Monthly Archives: January 2017

Say Something

Today at my school, students left school at 12:45 so that teachers could have time for Professional Developmnet.  I found this time to be extremely valuable with my fellow teachers.  Our Leadership Team provided spot on workshop material based on our previous work with the book, “Academic Conversations”.  Our focus today was on a learning routine called “Say Something”.  We silently read a complex text, chunked it by labeling paragraphs with numbers, decided with our partner who would “say something” after we read each portion of text, then analyzed vocabulary and interacted with a graphic organizer to help us give supporting reasons to a claim we made after reading.  In order to facilitate our “Say Something” conversations about text, we were provided with sentence starters which in our classrooms will go up on Anchor Charts or mini Charts for students’ notebooks.  We also documented our prior knowledge on our topic by writing words in Alpha boxes on a sheet before we read the text then again after we read it to gather more complex vocabulary.

We first talked about what had gone well since our last training then were sent out of the library to do a ghost walk around the school to see examples of student work in classrooms and bulletin boards where students had closely read text and of how teachers facilitated academic conversations with Anchor Charts in their classrooms.  I took many pictures which I compiled into an iMovie and have shared below:

 


I also am excited to have left the meeting and made plans for the coming weeks which I plan to do with my first and second graders using iPads.  I found some “Say Something” half sheets which I will use as mini individual Anchor Charts and give to students when I teach them during Tehcnology Classtime.

Here are some of my lesson ideas for how to use the “Say Something” routine which we learned about today:

1st Grade

Obj:  SW discuss moon text, make a claim, provide reasons for their claim and create a talking avatar who will share their reasons in the Tellagami app.

Moon

I will remind students that they have been studying the moon with their teachers. I showed some of them a Google Earth Moon Guided tour in our last class which described how Neil Armstrong and Buzz Aldrin landed on the moon in 1969 and how dangerous it was. Today, I will have them watch another video about how astronauts live on the international space station: (http://wtvi.pbslearningmedia.org/resource/ess05.sci.ess.eiu.astronauts/expedition-8-crew-talks-to-students-in-japan/ or read aloud “Night Light” book or “The Moon Book” by Gibbons and go through the “Say Something” routine where I will pause the video and have them

Make a prediction

Ask a question

Clarify something you had misunderstood

Make a comment

Make a connection

I will first show them the routine that I will have them do with Say Something on my Anchor Chart. I will have them use some of the sentence starters on the Anchor Chart which I will show to help them know how to stop and “say something” the first time I stop the video, Partner 1 will talk and the second time I stop the video, Partner 2 will talk. After we have watched and discussed the video, I will have students tell why they think we should go to the moon again with people or why we should not go to the moon. They will write down reasons for why NASA should or should not send astronauts to the moon. They will need to use “because” in their complete sentences. I will require at least three sentences.

Lesson Jan.30 – Feb.6
In our next class, I will hand out their sentences that they wrote in our first lesson. I will show students how to record themselves reading their sentences into Tellagami, a video creation app. They will present their claim and their reasons as to why NASA should or should not send astronauts to the moon. The students will be able to quickly create a picture in the StoryMaker Free app which they used in the Lab when they watched the Guided Tour in Google Earth/Moon. They will take a screenshot of the image and then place the image in Tellagami where they will record their voices reading aloud their sentences. They will go to quiet corners around the room to record themselves reading. Some students may need to finish writing their sentences.

2nd Grade Life CyclesObj: SW listen to a butterfly book, use the “say something” routine to talk about the book, find images about butterflies on the internet by scanning a QR code and take screenshots of the images.

I will read aloud portions of the “Monarch Butterfly” book by Gail Gibbons.

I will ask them to “Say Something” after I read a few pages and give them a scaffold for the Academic Conversation of “Say Something” by providing the following Mini Anchor Chart sheets:

You will turn and talk but first you will decide who will “say something” when the teacher stops reading and who will “say something” second for each chunk of text that the teacher reads aloud.

