Acrostic Poems and Rebus Stories

In the computer lab this past month, my second grade classes published their November/Thankful acrostic poems. The teachers worked with the students in their classrooms to write the poem and then we used Microsoft Word to publish it. One teacher had the great suggestion of using a table in Word to help align the three parts of the poem: The large letter, the phrases and the pictures to go with it. The technical skills used were inserting a table of the correct dimensions, changing the font size and style, inserting clip art, removing the table borders and adding a page border. As you can see below, they turned out really nice!

 

One of my teaching goals this year to is have differentiated activities at the end of each unit so the students have something meaningful to do when they are done. I had two choices for students who finished their poem before others did. They could either make a new table and compose an acrostic poem of their own name, or they could write a story about a topic of their choice. I found that as long as I reviewed how to insert a table, many chose that option. Just as many chose to write a story of their own. 

A couple of second grade classes needed an extra day in the lab to finish all the student's poems, so I went one step further and taught the students how to create a rebus story. This used the tech skills of center and left alignment, changing the font size and style, insert and resizing clip art and copy/paste as we reused pictures in our story. Their results after just one class were terrific and shown below. 

Sharing Our Birds

Our first grade classes study all different categories of animals from birds to mammals, reptiles and fish. Many classes actually create their own animal to go along with their learning. Last year and again this year, I worked with one teacher to turn their collection into a movie.



Depending on time and resources, you can have the students take the picture or you can take them. I then put all the pictures into one Photo Story and had each student narrate information on their bird. It was challenging to have them say the word "ornithologist" and despite practice, many read right off their note sheet instead of talking in sentences, but they all enjoyed seeing their creations in a movie! This movie is posted on the teacher's website for parents to see. In fact, she left last year's movie online so this year's parents could get some ideas for helping their child create the bird at home. Enjoy!

Create Greeting Cards from Student Art

One day I was walking down the hallway in our school and saw the student's artwork on the wall. Nothing unusual about that - except this time their unique cupcake designs inspired me to action! At another school I had worked at, we took the student's artwork and created greeting cards. Since we had some fundraising money to spend, we gave the greeting cards to a local nursing home for their residents to use. Not having that same money this year, I instead came up with the idea of selling the cards for a nominal profit at our Holiday Extravaganza.

After explaining my idea to the art teacher, who enthusiastically agreed, we approached our PTO to see if they would be willing to pay for the initial printing. They were and suggested that our profits fund the art department. The art teacher and I picked the top ten creations, took a picture of each and then created greetings for the inside of the cards (saved as jpg images). After picking them up from the printer, I have been proudly showing off how professional our 7th grade artwork now looks!  If funding is an issue, an alternative is to print just a few sets and take orders from parents and staff using flyers and/or website announcements.

Animations in Power Point & Google Presentations

My students have always enjoyed creating animations with Microsoft Power Point. They have terrific curriculum applications as well such as  explaining science concepts like cells dividing, or in language arts recreating a scene or new ending to a story, and in social studies recreating history. When I started doing animations five years ago, my first lesson was to have them animate the phases of the moon and effect on tide patterns.

I happened to see an animation done with Google Presentation also that is pretty incredible and will be trying that with my 7th graders soon. When I share this idea with other teachers, they always ask for the directions. Below are the nitty gritty directions and student examples for three versions of animations.(And I just discovered that Power Point 2010 allows you to save these as WMV files if you go to the Send/Share option under the File tab.)


Clip Art Animations:
1. Open Power Point and change your layout to a blank slide.
2. Add clip art in their beginning position.  
3. Insert a duplicate slide. There are a few ways to do this: Insert Slide/Duplicate Slide; Right click on the slide from your slide list on the left side of the screen; Click on the slide from your slide list on the left side of the screen and use Control D; or add the icon to your Quick Access Toolbar at the top of the page by right clicking on that toolbar.
4. Move the clip art slightly, using the arrow keys is a good way to do this
8. Repeat 7 & 8 multiple times to tell your story.
9. Set transition timing: animations tab/advance slide/automatically after 00:00.3/apply to all
10. Watch your animation




