Archive for the ‘Uncategorized’ Category

Getting Boys to Read with Technology

Thursday, February 14th, 2013

The second session I attended on Monday, Feb. 11th was titled “Getting Boys to Read with Technology.”  The presenter was a man named Dan Verdick from ABDO Digital.  If I had taken the time to read the schedule, I may have noticed that Mr. Verdick was a VP Sales and Marketing speaker, NOT AN EDUCATOR. He lectured throughout the session.

 

In light of that fact, I stayed in his session after the introductions and decided I might learn something useful.  Mr. Verdick started by pointing out that “boys like screens.  Boys like screens and technology because their dads do.  You know? Like at sports bars.”  This was possibly the most striking element of the session.  Although several of his other comments were also quite striking.  Mr. Verdick pointed out that he was qualified to give this presentation because he’s “a guy. And [he has] two sons.”  Additionally, Mr. Verdick said that there may be “research connecting literacy in boys and marriage ability.”  I was stunned.

 

The only thing I may share with fellow educators about this presentation is that using graphic novels in the classroom may be beneficial for the male population.  I might also suggest that we try to get more male volunteers in the classrooms at our school.  So often, the high school and middle school students that visit us are all female.  It may help to have some male volunteers as well.  Here are some interesting stats that I might also share from this presentation:

 

- There is a 3% gap between boys and girls literacy in the elementary grades, a 6% gap in middle school, and an 8% gap in high school.

 

- 99% of boys ages 12-17 play video games.

 

- 20% of media specialists won’t have graphic novels in their libraries.

Twas the Night Before eTech…

Sunday, February 10th, 2013

Twas the night before eTech

And all through the room

All the devices were charging

To avoid pending doom… B

Okay, I’m no poet.  It took me far too long to write that one stanza with two dogs trying to climb onto my lap as I sit on the floor in front of my laptop trying to be witty.

Witty?  That’s not really how anyone would describe me, is it?

Interested in learning? That’s more like it.

In going through the schedules on the Guidebook app, I have picked out several really exciting sessions to attend while also knowing I will participate in the “unconference” portion of the conference.  You can follow all of our tweets by going to twitter and following #OETC13.  At this conference, I’m really looking forward to making f2f connections with my twitter friends, learning something way out of the box, and learning to use our iPads with even more effectiveness and efficiency.

Monday, Feb. 11th (Happy Birthday mom!)

On Monday morning, we’ll likely miss the 8am sessions, but really, who could leave Cleveland much earlier than 5:45am?  It’s just not going to happen.  We’ll get there and go see the first Key Note speaker Heather Clayton Staker, who will speak on “Facing a Future of K-12 Blended Learning.”

On Monday at 10:45, I have picked out 5 sessions go to:

1. 21st Century Information Literacy and Common Core Standards: Professional Development for Teachers

2. AT, Math and the Common Core Standards

3. Ohio’s Next Generation of Assessments

4. Pairing Evernote and iPods to Benefit Diverse Learners

5. You Will Rise Art Project

On Monday at 12pm, I have picked 2:

1. Getting Boys to Read with Technology

2. Unleashing the iPad’s Creativity by Looking Beyond Content-Specific Apps

On Monday at 1pm, I might go to Using Digital Images as Writing Prompts.

On Monday at 1:15pm, I picked 2:

1. Flocabulary: Hip-Hop in the Classroom

2. Teaching Simple Machines and Force and Motion using LEGO

On Monday at 2:30pm, I want to go to:

1. Adaptive Diagnostic and Differentiated Instruction Based on Common Core

2. “Show Me What You Know”: How Games- Based Thinking Shaped my Classroom

And on Monday at 3:45pm, I want to go see “Web Apps and iPad Apps for Struggling Readers and Writers.”

Wheeeeeew!  And that’s just Monday!  And that doesn’t include any evening activities. :)

 

Tuesday, Feb. 12th

I’m doing slightly better in choosing sessions on Tuesday…

Tuesday at 8am, I have picked 3 sessions:

1. Google Tools for Students with Disabilities

2. High Heels and High Tech: 10 Essentials for Women in Leadership

3. iPads and IEPs Apps that Transform Learning for All Learners

There’s a Key Note speaker at 9:30, Max Brooks, speaking on “Show & Tell: It’s Not Just for 2nd Grade.”

At 10:45am on Tuesday, I would go to these:

1. Bloomin’ iPads (Bloom’s Taxonomy)

2. Student Created Multimedia eBooks on the iPad in Grades K-3

3. O.D.O.T Distracted Driving Simulator

At 11:45-2pm, I will be helping out with the “unconference” in C224 and 225.  I hope to see you there at some point! You can follow the “unconference” at #OETCx on twitter.

At 2:30, I’d like to go see “Grant Writing Made Easy: Novice Grant Writers, Funding Sources and Writing Tips using GRANT SUCCESS.”

And at 3:45, I’ll go to “Technology Tools to Support and Engage All Learners.”

I haven’t heard much about Tuesday evening activities, so maybe this is when I will take a nap and process all this!

 

Wednesday, Feb. 13th

On Wednesday, I plan to pack in as much as possible before we hit the road…

On Wednesday at 8am, I’d like to see:

1. iBooks Author and The Power of Writing eBooks

2. Incorporating iPad Apps to Demonstrate Core Standards

At 9:30, there’s a Key Note speaker, Andrew Ng, on “The Online Revolution: Education for Everyone.”

At 10:45 on Wednesday, I’d like to see:

1. Digital Portfolios to Spotlight Student Accomplishments

2. Scaffolding iPad Apps to Support 2nd Grade Student Language Arts Learning: Toontastic!

At noon:

1. Differentiating for All Learners using Technology

2. iPads, iPod Touches and the Common Core

And at 1:15pm, “Uncommon Projects for the Common Core.”

I’d also like to visit the Scholastic table, OCALI, Brain Pop, and Learning A-Z!  Any free stuff for kids accepted here!

