Internet Tools for Teaching
EDIM 514
As our first extended text of the year, our third graders read Charlotte's Web by E.B. White. The reading block throughout this time typically goes like this:
- Students read an assigned chapter. Depending on the group of kids I have, kids read the chapters in a variety of ways, including reading independently, with a small group, listening to the chapter on their iPad, or I'll read the chapter to them as they follow along in the book. - As the students read, they are to be on the lookout for evidence of character traits, questions and wonders, and signposts. These items are typically written on post-it notes. - The class will then come together to share ideas, strengthen their speaking and listening skills, and deeper their understanding. - Students end by returning to their reader's notebook or response packet and writing about something that stood out to them. The goal here is for students to show their thinking process and synthesize to develop new meaning. This process typically goes well, but as you can see, the only technology integrated is the occasional use of the iPad to listen to a chapter. After learning more about TodaysMeet, I'm thinking this would be an easy and beneficial way of incorporating technology and promote collaboration. We won't be starting Charlotte's Web for a couple weeks, but I thought I'd go ahead and set up a room. Although my students have access to KidBlog, I can see how user friendly TodaysMeet can be. I like that students need to be concise in their thinking and mimics Twitter. So, they can be on "social media" without all the worries of "real social media." Some learning goals throughout the extended text are: - RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers. - RL.3.3: Describe characters in a story and explain how their actions contribute to the sequence of events. - RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters. - RL.3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. - RF.3.4: Read with sufficient accuracy and fluency to support comprehension. - SL.3.1: Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. To evaluate their contributions on TodaysMeet, I think I'd have them do some self-reflections. This could be a check list with the following criteria: - Did I stay on topic? - Did I answer the question? - Did I communicate my idea clearly? - Did I provide evidence from the text to support my thinking? - Did I use accurate capitalization, punctuation and spelling? With this being the fifth year reading Charlotte's Web with my third graders, I'm excited to integrate some new ideas to keep it fresh and exciting, not just for my students, but for me as well!
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