2007 NBA Finals

GO SPURS GO!!

Course Reflection

I have really enjoyed this course. I never expected to be able to create a Pod cast much less post videos on a blog or better yet create my very own BLOG. I have been able to share this blog with my students (who are 5th graders) and they have enjoyed reading and watching what new ideas, and programs I am learning this semester.

I can't wait to take all the information and put it to use for next school year!!

P.S.

Keep checking back...I plan on taking my comps this fall and hopefully the results will be successful!!!

iNos vemos!

Software Evalution #3

Software Evaluation #3 Arthur’s Reading Race

Evaluation Outline

Title of Software: Arthur’s Reading Race

Producer: Tami Sloan Tsark

Target students (e.g., age or grade-level of students): 1st- 2nd grade

Proficiency level (e.g., beginning, intermediate, advanced): beginning-intermediate

Description: This software is full of colorful graphics that are age appropriate for lower grades. This program provides interactive graphics that the students will enjoy - while learning and reading with Arthur. The students are able to read along with the characters and help build their fluency and comprehension. They are also able to gain letter-sound recognition and phonemic awareness.

Language Skills Targeted: Listening, reading and speaking

Evaluation: Overall the software is age appropriate for beginning readers and the students will enjoy all the interactive characters and activities. I would recommend this program for emergent readers who are at the beginning stages of language development.

La Negra

I posted this video because it brought back many memories. I used to be a Folklorico dancer. I began when I was 5 and continued until I was 16 years old. I actually know this dance and have the same costume.

Hips don't lie

Kid Pix Project

New Braunfels, TX - Comal River

New Braunfels is pretty
Originally uploaded by Terribly-Happy.

This is where I was born and raised. We spent many of days floating!!

If you love being in fresh water and have nothing to do on a hot summer day - GO FLOATING!!!

Remember, you are only allowed to bring a 18 qt ice chest and one tube per person!!!

See you on the river!!

Bourbon Street, New Orleans

Bourbon Street, New Orleans
Originally uploaded by Antre.

In February, 2007 I was fortunate enough to go to my most favorite city - New Orleans, Louisiana. I have been to the city various times but this was my first visit since Hurricane Katrina and celebrate in all the Mardi Gras festivities. We had a BLAST!! We were able to see parades, eat Muffelatas, shop at the French Quarter, take a trolley ride through the plantation homes, gamble, and of course visit Bourbon Street and celebrate the nightlife. Believe me plans for 2008 are already in the "works".

Software Evaluation

Software Evaluation #2

Title of Software: Rosetta Stone

Producer: Fairfield Language Technologies

Target students (e.g., age or grade-level of students): 1st – 12th

Proficiency level (e.g., beginning, intermediate, advanced): All Levels

Description:
This program is designed to teach a new language quickly by using the following type of activities:

*Word/picture identification – the learner must match the correct word with the correct picture. A yellow (a) indicates the response is correct and a red (r) indicates the response is incorrect and other opportunities to respond correctly are provided.
*Listening comprehension – various forms of real-life situations are provided for the learner to listen and respond by matching the correct picture with the words.
*Writing – the learner is able to listen to words, phrases and sentences (as many times as necessary) while using the keyboard to input the correct word syntax.
*Speaking – the learner is able to hear phrases and repeat what was said while a microphone records their voice.
*Reading – one of the final activities for each level is reading. This activity allows for the learner to read the text and provide comprehensible understanding by answering questions that relate to what was just read.

All of the activities are provided in the chosen targeted language and can be used as a reinforcement of particular language skills (prepositions, nouns, etc.) and each lesson begins at a basic level and increases as the learner progresses through each level.

Language skills targeted: Listening, Speaking, Reading and, Writing

Evaluation:
Overall, the program is instructionally appropriate for any level of second language acquisition. The student will be able to navigate easily through each level and an assessment is provided for teacher evaluations. The pictures are “real-world” and most students will be familiar with the photos. Some of the situational practices could be unfamiliar but with practice the students will be able to understand the vocabulary – because of the photos.

Reading Prompt #10

Technology can be wonderful assets for ELL's in various ways. Students can use different websites as extensions to particular lessons. For example,we did a lesson on circuits and this website http://www.bbc.co.uk/schools/ks2bitesize/science/ provided students with extra practice on that targeted TEK. The website provides different English, Math and Science lessons that are all interactive, animated and very easy to navigate for all students. The students love this program!

Flickr provides students with visuals and "real-world" applications to the world outside the classroom. Many of my ELL's are limited on different experiences that are not provided in the classroom, textbooks or even picture books and the Internet can provide learners with cultural awareness and understanding of our diverse country.

Reading Prompt #9

Some of the limitations that I have encountered in my classroom with technology are similar to what Egbert mentioned in this chapter.

• Time - Since we are responsible for 3 TAKS tests (as I have mentioned before), realistically we are very limited on time with technology lessons, projects and lesson extensions.


• Large classes - I currently have 26 students in my class and with only 4 computers (and no access to the computer lab because of the Reading First Grant) we do a lot of "buddying-up" which is a positive learning experience for ELL's.


• I also have plenty of books on tape in various genres and language.

Limitations with technology will continue to exist in any classroom so, it's up to the individual teacher to prepare for her students needs and ensure that technology is integrated in order to create life-long learners.

