QR Codes and Literacy (+ FREEBIES!!)

Hope all has been well with in the new year! As promised, I've come on to share with you something new that I've been using in my classroom this school year. Before we even begin, go ahead and download the QR code reader (free) onto your tablet or smartphone. Done? Ok, great! The use of QR codes is a phenomenal way to infuse technology into literacy in the classroom.

QR is short for "quick response." It can be used on book pages to offer a read-aloud of a text, more information, videos, vocabulary help, reflection questions and much more. It can be used my early finishers, struggling readers or in writing stations to allow for independent writing. QR codes are extremely engaging, a great way to keep students working while you're pulling a small group, and fine way to integrate technology into a common core curriculum that calls for it.

Using it is very simple. If you run into any trouble, feel free to email me and I will get back to you as soon as possible (readrulereign@gmail.com).

How do you use it?

How do we use it?

1) Go to:  http://qrcode.kaywa.com/dashboard/

2) Decide what information you want to create (choose URL, Facebook, text, etc.)

3)  Plug in the website or text

4)  Slide the button to “static” not “dynamic”

5)  Push “generate code”                                             

6)  Copy and paste the code where you want it.  

7)  Scan the code with your reader 

* Thanks to my professor, M. Maxwell for the quick and easy directions.

What I ended up doing for the my first set of QR codes is laminating them and using scotch tape to keep them nicely placed on the pages of the text Eight Days: A Story of Haiti. 

As a freebie, I'm attaching my Scan to Learn info for you to see (and possibly use)! Copy and paste as you please, but PLEASE give me the intellectual credit for my work by citing readrulereign.blogspot.com. Enjoy and let me know how it works in your classroom.

Read, Rule and Reign,

Karen C.

Eight Days: A Story of Haiti
by: Edwidge Danticat

Grade Span Focus: 4^th-5^th grade

Common Core State Standards:

        RI.5.1.Quote accurately from a text when explaining what the text says explicitly and when drawing   inferences from the text.

        RL.5.6 Describe how a narrator or speaker’s point of view influences how events are described.

             RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a   text (e.g., graphic novel; multimedia presentation of fiction, folktale, myth, poem).

        L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word      meanings.

Teaching Point:

This book is a testament to the fact that Reading and Literacy can be taught across various content areas. As an early educator, it was my misconception that Reading could not be taught outside of reading class or a Reading focused small-group. However, upon reading Mraz, Vacca, & Vacca’s Content Area Reading, it became clear that Reading could be taught across content areas. This book Eight Days: A Story of Haiti is especially dear to my heart because it documents a young child’s experience during the historical earthquake that took place in Haiti (January 2010). I still have family members that live there and who were gravely affected by the aftermath of this tragic natural disaster. This text can be used as an entry point to discuss natural disasters in Science class or systems put into place around the world to assist after natural disasters in Social Studies. Additionally, Eight Days: A Story of Haiti can be used to teach how a narrator’s perspective can influence how a story is told, as well as how imagery contributes to the meaning of a text.

Getting to Know E. Danticat (Prior to pg w/ "A Note from the Author"

Picture of Author, Edwidge Danticat

 Question relating to CCSS (ELA) RL.5.7
Making a connection between illustration and tone

Read-aloud of Eight Days: Story of Haiti by me (Karen C.)  

 Question on color and it's impact on the text. (pgs 20-21)

 Video on figurative language! 

 Explanation of conch-blowing Maroon on Champs de Marz Plaza
(pg.17)

 Close reading for examples of figurative language throughout the text. 

The "Just Right" Class

            As teachers, I know that we grapple with finding the right balance between engaging yet meaningful lessons. I’d like to believe that none us spend hours planning lessons that will intentionally put our students to sleep, discourage their spirits, or leave them wondering what exactly they learned that particular day. However, let’s be real, colleagues, it does in fact happen. I recently read two quality articles, Kathleen Cushman’s “Mind on Fire” and Henry L. Roediger III’s “The Science of Successful Learning.” The greatest takeaways from the readings were the motivation equation mentioned in Cushman’s article and the positive stance on testing mentioned in Roediger’s article.

