Here is the link to view the Google Doc I created for the kids to use during stations for math.
https://docs.google.com/document/d/1g0KLsYBbZl6bzOqrQsnV9Kz-QuCaWnt6TyKpo-bg2Is/edit?hl=en#
Thursday, April 28, 2011
Success for all learners!!
The students did a wonderful job of completing the fun addition problems with the google doc I created!! I am very impressed. They really enjoyed being able to use the computers to solve problems. I know they get tired of just using pencil and paper to do work. Google Docs is an excellent way to implement technology in your lesson plans. It takes planning and trial and error to find what works best for you. As new teachers it is important that we learn how to use various technology programs to assist us in our lesson plans. Technology is a great resource. As stated in the learner-centered communication proficiency, teachers implement meaningful and engaging lessons with the use of technology resources. I remember being in school and being bored with the lessons. The lessons were the plain lecture type and worksheet. Technology brings the lessons to whole different level. I plan on learning different technology strategies to help me in the future, especially in student teaching.
Lesson Plan
I have copied my lesson plan for you to check it out! Enjoy :)
Name: Jeanette Cavazos Date of lesson: March 10, 2011 Time in:______
Time out: ______ CT Name: Mrs. Joann Flores CT Signature:___________
Subject Area: Mathematics School/Grade Level: Zavala Elementary/Kinder
Indicate One Lesson: Video CT 1 CT 2 TD 1 TD 2
Overall Daily Goal:
Students will be able to join items from separate groups to complete a whole. They will be creating and solving math world problems.
Status of This Skill: (indicate one) Introduction Extension Re-teach Enrichment
Standards/ TEKS:
§111.12. Mathematics, Kindergarten.
(b) Knowledge and skills.
(1) Number, operation, and quantitative reasoning. The student uses numbers to name quantities. The student is expected to:
(A) use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects;
(B) use sets of concrete objects to represent quantities given in verbal or written form (through 20)
(4) Number, operation, and quantitative reasoning. The student models addition (joining) and subtraction (separating). The student is expected to model and create addition and subtraction problems in real situations with concrete objects.
(13) Underlying processes and mathematical tools. The student applies Kindergarten mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:
(A) identify mathematics in everyday situations;
(B) solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
(D) use tools such as real objects, manipulatives, and technology to solve problems.
(14) Underlying processes and mathematical tools. The student communicates about Kindergarten mathematics using informal language. The student is expected to:
(A) communicate mathematical ideas using objects, words, pictures, numbers, and technology; and
(B) relate everyday language to mathematical language and symbols.
§110.11. English Language Arts and Reading, Kindergarten
(21) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A) listen attentively by facing speakers and asking questions to clarify information;
(23) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including taking turns and speaking one at a time.
English Language Proficiency Standards:
(c) Cross-curricular second language acquisition essential knowledge and skills.
(1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
(A) use prior knowledge and experiences to understand meanings in English;
2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed;
(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language;
Time Constraints:
Focus: 10 min. Input: 15 min. GP: 20 min. IP: 15 min. Closure: 10 min.
Cognitive Objectives:
The Kindergarten students will be able to apply their knowledge of numbers to join items to create a whole.
They will complete a worksheet to solve word problems with 85% accuracy.
When asked to create their own word problem using familiar sight words they will complete it with an 80% accuracy.
Students will be able to practice addition problems on a Google doc I created. They will be able to complete the Google doc at a 85% accuracy rate.
Modifications:
Students who struggle to write their numbers will have the opportunity to verbally create and solve the word problems.
Students will be able to use the support of their peer when counting and writing.
Students will be assisted on the computer during stations to understand how to use the Google doc.
Previous Knowledge Necessary:
Students should have mastered counting from 1-20. Some experience of adding numbers to make up a group of ten is needed as well.
Community and Culture:
Joining items together is an everyday situation that we encounter. Sometimes we do not realize that we are conducting math. For instance, you are forming a baseball team and you have two more friends join, you have to know count how many you have to order uniforms.
Rationale:
In real life situations, you will need to combine items and count how many you have as a whole. Let us say you have two baseball cards and your brother gives you three more. You have to be able to figure out how many cards now you have all together. Many times, you will be asked to add, such as when dealing with money. Joining items is the basis of learning addition and will help you become successful in future math concepts.
Materials:
Cookie jar worksheet for each student
Cookie Crisp cereal
Ziploc bags
Cut out of cookies on stock paper
Medium size cookie jar cutouts for each student
Large cut out of cookie jar
Smart board
If you give a mouse a cookie, by Laura Numeroff
Pencils
Markers
Create your own cookie jar worksheet
Google Doc- Cookie Addtion
Multiple Intelligences:
Logical/Mathematical-
Students will solve addition problems and justify their answers to the teacher.
Visual/Spatial-
Students will have cookie manipulative to be used to assist in solving addition problems.
Interpersonal-
Students will be involved in cooperative learning during the lesson.
Intrapersonal-
Students will be able to have independent practice to solve basic addition problems.