One Page Animations
Here is a video explaining it: 




Stick Figure Animations
1.Create your stick figure(s) using autoshapes (insert/shapes) (You can copy and paste lines)
2. Create double jointed arms and legs by using two lines
3. Group all lines together (highlight all, right click on the face/group/group)
4. Add a background and send it to the back
5. Insert a duplicate slide (see directions above) and move your person
6. Then double click on piece of the body you want to move and move that part
7. Repeat instructions five and six over and over
8. Set your transition timing so that it plays on its own (00:00.1 or .3)

Authentic Internet Safety Lessons

Starting out the year with lessons on internet safety is usually a good thing. As we use the internet more and more in our classrooms, it is important to discuss how to stay safe, not be a cyberbully and what digital citizenship means. Last year I spent two class periods on this with my third grade students. They watched a video and created a poster. This year we actually practiced internet safety and cyberbullying in grades one, two and three for almost an entire month. This real life application is what cements learning, not a video and poster.

All five first grade classes set up blogs this year with Kidblog.org. Last year, only two teachers used them in the second half of the year and they were instrumental in bringing the entire first grade on board. We started by learning how to comment appropriately and substantively. We replied to a blog post from another classroom in another state and practiced being positive and writing something worthwhile. No more "Cool!" or "Good job dude!" comments were allowed as we stressed the importance of meaningful replies. They then commented on their teacher's post for individual practice. During the following weeks we learned how to write our own posts, comment on each others and finally add pictures from safe picture websites. I really like morguefile.com and pics4learning.com. Both have safe pictures for young students and fall under creative commons licenses. The blogs are currently set as private to only those who can log in (the students and teacher).


Our second graders took a big step in learning to use a Wiki as I wrote about in my last post. The internet safety skills learned included finding safe pictures from the internet, using an online account, not altering others work that is on the same page as theirs (they really wanted to correct things!) and not using full names on the internet. The wiki is set as private (a nice feature of pbworks.com) so that we can learn in a safe environment.


Finally, our third graders learned to use email appropriately by sending one to their teacher and myself telling us what they learned about internet safety so far. They also learned to use an online account, our school Moodle account. In there, we practiced doing a forum, which is where the students answer my question, and then can comment on each others. This offered us the opportunity to learn substantive, positive comments that add value, along with discussing cyberbullying. They also posted a piece of writing and experienced the joy of sharing their work with each other. One of our lessons that provided additional comments even the next day, was showing them the internet site for the city of Mankato. A very real looking, but almost completely false, website. They couldn't believe it was fake and it provides a great lesson on not believing everything you see on the internet, helping you stay safe.

Looking at all the authentic experiences the students had to practice internet safety and digital citizenship this year, I feel they understand it much better than last year's video and poster. As they continue to use blogs, wikis and Moodle throughout the year, these lessons will be reinforced over and over again until they hopefully become habits. Wouldn't that be nice!

Digital Stories on the iPad

Yesterday I had the chance to work with our thrid grade students as they created a digital story about bats on their iPads. We used the app StoryKit to create our book and also used the FotoFarm app to find pictures. The students were able to spread out around the room and hallway as they used the iPads. Research on bats had been done prior to this time so that they were ready to create their stories. All students were happily engaged in creating a book about bats!

The Storykit app allows you to write text, draw pictures, add saved photographs and record your voice, all of which can be moved around the page in an endless number of combinations. The students had not used this app before, but were very quick in figuring it out and troubleshooting it. The only big problem we had was that some students created a new book instead of a new page when they were done with their first page, and we were not able to combine books so they had to start their pages over. Not once were they upset about losing their pages, instead they took it in stride and created a new one. In addition to being completely engaged in their task, I saw an endless variety of books - no two were the same.

Connecting School and Home with a Wiki

Our second graders study insects and this year I wanted to create a home/school connection involving insects. I came up with the idea of starting a Wiki for the entire second grade (six classes). My goal was to teach the students how to insert pictures, so they could take pictures of insects they see at home and post them on the Wiki to share with the rest of the second grade. Yesterday we had our first connection as one student added four pictures from home and shared them in class!

