Click on the link below to see what I created
http://bookbuilder.cast.org/view.php?op=share&book=8d31c1265dc4a94d5028bdc8124e11b9&sid=13748
Friday, September 13, 2013
EDLD 5364 Week 3 UDL Book Builder
Click on the link below to see what I created
http://bookbuilder.cast.org/view.php?op=share&book=8d31c1265dc4a94d5028bdc8124e11b9&sid=13748
EDLD 5364 Week 3 Reflection
"In
a time of greater student diversity, increased emphasis on standards
and accountability challenges teachers to help all students achieve.” I
would have to say this quote stood out the most to me. It is so true;
the accountability that teachers now hold is at a higher level than in
the past. The students that are in our rooms today, learn much
differently than students of previous eras. They communicate using
technology on a daily basis, whether it is through texting or some type
of mobile device app. I feel if we teach students using what they are
accustomed to, then they are more likely to adapt to our teaching style
and thus retain more knowledge. When classrooms don't implement what has
now become everyday technology, we’re doing students a disservice.
Technology
is a tool not a solution, however, it helps level the playing field in
diversifying learning. Tablets, for example, have the ability to
increase font size with the pinch of your fingers for students who have
special needs. The higher level learners could use apps designed to
reach their potential as well, while grade level students can use other
apps targeted to their needs.
Citation: Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning.
Alexandria, VA: Association for Supervision and Curriculum Development.
Available online at the Center for Applied Special Technology Web site.
Chapter 6. Retrieved from
http://www.cast.org/teachingeverystudent/ideas/tes/
EDLD 5364 Week 3 Cast UDL Lesson Builder~Pronouns
Creating the UDL lesson was something I never had to do
before. After reading about Universal Design for Learning (UDL); I thought wow
this is very thorough when it comes to creating lessons. UDL uses a set of principles for instruction
development that give all students in your classroom an equal opportunity to
learn. Our group decided to do third grade grammar; we each choose a different
objective and ran with it. I liked how it addressed all types of learners. I
think it is so important that we target all abilities that we work with each
day to ensure success is made by all.
CAST’s UDL LESSON BUILDER
Pronouns
Lesson Overview
Title:
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Pronouns
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Author:
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Robin Jacobson
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Subject:
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Reading/Language
Arts
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Grade Level(s):
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3rd
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Duration:
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45 min. lesson
w/ centers
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Parts of Speech
|
|
Parts of speech
|
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A pronoun is often defined as a word which can
be used instead of a noun.
|
|
State
Standards:
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Students
understand the function of and use the conventions of academic language when
speaking and writing. Students continue to apply earlier standards with
greater complexity. Students are expected to:
(A)
use
and understand the function of the following parts of speech in the context
of reading, writing, and speaking:xas State Standards for English Language
Arts
(ii) nouns
(singular/plural, common/proper);
(vi) possessive
pronouns (e.g., his, hers, theirs
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Goals
Unit Goals:
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To provide students with the understanding
of the parts of speech.
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He, she, they, them... We use pronouns so often,
we hardly even notice them. This lesson is designed to call attention to the
words that are often overlooked while reading everyday materials. Students
will understand the parts of speech and how they function on everyday
conversations.
|
Methods
Anticipatory Set:
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To introduce students to
the parts of speech as well as build upon their previous knowledge. Students
will visit these websites:
http://www.softschools.com/language_arts/grammar/pronoun/balloon_game/ Move the mouse so the cursor hovers over a
balloon. A sentence will appear at the
top of the page to give you a clue. Click every balloon that has a pronoun in
it.
http://www.gotkidsgames.com/hom/pronounAgree.html
Pick the correct pronoun to match antecedent in sentence.
Accomodations:
Blind students will be paired with another student when playing the
interactive games. The other student will ask the questions that come across
the screen, that way both students are receiving instruction. The deaf
student will read the activity and then click on the correct answer.
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Introduce and Model New Knowledge:
|
Students will use the website:
they will
become familiar with pronouns and using internet resources. Teacher will go
over the parts of speech and give examples of how they are to be used. The
student will use the website above to practice their skills. After each
lesson students will discuss what they learned or had trouble with. Teacher
will then decide is reteach is necessary. Accomadations:
Blind students will be paired with a student when using the educational
websites. The student will read what is being presented. If a Braille
computer is available the blind student would have opportunity to use it. The
deaf student would use a translator to communicate their questions or
concerns.
Students will
learn to definitions for:
Nouns-A noun
is a word used to name a person, animal, place, thing, and abstract idea.
