1. Power Up Conference Martin Lawrence Rusk Elementary School TLI

2. Technology and Kids Several studies ( Genetext: Kids staying glued to screens ) NBC news (13 July 2015) have shown that kids today are spending 8 to 10 hours working (playing 3 rd person shoot them up games) on some type of technology that is allowing them access to the internet. This is anytime but at school, at home, before bedtime, after dinner, instead of homework. As teachers we need to tape into this time, show the kids that technology is something besides gaming.

3. How do we choice Words Bringing Words to Live – Use words that might be unfamiliar to the student. – Use words that high utility, words that the student will see over and over again. Both in their school life and in their personal life Words that they will use in their school live and in their personal life.

4. Technology Applications Standards —May 5, 2000 Standard I. All teachers use technology-related terms, concepts, data input strategies, and ethical practices to make informed decisions about current technologies and their applications. Standard II. All teachers identify task requirements, apply search strategies, and use current technology to efficiently acquire, analyze, and evaluate a variety of electronic information. Standard III. All teachers use task-appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results in a way that supports the work of individuals and groups in problem-solving situations. Standard IV. Standard V. All teachers communicate information in different formats and for diverse audiences.

5. SMAR This lesson will be at the Redefinition level. Technology not only enhances this lesson but is a necessary part of the lesson.

6. 113.15 social studies TEKS Students (10) Economics. The student understands the basic economic activities of early societies in Texas and North America. The student is expected to: (A) explain the economic activities various early American Indian groups in Texas and North America used to meet their needs and wants such as farming, trading, and hunting; and (B) explain the economic activities early immigrants to Texas used to meet their needs and wants. (11) Economics. The student understands the characteristics and benefits of the free enterprise system in Texas. The student is expected to: (A) describe the development of the free enterprise system in Texas; (B) describe how the free enterprise system works, including supply and demand; and (C) give examples of the benefits of the free enterprise system such as choice and opportunity.

7. TECHNOLOGY APPLICATIONS STANDARDS Student 110.15 (b) Knowledge and skills. (1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. (2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; (B) use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words; (C) complete analogies using knowledge of antonyms and synonyms (e.g., boy:girl as male:____ or girl:woman as boy:_____); (D) identify the meaning of common idioms; and (E) use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words 14. D use text features illustrations to locate specific information in a text.

8. Objective The effective use of current technology for teaching and integrating Reading, Writing, Speaking, and Social studies TEKS. Come get Ideas on how to, get away from textbook vocabulary, and into meaningful words for the ELL

9. Materials I Pads, shadow puppet, online library, Books (the Pawnee, the Pomo, Shoshone, Gabrielino), flash card let, Bringing words to live words,

10. Words from Gabrielino Mission Territory Homeland Estuary Wetlands Island Ceremonial Enclosure Immunity

11. Pictures from the book

12. Procedures before reading CPQ: What is the Book Gabrielino about? Post these on the word wall for the students too see Have the students look at the pictures from the book. Log onto wbb12799.follettshelf.com have the students look for the book Gabrielino. Have the students look at the cover of the book. Pass out one of the two pictures of the book this will be the top of the ladder. Pass out one blank paper or have the students take out paper. The students can use story buddy for this as well. Using the words the two pictures and the cover page have the students write a prediction. One sentence only.

13. Procedures first reading CPQ: What does the words and picture tell us about the book. Have the students read the book Gabrielino ear to ear with a partner. (one student reads page one then the next student reads page 2 and so on.) Give 20 minutes for this. For this reading they read to see if their predication is correct. On their paper they may write if the predication is correct or not. (do not change anything.)

14. Procedure for 2 nd reading. CPQ: How can you determine the meaning of grade-level academic English words? Have the students read the book in a small group. This can be done at a work station or at a kidney table with the teacher directing the reading. The students need to pick out words that they do not know, that they find strange or interesting. Have the students write these words down and write what they think they mean. Put on on the ladder as page 2.

15. Procedures for Third reading CPQ: What is important to know about the Gabrielino? Have the students reread the story, looking for one or two sentences (one or two pictures as well) that will help answer this CPQ. The student will again read ear to ear and each student will find one or two sentences. The students need to write these word for word and post on their ladder that is out side.

16. Procedure for third or 4 th reading CPQ: How can we use text features illustrations to locate specific information in a text Have the students reread the story, looking for one or two sentences (one or two pictures as well) that will help answer this CPQ. The student will again read ear to ear and each student will find one or two sentences. The students need to write these word for word and post on their ladder that is out side Have the students write a summary of the story using the ladder they have created.

17. Procedures final lesson Have the students open shadow puppet. Using the search feature of shadow puppet have the students find 10 to 15 pictures to create a movie. Using the ladder have the students create a move with written text and voice over. The last picture must be the references. Save to I Pad then drop box.

18. References Technology Applications Standards —May 5, 2000 National Education Agency Technology standards for Teachers Technology Applications Standards —May 5, 2000 Texas Education Agency TEKS Gen text: Kids staying glued to screens. www.nbcnews.com 14 July 15 rehema elliswww.nbcnews.com Kaiser family Foundation 14 july 15 www.FF.orgwww.FF.org Health Day Teens screen time may affect their bone health, www.theatlantic.com/education july 14, 15 www.theatlantic.com/education Bringing Words to life Isabel L. Beck, Margaret G. McKeown, and Linda Kucan second edition 2013