A huge THANK YOU to Carla Calevich and her office for sending me, along with my colleagues Todd Wasil (@wasilt1), Joe Butler (@jfbutler) and Cathy Roderick (@CathyBees10), to eTech Ohio 2013!

 

Week Five Planning- GRA 2012- Charlotte’s Web

Saturday, October 27th, 2012

Although most of the participants are done now, we’re going strong for one more week…

Last week, we managed to fit in chapters 18 and 19 which were not part of our plan at the beginning of the week.

We read both, cut and glued the visuals, and watched the parts of the animated movie that correlated.  If you’re following along or using our visuals, here they are:  ch18visuals and ch19visuals.

On Monday, we’ll read chapter 20 of Charlotte’s Web. We will cut and glue these visuals into our Comprehension Notebooks – ch20visuals.

We will talk about the problem (Mr. Zuckerman wanted to kill Wilbur and make him into bacon and ham) and the solution (Charlotte tricking the Zuckerman’s by writing words about Wilbur in her web) in this book.  We’ll use this Problem/Solution graphic organizer and glue it into our Comprehension Notebooks as well.

On Tuesday, we’ll read chapters 21 and 22.  We will cut and glue these last four visuals for the story – Chapters 21 and 22 visuals.  We will also finish watching the animated movie version on Tuesday.

We will also complete a page with “First, ” “Next,” “Then,” and “Last” visuals on it.  We will use these visuals and put them in the correct order- CW4partsequence.

On Wednesday, on the morning before our afternoon-o- Halloween Parties, I plan to show the 2006 remake of Charlotte’s Web. With any luck, we can find this in DVD and show it on the SMART board. We’ll have popcorn and celebrate that we’ve finished FIVE WEEKS reading this entire chapter book!  This is a major success for us!

On Thursday, students will individually be given as assessment on Charlotte’s Web. I will post the different assessments here as soon as they are completed.

Hopefully, sometime in the week, we’ll also get to post some more pictures on our e-portfolios and write some more sentences to go with these pictures.  This will be done individually and sporadically throughout the school week.

We have Friday off as a reward for finishing the Global Read Aloud! (And also for PD and report cards!) Enjoy!

 

 

 

2012 Summer Newsletter, Prep for the Upcoming School Year

Tuesday, July 31st, 2012

Terms Used That May Be Specific To Room 5 @ Hilton School

Apps- short for “Applications”, as in the programs/games/software used on an iPad, iPod, iPhone, or iTouch
Blog- A web log or written account of activities or information
Case Manager- Your child’s “case manager” is Morgan Kolis. A case manager is the “point person” on your child’s IEP team. This person is responsible for coordinating schedules of therapies, maintaining the IEP, communicating to all members of the IEP team, etc.
Decodable Books- These small books (may be orange, blue, red, or printed in black and white depending on what grade level/reading level your child is working on) are made up almost entirely of words that can be sounded out and simple sight words. These books are used often during one to one reading instruction or guided reading groups, and are often sent home for homework.

E-Portfolio- An “Electronic Portfolio” will be your child’s own website or electronic display of your child’s work (with your signed permission and privacy settings).
Friday Folder- Every Friday, your child will bring home a folder with his/her papers from Room 5 from the previous school week. Any papers that come home in the Friday Folder are yours to keep. Please empty the folder, sign the paper to indicate you’ve received the folder, and send it back to school on Monday.
Homeroom Teacher- This is your child’s “regular education teacher.” Depending on your child’s IEP, his/her homeroom teacher may be responsible for teaching science, social studies, language arts, and/or math. Attendance, lunch count, and class parties will be handled by the homeroom teacher.
Homework- Homework is individualized to fit your child’s needs. You can ALWAYS help with homework. Homework is never “graded” or used as an “assessment” in Room 5. Feedback on homework is appreciated.  For Kindergarten students, homework is optional.
IEP Team- Your child’s IEP Team consists of these people: Parents (and any advocate, grandparents, etc. that you bring), School Principal or other district representative, School Psychologist, Intervention Specialist, Regular Education Teacher (aka Homeroom Teacher), Speech and Language Pathologist, Occupational Therapist (if applicable), Physical Therapist (if applicable), Audiologist (if applicable), any other service provider necessary.
Intervention Specialist- This is another term for “Special Education Teacher.” Either term can be used to describe Miss Kolis at Hilton School.
iOS- This is the Operating System used in the iPad, iPod, iPhone, and iPod Touch.
Reading A-Z- This is a reading program that we often use in Room 5.  This is supplemental to the Harcourt Reading Series and other methodologies/strategies that we use to teach reading.

Red (soft cover) Reading Book- This is a soft cover book that SECOND GRADERS may be reading from this school year.
Room 5- In other buildings or school districts, our “kind” of resource room may be referred to as the “CD Unit,” “MH Unit,” or “MD Unit.” We prefer to call our classroom “Room 5.” We believe that Room 5 is just another classroom in the building where learning takes place.  The state categorizes our room as “cross categorical.”
Sight Words- These are words that cannot be “sounded out.” These words are sometimes called “popcorn words” or “high frequency words” as well. You can find the complete lists of sight words on our blog page under Language Arts.
Touch Points- This is a math term used by the Touch Math Program. You will find touch points on numbers 1-5 and on the coins (penny, nickel, dime, and quarter). You will find “double touch points” on numbers 6-9.

