Word work, work in progress…

To download a copy of the course prototype, please click here.

Introduction

Please see my course profile for a scope and sequence of the course.

This is a working document as the course is still in the development stages. This course protype is based off the units created by Regina Catholic School Division. This course may be most successful in a connected educator classroom during balanced literacy/guided reading time; however, it due to the nature of the station rotation, this course is accessible to other classrooms who have access to a smaller number of devices. Devices such as tablets are best for the station-rotation model as they eliminate the need to log in and provide quick access to materials and lessons.

The format of this blended course uses the gradual release of responsibility.

GRR

Unit 1: Short Vowel Word Families at, an

High Frequency Words: like, my, ran, the

Resources
Magnetic letters

Words Their Way Level A by Bear, Invernizzi, and Johnston

Big Book of Rhymes

Reading A-Z Mentor Series: Short vowel “a”

Reading Rods (Word Families)

Making Words Grade 1

Tablets

Seesaw Activities

 

Traditional Classroom Instruction
Day 1:

·         Introduce Sort 6-TG page 26 (Words Their Way). You may want to use highlighter tape to highlight the –at and –an words.

·         Project short “a” book, Nap and Pap, from Reading A-Z. Follow the lesson plan on Reading A-Z (contact Jillian Laursen – RCSD ELA Consultant – for your log-in information)

·         Sort 6: -at and –an word families TG page 26 (Words Their Way)

o   Introduce Picture/Word Sort TG page 26 (Words Their Way)

o   After modeling this activity, students will complete at the Word Study Station through Seesaw activities. In addition, students could re-sort their cards. Next, students make the words with magnetic letters and then print the words in their word study notebook.

·         Introduce high frequency word(s).

 

Day 2:

  • Reread the short “a” book. Omit the last word of each line, and have students provide the missing word.

·         On the projector, model using the reading rods to make short “a” words.

o   After modeling this activity, students will complete at the Word Study Station on Seesaw activities.

·         Practice the Sort TG page 26 (Words Their Way).

·         Introduce/review high frequency words.

 

Day 3:

·         Apply the Skill TG page 27 (Words Their Way).

·         Show the Making Words Lesson 1 pages 5 and 15 (Making Words for Grade 1)

o   Make: an, at, pat, pal, pan, tan, plan, plant

·         Introduce/review high frequency words.

 

Day 4:

·         Complete the Sort-Paste in Place TG page 27 (Words Their Way).

·         Learning Phonograms: -at, -an page 292-293 (Phonics Lessons for Grade 1).

·         Learning Phonograms: -an page 304-305 (Phonics Lessons for Grade 1).

·         Introduce/review high frequency words.

 

Day 5:

·         Introduce/review high frequency words.

·         Assessment

o   Spelling Test (“-at and -an” words and a couple of high frequency words).

 

Station Rotation Activities
Watch the video: Short Vowel Word Family Lesson Review -at, an

frame (1)

Seesaw App:

For the purpose of this course prototype, please use the following to sign in:

If you’re using Seesaw for the first time:

1.       Go to app.seesaw.me

2.       Choose “I’m a Student”

3.       Type in the code: JDLP XCCT. This code expires on February 19, 2019

 

In the actual course setting, grade 1 students will access seesaw using the following steps:

seesaw.png

 

After you sign up as a student in my Seesaw class, you can access the following activities:

3.      Scratch Jr. Coding

Recognizing and Naming Uppercase and Lowercase Letters:  This project reinforces a student’s knowledge of writing and recognizing uppercase and lowercase letters.

scratchjr

 

 

