Software Evaluation #2
(Jump Start Advanced Kindergarten)
Title of Software: Jump Start Advanced Kindergarten
Producer: 2002 Knowledge Adventure
Target students (e.g., age or grade-level of students): Ages 4-6, Kindergarten
Proficiency level (e.g., beginning, intermediate, advanced): Beginning - Intermediate Language Learner Level
Description:
This is entertaining animated software that has animal characters that guide the user through a colorful classroom and backyard setting. The learner is able to go through an alphabet banner, listen to stories, explore music, review the seasons, paint, learn numbers, patterns, compare item sizes, identify and sound out letters and create words. This is all accomplished through games and interactivity. The learner moves the mouse over items and the software tells the learner what the object is. Everything is sounded out allowing the learner to learn the items. The learner learns through the audio and visual support of the text and graphics on the screen.
Language skills targeted: Alphabet-letter Identification and sounds, vocabulary for language learners, word matching and sequencing
Evaluation:
This program’s strength is that it is very entertaining for young learners. Sounding out letters and small words would really help an emerging language learner. I also liked that the learner is able to hear how the word should be pronounced. The learner also has the opportunity to respond to the activities on screen and receive an immediate response. I also like that the learner is also able to learn English through Math and Music activities as well. Another capability I like is that this program lets the language learners listen to English and follow along with the stories being read. A weakness that I find is that a beginning language learner might still have some problems understanding some instructions to the activities. Maybe the programs should model as it verbalizes the instructions.
I feel that it would be effective to ELLs in learning English, if the learner is between beginning and intermediate. The reason I state this is because the instructions for the activities might confuse a language learner with absolutely no previous English experience. I currently teach 4th grade and I would use this program for my classroom for the language learners that are still having trouble reading and spelling words in English. The method of language learning is through the audio and visual support of the text and graphics on the screen.
Saturday, March 31, 2007
Reading Prompt #10
I have used internet resources for my own professional development. A couple of years ago my district paid for and offered professional development courses through PBS TeacherLine. I remember taking a reading and math course. The reading course facilitated teacher interaction and research of children's authors online. I explored the possibility of students researching their favorite authors in the language they pleased.
Some of the Egbert resources I would be interested in trying is Wordsurfing. According to Egbert, this site helps to acquire vocabulary. This would be very beneficial for my language learners. I am also interested in The Amazing Picture Machine, a site that provides free graphics for students to use.
The images on Flickr could also be used in language learning classrooms. According to Richardson, language learning students can participate in "photo field trips". In this activity students can search for images from a certain part of the world, learn about them and then put them together in a powerpoint presentation. This is a great way to learn more about the culture of the language they are learning.
The book also mentioned an activity for students studying other countries or cultures. Student can search for specific images of other countries or cultures and learn with other people through the internet. Messages can be read and left on the images by the language learning students thus connecting the students to the photographer. This will enable learning about the image and the person behind the image. This communication encourages language learning in an interesting format.
Some of the Egbert resources I would be interested in trying is Wordsurfing. According to Egbert, this site helps to acquire vocabulary. This would be very beneficial for my language learners. I am also interested in The Amazing Picture Machine, a site that provides free graphics for students to use.
The images on Flickr could also be used in language learning classrooms. According to Richardson, language learning students can participate in "photo field trips". In this activity students can search for images from a certain part of the world, learn about them and then put them together in a powerpoint presentation. This is a great way to learn more about the culture of the language they are learning.
The book also mentioned an activity for students studying other countries or cultures. Student can search for specific images of other countries or cultures and learn with other people through the internet. Messages can be read and left on the images by the language learning students thus connecting the students to the photographer. This will enable learning about the image and the person behind the image. This communication encourages language learning in an interesting format.
Monday, March 26, 2007
Reading Prompt #9
One of the challenges or limitations that I have in my classroom is the Computer Use in Limited Technology Contexts. I find that barriers such as time constraints in the classroom, the limitations set by standardized curriculum and large classes makes it hard to incorporate technology resulting in student success.
Another limitation that I find is that because my students have limited exposure to technology, new literacies such as visual and multicultural literacies must be taught.