The mechanics of adding a picture were a little complicated for second graders, but I felt the concept was well worth the effort. I began by making a Wiki with pbworks.com as they allow you to create a private site accessible to only those who sign in. The first page consists of  a table with student numbers that correspond to either the computer they sit in my room or their classroom numbers. Six students share a page and also share a log in containing their student number.

As I mentioned, the mechanics of inserting a picture were difficult, but due to the timing of my lesson and their insect lessons in class, I had to start there. This week we are going back in to add general insect information under our pictures. I also created a page for each class, from which we will create a page for each student to record research on their assigned insect.


My future plans include creating your own insect that has body parts of other insects, sort of a remix. The students will use each other's research pages to collect the information, complete a planning sheet and then draw their insect in SmartNotebook. As I did last year, they may then create a Power Point animation of their insect getting food in its habitat and escaping its predators.


Future uses for the Wiki will hopefully involve pen pals with another school and collaborative story writing. There are many other uses here, and as we use the Wiki more, we will try some of them.

Online Literature Circles

This year I was introduced to the concept of back channeling in the classroom as I wrote about in a prior post. I see so much value in giving students the ability to communicate with each other simultaneously online, so when I cam across an article about online literature circles, I was immediately interested. This article talks about the increased communication among students that happens when they can use an online vehicle such as Todaysmeet.com or Moodle to share ideas, thoughts and introspections about their work. With a few guided questions from the instructor, these online communications can quickly advance into the upper levels of Blooms Taxonomy, something I believe is essential for understanding and retention of information. What I really like about this particular article is how it explains step by step the process of starting online literature circles in your classroom. While it addresses middle school classes, I think it could be used in grades three and up, making it a valuable tool in the classroom. I am hopeful to start this with some of my teachers next year.

Improving Fluency with Voice Recording

One reading strategy for improving fluency is to read a selection over and over. Think about how much more powerful this could be if the student could play back their reading, listen to it, evaluate it and then redo it? With technology, this is possible. There are many ways to record your voice from Web 2.0 tools to different software programs. I want to focus on two different approaches to improving fluency with technology, because tools may change, but the purpose is the driving force.


All students should have a digital record of their fluency so the student, their families, and their teacher can all look back and have concrete evidence of growth. Two software programs that are available in our school are Power Point and Photo Story. Each allows the student to create a page with the date and information on what they are reading. Once the page is created, they can record their reading right on that page. After recording, they should listen to it and evaluate their performance. The recordings can be easily deleted so the student can redo them. Once they feel they have done their best, the file should be saved. At predetermined intervals, the student should create a new page with new recordings. At the end of the year, the student can go back and listen to all the recordings, a concrete portfolio of their growth.

Another strategy involves making podcasts of Reader's Theatre performances. Because you are not keeping a running record, additional software that could be used are Audacity, and any Web 2.0 tool that records your voice. The students practice the piece and when ready, record their performance. The advantage of using Web 2.0 tools is the ability to have them immediately accessible on the internet to share with the class, family, and friends. What makes it so powerful to do Reader's Theatre this way is the total reliance on voice to carry the performance, thus expression in fluency is key. It is kind of like the old-time radio shows people would listen to. An article on implementing this in your classroom can be found here.

Comic Book New Endings

One day on Twitter I saw that @techieang had just co-planned a literacy lesson with another teacher at her school. I thought that was a great idea and after connecting with her, we co-planned a "virtual" lesson for our students. Since she teaches a 2/3 grade split and I was looking for something that would also work for one of my 1st grade classes, we came upon the comic books at Professor Garfield Toon Book Reader. Not only could we read the same online stories, but there were four different ability levels to choose from.


We planned our lesson around the elements of comic books and how they help us read them. Next the students read one, thought about the choices the character made, and came up with a new ending, or for her older students, changed the story in the middle. While we had some technical difficulties with getting the website to work on her iPads, and the text was blurry on some stories, both classes were able to complete and share their new endings.


