Week of 9/27 Readings:
Well, if this is a place for confessions, I must say the “nerd” in me came out this week. I don’t mean this offensively! I just found what we read to be very interesting and applicable to the areas of my focus this semester. There were many tools offered that would prove invaluable to the classroom. The articles and chapters covered were digital stories, e-books, vocabulary, fluency, and comprehension. I know I probably overlooked some of the smaller facets of these articles. Feel free to offer them if you would like to talk about them! As I begin this blog, I am thinking about the variety of things covered and am a bit overwhelmed by what to mention first. So, I’ll give the highlights about what stood out to me.
E-books and digital stories were mentioned throughout our reading. I often wondered about the various definitions of the types of stories. Johnson did a great job explaining the various types of digital texts we might want to use in our classrooms. Johnson mentioned online read-alouds, interactive storybooks, e-narratives, and hybrid books. She also mentioned criteria for selecting digital texts. What do you think are the most important factors in considering what e-books to choose to use in the classroom?
There are so many resources with e-books available to teachers. I have used storylineonline.net. As a matter of fact, I used it today in my class. We were talking about the reasons we read. We listened to the story Library Lion. The kids love the story and the fact that they get to watch it online. There are so many ways to build lessons off of these stories. Do you all have any resources that have proved beneficial to you in the digital text arenas?
Fluency and vocabulary have a huge impact on comprehension. When thinking about digital texts, Javorsky relayed the importance of primary teachers teaching kids how to navigate digital texts. I think this is so important. When I think of my own learning I can see this is needful. As I began working on my masters, more and more articles were digital. I didn’t want to print all of these articles out, because it takes so much ink. I had to come up with strategies to navigate on the page. Also, I had to come up with way to monitor my comprehension. For me, this is highlighting the text digitally and putting digital sticky notes where I might want to put more thought or further action. How does (or how should) our strategy instruction look in our class keeping this in mind?
In regards to vocabulary instruction, I utilized Prezi to help introduce my class to the new vocabulary words for this week. Using Prezi I accessed prior knowledge about the story being read. Then I used it to show the word and definition. Following each word a connection question was presented to connect it back to real life. Vocabulary instruction aids comprehension. What do you think we can do as teachers to help our students who live in poverty “catch up” in the area of vocabulary?
I think using e-books can be a fabulous way to get students into reading and especially a great way to move away from the monotony of the traditional print. When using e-books however, some important factors to consider include the age appropriateness of the text, the content, especially as it pertains to the week’s theme and how much it will interest the students. Also, I believe picture, sound and length are also important, especially for the younger students. In addition, as it pertains to digital text I can say that my go to resource is YouTube.com. It doesn’t have a set up like regular story sites but YouTube has a lot of kid friendly story videos and movies for students of all ages.
ReplyDeleteCathy I am with you on that one. I have so much digital print to deal with now its mind-boggling. I haven’t really printed anything myself so I just read them via my laptop and take notes in my notebook because I’m no big highlighting or sticky note fan. On the other hand, I think in class we should be mindful of the load of digital work we give to our students. I think print and digital time should be a balance in the classroom.
Last, I think students who live in poverty can “catch up” and do well in the area of vocabulary in a variety of ways. Ensuring there is a rich print environment in the classroom can be a great start for these students. I have used word “sight” walls where all students have to chance to view words they should/do know and can use every day. As teachers we can send home index cards with vocabulary words where students can use segmentation to identify the words. They can use a word checker to cross out words they have learned and do not need to review. They can write sentences after this too. Also, we can have “The Word of The Day.” On a portion of the whiteboard, or as a running header on the whiteboard or even in a special book, students can write the word of the day. They can gain/use their dictionary skills to define the word, they can write it in their book and we as the teachers can write it on board or header. There are so many ways we can help students to “catch up” but we can identify the best way once we know our students and the way they learn.
Are sight walls the same thing as a word wall?
DeleteI do think we need to have a mix of texts in our classroom. Right now, mine has a tendency to be paper print. I need to use more digital books. I think my kids would enjoy this. The only reason I haven't yet is due to lack of individual IPADS. One day I hope to get a grant for a class set of IPADS.
DeleteTabitha, yes it is the same thing. Even though most students know their sight words these words are posted, in addition to other words for the struggling students to see on a daily basis.
DeleteI think that when deciding what type of ebooks to use in the classroom you should use a close framework to that of the TPACK we've been discussing in class. I think I have been following this without even knowing it. It is so important to make sure it aligns with your goal, we should't just be using ebooks because we want to use them somewhere. I agree that you should consider if it developmentally appropriate. I was really excited this week to learn about that Bookflix website to use in conjunction with this topic! I don't know how I've never heard of it! The fact that it has lesson ideas and the skills and concepts being practiced is amazing for someone like me that needs some of that extra insight.
ReplyDeleteBookflix is a really neat website. I love that it pairs a fiction and nonfiction text together. I heard about it Monday for the first time also. I am using it for my tutoring next week. EPIC is another app for e-books. This one has the students take an interest inventory first. Then it suggested books for the kids to read based off of their answers. I haven't used it alot, but it seems pretty awesome.
DeleteI really think that Bookflix will become my new go to website. It looks like students would enjoy this site very much. I guess we are all in the same boat, because Monday was the first time I heard about it too :)
DeleteI think I mentioned Eucationcity.com a few weeks ago in a previous post. On this site reading is apart of all subject areas. Students can listen and read along. It is very student friendly also.
I wonder if EPIC allows for multiple children's accounts to be saved to one device.
DeleteI think the student just has their own log in. I am getting ready to set my class up, so I'll keep you posted.
DeleteTo help low income students close the gap in their vocabulary we need to be providing lots and lots of resources and parent education. Many families don't realize the importance of reading to their children, having discussions, and asking open-ended questions. Once you explain it and give them resources to use they, in my experience, are usually very open to working more with their children. I like to send home books bags with activities, literacy calendars with small activities to do, flyers about upcoming literacy events at the library, schedule a family night together at the public library, help them get library cards, and post literacy activities and links on my wikiboard.
ReplyDeleteSince word walls or sight walls were brought up, do you guys give all of your students the same words or individual lists as well?
ReplyDeleteIn addition to a word wall, I give my students a "desk" version of a word wall. These are little books that have preset words. But, each section of it has room for the students to add the words of their choice. I like this because if the word is important to them, they can use it. This is a great tool for writing.
DeleteWith the word wall it is there for everyone to see, however I do give different lists sometimes to students depending on their level. These lists are worked on daily in groups.
DeleteI just love the idea of Online-Read Alouds/Interactive Storybooks and would imagine your students do also. Do you use interactive books just for reading time (any topic) or do you choose books that are related to other topics? For example, if you are teaching insects in Science you will integrate Science into your Literacy lesson by reading a book about insects.
ReplyDeleteInteresting discussion, ladies. How could you make a word wall digital like Cathy's desk walls? (great idea, by the way). And how could you, Krystie, integrate new literacies into some of your home ideas?
ReplyDeleteI knew of a teacher that kept her word wall on her smartboard and uploaded changes weekly to her wikiboard.
DeleteWord walls can become digital through smarboard running headers, sending home emails, or Microsoft documents with the words (via emails, blogs etc) or individual or group time on the computer to review the words.
ReplyDeleteWith new literacies I know I can move away from the norm or regular way of teaching. Word walls could be moved to personal colorful booklets. Parents can be more involved through the use of QR codes. Students can complete even more hands on activities, especially with the use of technology. Eg-They can write or compile their stories and create a class book. Lots of visuals and tactile means for students for example, sand boxes for letter making, paints, and using students' work to create other pieces of art to decorate the class.