When you say something, do one or more of the following:

Make a prediction

Ask a question

Clarify something you had misunderstood

Make a comment

Make a connection

3. If you can’t do one of those five things, then you need to reread the section.
I will provide a mini anchor chart for each child to use as I read aloud portions of the book found here: https://drive.google.com/file/d/0ByZ0eMz5vnK8QU9naDBFY1UxWWJYMlhjQnc4Zmsxd2t0ZjV3/edit

Once I have read aloud through half of the book, they will have had the opportunity to turn and talk about a topic of choice from the book.

Make a Prediction

Clarify Something

Make a connection

Ask a Question

Make a Comment

Summarize

I will show them how to use Pic Collage app and they will learn to scan QR codes with the Scan app, open the pics, take a screenshot, resize the pictures by pinching out or in, etc. Next, they will be able to “play with” the Pic Collage app and see what it does. In our next class, they will create a poster with vocab words from the “Monarch Butterfly” book that I will have read in this lesson and show again about life cycles:
Lessons Jan.30 – Feb.6

2nd Grade Lesson – continuation of Lesson 1

Make a mini poster in Pic Collage of each stage of life cycle

https://app.box.com/s/87q0dkk0q215r88w9abz

Scan the images using QR Codes at this doc to get to websites where you will take a picture of the lifecycle and then add to Pic Collage:

https://app.box.com/s/ka4s942tf05ql1bykyg2

http://oakdome.com/k5/photo-album/life-cycle-of-butterfly.ph

http://www.edupic.net/lifecycle.htm

I like how the “Say Something” routine helps students with being accountable to talk about portions or chunks of text with their peers.  I look forward to using this routine in my first and second grade classes in the next few weeks.  By having reminders on the Anchor Charts of how to interact with text and with peers while reading, students will become stronger as readers and internalize metacognitive strategies.

I would love for other teachers to share in the comments section about how they use the “Say Something” learning routine.

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Global Read Aloud

                                                             gra_512-jpg%22-size%2214452

During October and November of 2016, my first grade classes participated in the Global Read Aloud which featured the books authored or illustrated by Lauren Castillo.  I would read aloud featured books by Lauren Castillo who was the chosen picture book author for 2016 at the Global Read Aloud website.  I reached out to teachers in my PBS Learning Media Digital Innovator Professional Learning Community and to a teacher on Twitter in Australia and asked if any of them would be willing to have their students participate and share their responses to the same books with my classes.  I was thrilled to work with a class in Louisiana and in Minnesota.  We had hoped that it would have also worked out to partner with a class in Queensland, Australia, but their school was getting out so it wasn’t meant to be.  Here’s an Animoto Video that features the Padlet writing spaces which my students typed in response to hearing the books read aloud by me:

https://s3.amazonaws.com/embed.animoto.com/play.html?w=swf/production/vp1&e=1483917994&f=T3LfEfspHhR5NqFU3fp5SQ&d=0&m=a&r=360p+720p&volume=100&start_res=360p&i=m&asset_domain=s3-p.animoto.com&animoto_domain=animoto.com&options=

I really liked the rationale for the Global Read Aloud found at the Global Read Aloud website by Pernille Ripp:  “Global collaboration is necessary to show students that they are part of something bigger than them. That the world needs to be protected and that we need to care for all people. You can show them pictures of kids in other countries but why not have them speak to each other? Then the caring can begin.”

As you can see from my video, the students were engaged as they used iPads to respond to various prompts.  I would read aloud the books, have them scan a QR code which led them to a Padlet space that I had previously prepared and then they’d type their response.  I am including the links to their Padlets below to allow readers to see their responses which classes in other states read too.  As the Technology Teacher, I see each of the eight first grade classes which is why there are a lot of responses!

Nana in the City – I read aloud this beautiful book by Lauren Castillo. Students saw the main character wear a cape that his grandmother gave to him which made him feel brave in the big city. Then, students typed a response to the book based on this prompt: If you had your own cape that made you brave, what scary things could you now face?

