Transcript powerupx - Rusk Elementary School

Power Up Conference
Martin Lawrence
Rusk Elementary School
TLI
Technology and Kids
• Several studies ( Genetext: Kids staying glued to screens ) NBC news
(13 July 2015) have shown that kids today are spending 8 to 10
hours working (playing 3rd person shoot them up games) on some
type of technology that is allowing them access to the internet.
• This is anytime but at school, at home, before bedtime, after
dinner, instead of homework.
• As teachers we need to tape into this time, show the kids that
technology is something besides gaming.
How do we choice Words
• Bringing Words to Live
– Use words that might be unfamiliar to the
student.
– Use words that high utility, words that the student
will see over and over again.
• Both in their school life and in their personal life
• Words that they will use in their school live and in their
personal life.
Technology Applications Standards —May 5, 2000
• Standard I.
• All teachers use technology-related terms, concepts, data input strategies,
and ethical practices to make informed decisions about current
technologies and their applications.
• Standard II.
• All teachers identify task requirements, apply search strategies, and use
current technology to efficiently acquire, analyze, and evaluate a variety of
electronic information.
• Standard III.
• All teachers use task-appropriate tools to synthesize knowledge, create
and modify solutions, and evaluate results in a way that supports the work
of individuals and groups in problem-solving situations.
• Standard IV. Standard V.
• All teachers communicate information in different formats and for diverse
audiences.
SMAR
• This lesson will be at the Redefinition level.
• Technology not only enhances this lesson but
is a necessary part of the lesson.
113.15 social studies TEKS
Students
• (10) Economics. The student understands the basic economic activities of
early societies in Texas and North America. The student is expected to:
• (A) explain the economic activities various early American Indian groups
in Texas and North America used to meet their needs and wants such as
farming, trading, and hunting; and
• (B) explain the economic activities early immigrants to Texas used to meet
their needs and wants.
• (11) Economics. The student understands the characteristics and benefits
of the free enterprise system in Texas. The student is expected to:
• (A) describe the development of the free enterprise system in Texas;
• (B) describe how the free enterprise system works, including supply and
demand; and
• (C) give examples of the benefits of the free enterprise system such as
choice and opportunity.
TECHNOLOGY APPLICATIONS STANDARDS
Student
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110.15
(b) Knowledge and skills.
(1) Reading/Fluency. Students read grade-level text with fluency and
comprehension. Students are expected to read aloud grade-level stories with
fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.
(2) Reading/Vocabulary Development. Students understand new vocabulary and
use it when reading and writing. Students are expected to:
(A) determine the meaning of grade-level academic English words derived from
Latin, Greek, or other linguistic roots and affixes;
(B) use the context of the sentence (e.g., in-sentence example or definition) to
determine the meaning of unfamiliar words or multiple meaning words;
(C) complete analogies using knowledge of antonyms and synonyms (e.g., boy:girl
as male:____ or girl:woman as boy:_____);
(D) identify the meaning of common idioms; and
(E) use a dictionary or glossary to determine the meanings, syllabication, and
pronunciation of unknown words
14. D use text features illustrations to locate specific information in a text.
Objective
• The effective use of current technology for
teaching and integrating Reading, Writing,
Speaking, and Social studies TEKS. Come get
Ideas on how to, get away from textbook
vocabulary, and into meaningful words for the
ELL
Materials
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I Pads,
shadow puppet,
online library,
Books (the Pawnee, the Pomo, Shoshone,
Gabrielino) ,
• flash card let,
• Bringing words to live words,
Words from Gabrielino
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Mission
Territory
Homeland
Estuary
Wetlands
Island
Ceremonial
Enclosure
Immunity
Pictures from the book
Procedures
before reading
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CPQ: What is the Book Gabrielino about?
Post these on the word wall for the students too see
Have the students look at the pictures from the book.
Log onto wbb12799.follettshelf.com have the students look for the book
Gabrielino.
Have the students look at the cover of the book.
Pass out one of the two pictures of the book this will be the top of the
ladder.
Pass out one blank paper or have the students take out paper.
The students can use story buddy for this as well.
Using the words the two pictures and the cover page have the students
write a prediction.
One sentence only.
Procedures
first reading
• CPQ: What does the words and picture tell us about
the book.
• Have the students read the book Gabrielino ear to ear
with a partner. (one student reads page one then the
next student reads page 2 and so on.)
• Give 20 minutes for this.
• For this reading they read to see if their predication is
correct.
• On their paper they may write if the predication is
correct or not. (do not change anything.)
Procedure for
2nd reading.
• CPQ: How can you determine the meaning of
grade-level academic English words?
• Have the students read the book in a small group.
• This can be done at a work station or at a kidney
table with the teacher directing the reading.
• The students need to pick out words that they do
not know, that they find strange or interesting.
• Have the students write these words down and
write what they think they mean.
• Put on on the ladder as page 2.
Procedures for
Third reading
• CPQ: What is important to know about the
Gabrielino?
• Have the students reread the story, looking for
one or two sentences (one or two pictures as
well) that will help answer this CPQ.
• The student will again read ear to ear and
each student will find one or two sentences.
• The students need to write these word for
word and post on their ladder that is out side.
Procedure
for third or 4th reading
• CPQ: How can we use text features illustrations to
locate specific information in a text
• Have the students reread the story, looking for
one or two sentences (one or two pictures as
well) that will help answer this CPQ.
• The student will again read ear to ear and each
student will find one or two sentences.
• The students need to write these word for word
and post on their ladder that is out side
• Have the students write a summary of the story
using the ladder they have created.
Procedures
final lesson
• Have the students open shadow puppet.
• Using the search feature of shadow puppet
have the students find 10 to 15 pictures to
create a movie.
• Using the ladder have the students create a
move with written text and voice over.
• The last picture must be the references.
• Save to I Pad then drop box.
References
• Technology Applications Standards —May 5, 2000 National Education
Agency Technology standards for Teachers
• Technology Applications Standards —May 5, 2000 Texas Education Agency
TEKS
• Gen text: Kids staying glued to screens. www.nbcnews.com 14 July 15
rehema ellis
• Kaiser family Foundation 14 july 15 www.FF.org
• Health Day Teens screen time may affect their bone health,
www.theatlantic.com/education july 14, 15
• Bringing Words to life Isabel L. Beck, Margaret G. McKeown, and Linda
Kucan second edition 2013