Electronic Portfolio-Hedy Laverdiere

Transcription

Electronic Portfolio [ Hedy Laverdiere ]
Introductory Statement
The following electronic portfolio is an excerpt of works created during my
student teaching experience, which includes my educational philosophy, resume,
educational papers, lesson plans, unit plans, projects, as well as my classroom
website.
Educational Philosophy
Constructivist learning is the philosophy I will employ in my classroom. Engaging
students in learning, rather than being lectured to, is how our classroom will be
structured. I believe strongly that learning is doing—students that are engaged
in learning are motivated learners and will be lifelong learners. They will not only
learn, but will learn how to learn through inquiry as well as active learning, and
effective classroom management.
Resume and References
Resume of Hedy Laverdiere
Educational Papers
Case Study
Classroom Websites
Technology in Schools
Lesson Plans
A Story Map
Design a Robot
Election Connection
Fractured Fairy Tale
Hats for Charity
Hickory Dickory Dock (Lesson and Book)
Redecorate My Room for $1,000 (Lesson and Spreadsheet)
Unit Plans
Diversity and Interdependence of Life
Robot Thematic Unit
Projects
Diaper Babies Adventure Game
Event Newsletter
Classroom Newsletter
Music Loving Mouse Goes to London Game (Board, CardFront, CardBack)
Talking Toilets Attack Game
Word Study Notebook
Classroom Website
RocketLaunchers.org
Email: [email protected]
Hedy J. Laverdiere
18828 High Point Road
Chagrin Falls, Ohio 44023
Phone: (440) 543-7340
Cell: (440) 725-9417
E-mail: [email protected]
Objective
To obtain a teaching position in a progressive school that embraces innovative methodologies.
Education
*Currently pursuing teaching licensure at Notre Dame College, Pk-3 Licensure expected June
2005, 4th-9th Licensure expected July 2005 with concentrations in Science and Math.
Notre Dame College, South Euclid, Ohio
Post-baccalaureate in Education— Spring 2005
Cleveland State University, Cleveland, Ohio
Bachelor of Business Administration in Management — June 1989
Experience
Student Teacher
January 2004—May 2005
Facilitated student learning through various methods including, but not limited to modeling, guided
practice, cooperative learning, individual practice and guided inquiry, created lesson plans, created
activities and projects.
¾ Semester of Student Teaching, Gurney Elementary School, Chagrin Falls, Ohio
¾ 30 Hours, Gurney Elementary School, Chagrin Falls, Ohio
¾ 13 Hours, Kenston Early Learning Center, Bainbridge, Ohio
¾ 3 Hours, Timmons Elementary School, Bainbridge, Ohio
¾ 15 Clinical Hours with student
Publications Specialist
April 2002—June 2003
Valley Lutheran Church, Chagrin Falls, Ohio
Design and publication of weekly church bulletins and monthly newsletter as well as installation,
training, and coordination of publicity.
¾ Creation of marketing materials
¾ Publicity and outreach for church events
¾ Train staff and congregation in various software programs
¾ Install and maintain software systems
Business Owner
January 1998 — Present
Whimzzz, Chagrin Falls, Ohio
Designer of children’s coats and accessories as well as creation of website whimzzz.com. Business
encompasses marketing and sales, business management, and production and fulfillment of orders
across the U.S. as well as several foreign countries.
Computer Consultant
January 1994 — Present
Innovative Technologies Group, Inc., Chagrin Falls, Ohio
Provide computer services including document layout and design, software training and documentation,
website creation and publishing via FTP, networking, programming and design, technical support,
hardware and software.
¾ Provide training at customer site, both classroom and individual sessions
¾ Program office automation systems and Web Pages
¾ Recommend and implement network, hardware and software solutions
¾ Procure equipment and schedule installations
¾ Analyze technical situations, provide support and schedule service
Hedy J. Laverdiere
Software Trainer
Page Two
December 1993 — March 1997
Productivity Point Intl., Seven Hills, Ohio
Provide software training in a classroom environment for large corporations in Northeastern Ohio.
¾ Present course material in a professional and explanatory manner to assist learning
¾ Encourage questions and participation
¾ Demonstrate procedures, followed by “walkthroughs” with students
¾ Provide hands-on exercises to reinforce material
¾ Evaluate “slow” and “fast” learners providing each with helpful suggestions
Trainer/Customer Support Specialist
January 1993 — June 1994
Tricom Business Systems, Cleveland, Ohio
Implemented training courses, provide technical support and establish customer service guidelines for
the MIS department.
¾ Create training courses for customer base and new customers for a variety of software packages
¾ Provide training at customer site
¾ Troubleshoot technical questions both via telephone and on customer site
¾ Establish customer service procedures and visit customers to ascertain needs
¾ Order equipment and schedule service and installation for computer technicians
Area Coordinator, Word Processing
April 1991 — January 1993
Headquarters Companies, Independence, Ohio
Focused on the continuing improvement of office automation technologies for this eight office executive suite firm. ¾ Supervised and trained word processing department, organized and instructed training sessions and seminars
¾ Setup and maintain Novell LAN
¾ Installed hardware including arcnet cards, disk drives, memory boards, modems, mice
¾ Implemented e-mail package to create a local word processing hub for the four Cleveland offices
¾ Recommended and ordered computer hardware and software
Network Administrator/Lead Word Processor
July 1989 — April 1991
Headquarters Companies, Independence, Ohio
Worked in word processing department. Responsible for virtually all aspects of company's system
operations and support.
¾ Responsible for administration of Novell LAN including group and user setups and network hookup
¾ Install software and hardware
¾ Use communications software to transfer files and solve system problems at seven centers
¾ Troubleshoot and resolve technical inquiries for all centers
Applications
Windows XP, NT, 2000; Novell NetWare 2.15 & 3.11 System Admin; FrontPage 2003; Microsoft
Office Professional 2.0-2003 since 2.0 (Word, Excel, Access, Powerpoint, Publisher, Outlook);
Inspiration; Kidspiration; various Palm applications; WordPerfect 7.0; Quattro Pro; the Internet;
Internet Explorer and Netscape browsers; Eudora Pro; cc:Mail; Adobe Acrobat; CorelDRAW 9.0;
Pagemaker 5.0; WinFax Pro; Quickbooks 2000; Quicken; DOS.
Activities
Sunday School teacher at Valley Lutheran Church since 1999. Director, Vacation Bible School.
Children’s Ministry Coordinator. Family Ministry Coordinator. Implemented and taught Kingdom
Kids Afterschool Program.
Hedy J. Laverdiere
Page Three
References
Dr. Rachel Jones, Principal
Gurney Elementary School
1155 Bell Street
Chagrin Falls, OH 44022
440-338-5144
Kathy Warren, Cooperating Teacher
1155 Bell Street
440-338-5144 x 143
Jillian Langer, Cooperating Teacher
1155 Bell Street
440-338-5144 x 133 *
[email protected]
Katherine E. Manwell, Assistant Superintendent
Fairview Park City Schools
20770 Lorain Road
Fairview Park, OH 44126
440.331.5500 x 11
[email protected]
Rick Koenig, Principal
Garfield Elementary
7090 Hopkins Road
Mentor, OH 44060
440-255-6609
[email protected] *
Kathleen Molnar, Assistant Professor
Notre Dame College
4545 College Road
South Euclid, Ohio 44121
216-281-1680 x 5303
[email protected]
Dr. Robert Archer, Assistant Professor
Notre Dame College
4545 College Road
216-373-5330
[email protected]
Dr. Frances Elliott Ulrich, Assistant Professor
Notre Dame College
4545 College Road
216-373-5328
[email protected]
Rev. Daniel Esala
Valley Lutheran Church
87 E. Orange Street
Chagrin Falls, Ohio 44023
440-247-0390 x 203
[email protected]
Barbara Lazar
Information Technology Division
The Cleveland Clinic Foundation
17325 Euclid Ave., Mailstop: CL32, Cleveland, OH 44112
216-738-4319
*preferred mode of contact
Training included the following companies among others:
NASA
Productivity Point International
The Cleveland Clinic Foundation
Nordonia Schools Community Education
Green Schools
KeyBank
McDonald & Co.
Invacare
TRW
City of Akron
City of Cleveland
GoJo Industries
PPG Industries
Roadway
Swagelok
Valley Lutheran Church
Case Study
A Comparison of Two Students
X
Reading Diagnosis and Assessment, ED355
Notre Dame College
Teaching Licensure Program
By Hedy Laverdiere
X
April 7, 2004
Name of Child: Kayla Laverdiere
Child’s Date of Birth: 7/21/94, 9.7 years old
Grade Level: 4th Grade
Date(s) of Testing: 2/13, 2/15, 2/16
Name of evaluator: Hedy Laverdiere
Name of Child: Jakob Laverdiere
Child’s Date of Birth: 12/16/97, 6.4 years old
Grade Level: Kindergarten
Date(s) of Testing: 2/4, 2/5
Name of evaluator: Hedy Laverdiere
Background Information
A reading diagnosis and assessment of my two children, Kayla, age 9, and Jakob, age 6.
Kayla Laverdiere
Kayla is a 4th grader with previously documented reading comprehension difficulties. As an
infant, she had meningitis, as well as chronic ear infections. From 2000-2003, Kayla had an
Individual Education Plan (IEP), and is currently on a 504 Plan with accommodations. Kayla has
a diagnosis of Central Auditory Processing Disorder (CAPD) as well as Attention Deficit
Disorder (ADHD-Inattentive Type). I have long suspected memory issues as well, with recent
events confirming that in my mind. While I have always felt there was more to her learning
disabilities, a recent field experience observation has lead me to suspect that Kayla may have a
disability called dysphasia, a communication disorder with wide ranges of extremes and
commonly attributed to those that have had strokes, meningitis, and other traumatic brain
injuries. Kayla will be seen by another specialist in April. Kayla is not an avid reader, despite
enjoying taking books out from the library. She is highly selective about what she wants to read.
She enjoys books with animals, as well as realistic fiction like the Little House on the Prairie
books. Her parents try to guide her to encourage her to select books she will enjoy reading.
Contradictorily, Kayla is highly creative and imaginative and likes to make her own books, write
her own stories as well as elaborate illustrations. Her stories, as well as artwork, are wonderful. I
see quite the author in her. Kayla clearly likes to do things in her own way. In her leisure time,
drawing and writing are her first choice. We have even requested reams of paper, tape and
staples for her for Christmas! She also enjoys computers and game systems, and more
recently, music. In school, Kayla utilizes the Accelerated Reader (AR) program, which allows
children to master progressive reading levels by reading books at their own level (determined by
testing) and taking a 10 question quiz on each book, which determines their comprehension.
Kayla’s scores waver from the 70% to 100% range, typically. Each book, based on readability
and difficulty, is worth anywhere from 1.0 to 9.0 points. The quiz score determines how many
points are earned for each book, with a current quarterly goal of 15 points with 80%
comprehension before points are awarded. Children can earn partial points, but do not receive
any points below 80%. The last two quarters, Kayla has had a great deal of difficulty with AR. In
the Fall quarter, she did not earn any AR points at all, requiring 10 at that time. During the
Winter quarter, the goal was 12 points. I soon realized Kayla was again not passing the AR
tests and spoke with her teacher. She had been able to retell the stories to me, so I was
dismayed that she was unable to pass the tests. Her teacher suggested she continue to take
the AR tests first, and if she did not pass them, she could write a retell of the book for 3 points
for each book, and adjusted her goal to 10 points. Kayla wrote three retells of the stories she
had completed, but being 1 point shy of her goal, read another AR book and wrote her retell
after reading the book. She did not have time to complete an AR test for that book, but she did
earn 12 points for the quarter. The Spring quarter goal is 15 points, and before Easter break,
her teacher wrote a note asking what goal we should place for Kayla. Since Kayla took an AR
test on a book she had read last summer, amazingly enough, the very long Harry Potter and the
Chamber of Secrets worth 13 points, earning 10.4 points, I would like to see Kayla earn 15 AR
points this quarter. Kayla’s previous experience with the movie may have assisted her memory
and comprehension, however, she did not pass Harry Potter and the Sorcerer’s Stone. Having
set up a notebook for AR for Kayla to list all the characters followed by notes after several
chapters, the goal is to help her with her memory and comprehension of what she has read.
Jakob Laverdiere
Jakob is a kindergartener with no known or observed learning disabilities, though he tends
to “overfocus” on his work. Only two ear infections occurred in his early developmental years.
By the age of two, he was speaking in short sentences. Building with Legos (he completes, on
his own, Legos meant for teenagers), puzzles, Rokenbok and Knex as well as computers and
game systems are favorite leisure activities. Jakob is capable of building, step-by-step, large
and intricate Legos, Rokenbok trams, and Knex plans completely on his own. He is very
methodical, and according to his teacher, very creative, doing things differently than others.