 

Quick Reference Chart for Special Ed. Acronyms

AAC Assistive Augmentative Communication device
ASD Autism Spectrum Disorders
AT Assistive Technology
AU Autism
CD Cognitive Disability
CP Cerebral Palsy
DD Developmentally Delayed
ED Emotionally Disturbed/Delayed
ELL English Language Learner
ETR Evaluation Team Report (paperwork put together of the MFE)
HI Hearing Impairment
IEP Individualized Education Plan (reviewed every 364 days)
MD Multiple Disabilities
MFE Multi-Factored Evaluation (completed every 3 years at minimum)
MH Multiple Handicaps
OHI Other Health Impaired
OT Occupational Therapy / Therapist
PT Physical Therapy / Therapist
SET Special Education Teacher
SL Speech and Language Therapy
SLD Specific Learning Disabilty
SLP Speech and Language Pathologist

 

People You May Need to Know at Hilton School

Dave Martin, Hilton Principal- martind@bbhcsd.org

Cheryl Miller, administrative assistant- millerc@bbhcsd.org

Morgan Kolis, case manager/ special ed. teacher- kolism@bbhcsd.org

Joe D’Alessandro, school psychologist- dalessandroj@bbhcsd.org

Effie Konstas, speech and language therapist- konstase@bbhcsd.org

TBA, occupational therapist- TBA

Lisa Dietsche, physical therapist- dietschel@bbhcsd.org

Dr. Brigid Whitford, audiologist- bwhitford@chsc.org

Lynn Clapper, school counselor- clapperl@bbhcsd.org

Barb Vajda, Room 5 special education aide

Dennis Svozil, special education aide

Deb Eschweiler, special education aide

 

Upcoming Projects and Events for the 2012-2013 School Year

  • Once again this year, we will participate in the Global Read Aloud project. Last year, we read Flat Stanley, completed many projects, and made several global connections. This school year, we will participate in the reading of Charlotte’s Web by E.B. White.
  • We will participate in a project with Middle School students from teacher Scott Kinkoph’s class that is, as of now, still nameless.  The concept, still in the planning phases, will help his technology students complete a project where they must create or evaluate software to fit the needs of our students.  Before this project, you will see more explanation and permission forms come home.
  • I plan to start ALL first, second, and third graders on “e-portfolios” this year. More information will follow on these along with a permission form.  Here’s an example of a student’s e-portfolio from a past year- www.adamseport.weebly.com.
  • Police Officers, Firefighters, Paramedics, and Emergencies- This project was started in the 2010-2011 school year and will continue into this next school year. The purpose of this project is to help bridge the gap between kids with special needs and our emergency service personnel. This year, we will be using crafts, books, web sites, and projects.  We will likely use these web sites: VoiceThread, Wordle, and Weebly.  This project is done mostly at school.  The only thing I ask you to do at home for this project is continue to learn and practice your phone number and address with your child. I will keep an update posted on the Room 5 Blog page as we complete lessons, projects, and activities.  Check the “Social Studies” section at http://staff.bbhcsd.org/kolism to see what we’re doing.
  • There may be other projects along the way this year as we try out a new “project based learning” model.

 

More Acronyms and Words to Know

In addition to the Special Education Acronyms we’ve posted before, check out some new ones you might need to know…

iOS- i Operating System like that used on the iPad, iPod, iPhone or iTouch (I might say something like “For those iOS users…”)

Apps- short for “Applications”, as in the programs/games/software used on an iPad, iPod, iPhone, or iTouch

Developers- People/companies who make “Apps” for the iPad, iPhone, iPod, or iTouch.

PROMO CODES- Sometimes developers give out codes to use in the iTunes store for FREE Apps.  The promo codes can be entered on the home page of iTunes by pressing “Redeem” in the upper right hand menu.

AT- Assistive Technology- This can be as simple as a calculator or picture schedule to as high-tech as an iPad or computer.

AAC- Assistive Augmentative Communication- as in an iPad used for communication, a Dynavox Xpress, a Vantage or Vantage Lite, Springboard, etc.

“Chat”- This may be listed in your child’s “collaboration time” between teachers and SLPs.  We may use “Google Chat” or an instant message system in Facebook, Yahoo, AOL, etc.

Microblogging- Using a web site like “Twitter” for small burst of information.

Blog- A Web Log or written account of activities or information.

Glog- A graphic blog like those found on edu.glogster.com.

 

2012-2013 Room 5 Supply List

First, let me say, you are NOT required to provide any of these things… And, if you’ve already gotten them for your grade level supply list, please DO NOT feel you need to bring ANY of these items (we can share between classes).

Nothing has to be “brand-specific” as we can use generic or name brands!   Anything that is not on the list, we can provide in Room 5!

Room 5 Supplies Needed:

- 1 large glue stick

- 1 pack of 3 x 5 note cards

- 4 rolls of paper towels

- 2 cans/tubes of disinfecting cleaning wipes

- 1 box of Velcro (or generic brand of “hook and loop tape”)

 

Ideas for Summer Activities 2012

Sunday, May 20th, 2012

Already tired of the pool?  Too rainy or too hot to play in the sprinkler? Need some extra practice to supplement your child’s summer program?

Try some of these ideas this summer:

1. Go to our Room 5 Homepage and find a game that targets what your child is working on.  If you’re working on naming coins, try Coins to Build a Robot.  If you’re working on addition and subtraction, try Adding Bricks or Math Bingo.  Looking for beginning sounds? Try Read, Write, Think: Picture Match.

2. Practice math skills by making a chart of the time mom or dad get home from work each day, what time you eat lunch or dinner, or what time your sister has soccer practice.  When dad gets home, ask him to take the coins out his pockets and count his change.  Use that change to let your child buy a treat at the Caboose at the ball field.

3. Teach your child to do at least one chore at your house this summer.  If your child folds the hand towels, unloads the dishwasher, or takes out the recycling, that’s one more step to becoming independent.  If you need a visual schedule for this chore, please let me know and I can provide it for you!

4. Do you have an iPad?  Look for posts here or on our facebook page “Parents and Other Fans of Room 5” for updates on Free Apps!

5. Practice using Google Images. Help your child look up images of his/her favorite characters or shows.  This will help us to use this tool more effectively in school when we need to find images of concepts we don’t understand.

6. Go to superteacherworksheets.com and look for FREE worksheets.  One worksheet a day couldn’t hurt anyone!

7. Brecksville’s Super 2012 Summer Reading Kick Off: Mission Possible! starts on Saturday, June 9th from 9am to 5:30pm. Registration and participation in the Summer Reading program are free!