Made with Padlet

The next book I read aloud was The Troublemaker which showcased a sneaky raccoon who created trouble for a boy and his sister.  They were working with their classroom teacher on using the word “because” to add to their sentences which would provide an explanation to their opinion.  I asked students to respond in Padlet to the following prompt:  Would you want a brother like the boy in this story? Tell why or why not. Use evidence from the text to explain your answer.

Made with Padlet

Finally, I shared The Reader with my students.  I loved that this book provided the audience with a child who traveled to a special place just to read a book.  The reader in the story provided children with a way to value reading time and enjoy reading for pleasure.  Since the story had the setting of winter time, I asked students to write about what winter is like in our town.

Made with Padlet

My students liked getting to see the responses from other classrooms in the United States.  Knowing that other students had read aloud and responded to the same books as they had read made this project particularly exciting.  Here are some examples of the tweets that the another teacher and I tweeted during the GRA:

Thank you to Erin Kramer for the activity ideas from her free Teachers Pay Teachers resources.  https://www.teacherspayteachers.com/Store/Erinlkramer

In addition, Darlene Moreno, a Digital Learning Coach in California, shared her lesson ideas which I modified to make my own.  I have shared my chart below, but here is hers:  https://docs.google.com/document/d/1OQAdO7QEaB8Ninj8NDoTMvGwUZGdB828GRTZVYKcZ-s/edit.  Here’s another link to the Google Doc which has plans that she compiled for all of this year’s 2016 GRA books, not just the picture books:  https://docs.google.com/document/d/1KdzMWobC6nTvkpFNVIZY8rIpIbpOWan5QKwypY1DVck/edit

Week Lesson # Technology Needed: Time
Week 1:

10/3-

10/7

Lisa Maples will tweet from her @edu_maples Twitter account using #GRA16 and Lauren Castillo’s author study hashtag which is #GRALauren.  Participating teachers will reply to Lisa’s Tweet or create their own Tweet about working together with my students.       Teacher Tablet, computer or Laptop 5 minutes
Week 1:

10/3-

10/7
Lisa:

9/27 – 10/5

  1. Read Aloud: Nana in the City
  2. Activity– Post on Padlet answer to: “If you had your own cape that made you brave, what scary things could you now face?  Lisa’s Class will post using the following link on a Padlet:  https://padlet.com/lisa_maples/si3jm6sy9wf8
  3. Review other students’ responses.  Participating teachers will post their Padlet links below so that Lisa’s classes can view other students’ responses to the same question in #2.   Other Teachers’ Padlet links:

    4.  *Optional* Nana in the City Kahoot! (Lisa will play Kahoot with her classes after they respond in Padlet.)  

During your chromebook cart time or iPad time, complete the activity. Then review what the other class has posted.

OR

Rotate students on classroom computers.

30-45 minutes
Week 2:

10/10-

10/14
Lisa:

10/6-

10/17

  1. Read Aloud: The Troublemaker
  2. Activity: Post on Padlet answer to: “Who do you think the troublemaker is? Use evidence from the text to explain why.”  Lisa’s Class will post using the following link on a Padlet:  https://padlet.com/lisa_maples/rrlfog64e3c3  
  3. Review other students’ responses.  Participating teachers will post their Padlet links below so that Lisa’s classes can view other students’ responses to the same question in #2.   Other  Teachers’ Padlet links:

*Optional*

  1. Have students create a double bubble map comparing and contrasting the characters: boy vs raccoon.
  2. Play The Troublemaker Kahoot!
During your chromebook cart time or iPad time, complete the activity. Then review what the other class has posted.

OR

Rotate students on classroom computers.

30-45 minutes
Week 3:

10/17- 10/21

Lisa

10/18 –

10/27

  1. Read Aloud: The Reader
  2. Activity– Post on Padlet response to:  Describe what winter is like where you live and what you do during that time.   Lisa’s Class will post using the following link on a Padlet:  https://padlet.com/lisa_maples/scz9y1pza4hf  
  3. Review other students’ responses.  Participating teachers will post their Padlet links below so that Lisa’s classes can view other students’ responses to the same question in #2.   Other Teachers’ Padlet links:

*Optional*The Reader Kahoot!