Unlike his sister, he did not appear to enjoy taking out books from the library which I found
worrisome, preferring videos, but did enjoy being read to. Both children enjoy being read to
each evening. In retrospect, I think he was “soaking it up” in his quiet manner. Halfway through
his last year in pre-kindergarten, he began reading every road and building sign seen. After
entering kindergarten, he began reading every book he could get his hands on, much to his
teacher’s surprise and mine. He is one of two children in his class of 25 reading at an advanced
level and is the most advanced writer in his class with occasional “kidspell” on more difficult
words. His kindergarten teacher has him read to the class regularly, as well as to the two
preschool classes in the building. He initially refused his teacher’s request, however, when I
asked him if he would like to, he informed me that his teacher had not said “when” he should!
Jakob is a deep thinker, and at times, difficult to figure out.
Test Administered
Student: Kayla Laverdiere
QRI: 2nd 3rd 4th 5th 6th 7th
The Qualitative Reading Inventory (QRI) texts are narrative texts, and I first administered the
Word Lists, beginning two levels below Kayla’s grade level, 2nd grade. All the lists, up until 7th
grade, were automatic for her. Kayla’s spelling and vocabulary are large, one of her strengths.
At 7th grade, however, her vocabulary reached a frustration level. As 2nd grade was very easy for
her, I began with the 3rd grade assessment, and ended at 7th grade, where Kayla’s frustration
with reading, as well as her comprehension, peaked as predicted by the word list.
Kayla is familiar with cats for her 3rd grade reading, though her answers to the pre-questions
indicate otherwise. Kayla does have difficulty comprehending what is being asked, as well as
focusing her answer. With the 3rd grade reading, she had 7 miscues though I feel this is largely
due in part to her not sitting still and she was quite distracted at first. She settled in for the
remaining QRI’s. Kayla’s comprehension for the 3rd grade text was 100%. For the 4th and 5th
grade readings, her comprehension was 75%. For the 5th grade text, while more familiar with
the topic, the vocabulary caused more miscues and semantic issues and her reading rate was
slower. Comprehension appears to be the underlying difficulty. Kayla’s reading and retell of the
6th grade text, while still scoring at 75% for comprehension, showed a jump in miscues with
semantical errors, but still with a good rate. When I administered the 7th grade text, Kayla
reached her frustration level. Her miscues rose to 19 with 10 semantical errors, with a reading
comprehension of only 66% during the question and retell section. Her reading rate also
plummeted to 74.
Student: Jakob Laverdiere
QRI: 1st 2nd 3rd 4th
I first administered the Word Lists, beginning at the Primer grade level. While I was aware
that Jakob had a large vocabulary, he did not reach the frustration level for the word lists until
the 7th grade list, mispronouncing 8 of the 20 words. Out of curiosity, I asked him if he knew
what “articulate” meant, “nebula” and several others. Jakob did not know the meaning of the
words though he pronounced them perfectly. For both the 5th and 6th grade lists, he correctly
pronounced 17 of 20 words. I began the individual QRI’s two grade levels above kindergarten,
at 2nd grade, however, he was distracted working with me, having difficulty with the retell. Since
his class just completed an ocean theme and I thought he would be more familiar with the story
Whales and Fish, and he was distracted with this first test, I will prepare another 2nd grade test
for him. I proceeded to the 3rd grade level, where his familiarity was only 50% with the content
prior to reading. While he read, I recorded four miscues with no meaning change, including the
words “Maria” and “Angela,” both of which he self-corrected, “Mrs. Lopez,” which caused him to
stop and ask me before he read the word. Jakob’s retell was quite good, with 7 of 8 correct,
placing him at the instructional level for 3rd grade. Since I had not yet prepared the 4th grade
materials, I went back to the 1st grade materials. His familiarity was 88% with the topic What
You Eat. He had 2 miscues with no meaning change, pluralizing “food,” and saying “they”
instead of “there,” which he self-corrected. After finishing reading, he complained the text was
too easy. Jakob’s retell was 100%, placing him at the Independent level in 1st grade. On the
next day, I proceeded with another 2nd grade QRI. Jakob was not distracted and had 100%
familiarity with the content. His retell of the story What Can I Get For My Toy was 8 out of 8,
comprehending the concept of trading toys, and at an Independent level for 2nd grade. Jakob’s
performance on the 4th grade QRI, however, was a dramatic difference. While the story itself
was short, the font was smaller (12 point) and Jakob immediately indicated the story was too
long. His familiarity with beavers was 25 percent. Within the first paragraph of his reading, he
began to omit large chunks of text and partial sentences. If the chunks were treated as one
miscue, he would have totaled five miscues, however, I felt counting the words was a truer
reflection of what had occurred, producing 55 miscues. With 30 serving as the barometer for the
frustration level, Jakob had definitely hit it with this QRI. His retell served to confirm, with 4 of 8
correct and at the frustration level for the 4th grade. As predicted, Jakob’s reading rate slowed
down as the grade level increased, however, he still reads at a great pace. His reading remains
independent through 3rd grade, though his comprehension moved to the instructional level in 3rd
grade, at 87%.
Results of Testing
Kayla Laverdiere
Kayla’s comprehension on the QRI is in line with standard proficiency tests as well as
Accelerated Reader scores at just above average (75%). Her reading level is an area of
concern and I personally would recommend tutoring. Kayla’s school, however, has determined
her scores are not significant enough to qualify for continuation of her IEP or for reading tutoring
at this point, which is contradictory to the 98% comprehension level recommended. Kayla is
receiving academic math tutoring as her scores are below average on the proficiency. It
appears Kayla’s school uses the standard proficiencies as their benchmark in determining
whether or not special education or academic services are warranted rather than informal
assessments. Kayla began 3rd grade on a modified reading curriculum at that time as her
reading proficiency scores were below average. At that time, she was on an IEP. After the 1st
quarter, she was moved to the regular curriculum. My determination then is that the school
meets the state’s minimum standards in providing special education and academic services.
In light of her comprehension of 75% in contrast to the recommended QRI minimum of 98%,
I will continue to monitor her 504 plan ensuring her classroom teachers will repeat directions,
check for understanding, have Kayla correct homework she had difficulty with to increase
comprehension, and go over tests in class. In addition, the Accelerated Reader program allows
Kayla to progress at her own pace. She is doing well as she is currently reading at 6.0 to 6.5, a
sixth grade reading level. I try to encourage her to select shorter books, yet books she will
enjoy, and to emphasize the taking of notes in her AR notebook to assist her with her memory
and comprehension. Her teacher will also allow her to refer to her notebook while taking the AR
tests. Still, there are many contradictions in Kayla’s performance, likely due to her learning
disabilities, as her AR reading level illustrates. At home, we will continue going over her
completed homework with her, as well as supplemental reading comprehension worksheets.
Kayla will also see a learning disability specialist in April, and for the past four weeks, has been
working with a therapist with neurofeedback, an EEG-based “brain training” to help improve her
comprehension, attention, focusing and memory.
While Kayla reads, she frequently skips words and rarely self-corrects. It appears she does
not discern that she has made an error, a point our text Reading Diagnosis for Teachers pointed
out as a common occurrence for children with reading difficulties. Fortunately, Kayla’s
vocabulary is strong and her reading is at an instructional level in the 4th grade. A third grade
level would be easier for her with her learning disabilities, but with supports, she can succeed at
her current grade level.
Jakob Laverdiere
Jakob’s comprehension in reading is very good. In fact, his comprehension is at 100%
through the 2nd grade. Since he was born in December, he did not enter kindergarten the year
before, though it appears he would have done quite well if he had. While it might seem
appropriate to have him skip a grade, I do not feel it is appropriate for his parent to suggest it at
this young age. However, I have felt that I need to recommend to the school principal that he be
placed with a challenge teacher next year, if available. His teacher provides Jakob with reading
opportunities in class as well as sending extra books home for him to read to support his
reading development. His current kindergarten teacher, as well as last year’s preschool teacher,
have worked with him to complete his assignments in a timely manner. I have also worked with
Jakob at home on completing tasks I have assigned to him. Jakob does tend to be overly
meticulous in his work. While this is in his nature that he is very detail-oriented, he still needs to
understand to work within a time limit in the school environment. When drawing 8 fish on a math
worksheet, the fish really do not have to have eyes and gills, for example. And while he is a very
strong reader, he still occasionally finger tracks, prefers pictures in his books, and likes to read
aloud rather than silently, though he has begun reading silently on occasion. I have started him
on chapter books, but he only wants to read those with pictures. He is currently reading from the
book series of Commander Toad, Junie B. Jones, Jigsaw Jones and Captain Underpants.
Comparison
From administering the Qualitative Reading Inventory tests to both my children, while at
different ages/grade levels, doing so has confirmed what I predicted as well as assisted in
deciding how to proceed with each individually with their reading as well as their schooling. With
Kayla, I predicted that she had difficulties in her reading, especially with comprehension and
memory. I also became aware that she frequently skipped words, without self-correcting,
something I noted previously, but without the awareness that this is an error of children that are
poor readers and may have learning disabilities. My cursory observation of “skipping words” in
the past was that this was a normal phase of reading development, nor did I have any
knowledge that self-correcting is what a good reader will do to check for understanding. With
Jakob, I knew his reading level was very advanced and I suspected he would eventually be
placed with a “challenge teacher,” though from my experience with the district, this may not be
available to him until 2nd grade. I do plan, however, to request a “challenge teacher” to hopefully
obtain a teacher for him that recognizes his need for more challenging material and books, as
his kindergarten teacher has done.
Bibliography
Barr, Rebecca, Blachowicz, Camille L.Z., Katz, Claudia and Kaufman, Barbara. (2002). “Reading Diagnosis for
Teachers: An Instructional Approach,” Fourth Edition.
Leslie, Lauren and Caldwell, JoAnne. (1995). “Qualitative Reading Inventory-3,” Third Edition.
Reflection: Creating a Website for the Classroom
ED 265
Foundations of Early and Middle Childhood
By Hedy Laverdiere
May 28, 2004
On the internet, there are countless teacher websites, yet articles and district
websites indicate these as a small percentage when compared to the total number
of teachers, likely due to fear, lack of expertise, or limited access to technology.
The internet offers free websites as well as inexpensive teacher websites. A
teacher creating a website for their classroom offers their students learning
opportunities, organization skills, and technology skills.
First, a teacher creating a website for their classroom offers their students
many learning opportunities. In class, utilizing a classroom pc with internet access,
students can use the website as a launchpad to links to other websites they
teacher has established links to. At home, students may visit the classroom
website to utilize links to learning tools such as flashcard creators, math games,
country and state maps, virtual simulations, and virtual field trips. Innovative
assignments can be created via webquests, providing students with meaningful and
engaging learning experiences while integrating curriculum.
Secondly, a classroom website allows students to learn organization skills.
Homework assignments may be posted on the website and as a reminder tool, to
learn to follow due dates, relaying the importance of completing their homework.
Since writing down assignments at school and remembering to bring home the
assignment as well as the associated text is a learned skill, the website can serve
as an important tool in facilitating this process. An electronic calendar will further
emphasize organizational skills. More detailed information can be shared, including
an outline of assignments as well as rubrics to assist in quality work. Teachers can
also include information on parents providing positive feedback to their children,
motivational techniques, assisting with study habits, scheduling, and creating a
homework working environment.
Finally, a teacher creating a website for their classroom offers their students
valuable technology skills. A child becoming engaged in their homework assignments
will be learning technology as they go. The teacher may implement an online grade
book allowing communications between the teacher and the student and parents.
Email interactions will also increase communications and another technology
component. Teachers may list links to other websites including learning games,
doing research on a subject at various sites, having students create their own free
website at Matmice.com, using an online dictionary or encyclopedia, utilizing their
word processor, spreadsheet, slide show, or graphics program to complete
assignments, or launching a rocket at NASA. Of course, some students may not
have ready access to technology. Providing students with a list of free or low-cost
resources, creating partnerships with community organizations, creating a
technology lending library, or printing hard copies for students without access will
bridge the divide. I am currently in the process of establishing a technology
lending library, since my husband regularly accrues older technology.
The benefits offered through teachers creating a website for their classroom
are far reaching and a powerful teaching tool. I am excited to offer this
opportunity to my future students through our classroom website, Mrs.
Laverdiere’s Rocket Launchers at www.rocketlaunchers.org. A classroom website
offers students learning opportunities, organization skills, and technology skills.
Reflection: Technology in Schools
ED 265
Foundations of Early and Middle Childhood
By Hedy Laverdiere
May 28, 2004
While the majority of schools have some technology in the schools, whether it be
one or several classroom pc’s, computer lab, or combination of these, other
technologies such as overhead projectors, VHS players, DVD players, TV’s and digital
cameras, most teachers fail to utilize technology to its potential. In truth, technology is
used at a minimum. This unfortunate trend is more prevalent with newer rather than
older technology. For example, teachers are comfortable utilizing TV’s and VCR’s and
in some cases, overhead projectors, in their lessons. Computer-based technologies
have yet to be embraced and utilized to a modicum of their potential. With the rapid
pace of changing and new technologies in which students will work in the future, it is the
obligation of teachers to embrace technology and bring it to their students. Technology
will be effective with teachers serving as facilitators, students can become technology
experts on their terms, and expertise allows students to become brilliant.
First, with teachers serving as facilitators of technology, the pressure of being an
“expert,” an area of discomfort for many teachers, is removed or at the least, lessened.