Pronouns-A pronoun that takes the place of
one or more nouns in the subject of a sentence.
|
Provide Guided Practice:
|
Students will follow along in their textbooks. When directed students
will point out all pronouns they come across while reading each sentence.
Students will then visit the website: http://havefunteaching.com/worksheets/english-worksheets/parts-of-speech-worksheets/
from here
students will select Pronoun Worksheet, print it out and complete. Student
will then be directed to go to this webstie:
This activity
requires you to have a smart exchange account. If you have a smartboard you
should be using this site for all the resources. Teacher will click on each
slide and students will complete each lesson.
|
Provide Independent Practice:
|
Set up learning stations (centers) in your room,
this will provide opportunity for students to work independently and in a
group.
Station 1:
Provide students with newspaper article per pair
of students
also provide highlighters
Activities:
Pass out the newspapers and have students pick an article to work with.
It should be at least 5 or 6 paragraphs. Have the students work in teams to
find and highlight all the pronouns. After they are finished, they should give
the article to their parter so they can skim it and make sure nothinig is missing.
If they are missing some, let them know and have them continue working. Once
they have found all of them, they can then create a graph showing how many of
each one there is. Have each group present their graph to the class. Talk
about how difficult or easy it was to locate all the pronouns
Station 2:
Provide each
student within the group with a copy of the same news story from a newspaper.
Challenge students to circle all the pronouns in the article. How many
pronouns did they find? Provide time for students to share the pronouns they
circled. Students might identify each as a singular or plural pronoun.
Station 3:
Write a list
of pronouns on the board or a sheet of chart paper. Then challenge students
to write a paragraph about themselves (perhaps the paragraph might be about a
favorite hobby, pet or food). But they must write this paragraph without
using any of the pronouns you have listed. Invite some students to share
their paragraphs and discuss the difficulty they had completing the
assignment. As it turns out, pronouns are very useful parts of speech!
|
Assessment
Formative/Ongoing Assessment:
|
Provide ongoing assessment throughout the lesson.
Observe and encourage student participation in class discussion, asking
and answering questions, and volunteering comments and ideas.
Visit students throughout the center activities and provide direction,
correct any errors, and affirm successes.
Did student's responses accurately answer the questions?
|
Give
each student a sticky note with a pronoun. Have each student use
Kidspiration to create a web of words with that pronoun. Students will
present their webs to the class. Use a rubric to grade each students web.
|
Materials
This list of materials represents several different media including text,
graphics, and video.
|
|
|
|
|
|
|
|
|
|
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Smartboard, Smart Exchange, Kidspiration, Newspapers, highlighters,
post-it notes
|
Saturday, September 7, 2013
EDLD 5364 Week 2 Web Conference Reflection
I attended the web conference on Sat. Sept. 7, 2013 at 10 am
with Dr. A. After listening and responding to questions I feel my group is off
to a great start. We were all a little confused at first but I think as a group
we figured most of it out. This morning there was some confusion on whether to
post your reflections on the group site as well as your personal site. Dr. A
says the more posts the better. I feel after attending the conference this
morning much more prepared to begin week 3.
EDLD 5364 Week 2 Reflection
The quote that really interested me was from the article, Technology-enriched
classrooms: Effects on students of low socioeconomic status. “Computer
technology, when integrated into the classroom for significant periods of time,
may also have more significant effects among students classified as low
socioeconomic status” (Page, 2002). I work in a school that is categorized as
having a low socioeconomic status. I feel this statement to hold true. The more
technology used by teachers the more student involvement with higher success rate.
Last year we implemented ipads into the classroom as well as sending them home
equipped with 3G. The students who received them were the low socioeconomic due
to the fact that they had no internet service. This population of student’s made
huge gains whether it was in the area of self-esteem or academics. I truly
believe technology is key to reaching all students.
Page, M. S. (2002). Technology-enriched classrooms: Effects
on students of low socioeconomic status. Journal of Research on Technology in
Education, 34(4), 389–409.
Sunday, September 1, 2013
EDLD 5364 Week 1 Web Conference Reflection
I attended the web conference on Sunday, Sept. 1 at 6 pm with Dr. Abernathy. There were only 4 students that attended probably due to the fact that it is Labor Day weekend. I had a couple of questions to ask and needed clarification regarding what was needed on our personal site. I knew we had to create a group Google site as well as a team Google doc. As usual Dr. Abernathy was able to help. I try to attend web conferences as much as possible. I feel they help with any additional questions that I might have or need clarification.
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