During your chromebook cart time or iPad time, complete the activity. Then review what the other class has posted.

OR

Rotate students on classroom computers.

30-45 minutes
Week 4:

10/24- 10/28

Lisa:

10/28 –

11/9

  1. Read Aloud: Twenty Yawns
  2. Activity– Post on Padlet the answer to: “What helps you fall asleep at night?”  Lisa’s Class will post using the following link on a Padlet:  https://padlet.com/lisa_maples/hmmietw95s2z  
  3. Review other students’ responses.  Participating teachers will post their Padlet links below so that Lisa’s classes can view other students’ responses to the same question in #2.  Other Teachers’ Padlet links:

*Optional*Twenty Yawns Kahoot!

During your chromebook cart time or iPad time, complete the activity. Then review what the other class has posted.

OR

Rotate students on classroom computers.

30-45 minutes
Week 5

10/31- 11/4
Lisa:

11/10 –

11/22

  1. Read Aloud: Yard Sale
  2. Activity: Post on Padlet the answer to: “What is something that you would have a hard time giving away or selling?”  Lisa’s Class will post using the following link on a Padlet:  https://padlet.com/lisa_maples/z8kkxt077ztz  
  3. Review other students’ responses.  Participating teachers will post their Padlet links below so that Lisa’s classes can view other students’ responses to the same question in #2.   Other Teachers’ Padlet links:

Optional: Play the Yard Sale Kahoot! Game

During your chromebook cart time or iPad time, complete the activity. Then review what the other class has posted.

OR

Rotate students on classroom computers.

30-45 minutes
Week 6: 11/7-

11/11
Lisa:

11/28 – 12/7

  1. Have students reflect on their experiences over these past six weeks.
  2. Write comments in a final Padlet about their experiences with the Global Read Aloud and share responses with each others’ classes.  Post on Padlet to this question:  What will you remember most about the Global Read Aloud?  Lisa’s Class will post using the following link on a Padlet:  https://padlet.com/lisa_maples/zchvgpdg1xw
  3. Review other students’ responses.   Participating teachers will post their Padlet links below so that Lisa’s classes can view other students’ responses to the same question in #2.  Other Teachers’ Padlet links:
During your chromebook cart time or iPad time, complete the activity. Then review what the other class has posted.

OR

Rotate students on classroom computers.

30 – 45 minutes
I used lesson ideas from Erin Kramer from her free Teachers Pay Teachers resources at the links below to design my lessons for the 2016 Global Read Aloud!  I found these links at the Global Read Aloud Website:
Nana in the City
        The Troublemaker          The Reader            Twenty Yawns            Yard Sale

I had hoped to also read aloud Yard Sale and Twenty Yawns but time did not allow since I see each class every eight school days and time ran out.  In fact, the teacher in Louisiana and I had discussed having a Google Hangout to have students share their thoughts about what they do to help them fall asleep at night after hearing Twenty Yawns. We had hoped to have them dress in their pajamas and bring stuffed animals as a part of this sharing time.  Unfortunately, I had to cancel the Google Hangout due to some required testing that occurred in the Computer Lab during the week we had hoped to do it.  Nevertheless, I liked that it would have allowed our classes to interact and share in a safe way with other classes in different states.

I hope to do be able to continue sharing in Padlet spaces and hopefully in Skype or Google Hangout sessions with other classes as we discuss books in the 2017 Global Read Aloud. Stay tuned to the Global Read Aloud Website as decisions will be made during the next few months as to the choices for the 2017 books.  You can vote on your favorite picture books and chapter books at the GRA website.  I am grateful to the teachers who worked so hard to put together lessons and resources to use which got me started this past year and of course, to Pernille Ripp, the teacher in Wisconsin who created this global collaboration opportunity.