Unit 2: Short Vowel Word Families ad, ap, ag

High Frequency Words: all, how, be

Unit 3: Short Vowel Word Families op, ot, og

High Frequency Words: if, she, big

Unit 4: Short Vowel Word Families et, eg, en

High Frequency Words: put, run, you

Unit 5: Short Vowel Word Families ug, ut, un

High Frequency Words: as, not, for

Unit 6: Short Vowel Word Families ip, ig, ill

High Frequency Words: am, has, day, cat

Unit 7: Consonant Diagraphs ch, sh

High Frequency Words: one, out, him

Unit 8: Consonant Diagraphs th, wh

High Frequency Words: bus, or, get

Unit 9: Review of Consonant Diagraphs ch, sh, wh, th

High Frequency Words: her, back, had, saw

Unit 10: Beginning Consonants and Blends s, t, st

High Frequency Words: by, dad, his, mom

Unit 11: Consonant Blends sp, sk, sm

High Frequency Words: make, of, did

Unit 12: Consonant Blends sc, sn, sw

High Frequency Words: was, now, have

Unit 13: Consonant Blends pl, sl, bl, fl

High Frequency Words: are, into, that

Unit 14: Consonant Blends cr, cl, fr, gl, gr

High Frequency Words: said, got, let, lot

Unit 15: Consonant Blends pr, tr, dr, br

High Frequency Words: very, us, been

Unit 16: Beginning Sounds k, wh, qu, tw

High Frequency Words: our, but, your

Unit 17: Word Families at, ot, it

High Frequency Words: ball, from, man

Unit 18: Word Families an, un, in

High Frequency Words: what, here, play, who

Unit 19: Word Families ad, ed, ab, ob

High Frequency Words: with, they, this

Unit 20: Word Families ag, eg, ig, og, ug

High Frequency Words: two, went, when, will

Unit 21: Word Families ill, ell, all

High Frequency Words: look, red, then

Unit 22: Word Families ick, ack, uck, ock

High Frequency Words: fun, old, yes

Unit 23: Word Families ish, ash, ush

High Frequency Words: dog, just

Unit 24: Short Vowels a, o

High Frequency Words: bed, new, there

Unit 25: Short Vowels i, u

High Frequency Words: hit, sit

Unit 26: Short Vowels e, i, o, u

High Frequency Words: review

Unit 27: Words with Beginning Consonant Diagraphs and Short Vowels a, e, i

High Frequency Words: review

Unit 28: Short Vowel Words With Beginning Blends

High Frequency Words: review

Unit 29: Short Vowel Words With Final Blends

High Frequency Words: review

Unit 30: Short Vowels a, e, i, o, u

High Frequency Words: review

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Is Khan for Kids?

This week I decided to do a review on a 1st Grade Math Unit from Khan Academy on Place Value. Since my major project is for a grade one classroom, I thought I would explore a digital unit for a primary grade. I was interested in seeing how Khan Academy set up their unit for such young learners and I wanted to see if a grade one could really do this unit independently and “learn” online.

The slogan for Khan Academy is:

You can learn anything. For Free. For everyone. Forever. 

When I first landed on the website I thought the slogan was very catchy and I was very excited because this is an amazing concept and I truly believe in open education sources. I was hoping I would be able to find an English Language Arts unit for primary grades on Khan Academy, but it seemed to be more Math and Science focused.

khan

I decided to do the module on Place Value for the first grade. I was able to get through the modules fairly quickly (as you would hope!), but I tried to look at the modules critically, specifically I looked at the following aspects:

  • production values
  • perceived difficulty of creation of the module
  • potential impact on student learning
  • whether the format adds value to or impedes the facilitation of the content

Here is my review…

Production values: I found the actual module itself fairly basic. The lesson was a basic screen cast with narration and the quiz was a simple picture with a box to enter your answer. To be honest, I was underwhelmed with the aesthetics of the whole production. This is a free resource, so I understand why it is so basic, but I can’t imagine a grade 1 student being engaged or excited about this lesson.

Perceived difficulty of creation of the module: I feel like this module would be fairly basic to put together. I could see myself using Khan Academy in the future to create and find modules for my students as an added dimension to their learning. Although I think this would be a fairly easy way to create an online course, I don’t think it would be my first choice for the primary grades.

Potential impact on student learning: This course was very, very basic. I don’t think there would be much impact on student learning. I could see accessing this module with parent help at home, but this wouldn’t be my first choice. I feel like there are many other options out there that are more engaging, such as YouTube videos,  IXL Math, or open source interactive sites.

