Integrating Technology into the Language Arts Block

My goal this year is to create a community of readers and writers through the development of an environment where all stakeholders feel supported and encouraged as they engage with technology to become 21st-century learners.  

It is essential that students have access to technology as they learn how to learn.  No longer do we need to spend all of our class time memorizing facts.  Rather, students need to know why they know what they know.  And yet, just having access to technology does not mean that students know how to use it efficiently.  It is essential that classrooms give students explicit instruction, modeling, guided practice time, and ample opportunity to inquire with technology.  

A Graphic that I created to illustrate the issue of the Digital Divide

There are many options for integrating technology and embedding it within the curriculum and standards.  One framework for technology integration is the substitution, augmentation, modification, redefinition model.  Research shows that the higher SAMR task level, the higher the student achievement level (Israelson, 2015). Redefining a task with technology means that completely new things are possible for students with technology as a tool.  This will require access to technology tools on a consistent basis.

Kindergarten is often the initial exposure for students in how to use technology as a tool for learning rather than just a method of entertainment. Technology standards for students will include an understanding of basic operations; good digital citizenship skills; how to use technology to produce; communicating with technology; inquiry with technology; and problem-solving with technology (Grabe & Grabe, 2007).

Technology in the language arts block might mean reading on an iPad.  Students in my classroom will have access to books at their individual guided reading level through the Raz-Kids app. Students that participate in the BYOD program will have the opportunity to read books with this app and a companion website, both in school and at home.  Many times, during listening center we use a QR code reader on our iPads.  This is a great way for Kindergarten students to begin to use technology with a bit of scaffolding to help navigate the web without frustration.

Alternative Seating for Daily Listening Center and Inquiry with the iPad

Students work at computers during Daily Centers and Inquiry

Students in my classroom enjoy Fun Friday centers that are connected to our curriculum each week.  We have many centers that students may choose to visit, including the inquiry center.  Programs like DK Find Out! and Kiddle will help students answer questions and work collaboratively to build content knowledge.  

21st-century writing is active and participatory.  As students are planning and writing they might use Web 2.0 tools like Spider Scribe jr. and Google Drive.  Illustrations can be created on apps like PicCollage and Doceri. Research shows that an authentic audience to share with increases student engagement and motivation throughout the writing process.  Technology can also be used to redefine the writing process by using techniques such as oral rehearsals in planning prior to writing.  Students might use an app such as QuickVoice on an iPad (Bogard & McMakin, 2012).  Students can connect with an audience through blogging on our Canvas learning platform, or posting work on a private facebook type of app called SeeSaw.

Alternative Work Station for Daily Work on Writing Center with iPads

Students will participate in activities and lessons that encourage them to use Higher Order Thinking Skills (HOTS) to do things like understand, analyze, produce, plan, construct, and design.  Lessons will be designed with a focus on the learner and the learning, rather than the tools used in the process, technology or otherwise.  As students have the opportunity to use new tools they will begin to gain an understanding of how to use these tools efficiently.

Bibliography

Bogard, J. M., & Mcmackin, M. C. (2012). Combining Traditional And New Literacies In A 21st-Century Writing Workshop. The Reading Teacher, 65(5), 313-323. doi:10.1002/trtr.01048

Churches, A. (n.d.). Bloom's digital taxonomy. Retrieved June 13, 2017, from http://edorigami.wikispaces.com/About+Me

Coiro, J., Castek, J., & Quinn, D. J. (2016). Personal Inquiry and Online Research. The Reading Teacher, 69(5), 483-492. doi:10.1002/trtr.1450

Grabe, M., & Grabe, C. (2007). Integrating technology for meaningful learning. New York, NY: Houghton Mifflin.

Israelson, M. H. (2015, November/December). The app map. Retrieved June 18, 2017, from literacyworldwide.org

Puentedura, R. R. (2010). SAMR and TPCK: Intro to advanced practice. Retrieved July 6, 2017, from http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice.pdf

2 Dimensional Shapes

Our friend Shape Ape stopped by recently to teach us about shapes.  We often discussed our shape chart with Shape Ape.  I also create characters and use poems to introduce each 2D shape.

After a mini lesson on each individual shape, Shape Ape would instruct the class on the individual practice game that would be played in the shape shack.

The children adore playing shape guessing bag.  Students pass the bag around and pull out and name a shape.

  A second version of the game asks teams to put shapes on cards that name the number of sides and vertices.

Teams also enjoyed a guided practice game that I created called Shape Bowling.  Students use a ball to knock over toilet paper tube pins with shapes.  The bowler names the shapes on the pins that are knocked down.

We had a blast in our shape shacks with shape patterns and shape projects created with team work.

Students enjoyed several craft projects focused on shapes.  We made Tickles and Tommy Triangles. 

I gave a mini lesson on the Oval Office and the President.  We made our own Oval Offices.

Students worked in partners to complete several shape comparisons and exercises.

Our room is shaping up with some great team work!

I put stickers on colored paper in the vertices positions of each shape.  Students were able to connect the dots and cut out the shapes.

