Tuesday, January 26 8 hours
7:30-8:10 AM Read and answered work emails, turned on computers, logged onto computers for students use, worked on scheduling of classes for 2nd semester.
8:10-8:50 Books are collected by the 4th graders, a volunteer parent and the library clerk from all the classrooms. We check them in and divide them into there appropriate shelving categories of fiction, nonfiction, periodicals, video, and everybody. Shelving the books according to call number and display of books for appropriate season, holiday, etc. Kindergarten and first grade reports are run and printed. Class roster for 3rd grade is retrieved and activotes are assigned to students in alphabetical number order. New name cards with activote numbers on.
8:50-9:00 AM Preparation for classes begins with the placement of student name cards on the tables. Activevotes are prepared, activeInspire software is activated and Perfect Pet flip chart is opened on the laptop.
9:00-9:30 AM I read Curious George Goes to the Ice Cream Shop to the kindergarten students and we discussed that this monkey in the story is not a real monkey. Fiction books are make believe and therefore we do not necessarily learn facts from fiction books. We also read a non fiction monkey book and discussed the facts contained in that book along with the helpful parts of a nonfiction book that help us find the information we need easily, Table of contents, glossary, and index. The library book return report was read to the children and those allowed to take out books went to look at books and those who did not return their books sat at the round table and looked at books there.
9:30-10:00 AM I read Curious George Goes to the Ice Cream Shop to the kindergarten students and we discussed that this monkey in the story is not a real monkey. Fiction books are make believe and therefore we do not necessarily learn facts from fiction books. We also read a non fiction monkey book and discussed the facts contained in that book along with the helpful parts of a nonfiction book that help us find the information we need easily, Table of contents, glossary, and index. The library book return report was read to the children and those allowed to take out books went to look at books and those who did not return their books sat at the round table and looked at books there.
10:00-10:30 Today was my 3rd and final evaluation for the year. Mrs. Nelson, the principal sat in on the entire class. The third graders were introduced to the activevotes and assigned one each. They were very excited to use this new technology. WE discuss the importance of handling them with care and how I would know who answered each question because they were assigned the number. We did a brief review of pet needs and owner wants for their pets and the type of lifestyle Mrs. Nelson has. I projected the flipchart with the questions on pet needs, owner wants and Mrs. Nelson's lifestyle consideration s for selecting the perfect pet for her.
As the students answered with the activotes I pasted their answers into the flipchart so I can go back and look at the results at a later time. They were thrilled to see their corresponding number light up when they answered. I distributed the worksheets and we talked about the books they were to use for their research, the information they need to obtain and how to cite their sources. I walked around and answered questions as they found the facts. I had to steer many of them away from monkeys and such.
10:30-11:00 I cleaned up from the morning classes and reviewed the results from the activotes. There were 3 children that consistently got the answers wrong out of 20 students. I will report this information to their teacher and try to figure out what happened.
11:00-11:45 The 4th and 5th grade Battle of the Books team discussed books in the library. Each child was given a laptop and we discussed the books and each child wrote 5 questions about a book. Some of them needed a lot of coaching on how to write questions. They like using the laptops for this.
11:45-12:15 I went over the 2nd semester schedule again and tried to accommodate 2 teachers who do not want their classes at the proposed time.
12:15-12:55 Second grade is learning about monkeys and learning how to take notes from reliable websites. We read the book Curious George Goes to the Ice Cream Shop and discussed the situations Curious George got himself into and how he is not a real monkey. The students stated that real monkeys are not allow in stores. We talked about how this book is fiction and therefore does not contain facts about monkeys. We then discussed other sources we could use to find facts monkeys. I handed out the Super 3 Plan, Do, Review Thinking Web: p. 55 Super 3 Information Skills for Young Learners and we began looking at websites to fill in the bubbles on notes about monkeys. I projected the websites on the Promethean board. We went to (video)http://www.bronxzoo.com/plan-your-trip/exhibits/monkey-house.asp, http://www.sandiegozoo.org/animalbytes/t-monkey.html, http://www.enchantedlearning.com. We wrote down 1-2 facts about monkeys from each page only writing notes and not complete sentences in our own words.
12:55-1:25 First grade Read Curious George Goes to the Ice Cream Shop to the kindergarten students and we discussed that this monkey in the story is not a real monkey. Fiction books are make believe and therefore we do not necessarily learn facts from fiction books. We also read a non fiction monkey book and discussed the facts contained in that book along with the helpful parts of a nonfiction book that help us find the information we need easily, Table of contents, glossary, and index. We talked about the ice cream shop and how the ceiling is help up. We discuss other building and how they are made. We discussed how architects had to plan, and do research and then review it to make sure it is right before they could build the structure. I gave the students dixie cups and paper and had them "build" floors for a sky scraper with the students at their table. One table immediately started putting the cups on the 4 corners of the paper and placed another piece of paper on top then repeated the cups and paper until they had 4 floors to a "building". The other teams began catching on and creating their own buildings. The library book return report was read to the children and those allowed to take out books went to look at books and those who did not return their books sat at the round table and looked at books there.
1:25-1:50 I assisted children find books at open book check and checked out books.
1:50-2:20 Second grade is learning about monkeys and learning how to take notes from reliable websites. We read the book Curious George Goes to the Ice Cream Shop and discussed the situations Curious George got himself into and how he is not a real monkey. The students stated that real monkeys are not allow in stores. We talked about how this book is fiction and therefore does not contain facts about monkeys. We then discussed other sources we could use to find facts monkeys. I handed out the Super 3 Plan, Do, Review Thinking Web: p. 55 Super 3 Information Skills for Young Learners and we began looking at websites to fill in the bubbles on notes about monkeys. I projected the websites on the Promethean board. We went to (video)http://www.bronxzoo.com/plan-your-trip/exhibits/monkey-house.asp, http://www.sandiegozoo.org/animalbytes/t-monkey.html, http://www.enchantedlearning.com. We wrote down 1-2 facts about monkeys from each page only writing notes and not complete sentences in our own words.
2:20-2:55 Planning time was occupied with more scheduling problems. I also went through magazines and tore out inappropriate materials.
