Caught on YouTube

Penny Crooks, assistant principal at AHS, recently shared with me her visit to a classroom where the teacher was using YouTube. I know most of you are thinking, "OK, that's nothing new."  However, this teacher was not just using a clip that she found, but it was one that she made herself!  Nicole Winsley, English teacher at AHS, is trying out the "flipped classroom"concept and has created several short instruction videos to help students with English/Language Arts concepts.  Her latest video combines grammar with her love of music.  Check out the video she created on "5 Ways to Spot a Fragment" set to the popular tune of "Blurred Lines" by Robin Thicke.

Infographics Pt.2

Back in November I posted on the infographics project Sarah Beth Robbins (AHS, CTE Teacher) did with her class.  Meredith Wolfe (NAMS, 6th grade ELA teacher) sent me two really good sites of infographics for students to read.  This is great practice with reading nonfiction!

http://www.kidsdiscover.com/catalogsearch/result/?q=Infographic

http://dailyinfographic.com/

Carla Shinn (AHS, Media Specialist) also sent an infographic on information literacy that highlights how to get students to find credible information and cite it correctly.

Don't forget to refer back to Sarah Beth's work with creating infographics.

Text Features Chart

Several people said they were using the text features lesson I posted last week.  Below is an additional resource for you all--an informational text features chart.

It is a Google presentation so feel free to share the link with students.

The Power of Simple Words

Most of you are probably familiar with TED (Technology, Entertainment, Design) Talks.  There is subsection of videos and lessons called TED-Ed.

Check out this really brief video lesson:  "The Power of Simple Words".  When you go to the site, click on the "Think" tab on the far right to access five multiple choice and three open answer questions.

Which language anchor standard(s) can be addressed with this mini-lesson?

~Chandra

Word Walls

What is a word wall?  A word wall is a display area in the classroom devoted strictly to high-frequency vocabulary that will be used or is being used during the course of a particular unit of study.

What is the purpose? 

• Students need teachers who create an interest in words.
• In order to learn a word, students need to see, hear, and use terms in many contexts.
• Vocabulary knowledge directly impacts reading comprehension.

What are ways to make it work?
Make Them Memorable- Use text as the context for identifying key words to place on your word wall. Remember, if the key words are any old words, they are likely to be treated as such.
Make Them Useful- The more you use the word wall the more your students will do the same.  Demonstrations and think-alouds take only a few seconds, if done frequently, will give you more bang for your buck.  It is important that you show students how to use the word wall.  Putting the words up at the beginning of the year and telling kids to use it without showing them how is setting your word wall up for failure.
Make Them Practical- Incorporate words walls into your daily instruction.  By incorporating the word wall in daily instruction, students will gain automaticity in using this classroom reference.
Make Them Space Efficient- If you lack space, use three-panel display boards.  These freestanding materials don't require any wall space, and can be moved around the room and placed on a table for greater visibility.
Make Them Your Way- There is no right or wrong way to build a word wall.  What to build, what words to add, and when to add them, all depend on what your students need.  Organize your walls in a way that is practical to students.  Be creative!

What steps can I take to make it an active words wall?
Check out this packet of activities:  http://www.curriculum.org/storage/258/1334340769/World_Walls_-_A_Support_for_Literacy_in_Secondary_School_Classrooms.pdf

~Chandra

Che

Make 

Ma

Tagxedo: Word Cloud with Style

While Wordle is an excellent tool for celebrating key ideas and theme, Tagxedo actually creates a visual synthesis through the selection of a shape. For example, if Abraham Lincoln is the topic of an informational text sequence, students can choose a bust of Lincoln to enhance the theme or symbolism of the activity.

An interesting use of Tagxedo, and Wordle, is to take a constructed student response and create a word cloud. This powerful tool allows the learner and the instructor to see over-used words and/or applaud higher level vocabulary. For example, if the words 'the' or 'it' are the most pronounced, the visual connects students to the need for expanded vocabulary in writing. High frequency words can connect to theme or even begin a comparative conversation as to why the interpretation may vary by student.

Here is a link to instructions on using Tagxedo that will also connect you to the site: http://techietuesday.wikispaces.com/file/view/Tagxedo,+How+to.pdf

~Kathy Saunders, AHS English Teacher