Since today’s students have grown up with technology, they gravitate to it more
naturally than those that did not. Technology streamlines the learning process and
students are quick to adapt to it, much more so than adults. Technology is an efficient
learning tool. For example, writing with a word processor is more efficient than paper
and pencil. Information is more readily available with unlimited sources.
Secondly, students can become technology experts on their own terms, since
children readily connect with technology. While adults typically pick up books to learn
about technology, children dive right in and figure it out on their own. Children that do
not excel in other areas may shine as the classroom computer expert. This new
motivation could likely transcend across the curriculum for that student. Children may
become the classroom database expert, word processor, graphic artist, digital
photographer, web designer, programmer, and so on. Opportunities for “experts” are
unlimited. The processes involved in technology, such as starting a software program,
typing a document, formatting a document, saving a document, printing a document,
closing a document, involves multiple independent steps and allows children to apply
their knowledge to other technologies, as well as across the curriculum.
Finally, once children locate their area of technology expertise, they will want to
share it with others. Technology is engaging, entertaining, and exciting, and interactive,
with each child developing their own unique interests. They will likely become actively
engaged in expanding their own knowledge, exploring other subjects on the internet,
solving story problems at mathbrain.com, or dissecting a virtual frog.
Technology will be effective with teachers serving as facilitators, students can
become technology experts on their terms, and expertise allows students to become
brilliant. Without providing access to technology, however, these many learning
opportunities may never be realized. As teachers in the 21st century, we need to own
technology for our students.
LESSON PLAN Instructor:
Today’s Topic:
Hedy Laverdiere
A Story Map
Group Size:
Individual
Grade Level:
Time Length:
2nd
60
Small Group
Type of Class:
Date of Lesson:
Standard Classroom
11/3/04
Entire Class
ANTICIPATORY SET/ENTRY-POINT QUESTION
1. Hook, focus the students’ attention (ice-breaker):
Ask students if they know any Spanish words.
2. Review previous learning:
Let students know they will be learning how to create a story map after hearing the story
Skippyjon Jones.
3. Motivate students for instruction that will follow:
Today we are going to read a story about Skippyjon Jones, a Siamese cat that pretends he
is a Chihuahua and a great sword fighter that saves other Chihuahuas from a bandit.
ESSENTIAL QUESTIONS
1. Essential lesson questions:
Do the students understand what is meant by the term setting? Can the students
determine who the main characters are? Can the students determine three main events
from the beginning, middle, and end of the story?
2. Objectives of the lesson (What the student will know or be able to do):
The student will be able to: PK-03 Benchmark C. Draw conclusions from information in the text
.
04. Summarize text by recalling main ideas and some supporting details.
PK-03 Benchmark A. Establish a purpose for reading and use a range of reading comprehension strategies to understand litera
ry passages and text.
05. Create and use graphic organizers, such as Venn diagrams or webs, to demonstrate
comprehension.
PK-03 Benchmark A. Compare and contrast plot across literary works.
03. Retell the plot of a story.
3. Materials for the lesson (includes textbook, notebook, etc.):
Skippyjon Jo
nes book by Judy Schachner (ISBN#0-525-47134-0), copies of A Story Map
and Co
mic Strip for each student, A Story Map master or transparency, clipboards for
each student, pencils, crayons or colored pencils.
4. Teaching strategies/activities. List the strategies us
ed.
Graphic Organizers.
*Accommodations: Provide a Word Bank for students with special needs.
5. Purpose for using the strategy to achieve your objectives.
The graphic organizers (Story Map and Comic Strip) will promote metacognition in children
and the ability to conceptually organize information found in text to discover relationships,
concepts, concept features, and concept examples.
6. Steps of the lesson (the procedure you will use for the strategy)
a. Ask the students to gather in the reading area with clipboards and a copy of the
story map.
b. Take a picture walk through the book and ask the students what they think the story
will be about.
c. Today we are going to read a story called Skippyjon Jones by Judy Schachner, a
story about a Siamese cat that pretends he is a Chihuahua that is a great sword
fighter that saves other Chihuahuas from a bandit.
d. After the reading, fill out parts of the story map together. Ask the students “What is
the title of our story?” “Who is the author?” “What is the setting, the place where the
story begins?” “Who are the main characters?” “What is 1 event that happened at the
beginning of the story?” “What is 1 event that happened at the middle of the story?”
“What is 1 event that happened at the end of the story?”
c. Let the students know they are to work in small groups to add 2 more events to their
story maps for the beginning, middle, and end of the story.
d. Students will then work individually to draw 3 events for the beginning, middle, and end
of the story on the Cartoon Strip.
e. Gather in the reading area, and discuss the events the students chose for their story
map. Add events to the master.
7. Assessment of students (What would you use?)
Observation of the students, discussion, assessment of Story Map and Cartoon Strip with
basis on rubric.
8. Extension (How would you extend this lesson?)
The students can share their story maps and cartoon strips with their families. Students
can present their cartoon strips. Students can create a story map of another story.
RUBRIC:
Skippyjon Jones Story Map and Cartoon Strip
(ISBN# 0-525-47134-0)
Name: ____________________________
Teacher: Mrs. Laverdiere
Date : November 3, 2004
Title of Work: Story Map
Criteria
1
Story Map
2
Points
3
4
Has 6 or more
Fills in title,
Fills in title,
Fills in title,
missing items for
author, setting, author, setting, author, setting,
title, author,
characters, 2 characters, 3
characters, 1
setting, characters,
events for each events for each events for each
3 events for each
of beginning,
of beginning,
of beginning,
of beginning,
middle, end.
middle, end
middle, end
middle, end
____
Draws less than 1
event for each of
Cartoon Strip
beginning, middle,
end (2 or less).
Draws 1 event
for each of
beginning,
middle, end (3).
Draws 2 events
for each of
beginning,
middle, end (6).
Draws 3 events
for each of
beginning,
middle, end (9).
6 or more
Mechanics and
capitalization and
Grammar
spelling errors.
3 to 5
capitalization
and spelling
errors.
1 or 2
capitalization
and spelling
errors.
0 errors in
capitalization
and spelling.
____
Writing is not
neat in places.
Writing is
mostly neat.
Writing is very
neat.
____
Handwriting Writing is not neat.
Total---->
____
Teacher Comments:
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LESSON PLAN Name of Instructor:
Hedy Laverdiere
Grade Level:
Subject:
Integrated - Science, Math, Technology, Art
Today’s Topic:
Designing a Robot
Time Length:
4th +
90 min.
Date of Lesson:
6/26/04
Enduring Understanding: Students should be able to apply their knowledge of science, math and technology to design a
functional robot that will assist someone with a disability.
Essential Unit Question: Students will be reinforcing their knowledge of science, math and technology as well as collaborative
problem solving skills.
Group Size: Individual
Small Group
Entire Class
1.
Focus the students’ attention (ice-breaker): Present a sample robot to the class,
built from LEGOs and programmed with LEGO Mindstorm software.
Inform the students that they should recall the
previous video on individuals with disabilities and some of the current technologies
that robotic bioengineers have created to assist them in day-to-day living. Students
should recall their Webquest of examples of Robots. Students should recall creating a
model at Sodaplay.com.
Let the students know that
they will break into their teams to brainstorm an idea for a functional Robot that will
assist an individual with a disability. Students will enter their Robot into the 2004 NO
LIMITS First LEGO League Challenge National Competition.
ESSENTIAL QUESTION
A. Essential lesson questions: Students will be reinforcing their knowledge of assistive
science technologies and collaborative math problem solving skills and working as a
team.
B. Objectives of the lesson (What the student will know or be able to do): How science, math and technology apply in real life
to assist individuals with disabilities.
C. Materials for the lesson (includes textbook, notebook, etc.): Webquests, definition of Robot, Sodaplay model, notes
from video, computers with internet connection, paper, rulers, pencils, colored pencils.
D.
Teaching strategies/activities. Label the kind of strategy/activity using the code below:
Instructional Input/New Data
II
Modeling
M
Checking for Understanding (Teacher)
CU
Guided Practice (Teacher)
GP
Independent Practice
IP
(number each step)
(II, CU) Present a sample Robot to the class. What do you think the robot will do? Talk about individual tasks
that the robot performs.
2. (II) Remind students of the previous discussion of: What is the definition of the word Robot? “Intelligent and
obedient but impersonal machine. Any machine that does work on its own, automatically after it is programmed
by humans.”
1.
3. (II, CU) What are some examples of robots based on our definition? Dishwasher, coffee maker, washing machine.
4. (II, CU) How are robots helping humans? Make life easier - ATM machines; Save our lives - Surgery (nerve damage,
brain); Going where no human has gone before - Mars (NASA's Pathfinder Mission) - No need for oxygen.
5. (II, CU) Why use robots instead of humans? More efficient (factory production lines); never get sick or need to rest
(can work robots 24/7); danger (bomb disposal); never get bored (i.e.. working in a factory).
6. (II, M) The teacher will demonstrate the parts to be used to build a robot.
7. (IP) Students will split into their teams.
8. (IP) Each team should brainstorm an idea for a Robot for a specific disability and design their Robot on paper.
E. Closure:
Tomorrow we will learn the software program, LEGO Mindstorms, and build and test our Robots. Your
homework assignment is to list the robot ideas your team came up with, and which one was chosen. The assignment is also
available at our classroom website www.rocketlaunchers.org.
F. Assessment of students (What observable behavior or evidence will indicate successful accomplishment of the lesson
objective?): Students are excited and enjoying the project, actively engaged in teamwork in reviewing their previous
learning and engaging in designing and drawing their Robot.
G. Student self-assessment (if applicable):
up with, and which one was chosen.
H. What will happen next in class?
HANDOUT: Homework assignment is to list the robot ideas your team came
Students will learn the software program, LEGO Mindstorms, and build their Robots.
*For a copy of lesson plan in Word format, email [email protected]
Today’s Topic: Designing a Robot
Name: ____________________________________
Team: _____________________
A) What ideas did your team come up with for robot designs? Which one did your team choose?
Date: ______________
Application Lesson III
ED 376
Developmental Reading
Hedy Laverdiere
October 28, 2004
LESSON PLAN Instructor:
Today’s Topic:
Group Size:
Hedy Laverdiere
Election Connection
Individual
Grade Level:
Time Length:
2nd
35
Type of Class:
Date of Lesson:
Small Group
Standard Classroom
11/1/04
Entire Class
Ask students if they know when voting day is and the names of the candidates for
President. Introduce election vocabulary words.
Remind students that they have been learning about United States symbols.
Today we are going to read a story to learn about the voting process that will actually
occur tomorrow on Election day. Voting means that we fill out a ballot, or piece of paper,
choosing the candidates, or people wanting to be elected.
ESSENTIAL QUESTIONS
Do the students understand what is meant by the term candidate? Do the students
understand what the different “offices” are that candidates run for? Do the students
understand the election process?
The student will be able to:
PK-02 Benchmark B. 07. Use spelling strategies (e.g., word wall, word lists, thinking about
the base word and affixes).
PK-03 Benchmark E. Use resources to determine the meanings and pronunciations of
unknown wo
rds.
PK-02 Benchmark A. Use context clues to determin
e the meaning of new vocabulary.
01. Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading.
Scholastic Election Day book, copies of My Election Book: All About Votin
g for each
student, pencils, crayons or colored pencils, election stickers. 4. Teaching strategies/activities. List the strategies us
ed.
Directed Reading/Thinking Activity (DRTA). Modified Cloze Activity. *Accommodations: Provide a Word Bank for students with special needs.
The Directed Reading/Thinking Activity strategy will assist students in developing
strategies for understanding expository text and images: components, facts, organization,
purpose, and main idea. The modified Cloze activity will assess whether students are
developing an understanding of syntax and semantics in print.
a. Ask the students to gather in the reading area. Today we are going to read a story to
learn about the voting process that will actually occur tomorrow on Election day. Voting
means that we fill out a ballot, or piece of paper, choosing the candidates, or people
wanting to be elected.
b. Ask the students “Who are the candidates for the presidency?” “What do you know
about voting?” “What would you like to know about voting?” “Who are some of our
leaders?”
c. Introduce election vocabulary words by brainstorming to generate and list prior knowledge on card chart or chart paper to set a purpose for the reading. d. Ask the students to *star* the facts that they are absolutely sure of as being true.
e. Read the Election story, with students taking turns reading.
g. As the story is read, point out pertinent facts relating to prior knowledge on chart.
h. After the reading, go back to the ideas on the chart paper. Ask students to confirm,
reject, or add to their prior knowledge or list of questions. Motivate to learn more.
i. Let the students know they are to work in small groups to fill in the answers to My
Election Book: All About Voting. Students may use their “Election” books and the chart
paper as resources.
Discuss My Election Book: All About Voting. Pass out The Election Connection stickers.
Observation of the students, discussion, assessment of My Election Book: All About Voting
with basis on rubric.
The students can share their stories with their families. Students participate in Mock
Election.
RUBRIC:
Election Connection
Name: ____________________________
Date : November 1, 2004
Title of Work: My Election Book
Criteria
1
My Election
Book
2
Points
3
4
Writes Name, Writes Name,
Writes Name, fills Writes Name,
fills in 13 to 14 fills in 15 to 16
in 10 or less blanks fills in 11 to 12
blanks
blanks
blanks correctly.
correctly.
correctly.
correctly.