Linguistic/Verbal-
A story will be read during the lesson. Verbal mathematical problems will be solved as a class.
Bodily/Kinesthetic-
Students will have the opportunity to use body parts for counting and adding.
Instructional Steps:
Focus:
Can some of you all describe to me what a cookie is? What shapes can they be? What are different flavors? What is your favorite cookie? When do you enjoy eating cookies? I am going to introduce you to a little mouse that absolutely loves cookies and just cannot get enough. It is called, “If you give a mouse a cookie”.
Input:
The students and I will review counting to twenty with cookie cutouts. We will verbally add a few cookies at a time to the cookie jar.
Model/Demonstrate/Guided Practice:
Use the smart board to share a large cookie jar cutout. On the white board there will be word problems that we will work on together to solve problems. Review sight words that we use when we create the word problems. Reference to the book that when the mouse had a cookie he always wanted more. More means to add. Students will randomly take turns filling in the blanks with the correct answer on the white board. We will solve some problems as a group and I will randomly call on students to participate with the use of the Popsicle sticks that have their name written. The students will have their cookie crisp cereal and cookie jar to use when we are solving the problems. I will model joining cookies into the cookie jar and justify how I solve the answer to how many are now in the cookie jar. The students will model problems with their cookies as their manipulative.
Independent Practice:
Provide each student with a worksheet of word problems that they will have to solve with help of their manipulative. Explain to them once they have finished their word problems, they may now eat their cookies. Also, encourage your students to read aloud their math sentences to have a better understanding.
Extensions/Independent Practice:
When the students have completed their worksheet, allow them the opportunity to create their own word problem. They may join any amount of cookies to create a whole. They will be asked to write their word problem with the use of their sight words. The activity can also be incorporated into a center for future references. The use of cutout cookies could take place of the cereal for sanitary purposes.
During stations, the students will have the opportunity to practice problems on the Google Doc I created.
Closure:
Review the word problems that were solved on the worksheet. Ask the students what it means when we join items together. Give the students an opportunity to share some of the word problems they created. Remind students that math has sentences as well. We solved basic addition without even being aware.
Name: Jeanette Cavazos Date of lesson: March 10, 2011 Time in:______
Time out: ______ CT Name: Mrs. Joann Flores CT Signature:___________
Subject Area: Mathematics School/Grade Level: Zavala Elementary/Kinder
Indicate One Lesson: Video CT 1 CT 2 TD 1 TD 2
Overall Daily Goal:
Students will be able to join items from separate groups to complete a whole. They will be creating and solving math world problems.
Status of This Skill: (indicate one) Introduction Extension Re-teach Enrichment
Standards/ TEKS:
§111.12. Mathematics, Kindergarten.
(b) Knowledge and skills.
(1) Number, operation, and quantitative reasoning. The student uses numbers to name quantities. The student is expected to:
(A) use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects;
(B) use sets of concrete objects to represent quantities given in verbal or written form (through 20)
(4) Number, operation, and quantitative reasoning. The student models addition (joining) and subtraction (separating). The student is expected to model and create addition and subtraction problems in real situations with concrete objects.
(13) Underlying processes and mathematical tools. The student applies Kindergarten mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:
(A) identify mathematics in everyday situations;
(B) solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
(D) use tools such as real objects, manipulatives, and technology to solve problems.
(14) Underlying processes and mathematical tools. The student communicates about Kindergarten mathematics using informal language. The student is expected to:
(A) communicate mathematical ideas using objects, words, pictures, numbers, and technology; and
(B) relate everyday language to mathematical language and symbols.
§110.11. English Language Arts and Reading, Kindergarten
(21) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A) listen attentively by facing speakers and asking questions to clarify information;
(23) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including taking turns and speaking one at a time.
English Language Proficiency Standards:
(c) Cross-curricular second language acquisition essential knowledge and skills.
(1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
(A) use prior knowledge and experiences to understand meanings in English;
2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed;
(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language;
Time Constraints:
Focus: 10 min. Input: 15 min. GP: 20 min. IP: 15 min. Closure: 10 min.
Cognitive Objectives:
The Kindergarten students will be able to apply their knowledge of numbers to join items to create a whole.
They will complete a worksheet to solve word problems with 85% accuracy.
When asked to create their own word problem using familiar sight words they will complete it with an 80% accuracy.
Students will be able to practice addition problems on a Google doc I created. They will be able to complete the Google doc at a 85% accuracy rate.
Modifications:
Students who struggle to write their numbers will have the opportunity to verbally create and solve the word problems.
Students will be able to use the support of their peer when counting and writing.
Students will be assisted on the computer during stations to understand how to use the Google doc.
Previous Knowledge Necessary:
Students should have mastered counting from 1-20. Some experience of adding numbers to make up a group of ten is needed as well.
Community and Culture:
Joining items together is an everyday situation that we encounter. Sometimes we do not realize that we are conducting math. For instance, you are forming a baseball team and you have two more friends join, you have to know count how many you have to order uniforms.