3:10-4:00 I wrote more questions for the Battle of the Books book Thimble Summer and printed.
Tuesday, February 9, 2010
Monday, January 25, 2010
Monday, January 25, 2010 8 hours
7:30-8:10 Prepare for the day by checking work email and responding, assisting teachers who come into the library looking for books, schedule changes and checking out of AV equipment.
8:10-8:50 Am
Books are collected by the 4th graders, a volunteer parent and the library clerk from all the classrooms. We check them in and divide them into there appropriate shelving categories of fiction, nonfiction, periodicals, video, and everybody. Shelving the books according to call number and display of books for appropriate season, holiday, etc. I pulled books on kindness for the 4K EC children to pick from today during class. Kindergarten and first grade reports are run and printed.
8:50-9:00 AM Preparation for classes begins with the placement of student name cards on the tables. Prepared three internet webpages to show the second grade.
9:00-9:30 AM Read Curious George Goes to the Ice Cream Shop to the kindergarten students and we discussed that this monkey in the story is not a real monkey. Fiction books are make believe and therefore we do not necessarily learn facts from fiction books. We also read a non fiction monkey book and discussed the facts contained in that book along with the helpful parts of a nonfiction book that help us find the information we need easily, Table of contents, glossary, and index. The library book return report was read to the children and those allowed to take out books went to look at books and those who did not return their books sat at the round table and looked at books there.
9:30-10:00 4K EC We sat on the carpet and talked about kindness. I asked them questions on what kindness means and how we can show it to others. We discuss that friendliness was part of kindness and that by being friendly to new children at school we are showing kindness and gaining new friends which can be a lot of fun. I read the Friendliness to the children which prompted more questions and discussion and examples of how they have been friendly and kind in their lives. I handed out the library cards and the children selected from the books on the round table which I pulled for them.
10:00-11:15 Second grade is learning about monkeys and learning how to take notes from reliable websites. We read the book Curious George Goes to the Ice Cream Shop and discussed the situations Curious George got himself into and how he is not a real monkey. The students stated that real monkeys are not allow in stores. We talked about how this book is fiction and therefore does not contain facts about monkeys. We then discussed other sources we could use to find facts monkeys. I handed out the Super 3 Plan, Do, Review Thinking Web: p. 55 Super 3 Infomation Skills for Young Learners and we began looking at websites to fill in the bubbles on notes about monkeys. I projected the websites on the Promethean board. We went to (video)http://www.bronxzoo.com/plan-your-trip/exhibits/monkey-house.asp, http://www.sandiegozoo.org/animalbytes/t-monkey.html, http://www.enchantedlearning.com. We wrote down 1-2 facts about monkeys from each page only writing notes and not complete sentences in our own words.
11:15-11:30 I cleaned up from the previous classes and prepared for my afternoon classes by getting out the necessary books and name cards.
12:00-12:50 I assisted the students with finding books and check books out for open book check. This requires checking the 5th grade library cards for their Accelerated Reader level and making sure they are selecting books with in this level. If they have met the requirements for the month by having an approval from their teacher on the monthly recording slip they may select any books they wish. Otherwise they must have all books within their level. They may select 5 books. II was able to shelve a few books during this time as well.
12:50-1:00 Prepare for the 4k EC afternoon class.
1:00-1:30 4K EC We sat on the carpet and talked about kindness. I asked them questions on what kindness means and how we can show it to others. We discuss that friendliness was part of kindness and that by being friendly to new children at school we are showing kindness and gaining new friends which can be a lot of fun. I read the Friendliness to the children which prompted more questions and discussion and examples of how they have been friendly and kind in their lives. I handed out the library cards and the children selected from the books on the round table which I pulled for them.
1:30-2:00 Second grade is learning about monkeys and learning how to take notes from reliable websites. We read the book Curious George Goes to the Ice Cream Shop and discussed the situations Curious George got himself into and how he is not a real monkey. The students stated that real monkeys are not allow in stores. We talked about how this book is fiction and therefore does not contain facts about monkeys. We then discussed other sources we could use to find facts monkeys. I handed out the Super 3 Plan, Do, Review Thinking Web: p. 55 Super 3 Information Skills for Young Learners and we began looking at websites to fill in the bubbles on notes about monkeys. I projected the websites on the Promethean board. We went to (video)http://www.bronxzoo.com/plan-your-trip/exhibits/monkey-house.asp, http://www.sandiegozoo.org/animalbytes/t-monkey.html, http://www.enchantedlearning.com. We wrote down 1-2 facts about monkeys from each page only writing notes and not complete sentences in our own words.
2:00-2:45 4th Grade is working on the Big 6 Research process. This is the second lesson on building our research for our imaginary animal power points. The students were given their worksheets that outline the Big 6 and we went over the notes we completed from last week. They were instructed that today they would be using either an encyclopedia or nonfiction book to get 3 facts about one of the 3 animals they have selected for this project. They were told that if they selected the head of the lion for one of the body parts then they would have to have 3 facts about the lion head. They should give facts specific to the animals body part. Some of the students were confused in the previous class and wrote down any facts about the chosen animal even though they were not specific to the animals body part they wanted to use to create their imaginary animal. The bottom portion of the worksheet has space for all the information required to do an appropriate citation of the source. Again there was confusion as they were not paying attention to the type of resource that went on each page and we had to go over that again. Most of the students were able to get to the internet source as well. It was a really good class and the children got further than I expected even though some still were writing in the wrong place.
2:45-2:55 Cleaned up from my classes and prepared to go outside for circle duty.
3:10-4:00 Wrote questions for Battle of the Books book Tweets of America, answered work emails, assisted teachers in finding books and AV equipment
7:30-8:10 Prepare for the day by checking work email and responding, assisting teachers who come into the library looking for books, schedule changes and checking out of AV equipment.
8:10-8:50 Am
Books are collected by the 4th graders, a volunteer parent and the library clerk from all the classrooms. We check them in and divide them into there appropriate shelving categories of fiction, nonfiction, periodicals, video, and everybody. Shelving the books according to call number and display of books for appropriate season, holiday, etc. I pulled books on kindness for the 4K EC children to pick from today during class. Kindergarten and first grade reports are run and printed.
