Managing Technology Primary

Managing Technology Primary
Stem Room 21 Nichole Williams 5 W's of technology integration in the early primary grades and how in BUSD's 21st Century implementation teachers and students can Master Common Core Skills!

Managing Technology (Primary)
Getting Started Managing Technology (Primary) Stem Room 21 Nichole Williams 5 W's of technology integration in the early primary grades and how in BUSD's 21st Century implementation teachers and students can Master Common Core Skills! 1. Sign in On the paper roster On your device go to the below link to sign to get paid for coming: Now Please go to the following link to retrieve todays agenda: goo.gl/6pTRb3 Please do step one and click the link and take the survey. goo.gl/IVP2MpmXjz6evdb33 IVP2MpmXjz6evdb33 We’ll get going shortly.

Where: Why When: Who: What:
Agenda: Focus on the 5 W's of technology integration in the early primary grades and how in BUSD's 21st Century implementation teachers and students can Master Common Core Skills! Who: Instructor Student Para Educator What: Curriculum: Core Instruction Whole group Small group Independent practice Specific Core on level extension Where: Classroom 1:1 device class Shared devices Lab Lab monitor Teacher directed When: Daily/weekly Multiple subjects for everyone Why Country District Personal view

Why Common Core and Technology in a Primary Classroom ?
The Common Core State Standards (CCSS) is a powerful set of expectations for student learning adopted across the country. The CCSS clearly states expectations for technology use as it applies to different content areas. A Major Goal is focused on college and career readiness. To prepare students for the goal and life: Must Include digital tools in our instruction Help the Make connections to technology in the real world need experience using technology and developing digital skills that can be applied to multiple tasks. Barstow Unified adopted CCSS and Focus: With the implementation of Common Core, hands-on activities and collaborative exercises will be much more prevalent, and English students will see a shift toward nonfiction texts. Media skills will be integrated into everyday lessons, writing will be shared with outside audiences and next-generation assessments will evaluate higher order processes. IES-WEB-V2-4 Copyright © All Rights Reserved. Web Development by Cyberschool & IES, Inc. Retrieved from Barstow unified School district Webpage "Originally published (July 1, 2015) © Edutopia.org; George Lucas Educational Foundation")

Why Common Core and Technology in a Primary Classroom
Why Common Core and Technology in a Primary Classroom ? Nichole’s opinion Responsibility Ownership Engagement at their level Excitement Confidence Builder Increased academic success English Learners

Who? Instructor A great way to enhance delivery, engagement and pacing of subject matter throughout the day. I’ll share my integration of Technology with BUSD and Common Core goals and expectations as the driving force of expectations of increased student engagement and growth in grade level skill mastery.

Who: Teacher Instruction Student Engagement
The use of projector all day long! Assignments Directions Objectives/standards

Classroom Workers 1/09 Line Leaders: Door Workers/lights:
Engine: Nayely Caboose: Gregory Door Workers/lights: Anthony R, Billieona Center Arrangers (3) Rae Lynn, Lola, Dayshaun, Jeremiah Tech Wizards (3) Kyden, Jonathan, Tristen, Gabriel Equipment/tool Distributors (3): Jack, Analeah, Cerenity, Star Materials Distributors (3): Kaleb, Marianna, Addysen, Michael Custodians/Librarians (3) Alanni, Kimora, Sallyanna Remaining students are subs for absent students Leilani, Anthony P., Maximo, Ayanna

Monday No Technoloy work this morning:
When excused get from mailbox: L.A. Books: Practice book, Reading Writing Workshop book. Binder with green folder. Journal Pencil box with three sharpened pencils. Ready for learning you should then have on your desk: L.A. Books: Practice book, Reading Writing Workshop book. Binder with green folder. journal Pencil box with three sharpened pencils. Begin Review work on desk.

Journal Writing answer the two questions in your Journal using ELC conventions L1.1
ELC Conventions: Penmanship: line use, letter formation, spacing. Capitalization: beginning of sentence, Proper nouns – names of nouns. Punctuation: . , ! ‘ ? “ “ Grammar: complete sentence with subject and predicate, correct word order What is today’s date? What month comes before January? Today is January 9, 2016. The month that comes before January is ______________. L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.1a Print all upper- and lowercase letters.

Calendar Skills Open to first page in binder to work on calendar skills get out your marker and towel.

Open to agenda in binder
Open to second page in binder to work on learning our learning goals for L.A today.