6 or more
Mechanics and
capitalization and
Grammar
spelling errors.
Handwriting Writing is not neat.
____
3 to 5
capitalization
and spelling
errors.
1 or 2
capitalization
and spelling
errors.
0 errors in
capitalization
and spelling.
____
Writing is not
neat in places.
Writing is
mostly neat.
Writing is very
neat.
____
Total---->
____
Teacher Comments:
Application Lesson II
ED 376
Hedy Laverdiere
October 7, 2004
LESSON PLAN
Hedy Laverdiere
Name of Instructor:
Today’s Topic: Fractured Fairy Tales
Group Size:
Individual
Grade Level:
Time Length:
1st
45
Small Group
Type of Class:
Date of Lesson:
Standard Classroom
10/7/04
Entire Class
Ask if anyone has ever read an “upside down” story?
Refresh the students’ memory of the original of the story The Three Little Pigs.
Today we are going to read a different, “upside down” version of The Three Little Pigs called
The True Story of the Three Little Pigs by Jon Scieszka.
ESSENTIAL QUESTIONS
Are the students convinced by the wolf’s version of the story? Why or why not? How could who
is speaking change a story we might write in a journal?
The student will be able to:
PK-02
A. Generate ideas for written
Benchmark
compositions
PK-02
A. Compose writings that convey a clear message and include Benchmark
well-chosen details
PK-02
B. Write responses to literature that demonstrate an Benchmark
understanding of a literary work
PK-02
C. Use conventions of punctuation and capitalization in Benchmark
written work.
Goldilocks and The Three Bears booklet with space to change the ending of the fairy tale, pencil,
crayons or colored pencils.
4. Teaching strategies/activities. List the strategies used.
Scaffolded Journal Writing.
This scaffolded journal writing lesson will allow students to make connections of similar stories
and extend their use of words through creating a new ending to a familiar story.
a. Ask the students to gather in the reading area.
b. Ask the students if they have ever heard of an “upside down” story? Discuss what the students
think an “upside down” story might be.
c. Remind the students of the story of The Three Little Pigs, going through the sequence of
events.
d. Read an “upside down” version of The Three Little Pigs called The True Story of the Three
Little Pigs by Jon Scieszka.
e. Discuss the differences between the two versions of the story.
f. Let the students know that they will now create their own “upside down” story by creating
their own “upside down” version of Goldilocks and The Three Bears.
g. Ask the students to return to their tables and to work in groups of four.
h. Have the students print their names on the first page of the book.
i. Let the students know they are to illustrate the cover and the inside first page of the book.
j. Let the students know that they will create their own version of Goldilocks and the Three
Bears.
Observation of the students, discussion, assessment of actual written stories with basis on rubric.
Students discuss stories, hear and enjoy each other’s stories. The students can act out their
stories, and share their stories with their families.
RUBRIC:
Fractured Fairy Tale
Name: ________________________ Teacher: Mrs. Laverdiere
Date : ___________________ Title of Work: Fractured Fairy Tale:
Goldilocks and The Three Bears Book
Criteria
1
2
Points
3
Writes Name, does Writes Name, fills Writes Name,
not fill in lines,
in a few lines,
fills in most
completes no
completes 1
lines, completes
illustrations.
illustrations.
2 illustrations.
Paragraph has
Paragraph has one
three to five
Paragraph has no
or two
punctuation,
Mechanics and errors in punctuation,
punctuation,
capitalization,
Grammar capitalization, and
capitalization, and
and spelling
spelling.
spelling errors.
errors.
Marginally legible Writing is not
Legibility Legible handwriting
handwriting
legible in places.
Journal
Writing
4
Writes Name,
fills in all lines,
completes 2
illustations.
Paragraph has six
or more
punctuation,
capitalization,
and spelling
errors.
Writing is not
legible.
Total---->
____
____
____
____
Teacher Comments:
LESSON PLAN Name of Instructor:
Hedy Laverdiere
Today’s Topic:
Hats for Charity
Grade Level:
Time Length:
4th
90 min.
Subject:
Math
Date of Lesson:
Tuesday, 4/6/04
Enduring Understanding: Students should be able to apply their knowledge of the Standard System of Measurement and
Problem Solving to determine how many hats to make, graph their measurements on paper, measure and cut the fabric, assemble
and sew the hats. Students will convert their measurements to the Metric System.
Essential Unit Question: Students will be reinforcing their knowledge of the Standard System of Measurement and Metric
System and collaborative problem solving skills.
Group Size: Individual
Small Group
Entire Class
1.
Focus the students’ attention (ice-breaker): Present a sample hat to the class, pre-cut for a hat, and the original yard of
fabric, demonstrate how students will make a hat.
Inform the students that they will be using the Standard System of Measurement for today’s
project. The students will use their rulers as well as measuring tapes as tools. Ask the students how many inches are in a
foot? How many feet are in a yard? How many inches are then in a yard?
Let the students know that they should be able to get at least 5
hats from a yard of fabric, and possibly more. They are to use their fabric efficiently and plan carefully, though we would
like a variety of sizes. The hats will be made by them especially for inner city children who may not have warm hats for the
winter as their service project.
ESSENTIAL QUESTION
A. Essential lesson questions: Students will be reinforcing their knowledge of the Standard System of Measurement and
collaborative problem solving skills, teamwork, how to measure, cut and sew, how to make a hat, as well as learning empathy
for inner city children in need who will be receiving the completed hats.
B. Objectives of the lesson (What the student will know or be able to do): How the Standard System of Measurement applies
in real life such as sewing, how to measure, how to problem solve in sewing, learn about fabric grain and head measurements
for hats, how to cut fabric, sew and assemble fabric, how to make a hat!
C. Materials for the lesson (includes textbook, notebook, etc.): Rulers, measuring tapes, pencils, graph paper, instructions,
1 yard of fleece/small group, parent helpers (1 for each group), sewing machines (3-4), sewing scissors, large tables
(1/group, plus 1 for every 2 sewing machines), extension cords or nearby wall outlets, large open room (pod is ideal).
D.
Teaching strategies/activities. Label the kind of strategy/activity using the code below:
Instructional Input/New Data
II
Modeling
M
Checking for Understanding (Teacher)
CU
Guided Practice (Teacher)
GP
Independent Practice
IP
(number each step)
(II, M, CU) Present a sample hat to the class, pre-cut for a hat, and the original yard of fabric, demonstrate how
students will make a hat. Does everyone understand how the hat is to look?
2. (II, M) Lead the entire class over to one of the tables. Demonstrate measuring the fabric. The fleece hat pattern is
simply a measurement. 1 yard is 36" and fleece is 58" OR 60” wide-class needs to measure width before starting (most
fabrics are 45” wide, others may be 54”, 58”, 60”, 90” with a few other varieties for special fabrics). The hats will have
1.
a turn up brim as well as tassels at the top that will be cut after tying. For example, from 1 yard, 6 rectangles will make
6 hats.
3. (II, M) Demonstrate the following: Fleece is a KNIT fabric, meaning it is stretchy. Some fabrics do not stretch. All
fabrics have a crossgrain edge and grain edge. It is easy to find the grain edge by looking for the selvedge which is a
finished edge that will not ravel. Fleece is a special fabric as neither edge will ravel, however, it is important to cut it
correctly or the fabric will distort when sewn and not fit correctly. With knits like fleece, the crossgrain is the
stretchy edge and the grain is the non-stretchy edge. With hats, the stretchy edge needs to be around your head or it
will feel like your head is being squeezed – use this as your test!
4. (II) We will split into 6 groups of 4 with a parent helper for each group.
5. (GP, IP)Each group should solve the following Story Problem:
SOLVE THE STORY PROBLEM:
Cutting Hats: Each group will work with one yard of fleece - 36" x 58" piece of fleece. To use the 58" width
effectively, determine which measurements for children’s heads you will use. You may have some leftover fabric and we
would like an assortment of sizes, but use your fabric wisely – you’ll need at least 5 hats! Challenge: Can you make
more than 5?! Use a sheet of paper or graph paper as your yard of fleece and draw the six hat rectangles according to
measurements. Try different solutions as each of you has graph paper and paper to work with.
Standard System of Measurement Age
Crossgrain (Stretch)
Infant:
18”
Toddler:
19”
Preschooler:
20”
Child:
21”
Youth:
22”
Grain (Selvedge - No, or Less, Stretch)
12”
14”
16”
18”
18”
Other Preparation and Assembly:
Cutting Hat Ties- Cut strips of fleece at least 12" long by 1/2" wide (grain). If crossgrain, make them wider (3/4”) to
make them sturdier. We’ll add these to a pile at the TYING TABLE to make our hats colorful! This needn't be a
perfect science, and varying lengths are fun!
Sewing Hats- To sew, fold right sides together on grain (smoother, prettier side also determined by tugging on grain,
fleece will roll to right side) and serge or sew one seam (straight line of stitching). Turn right side out, turn up one end
for the brim (2-3"). Remember the definitions of grain and crossgrain to ensure the stretch is around the head!
Tying Hats- Tie the hat off several inches from the top (the brim should roll up 1-3”; another 5-7” is needed to fit the
head; remaining inches for tassel). Do not tie too tightly in case they need adjusting. Tie with several fleece strips.
Fleece strips that are cut on the stretch can be "pulled" to curl too, just make sure they are wide enough that they
don't tear. With scissors, snip into the top about 1/2" apart to create tassels.
E. Closure:
Students need to finish the hats and stack in piles according to color. Tables and floors need to be picked up,
supplies returned to the classroom. Students adjourn to classroom to work on notecards.
F. Assessment of students (What observable behavior or evidence will indicate successful accomplishment of the lesson
objective?): Students are excited and enjoying the project, actively engaged in teamwork in measuring, planning, cutting,
assembling, sewing, creating notecards for the inner city children.
G. Student self-assessment (if applicable):
How many hats was their group able to make for inner city children? How
many did they individually make? Did they look over the hats? Did they clean up after the project?
H. What will happen next in class?
Students are to embellish a notecard (pre-printed with Created by Mrs.
Laverdiere’s 4th Grade Class, ABC Elementary, Sometown, Ohio) signed and decorated by them to be attached to a hat.
Students should do one notecard for each hat they made. Attach notecards to each hat with safety pins. Display on Hat
Tree in school then deliver to inner city children. Homework: Have the children convert the hat measurements from the
Standard System of Measurements to Metric measurements. Encourage them to make more hats at home.
*For a copy of lesson plan in Word format, email [email protected]
Homework
Sewing Fleece Hats Service Project
Standard System of Measurement
Age
Infant:
18”
Toddler:
19”
Preschooler:
20”
Child:
21”
Youth:
22”
12”
14”
16”
18”
18”
Convert the Standard System of Measurements to the Metric System measurements you would use to make hats. Use your
knowledge of Multiplication as well as ROUNDING to round to the nearest half centimeter. Show your work on this paper (or
attach extra paper). Remember, 1 Inch equals 2.54 Centimeters.
Metric System Age
Infant:
Toddler: Preschooler:
Child:
Youth:
Extra Credit:
With the Standard System of Measurement that we use in America, people would purchase fabric in yardage (increments or
multiples of a yard). One yard is equivalent to 36”. In most other countries, however, the Metric System is used and fabric is
not purchased by the yard. The internet is a great tool to assist you, as are people that sew you may interview.
What metric unit of measurement is used when purchasing fabric?
What is its equivalent in inches?
Application Lesson I
ED 376
Hedy Laverdiere
September 28, 2004
LESSON PLAN
Hedy Laverdiere
Name of Instructor:
Today’s Topic: Hickory Dickory Dock Sing-a-Long
Group Size:
Individual
Grade Level:
Time Length:
K
45
Small Group
Type of Class: Standard Classroom
9/28/04
Date of Lesson:
Entire Class
Play the nursery rhyme Hickory Dickory Dock.
Remind the students that we are continuing to learn a new nursery rhyme each day.
Today we are going to sing and fingerplay to Hickory Dickory Dock.
ESSENTIAL QUESTIONS
How can nursery rhymes help you learn words? What words do you know that rhyme with dock and run?
The student will be able to learn the nursery rhyme Hickory Dickory Dock, further their understanding of rhymes, and apply t
understanding of rhymes through journal writing.
Nursery rhymes book with words to Hickory Dickory Dock, CD player, CD of Hickory Dickory Dock, predetermined fingerpl
to the words to teach the students, Hickory Dickory Dock Book worksheet, and crayons.
4. Teaching strategies/activities. List the strategies used.
Sing-a-Long, Fingerplays, Nursery Rhymes, Scaffolding Writing/Journal Writing.