8. Try one of these events at the Brecksville Library:

Mission Is Possible: What Goes Up, Must Come Down

Thursday, June 14, 2012 7:00 PM – 7:40 PM

Registration Starts: Tuesday, May 01, 2012 9:00 AM

Brecksville Branch: Meeting Room

Your mission involves a puzzling assignment.  Join the Mission Is Possible Force and become a secret agent to solve a mystery about Mother Nature and her favorite Sun.

Jungle Bob’s Live Animal Show

Saturday, June 16, 2012 10:30 AM

Registration Starts: Tuesday, May 01, 2012 9:00 AM

Brecksville Branch: Meeting room

Jungle Bob Tuma is bringing some awesome animals to the library in this fun family program.  See the critters up close and personal, and learn lots of cool facts about them!  Registration is required, beginning May 1st.  Children under age 6 must be accompanied by an adult.

A Garden of Stories

Monday, June 18, 2012 3:00 PM

Registration Starts: Tuesday, May 01, 2012 9:00 AM

Brecksville Branch

Join Carol Burns for some bloomin’ good stories about gardens.  Each child will receive a plant to place in a special spot at home.  For children in K-3rd grade.  Registration is required, beginning May 1st.

Music for Kids and Parents with Chip Richter

Saturday, July 07, 2012 3:30 PM

Registration Starts: Tuesday, May 01, 2012 9:00 AM

Brecksville Branch: Meeting Room

This is “live” music, no accompaniment tracks, so anything can happen!  With his guitar, banjo, harmonica, stories and original tunes, Chip connects with the kids and adults, creating moments to remember.

Aesop’s Mural

Saturday, July 14, 2012 2:00 PM – 4:00 PM

Registration Starts: Monday, June 04, 2012 9:00 AM

Brecksville Branch: Meeting Room

Join artist Melinda Placko to create a permanent piece of art for the library!  Taking  inspiration from Aesop’s Fables, each child will have fun experimenting with many kinds of drawing and painting materials to create part of a mural full of animals and nature.  For 2nd-5th graders.  Registration required, beginning June 1st.

Solve the Story

Friday, July 27, 2012 10:30 AM

Registration Starts: Friday, June 01, 2012 9:00 AM

Brecksville Branch: Meeting Room

Storyteller Jennifer Johnson presents a puzzling collection of mysterious tales and riddles which the audience can help her solve.  Registration is required, beginning June 1st.  For ages 3 – 10 years; children under age 6 must be accompanied by an adult caregiver.

6:30 PM Take A Dip

Thursday, August 02, 2012 6:30 PM

Brecksville Branch: outside

Bring in a washed, 50/50 cotton-polyester blend t-shirt to tie-dye for this annual end of the summer wrap-up fun fest for the whole family.  We’ll help you tie-dye a t-shirt with funky patterns and vibrant colors.  This is a multi-generational program open to all ages, but participants younger than 12 years old must be accompanied by an adult.  Registration begins on June 1st at 9:00 a.m.

Exploration Station: Making Choices

Tuesday, August 07, 2012 11:00 AM

Registration Starts: Monday, June 04, 2012 9:00 AM

Brecksville Branch: Meeting Room

Ages 3-5 with a caregiver:  Join us for stories and activities about making choices.  Children will be able to explore and practice thinking skills through play at hands-on learning stations.  Registration is required, beginning July 2nd.

 

Update the Flipped Unit Plan- 3/16/12

Saturday, March 17th, 2012

Unit Plan #1- Flipped Classroom

Topic:  Counting Coins Using the Touch Math method
Time Spent: 20-30 minutes daily for 2 weeks
Materials:-          Real Coins with touch points drawn on in marker

-          Brain Pop Jr. movie- “Counting Coins” in the math notebook (brainpopjr.com)

-          iPad video recording showing the method we use at school for home – Touch points and Brain Pop Jr. to Count Coins

-          SMART board

-          SMART Notebook software

-          Price Tags

-          Snack items for sale

Unit Objectives:-          Solve problems involving quarters, dimes, nickels, and pennies (depending on student level) using the dollar sign or cents sign.

-          Accurately count combinations of coins up to $1.00.

-          Count on from 25, 10, or 5 (depending on student level)

-          Identify the names and values of quarters, dimes, nickels, and pennies.

“Flip Plan” aka homework assignment (over the course of 2-3 days):

  1. Assign the Video using the Brain Pop Jr. video, “Counting Coins” (in the math notebook) for homework the weekend before.
  2. Ask the student to get the coins from the bottom of mom’s purse or dad’s pockets (or another source at home).  Name each coin for someone at home. Count the coins using the Touch Math method.
  3. Email Miss Kolis @ kolism@bbhcsd.org and tell her the amount of change in mom’s purse, dad’s pockets, or another source from home.
  4. Put your coins in a bag and label it with the amount, bring to school.

Additional Videos for Home Use-

Elmo Counting Coins

Money Song

The Coin Song

Show Me the Money

Learn Coins Song

Counting by Fives- School House Rock

In School Plan (Lesson 1):

  1. Show the video again at school before beginning the unit.
  2. Review previously learned coin names and values.
  3. Show the class your bag of coins.  Tell the amount and the source.
In School Plan (Lesson 2):

  1. Review counting by 5s.
  2. Watch Counting by Fives- School House Rock.
  3. Count other combinations of quarters, dimes, and nickels (separate then mixed).
In School Plan (Lesson 3):

  1. Review counting on from 5, 10, 15, 20, 25, and 50.
  2. Count combinations of coins- nickels and pennies, then dimes and pennies, then quarters and pennies.
In School Plan (Lesson 4):

  1. Present items with price tags such as Tic-Tacs, Gum, Candy Bars, milk containers, etc.
  2. Practice counting the correct coins for these items in the store.
In School Plan (Lesson 5):

  1. Present practice problems- “What if you don’t have enough nickels?  How can you make up for them?”
  2. Practice trading five pennies for a nickel, two nickels for a dime, two dimes and a nickel for a quarter, etc.
Assessment/Future Plan:-          Send student to the cafeteria with coins.  Buy milk for Miss Kolis.  Can you count out $.35?