8:50-9:00 AM Preparation for classes begins with the placement of student name cards on the tables. Prepared three internet webpages to show the second grade.
9:00-9:30 AM Read Curious George Goes to the Ice Cream Shop to the kindergarten students and we discussed that this monkey in the story is not a real monkey. Fiction books are make believe and therefore we do not necessarily learn facts from fiction books. We also read a non fiction monkey book and discussed the facts contained in that book along with the helpful parts of a nonfiction book that help us find the information we need easily, Table of contents, glossary, and index. The library book return report was read to the children and those allowed to take out books went to look at books and those who did not return their books sat at the round table and looked at books there.
9:30-10:00 4K EC We sat on the carpet and talked about kindness. I asked them questions on what kindness means and how we can show it to others. We discuss that friendliness was part of kindness and that by being friendly to new children at school we are showing kindness and gaining new friends which can be a lot of fun. I read the Friendliness to the children which prompted more questions and discussion and examples of how they have been friendly and kind in their lives. I handed out the library cards and the children selected from the books on the round table which I pulled for them.
10:00-11:15 Second grade is learning about monkeys and learning how to take notes from reliable websites. We read the book Curious George Goes to the Ice Cream Shop and discussed the situations Curious George got himself into and how he is not a real monkey. The students stated that real monkeys are not allow in stores. We talked about how this book is fiction and therefore does not contain facts about monkeys. We then discussed other sources we could use to find facts monkeys. I handed out the Super 3 Plan, Do, Review Thinking Web: p. 55 Super 3 Infomation Skills for Young Learners and we began looking at websites to fill in the bubbles on notes about monkeys. I projected the websites on the Promethean board. We went to (video)http://www.bronxzoo.com/plan-your-trip/exhibits/monkey-house.asp, http://www.sandiegozoo.org/animalbytes/t-monkey.html, http://www.enchantedlearning.com. We wrote down 1-2 facts about monkeys from each page only writing notes and not complete sentences in our own words.
11:15-11:30 I cleaned up from the previous classes and prepared for my afternoon classes by getting out the necessary books and name cards.
12:00-12:50 I assisted the students with finding books and check books out for open book check. This requires checking the 5th grade library cards for their Accelerated Reader level and making sure they are selecting books with in this level. If they have met the requirements for the month by having an approval from their teacher on the monthly recording slip they may select any books they wish. Otherwise they must have all books within their level. They may select 5 books. II was able to shelve a few books during this time as well.
12:50-1:00 Prepare for the 4k EC afternoon class.
1:00-1:30 4K EC We sat on the carpet and talked about kindness. I asked them questions on what kindness means and how we can show it to others. We discuss that friendliness was part of kindness and that by being friendly to new children at school we are showing kindness and gaining new friends which can be a lot of fun. I read the Friendliness to the children which prompted more questions and discussion and examples of how they have been friendly and kind in their lives. I handed out the library cards and the children selected from the books on the round table which I pulled for them.
1:30-2:00 Second grade is learning about monkeys and learning how to take notes from reliable websites. We read the book Curious George Goes to the Ice Cream Shop and discussed the situations Curious George got himself into and how he is not a real monkey. The students stated that real monkeys are not allow in stores. We talked about how this book is fiction and therefore does not contain facts about monkeys. We then discussed other sources we could use to find facts monkeys. I handed out the Super 3 Plan, Do, Review Thinking Web: p. 55 Super 3 Information Skills for Young Learners and we began looking at websites to fill in the bubbles on notes about monkeys. I projected the websites on the Promethean board. We went to (video)http://www.bronxzoo.com/plan-your-trip/exhibits/monkey-house.asp, http://www.sandiegozoo.org/animalbytes/t-monkey.html, http://www.enchantedlearning.com. We wrote down 1-2 facts about monkeys from each page only writing notes and not complete sentences in our own words.
2:00-2:45 4th Grade is working on the Big 6 Research process. This is the second lesson on building our research for our imaginary animal power points. The students were given their worksheets that outline the Big 6 and we went over the notes we completed from last week. They were instructed that today they would be using either an encyclopedia or nonfiction book to get 3 facts about one of the 3 animals they have selected for this project. They were told that if they selected the head of the lion for one of the body parts then they would have to have 3 facts about the lion head. They should give facts specific to the animals body part. Some of the students were confused in the previous class and wrote down any facts about the chosen animal even though they were not specific to the animals body part they wanted to use to create their imaginary animal. The bottom portion of the worksheet has space for all the information required to do an appropriate citation of the source. Again there was confusion as they were not paying attention to the type of resource that went on each page and we had to go over that again. Most of the students were able to get to the internet source as well. It was a really good class and the children got further than I expected even though some still were writing in the wrong place.
2:45-2:55 Cleaned up from my classes and prepared to go outside for circle duty.
3:10-4:00 Wrote questions for Battle of the Books book Tweets of America, answered work emails, assisted teachers in finding books and AV equipment
Thursday, January 28, 2010
Thursday, January 28, 2010 8.5 hours
7:30-8:00 AM Collect mail, unlock doors, log onto computers. Complete more paper work for prior approval from human resources. Check email and reply. Log onto and open all necessary programs for classes.
8:00-9:00 Book collection and run reports, shelf books, prepare for classes. Put out name cards for first grade. Go to 4th grade to talk to student who last checked two books that have water damage. Unpack new books and begin labeling for circulation.
9:00-9:30 I read Curious George Goes to the Ice Cream Shop to the kindergarten students and we discussed that this monkey in the story is not a real monkey. Fiction books are make believe and therefore we do not necessarily learn facts from fiction books. We also read a non fiction monkey book and discussed the facts contained in that book along with the helpful parts of a nonfiction book that help us find the information we need easily, Table of contents, glossary, and index. The library book return report was read to the children and those allowed to take out books went to look at books and those who did not return their books sat at the round table and looked at books there.