Singing and fingerplays engages the students with their learning in a fun, creative method. Rhyming words expands their
knowledge of words, and the application of scaffolded journal writing with word prompts allows students to extend their use o
words through rhymes.
a. Ask the students to gather around the CD player and remain standing.
b. Let the students know that we are continuing our lessons on nursery rhymes, and that today we are learning Hickory Dickor
Dock. Ask the students to watch the first time through.
c. On the CD player, play the song Hickory Dickory Dock and model the fingerplays.
d. Ask the students to join in. Play the song and guide the students through the fingerplays.
e. Repeat the song several times.
f. Let the students know that we will now create our own Hickory Dickory Dock Books.
g. Ask the students to return to their tables.
h. Have the students print their names on the first page of the book.
i. Let the students know they are to illustrate each page of the book.
j. On the last two pages of the book, they can fill in some of their own words to create their own rhymes!
k. Let the students know that after you have looked over their books, the books will go home with them so that they can read
share the books with their families.
Observation of the students as well as a review of the Hickory Dickory Dock Book worksheet with their own extension of the
nursery rhyme and illustrations.
The students take home their Hickory Dickory Dock Books and are asked to read and share with their families.
RUBRIC:
Nursery Rhymes
Name: ________________________
Date : ___________________
Title of Work: Hickory Dickory Dock Book
Criteria
1
2
Points
3
4
Attempts to sing- Partially masters Masters sing-aSing-a-Long
Does not participate.
sing-a-long and
long and
a-long and
and Fingerplay
fingerplay.
fingerplay.
fingerplay.
Writes Name,
Writes Name, does Writes Name, fills
Writes Name,
fills in most
not fill in blanks,
in a few blanks,
fills in all blanks,
Nursery
blanks,
completes 1 or no
completes 2
completes 4
Rhyme Book
completes 3
illustrations.
illustrations.
illustations.
illustrations.
____
____
____
____
Total---->
____
____
Teacher Comments:
___________________’s
HICKORY DICKORY DOCK
BOOK
Hickory Dickory Dock,
The ______ _____ _____ the ______,
The clock struck three,
and ________ ________ ________,
Hickory Dickory Dock!
The mouse ran up the clock,
The ______ _____ _____ the ______,
The clock struck one,
The clock struck two,
and down he run,
and down he __________,
LESSON PLAN
INSTRUCTOR: Hedy Laverdiere
UNIT/TOPIC: Technology, Math, Economics: Redecorate My Room for $1,000
GRADE LEVEL 4th/5th/6th
THE ESSENTIAL QUESTION: Can you create a spreadsheet to track your expenses within a
budget of $1,000?
BRIEF DESCRIPTION: After learning basic spreadsheet formulas and functions, students create
their own spreadsheet incorporating formulas, math, internet research, as well as budget-planning.
CONTENT STANDARDS ADDRESSED BY PROJECT (use Nat. or State Standards)
STUDENT TECHNOLOGY STANDARD ADDRESSED BY PROJECT: (use ISTE Student Standards)
INTERNATIONAL SOCIETY OF TECHNOLOGY FOR EDUCATION (ISTE)
Technology Standards for Students
1. Technology Productivity Tools
a. Students use technology tools to enhance learning, increase productivity and
promote creativity
b. Students use productivity tools to collaborate in constructing technology-enhanced
models, preparing publications and producing other creative works
2. Technology Research Tools
a. Students use technology to locate, evaluate, and collect information fron a variety
of sources
b. Students use technology tools to process data and report results
c. Students evaluate and select new information resources and technological
innovations based on the appropriateness to specific tasks
NM-NUM.6-8.1
Understand numbers, ways of representing numbers, relationships among numbers, and number
systems
•
work flexibly with fractions, decimals, and percents to solve problems;
•
compare and order fractions, decimals, and percents efficiently and find their approximate
locations on a number line;
•
develop meaning for percents greater than 100 and less than 1;
•
understand and use ratios and proportions to represent quantitative relationships;
•
develop an understanding of large numbers and recognize and appropriately use exponential,
scientific, and calculator notation;
•
use factors, multiples, prime factorization, and relatively prime numbers to solve problems;
•
develop meaning for integers and represent and compare quantities with them.
NM-NUM.6-8.2
Understand meanings of operations and how they relate to one another
•
understand the meaning and effects of arithmetic operations with fractions, decimals, and
integers;
•
use the associative and commutative properties of addition and multiplication and the
distributive property of multiplication over addition to simplify computations with integers,
fractions, and decimals;
•
understand and use the inverse relationships of addition and subtraction, multiplication and
division, and squaring and finding square roots to simplify computations and solve problems.
NSS-EC.5-8.9 ROLE OF COMPETITIONE
Competition among sellers lowers costs and prices, and encourages producers to produce more of
what consumers are willing and able to buy. Competition among buyers increases prices and allocates
goods and services to those people who are willing and able to pay the most for them.
•
Sellers compete on the basis of price, product quality, customer service, product design and
variety, and advertising.
•
Competition among buyers of a product results in higher product prices.
•
The level of competition in a market is influenced by the number of buyers and sellers.
LEARNING/INSTRUCTIONAL OBJECTIVES: Use creative math problem-solving skills to create a
spreadsheet and utilize formulas and functions while learning to work within a budget and how
economics affect prices.
LEARNING STRATEGIES (OPTIONAL):
After learning how to create a spreadsheet and basic formulas, students will:
1. Create a spreadsheet listing items, quantities and prices of products they will purchase to
redecorate their bedroom. The spreadsheet should be in good form and include
mathematical formulas.
2. Products will be researched on the internet.
3. Students must work within a budget of $1,000. Students should make purchases as close to
$1,000 as possible, but not go over budget.
4. Students will turn in a printout of their spreadsheet labeled with their name, as well as a
file copy beamed to the teacher from their handheld.
RUBRIC (detailed on a scale of 1-5 give expectations for that level for the student product,
includes both content and technology standards):
Math - Problem Solving : Redecorate My Room for $1,000
Teacher Name: Mrs. Laverdiere
Student Name:
CATEGORY
________________________________________
4
3
2
1
Mathematical
Concepts
Explanation shows
complete
understanding of
the mathematical
concepts used to
solve the
problem(s).
Explanation shows
substantial
understanding of
the mathematical
concepts used to
solve the
problem(s).
Explanation shows
some
understanding of
the mathematical
concepts needed to
solve the
problem(s).
Explanation shows
very limited
understanding of
the underlying
concepts needed to
solve the
problem(s) OR is
not written.
Mathematical
Reasoning
Uses complex and
refined
mathematical
reasoning.
Uses effective
mathematical
reasoning
Some evidence of
mathematical
reasoning.
Little evidence of
mathematical
reasoning.
Strategy/Procedure Typically, uses an
s
efficient and
effective strategy
to solve the
problem(s).
Typically, uses an
effective strategy
to solve the
problem(s).
Sometimes uses an Rarely uses an
effective strategy effective strategy
to solve problems, to solve problems.
but does not do it
consistently.
Spreadsheet
Uses logical
creation of
formulas in
spreadsheet.
Some formulas are Does not use
effective.
formulas.
Uses logical
creation of
formulas in
spreadsheet in a
neat format.
PROJECT HAND-IN:
A printout and file on disk of the spreadsheet created by the student.
Redecorate My Room for $1,000
Quantity
1
1
1
1
1
2
20
7
1
1
2
Item
Monkey Lamp
Elephant Nightstand
Leopard Print Bench
Pillow
Monkey Mirror
Gallons Paint
Sparkle Organza Curtain & Canopy Fabric
Fish Knobs
Faux Fur Coverlet
Bedskirt
Pillow Shams
Available at
Target
Safari and Jungle Décor
Home Depot
Fabric.com
KnobGallery.com
Wakeupfrankie.com
Wakeupfrankie.com
Wakeupfrankie.com
Price
$ 29.99
$159.95
$ 79.95
$27.95
$ 24.95
$ 19.99
$
3.35
$
7.38
$ 89.00
$ 59.00
$ 38.00
Total
$ 29.99
$ 159.95
$ 79.95
$ 27.95
$ 24.95
$ 39.98
$ 67.00
$ 51.66
$ 89.00
$ 59.00
$ 76.00
$ 705.43
UNIT PLAN
Populations and cosystems
ED 341
Curriculum Principles
Hedy Laverdiere
October 18, 2004
UNIT PLAN Unit Title:
Timeframe:
Instructor:
Populations and Ecosystems
3 weeks
Hedy Laverdiere
Subject:
Grade Level:
Science
5th
Link to Content Standards:
Life Sciences - Diversity and Interdependence of Life
p. 122-123 Ohio Academic Content Standards, Life Sciences #s:
1. Describe the role of producers in the transfer of energy
entering ecosystems as sunlight to chemical energy through photosynthesis. 2. Explain how almost all kinds of animals' food can be traced back to plants.
3. Trace the organization of simple food chains and food webs (e.g., producers, herbivores, carnivores, omnivores and decomposers). 4. Summarize that organisms can survive only in ecosystems in which their needs can be met (e.g., food, water, shelter, air, carrying capacity and waste disposal). The world has different ecosystems and distinct ecosystems support the lives of different types of organisms. 5. Support how an organism's patterns of behavior are related to the nature of that organism's ecosystem, including the kinds and numbers of other organisms present, the availability of food and resources, and the changing physical characteristics of the ecosystem. 6. Analyze how all organisms, including humans, cause changes in their ecosystems and how these changes can be beneficial, neutral or detrimental (e.g., beaver ponds, earthworm burrows, grasshoppers eating plants, people planting and cutting trees and people introducing a new species). Brief Summary of Unit:
This unit on Populations and Ecosystems will focus on organisms that live
together in an ecosystem, the communities that make up ecosystems, and
populations contained within a community. Habitats and adaptations, species
classification, food webs and food chains, biotic and abiotic factors, and biomes will
be explored.
Students will collect and analyze soil samples. Students will analyze the adaptive
characteristics of redheaded woodpeckers and blue jays, predict some adaptations
that enable an animal to survive and reproduce in a desert ecosystem. Students will
dissect owl pellets, and distinguish between herbivores, carnivores and omnivores in
an ecosystem. Students will create a poster of a food web. Students will work in
cooperative groups on a Shoe Classification Lab to create a classification system.
Students will classify an organism near the school as a consumer, decomposer, or
producer and explain how the organism gets its energy, describe its diet, and the
place where it lives. Students will create a mini biome. Students will create a
poster of how the populations of living things in their neighborhood have changed
and find out how people lived there 200 years ago. Students will engage in a
webquest to learn how extinct organisms may resemble today’s organisms.
Essential Unit Questions:
•
•
•
•
•
What is an ecosystem?
How are things in an ecosystem related?
How does energy flow in an ecosystem?
How do Earth’s major ecosystems differ?
What is biodiversity and how is it changing?
What key knowledge and skills will students acquire as a result of this unit?
• Students will know the meaning of biodiversity on Earth and within a species.
• Students will be able to appreciate the significance of the diversity of life.
• Students will be able to discuss the food web and food chain and understand
classification systems.
What enduring understandings are desired?
• Students will understand how the decline in the number of producers in an
ecosystem affects other species in an ecosystem.
• Students will be able to explain how biodiversity varies among ecosystems.
What evidence will show that students understand?
Performance Tasks (summarized) • Students will participate in discussions in both whole class and small group
formats.
• Students will hypothesize and conduct experiments on adaptations of
insects, redheaded woodpeckers and bluejays.
• Students will dissect an owl pellet to learn about food webs.
• Students will create a poster of a Shoe classification system. Students will
classify an organism.
• Students will make a model of a food web.
• Students will create a poster of how the populations of living things in their
neighborhood have changed.
• Students will engage in a webquest to learn how extinct organisms resemble
today’s organisms.
• Students will create a living mini-biome.
Other evidence –
Quizzes, tests, prompts and work samples.
Quizzes:
1. Ecosystems, habitats and adaptations.
2. Species classification, food webs and food chains.
Group Presentations:
1. Shoe Classification Lab.
2. Mini-biomes.
3. Populations of living things.
Unit Take-home Activity: Classify an Organism. Unit Test: Populations and Ecosystems Ecosystems, habitats and adaptations, species classification, food webs and
food chains, and biomes.
Unprompted evidence (ie. Observations and dialogues).
Class participation, engagement, enthusiasm.
What sequence of teaching and learning experiences will equip students to
develop and demonstrate the desired understandings? (Consider the WHERE
elements from the students’ perspective)
1. Teacher led introduction of the unit through concept attainment. Students
will engage in an activity to study a plot of soil to find out how ecosystems
include living and nonliving things. Students will read the text and add
definitions to their Word Study notebook cards.
2. Class discussion of the reading. Students will create mnemonics for the
definitions of their Word Study notebook cards followed by a flashcard
game with a partner.
3. Working in cooperative groups, students will analyze the adaptive
characteristics of redheaded woodpeckers and blue jays describing how
those characteristics result in each organism having a unique niche. Students
will predict some adaptations that enable an animal to survive and reproduce
in a desert ecosystem.
4. Students will observe a teacher led demonstration of an owl pellet
dissection. In cooperative groups, students will dissect an owl pellet
comparing their findings with their predictions and create a poster of a food
web.
5. Students will read the next section of text and add definitions to their
Word Study notebook cards.
definitions of their Word Study notebook cards followed by a flashcard
game with a partner.
7. Students will participate in cooperative groups in a Shoe Classification Lab
to learn how to create a classification system. Students will create a poster
of a Shoe Classification System. Group presentations: Shoe Classification
Lab.
