caffeinatedteaching

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iPads for Literacy February 4, 2013

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ImageA BIG PUBLIC THANK YOU TO GAHANNA-JEFFERSON EDUCATION FOUNDATION!

We are so excited for the arrival of our new iPad Minis later this week!  We will be utilizing these iPad Minis exclusively for the literacy development of our first grade students that have been identified as “at risk” under the new definitions for the Third Grade Reading Guarantee.  

We will be loading them with literacy building Apps that provide audio and visual support to literacy development, writing creation and just-right books.  

We will be allowing movement of the iPad Minis between intervention teachers so these students have the additional supports with them in all of their learning environments.  

I am so excited for this project to begin!  Thank you Gahanna-Jefferson Education Foundation for making it possible!

 

 

 

 

 

 

GarageBand Fluency December 11, 2012

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I am very excited to share this with you!  A sample can be clicked at the bottom of this post…

We created read-a-loud books to help develop our fluency.  Each student in my first grade classroom are making their own GarageBand read-a-louds.

This is a project I did with my class several years ago, but it required me bringing in my MacBook from home and then editing and burning CDs at home for parents.

This year I was able to use GarageBand for iPad and then email parents the completed sound file.

After modeling how to use GarageBand for this activity, my first grade students were able to record their voices independently and manipulate the sound effects to complete their stories.

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They love their finished projects!

We used two lines of sound in GarageBand.  The top line is their audio recordings for each page with a page turn sound effect between pages.  The second line holds background music as well as a final sound effect.  Image

The smiles on their faces are worth every moment I spent preparing this activity for them! 🙂

Here is a sample from one of my students!  STUDENT SAMPLE

 

Why I “Daily 5” September 9, 2011

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You may be familiar with the book, “the daily 5 – Fostering Literacy Independence In The Elementary Grades.” If not, you need to become familiar with it. The authors are Gail Boushey & Joan Moser who are known as “the sisters.”

I implemented Daily 5 into my first grade classroom several years ago when my principal strongly encouraged it. 🙂 Prior to Daily 5, I was using centers as a means for the students to have something valid to work on while I instructed reading groups. I will admit, I was never a fan of centers. They take a lot of time to set up each week and you had to have many options available for the student that was “done” by Wednesday. I felt the amount of available centers was overwhelming to students who were emergent or struggling readers to the point they didn’t even know where to begin. So I was open to a new approach when I cracked open the cover of the daily 5 book.

Simply put and in my own words, Daily 5 is a management style and not curriculum. Instead Of multiple choices, students are given a choice between 5 activities which are clearly defined, modeled and practiced.

The 5 choices or categories are:
Read to Self
Read to Someone
Listen to Reading
Work on Writing
Work on Words

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I follow the book quite closely in regard to Read to Self and Read to Someone. My students have book boxes where they keep classroom library books and books they make. They also have their reading group books with them during this time as well as their poetry folders.

For listen to reading I still have books on tape being utilized as well as listening to animated storybooks on Tumblebooks on the computers which we access through our local library.

During work on writing, my class has a journal, a book of lists, a book/movie review book and a book of friendly letters.

During work on words, there are a multitude of choices some of which include: making words with magnet letters, making sentences with magnet words, writing around the room on white boards, reading around the room with pointers, making words using set letters on a chart, boggle, letter puzzles, memory games, etc. I also have a computer dedicated to work on words where we access Spelling City. On this site I can preset a list of words and the games created use the created list.

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During Daily 5, I meet with a reading group, a comprehension group or a student one-to-one. Then, we all meet together for a mini-lesson, then the students select a new choice while I meet with another group or student. Then another mini-lesson, etc. The mini-lessons are great for comprehension or reading accuracy strategies as well as phonics/word work lessons. They also allow for time to showcase student work. They also provide a break from independent work time.

Daily 5 has freed me from weekly center creation as well as reviewing stacks of papers the students turned in from center work. Daily 5 has allowed my students to clearly know the expectations and have success at each stage of their morning choices and grow as readers and writers.

Do you Daily 5? I do! And I think you should too! 🙂

Please share some of your Daily 5 successes. I would love some new ideas! Also, feel free to ask any questions you might have regarding Daily 5.

 

 
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