I can overcome the challenge of time constraints by replacing planned activities with computer-enhanced language tasks. This would help meet classroom goals along with incorporating the use of technology. For example, I would replace a regular activity such a science vocabulary preview with a science vocabulary lesson incorporating technology. I would use technology to explore the vocabulary definitions including pictures and examples to further the understanding of the terms.
I can also meet standardized curriculum through the use of technology by integrating technology in creative ways. This will provide students with the opportunity to meet classroom goals effectively and efficiently. For example, computers can be incorporated to a math lesson in symmetry by exploring websites that provide animated pictures demonstrating symmetry. Students can also create or search for pictures through the internet that contain symmetry.
The challenge of using technology with large classes could be overcome by sharing the computer lesson as a class through a projected visual on the screen of what the teacher is doing on the computer. Students can take turns answering in a whole classroom setting the problems or scenarios presented on the screen in the lesson. Students can also form groups and take turns working activities on the one or two computers available to the students. They will be more effective and efficient because the teacher would have already modeled what is expected of the students. This will ensure higher student success and less wasted time on the computer.
The limited exposure to technology by my students results in low visual and multicultural literacies. I would have to teach visual and multicultural literacies as a class by demonstrating and modeling the literacies. I would use websites to aid in the teaching such as noodletools.
Another limitation that I find is that because my students have limited exposure to technology, new literacies such as visual and multicultural literacies must be taught.
I can overcome the challenge of time constraints by replacing planned activities with computer-enhanced language tasks. This would help meet classroom goals along with incorporating the use of technology. For example, I would replace a regular activity such a science vocabulary preview with a science vocabulary lesson incorporating technology. I would use technology to explore the vocabulary definitions including pictures and examples to further the understanding of the terms.
I can also meet standardized curriculum through the use of technology by integrating technology in creative ways. This will provide students with the opportunity to meet classroom goals effectively and efficiently. For example, computers can be incorporated to a math lesson in symmetry by exploring websites that provide animated pictures demonstrating symmetry. Students can also create or search for pictures through the internet that contain symmetry.
The challenge of using technology with large classes could be overcome by sharing the computer lesson as a class through a projected visual on the screen of what the teacher is doing on the computer. Students can take turns answering in a whole classroom setting the problems or scenarios presented on the screen in the lesson. Students can also form groups and take turns working activities on the one or two computers available to the students. They will be more effective and efficient because the teacher would have already modeled what is expected of the students. This will ensure higher student success and less wasted time on the computer.
The limited exposure to technology by my students results in low visual and multicultural literacies. I would have to teach visual and multicultural literacies as a class by demonstrating and modeling the literacies. I would use websites to aid in the teaching such as noodletools.
Monday, March 19, 2007
Reading Prompt #8
What is the difference between traditional standardized testing and authentic assessment?
The standardized traditional testing provides information or results against a standard. It gives information about how the student is progressing in specific content areas. Whereas the authentic assessment can provide feedback from peers and others. According to Egbert, authentic assessment can also help the language learner move ahead by allowing the learner to improve, become familiar with their own position in the language learning process, fine-tune understanding and set goals.
Describe how computers can be used for both.
According to Egbert computers can be used for both by performing actual assessment or to help carry assessment, allow learners to post their products to the Web for peer and teacher feedback, send output electronically to experts, can be used to create rubrics, record observations, reflections, teacher records, summarizing and reports on student progress.
So according to Egbert, computers can be used literary in standardized testing by actually performing the assessment and keeping records on observations, student progress reports and teacher reflections on students.
Egbert also mentions that computers can be used within the process of authentic assessment by having the learners create a product for assessment. For example, creating an electronic portfolio or creating a photoshop product demonstrating their understanding of the content. The assessment is based on the process.
I feel that an authentic assessment is the ideal format for testing. I think that to actually get a true picture of whether the learner actually understood the content is to see if they are able to apply what they have learned. This type of assessment empowers learners when they see that they reallly did understand the concept because they were able to create a product.
Describe examples from the reading.
Examples from Egbert include students creating an electronic portfolios showing students work and progress throughout the year. Students can insert their creations and showcase them at the end of the year. This is especially interesting to me because it would allow the students to take ownership of the work.
Another example of using a computer for assessment is having the learner create a design in Photoshop about a concept or theme they have learned about. This second example also allows the learner to demonstrate what he/she has learned. It allows them to take what they have learned and create a product showcasing their knowledge. The learners would also discuss and explain their designs to the class which further exemplifies true learning. I reallly like this because it also allows the students to take ownership.