Comprehension and Collaboration
Agenda 1. First Comprehension and Collaboration Objective: To listen and respond appropriately to oral Communication Essential Question: How do animals’ bodies help them? Oral Vocabulary: appearance, determined, feature, predicament, relief SL.1.1 Participate in collaborative conversations about grade 1 topics and texts with others. SL.1.1a Follow agreed upon rules for discussions

Agenda 2. Second Word Work
Objectives: to recognize, name, write and read letters and build them to make words. High Frequency words about animal carry eight give our Phonics: Long a Spelling: Long a mail chain play rain way day took hood our carry RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Agenda Comprehension: 3. Third Reading
Objectives: To Read grade level text accurately and fluently To understand, listen to and answer questions about a story. Comprehension: Skill: Cite Relevant evidence from text (setting, characters, story details: plot), retell the text: sequence of events, ask/answer questions. Genre: Folktale Fluency: intonation Author’s Craft: illustration and structure: visualization RF.1.4 Read with sufficient accuracy and fluency to support comprehension. RF.1.4a Read on-level text with purpose and understanding. RL.1.1 Ask and answer questions about key details in a text. RL.1.5 Identify and Explain differences in text types(Genres).

L.A. Agenda 4. Fourth 4. Writing:
Conventions of Standard English and text types and purposes label running Objective: To understand writing types, traits, grammar and mechanics to create documents using E.L.C. Traits – word choice Grammar – Identify and write verbs: was and were Mechanics –capitalization, use commas in a series, Use commas in dates, apostrophe’s with contractions. caption Running man Sentence The man is running at the beach. L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and .spelling when writing.

Carpet Time

Unit 4 Week 1 Unit Concept focus: What time is it?
Essential Question: How do animals’ bodies help them?

Phonemic Awareness: Rhyming, Building, Blending, Categorizing Spelling
E.L.A. Word Work Phonemic Awareness: Rhyming, Building, Blending, Categorizing Spelling

Phonemic Awareness: Rhyme Identify and generate.
pail, tail, game What’s a word that rhymes? book, look, r m What’s a word that rhymes? hose, home, rose What’s a word that rhymes? pain, ran, rain What’s a word that rhymes?

Blend Words with long a r ai n m ai l pl ay d ay

Blend Words with a-e (vce)
m e g a k e m a m e t a k e sn a e n a m e t pl a

Word Work: Phoneme categorization/Segmentation which does not belong
ai n h ay c a t fl y r ai l gr ay fl c a y t

Listening and writing letters and build letters to make words
Word Work B Initial M Medial E Final B Initial dr M Medial ea E Final d B Initial spr M Medial ea E Final d dread spread B Initial l M Medial e E Final g B Initial br M Medial ea E Final d bread leg

Spelling Words mail took chain hood play our rain carry way day
Objective: To use long a sound /a/, a, ai, ay, and other known letter-sounds to decode words Word Work Spelling Words mail chain play rain way day took hood our carry RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Oral Vocabulary Words: Academic Words
feature appearance determined predicament relief SL.1.1 Participate in collaborative conversations about grade 1 topics and texts with others. SL.1.1a Follow agreed upon rules for discussions W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. about animal carry eight give our Page

Word Work Long A Gail and April like to sail.
say day way wait tail mail pain paint brain swayed wailed bat bait man main tray train book cute home race badge Gail and April like to sail. Ray waited all day to play. I can make a gray snail from clay. Practice book page 151 A, ai, ay can make the long a sound. Let’s practice. Name, date, pencil in the air.

Word Work High Frequency Words
I read a story about a monkey with a long tail. A mule is an animal. We use a pail to carry the shells. Eight chicks hatched from eggs. Will mom give us a ride to school? We wait for our bus a the bus stop. Practice book page 152, 157 High Frequency words Using a Dictionary Sequence a plot: A Fox Tail Let’s practice. Name, date, pencil in the air.

E.L.A. Comprehension and Collaboration
Reading: strategies, Purpose, Connections

SL.1.1 Participate in collaborative conversations about grade 1 topics and texts with others. SL.1.1a Follow agreed upon rules for discussions P.A. TM Categorization Personification: giving non human things human attributes

SL.1.1 Participate in collaborative conversations about grade 1 topics and texts with others. SL.1.1a Follow agreed upon rules for discussions Play connected Then go to next slide to learn key words for discussion

I can discuss and answer questions about a text
Pages 20–21: What does Ray’s tail look like? How does he feel about it? Pages 22–23: What happens when Ray cuts down the tree? Pages 24–25: How does Ray feel abut his flat tail? How does Sun help? Pages 26–27: How does he feel about his tail at the end of the story? RL.1.1 Ask and answer questions about key details in a text.