As it was the end of the year, I asked my first graders to tell me all the different ways they could create a comic with the software programs we have at school. They came up with using Kidspiration, SmartNotebook software and Microsoft Publisher. Some of them even remembered that we could take pictures from one software and paste it in another. Below is a movie compilation of some of their pictures. I am very proud of their ability to use different software to fit their needs and the effort that they put forth in this project. They had to read the story twice, complete a planning form, create the picture and then post the picture and their explanations on their blogs. With help from their classroom teacher, we were able to finish in time to share with the other class.

Allowing Creativity and Student Choice

Today our first graders brought in their homemade wagons for their wagon parade. It was the culminating activity for their motion and balance unit. There was only one rule, it had to be a wagon that would carry a stuffed animal. Because there was only one rule, the students were allowed the freedom to create anything they wanted to. We had around 80 first graders participating and therefore had 80 different, unique and very creative wagons!

As teachers, how often do we require every student to produce the same project, following the same rules and therefore looking the same. I always think of this when I walk down the hallway and see 20 projects on the wall that are almost identical. When each student is given an open ended task, with few restrictions, they must use creativity, problem solving, critical thinking and communication skills to come up with an end product - all the 21st Century Skills we desire our students to develop. Our wagon parade was a perfect example of what can happen when we have less requirements instead of more.

Tech Integration in the Classroom - A Balanced Approach

After a lot of hard work, today our five year old kindergarten classes invited family, friends and other classrooms to visit their rooms as they showcased their Wisconsin Habitat projects. I am so proud of all the work the students, teachers, families, and buddy classes did on their projects. As I walked into the classroom, I was immediately drawn to the habitats they created, full of all the animals they studied, and I walked from room to room admiring the student's work. Additionally, in one room, a student eagerly read me their animal report, while in another, parents and students were busy watching the digital stories we put together of the student's work. In yet another room, parent's were taking pictures of their child's part in the digital story along with pictures of the animals and habitats.





My point is that this was a perfect example of the balance of technology in the classroom. It was so worthwhile for the students to create their habitats and animals in 3D out of tactile materials, while it was also valuable to everyone to watch a video compilation of each child's animal report. We are tactile people who enjoy employing our five senses. We love to fill our homes with objects that mean something to us and make us feel comfortable and loved. We enjoy picking out the variety of clothes we wear to express our personalities, while the smells and tastes of good food is a sure draw. At the same time, we enjoy the connectivity, information potential and visual/audio aspects of technology. The balance between all of it is what makes us a whole person and the same is true for education.

Descriptive Writing - Word Choice

Our school uses the 6+1 Writing Framework to teach our students writing strategies. Recently, I focused on word choice, or descriptive writing, with my second grade students. The goal was to paint a picture in our minds as we write. I began the lesson with an introductory video on word choice. Afterward, I went through the video frame by frame to discuss how descriptive words were used.





The students had a good grasp of some descriptive words, but I wanted to show how to use them in sentences, so we read the book "A House for Hermit Crab" by Eric Carle. This wonderfully illustrated book uses many different adjectives and a variety of verbs to say similar things; there is almost a pattern to the writing. After each page, I would set the book down and ask the students to share the descriptive words used by the author.

Finally we were ready to try writing descriptive sentences on our own. While I used a software program that had pictures, you could also do this on paper. I modeled picking a picture of a dog and writing a very simple sentence: "I saw a dog." I then wrote a second, more descriptive sentence underneath: "A fierce-looking dog growled at me as I scurried by." The students were instructed to do the same, find a picture, write a simple sentence and then a more descriptive one. Depending on the time remaining in class, some students wrote a third sentence, some picked another picture and others edited their classmate's sentences to make them even more descriptive. We ended the class with an oral sharing of each student's sentences.


Additional class periods were spent writing a story using the descriptive words found in the book, and any other words the students thought of. The word list is here. Since we have Microsoft Word in our classroom, the students used the highlighting feature to identify their descriptive words. This was a wonderful self-editing tool as some of them saw that they did not have many descriptive words. They also had to evaluate all their words to decide if they were descriptive or not. We ended this unit with our collaborative Storybird.com stories that I have previously written about.