To effectively assess the work students do via the computer the teacher must:
- assess multiple aspect or contexts of the project or assignment
-assess both the process and the outcome
-spread the assessment out over the time of the project
-fit the contect and method of what is taught
The standardized traditional testing provides information or results against a standard. It gives information about how the student is progressing in specific content areas. Whereas the authentic assessment can provide feedback from peers and others. According to Egbert, authentic assessment can also help the language learner move ahead by allowing the learner to improve, become familiar with their own position in the language learning process, fine-tune understanding and set goals.
Describe how computers can be used for both.
According to Egbert computers can be used for both by performing actual assessment or to help carry assessment, allow learners to post their products to the Web for peer and teacher feedback, send output electronically to experts, can be used to create rubrics, record observations, reflections, teacher records, summarizing and reports on student progress.
So according to Egbert, computers can be used literary in standardized testing by actually performing the assessment and keeping records on observations, student progress reports and teacher reflections on students.
Egbert also mentions that computers can be used within the process of authentic assessment by having the learners create a product for assessment. For example, creating an electronic portfolio or creating a photoshop product demonstrating their understanding of the content. The assessment is based on the process.
I feel that an authentic assessment is the ideal format for testing. I think that to actually get a true picture of whether the learner actually understood the content is to see if they are able to apply what they have learned. This type of assessment empowers learners when they see that they reallly did understand the concept because they were able to create a product.
Describe examples from the reading.
Examples from Egbert include students creating an electronic portfolios showing students work and progress throughout the year. Students can insert their creations and showcase them at the end of the year. This is especially interesting to me because it would allow the students to take ownership of the work.
Another example of using a computer for assessment is having the learner create a design in Photoshop about a concept or theme they have learned about. This second example also allows the learner to demonstrate what he/she has learned. It allows them to take what they have learned and create a product showcasing their knowledge. The learners would also discuss and explain their designs to the class which further exemplifies true learning. I reallly like this because it also allows the students to take ownership.
To effectively assess the work students do via the computer the teacher must:
- assess multiple aspect or contexts of the project or assignment
-assess both the process and the outcome
-spread the assessment out over the time of the project
-fit the contect and method of what is taught
Tuesday, March 6, 2007
Flowchart
This is our flowchart for our Podcast about Healthy Choices. This information will be available in English and Spanish.
Group Members: Rosa, Adrienne and Marysol.
Monday, March 5, 2007
Reading Prompt #7
Egbert Chapter7: Content-Based Instruction
Content based instruction attempts to meet students' needs in both content and language. The content in a content based language learning classroom is purposeful, according to Egbert Ch. 7. Content not only helps to learn language but also the language also lends itself to learn the content.
There are 2 techniques:
1) Teach content in a culturally responsive manner.
The teacher must use literature that is culturally relevant. Use first language cognates to help students comprehend what
they are reading adn finally adapting lessons to reflect the contributions of all relevant groups.
2) Adapt materials so that they are appropriate for learners, but do not sacrifice academic content.
Suggested materials:
-use of graphic organizers
-use of text outlines
-Rewrite the text
- Use audiotapes
- provide live demonstrations
-use alternative books
An example of a content based lesson that incorporates technology and supports language learning is:
Tell Us a Tale: Teaching Students to Be Storytellers
Introduction: Throughout history, storytellers handed oral tales down from person to person, generation to generation. This lesson borrows from that tradition by helping students take an existing story and make it their own.
Encourage readers to create an oral story about an illustrated book or one picture from a book. Check the images from our Teaching with Illustrators feature for ideas.
website: Teaching with Illustrators
http://content.scholastic.com/browse/article.jsp?id=4516
Using a tape-recorder, have them tell a story based on the pictures. They can listen and alter the tale until they're satisfied and have learned it well enough to perform for the class. Tape their final performance; then help storytellers write out their tales to create books they can re-read along to with the audiotape. Students can also have the option to retell the scenes in the book.
If the students would like to retell the scenes by rewriting what happened in the story then the following lesson can be easily incorporated after they have viewed the website "Teaching with Illustrators" for ideas.