Rationale:
In real life situations, you will need to combine items and count how many you have as a whole. Let us say you have two baseball cards and your brother gives you three more. You have to be able to figure out how many cards now you have all together. Many times, you will be asked to add, such as when dealing with money. Joining items is the basis of learning addition and will help you become successful in future math concepts.
Materials:
Cookie jar worksheet for each student
Cookie Crisp cereal
Ziploc bags
Cut out of cookies on stock paper
Medium size cookie jar cutouts for each student
Large cut out of cookie jar
Smart board
If you give a mouse a cookie, by Laura Numeroff
Pencils
Markers
Create your own cookie jar worksheet
Google Doc- Cookie Addtion
Multiple Intelligences:
Logical/Mathematical-
Students will solve addition problems and justify their answers to the teacher.
Visual/Spatial-
Students will have cookie manipulative to be used to assist in solving addition problems.
Interpersonal-
Students will be involved in cooperative learning during the lesson.
Intrapersonal-
Students will be able to have independent practice to solve basic addition problems.
Linguistic/Verbal-
A story will be read during the lesson. Verbal mathematical problems will be solved as a class.
Bodily/Kinesthetic-
Students will have the opportunity to use body parts for counting and adding.
Instructional Steps:
Focus:
Can some of you all describe to me what a cookie is? What shapes can they be? What are different flavors? What is your favorite cookie? When do you enjoy eating cookies? I am going to introduce you to a little mouse that absolutely loves cookies and just cannot get enough. It is called, “If you give a mouse a cookie”.
Input:
The students and I will review counting to twenty with cookie cutouts. We will verbally add a few cookies at a time to the cookie jar.
Model/Demonstrate/Guided Practice:
Use the smart board to share a large cookie jar cutout. On the white board there will be word problems that we will work on together to solve problems. Review sight words that we use when we create the word problems. Reference to the book that when the mouse had a cookie he always wanted more. More means to add. Students will randomly take turns filling in the blanks with the correct answer on the white board. We will solve some problems as a group and I will randomly call on students to participate with the use of the Popsicle sticks that have their name written. The students will have their cookie crisp cereal and cookie jar to use when we are solving the problems. I will model joining cookies into the cookie jar and justify how I solve the answer to how many are now in the cookie jar. The students will model problems with their cookies as their manipulative.
Independent Practice:
Provide each student with a worksheet of word problems that they will have to solve with help of their manipulative. Explain to them once they have finished their word problems, they may now eat their cookies. Also, encourage your students to read aloud their math sentences to have a better understanding.
Extensions/Independent Practice:
When the students have completed their worksheet, allow them the opportunity to create their own word problem. They may join any amount of cookies to create a whole. They will be asked to write their word problem with the use of their sight words. The activity can also be incorporated into a center for future references. The use of cutout cookies could take place of the cereal for sanitary purposes.
During stations, the students will have the opportunity to practice problems on the Google Doc I created.
Closure:
Review the word problems that were solved on the worksheet. Ask the students what it means when we join items together. Give the students an opportunity to share some of the word problems they created. Remind students that math has sentences as well. We solved basic addition without even being aware.
Experimenting with google docs
At first I was really unsure of what I would be capable of doing for technology. I planned on implementing technology for the lesson I had planned on addition. I knew it would take a lot of trial and error to find what would work best for the students. I wanted to create a google doc for them to play with during stations. They would enjoy working on the computer for the math station instead of just using the boring old just pencil and paper.
Tuesday, February 15, 2011
Voice Thread
Voice thread is an interesting program. The possibilities you can do with voice thread is endless!This would be excellent to use with higher grade levels.Voice thread allows for students to collaborate, share, and comment on their peer's work. I really like the math presentation. It blew my mind! The problem is shown on the slide and you can hear the student solving the problem. The student is also able to doodle how they solved the problem. You are using multiple intelligences with voice threads. You are able to upload the students artwork and have them explain their picture.This can be used for students to explain characters in a story. Then,their peers can comment on the character and relate to that character. This is similar to open mind portraits. Also, parents can read and comment of their child's work
Google Docs
Google docs is an excellent program! I have never been introduced to Google docs until now. I am glad that a program like this for people who are not tech savvy. There is so much you can do with Google docs. I can create a presentation and create documents for my PST class. I really like the template features. While navigating through Google docs, I scanned through some templates posted. There were templates made for homework and reading strategies that can be useful.
HOTS
How can you specifically envision using a blog for HOTS integration within your field-basing grade level within any limitations?
Blogs can help children with writing skills. Instead of having paper journals, we could introduce a web-based journal through the use of a blog. The kids will have fun interacting with one another as well as with the teacher. Blogs can also be great for use in the writer's workshop. Students can edit one each others work through the web. Parents could also follow the student's progress.
Blogs can help children with writing skills. Instead of having paper journals, we could introduce a web-based journal through the use of a blog. The kids will have fun interacting with one another as well as with the teacher. Blogs can also be great for use in the writer's workshop. Students can edit one each others work through the web. Parents could also follow the student's progress.
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