            There are days where, as an educator, we want to believe we have the best lesson plan! However, we watch the looks on our students’ faces and have to stare back at the reality; our students aren’t feeling it! On those days, our students leave and we feel as though we have failed them. Well, I’ll speak for myself and say I’ve felt that way on several occasions on this teaching journey of mine. However, the motivation equation in “Mind on Fire” is a tool that I will be holding on to as I plan each and every lesson plan from this day forward. I’ve got to prevent this from happening less often than more. The equation is based on an idea created by UCLA’s Center for Mental Health, which states: V (value) x E (expectation) = M (motivation).  In this equation, if either value or expectation ceases to exist, there will be absolutely no motivation within students. What I understand from this equation is that in order for students to buy-in and feel motivated to learn, they must feel as though the content will serve a purpose and that they will be supported and cheered on thru the learning process. In the article, a case study is discussed, showing how successful students were when they found value in the content and had support from teachers and peers. In order for that to happen, teachers, we have to be intentional in our planning to create opportunities for students to receive both value and expectation.

            Henry L. Roediger’s “The Science of Successful Learning,” was a great read because it confirmed by position on the goodness of testing. Too often, many educators are against standardized testing due to unfortunate political gain and the outcomes of testing being over-sensationalized in the media. However, it may be best to look at testing as a chance to enhance learning. That can only be done when immediate feedback is given on student responses.  I find that my students learn best when misconceptions are cleared almost immediately. That may mean more work on our part, but the long-terms benefits outweigh all the hard work on our end. I find it to be best practice when I quiz students and we grade the quiz immediately. We can do a whole-group review and clarify misunderstandings.  As for writing pieces, I find it best to grade them the same night and give in-depth feedback to students. We can even discuss the feedback using data talks. Testing can be a great tool if used to assure that our students have gained something from the material taught and studied.

            Looking for engaging instructional strategies that engage the brain? Check out Marcia L. Tate’s Worksheets Don’t Grown Dendrites. Thanks to this book, my students will be seeing the play “James and the Giant Peach” tomorrow! Have no fear; I’ve got a few Common Core State Standards linked to the activities and reflection portion of this field trip. My students have been struggling with the skill of determining the theme and this great tool will help me to assist them and in a fun way! 

            If you don’t remember anything else, remember this, the “just right” classroom is one that centered on student learning and engagement.

            For more information on what I’ve discussed in this article:

Cushman, K. (2014). Minds on Fire. Getting Students to Mastery, 4, 38-43.

Roedinger, H.L., (2014). Make It Stick: The Science of Successful Learning. Cambridge:
            Belknap Press.

Tate, M. (2010). Worksheets Don’t Grow Dendrites. New York: Corwin Press.

Homeschooling Your 2 Year-Old (Part 1)

I’ve been asked by a few of my friends with young children to cover the important skills to be addressed in preschool years while at home! It’s been a long time coming but here goes…

The important areas to cover are literacy (phonics and fluency), writing, handwriting, math, science and wellness, social studies, spiritual wellness, life skills, art, music, physical education, and personal development skills.

This will be a pretty lengthy blog but there will be a lot of useful tips so please be patient! For the sake of time, we’ll cover LITERACY in this blog! The suggestions in this blog are for 1-2 year olds and don’t feel the need to tackle everything at once; you have between the 1^st and 2^nd birthday to cover all of this content!

Literacy

Read with your toddler! It’s really the key to instilling early literacy.  Model “best-practice” by reading with a fluctuating tone in your voice, make facial expressions and gestures! Discuss with your child the various characters as well as their emotions and actions, and discuss events taking place in the story to gauge comprehension. Even if it means allowing them to talk about the book based on their interpretation of the pictures.  Be sure to mix it up a little! Read aloud some poetry, story/picture books, nursery rhymes, etc. Start with reading short texts and don’t feel as though you’re failing at this when they start to squirm in their seats. As time progresses, they start to enjoy the activity more and their stamina for reading will begin to expand. Have fun with reading and pick a comfortable location to read every time! This could also help in relationship building for you and your bundle of joy. Most importantly your child has to see you being the exemplar example of literacy! Be sure they catch you reading a ton.