9:30-10:00 First grade class discuss Curious George story from yesterday and review fiction vs. non fiction. Show PowerPoint on facts on real monkeys. Allow students to show where monkeys are native on atlas. Discuss real monkey similarities and differences to people. Chart differences and similarities using a Venn diagram on the dry erase board. Introduce the monkey puppet with cut out page and brown paper lunch bag. Go over directions for coloring face parts, cutting on the dotted line and pasting only on the word “paste” on each piece. Walk around the room and assist where needed. Jacob is leaving tomorrow and was not very cooperative in class. He had to sit out for a while and then when he was able to participate without disrupting the class he was invited back to make his puppet.
10:00-10:30 Third grade reviewed the notes from last class on “Mrs. Nelson’s perfect pet” . They used the laptop computers to add more information to their “Mrs. Nelson’s perfect pet” information sheet. They recorded the name of the websites I recommended using and collected information on food, sleep, exercise, toys. I also informed them to write down any other facts they learn about the pet that will help us decide on the right pet for Mrs. Nelson and her family.
10:30-11:15 Second grade is learning about monkeys and learning how to take notes from reliable websites. We read the book Curious George Goes to the Ice Cream Shop and discussed the situations Curious George got himself into and how he is not a real monkey. The students stated that real monkeys are not allow in stores. We talked about how this book is fiction and therefore does not contain facts about monkeys. We then discussed other sources we could use to find facts monkeys. I handed out the Super 3 Plan, Do, Review Thinking Web: p. 55 Super 3 Information Skills for Young Learners and we began looking at websites to fill in the bubbles on notes about monkeys. I projected the websites on the Promethean board. We went to (video)http://www.bronxzoo.com/plan-your-trip/exhibits/monkey-house.asp, http://www.sandiegozoo.org/animalbytes/t-monkey.html, http://www.enchantedlearning.com. We wrote down 1-2 facts about monkeys from each page only writing notes and not complete sentences in our own words.
11:15-12:00 4th grade child who won the iMovie certificate at the fall festival comes in to learn how to use the software. I teach him photobooth and he watches tutorials on iMovie. I have him start planning his movie.
12:00-12:30 Post evaluation meeting with the principal. We discuss the good and the bad of the lesson I taught. We discuss how we can improve technology in the school. I explain I feel I could be doing so much more with the students. That the lessons in the curriculum are not hitting the mark and that by incorporating more technology the students would greatly benefit from lessons that have information standards, technology standards and core curriculum standards.
12:30-1:20 Read emails and reply. Go over book order. Add more high level high reader books. Go over play away list and find books in our collection that match the playaways. Review DVD list to teacher’s needs and curriculum. Talk to 4th grader again about water damaged books as another one is found in the collection that was last checked out to her. Go through damaged book stack and add those that are still in publication to purchase list.
1:20-1:50- First grade class discuss Curious George story from yesterday and review fiction vs. non fiction. Show PowerPoint on facts on real monkeys. Allow students to show where monkeys are native on atlas. Discuss real monkey similarities and differences to people. Chart differences and similarities using a Venn diagram on the dry erase board. Introduce the monkey puppet with cut out page and brown paper lunch bag. Go over directions for coloring face parts, cutting on the dotted line and pasting only on the word “paste” on each piece. Walk around the room and assist where needed. Jacob is leaving tomorrow and was not very cooperative in class. He had to sit out for a while and then when he was able to participate without disrupting the class he was invited back to make his puppet.
1:50-2:20 Second grade is learning about monkeys and learning how to take notes from reliable websites. We read the book Curious George Goes to the Ice Cream Shop and discussed the situations Curious George got himself into and how he is not a real monkey. The students stated that real monkeys are not allow in stores. We talked about how this book is fiction and therefore does not contain facts about monkeys. We then discussed other sources we could use to find facts monkeys. I handed out the Super 3 Plan, Do, Review Thinking Web: p. 55 Super 3 Information Skills for Young Learners and we began looking at websites to fill in the bubbles on notes about monkeys. I projected the websites on the Promethean board. We went to (video)http://www.bronxzoo.com/plan-your-trip/exhibits/monkey-house.asp, http://www.sandiegozoo.org/animalbytes/t-monkey.html, http://www.enchantedlearning.com. We wrote down 1-2 facts about monkeys from each page only writing notes and not complete sentences in our own words.
2:20-4:00 Beginning filling out 17 page post evaluation rubric. Find survey questions for teacher requests for collection purchases. Go through DVD and VHS for replacement materials. Read emails and reply.
7:30-8:00 AM Collect mail, unlock doors, log onto computers. Complete more paper work for prior approval from human resources. Check email and reply. Log onto and open all necessary programs for classes.
8:00-9:00 Book collection and run reports, shelf books, prepare for classes. Put out name cards for first grade. Go to 4th grade to talk to student who last checked two books that have water damage. Unpack new books and begin labeling for circulation.
9:00-9:30 I read Curious George Goes to the Ice Cream Shop to the kindergarten students and we discussed that this monkey in the story is not a real monkey. Fiction books are make believe and therefore we do not necessarily learn facts from fiction books. We also read a non fiction monkey book and discussed the facts contained in that book along with the helpful parts of a nonfiction book that help us find the information we need easily, Table of contents, glossary, and index. The library book return report was read to the children and those allowed to take out books went to look at books and those who did not return their books sat at the round table and looked at books there.
9:30-10:00 First grade class discuss Curious George story from yesterday and review fiction vs. non fiction. Show PowerPoint on facts on real monkeys. Allow students to show where monkeys are native on atlas. Discuss real monkey similarities and differences to people. Chart differences and similarities using a Venn diagram on the dry erase board. Introduce the monkey puppet with cut out page and brown paper lunch bag. Go over directions for coloring face parts, cutting on the dotted line and pasting only on the word “paste” on each piece. Walk around the room and assist where needed. Jacob is leaving tomorrow and was not very cooperative in class. He had to sit out for a while and then when he was able to participate without disrupting the class he was invited back to make his puppet.
10:00-10:30 Third grade reviewed the notes from last class on “Mrs. Nelson’s perfect pet” . They used the laptop computers to add more information to their “Mrs. Nelson’s perfect pet” information sheet. They recorded the name of the websites I recommended using and collected information on food, sleep, exercise, toys. I also informed them to write down any other facts they learn about the pet that will help us decide on the right pet for Mrs. Nelson and her family.
