Portfolio

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==**I created this Voki to encourage and thank the group of 3rd graders I was working with. It was a very busy week with benchmarks, ORF and MAZE testing and post-vacation regression testing. They were understandably tired of all the assessments.** ==

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==This Blabberize is meant to engage 3rd grade students in a little test taking strategy lesson. I like to vary my approach and this helps keep it "fresh." ==

http://screencast.com/t/2DYz3w6usG

==This screencast was created to assist 5th grade students in accessing the BuildYourWildSelf website. I had gone over in class how to access the site, but I wanted to provide a screencast to the students that might need a little more support. ==

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==I chose to embed this video for 5th graders when we were learning about conjunctions in literacy. We watched it in class, but they would be able to view it later on their own if they wished. A conjunction worksheet would be their literacy homework that night. ==

**Here is a link to our TEAM C group project:**
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Here is a copy of our PBL project:
 Final Project Overview  What can fairy tales around the world teach us?  Project Sequence: > (represent 3 different continents including North America). Mark these on a > map. > visuals to promote imagination). > relay to class.  > personality, character traits, lessons learned). > advice about how to solve a problem. Partners will work together to revise. > students will create a mural to illustrate a fairy tale setting (to be used in role > play/performance). > performance of one of three fairy tales to later present to the class via > projector. Desired Outcomes:  MA Curriculum Frameworks:  MA ELA Standards Pre-K–5 Literature:  MA.2. With prompting and support, retell a sequence of events from a story read (Pre K)
 * 1) Present 5 fairy tales or folk tales and have class vote on 3 to explore.
 * 2)  Use http://www.googleearth.com to show where the story originated from
 * 1)  Read three stories: compare & contrast folk tale vs. fairy tale (provide little
 * 1)  Using flip instruction, students will research more about a story at home and
 * 1)  Graph: Which character would you want to be friends with...why? (discuss
 * 1)  In pairs, students will write a persuasive letter to a character who needs
 * 1)  In three small groups of varying learning levels (determined by teacher),
 * 1)  Working in the same groups, students will practice and video record a
 * 1)  Watch an expert on www.skpe.com discussing authors.
 * 2) Contact a student abroad...

 MA.9. With prompting and support, make connections between a story, poem, or one’s own experiences. (Pre K)  3. Describe characters, settings, and major events in a story, using key details. (Grade1)  MA.8.A. Identify characteristics commonly shared by folktales and fairy tales. (Grade 1) <span style="background-color: #ffffff; color: #000000; display: block; font-family: 'Cambria'; font-size: 16px;"> 9. Compare and contrast the adventures and experiences of characters in stories. (Grade 1) <span style="background-color: #ffffff; color: #000000; display: block; font-family: 'Cambria'; font-size: 16px;"> Writing: <span style="background-color: #ffffff; color: #000000; display: block; font-family: 'Cambria'; font-size: 16px;"> MA.3. Dictate words to express a preference or opinion about a topic (e.g., “ I would <span style="background-color: #ffffff; color: #000000; display: block; font-family: 'Cambria'; font-size: 16px;"> like to go to the fire station to see the truck and meet the firemen.”). Pre K <span style="background-color: #ffffff; color: #000000; display: block; font-family: 'Cambria'; font-size: 16px;"> MA.3. Use a combination of dictating and drawing to tell a real or imagined story. Pre K <span style="background-color: #ffffff; color: #000000; display: block; font-family: 'Cambria'; font-size: 16px;"> MA.1. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (Grade 1) <span style="background-color: #ffffff; color: #000000; display: block; font-family: 'Cambria'; font-size: 16px;"> MA 6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers ( Grade 1) <span style="background-color: #ffffff; color: #000000; display: block; font-family: 'Cambria'; font-size: 16px;"> MA.6. Recognize that digital tools (e.g., computers, cell phones, cameras, and other devices) are used for communication and, with support and guidance, use them to convey messages in picture. <span style="background-color: #ffffff; color: #000000; display: block; font-family: 'Cambria'; font-size: 16px;"> MA Math Standards Pre-K-5 <span style="background-color: #ffffff; color: #000000; display: block; font-family: 'Cambria'; font-size: 16px;"> Measurement: <span style="background-color: #ffffff; color: #000000; display: block; font-family: 'Cambria'; font-size: 16px;"> MA.3. Sort, categorize and classify objects by more than one attribute. (Pre K) <span style="background-color: #ffffff; color: #000000; display: block; font-family: 'Cambria'; font-size: 16px;"> Represent and interpret data: <span style="background-color: #ffffff; color: #000000; display: block; font-family: 'Cambria'; font-size: 16px;"> 4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. (Grade 1) <span style="background-color: #ffffff; color: #000000; display: block; font-family: 'Cambria'; font-size: 16px;"> ISTE Standards: <span style="background-color: #ffffff; color: #000000; display: block; font-family: 'Cambria'; font-size: 16px;"> 4. Critical Thinking, Problem Solving & Decision Making

<span style="background-color: #ffffff; color: #000000; display: block; font-family: 'Cambria'; font-size: 16px;"> Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project

c. Collectandanalyzedatatoidentifysolutionsand/ormakeinformeddecisions

d. Use multiple processes and diverse perspectives to explore alternative solutions <span style="background-color: #ffffff; color: #000000; display: block; font-family: 'Cambria'; font-size: 16px;"> Methods of Instruction: > Digital Tools: > > 1. Three Little Pigs: http://w8r.com/kidsbook/pigs.html > the I Pad, later presenting it to the class via projector > Groupings: After students vote for their favorite fairy tale they break into small groups based on which story they voted as their favorite. > PBL concepts: > 21st Century Skills: > Assessment:
 * ● Cooperative Decision Making (choosing which stories to address, represent three continents, vote on 1 from each)
 * ● Cooperative Learning (discussion, role play, mural, graph)
 * ● Peer Instruction (letter revising, posting to audience for feedback)
 * ● Flip Instruction (researching a story at home with adult and relay to class)
 * ● Viewing the Stories online:
 * 1)  The Three Bears: http://w8r.com/kidsbook/bears.html
 * 2)  Cinderella: http://www.learner.org/interactives/story/cinderella.html
 * 3) http://ivyjoy.com/fables/
 * 4) http://ah_coo.tripod.com/cinderella.htm
 * 5) http://www.googleearth.com
 * 6) http://www.skype.com
 * ● Microsoft Word: Writing a letter to favorite character
 * ● Graph Club: Class will graph favorite story
 * ● I Pad: Student will perform their favorite fairy tale/folk tale and record it on
 * ● Student Inquiry
 * ● Student Choice
 * ● Student Problem Solving
 * ● Collaborative Learning
 * ● Communication
 * ● Creativity
 * ● Global Awareness

● Observation Chart
 * Task || Observations ||
 * 1. Active participation during story presentation & discussion ||  ||
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 * 7. ||  ||