Student Objective
Students will:
-Read and choose a folktale or short story that they want to retell
-Map the story's sequence of events with a graphic organizer
-Identify and summarize story elements
-Write a script that elaborates upon or interprets parts of the story
-ELL learner will also build confidence and practice using English to create expression as they tell their story to the class and/or record it.
-Students may be placed in partners or small groups to complete activity
Materials
-Graphic Organizer for Sequence of Events — one copy for each student
-Selection of books for students to choose from.
-Watch or timer that can track 10 minutes
-Tape recorder
-Website " Teaching with Illustrators" for ideas. Some illlustrators have information listed in Spanish as well.
Directions:
Step 1: Choose a story.
-Explain to students that any book or story can be told as an oral story. Storytellers take existing stories and use their imaginations, body movements, and expressive tones of voice to retell the story in their own way.
-Invite students to look over your selection of stories and to choose one they think they think will grab the audience's attention.
- They may also look at the website for ideas. The website has some illustrators provide information in Spanish
Step 2: Read or review the illustrations of the story 4-5 times.
-Students should read or review the story several times within their groups
-If it is a chapter book or long story, have them choose a specific episode that they can retell within the time limit (recommended time for each storyteller group performance is 10 minutes).
-Explain that they don't need to learn the story by heart, but they should concentrate on remembering facts and details in the story, including: • The order in which things happen • Characters' names • How characters feel in different situations • Descriptions of locations or sounds
Step 3: Outline what happens.
-Using a graphic students should outline each scene in the order it occurs. Model this for students by outlining "The Three Little Pigs." For instance: Scene 1 - First pig is in his straw house Scene 2 - At the same time, Big Bad Wolf is in the village looking for a pig Scene 3 - Big Bad Wolf comes to the first pig's straw house
-Students can add boxes to the organizer in order to outline all the events in their tale. Remind students that they will be telling a story in 10 minutes. If their story has too many scenes, they will need to shorten them or combine events to keep the story short.
Step 4: Describe each scene. Have students write descriptions of the settings and characters' actions for each scene. They can use the book and these questions as guides:
-Where and when does the scene take place?
-Who is in the scene?
-What happens?
How can you use movements to illustrate the action (i.e., pretend to open a door)?
Besides characters' words, what sounds are heard (thunder, birds)?
Step 5: Use your imagination.
Once students have laid out the story "as written," ask them to look for ways in which they can make the action more exciting. For instance, what if their hero drove a racecar instead of riding a horse? Tell them not to be afraid to add or change things
— that's part of the storytelling tradition!
Step 6: Create a script.
- Using quotes from the book or lines they write themselves by looking at the pictures, have students write a description and character dialogue for each scene.
- Model creating a script based on the sequences of events created for "The Three Little Pigs." For example: "The Three Little Pigs" SCENE 1 [sit with eyes closed] One morning, Pig was napping, when suddenly…. [open eyes, jump up] bam! bam! bam! There was a loud knock on his door. Pig jumped up in surprise. And went to see who was knocking. [pretend to turn a doorknob] In rushed his brother pigs and knocked him right over!
Step 7: Perform it or record it!
- Have students practice reading the script or story. Storytellers don't have to memorize it perfectly, though. Explain that they should feel free to add on or alter the story as they perform it for the class or record it (as long as they can keep it within or around 10 minutes). ELL learners will learn vocabulary and practice creating sentences and retelling stories.
- Hold a storytelling festival and invite other classes to listen to your students tell their tales!
Content based instruction attempts to meet students' needs in both content and language. The content in a content based language learning classroom is purposeful, according to Egbert Ch. 7. Content not only helps to learn language but also the language also lends itself to learn the content.
There are 2 techniques:
1) Teach content in a culturally responsive manner.
The teacher must use literature that is culturally relevant. Use first language cognates to help students comprehend what
they are reading adn finally adapting lessons to reflect the contributions of all relevant groups.
2) Adapt materials so that they are appropriate for learners, but do not sacrifice academic content.
Suggested materials:
-use of graphic organizers
-use of text outlines
-Rewrite the text
- Use audiotapes
- provide live demonstrations
-use alternative books
An example of a content based lesson that incorporates technology and supports language learning is:
Tell Us a Tale: Teaching Students to Be Storytellers
Introduction: Throughout history, storytellers handed oral tales down from person to person, generation to generation. This lesson borrows from that tradition by helping students take an existing story and make it their own.