10:30-11:15 Second grade is learning about monkeys and learning how to take notes from reliable websites. We read the book Curious George Goes to the Ice Cream Shop and discussed the situations Curious George got himself into and how he is not a real monkey. The students stated that real monkeys are not allow in stores. We talked about how this book is fiction and therefore does not contain facts about monkeys. We then discussed other sources we could use to find facts monkeys. I handed out the Super 3 Plan, Do, Review Thinking Web: p. 55 Super 3 Information Skills for Young Learners and we began looking at websites to fill in the bubbles on notes about monkeys. I projected the websites on the Promethean board. We went to (video)http://www.bronxzoo.com/plan-your-trip/exhibits/monkey-house.asp, http://www.sandiegozoo.org/animalbytes/t-monkey.html, http://www.enchantedlearning.com. We wrote down 1-2 facts about monkeys from each page only writing notes and not complete sentences in our own words.
11:15-12:00 4th grade child who won the iMovie certificate at the fall festival comes in to learn how to use the software. I teach him photobooth and he watches tutorials on iMovie. I have him start planning his movie.
12:00-12:30 Post evaluation meeting with the principal. We discuss the good and the bad of the lesson I taught. We discuss how we can improve technology in the school. I explain I feel I could be doing so much more with the students. That the lessons in the curriculum are not hitting the mark and that by incorporating more technology the students would greatly benefit from lessons that have information standards, technology standards and core curriculum standards.
12:30-1:20 Read emails and reply. Go over book order. Add more high level high reader books. Go over play away list and find books in our collection that match the playaways. Review DVD list to teacher’s needs and curriculum. Talk to 4th grader again about water damaged books as another one is found in the collection that was last checked out to her. Go through damaged book stack and add those that are still in publication to purchase list.
1:20-1:50- First grade class discuss Curious George story from yesterday and review fiction vs. non fiction. Show PowerPoint on facts on real monkeys. Allow students to show where monkeys are native on atlas. Discuss real monkey similarities and differences to people. Chart differences and similarities using a Venn diagram on the dry erase board. Introduce the monkey puppet with cut out page and brown paper lunch bag. Go over directions for coloring face parts, cutting on the dotted line and pasting only on the word “paste” on each piece. Walk around the room and assist where needed. Jacob is leaving tomorrow and was not very cooperative in class. He had to sit out for a while and then when he was able to participate without disrupting the class he was invited back to make his puppet.
1:50-2:20 Second grade is learning about monkeys and learning how to take notes from reliable websites. We read the book Curious George Goes to the Ice Cream Shop and discussed the situations Curious George got himself into and how he is not a real monkey. The students stated that real monkeys are not allow in stores. We talked about how this book is fiction and therefore does not contain facts about monkeys. We then discussed other sources we could use to find facts monkeys. I handed out the Super 3 Plan, Do, Review Thinking Web: p. 55 Super 3 Information Skills for Young Learners and we began looking at websites to fill in the bubbles on notes about monkeys. I projected the websites on the Promethean board. We went to (video)http://www.bronxzoo.com/plan-your-trip/exhibits/monkey-house.asp, http://www.sandiegozoo.org/animalbytes/t-monkey.html, http://www.enchantedlearning.com. We wrote down 1-2 facts about monkeys from each page only writing notes and not complete sentences in our own words.
2:20-4:00 Beginning filling out 17 page post evaluation rubric. Find survey questions for teacher requests for collection purchases. Go through DVD and VHS for replacement materials. Read emails and reply.
Wednesday, January 27, 2010
Kindergarten Standards B 4.2 Understand that some materials are fiction, others non-fiction
First Grade Standards B5.3 Use the Super 3 research process: Plan, Do, Review
Second Grade Standards B3.4 Use books, encyclopedia, and a simple website to gather information from text and graphics.
Third Grade Standards B4.5 Interpret information on charts, graphs, and tables
B6.2 Determine if information is relevant to question (Super 3)
B6.3 Select applicable information (Super 3)
B6.4 Apply information gathered to answer information question (Super 3)
Fourth Grade Standards
B1.1 Identify the information problem, info needed Step 1 (Big 6)
B1.3 Formulate question Step 1 (Big 6)
B2.1 Identify possible information sources Step 2 (Big 6
Fifth Grade Standards B4.3 Point of View/ Bias; resource review
Wednesday, January 27, 2010 8.5 hours
7:30-8:10 Prepare name cards, worksheets, websites, for lessons. Unlock doors, log onto computers.
8:10-8:20 Stocker news, give book talks about the books used in recent lessons. Summarize the lessons done over the month of January with the Kindergarten through 4th grade. Announce events happening at the Kenosha public library for elementary age children.
8:20-8:45 Book collection and run reports for kindergarten and first grade classes. Prepare notices for all books due more than 2 weeks, deliver to students.
8:45-9:35- This time is set aside for collaboration meetings for grade level teachers. This class I only see one extra time this week. The cycle is on a 10 rotation. This is an extra lesson. First grade class discuss Curious George story from yesterday and review fiction vs. non fiction. Show PowerPoint on facts on real monkeys. Allow students to show where monkeys are native on atlas. Discuss real monkey similarities and differences to people. Chart differences and similarities using a Venn diagram on the dry erase board. Introduce the monkey puppet with cut out page and brown paper lunch bag. Go over directions for coloring face parts, cutting on the dotted line and pasting only on the word “paste” on each piece. Walk around the room and assist where needed. Jacob is leaving tomorrow and was not very cooperative in class. He had to sit out for a while and then when he was able to participate without disrupting the class he was invited back to make his puppet.
9:35-10:30 Meeting with principal, resource teacher, intervention specialist.
*Discussed upcoming chat and chew on health and fitness. It was decided these are needed to be combined with other events that attract higher participant turn out as they have not been as highly attended as desired.
*Reading night may work well to combine a math help session for parents to assist their students with homework.
*Professional Learning Community convention will be held in August and we were invited to attend.
*The new library schedule was discussed in hopes that more open book check times could be offered earlier in the morning. More shelving volunteers are required to free up the computer faster if this is to happen. A suggestions was made to ask the teachers to recommend parents or grandparents who may be able to shelve.
