Language+Arts

toc Improving Reading and Writing through Technology =Reading=


 * ===Reading Stories with the Interactive Whiteboard===
 * The students read as a small group the story __The Busy, Lively, Sleepy and Quiet Pond__ while following along on the interactive white board. The students take turns manipulating the board to either read the page aloud themselves or listen to the built in audio feature. When students finished reading the story, they complete a graphic organizer on the board to demonstrate their comprehension and understanding of the story. This particular story was also used to gain knowledge about which animals live around a pond at what point during the year, so they could create a time change mural showing the animals during the seasons.
 * 1.1.3 A, C, E, G Learning to Read Independently
 * [[file:busy lively sleepy pond.pdf]]
 * ===Students Analyze Characters in a Story===
 * While reading the story __Charlotte's Web__, the students complete a graphic organizer on the interactive smart board to demonstrate understanding of the specific qualities about a character. The character map (linked below) would be displayed on the board for the students to write about the character while reading. When the character described would say or do something in the story the students would discuss whether or not this was important enough to add to the map and decide what that actions says about the quality of the character.
 * 1.3.3 B Reading, Analyzing and Interpreting Literature
 * [[file:character graphic organizer.pdf]]
 * ===Vocabulary/Phonics Development using Kidspiration===
 * The students used the computer program, Kidspiration to create a word cloud about a particular vocabulary word. They added pictures, other words, and phrases that could be used to describe this word. This helped students clarify to themselves the meaning of the word. The Kidspiration program was used on the student computers during guided reading - center time and also on the smart board as a whole group activity when introducing new vocabulary words for a theme in the reading unit. For practice with various phonics skills the students would complete a grouping activity in Kidspiration that required them to drag and drop various words based on the blend or consonants in the given word. Below you will see the examples of these phonics practice activities:
 * 1.5.3 F Quality of Writing
 * **Initial Consonant Blends**
 * [[image:Initial_Consonant_Digraphs_ch_sh_th_wh.jpg width="417" height="329"]]
 * **Final Consonant Blends**
 * [[image:final_consonant_blends_nd_nt_mp_sk_st.jpg width="489" height="328"]]

== = = =Writing= = = = =


 * ===All About Me===
 * In the beginning of the school year, students create a story entitled __All About Me__. This is their first real writing task following the writing process. They begin by brainstorming details about themselves and their family. The next part of the story is to describe the things they like to do both at school and at home. The last part of their story is to describe their future goals. The writing project begins with me modeling the graphic organizer. Next the students complete brainstorm, draft, edit and revise their stories with several partners and myself. During this time period, they are responsible for bringing in pictures that will be used to illustrate their story. We either scan photos or they can have them emailed from home. These pictures are then used to publish their story using MS Photostory. The students work on laptops and the classroom computers during center time to develop their final project. They are then displayed on the classroom computers for students to watch and for parents on during parent/teacher conferences.
 * 1.4.3 A Types of Writing - Narrative Piece
 * 1.5.3 Quality of Writing
 * All About Me Storyboard[[file:All About Me personal narrative.pdf]]
 * //Example Story - **__All About Me__ written, designed and published by Tate Russell:**//
 * //All About Me//
 * media type="custom" key="3260348"
 * ===Leprechaun Stories===
 * [[image:DSC00300.JPG width="272" height="205" align="right"]]In March, the students created a story about searching for a pot of gold that is displayed with a leprechaun. Once their story was revised they used a word template to type their stories and then add clip art to decorate the report.
 * 1.4.3 A Types of Writing - Narrative Writing
 * 1.5.3 Quality of Writing
 * Story Template showing Student Work:
 * [[image:leprechauntemplate2.jpg]]


 * ===Monthly Newsletters===
 * [[image:marchnewsletterpg3.jpg width="197" height="254" align="right"]]At the end of each month, the students create a web on the smart board that shows all events during the month. The web includes major events such as special days, assemblies, or field trips but it also includes topics of study, classroom activities, or holiday projects. Next students are placed into groups using a rolling of the dice on the board; it is one of the ways I assign partner activities. As a group, they decide which topic they will write about for the newsletter. They work together to write their story, find a picture (either one that was taken with the digital camera or a clip art image) and then type this article in word with their image. Later they open the file on the smart board and copy/paste it into the class newsletter. I help them with formatting and spacing so that it fits together in the pre-made template. The template is designed as group project at the beginning of the year along with voting on a newsletter name. Once designed I add specific items for our class and they add the articles they wish to tell about. The newsletter goes home and is added to the class wiki on the last day of each month.
 * 1.4.3 A, B Types of Writing - Narrative and Informational Writing
 * 1.5.3 Quality of Writing
 * //Examples://
 * [[file:November 2007 gr 2.pdf]]
 * [[file:March 2008 gr2.pdf]