-          Go to the pop machine to buy pops for teachers’ aides.  Count out $.75 for each.

-          On a class field trip, make purchases at the store under $5.00 if possible.

Accountability:How will I know if the students have completed the work at home?

-          My students will tell me if they completed the at-home portion.

-          Students will have less understanding at school if they have not completed the at-home portion.

-          When assessed, students who have not practiced at home will struggle.  I will decide if they A. know how to count coin combinations or B. don’t know how to count coin combinations.

What if the students don’t understand “skip counting by 5s?”

-          Introduce the Touch Math “Counting by 5s” song for additional help.

-          Play the Skip Counting Game here- http://members.learningplanet.com/act/count/free.asp

-          Play Spooky Sequence Game- http://www.oswego.org/ocsd-web/games/spookyseq/spookycf5.html

-          Use a file folder task to practice counting by 5s.

-          Use a shoebox task to practice counting by 5s.

What if the students don’t understand “coin names and values?”

-          Play Money to Build a Robot – http://www.harcourtschool.com/activity/money_build_robot/

-          Use file folder tasks to practice matching coins, name aloud.

-          Use a shoebox task to practice sorting, matching coins, name aloud.

Where can the videos be found?

  1. Go to http://staff.bbhcsd.org/kolism
  2. Look through the categories on the right hand side.
  3. Click on the links to “Math- Grade 1,” “Math-Grade 2,” or “Math- Grade 3.”
  4. Click on the link to the video “Touch Points and Brain Pop Jr. to Count Coins.

 

Flipping the Classroom 2012

Sunday, February 26th, 2012

This section of the blog will be used to display websites, assignments, or tasks that I believe coincide with my current online class- The Flipped Classroom- provided by WVIZ/ideastream and Ashland University (started 2-22-12).

Curious about what I’m learning?

Flipped Teaching Manifest

The Flipped Class- I

The Flipped Class- II

Digital Learning Day! 2-1-12

Wednesday, February 1st, 2012

Today was national Digital Learning Day and Room 5 was surely celebrating!

We spent the day on our iPads, computers, and SMART board doing activities that are typically done using hands-on manipulatives.  We usually like a mix of the two, but today was different, only digital learning for us!

We watched Brain Pop Jr. videos, played Computer Part BINGO, labeled the parts of our computers, counted coins in a SMART Notebook lesson, watched a YouTube video, and used countless Apps on our iPads.

Some of the Apps we used were iLearn with Poko: Addition, ABC Magnetic Alphabet, TeachMe Kindergarten, the Winter Library from LAZ, Love to Count Pirate Trio, Autism Xpress, Everyday Math Monster Squeeze, Everyday Math Addition Top it!, Five Little Monkeys, SplashMath First Grade, Count Money- Coin Matching Game, Adding Apples, and Proloquo2Go.

Third Graders used a game from Read, Write, Think called Comic Creator.  We will use it again tomorrow to make our own comics!

Check out our pics from our 2012 Digital Learning Day!

 

 

Summer Suggestions and Ideas

Saturday, June 11th, 2011

Need some ideas for the summer months?

(Sure, the first few weeks are great, but then what?)

Check out these ideas… (Take pictures of your activities and email them to me! I can post them on our blog under “Summer 2011!”)

For ALL of the Room 5 Students:

A Summer Resource Page from the “Cybraryman”

Take the Scholastic Summer Challenge!

Eric Carle’s The Little Cloud and Craft

Eric Carle’s The Grouchy Ladybug and Craft

Another Grouchy Ladybug Activity

Eric Carle’s Brown Bear, Brown Bear and Craft

Eric Carle’s The Very Hungry Caterpillar and Craft

Seashell Memory Game

A Summer Reading List for each grade level K-6

Go to the Room 5 Home Page and play any of the games there!

Make a Wordle using summer words like sunshine, swimming, picnics, pool, goggles.

Create a “Glog” using photos from the summer!

Create a VoiceThread using photos from the summer. Write captions and record your voice!

Another summer reading list with various books about baseball!

Summer Reading List: Patriotic Books for Children

Summer Reading List: Books in Spanish

Summer Reading List: Cats, Dogs, and Horses

Summer Crafts:

Turn Washers into Jewelry

Ice Cream Crafts

Sunshine Hand print Craft

Campfire Craft

Cybraryman’s Craft Page

Sunglasses Strap and Baseball Bracelet

Seashell Picture Frames

Therapeutic Horseback Riding Interdisciplinary Unit

Wednesday, September 16th, 2009

Therapeutic Horseback Riding Interdisciplinary Unit Plans

M. Kolis- Hilton School 2009-2010

 

Book List:

1.       The Everything Kid’s Horses Book by Kathi Wagner

2.    A Blue Ribbon for Sugar by Elaine Clayton

3.     Little Horse by Betsy Byars

4.    Little Horse on His Own by Betsy Byars

5.     Wild Little Horse by Rita Gray

6.    Horse Crazy by Jessie Haas

7.     Hot on the Range by R.D. Jentsch

8.    The Kid’s Horse Book by Slyvia Funston

9.    My First Horse and Pony Care Book by Judith Draper

10.                        I Wonder Why Horses Wear Shoes: And Other Questions About Horses by Jackie Gaff

11.  Clarence Goes Out West and Meets a Purple Horse by Jean Ekman Adams

12.                         What’s the Most Beautiful Thing You Know About Horses? by Richard Van Camp

13. All The Pretty Little Horses by Linda Saport

14.                        Black Beauty by Anna Sewell

15.  Misty Morgan by Stephen Cosgrove

16.                         Barney’s Horse by Syd Hoff

17.  The Horse in Harry’s Room by Syd Hoff

18.                        Reading A-Z booklet- “On The Farm” Level B

19.                         Reading A-Z booklet “Farm Animals” Level aa

 