10:30-11:00 Third grade reviewed the notes from last class on “Mrs. Nelson’s perfect pet” . They used the laptop computers to add more information to their “Mrs. Nelson’s perfect pet” information sheet. They recorded the name of the websites I recommended using and collected information on food, sleep, exercise, toys. I also informed them to write down any other facts they learn about the pet that will help us decide on the right pet for Mrs. Nelson and her family.
11:00-11:30 First grade class discuss Curious George story from yesterday and review fiction vs. non fiction. Show PowerPoint on facts on real monkeys. Allow students to show where monkeys are native on atlas. Discuss real monkey similarities and differences to people. Chart differences and similarities using a Venn diagram on the dry erase board. Introduce the monkey puppet with cut out page and brown paper lunch bag. Go over directions for coloring face parts, cutting on the dotted line and pasting only on the word “paste” on each piece. Walk around the room and assist where needed. Jacob is leaving tomorrow and was not very cooperative in class. He had to sit out for a while and then when he was able to participate without disrupting the class he was invited back to make his puppet.
11:30-12:00-emails were read and replied to. I sent an email requesting names of volunteers to help with shelving in the library and immediately there were 3 replies with names! Application for requesting approval to take courses was completed as well the post evaluation form for the post evaluation meeting.
12:00-12:45 Fifth grade, I read The Real Story of The three Little Pigs. The students were completely cooperative and attentive during the story. The Point of View worksheet was handed out and we discussed the Rules of Bias. We went over the first story on the page and came to a conclusion as to the bias in that story. The students wrote down the answer. They were to work in pairs to complete the remainder of the page. One student was disruptive and after several attempts at quieting him, he was sent to the office. The answers were discussed after everyone completed. The papers were collected and 11 of the students were given time to find books and check out as the remaining 8 students worked on fastmath on the computers, the students were dismissed.
12:50-1:35 The third graders sat at the laptops and got on the internet to the Kenosha Unified School District website and together we logged onto the online encyclopedia Word Book. I demonstrated the search options and category links. We did the first question in the scavenger hunt together. The rest of the page was explained and they were allowed to work with their partner to complete the questions on the page. I circulated the room and assisted and checked answers as needed. Most of the students got 9 out of the 10 questions completed.
1:35-3:30 PM I helped one of the kindergarten teachers solve her Mailbox magazine problem with the online log in. Discovered that we aren’t allowed to use iMovie on the computers. They only image iMovieHD and I have a student coming in tomorrow to make a movie. He bid on it in the silent auction at the fall festival. I tried to learn it quickly. It does not seem as easy as iMovie. The computer person said it is user friendly for the kids. I guess I will get a kids teach me how to use it tomorrow morning.
Boxed up books to be sent for processing to the ESC downtown.
Ran copies for my lessons next week.
Tore more inappropriate adds, and pages out of magazines.
Began going through stacks of books that are in need of repair, to pitch or not to pitch that is the question.
First Grade Standards B5.3 Use the Super 3 research process: Plan, Do, Review
Second Grade Standards B3.4 Use books, encyclopedia, and a simple website to gather information from text and graphics.
Third Grade Standards B4.5 Interpret information on charts, graphs, and tables
B6.2 Determine if information is relevant to question (Super 3)
B6.3 Select applicable information (Super 3)
B6.4 Apply information gathered to answer information question (Super 3)
Fourth Grade Standards
B1.1 Identify the information problem, info needed Step 1 (Big 6)
B1.3 Formulate question Step 1 (Big 6)
B2.1 Identify possible information sources Step 2 (Big 6
Fifth Grade Standards B4.3 Point of View/ Bias; resource review
Wednesday, January 27, 2010 8.5 hours
7:30-8:10 Prepare name cards, worksheets, websites, for lessons. Unlock doors, log onto computers.
8:10-8:20 Stocker news, give book talks about the books used in recent lessons. Summarize the lessons done over the month of January with the Kindergarten through 4th grade. Announce events happening at the Kenosha public library for elementary age children.
8:20-8:45 Book collection and run reports for kindergarten and first grade classes. Prepare notices for all books due more than 2 weeks, deliver to students.
8:45-9:35- This time is set aside for collaboration meetings for grade level teachers. This class I only see one extra time this week. The cycle is on a 10 rotation. This is an extra lesson. First grade class discuss Curious George story from yesterday and review fiction vs. non fiction. Show PowerPoint on facts on real monkeys. Allow students to show where monkeys are native on atlas. Discuss real monkey similarities and differences to people. Chart differences and similarities using a Venn diagram on the dry erase board. Introduce the monkey puppet with cut out page and brown paper lunch bag. Go over directions for coloring face parts, cutting on the dotted line and pasting only on the word “paste” on each piece. Walk around the room and assist where needed. Jacob is leaving tomorrow and was not very cooperative in class. He had to sit out for a while and then when he was able to participate without disrupting the class he was invited back to make his puppet.
9:35-10:30 Meeting with principal, resource teacher, intervention specialist.
*Discussed upcoming chat and chew on health and fitness. It was decided these are needed to be combined with other events that attract higher participant turn out as they have not been as highly attended as desired.
*Reading night may work well to combine a math help session for parents to assist their students with homework.
*Professional Learning Community convention will be held in August and we were invited to attend.
*The new library schedule was discussed in hopes that more open book check times could be offered earlier in the morning. More shelving volunteers are required to free up the computer faster if this is to happen. A suggestions was made to ask the teachers to recommend parents or grandparents who may be able to shelve.
10:30-11:00 Third grade reviewed the notes from last class on “Mrs. Nelson’s perfect pet” . They used the laptop computers to add more information to their “Mrs. Nelson’s perfect pet” information sheet. They recorded the name of the websites I recommended using and collected information on food, sleep, exercise, toys. I also informed them to write down any other facts they learn about the pet that will help us decide on the right pet for Mrs. Nelson and her family.