Encourage readers to create an oral story about an illustrated book or one picture from a book. Check the images from our Teaching with Illustrators feature for ideas.
website: Teaching with Illustrators
http://content.scholastic.com/browse/article.jsp?id=4516
Using a tape-recorder, have them tell a story based on the pictures. They can listen and alter the tale until they're satisfied and have learned it well enough to perform for the class. Tape their final performance; then help storytellers write out their tales to create books they can re-read along to with the audiotape. Students can also have the option to retell the scenes in the book.
If the students would like to retell the scenes by rewriting what happened in the story then the following lesson can be easily incorporated after they have viewed the website "Teaching with Illustrators" for ideas.
Student Objective
Students will:
-Read and choose a folktale or short story that they want to retell
-Map the story's sequence of events with a graphic organizer
-Identify and summarize story elements
-Write a script that elaborates upon or interprets parts of the story
-ELL learner will also build confidence and practice using English to create expression as they tell their story to the class and/or record it.
-Students may be placed in partners or small groups to complete activity
Materials
-Graphic Organizer for Sequence of Events — one copy for each student
-Selection of books for students to choose from.
-Watch or timer that can track 10 minutes
-Tape recorder
-Website " Teaching with Illustrators" for ideas. Some illlustrators have information listed in Spanish as well.
Directions:
Step 1: Choose a story.
-Explain to students that any book or story can be told as an oral story. Storytellers take existing stories and use their imaginations, body movements, and expressive tones of voice to retell the story in their own way.
-Invite students to look over your selection of stories and to choose one they think they think will grab the audience's attention.
- They may also look at the website for ideas. The website has some illustrators provide information in Spanish
Step 2: Read or review the illustrations of the story 4-5 times.
-Students should read or review the story several times within their groups
-If it is a chapter book or long story, have them choose a specific episode that they can retell within the time limit (recommended time for each storyteller group performance is 10 minutes).
-Explain that they don't need to learn the story by heart, but they should concentrate on remembering facts and details in the story, including: • The order in which things happen • Characters' names • How characters feel in different situations • Descriptions of locations or sounds
Step 3: Outline what happens.
-Using a graphic students should outline each scene in the order it occurs. Model this for students by outlining "The Three Little Pigs." For instance: Scene 1 - First pig is in his straw house Scene 2 - At the same time, Big Bad Wolf is in the village looking for a pig Scene 3 - Big Bad Wolf comes to the first pig's straw house
-Students can add boxes to the organizer in order to outline all the events in their tale. Remind students that they will be telling a story in 10 minutes. If their story has too many scenes, they will need to shorten them or combine events to keep the story short.
Step 4: Describe each scene. Have students write descriptions of the settings and characters' actions for each scene. They can use the book and these questions as guides:
-Where and when does the scene take place?
-Who is in the scene?
-What happens?
How can you use movements to illustrate the action (i.e., pretend to open a door)?
Besides characters' words, what sounds are heard (thunder, birds)?
Step 5: Use your imagination.
Once students have laid out the story "as written," ask them to look for ways in which they can make the action more exciting. For instance, what if their hero drove a racecar instead of riding a horse? Tell them not to be afraid to add or change things
— that's part of the storytelling tradition!
Step 6: Create a script.
- Using quotes from the book or lines they write themselves by looking at the pictures, have students write a description and character dialogue for each scene.
- Model creating a script based on the sequences of events created for "The Three Little Pigs." For example: "The Three Little Pigs" SCENE 1 [sit with eyes closed] One morning, Pig was napping, when suddenly…. [open eyes, jump up] bam! bam! bam! There was a loud knock on his door. Pig jumped up in surprise. And went to see who was knocking. [pretend to turn a doorknob] In rushed his brother pigs and knocked him right over!
Step 7: Perform it or record it!
- Have students practice reading the script or story. Storytellers don't have to memorize it perfectly, though. Explain that they should feel free to add on or alter the story as they perform it for the class or record it (as long as they can keep it within or around 10 minutes). ELL learners will learn vocabulary and practice creating sentences and retelling stories.
- Hold a storytelling festival and invite other classes to listen to your students tell their tales!
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