Literature/literacy lessons:

1.      The Horse in Harry’s Room by Syd Hoff (replicate with any of the books on the book list)

a.     Introduce story and establish a purpose for reading.

b.    Make predictions about the story before reading.

c.     Read story aloud during circle time.

d.    Read story aloud during individual reading lessons.

e.     Identify characters and setting.  Put in story map.

f.       Identify a problem and solution.  Put in story map.

g.     Identify events in the story.  Put in story map.

h.    Answer literal questions aloud in group.

i.       Answer literal questions on a “written test” (to include words and picture cues).

j.       Ohio Academic Content Standards

i.        Discover that stories sometimes give plants and animals characteristics they really do not have.  (Social Studies K.2.2)

ii.      Visualize the information in texts, and demonstrate this by drawing pictures, discussing images in texts, or dictating simple descriptions.  (L.A. K.3.4)

iii.    Answer literal questions to demonstrate comprehension of orally read grade-appropriate texts.  (L.A. K.3.8)

iv.   Identify the characters and setting in a story.  (L.A.K.5.2)

v.     Listen attentively to speakers, stories, poems, and songs.  (L.A. K.10.1)

vi.   Establish a purpose for reading. (L.A. 1.3.2)

vii. Compare information in texts with prior knowledge and experience.  (L.A. 1.3.5)

viii.                       Create and use graphic organizers such as Venn diagrams or webs, with teacher assistance, to demonstrate comprehension.  (L.A. 1.3.7)

ix.   Monitor comprehension of group-read texts by asking and answering questions (L.A. 1.3.9)

x.     Identify characters, setting, and events in a story.  (L.A. 1.5.2)

xi.   Establish a purpose for reading.  (L.A. 2.3.1)

xii. Create and use graphic organizers to demonstrate comprehension.  (L.A. 2.3.5)

xiii.                       Answer literal, inferential, and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.  (L.A. 2.3.6)

xiv.                       Describe characters and setting. (L.A. 2.5.2)

 

 

2.    The Wild Little Horse by Rita Gray (replicate with any of the books on the book list)

a. Introduce story and establish a purpose for reading.

b. Make predictions about the story before reading.

c. Read story aloud during circle time.

d. Read story aloud during individual reading lessons.

e. Identify characters and setting.  Put in story map.

f. Identify the problems and solutions.  Put in a story map.

g. Identify events in the story.  Put in story map.

h. Answer literal questions aloud in group.

i. Answer literal questions on a “written test” (to include words and picture cues).

j. Ohio Academic Content Standards

i.        Discover that stories sometimes give plants and animals characteristics they really do not have.  (Social Studies K.2.2)

ii.      Visualize the information in texts, and demonstrate this by drawing pictures, discussing images in texts, or dictating simple descriptions.  (L.A. K.3.4)

iii.    Answer literal questions to demonstrate comprehension of orally read grade-appropriate texts.  (L.A. K.3.8)

iv.   Identify the characters and setting in a story.  (L.A.K.5.2)

v.     Listen attentively to speakers, stories, poems, and songs.  (L.A. K.10.1)

vi.   Establish a purpose for reading. (L.A. 1.3.2)

vii. Compare information in texts with prior knowledge and experience.  (L.A. 1.3.5)

viii.                       Create and use graphic organizers such as Venn diagrams or webs, with teacher assistance, to demonstrate comprehension.  (L.A. 1.3.7)

ix.   Monitor comprehension of group-read texts by asking and answering questions (L.A. 1.3.9)

x.     Identify characters, setting, and events in a story.  (L.A. 1.5.2)

xi.   Establish a purpose for reading.  (L.A. 2.3.1)

xii. Create and use graphic organizers to demonstrate comprehension.  (L.A. 2.3.5)

xiii.                       Answer literal, inferential, and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.  (L.A. 2.3.6)

xiv.                       Describe characters and setting. (L.A. 2.5.2)

 

3. Sorting Books- Real and Pretend (Fiction and Nonfiction)

a.        Look at the books about horses listed in the book list.

b.       Make a table or floor chart that is labeled Real/ Pretend.

c.       Look at the books, decide how we know it’s real or pretend.

d.       Sort the books as put on the chart as real or pretend.

e.        Identify more/less, most/least.

f.         For 2nd grade student, put info. from chart into a bar graph.

g.       Ohio Academic Content Standards

                                                             i.      Identify and discuss simple maps, charts, and graphs. (L.A. K.4.4)

                                                          ii.      Follow simple directions.  (L.A. K.4.5)

                                                       iii.      Distinguish between fantasy and reality.  (L.A. K.5.4)

                                                        iv.      Sort, classify, and order objects by properties (alike and different).  (Math K.4.1)

                                                           v.      Arrange objects in a floor or table graph according to attributes, such as use, size, color, or shape. (Math K.5.2)

                                                        vi.      Select the category or categories that have the most or fewest objects in a floor or table graph.  (Math K.5.3)

                                                     vii.      Display data in picture graphs with units of 1 and bar graphs with intervals of 1.  (Math 1.5.3)

                                                  viii.      Read and interpret charts, picture graphs and bar graphs as sources of information to identify main ideas, draw conclusions, and make predictions.  (Math  1.5.4)

                                                        ix.      Answer questions about the number of objects represented in a picture graph, bar graph or table graph. (Math 1.5.7)

                                                           x.      Identify information in diagrams, charts, graphs, and maps.  (L.A. 2.4.5)

                                                        xi.      Read, interpret, and make comparisons and predictions from data represented in charts, line plots, picture graphs, and bar graphs.  (Math 2.5.2)

 

 

Crafts:

1.       Horse Toilet Paper Roll Craft

a.     toilet paper roll

b.    template- enlarge

c.     markers or crayons

d.    scissors

e.     glue

f.       brown paper

g.     Ohio Academic Content Standards

1.. Identify words in common categories such as color words. (L.A. K.2.3)

2.  Follow simple directions.  (L.A. K. 4.5)

3.  Follow simple oral directions.  (L.A. K. 10.3 and L.A. 1.10.3)

4.  Follow multi-step directions.  (L.A. 1.4.6)

5.  Fine motor practice.

 

2.     Stable Picture Frame

a.     7 popsicle sticks

b.    glue

c.     pen

d.    photo

e.     embellishments

f.       twine/yarn

g.     colored pencils

h.    stickers

i.       cardboard

j.       wire

k.     Ohio Academic Content Standards

1.      Follow simple directions.  (L.A. K. 4.5)

2.  Follow simple oral directions.  (L.A. K. 10.3 and L.A. 1.10.3)

3.  Follow multi-step directions.  (L.A. 1.4.6)

4.  Fine motor practice.

 

3.     Coloring Pages

a.     coloring pages

b.    crayons or markers

 

4.    Following directions/ Color words

a.     worksheets

b.    crayons or markers

c.     Ohio Academic Content Standards

1.  Identify words in common categories such as color words. (L.A. K.2.3)

2.  Follow simple directions.  (L.A. K. 4.5)

3.  Follow simple oral directions.  (L.A. K. 10.3 and L.A. 1.10.3)

4.  Follow multi-step directions.  (L.A. 1.4.6)

5.  Fine motor practice.

 

5.      Beaded Necklace

a.     beads

b.    horse charms

c.     string/yarn/chain

d.    Ohio Academic Content Standards

1. Follow simple directions (LA.K.4.5)

2.  Follow simple oral directions.  (L.A. K. 10.3 and L.A. 1.10.3)

3.  Follow multi-step directions.  (L.A. 1.4.6)

4. Fine motor practice.

 

6.     Horse Doorknob Hanger

a.     wooden hanger

b.    foam hanger

c.     wooden or foam embellishments

 

7.     Horse suncatchers/painting

a.     plastic suncatchers

b.    suncatcher paint

c.     paint brushes

 

8.    T-shirts

a.     Childrens’ sized tshirts

b.    fabric paint

c.     stampers

 

Writing:

1.       Letter H lesson 

a.     H is for horse.  Write horse.  Trace letter H.  Color horse.

b.    Ohio Academic Content Standards

i. Distinguish and name all upper and lower-case letters.  (L.A. K.1.4)

ii.  Print capital and lowercase letters, correctly spacing the letters.  (L.A. K.8.1)

iii.  Identify and distinguish between letters, words, and sentences.  (L.A. 1.1.1)

iv.  Print legibly and space letters, words, and sentences appropriately.  (L.A. 1.8.1)

 

2.     Verb+ing worksheet

a.     Fill in the blanks.  “The horse is ____________.”

b.    Reread all of the sentences.

c.     Ohio Academic Content Standards

i.        Print capital and lowercase letters, correctly spacing the letters.  (L.A. K.8.1)

ii.      Write from left to right and top to bottom.  (L.A. K.6.5)

iii.    Show characteristics of early letter name-alphabetic spelling.  (L.A.  K.8.3)

iv.   Construct complete sentences with subjects and verbs. (L.A. 1.6.6)

v.     Print legibly, and space letters, words, and sentences appropriately.  (L.A. 2.8.1)

vi.   Begin to use spelling patterns and rules correctly (e.g., dropping silent e before adding –ing.)  (L.A. 2.8.6)

vii. Use nouns, verbs, and adjectives correctly.  (L.A. 2.8.12)

 

3.      Write Sentences.

a.     Create a graphic organizer about the picture (horse with saddle).

b.    Write sentences about horse with saddle.  Use modeling to write the sentences.

4.     Write Sentences.

a.     Create a graphic organizer about the picture (horse eating hay).

b.    Write sentences about horse eating hay from the barn.  Use modeling to write the sentences.

5.     Write Sentences.

a.     Create a graphic organizer about picture (horse running).

b.    Write sentences about horse running.  Use modeling to write sentences.

6.    Write sentences.

a.     Create a graphic organizer about the horses at Camp Cheerful.

b.    Write about the horse you ride at Camp Cheerful.

c.     Ohio Academic Content Standards.

i.        Print capital and lowercase letters, correctly spacing the letters.  (L.A. K.8.1)

ii.      Write from left to right and top to bottom.  (L.A. K.6.5)

iii.    Show characteristics of early letter name-alphabetic spelling.  (L.A.  K.8.3)

iv.   Develop a main idea for writing.  (L.A. 1.6.2)

v.     Use organizational strategies to plan writing.  (L.A. 1.6.4)

vi.   Construct complete sentences with subjects and verbs.  (L.A. 1.6.6)

vii. Use available technology to compose text.  (L.A. 1.6.8)

viii.                       Reread own writing for clarity.  (L.A. 1.6.9)

ix.   Produce informal writings for various purposes.  (L.A. 1.7.4)

x.     Print legibly, and space letters, words, and sentences appropriately.  (L.A. 2.8.1)

xi.   Begin to use spelling patterns and rules correctly (e.g., dropping silent e before adding –ing.)  (L.A. 2.8.6)

xii. Use nouns, verbs, and adjectives correctly.  (L.A. 2.8.12)

 

Science and Math:

1.       Weather Graph

a.      Record the weather each week.

b.     Color in the weather graph.

c.      Add the totals at the end of the semester.

d.    Write sentences about the weather on our trips.