11:00-11:30 First grade class discuss Curious George story from yesterday and review fiction vs. non fiction. Show PowerPoint on facts on real monkeys. Allow students to show where monkeys are native on atlas. Discuss real monkey similarities and differences to people. Chart differences and similarities using a Venn diagram on the dry erase board. Introduce the monkey puppet with cut out page and brown paper lunch bag. Go over directions for coloring face parts, cutting on the dotted line and pasting only on the word “paste” on each piece. Walk around the room and assist where needed. Jacob is leaving tomorrow and was not very cooperative in class. He had to sit out for a while and then when he was able to participate without disrupting the class he was invited back to make his puppet.
11:30-12:00-emails were read and replied to. I sent an email requesting names of volunteers to help with shelving in the library and immediately there were 3 replies with names! Application for requesting approval to take courses was completed as well the post evaluation form for the post evaluation meeting.
12:00-12:45 Fifth grade, I read The Real Story of The three Little Pigs. The students were completely cooperative and attentive during the story. The Point of View worksheet was handed out and we discussed the Rules of Bias. We went over the first story on the page and came to a conclusion as to the bias in that story. The students wrote down the answer. They were to work in pairs to complete the remainder of the page. One student was disruptive and after several attempts at quieting him, he was sent to the office. The answers were discussed after everyone completed. The papers were collected and 11 of the students were given time to find books and check out as the remaining 8 students worked on fastmath on the computers, the students were dismissed.
12:50-1:35 The third graders sat at the laptops and got on the internet to the Kenosha Unified School District website and together we logged onto the online encyclopedia Word Book. I demonstrated the search options and category links. We did the first question in the scavenger hunt together. The rest of the page was explained and they were allowed to work with their partner to complete the questions on the page. I circulated the room and assisted and checked answers as needed. Most of the students got 9 out of the 10 questions completed.
1:35-3:30 PM I helped one of the kindergarten teachers solve her Mailbox magazine problem with the online log in. Discovered that we aren’t allowed to use iMovie on the computers. They only image iMovieHD and I have a student coming in tomorrow to make a movie. He bid on it in the silent auction at the fall festival. I tried to learn it quickly. It does not seem as easy as iMovie. The computer person said it is user friendly for the kids. I guess I will get a kids teach me how to use it tomorrow morning.
Boxed up books to be sent for processing to the ESC downtown.
Ran copies for my lessons next week.
Tore more inappropriate adds, and pages out of magazines.
Began going through stacks of books that are in need of repair, to pitch or not to pitch that is the question.
Pre Write Practicum Elementary
Since I have never worked in a library, I have never even shelved books as a volunteer in a library, I can only imagine all the responsibility that is involved. The library at my previous school of employment has gone through some great changes over the past 10 years. I often wonder why she has so many volunteers in there when she doesn’t even have to give grades, assignments, tests etc. What is all the work about? I have often wanted to combine the library and computer lab as I feel they should coexist as books are a great source of reference and often times it is easier for the students to find the necessary information in a book if unsuccessful on the computer. How many times have I sent a child in there to interrupt her? I hope that doesn’t come back to me.
I see the library media job as having many, many facets. There is so much I do not know about the behind the scene activities. My questions are many, do I have to be familiar with all the books? How well do I have to know the library and the Dewey decimal system? I know I will eventually become familiar with it all but how badly will not knowing it impact my ability to do my job? Where do those books come from and how do they know what to purchase? Where does the funding come from? There are crayons, scissors, glue and other art supplies in the library. I guess I will be using those with the students. But when?, won’t we be using the computers for our lessons?
I think that I will mainly be reading to the children and be making books fun. The job surely will entail all the workings of the reading contests, clubs, and competitions. I have seen a lot of BOB in the library, what is it? I know there will be a lot of shelving and book checkout.
I hope I will get to teach using the computers and laptops. Since there is a Promethean board in the library along with 9 brand new iMacs, document cameras, and 2 COWS, I am guessing I will have a lot of access to technology. The school has a computer person, she is not a teacher but she takes care of the lab so I shouldn't’t have to worry about technical difficulties, that is her job. Since the teachers take their classes to the computer lab weekly the students’ computer skills are probably very good. I am concerned about having to take the time to pull out the laptops often however, it will probably become habit after a while.
The previous librarian was very set on flexible scheduling which I could see as a dream come true in a perfect world. However dealing with all those teacher’s schedules cannot be easy. I think I would rather have a set schedule and then move into a flexible one, if possible. How does one keep track of what has been taught to whom?
This school district has the curriculum lessons, matched with standards on a flash drive organized by grade, month, and week order. This will be very helpful in meeting the state standards for information literacy.
I see the library media job as having many, many facets. There is so much I do not know about the behind the scene activities. My questions are many, do I have to be familiar with all the books? How well do I have to know the library and the Dewey decimal system? I know I will eventually become familiar with it all but how badly will not knowing it impact my ability to do my job? Where do those books come from and how do they know what to purchase? Where does the funding come from? There are crayons, scissors, glue and other art supplies in the library. I guess I will be using those with the students. But when?, won’t we be using the computers for our lessons?
I think that I will mainly be reading to the children and be making books fun. The job surely will entail all the workings of the reading contests, clubs, and competitions. I have seen a lot of BOB in the library, what is it? I know there will be a lot of shelving and book checkout.
I hope I will get to teach using the computers and laptops. Since there is a Promethean board in the library along with 9 brand new iMacs, document cameras, and 2 COWS, I am guessing I will have a lot of access to technology. The school has a computer person, she is not a teacher but she takes care of the lab so I shouldn't’t have to worry about technical difficulties, that is her job. Since the teachers take their classes to the computer lab weekly the students’ computer skills are probably very good. I am concerned about having to take the time to pull out the laptops often however, it will probably become habit after a while.
The previous librarian was very set on flexible scheduling which I could see as a dream come true in a perfect world. However dealing with all those teacher’s schedules cannot be easy. I think I would rather have a set schedule and then move into a flexible one, if possible. How does one keep track of what has been taught to whom?
This school district has the curriculum lessons, matched with standards on a flash drive organized by grade, month, and week order. This will be very helpful in meeting the state standards for information literacy.
