When you go to the links posted in the lesson plan it will tell you that the page was not found but at the top there is a icon labeled video clips. If you click on the video clips it will let you scroll through each one and select the ones I listed. Sorry for the inconvenience!http://pbskids.org/lions/videos/twovowels.html
http://pbskids.org/lions/videos/vowelboot.html
Tuesday, March 31, 2009
Lesson Plan with PBS Sources
Heather Ryan
EDU 580A
Lesson Plan/ PBS sources
March 31, 2009
Lesson Plan Title:
When two vowels go walking.
Objectives:
Students will be able to tell what the two vowels rule is and be able to recognize it in words and apply it to their everyday reading strategies.
Standards:
Standard 1: Students will read, write, listen, and speak for
information and understanding.
Anticipatory Set:
Each student will be given a vest to wear with a specific letter placed in the front pocket of the vest. Students will then be called up to the front of the class by their letter name. Students will be arranged in an order that builds a word. (i.e. students will stand together with the letters d e a r to form the word “dear”) A discussion about wear the vowels are located and the sounds that are heard will occur to begin the lesson.
Step by Step Procedure:
1. Vest Activity (anticipatory set) (5-10 minutes)
2. Watch Between the Lions When Two Vowels Go Walking on pbskids.org/lions/videos/two vowels.html. (3 min.)
3. Watch Vowel Boot Camp (review of vowels and sounds long/short and application of two vowels go walking rule)
pbskids.org/lions/videos/vowel boot.html. (3 min.)
4. Review Rule as a whole group
5. Repeat Vest Activity for guided/ independent practice and use vowel boot camp tone and terms
(i.e. build words such as tree, say, dream, and meat some used
in the clip and others not mentioned)
6. Continue to monitor students when they are reading to see if they can identify and use the rule. (this can be done informally)
This is a great lesson that is appealing to all students and helps to meet many different learning styles such as visual, auditory, and kinesthetic.
EDU 580A
Lesson Plan/ PBS sources
March 31, 2009
Lesson Plan Title:
When two vowels go walking.
Objectives:
Students will be able to tell what the two vowels rule is and be able to recognize it in words and apply it to their everyday reading strategies.
Standards:
Standard 1: Students will read, write, listen, and speak for
information and understanding.
Anticipatory Set:
Each student will be given a vest to wear with a specific letter placed in the front pocket of the vest. Students will then be called up to the front of the class by their letter name. Students will be arranged in an order that builds a word. (i.e. students will stand together with the letters d e a r to form the word “dear”) A discussion about wear the vowels are located and the sounds that are heard will occur to begin the lesson.
Step by Step Procedure:
1. Vest Activity (anticipatory set) (5-10 minutes)
2. Watch Between the Lions When Two Vowels Go Walking on pbskids.org/lions/videos/two vowels.html. (3 min.)
3. Watch Vowel Boot Camp (review of vowels and sounds long/short and application of two vowels go walking rule)
pbskids.org/lions/videos/vowel boot.html. (3 min.)
4. Review Rule as a whole group
5. Repeat Vest Activity for guided/ independent practice and use vowel boot camp tone and terms
(i.e. build words such as tree, say, dream, and meat some used
in the clip and others not mentioned)
6. Continue to monitor students when they are reading to see if they can identify and use the rule. (this can be done informally)
This is a great lesson that is appealing to all students and helps to meet many different learning styles such as visual, auditory, and kinesthetic.
Monday, March 30, 2009
Smartboard Use
Even though our time with the smartboard was short, I did learn more about them then what I knew before. I have recently started using the smartboard inside my classroom and have been teaching the kids how to use it too! They have found it to be very interesting and always give a cheer whenever I turn the projector on. Overall, I know that there is still much more for me to learn but, I have begun a step in the right direction!
Sunday, March 15, 2009
Smartboard Tutorials
I thought that the smartboard tutorials that we viewed in class were very beneficial. They were short and to the point. I felt like they gave a very easy step by step procedure to follow without giving too much information at one time. These are the types of tools needed in order to learn how to use a new type of technology, or at least I need these types of tools. It makes me wonder why all of the new forms of technology come complete with the old fashioned paper manual. If we have new technology to use, shouldn't we have a source of technology available to teach us with? The more exposure to and opportunities that we get to use technology, the more comfortable we will become with it.
