporating this into the nontraditional setting would be fun and relatively easy. Coaching isn't all about making our athletes only the best athletes, it's about the making them the best version of them they can be. That involves many layers, physically and emotionally.

 

I access the AEA online home web page (http://www.iowaaeaonline.org/).  Next, I use the links on the left to access the side bar resource called "CultureGrams." Since I teach special education I have incorporated "CultureGrams," into my classroom as a supplement.   I pull up different parts of the world to help students understand how people on the other side of the world live.   Currently, I use the Kids Edition to teach my students about other cultures around the world.  I find the Kids Edition to be easier for my challenged students to understand how other people on the other side of the world live.  The outcome I expect to see is that my special needs students will be able to learn at least one to two things about ten different countries on the other side of the world.

I have chosen BookFlix as this is an account I could access with my current Oklahoma school’s account.  I went to http://bkflix.grolier.com/ which takes you to the home page once logged into BookFlix.  BookFlix’s target audience would be PreK-3 as it is a great complement to literacy and reading instruction for Elementary School students.

From the home page you can click on one of nine different subjects/categories which takes you to specific books in that genre.   The books are in pairs where you can choose to “Watch the Story” which highlights a fiction book or “Read the Book” which highlights a related nonfiction book.   When choosing to “Read the Book” I love the fact that the student is given the choice of having it read aloud to him or her.  When the book is read aloud, words are highlighted so the student can follow along.  Also, vocabulary words are highlighted and can be clicked on to have the word defined.  After the student has finished the book they can click on “Puzzlers” which allows the student to play games that review vocabulary, plot sequencing, and comprehension.

Bookflix is a great resource to use to help differentiate in your elementary classroom, as it offers nonfiction and fiction books at various grade level and lexile levels.  The overall objective of this resource would be for the students to be reading books at their level to help them grow in their comprehension, vocabulary, and overall reading.