8. Students will engage in a take-home activity to classify an organism,
explaining how the organism gets its energy, what it eats, and where it lives.
Due at end of unit.
9. QUIZ: Ecosystems, habitats and adaptations.
10. Students will make a model of a food web.
definitions of their Word Study notebook cards. Students will work on their
flashcards as homework.
13. Students will create a poster of how the populations of living things in their
neighborhood have changed. Group presentations: Populations of living
things.
14. Students will engage in a webquest to learn how extinct organisms resemble
today’s organisms.
15. Students will create a living mini-biome. Group presentations: Mini-biomes.
definitions of their Word Study notebook cards. Students will add
flashcards to their unit flashcards.
18. QUIZ: Species classification, food webs and food chains.
19. Students will engage in an activity on vanishing species.
Word Study notebook cards. Students will work with a partner with Word
Study flashcards.
21. Students will engage in a webquest to learn how extinct organisms may
resemble today’s organisms.
22. UNIT TEST: Populations and Ecosystems. Ecosystems, habitats and
adaptations, species classification, food webs and food chains, and biomes.
23. Hand out graded Unit Test; discussion on Unit Test.
Sources:
Wiggins, Grant and Jay McTighe. Understanding by Design. Association for Supervision and
Curriculum Development, 1998.
Houghton Mifflin Science Discovery Works. Houghton Mifflin, 2000.
ED 265
Dr. Archer
June 26, 2004
Hedy Laverdiere
Robots Integrated Thematic Unit
Grade Level: 4th-12th
Overall Objective: The students will gain a real world understanding of what robots are and how they affect society now and in the future through an integrated
curriculum encompassing Science, Math, Technology, Art and Language Arts.
Culminating Activity: Students will enter their Robot into the 2004 NO LIMITS
First LEGO League Challenge National Competition.
Day One — (Language Arts, Science, Math, Technology)
Students will:
1. Be able to define the word Robot.
2. Gain an understanding of models and variables.
Activities:
1. Gain an understanding of models and variables by constructing a model on the internet at Soda
Play (www.sodaplay.com).
Day Two —
(Science, Technology)
Students will:
1. Research robots on the internet.
Activities:
1. Research robots on the internet via a Webquest:
http://www.thetech.org/exhibits_events/online/robots/5main/
http://my.webmd.com/content/article/29/1728_63884
http://www.ceeo.tufts.edu/ldaps/htdocs/
http://www.cs.uu.nl/~markov/lego/challenge/index.html
http://www.mindstorms.lego.com
Day Three — (Language Arts, Science, Math, Technology)
Students will:
1. Gain an understanding of how biotechnology and robotics can assist individuals with disabilities.
Activities:
1. Watch a video on Biotechnology for the Disabled.
2. Take notes after each section of the video.
Day Four — (Science, Math, Technology, Art)
Students will:
1. Engage in discussion on how robots help to improve the quality of life of people with disabilities.
2. Design robots that can help someone who has a disability. Choose a person who has one or more
disabilities. They should focus on just one disability that the new robot will address.
Activities:
1. A sample LEGO Robot is presented to the class.
2. Examples of robots are discussed. Dishwasher, coffee maker, washing machine.
3. How robots help humans is discussed. Make life easier - ATM machines; Save our lives - Surgery (nerve damage, brain); Going where no human has gone before - Mars (NASA's Pathfinder Mission) - No need for oxygen.
4. Why robots are used instead of humans is discussed. More efficient (factory production lines);
never get sick or need to rest (can work robots 24/7); danger (bomb disposal); never get
bored (i.e.. working in a factory).
5. The teacher demonstrates the parts to be used to build a robot.
6. Students will split into their cooperative teams.
7. Each team should brainstorm an idea for a Robot for a specific disability and design their Robot
on paper.
Day Five — (Science, Math, Technology)
Students will:
1. Learn the components of the LEGO Mindstorm Kit.
2. Build their Robots.
Activities:
1. Students will learn the components of the LEGO Mindstorm Kit after it is demonstrated by the
teacher.
2. Handouts of the components will be utilized while students build their Robots.
Day Six — (Science, Math, Technology)
Students will:
1. Learn how to use the LEGO Mindstorm software.
Activities:
1. Students will learn how to use the LEGO Mindstorm software.
2. Students will refer to their LEGO Mindstorm software GUIDE.
3. Students will collaborate on how to use the LEGO software to allow their Robot to function.
Day Seven — (Art, Science, Math, Technology, Language Arts)
Students will:
1. Students will prepare another drawing showing their Robot interacting with humans.
2. Students will program their Robots.
Activities:
1. Prepare a second drawing showing the robot actually interacting with the human or the human using the robot.
2. Students will program their Robots.
3. Students will download their Robot’s programming to the Robot.
4. Students will test and troubleshoot their Robots.
Day Eight — (Language Arts, Technology)
Students will:
1. Students will scan their initial drawing of their Robot.
2. Students will label the Robot’s parts.
Activities:
1. Students scan their drawing or create a computer drawing of their robot.
2. Students are to label each of the robot’s parts or features.
Day Nine — (Language Arts)
Students will:
1. Students will write a journal reflection.
Activities:
1. Write a journal reflection on how the invention could have a positive impact on the quality of a human’s life.
2. In the reflection, predict whether humans will accept or reject the new robot, and why.
Day Ten — (Science, Math, Technology)
Students will:
1. Students will present their Robots.
2. Students will enter their Robots in a competition.
Activities:
1. Students will present their Robots with their teams in an assembly.
2. Students will enter their Robot into the 2004 NO LIMITS First LEGO League Challenge National Competition.
Diaper Babies
Adventure!
Tra la la!
Created by Hedy Laverdiere, based on Dav Pilkey’s Captain Underpants series
sh__t
p__ky
d__ty
b__p
g__p
w_p_
wh_l_
b__e
t_b_
pl__
k__
w_t
thr__
h___
Game: Diaper Babies Adventure! Tra la la!
Skill: Vowel Patterns
Game Includes: 16 Babies and 16 Bottles
How to Make:
1.
2.
3.
4.
5.
6.
Cut out and mount game title on front of folder (or print on cardstock and cut out) .
Cut out and mount babies inside file folder.
Cut out and mount bottles on tagboard.
Cut out game label and mount on file folder tab.
Cut out “How to Play” and mount on inside of folder.
If desired, cut out Answer Key and mount on outside of folder. Cut out “foldable” Answer Key to check answers and store in plastic pocket or bag.
Answer Key:
p__ty
boy, party, short, perky, dirty, burp,
goop, wipe, whole, bare, tube, play,
key, wet, threw, high
b__
oy
ar
or
er
ir
ur
oo
i-e
o-e
u-e
a-e
ay
ey
e
igh
ew
Diaper Babies Adventures! Tra la la!
Vowel Patterns
Check your answers
)
Answer Key:
boy, party, short, perky, dirty, burp,
goop, wipe, whole, bare, tube, play,
key, wet, threw, high
How to Play:
Match the words with their missing
letters.
Directions: Cut out the “plunger words” to
Name____________________________
attack “toilet” vowel patterns!
Diaper Babies Adventure! Tra la la!
WORD SORT
oy
ar
or
er
ir
i_e o_e a_e u_e ay
ur igh
ey
ew
b__
p__ty
sh__t
p__ky
d__ty
b__p
h___
w_p_
wh_l_
b__e
t_b_
pl__
k__
thr__
Directions: Attack the “toilet” vowel patterns
Name____________________________
by thinking of words with those patterns!
Diaper Babies Adventure! Tra la la!
WORD SORT
oy
ar
or
er
ir
boy
party
short
perky
dirty
i_e o_e a_e u_e ay
wipe
whole
bare
tube
play
ur igh
burp
high
ey
ew
key
threw
It’s Time for a
Lake Farmpark in Kirtland,
Ohio, May 15th from 8:30 to
Please send the attached permis-
2:00 p.m.
sion slip and mark your calendars!
ABC Elementary
Brown bag lunches needed; all
[email protected]
Mrs. Laverdiere
items must be disposable. Children
should dress for the weather. Parent chaperones needed; names will
be drawn from those requesting attendance. Cost is $4.00.
My child, _________________________________, has permission to attend the Lake
Farmpark field trip on May 15th. $4.00 is included with the permission slip.
I, _____________________________ would like to attend the field trip. Names will be
drawn and those selected will be contacted if they are to attend with their child. Thanks!
Mrs. L
nc
et La u
k
c
o
R
s
ere’
a v e rd i
hers
Volume 1, Issue 1
August 2005
From the Launchpad
Welcome to Mrs. L’s 4th
Grade Rocket Launchers!
I’m so excited to meet you,
and thank you for the opportunity to be your teacher! A
little about me—my name is
Mrs. Hedy Laverdiere. I live
in Bainbridge with my husband, Scott, a Network Consultant/Programmer, and two
children—Kayla (9) and Jakob
(6), as well as a yellow lab
Step, two cats—Mitsy, the
mom and her daughter Rascal, two fish, Shimmer and
Glitter, and a snail named
Gary. My post-baccalaureate
degree is in Early/Middle
Childhood Education
from Notre
Dame College,
as well as a Business degree
from Cleveland State University. Prior to teaching school,
I was a computer trainer,
traveling to many large companies in Cleveland and Akron. I also have been in business making children’s
coats— Whimzzz.com. Whew!
Our classroom theme—we
are the Rocket Launchers!
Be prepared to blast
off to learning! Visit
www.rocketlaunchers.org to
learn more!
Inside this issue:
Welcome
1
Constructivist
Learning Design
1
Study Says Direct Instruction
Not Best Way
To Teach Reading
3
From Traditional 3
to Radical: One
Teacher’s Odyssey
Homework
4
Constructivist Learning Design
by George W. Gagnon, Jr. and Michelle Collay
Constructivist learning has
emerged as a prominent
approach to teaching during
this past decade. The work
of Dewey, Montessori, Piaget, Bruner, and Vygotsky
among others provide historical precedents for constructivist learning theory.
Constructivism represents
a paradigm shift from education based on behaviorism to education based on
cognitive theory. Fosnot
(1996) has provided a recent summary of these
theories and describes con-
are involved in active learnstructivist teaching pracing.
tice. Behaviorist epistemol2.
Knowledge is symbolically
ogy focuses on intelligence,
constructed by learners who
domains of objectives, levare making their own repreels of knowledge, and reinsentations of action;
forcement. Constructivist 3. Knowledge is socially conepistemology assumes that
structed by learners who
learners construct their
convey their meaning making
own knowledge on the basis
to others;
4. Knowledge is theoretically
of interaction with their
constructed by learners who
environment. Four epistetry to explain things they
mological assumptions are
don't completely underat the heart of what we
stand.
refer to as "constructivist
learning."
(continued…)
1. Knowledge is physically constructed by learners who
Constructivist Learning Design
by George W. Gagnon, Jr. and Michelle Collay
The "Constructive Learning Design" we are using now has been
through a variety of revisions in
the past seven years and now emphasizes these six important elements: Situation, Groupings,
Bridge, Questions, Exhibit, and
Reflections. These elements are
designed to provoke teacher planning and reflection about the
process of student learning.
Teachers develop the situation
for students to explain, select a
process for groupings of materials and students, build a bridge
between what students already
know and what they want them to
learn, anticipate questions to ask
and answer without giving away an
explanation, encourage students
to exhibit a record of their
thinking by sharing it with others,
and solicit students' reflections
about their learning. We now
longer refer to objectives, outcomes, or results since we expect
that teachers have that determined by the district curriculum
or the textbook they are using in
their classroom and need to think
more about accomplishing it than
about writing it again.
The planning approach we are proposing is based on actively engaging students in situations that
involve collaboratively considering
their own explanations for phenomena, resolutions to problems,
or formulation of questions. Students are asked to actively construct their own knowledge by
making meaning out of the situation by themselves with support
and guidance from the teacher.
Teachers organize the situation
and then provide encouragement
and questions to groups of stu-
dents who are trying to construct
and to display their own explanations. For example, composition
teachers might ask students to
construct the simplest sentences
and compare structures, literature teachers might ask students
to explain the motives of a character, social studies teachers
might ask students to assume the
roles of two adversaries in a
meeting, science teachers might
demonstrate a phenomenon and
ask students to explain what was
observed, math teachers might
ask students to find examples of
sloping lines in the world around
them and then introduce grids to
determine equations, language
teachers might engage students
in conversational immersion without resorting to English translations, art teachers might ask students to transform clay with
their hands without looking at it,
music teachers might ask students to identify rhythms in a
piece of music using their own
annotations. The constructivist
approach can be adapted to any
subject area or curriculum by
involving students as active participants in making meaning instead of passive recipients of
information given to them by the
teacher. This approach can be
incorporated into 45 or 50 minute
class periods to teach a particular
concept, skill, or attitude.
When referring to student learning we deliberately use the phrase
"concepts, skills, and attitudes"
to convey different dimensions of
knowledge. The accepted educational language described by current NCATE accreditation standards is "knowledge, skills, and
(continued…)
attitudes." This implies that skills
and attitudes are something different than knowledge or that
knowledge is merely a collection
of facts or information. Perhaps
some of the confusion derives
from Bloom's (1956) taxonomy of
objectives starting with knowledge and proceeding through
comprehension, application, analysis, synthesis, and evaluation.