Thursday, March 5, 2009
Adaptive Technologies Reflection
I really enjoyed our trip to Student Support Services. I thought that it was nice to know what was behind those closed doors. I also felt much more informed about what types of adaptive technologies are out their to help those students who have a learning or physical disability that would allow them to effectively and efficiently take part in the learning community. I have to say that the technologies that are available today are amazing and its almost hard to wrap your thoughts around what these technologies allow us to do. For example, the shake awake was a very amusing tool to be exposed to but at the same time it was nice to know that such a thing like that exists and it exists in a "bigger" form! When asked to pick an adaptive technology that I had been exposed to, I felt a pull towards the screen reader that we were shown at SSS. A screen reader is a type of software that allows screen displayed information to be read to a person who has a visual impairment, who is blind, illiterate, and/or has a learning disability. If you were to take this information and apply it to a classroom setting, I think that it would be a very beneficial resource to have. Personally, I think that if I were to have a student in my classroom, who displayed any of the following above, that a screen reader would be very helpful in allowing me to deliver my instruction to all students. Take the following scenario;
I am a fourth grade teacher who has a student who is visually impaired. Reading printed texts and being able to successfully research sources over the web is out of the question for him/her. Having a screen reader in my classroom would allow this student to participate and to do the readings and tasks just like the other students. The only challenges to be faced would be the ones that I have, as the teacher, with making sure I modify my teaching to ensure that this student has a successful year in my room along with all of the remaining students. I believe that having a designated place for the screen reader would allow constant and convenient access for him/her. They would have to be given a tutorial on how to use it along with myself. I would also have to make sure that all of the printed versions of my material were available on CD for the student to have easy and definite access to in order to participate in and complete assignments and activities. The other students in the class would also need to be informed of what a screen reader is and its uses within the classroom. I would not want to keep any secrets and I would want all students to gain exposure and an understanding of what an adaptive technology is and how it can be helpful. I would also want my students to play a role in helping the student with the visual impairment with his/her assignments. I think that the key in having a successful implementation of an adaptive technology in a classroom setting is making everyone aware of its presence and uses, not just the one who will be using it. I think that a good knowledge base, and the proper set up of an adaptive technology does not have to alter teaching strategies. Instead, I think that having those parts in place will allow the adaptive technology to become a second nature. The key is taking the time and putting in the effort. I would not look at in the perspective of how do I need to change my current teaching strategies but more as to how am I going to make my teaching strategies that much better!
I am a fourth grade teacher who has a student who is visually impaired. Reading printed texts and being able to successfully research sources over the web is out of the question for him/her. Having a screen reader in my classroom would allow this student to participate and to do the readings and tasks just like the other students. The only challenges to be faced would be the ones that I have, as the teacher, with making sure I modify my teaching to ensure that this student has a successful year in my room along with all of the remaining students. I believe that having a designated place for the screen reader would allow constant and convenient access for him/her. They would have to be given a tutorial on how to use it along with myself. I would also have to make sure that all of the printed versions of my material were available on CD for the student to have easy and definite access to in order to participate in and complete assignments and activities. The other students in the class would also need to be informed of what a screen reader is and its uses within the classroom. I would not want to keep any secrets and I would want all students to gain exposure and an understanding of what an adaptive technology is and how it can be helpful. I would also want my students to play a role in helping the student with the visual impairment with his/her assignments. I think that the key in having a successful implementation of an adaptive technology in a classroom setting is making everyone aware of its presence and uses, not just the one who will be using it. I think that a good knowledge base, and the proper set up of an adaptive technology does not have to alter teaching strategies. Instead, I think that having those parts in place will allow the adaptive technology to become a second nature. The key is taking the time and putting in the effort. I would not look at in the perspective of how do I need to change my current teaching strategies but more as to how am I going to make my teaching strategies that much better!
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