Whether the format adds value to or impedes the facilitation of the content: Unfortunately, I don’t think the format of Khan Academy adds value to teaching place value to the first grade. I think it is a good resource to have as an “add-on” for parents who need help understanding, but I really don’t see this course being used in a grade one classroom.

I did try out the app Khan Academy Kids  as well and did find that it has more potential than the online modules for the primary grades, but still needs some development to reach its full potential. Something I will keep in mind when I begin making my course is the accessibility of it for grade one students. I found this course wasn’t super easy to navigate and wasn’t super appealing to a grade one student.

 

Course Profile: Grade 1 Word Study

A lot of ideas went through my head when I began thinking about the online course I would design for EC&I 834. I am on maternity leave right now, so I am not tied to a grade or subject and when I am back to work, I am teacher librarian, so this also affords me a lot of flexibility and the ability to collaborate with different grade-levels and subjects. After much contemplation and discussion with our divisions English Language Arts consultant and Information and Library Coordinator, I decided the most beneficial thing not only for me, but also our school division would be creating an online course for grade one students on word study.

The importance of creating smaller learning cohorts within the larger classroom environment is critical to a balanced literacy program.By creating smaller learning communities, the teacher is able to customize and personalize instruction for individual students or small groups. A first grade classroom brings a wide range of abilities, especially when it comes to literacy. Using blended learning and specifically the station rotation model, an educator is better able to accommodate and engage the individual learners as you are able to customize the lessons to the individual students. Although creating an online course for grade ones will bring challenges, I am looking forward to see how can be used to enhance and transform learning in the primary grades.

Please keep on reading to see my course profile. This is a working document and appreciate all feedback and comments you may have for me as I am sure this will change as I “work-through” the development of my prototype.

Target Audience

Students who are in grade 1 in Regina Catholic Schools.

Course Timeline

This course would run over the duration of the school year. This course is based off of Words Their Way by Invernizzi, Johnston, Bear, and Templeton. Words Their Way is a developmental spelling, phonics, and vocabulary program that is part of a balanced literacy program.

Course Delivery

This course will be a blended course using a station rotation model, which includes online instruction, teacher-lead instruction, and collaborative activities and stations. There will be a set time for face-to-face instruction, followed by online work. Students will be divided into groups based upon their reading level.

The course outline, teacher modules, and all other pertinent information will be housed on a google document. The face-to-face lessons will be reviewed through an online module that students will be able to access via a YouTube video. Students will scan a QR code to get to the appropriate module. Following review, students will learn and practice the spelling features by completing activities such as word sorting, word hunts, making words, and other games through Seesaw activities. Students will have the opportunity to work individually, with partners, and in small groups to encourage cooperative learning and individual responsibility. Communication and assessment will be communicated through the Seesaw app.

Course Objectives and Learning Outcomes

The objectives and outcomes of this course are developed from the Saskatchewan Grade 1 English Language Arts Curriculum. Throughout this course students will:

  • Explore letter and sound relationships (phonics)
  • Examine word parts to denote meaning (morphemic analysis)
  • Develop automaticity for sight words  

Course Materials

This course would may be most successful in a connected educator classroom; however, it due to the nature of the station rotation, this course is accessible to other classrooms who have access to a smaller number of devices. Devices such as tablets are best for the station-rotation model as they eliminate the need to log in and provide quick access to materials and lessons.

There is no required text for this course, but the following resources will be used:

  • Phonics Lessons for Grade 1 by Fountas & Pinnell
  • Words Their Way Level A by Bear, Invernizzi, and Johnston
  • Rebus Chants Volume Two “For Popular Themes” by Kim Deibert
  • Jolly Phonics

During the course, a variety of materials will be accessed and/or made available online and accessed through the Google Doc and Seesaw Activities.

Special Announcements

As this course follows a station rotation model and allows for individualized instruction, the needs of any students with a disability, injury, or illness who feels they may need academic accommodation will be dealt with as they arise.