Again, this language is accepted
as a standard in the education
curriculum. Bloom later classified
objectives in the affective domain and the psychomotor domain
as well as in the cognitive domain.
This left us with the legacy of
knowledge as separate from what
we can do with it or how we feel
about it. We would argue that
what Bloom has labeled knowledge
is really information and that the
other levels are different ways
that learners construct knowledge for themselves and may not
be discreet and hierarchical as
Bloom suggests. However, these
classifications can serve as an
important guidelines for moving
beyond recitation of information
as the goal of education. We contend that an understanding of
education should begin with epistemology rather than relegating it
to the province of philosophy as
an academic pursuit. Constructivist learning implies an initial concern with what knowledge is and
how knowledge is actively constructed by the learner. Advocates of constructivism agree
that acquiring knowledge or knowing is an active process of constructing understanding rather
than the passive receipt of information.
http://www.prainbow.com/cld/cldp.html
Page 2
From the Launchpad
Direct Instruction Approach
Study Says Direct Instruction
Not Best Way To Teach Reading
A three-year study of methods of
teaching reading in the first three
grades shows that highly scripted,
teacher-directed methods of teaching
reading are not as effective as traditional methods that allow a more flexible approach. The study, headed by
Randall Ryder, professor of curriculum
and instruction in the University of
Wisconsin–Milwaukee's School of Education, also found that teachers felt
the most highly scripted method,
known as Direct Instruction (DI),
should be used in limited situations, not
as the primary method of teaching students to read.
Urban teachers in particular expressed great concern over the DI's
lack of sensitivity to issues of poverty,
culture, and race. Ryder's study, completed in the summer of 2003, also
showed that: students who received
direct instruction in the first three
grades scored significantly lower on
overall reading achievement than students receiving the more traditional
forms of instruction. They also scored
significantly lower on measures of
comprehension.
The crucial point: What goes on in
the learner’s head is dramatically influenced by what is already there. Knowledge is personal. To effectively promote learning, the instructor needs to
know what the students already know
and what is going on in their minds, and
must be able to ascertain when a student is having difficulty. These cognitive studies have shown that it is not
possible for me as an instructor to
transfer an idea intact from my head
Volume 1, Issue 1
National Education Association,
http://www.nea.org/reading/directinstructi
on.html
First graders in the urban school
district who received Direct Instruction scored significantly lower on decoding and comprehension than students receiving more traditional forms
From Traditional to Radical: One Teacher’s Odyssey
What did we learn about the process
of learning? We discovered that during
the learning process, new information
passes through a filter that connects
to the learner’s long-term memory.
This filter draws from the long-term
memory experiences, perceptions, misconceptions, and biases to regulate
what goes to the working memory. Relying on the connections and exchanges
between short-term and long-term
memory, the filter determines what
fits with previous understanding in the
mind of the learner. New information
may be stored as meaningful learning or
rote learning, or it may be ignored.
of reading instruction. These results
were consistent across three consecutive school years. Overall, students
who received more traditional forms of
reading instruction scored significantly
greater gains than students receiving
Direct Instruction.
by James N. Spencer
to the heads of students. This realization was profoundly unsettling but
enlightening. The basic assumptions on
which I organized my classes were
turned upside down. Telling is not
teaching. These cognitive studies have
shown that it is not possible for me as
an instructor to transfer an idea intact
from my head to the heads of students. This realization was profoundly
unsettling but enlightening. The basic
which I organized my classes were
turned upside down. Telling is not
teaching.
environment had to be restructured
so that I could observe and listen to
the students. Next, there must be
student-student interaction. Then, I
had to find a way to present material
that moved away from the “stand in
front of the class and tell them”
mode. Finally, I needed a method to
deliver the content of the course—
and critical thinking skills.
I was fortunate; nothing had to be
invented. Cognitive studies and classroom experiments had established
the necessary components of the
In the past, I had assumed that, if classroom I intended to create. My
I could give examples that were clear
new pedagogy was based on constructo me, these examples would be equally tivism, the idea that students conclear to the students. I believed I
struct their own knowledge based on
could make direct transfer from my
what they already know. Also, coopmind to theirs. I had what educational erative techniques had been so thorpsychologists term an egocentric point oughly investigated and their effecof view. The student would see exactly tiveness so well established that cowhat I was seeing. But I was wrong.
operative learning had to be a part of
The basic structure of a classroom
any innovative classroom strategy.
setting that maximizes the opportunity The NEA Higher Education Journal,
to learn was beginning to emerge. The National Education Association,
deficiencies of my classroom were bewww.nea.org/he/heta01/w01-02p93.pdf
coming apparent. First, the learning
Page 3
Mrs. Laverdiere’s
Rocket Launchers
ABC Elementary
123 Any Street
Anytown, Ohio 55555
Phone: 555-555-5555
Email:
[email protected]
We’re on the Web!
s.org
www.rocketlauncher
Homework
Each week, students’ homework assi
gnments will be posted at
our classroom website, www.rocketlau
nchers.org. For anyone
not having internet access, please cont
act me immediately to
be on a “hard copy” list to come home
on Mondays. From the
website, students (and parents) can
link to Gradebook Wizard and login to access assignments,
grades, and communications with myself, Mrs. L.
Mrs. Laverdiere’s Philosophy—Constructivism
Constructivist learning
is the philosophy I employ in our classroom.
Engaging students in
learning, rather than
being lectured to, is how
our classroom is structured. I believe strongly
that learning is doing—
students that are engaged in learning are motivated learners and will
be lifelong learners.
They will not only learn,
but will learn how to
learn through an inquiry- process, use spreadbased approach.
sheets and Powerpoint,
Cooperative learning
(small groups) and hands
on activities as well as
technology immersion
are the basic components of our classroom.
In addition to the
classroom website, each
student will be assigned
a handheld pc and keyboard. Handheld pc’s will
be used to grab internet
sites with FlingIt, word
practice math facts,
take quizzes, scientific
data analysis with
ImagiProbe, log assignments and books read,
and beam assignments to
their teacher.
A Music Loving Mouse Goes to London Based on vocabulary from the novel The Tale of Desperaux by Kate DiCamillo
Directions: Players roll the die. If a 1 or 2 is rolled, take a Rhyming Words card,
and name 3 rhyming words. If a 3 or 4 is rolled, take a Homonyms card, and name
and SPELL the homonym. If a 5 or 6 is rolled, take a Antonyms card, and name the
antonym. If the player answers the question correctly, they move forward one
space; the other players fairly judge whether the answers are correct. Follow any printed directions on
the gameboard. If player lands on a CROWN, they may choose any card from their choice of decks to
answer, with correct answers moving forward one space. If player lands on a bridge, they may cross the
bridge to the other side.
First player to reach the end of the game wins. Continue playing to find out who comes in second, third,
and fourth place.
Homonyms – Words that sound the same, but with different meanings. Ex. ball and bawl
Antonyms – Words that have opposite meanings. Ex. top and bottom
Rhyming Words –
End Rhymes: Words with ending rhyme have the same final vowel sound and following consonant sound(s).
ex. blue and shoe
Last Syllable Rhymes: Words with last syllable rhyme have the same sounds following the last syllable
boundary (commonly a consonant, a vowel, and another consonant). Ex. timber and harbor
Double Rhymes: Words with double rhyme have the same vowel sound in the second-to-last syllable and all
following sounds. Ex. walking and talking
Triple Rhymes: Words with triple rhyme have the same vowel sound in the third- to-last syllable and all
following sounds. Ex. frightening and brightening
Beginning Rhymes: Words with beginning rhyme have the same initial consonant sound(s) and the same first
vowel sound. Ex. fizzle and physics
First Syllable Rhymes: Words with first syllable rhyme have the same sounds preceding the first syllable
break. Ex. tulip and twosome
Game Tokens:
A Music Loving Mouse Goes to London
Go ahead 2
spaces
START
Skip a Turn
Go back 2
spaces
Go back 2
spaces
Skip a Turn
Go ahead 2
spaces
Go ahead 2
spaces
Made it to
LONDON!
Cross the
Bridge
Go back 2
spaces
Cross the
Bridge
Take an extra
turn
Take an extra
turn
Go ahead 2
spaces
Take an extra
turn
Correct answers move
forward one space. What is
the antonym for sunny?
the antonym for good?
the antonym for laughing?
the antonym for hard?
the antonym for wet?
the antonym for terrible?
the antonym for hot?
the antonym for happy?
the antonym for tall?
the antonym for high?
the antonym for dirty?
the antonym for small?
the antonym for little?
the antonym for mother?
the antonym for many?
the antonym for beautiful?
the antonym for love?
the antonym for late?
the antonym for top?
the antonym for in?
the antonym for day?
the antonym for empty?
the antonym for first?
the antonym for fast?
the antonym for alike?
the antonym for found?
the antonym for push?
the antonym for live?
the antonym for long?
the antonym for open?
the antonym for show?
the antonym for sleep?
the antonym for stop?
the antonym for under?
the antonym for never?
the antonym for old?
the antonym for play?
the antonym for real?
the antonym for after?
the antonym for went?
Antonyms
(opposites)
Roll: 5 or 6
(opposites)
Roll: 5 or 6
Antonyms
(opposites)
Roll: 5 or 6
Antonyms
(opposites)
Roll: 5 or 6
Antonyms
(opposites)
Roll: 5 or 6
Antonyms
(opposites)
Roll: 5 or 6
Antonyms
(opposites)
Roll: 5 or 6
Antonyms
(opposites)
Roll: 5 or 6
Antonyms
(opposites)
Roll: 5 or 6
Antonyms
Antonyms
(opposites)
Roll: 5 or 6
Answer Key:
toilet, tooth, hair, soap, underwear, relief, duel, bruise, receive, applause,
tease, pounce, powder, brawny
Talking
Toilets
Attack!
Check your answers
)
Answer Key:
toilet, tooth, hair, soap, underwear, relief, duel, bruise, receive, applause,
tease, pounce, powder, brawny
t__let
t__th
d__l
br__se
h__r
Created by Hedy Laverdiere, based on Dav Pilkey’s Captain Underpants series
s__p
rec__ve appl__se
underw__r
rel__f
br__ny
p__nce
t__se
p__der
Game: Talking Toilets Attack! Tra la la!
Skill: Vowel Patterns
Game Includes: 14 Toilets and 14 Plungers
How to Make:
1. Cut out and mount game title on front of folder.
2. Cut out and mount plunger on front of folder.
3. Cut out and mount toilets inside file folder.
4. Cut out and mount plungers on tagboard.
5. Cut out game label and mount on file folder tab.
6. Cut out “How to Play” and mount on inside of folder.
7. If desired, cut out Answer Key and mount on outside of
folder. Cut out “foldable” Answer Key to check answers and
store in plastic pocket or bag.
8. For durability, laminate folder and game pieces. Store
pieces in a plastic pocket or bag.
Talking Toilets Attack! Tra la la!
Vowel Patterns
How to Play:
Match the words with their missing
letters.
oa
oo
ie
ue
ui
ei
au
ee
ea
ou
ow
ai
aw
oi
Directions: Cut out the “plunger words” to
Name____________________________
attack “toilet” vowel patterns!
WORD SORT
ai
ei
oi
ui
aw ow
oo
ea
oa
au
ou
ee
ie
ue
t__let
t__th
h__r
s__p
underw__r
rel__f
br__ny
d__l
br__se
p__nce
t__se
p__der
rec__ve appl__se
Directions: Attack the “toilet” vowel patterns
Name____________________________
by thinking of words with those patterns!
WORD SORT
ai
ei
oi
ui
aw ow
oo
hair
receive
toilet
bruise
brawny
powder
tooth
ea
oa
au
ou
ee
ie
ue
underwear
soap
applause
pounce
tease
relief
duel
______________’s
Word
Study
notebook
Created by Hedy Laverdiere © 2004 Rocket Launchers, 3rd Grade Within Word Pattern
Rationale for the Word Study Notebook:
The rationale for the Word Study Notebook is that it is a meaningful, purposeful daily tool for students
to learn words. From the “Bellwork” at the onset of the day to the “Homework” after school, students will
be immersed in words with activities structured for frequent repetition and extension.
Sections of the Word Study Notebook:
In addition to the Assignment Notebook, there are five additional sections in the Word Study Notebook.
The Word Study Notebook will be used in class each day, as well as going home each evening, thus the Assignment Notebook section’s purpose is to record any additional assignments as well as a Reading and Math
Log. The other sections of the Word Study Notebook are Bellwork, Word Jail, Writing, Words, and Homework. Descriptions of each section follow:
Bellwork —
The Bellwork section is to be utilized each morning as students come to class. Bellwork is their first
work for the day. The purpose for Bellwork is to use the Making Words strategy from the 4 Blocks to
extentend students’ learning and to recognize patterns. From a scrambled “magic word,” students are
to make as many words as possible (including discovering the “magic word”) using letter cards, and
writing the words down. For fun, students use a gel pen on the black backgrounds.