As far as vocabulary building, use snazzy vocabulary when speaking to your toddler and expand on definition (otherwise they will be looking at you all crazy)!! I’d also recommend pointing environmental signs as you drive around town. “Hey Kendall, look at that! [point to sign] We are at the STOP sign!” “We are at the red light right now! [point to red street light] Have conversations with your toddler and encourage them to expand on what they are trying to say. If they say something that is grammatically incorrect, GENTLY correct them. For example, “Mommy, I goed to my room.” Your response ought to be “Oh, you went to your room? What for?” Your role is to gently correct and expand the conversation. They will begin to self-correct as a result of noticing your correction.

When it comes to the reciting the alphabet, you can teach it by singing the alphabet song. However, be sure to wein your toddler off and recite the alphabet without having to sing the song. Eventually, back off until you can clearly hear your baby recite the alphabet independently.

Helping your toddler memorize short poems and rhymes is also an important skill. This can be done by repeatedly reading certain rhymes, songs and short books. Kids LOVE, Love, Love, recurrence and you’ll notice they will start reciting familiar rhymes, songs, and pieces of text.

Toddlers need to know that in English we read from left to right! You can teach that by using your handy, dandy index finger to point to work and follow in the direction in which you’re reading. When physically possibly, allow you child to hold the book and allow him/her to practice appropriately changing the page (this has to first be modeled)! This is a prerequisite reading skill that all children must have in order to be successful! In addition to teaching them an important skill, you’re building their anticipation for what happens next in the text. Additionally, you’re allowing them to take ownership of reading and the responsibility attached to being the “page-changer.”

Another important literacy skill is that your child enjoys being read aloud to and can point to pictures in the book when asked a “check” or comprehension question i.e. “Where is the blue circle?” “Point to Clifford.” It is important that they can point to pictures and converse based on extended questions asked about the pictures. Don’t just ask “What is this?” Take it further by asking, “Where is the blue ball? Can you point to the house?”

Lastly, be sure to take your toddler to the library!!!! I cannot stress this enough. There are a ton of opportunities for read-alouds by authors and puppet shows for children. You can do some reading as well as teaching of library etiquette and expectations. Practice taking down a book, skimming it and putting it back if it doesn’t tickle their fancy!

That’s all for today! Stay tuned for the next topic to be covered: Writing (scribbling) and Handwriting!


Read, Rule, Reign


Karen

I've Got the Joy Joy Joy Joy, Down in my Class! Where?! O_o

I will be the first to admit that Joy Factor didn't become a factor in my classroom until after I blew the dust off my Teach Like a Champion book! [It's a great read if you're an educator.] Nowadays, with Common Core standards being implemented in classroom instruction, it's extremely important that we infuse JOY on a daily basis. The rigor calls for higher level thinking and writing and our students deserve brain breaks in order to keep the positive and productive learning environment! Joy Factor "... is a key driver not just of a happy classroom, but of a high achieving classroom." Post up the day's agenda in your classroom with a sneak peek of when the JOY will take place in your lesson to build anticipation amongst students.  Incorporate the J-Factor into your lesson plans as you plan head. There are a variety of categories to get the JOY going: Fun and Games, Us [teachers] (and them), Drama, song & dance, Humor and Suspense and Surprise (thanks to Teach Like a Champion for the categories)!

I'll give you a few examples so you have some ideas to work with:

1. Fun & Games: "Wax museum", "Simon Says" (class wide games)
2. Us (and Them): Appropriate inside jokes, use of appropriate nicknames for students, talk time (about a favorite show, sports team, etc)
3. Drama, song & dance: pick a student to be the class DJ and have a mini dance party! Learn how to do the NaeNae (That's how I learned!)
4. Humor: Can be done throughout the lesson and not just at a particular/planned time
5. Surprise your students to popsicles, a nice walk outdoors, etc. If you play the guitar, pull it out and have a sing-a-long!

You might be thinking, "That's great but I don't have much class time." That's just fine! These activities don't have to be more than 5 minutes long. Imagine how much time you'd save redirecting students if they had something exciting to look forward to doing. Use that saved time and stop with the excuses!!! This tool will help you in classroom management as well as creating a warm community in the classroom and let's not forget productivity! Just be sure to get back to work at the appropriate time. Have fun but know when to reel students back in.

Well that's all for today's post! Let me know how Joy Factor works out in your classroom by emailing comments and videos to readrulereign@gmail.com.

Ciao,

Karen