Attendance and Punctuality

Regular and punctual attendance at school is an essential part of student success. It is especially important as this course is based on participation and experiential learning rather than lecture.

Assessment

Students will demonstrate understanding through the Seesaw app and activities. The activities and data submitted will be assessed through this app as well. Students will also complete a weekly pre-test and post-test each week as summative assessment.

Assessment Strategies

Students will be assessed in a variety of ways including but not limited to seesaw activities, weekly spelling tests, and observations.

Assignments

Assignments will be shared in each individual module. Assignments will be assigned to students based off their reading level and spelling inventories. 

Anxious, yet Eager.

It is really hard to believe that this is my fifth course with Dr. Alec Couros. It all started over 13 years ago in ECMP 355 (Intro to Computers in Class), in the Fall of 2006. Around 20 of us huddled in the computer lab working on desktops building websites using code and exploring this fairly new site called YouTube. Fast forward three years to the Winter of 2009 and I was back again with Dr. Couros in ECMP 455 (Classroom Computers Advanced). A LOT had changed in those three years. Twitter was a new and emerging tool and people were beginning to grow their Personal Learning Network (PLN). The concept of 21st century learning and bringing learning outside the 4 walls of the classroom was also beginning to get some traction. ECMP 455 was truly a game changer for me and has helped me become the educator that I am today. To be honest, Dr. Couros is the reason I decided to pursue a masters in education. His commitment to innovative approaches that promote student-centered teaching and learning is something I aspire to.

I began my Masters of Education in Curriculum and Instruction in the Winter of 2015. This is class 7 out of 10! I have taken EC&I 832 (Emerging Media Literacies) and EC&I 831 (Social Media and Open Education) with Alec, but this is my first class on a maternity leave and I am really hoping I can keep things straight! I have two beautiful girls. Isla is 2.5 years old and Scarlett is 7 months old. Needless to say, they keep me busy and there is never a dull moment.

2 4x6

I am really excited to be taking this course, but I am also feeling rather anxious. As a mother of two (both who aren’t the best sleepers), I am struggling with keeping things straight in my head. It is my hope that I don’t miss anything!

coffee smartphone twitter application
Photo by freestocks.org on Pexels.com

I appreciate you all helping to keep my focused and on task through Twitter and our online course community. When I am not full-time ‘momming’, I am a Teacher-Librarian with Regina Catholic Schools. I love this position as it allows me to combine a few of my passions in teaching: literacy, technology, and innovative teaching and learning.

In Regina Catholic Schools, the school library and the teacher-librarian are integral in strengthening student learning.

​Our school libraries are home to dynamic instructional programs that connect with the educational programs of the schools.  Through collaborative partnerships, teacher-librarians and classroom teachers design and implement inquiry-based learning opportunities that support curriculum learning outcomes.

Literacy development is the cornerstone of our school libraries.  They promote the enjoyment of reading, viewing, and listening. ​Our libraries prepare students for the future by developing the abilities and skills necessary to become information literate.​

Taken from RCSD Information and Library Services

My number one goal for this course is to get through it without missing a deadline and being able to produce the quality of work I am used to producing! Three other goals I have are:

  1. To develop an understanding of the pedagogical issues (e.g., learning strategies, developing content, delivery/facilitation formats/options, developing presence, cultivating community, etc.) of blended and online learning. As an elementary school teacher, I see very few instances of blended and online learning (although we do have some excellent examples of it happening right within our school division by extraordinary teachers, such as Matthew Bresciani) and I would like to explore how we can help close that gap.
  2. To examine and evaluate blended and online course content, pedagogical practices, and tools for implementation.  To be completely honest, I don’t know what is really out there (other than YouTube and MOOCs) for designing online and blended learning. I would like to explore, evaluate, and examine the various tools used to deliver the course and the pedagogical practices that need to be in place in order for them the be successful.
  3. To create something that is useful and can be used again. This is one of my favourite aspects of Alec’s courses — everything that we do is purposeful and has true meaning and the ability to impact teaching and learning.

… but in all honesty my number one goal is to not miss anything!