Word Jail —
The Word Jail section is an ongoing “outlaw” list of words that students will continue to add to. The
purpose for the Word Jail is to recognize “outlaws” (oddballs) while word sorting, to reflect on why
the words do not fit the other patterns of the words in the sort, to think of other words like the
“outlaw” and to use the “outlaw” in a sentence to extend learning. As students work with words in sorts
and other word activities, they will add the “outlaws” to the Word Jail and reflect on why the
“outlaws” have gone to jail! The “Outlaw’s Gang” is to list other words with a pattern similar to the
“Outlaw.” To reinforce the word, they will write a sentence using the “outlaw.”
Writing —
The purpose of the Writing section is to emphasize the importance of daily writing and to use spelling
words, Word Wall words and content area words in context. There is a daily assignment of either
writing a letter, writing a nonsense story, writing a persuasive letter, writing a reflection, and writing
a sentence for the Around the Planet Writing Game. Simple, laminated rubric checklists are included
in their Word Study Notebooks on a “Ring of Lists” for use with their writing assignments. The
Around the Planet Writing Game is a class activity where each student creates a sentence. The classroom sentences compile a nonsense story. Students must use spelling or Word Wall words in their
writing. Other writing assignments will be created for the three weeks to follow, with the resulting
four writing assignment sheets rotated the following month. Writing assignments may also change
based upon current content areas being studied.
Words —
The purpose for the Words section is to work with words to recognize patterns in words. The Words
section works with words from the spelling list which is comprised of 5 Word Wall words, 5 Word
Sort words, and other content vocabulary or spelling words. From the Spelling Words form, a spelling
Pre-Test is given on Monday, with the paper folded on the Pre-Test line to hide the spelling words.
Incorrect words are circled and remain on the student’s spelling list. For the number of correct words,
students circle their own words from the Shopping List. The Shopping List words may also be comprised of Word Wall words, Word Sort words, or content vocabulary. Three Gourmet words are cho-
sen as challenge words. All circled words are transferred to both the School List and the Home List as
the student’s personalized spelling list. The Home List is sent home for studying. Daily activities include a “cut and write word sort,” working with their Study Buddy on sorts or flashcards, a classroom
game of Hangman, and concludes with a Study Buddy-given spelling test. On Tuesday, students cut out
the Word Sort words and sort the words under the worksheet with the keywords. Sorted words are
transcribed on the Word Sort worksheet, with word cutouts stored in their Word Study notebook for
future sorts.
Homework —
The purpose for the Homework section is to make connections through meaningful, purposeful activities to reinforce classroom word study. The Homework section includes a homework activity sheet and
Weekly Spelling Log to be signed by a parent. Students select from different point value activities for
their daily homework. Activities are broken down into 5 Point Activities, 10 Point Activities, 15 Point
Activities, and 20 Point Activities. 50 points earns an A, 40 points a B, and 30 points a C. Students total the points with their “expected grade” and parent signature and staple to their completed assignments. The Homework “packet” is due each Friday. Many other activities can be developed for this
section.
Curriculum Connection:
A minimum of 5 content area words will be included in the weekly spelling list and added to the Word Wall.
Students working with the content words in various activities such as word sorts, writing definitions, and
creating crosswords, for example, will serve to connect the words across the curriculum areas such as social studies, science, math and language arts.
Revisiting words:
Words will be revisited in a monthly Heads Up, Spell Up game: 7 students are "it." They lightly tap one
student each. Tapped students have to correctly spell a spelling word before they can guess who tapped
them. and journal writing using past word lists. At the end of each quarter, the class will play Hollywood
Squares. There are 2 contestants, 9 panelists, and one person to pass out the x's and o's, and the rest of
the students are the studio audience. The contestants call on the panelist and they have to spell the spelling word. The contestant has to agree or disagree. Like the television version, the object is to get 3 x's or
o's in a row.
Utilization of the word study notebook:
The Word Study Notebook will be used to assess students’ knowledge of words, patterns, and spellings.
The weekly “homework packet” will be graded, as well as assessment of the Word Study Notebooks. The
weekly spelling test will also be assessed. Observation of students working independently, with study buddies, as well as participation in weekly, monthly, and quarterly word games, serve as another form of assessment.
Assignment Notebook
Name ________________________
Room# ______
© 2004 Rocket Launchers.org
Assignments for the Week of ________________
SUBJECT
ASSIGNMENT
Reading
NOTES
COMPLETE
LA/English
Monday
DUE
COMPLETE
Spelling
COMPLETE
Math
COMPLETE
Social Studies
COMPLETE
Science
COMPLETE
Project(s)/Other
COMPLETE
SUBJECT
ASSIGNMENT
Reading
NOTES
COMPLETE
LA/English
Tuesday
DUE
COMPLETE
Spelling
COMPLETE
Math
COMPLETE
Social Studies
COMPLETE
Science
COMPLETE
Project(s)/Other
COMPLETE
SUBJECT
Wednesday
Reading
LA/English
Spelling
Math
Social Studies
Science
ASSIGNMENT
DUE
COMPLETE
COMPLETE
COMPLETE
COMPLETE
COMPLETE
COMPLETE
Project(s)/Other
COMPLETE
NOTES
Name ___________________________________
SUBJECT
ASSIGNMENT
DUE
Reading
COMPLETE
LA/English
Thursday
NOTES
COMPLETE
Spelling
COMPLETE
Math
COMPLETE
Social Studies
COMPLETE
Science
COMPLETE
Project(s)/Other
COMPLETE
SUBJECT
ASSIGNMENT
DUE
Reading
COMPLETE
LA/English
Friday
NOTES
COMPLETE
Spelling
COMPLETE
Math
COMPLETE
Social Studies
COMPLETE
Science
COMPLETE
Project(s)/Other
COMPLETE
Math Facts
5 Minutes Daily 5 x/week—Flashcards,
worksheets, math game, ___________
Notes
Reading Log
Name of Book
Monday

Friday

Tuesday

Saturday

Wednesday

Sunday

Thursday

BELLWORK
Use a gel pen for the daily BELLWORK. Make as many words as possible from the
vowel and consonant letters using the letter cards. Use the back for more room.
Write the “Magic Word” on the question line. The Magic Word will be the same total
number of letters as the scrambled letters.
MONDAY
MAGIC WORD:
e u a e b s c
because
? __________________
e o i r s v s d
discover
? __________________
tuesday
MAGIC WORD:
wednesday
a a s y l w
always
? __________________
o o i u n s f n c
confusion
? __________________
i u o y m c n m
community
? __________________
MAGIC WORD:
thursday
MAGIC WORD:
friday
MAGIC WORD:
BELLWORK
Use a gel pen for the daily BELLWORK. Make as many words as possible from the
vowel and consonant letters using the letter cards. Use the back for more room.
Write the “Magic Word” on the question line. The Magic Word will be the same total
number of letters as the scrambled letters.
MONDAY
MAGIC WORD:
e u a e b s c
? __________________
e o i r s v s d
? __________________
tuesday
MAGIC WORD:
wednesday
MAGIC WORD:
a a s y l w
? __________________
o o i u n s f n c
? __________________
i u o y m c n m
? __________________
thursday
MAGIC WORD:
friday
MAGIC WORD:
word jail
Use a gel pen for the WORD JAIL. Write down any “OUTLAW” words—words that
don’t fit patterns while you are working on word sorts. Reflect on the Outlaw’s
crimes, and list the Outlaw’s Gang (ex. Outlaw: weigh, Gang: sleigh, neigh).
Outlaw words
OUTLAW Word:
Reflect on the Outlaw’s differences below:
1.
2.
3.
Outlaw’s Gang:
Write a sentence with the Outlaw word:
OUTLAW Word:
1.
2.
3.
Outlaw’s Gang:
OUTLAW Word:
1.
2.
3.
Outlaw’s Gang:
OUTLAW Word:
1.
2.
3.
Outlaw’s Gang:
writing
Follow the daily schedule and refer to your “Ring of Lists.” Use filler paper for each
assignment and store in the Writing section of your Word Study Notebook.
MONDAY
Write a letter to a friend. Tell them about a recent event in your
life. Use at least 3-5 Spelling or Word Wall words. Circle the words
when the letter is complete. Use the Letter Checklist to check for
completeness. Reread the directions here.
tuesday
Write a nonsense story. Use at least 15 of the Spelling or Word
Wall words. Circle the words when the story is complete. Use the
Story Checklist to check for completeness. Reread the directions
here.
wednesday
Write a persuasive letter to your teacher, parent or another person you would like to persuade to do something. Use at least 3-5
Spelling or Word Wall words. Circle the words when the letter is
complete. Use the Persuasive Letter Checklist to check for completeness. Reread the directions here.
thursday
Write a Reflection of your week. Use at least 3 Spelling or Word
Wall words. Circle the words when the reflection is complete. Reread the directions here.
friday
Around the Planet Writing Game. Find the Spelling List word that
corresponds to your alphabetic student #. Write a sentence using
the word. The class will put the sentences together to make a nonsense story on an overhead.
Words! © 2004 Rocket Launchers.org
Follow the daily schedule. Use filler paper if needed.
MONDAY
Spelling pre-test and shopping list of words. Incorrect words remain on spelling list. For the # of words correct, choose new words
from the shopping list. Transfer words to the School and Home
Lists. Cut out the Home List and keep at home to study this week.
tuesday
Cut and write word sort. Cut out words and sort under Word Sort
Keywords sheet. Write the sorted words under the keywords. Place
the word cards in the plastic card holder.
wednesday
Work with your Study Buddy on your spelling words.
Choose an activity: study your flashcards, create mnemonics on the
backs of your flashcards, sort the words by vowel patterns or
other patterns, sort the words by beginnings or endings, sort the
words alphabetically.
thursday
Classroom game of Hangman using the spelling words.
friday
Take your spelling test with your Study Buddy. You will both give
each other your spelling test, then grade the tests.
Name: __________________________________________
Spelling wORDS
Fold the paper for the Pre-Test. Circle incorrect words. Count correct words and circle
that number of words from the Shopping List. Circle 3 Gourmet words as challenge words. Name: ____________
All circled words are transferred to both the School List and the Home List.
Pre-Test
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Unit 1
Words
Shopping
List
1. gain *
2. slay *
3. glad *
4. nail *
5. claim *
6. plane *
7. bait *
8. brave *
9. tame *
10. trail *
11. same
12. afraid
13. pain
14. plain
15. rain
16. hail
17. space
18. lab
19. Nasa
20. craft
sway
clay
pray
eight
face
gate
shake
train
break
tape
paint
ache
came
brake
crazy
lame
dainty
name
radiant *
ancient *
insane *
satellite *
astronaut *
* Word Wall words
* Word Sort words
* Gourmet words
Home List
UNIT 1
School List
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
*
*
*
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
*
*
*
Word Wall List © 2004 Rocket Launchers.org
Copy word sorts weekly from Words Their Way: Word Study for Phonics, Vocabulary, and Spelling
Instruction, 3rd Edition by Donald R. Bear, Marcia Invernizzi, Shane Templeton, Francine Johnston.
Pearson 2004. ISBN: 0-13-111338-0 http://www.prenhall.com/bear
Word Sort
Long ā and short ă sort by patterns
cab
praise
pay
OUTLAWS
Word Sort
Patterns: __________________________________________ (keywords below, sort under each column)
OUTLAWS
homework
Name ____________________________________
Our world is made of WORDS. Spelling words! Spelling words are important. Spelling
Word Activities must be completed, stapled to this HOMEWORK sheet, and turned in
on Friday. Write the points next to each activity completed. Add up the total number of points and the letter grade expected for the week.
50 points = A
40 points = B
30 points = C
5 Point Activities
____
____
____
____
____
Alphabetize the words.
Divide each word into syllables.
Write each word and circle the vowels.
Write each word and circle the consonants.
Make a set of flashcards for studying your words.
10 Point Activities
____
____
____
____
____
Use each word in a sentence and circle the spelling word.
Write the words and a synonym for each word.
Write the words and an antonym for each word.
Scramble the words or make fill-ins.
Draw a picture and “hide” the words in the picture.
15 Point Activities
____
Classify each word according to its part of speech (noun, pronoun, verb,
adjective, etc.)
____ Cut the words out of a magazine or newspaper and make a collage.
____ Record words on a cassette tape and practice with a tape recorder.
____ Go on a Word Hunt. Locate the words in textbooks or other reading materials (write down the book and page # for each word).
____ Make a Word Search using the words.
____ For each spelling word, write 3 words with the same spelling pattern.
20 Point Activities
____
____
____
____
____
____
____
____
____
____
Write tongue twisters with the words.
Use the words in similes (ex. He was as quiet as a mouse.).
Make a crossword puzzle with the words on graph paper or using the
internet.
Write a definition for each word.
Write a story using the words. Circle each word.
Write the words in a code. Provide a key to your code.
Write couplets using the words (ex. He was fast in the past.).
Write newspaper headlines using the words.
Create a comic strip using the words.
Total Points
Expected Grade: ____
50 pts = A, 40 pts = B, 30 pts = C
Parent Signature: _________________________________