Task # 4 Response to the Learning Network

https://docs.google.com/document/d/1_nI2ky40tu3RIAWbzlnureAsn15CwS9Sj1YfTey5258/edit?usp=sharing

Task #4 - Google Doc

https://docs.google.com/drawings/d/1TJQbXHRS_ffYaDe-U_07I8FhH_3xIh3VO524NoG40ps/edit?usp=sharing

Learning Task # 3 Hands-on Helping ELA teachers practice new literacies in their classrooms

Grade level: 4

Topic: Vocabulary, Writing,

Standards addressed:

1.     CCSS.ELA-Literacy.L.4.3a Choose words and phrases to convey ideas precisely.

2.     CCSS.ELA-Literacy.L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

3.     CCSS.ELA-Literacy.L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

4.     CCSS.ELA-Literacy.RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

5.     CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, draws on specific details in the text (e.g., a character’s thoughts, words, or actions).

6.     CCSS.ELA-Literacy.RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

7.     CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Learning outcomes:

1.     Students will learn to use new vocabulary in their writing

2.     Students can create character description

3.     Create a word wall for new words learned

Technologies needed: Computer, Internet connections

Timeline: Two class sessions

1.     The first session will be used to show students how simple it is to create a Wordle.

2.     The second session will be used to allow students to work with a partner to create their own Wordle based on a given topic.

Implementation:

This can be implemented in the classroom in a variety of way.

1.     In Reading groups Wordle can be used to describe characters using as many words as possible.

2.     Do a character trait analysis for a Reading project.

3.     Write a book review or poem

4.     Compare and contrast characters, or themes in a story.

5.     Display weekly vocabulary words and assign students to come up with synonyms and antonyms.

6.     Summarize historical events and show some key ideas.

Examples: http://www.wordle.net/show/wrdl/7106557/Happy

http://www.wordle.net/show/wrdl/7106582/MLK_Jr.

Assessment:

Ask students to create their own Wordle as part of a project, writing assignment, story analysis, or poem. Students understanding will be visible through their work and creativity.

Task #2 Minds-on “New Literacies Definition and Components”

The ELA teacher I interviewed was myself J. I integrate technology in my classroom by reading digital stories that highlight the vocabulary words for the students. The students complete graphic organizers such as Venn Diagrams and Story maps to help analyze the text for better understanding. While reading, students are presented with questions, which are connected to the story. At the end of reading students are asked to write responses or reflections about the text. At the end students are put into groups of two or three to discuss the topic and share their reflections.

I would like to include more use of technology and the Internet in the classroom. My goal is to have my students do more writing on the computer to help improve their typing skills. But due to the limited time we are allowed in the computer lab each week that becomes a challenge. I also want to introduce my students to virtual games that can improve their Spelling and Vocabulary skills.

The resources I will need mostly are a few computers in the classroom. Currently, I have one computer the students use for recreational purposes. Having a few more computers would allow students to have more time on the computer for research and publishing purposes. The professional development I need would be in troubleshooting some general issues that I may run into during instructional time. Attending a few workshops on how to use the SMART Board more extensively would also be very beneficial.

The ideas I have for grouping students are to pair them up so they can learn to cooperate with each other. I may randomly pick a group of students and allow them some computer time. I can also put some advanced readers on the computer while I meet with the on level and below level readers and vice versa. I can also assign an allotted time for each student on the computer and when his or her time is up another person will be able to use it. This is the method I use mostly in class now.

Task #1 - Theory in Practice

After reading through the articles, I understand that new literacies are digital literacies such as the Internet, messaging, blogging, video chatting and e-books and much more. The goal of new literacies is to enable students to function successfully in an advanced information age. Our evolving technological world demands that students learn to use more technology in and out of school on a daily basis. The importance of new literacies is that it helps motivate students and engage them in their education. Many developed countries around the world are making new literacy an integral part of their education system. In addition to using traditional literacies, we must incorporate new literacies in the classrooms in diverse ways to help our students become fully literate for the future.