Wednesday, July 8, 2009
The Big Ten
1. Web 2.0 Technology reaches all types of learners by engaging many of the learning traits at one time. With a plethera of choices the sky is the limit for engaging everyone.
2. Digital story tellling, learning is enhanced by the "wow" factor. My students' iMovies kept them on task and learning the entire time. I often found them in the lab during recess because they enjoyed it that much.
3.The Wiki I set up for my 6th graders increased my student engagement ten fold as they had hands on access to endless learning activities. Their writing skills were used far more often as they commented on their classmate's posts, and completed the assignments I assigned.
4. Teacher Tube Resources are easily and quickly accessible. It is a safe site to send students and parents too for homework help. I used this one a great deal.
5. Starfall for my younger students gave one on one engagement. Sites like this can be individualized according to the student's needs with the right software.
6. Teacher collaboration through blogs, websites, ning, wiki, etc offer so much, just about anything a teacher needs to perfect her craft is available. If it is not, just ask, start a discussion, an answer is just a few clicks away.
7. Edsitement, ArtsEd, Edutopia, brainpop, aplusmath, funbrain, kidport, thinkfinity, (just to name a few) all provide lessons for sharing and the adaptations are endless.
8. Creativity has no limit through software, hardware, and the Internet just about any dream is possible. My student completely enjoyed using HTML to create websites. For them to understand how computer language works to make something appear gave them a whole new appreciation for the amount of work and talent it took to start it all up in the first place.
9. Home and school communications and sharing are limitless with such sites as moodle, webgrader, parent connect.
10. Google docs/sites is a great place to place video lessons, homework, student work, which can be posted on protected sites for absent students.
It is hard for me to fathum a classroom where technology is not used but unfortunately I do see it every day. Due to all the reasons mentioned above, behavior issues are almost non existent in the computer lab. Students want to work, to have that hands on engagement, to be interactive with their learning, not passively sitting and listening to lecture. Technology is their future, it must be used to prepare them for it.
2. Digital story tellling, learning is enhanced by the "wow" factor. My students' iMovies kept them on task and learning the entire time. I often found them in the lab during recess because they enjoyed it that much.
3.The Wiki I set up for my 6th graders increased my student engagement ten fold as they had hands on access to endless learning activities. Their writing skills were used far more often as they commented on their classmate's posts, and completed the assignments I assigned.
4. Teacher Tube Resources are easily and quickly accessible. It is a safe site to send students and parents too for homework help. I used this one a great deal.
5. Starfall for my younger students gave one on one engagement. Sites like this can be individualized according to the student's needs with the right software.
6. Teacher collaboration through blogs, websites, ning, wiki, etc offer so much, just about anything a teacher needs to perfect her craft is available. If it is not, just ask, start a discussion, an answer is just a few clicks away.
7. Edsitement, ArtsEd, Edutopia, brainpop, aplusmath, funbrain, kidport, thinkfinity, (just to name a few) all provide lessons for sharing and the adaptations are endless.
8. Creativity has no limit through software, hardware, and the Internet just about any dream is possible. My student completely enjoyed using HTML to create websites. For them to understand how computer language works to make something appear gave them a whole new appreciation for the amount of work and talent it took to start it all up in the first place.
9. Home and school communications and sharing are limitless with such sites as moodle, webgrader, parent connect.
10. Google docs/sites is a great place to place video lessons, homework, student work, which can be posted on protected sites for absent students.
It is hard for me to fathum a classroom where technology is not used but unfortunately I do see it every day. Due to all the reasons mentioned above, behavior issues are almost non existent in the computer lab. Students want to work, to have that hands on engagement, to be interactive with their learning, not passively sitting and listening to lecture. Technology is their future, it must be used to prepare them for it.
Tuesday, June 23, 2009
Be in the Know
Understanding how a computer operates and being informed on peripherals helps the consumer make wise choices when it is time to make that expensive purchase. In my 11 years as a computer teacher I have had to make many large purchases for my school and I am always amazed at how much technology changes just over the course of a few years. What was hot last year is not going to be the same this year. The consumer really has to know what her needs are in order to make a wise decision.
The benefits of being prepared for computer disaster are numerous. Unfortunately there are those with evil intent in our society and abroad who wish to compromise the safety and security of the Internet. One must be aware of these situation and be proactive. Not only can the Internet be a threat but hardware and software are not foolproof and can fail at any moment. Backing up is always a wise move.
I have always been very proactive when it comes to my precious photos. Walgreens has proven to be an easy and safe choice to store my pics. I found out the hard way that by backing them on CD proved to fail me when it was time to retrieve. Software upgrades make the old versions obsolete rendering the CD’s useless. Talk about disappointment, I have years of digital photos I will never be able to retrieve and I am a big photo buff. When there is a family function requiring photos, I pride myself in being able to produce bits of the past to share.
Navigating the dangerous web takes knowledge and skill. For years I believed Norton’s antivirus was written by those that created the viruses. It seemed those who used it suffered the most attacks, me include. My 50 Mac’s at school never fell prey to those attacks hence when the home PC got so fouled up it couldn’t run, an eMac found it’s way into our home. I am happy to report we are still safe both at school and home.
The benefits of being prepared for computer disaster are numerous. Unfortunately there are those with evil intent in our society and abroad who wish to compromise the safety and security of the Internet. One must be aware of these situation and be proactive. Not only can the Internet be a threat but hardware and software are not foolproof and can fail at any moment. Backing up is always a wise move.
I have always been very proactive when it comes to my precious photos. Walgreens has proven to be an easy and safe choice to store my pics. I found out the hard way that by backing them on CD proved to fail me when it was time to retrieve. Software upgrades make the old versions obsolete rendering the CD’s useless. Talk about disappointment, I have years of digital photos I will never be able to retrieve and I am a big photo buff. When there is a family function requiring photos, I pride myself in being able to produce bits of the past to share.
Navigating the dangerous web takes knowledge and skill. For years I believed Norton’s antivirus was written by those that created the viruses. It seemed those who used it suffered the most attacks, me include. My 50 Mac’s at school never fell prey to those attacks hence when the home PC got so fouled up it couldn’t run, an eMac found it’s way into our home. I am happy to report we are still safe both at school and home.
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