Observation Checklist

I spend a lot of my classtime walking around the room helping and observing students, a great way to do formative assessment in the moment. In the past, I used a checklist to keep track of different things, like who has finished what and were the students on task. During my Assessment and Differentiation class, I decided that my project would be to improve this form so that it could be used during project based learning activities to assess many different areas.

My internet search provided me with a lot of individual checklists; and while they listed excellent skills to assess, I wanted a whole-class form. In the end, I am back to the same format I used to use, however I now have a more specific purpose for the form. Each day I will decide what I want to assess such as specific content skills, on-task behavior, who finishes when (for differentiation purposes), who works independently without a lot of support, who answers others questions, and who asks a lot of questions. My main means of documentation will be a 1,2,3 rating system, though I could also use codes to help me distinguish if the off-task behavior was for talking (T), or paying too much attention to others (B), or maybe they didn't understand what to do (U). For the 1.2,3 rating system, 1 is the learning stage, 2 is the practicing stage and 3 is automatic stage. In the short class periods I have, I was given the advice to mark the 1's and 3's first, and everyone else is a 2.

21st Century skills can more easily be assessed if I list them on my checklist. Ultimately, as I learn more specifics about my classes, I can provide for differentiated assignments based on what data I am collecting with this checklist. Even though I am a specials teacher and see 20 classes a week, this checklist can easily be adapted for use in the classroom to assess all the skills mentioned above, plus many more. If you would like to try this checklist, you may download it here.

Engaged Learning & 21st Century Skills

For me, the 21st Century Skills of Creativity, Collaboration, Critical Thinking and Communication go hand in hand with engaged learning. I am lucky enough to be a part of our school's project based learning team, a team of very dedicated teachers who are working together to provide meaningful, engaged learning experiences for our students. We presented a video of our journey this year to our school board last night, which you can view below.





As you can see, engaged learning and the 4 C's go hand in hand, and often overlap. No where in the video did you see students sitting in rows, listening to a lecture or completing a worksheet. One of my goals for next year is to continue to structure lessons that do not center around whole group lecture, and model this for other teachers. I plan to accomplish this through better lesson design, small group instruction, providing a variety of resources such as what Kathie Nunley does in her classroom, and finally, by referencing the list I started on what to do instead of a worksheet or lecture. I would love it if you could add your thoughts to this list as well!

Collaborative Story

Currently, I am working with the technology teacher at Van Meter Elementary school in Van Meter, Iowa to have our second grade students create a collaborative story using Storybird.com. Each week our classes add a page to the story and we have just finished our first one.







This has been a wonderful experience on many levels. First, the students were very excited to be able to create a story with this website. Second, they were even more interested in seeing what the other class wrote each week! They are also proud of what we accomplished. We had just finished a descriptive writing unit and tried to apply those same guidelines to our pages of the book. We can now share it with our parents and school.


Storybird.com has many applications in the classroom in addition to working with another school. You can use it in a reading center, having different students add pages to the story. The students can also do one with their parents. I even have two classes in our school doing one together. Storybird lets you set up a class and even create assignments for your students if you would want to use it on an indivdual basis. Whatever way you use it, your students will really enjoy the colorful, expressive pictures and story possibilities!

Digital Story Book Report

Last week I found a great website via Twitter that lists 150 Book Report Alternatives and today we started one in my class using Photo Story. Since we don't have recording capabilities in our lab, we are only using pictures, words and music to tell our "story". Today was Day One and it was a fantastic class! The students came in with a graphic organizer of their story already completed. We reviewed my example Photo Story to discuss the mistakes I had made and suggestions for how to fix them. We also reviewed how to spread a sentence out over more than one picture as I don't want this to be text heavy. After a final quick review of some PhotoStory particulars, the students were off.