e.      Ohio Academic Content Standards-

i.        Observe and describe day-to-day weather changes. (Science K.1.4)

ii.      Observe and describe seasonal changes in weather (Science K.1.5)

iii.    Determine “how many” in sets of 10 or fewer. (Math K.1.4)

iv.   Gather and sort data in response to questions posed by teacher and students.  (Math K.5.1)

v.     Use appropriate tools and simple equipment/instruments to safely gather scientific data. (Science 1.5.6)

vi.   Observe and describe that some weather changes occur throughout the day and some changes occur in a repeating seasonal pattern. (Science 2.1.4)

vii. Describe weather by measureable quantities such as temperature and precipitation.  (Science 2.1.5)

viii.           Pose questions, use observations, interviews, and surveys to collect data, and organize data in charts, picture graphs, and bar graphs.  (Math 2.5.1)

ix.   Read, interpret, and make comparisons and predictions from data represented in charts, line plots, picture graphs, and bar graphs.  (Math 2.5.2)

x.     Write a few sentences to describe and compare categories of data represented in a chart or graph, and make statements about the data as a whole.  (Math 2.5.4)

xi.   Develop a main idea for writing. (L.A. 2.6.2)

xii. Use a range of complete sentences, including declarative, interrogative, and exclamatory.  (L.A. 2.6.6)

xiii.           Rewrite and illustrate writing samples for display and for sharing with others.  (L.A. 2.6.15)

xiv.           Produce informal writings for various purposes.  (L.A. 2.7.4)

 

Social Studies and Math:

1.       Timeline.

a.     Put each of the dates of horseback riding on the timeline.

b.    Put a picture of the weather.

c.     Include WHO went to riding that day.

d.    Be sure to include the date on each entry.

e.     Ohio Academic Content Standards-

i.        Order a sequence of events with respect to time.  (Math 1.2.3)

ii.      Place events from one’s own life in chronological order.  (Social Studies 1.1.1)

iii.    Distinguish among past, present, and future.  (Social Studies 1.1.2)

iv.   Place a series of related events in chronological order on a time line.  (Social Studies 2.1.3)

v.     Read and construct simple timelines to sequence events.  (Math 2.5.3)

 

2.    Map.

a.      Create a map of the horse barn at Camp Cheerful.

b.    Use icons to place items on the map.

c.     Create a key to use with the map.

d.    Be sure to include a compass.

e.     Ohio Academic Content Standards

i.         Identify and correctly use terms related to location, directions and distance including up/down, over/under, here/there, front/back, behind/in front of. (Social Studies K.3.1)

ii.      Make models and maps representing real places including the classroom. (Social Studies K.3.3)

iii.    Extend the use of location words to include distance and directional words.  (Math 1.3.4)

iv.   Identify and correctly use terms related to location, directions, and distance.  (Social Studies 1.3.1)

v.     Construct simple maps and models using symbols to represent familiar places.  (Social Studies 1.3.2)

vi.   Identify and use symbols to locate places of significance on maps and globes.  (Social Studies 1.3.3)

vii. Read and interpret a variety of maps. (Social Studies 2.3.1)

viii.                       Construct a map that includes a map title and key that explains all symbols that are used.  (2.3.2)

 

3.      Map.

a.      Create a map of Camp Cheerful.

b.    Use icons to place items on the map.

c.     Create a key to use with the map.

d.    Be sure to include a compass.

e.     Ohio Academic Content Standards

i.         Identify and correctly use terms related to location, directions and distance including up/down, over/under, here/there, front/back, behind/in front of. (Social Studies K.3.1)

ii.      Make models and maps representing real places including the classroom. (Social Studies K.3.3)

iii.    Extend the use of location words to include distance and directional words.  (Math 1.3.4)

iv.   Identify and correctly use terms related to location, directions, and distance.  (Social Studies 1.3.1)

v.     Construct simple maps and models using symbols to represent familiar places.  (Social Studies 1.3.2)

vi.   Identify and use symbols to locate places of significance on maps and globes.  (Social Studies 1.3.3)

vii. Read and interpret a variety of maps. (Social Studies 2.3.1)

viii.                       Construct a map that includes a map title and key that explains all symbols that are used.  (2.3.2)

 

Oral Motor Activities:

1.      “It’s a Horse Of Course”

a.     Oval crackers

b.    Marshmallows (large)

c.     Club Crackers

d.    Shredded Cheese

e.     Pretzel Sticks

f.       Photocopy of the horse

2.    “Raising a Barn”

a.     Pretzel sticks

b.    Club Crackers

c.     Shredded cheese

d.    Photocopy of the barn

e.     Ohio Academic Content Standards

i.        Understand new words from the context of conversations or from the use of pictures within a text.  (L.A. K.2.1)

ii.      Follow simple directions.  (L.A. K.4.5)

iii.    Follow simple oral directions.  (L.A. K.10.3 and 1.10.3)

iv.   Identify and describe two dimensional figures and three dimensional objects from the environment using the child’s own vocabulary.  (Math K.3.1a)

v.     Name and demonstrate the relative position of objects as follows: over, under, inside, outside, on, beside, between, above, below, on top of, upside-down, behind, in back of, in front of.  (Math 1.3.2)

vi.   Follow multi-step directions.  (L.A. 1.4.6)

vii. Extend the use of location words to include distance and directional words (Math 1.3.4)

viii.                       Follow two and three step oral directions.  (L.A. 2.10.4)

ix.   Use physical models and pictures to represent possible arrangements of 2 or 3 objects.  (Math 2.5.8)

 

 

Functional Skills:

Social Skills:

1.      Going On a Field Trip

2.    Riding the Bus

3.     Greeting unfamiliar adults

4.    Engaging in activities with unfamiliar adults

5.     Following directions

6.    Trying something new

7.     Trying something scary

8.    Using the words “I will try.”

9.    Overcoming fears

10.            Teamwork and Cooperation

11.   Self Confidence

12.             Self Esteem

13.   Emotional Control

14.              Self Discipline

15.   Language Skills

16.              Responsibility

17.   Communication

 

Gross Motor Skills:

1.      Increased balance

2.    Increased strength

3.     Better posture

4.    Better flexibility

5.     Hand-eye coordination

6.    Visual/Spatial Perception

7.     Simulates and improves walking gait