Leveled Reader:! Before Reading During Reading Concepts of Print:
Hold the book correctly: Front/Back Locate and read the title Locate and read the author’s name Do A book walk Look at pictures Use simple language to tell about pictures Try to include 5W’s in discussion During Reading Make and Confirm Predictions Identify Who, What, Where, Why Ask self questions Confirm as you read Connect to Text Identify things that you know in your life Read accurately and fluently Use word skills to read known and unknown words Read in phrases to improve fluency Title Author

Reading/Writing Workshop
Folktale: A Folktale story is based on traditions of a people or an area and often includes animals that talk and act like people. A folktale may try to explain why things are a certain way and might have words that are said over and over and are easy to remember A Tale Of A Tail Page As we read A Tale Of A Tail , look for text evidence that will help answer the Essential Question: How do animals bodies help them? RF.1.4 Read with sufficient accuracy and fluency to support comprehension. RF.1.4a Read on-level text with purpose and understanding. RL.1.1 Ask and answer questions about key details in a text. RL.1.5 Identify and Explain differences in text types(Genres).

Make Connections: Genre: Folktale: A folktale is a story that
Beginning Where: Setting Who: Main Character Middle What: about character What: events End Why: How: What: Genre: Folktale: A folktale is a story that Is based on traditions or customs of people or an area. Often includes animals that talk and act like people. Can try to explain why something is a certain way. Often has words that are repeated and are easy to remember. A Tale of A Tail is a Folktale Because……. Retell the story in sequence: First… Next…. Then…. Last…..

E.L.A Grammar Writing

day may say sail sock play pan press
Alphabetical Order Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz day may say sail sock play pan press So which word will be first in ABC order

Sentence Parts of Sentences The new van sits in the front.
exact exact Ve r b Noun Parts of Sentences The new van sits in the front. The new van sits in the front. The sad cats hide in the grass. The sad cats hide in the grass. Sentence Subject: Who – Noun or naming part. Predicate: What Verb or action part. A Present tense verb shows action like smile, write, stand, sit, laugh, eat, sleep and ends with a s if it tells about 1 noun. smiles, writes, stands, sits, laughs, eats, sleeps. If it tells about more than 1 noun it does not end in s.

Last – Finally or in the end
When, where, who, what: activity? ______________ title Middle Next - Then 1.What happens to them without the part? 2. Who else in story? Beginning 1. When 2. Who 3.Where 4. Missing body part End Last – Finally or in the end 1. How does it end? 2. Who is there now? 3.What’s the change from beginning? 4. Why is this important? Label Caption Illustration A long time ago, _____ in _____ were ______. ______. Next____ Then______. At last ____. In the end _______ and that’s why . ELC Conventions: Penmanship: line use, letter formation, spacing. Capitalization: beginning of sentence, Proper nouns – names of nouns. Punctuation: . , ! ‘ ? “ “ Grammar: complete sentence with subject and predicate, correct word order Writing Rubric 4 Awesome: Has title, picture of an animal, Labels and sentence with facts completed with E.L.C. correctly about a Folktale of an animal. 3 Great: Has title, picture and sentences with most E.L.C. Life back then and Now. with organization/word choice 2 Good start, many errors with directions or E.L.C. about Life back then and Now. 1 Did not follow directions or incomplete work.

Math warm up Think Central: Go Math Problem Solving: Word problems
Math Examples Math warm up Think Central: Go Math Problem Solving: Word problems

Math Warm-up By 1’s, 10’s starting at 0
Counting to 100 Identify the number By 1’s, 10’s starting at 0 Skip count by 5’s starting at 0 umber-flash

Chapter 4: Subtraction Strategies How can you use Subtracting strategies to solve problems within 10? Student Text Book Chapter 4 How do pictures show Subtracting from? How can you model subtracting from a group? How do you model taking apart? How can you use pictures to subtract and compare. How to use concrete models to subtract and compare. What happens when you subtract 0 from a number? How do you solve Subtraction problems by using strategies?

Solving a word problem by unlocking the tips in it. Whole Class
Today Remember numbers are made of parts to make the whole. Every story problem gives you tips to unlock and solve the problem. There were ___ cars. Some cars drove away. Then there was ___ cars. How many cars drove away? Today Unlock the problem T.I.P.S. T = thought what do I think I need to do select the symbol that shows the thought. I = Information that I know. Subject and the digits are key information P= Plan create the number sentence with the digits and symbol in the correct order. S= Solution is the complete number sentence and a complete sentence that answers the question.