We have been busy with shape centers at every corner.  This is a shape rub station.

Students used Wikki Sticks to wrap and create a 2D shape museum on lap desks.

Shapes can be stamped in Silly Putty.

We enjoyed using playdough in shape centers.

I created a center where students use clay in each vertices position.  Sides are created using craft sticks.

Students drew shapes in shaving cream.

I used pattern block pictures purchased on Teachers Pay Teachers to create a simple and quick shape center.

I created a center by taping 2D shapes on the floor.  Students placed blocks on each vertices.  Each block building was given a number for the address.  Then, the children drove cars around the shape and counted the sides and vertices.

The students played shape parking lot in partners.

One of these things is not like the others!

We start Math Workshop each day with a rousing game of One of these things is not like the others.  For several weeks, I selected a Sesame Street picture for the children to discuss.  Then, I added my own fabric four square type frame.  (I used painter's tape on a scrap of fabric.)  I enjoy using objects that connect with the current Math topic.  We have been focusing on 2D and 3D shapes.  This provides the opportunity for the children to use new Math terms and concepts when making observations.

We practiced for several weeks with the scenarios that I planned.  Then, I put a basket with several items and shapes along side the fabric frame.  The students enjoyed creating problems of their own making in a Math Center.

I have been astounded at the creative connections that the children are making through this warm-up activity.  I see the students developing sharp problem solving skills.

Phonics Slides on the Slide

Slides on the Slide

Our class has a friend named Eddy Laugh Laugh.  I put on an elephant mask and teach slides with the elephant's giant flashcards.  We have a blast dancing the slide dance.  Each consonant is paired with each vowel.  The b slides include:  ba, be, bi, bo, and bu.  We learn slides with each letter.  Several times, I have taken my class outside to do slides on the slide.  Students slide down the slide holding a slide card.  A friend is waiting at the bottom holding up a consonant card.  The class waits to read the newly formed CVC word.

Science Animal Centers

Animals-

Kindergarten students love learning about animals.  We explore animals as we learn our letters.  We visit http://a-z-animals.com/animals/ to learn about a new animal each time that I introduce a new letter.  I also teach a Science unit that explores animals with fur, feathers, scales, and shells.  We spent several weeks exploring many types of animals and learning to put them into these categories.  

One activity was to put pictures of animals into the previously mentioned categories.  As a culmination we participated in four animal centers.

Students were able to participate in this center with great independence after we practiced as a class.

This was one of the first opportunities that students had to use my iPad as a small group.  I asked students to use the EPIC book app.  The children looked at informational texts on animals.

My class loved making insects from egg cartons.  Our animal unit involved several discussions about the difference between insects and spiders.  Students were able to make an insect with three segments on the body.

I supervised the observation station.  Students enjoyed observing star fish as we discussed animals with shells.  The children touched a fox pelt as we discussed animals with fur.  Then, we explored quail feathers.  Finally, we touched a snake skin as we discussed animals with scales.

Teen Numbers in Math Workshop

Our class has been focused on teen numbers for several weeks.  We used our Math curriculum to learn to count teen numbers.  Calendar time provided an excellent opportunity to touch on the ones and tens place of each teen number.  The students love playing this game on our giant double tens frames.  We draw a card from 11-20 and the students fill the frame with animals to match.

Our class loves to meet a new character to go along with each new concept.  Teen Turtle is hanging out with us these days.

We move forward with a guided practice time.  The children gather in teams under their tables.  This is called the teens in the trenches activity.  We play one game, or participate in one activity each day.

This game asked the students to draw a card and fill the double tens frames to match.

Often, I change the game by adding new objects to our Math basket.

We played games with many different objects before we were ready to create a teen pumpkin collage as a team.

We displayed our creations for all to see.

Our centers were focused on teens for several weeks.  This is our Dab center.  Students selected a card from the deck.  The number was recorded on the paper and dabs were created to match the number.

We pretended to be pirates in this center.  Students selected a card and filled the double tens frames with that number of jewels.  (I purchased the jewels at the Dollar Tree.)

I make my own playdough that is so much softer.  

I have several teen number games that have come from Teachers Pay Teachers.

The students enjoy matching shapes with numbers and tens frames.  (These shapes were purchased at Dollar Tree.)

Our number of the day focus is an additional opportunity to discuss teen numbers.  We touch on tally marks and tens frames with counters.  Students are asked to decide if each number is even or odd.  We discuss the various ways to determine if a number is even or odd.  Often, the children see me erase the chart from the previous day.  This provides a clue.  We chant and lean back and forth to show the pattern of odd and even.  I also put teeter tooters up and draw tally marks to show the number.  Children look to see if the teeter tooter has two tally marks.  If all teeter tooters can go back and forth, then the number is even.  Odd numbers will have an odd ball teeter tooter tally mark.  This means that the number that we are discussing is odd ball.  I add a cube to the bag each day to show the number.  The teen numbers call for us to add a bag for the tens place.  We fill the tens place bag with a rod.