It was a pleasure to watch the student engagement for the rest of class! They had a choice of finding and saving clip art pictures or using Morguefile.com (a safe, copyright-free image website). Even though they had all read the same story, they are picking such vastly different pictures that each digital story will be unique. They were collaborating with each other as they evaluated whether a picture would "work" and they gave each other suggestions for finding pictures. Next week we will finish finding pictures and start adding words. I am eager to see the continued critical thinking that will happen as they try to limit their words, yet get their point across.

Pair Share

I am always tring to find ways to engage most if not all of my students during the short "teaching time" I begin all my classes with. One suggestion from my principal was to try "Pair Share". I prefer to let the students tell me what they already know about what we are doing, especially since we meet only once a week and need to start with a review of what we learned last week. When I ask them, I usually get a few hands up and often the same ones. With pair share, the students turn to their designated partner (we have established this beforehand) and discuss whatever it is I ask.

After they discuss together, I then ask the entire class the question. Below you can see the response I now get! By having all students participate in a discussion with another student, they are all engaged and they also feel more confident in raising their hand to answer my question.

Create Your Own Avatar with My Avatar Editor

This is a cross post from my guest post on Freetech4teachers.com.


Working in the primary grades, I am always on the look-out for creative, no-account-required, Web 2.0 websites that are also kid-friendly. One that I have found to be very successful for all grades is My Avatar Editor. This website allows you to create a customized avatar based on the Mii characters of the Wii game system, and that in itself brings excitement for the students! It is very easy to use and after a quick demonstration, the students are ready to go. After customizing your avatar, it can be exported as a .jpeg file, or a .png which allows you to remove the background – very helpful when layering objects, and is then saved as a picture in your files for future use.



What have we used My Avatar Editor for? Younger students have created themselves and posted it in their blogs (since we don’t allow their picture and name to appear together on the internet). Older students have created a cast of characters to use in stories, projects and animations. My 1-8 students have used this independently and I am sure kindergarteners could also with some assistance saving it. In this day and age when it is so easy to copy a picture off the internet, I like to encourage students to create their own components to a project and this website makes it really easy to do so!

Author Study

One of my goals is to avoid whole group lectures. So when I was assigned an author study report for my language arts methods class, I was ashamed at myself for going right to Power Point. Now there actually was a reason: It lets you print great handouts, something we need to provide. Then I started realizing that I would use it for just that reason, a handout. Here is how my "new" presentation will look, and it is something I can modify for use in the classroom.





My two authors are Jan Brett and Barbara Park. Both write engaging children's stories, but in different ways. What I really wanted was for my class to experience this engagement and a Power Point would not do this. To start my presentation, I will first hand out the Power Point slides printed in handout form. My classmates will be able to read through them as I am getting the rest of my presentation ready. Jan Brett includes such beautiful illustrations in her books and to show them to the class, I found a video of someone reading her book, with the illustrations shown full page. While the reading style might not be as engaging, it allows me to show the whole class the illustrations, something I would not be able to do if I read the book and walked the pictures around. The illustrations in the page borders foreshadow events coming up, something else I want to point out. After the video, I will then read the first chapter from Barbara Park's Junie B. Jones and the Stupid, Smelly Bus. Since the engagement comes from the reading of this book, visuals are not as important, and I can read it with expression (something I could not find on the internet!). Then I will ask the class to "vote with their feet", which is where I ask a subjective question such as which author appealed to you more, and the class physically moves itself to different sides of the room depending on their answer.


How would I modify this for a second grade classroom? First, we would have more time, so the author study would last all week and I would read many of the author's books. I would definitely have the class "vote with their feet" as I ask them higher level questions about the books and the authors. I would also let the students anonymously rate each book we read with a 1, 2 or 3 and a reason why on a sticky note. We would have a poster for each book and attach the ratings below it. Using author interviews already posted on their websites, I would have two or more students reenact the interviews for the small groups of classmates. Following that, we could send individual or class letters/emails to the author. I have had students send emails to authors before and have actually had some responses! In the end, I feel I have successfully avoided the dreaded Power Point lecture.

Back Channel and Blogging in the Elementary Classroom

This is my presentation from the Iowa 1:1 conference on April 20th, 2011 in Des Moines, Iowa.