Thought______________ (+, -) Verbs/Action Words
There were 8 cars. Some cars drove away. Then there was 3 car. How many cars drove away? Thought______________ (+, -) Verbs/Action Words Information___________ (digits/numbers)* *(Needed to solve problem) Plan___________________________ (math Sentence) Solution_________________________________________

Use Models and Draw a bar model and picture to solve. Whole Class
Today Remember numbers are made of parts to make the whole. Every story problem gives you tips to unlock and solve the problem. There were ___ cars. Some cars drove away. Then there was ___ car. How many cars drove away? 8, 3 Today Unlock the problem T.I.P.S. T = thought what do I think I need to do select the symbol that shows the thought. I = Information that I know. Subject and the digits are key information P= Plan create the number sentence with the digits and symbol in the correct order. S= Solution is the complete number sentence and a complete sentence that answers the question. Whole: Total amount Part minus Part left X X X 1 2 3 4 5 6 7 8 Part minus Part left Whole: Total amount

X X X X X X There were ___ cars. Some cars drove away.
Model computation two different ways: using pictures and two different math strategies to get the answer. Whole Class There were ___ cars. Some cars drove away. Then there was ___ car. How many cars drove away? 8, 3 Today Remember numbers are made of parts to make the whole. Every story problem gives you tips to unlock and solve the problem. Model computation two different ways: I would draw the total and take away the ones that went away to show how many were left. I would find my doubles in the total then take away the smaller number Whole: Total amount Part minus Part left X X X 1 2 3 4 5 6 7 8 1 2 3 4 Part minus Part left X X X 1 2 3 4 Whole: Total amount

Where/When/How: students
Lab Classroom 1:1 or Shared devices

How Posted schedules In power point states who goes where and when
Passcodes: IT department in process of streamlining this issue for next school year. One passcode for all district adopted online sites Rings Index cards My example of this year

Everyday: All subjects
Technology: Everyday: All subjects Monday Tuesday Wednesday Thursday Friday No morning Technology Table 4 Spelling City– I pad Table 2 Moby Max Laptop Table 1 Table 3 Table 3 Spelling City I pad Tables 2 and 4: assigned device Tables 1 and 3 assigned device Rotation thru – Assigned site on assigned device Rotation thru Moby Max –Mrs. Williams directed. Math tech assigned by Mrs. Williams Rotation thru Moby Max – Mrs. Williams directed. When seatwork is completed before rotation Per Mrs. Williams When seatwork is completed before rotation Per Mrs. Williams Table 1: Tristen Marianna Jack Analeaha Alanni Billieona 8:45 – 9:05 Table 2: Kyden Cerenity Gregory Trinity Lola Anthony R. Nayely 1015 – 11:15 Table 3: Leilani Ayanna Addysen Dayshaun Sallyanna Jeremiah, Gabriel 2:00 – 3:00 Anytime No School Table 4: Kimora Michael Star Kaleb Rae Lynn Jonathan Anthony P. No School

Tech: ConnectEd: Laptop
Leveled Work: 10:45 – 11:25 L.A. Centers: Mon, Tue, Wed, Thur, Fri class rotation thru Tech: ConnectEd: Laptop Monday Tuesday Wednesday Thursday Friday Raz-Kids: Table 4 Seatwork-I.P. Reading work: Table 3 Laptop: Table 2 Listening/Leap Frog: Table 1 Raz-Kids: Table 1 Seatwork-I.P. Reading Work: Table 4 Laptop: Table 3 Listening/Leap Frog: Table 2 Word Work: Table 2 Seatwork-I. P. Reading Work: Table 1 Laptop: Table 4 Listening/Leap Frog: Table 3 Word Work: Table 3 Seatwork-I. P. Reading Work: Table 2 Laptop: Table 1 Listening/Leap Frog: Table 4 Listening:Reading strategies Spelling Test Laptop: Moby Max: Math Ipad: Splash Math Independent Practice: Publishing, Problem solving Listening table 1A: - Alanni, Marianna, Analeaha Leap Frog table 1B: - Billieona, Jack, Tristen, Maximo Listening Table 2A: - Anthony R., Cerenity, Trinity, Nayely Leap Frog Grp 2B: - Gregory, Lola, Kyden Listening Table 3A: - Dayshaun, Jeremiah, Addysen Leap Frog Table 3B: - Leilani, Ayanna, Sallyanna, Gabriel Listening Table 4A: - Michael, Kaleb, Jonathan Leap Frog Table 4B: - Star, Anthony P, Kimora, Rae Lynn Purple Group: Analeaha, Kimora, Leilani, Nayely, Gregory, Billieona, Jack, Kaleb, Jeremiah, Red Group: Tristen, Dayshaun, Sallyanna, Marianna, Gabriel, Blue Group: Ayanna, Jonathan, Star, Anthony P, Maximo, Green Group: Kyden, Rae Lynn, Michael, Alanni, Anthony R, Addysen, Cerenity, Lola,

How Symbaloo page for all devices for easy access and navigation
Chromebooks issue First grade Symbaloo page

Questions???? Activity you want to do?????
Please go online to give feedback on this session Thanks for coming!

Managing Technology Primary

Similar presentations

Presentation on theme: "Managing Technology Primary"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Managing Technology Primary

Similar presentations

Presentation on theme: "Managing Technology Primary"— Presentation transcript:

Similar presentations

About project

Feedback