Quick Share

The International Children's Digitial Library (ICDL) provides different types of literature available online for anyone to enjoy in almost any language. http://www.childrenslibrary.org/


Background & History


The ICDL was initially created by an interdisciplinary research team at the University of Maryland in cooperation with the Internet Archive. Members of the team include computer scientists, librarians, educational technologists, classroom teachers, graphic designers, and graduate students from the University of Maryland's (UMD) College of Information Studies (CLIS) and the UMD Human-Computer Interaction Lab (HCIL), a leader in children's interface design.


Other important contributors to the research are the members of the College Park Kidsteam, a group of six children, ages 7-11, who work regularly with the adults in the Lab. The approach used is called cooperative inquiry, a unique partnership between children and adults to develop and evaluate computer interface technologies that support searching, browsing, reading, and sharing books in electronic form. http://www.childrenslibrary.org/about/background.shtml

Reading Prompt #8

Standardized testing is very formal and does not allow for students to be creative with knowledge that they have acquired. This is especially true for ELL's.

Authentic assessments are "true pictures" of what a student is actually learning! Portfolios, and journals are examples of authentic assessments are so much more meaningful to learners. These assessments provide ownership to the students and allow for them to monitor their own progress.

Computers can be used for both types of assessments. For example, the Texas Education Agency (TEA) has online TAKS tests that students can use in the classroom or at home. It has been suggested on our campus to provide our "bubble" students intervention time to practice the TEKS that are still undeveloped.

Kidspiration Map

Here is the outline for our Kidspiration podcast.

Reading Prompt #7

Some of the important techniques for designing content instruction is:

• Content is purposeful, not just a vehicle to learn language
  The language is the vehicle for content learning
• Because each content has its own jargon, culture, and methods and employs language structures in specific ways
• Helps students acquire academic language proficiency while learning language, rather than having to learn language first and then learn academic concepts.

Teach content in a culturally responsive manner by:
•Use literature that is culturally relevant
•Use first language cognates
•Adapt lessons that reflect contributions from all relevant groups

Adapt materials so that they are appropriate for learners, but do not sacrifice academic content.

•Use graphics
•Outline texts
•Rewrite texts
•Use audiotapes
•Provide live demonstrations
•Use alternate books

I have used a lot of these ideas in my classroom and found them to be very effective for ELLs. They allow for the students to be creative and enjoy learning at their own pace.

Software Evaluation #1

Title of Software: Math & Science Excelerator

Producer: Topics Entertainment

Target students (e.g., age or grade-level of students): 4th – 5th

Proficiency level (e.g., beginning, intermediate, advanced): Advanced

Description:
This program uses mathematical skills that are interactive with four different characters. The characters are categorized by different mathematical concepts at various levels.

One character uses (x) and (÷). The student needs to be familiar with a calculator for multiplication and the division was easy to follow because of the use of equal groups.

Another character uses 3-D shapes (geometry) in two different formats. One format is identifying the shape with the vocabulary words (very effective for ELLs) and the other was examining the number of faces the shape has and matching the fact with the 3-D shape.

The third character used problem solving through (+), (-), and counting change and dollar bills.

The final character used a number line to count with. I wasn’t quite sure how to figure this character out so, this was not the best character for an ELL student.

What I enjoyed most with the program is the graphics. The students would really enjoy how creative the producers were with the characters. I also found that the level of difficulty can be adjusted easily by simply using the letters of the alphabet A being the easiest and Z being the most difficult.

Language skills targeted: Mathematics and, basic vocabulary

Evaluation:
The programs strengths include animation, colorful graphics, easy to follow directions and basic mathematical concepts. The weaknesses include unfamiliar vocabulary for an ELL that is not mathematically related. I feel that this program would benefit an ELL who is already familiar with their L2 and has had previous experiences (in other subjects) with their L2. It would not be beneficial for a newcomer because of the difficult vocabulary and unfamiliar concepts in the L2. Despite these minor flaws, I would use this program as reinforcement of previous skills taught and also for a “time filler” for those students who complete assignments more quickly.

The method of approach that this program uses to teach language is very minima but has some strong vocabulary lessons. In the geometry lessons, (x), and (÷) there is a lot of vocabulary being reinforced (divided by, multiplying, faces, figures, etc.) which is very useful for an ELL and any student who is struggling with simple mathematical terms.

Reading Prompt #6

Since I have been working with 5th graders (who are responsible for 3 TAKS tests) problem-solving is a HUGE requirement for everyday lessons, activities and projects. Some examples that I have done in my classroom with my ELLs are:

1. Various forms of questioning techniques - How do you know? What else could you have done? Why do you think that happened? What would you have done differently? What else could you add/delete? What will happen next? ALL THE TIME - ALL DAY!!


2. Predicting - when a new topic is introduced I try to do predictions (especially for science) what they think we will be learning or what they think will happen.


3. KWL Charts - we use these charts as group work or individually depending on the subject/topic of interest.


4. Venn Diagrams - very effective tool for comparing and contrasting between texts (AR books or novels), subjects and other particular reading selections or lessons.

These are just a few activities that I could think of that help my ELLs with language support. They encourage the students to cooperate in collaborative groups, use their new L2 in an atmosphere that is "safe" and helps increase their usage without feeling overwhelmed. I encourage my students to experiment with the language - orally and written to help them acquire their L2 at a pace that is comfortable to them.

Podcasting is still a new concept for me but I have introduced this technology to my students. I have used it as a basic tool for language practice but after reading this chapter I have gained a lot more knowledge that I know will be most beneficial for my ELLs!

Reading Prompt #5

In the Egbert chapter, I gained the following ideas for encouraging creativity and production:

• Students are able to test their hypotheses with how language works
• Students can choose to use their individual learning styles as a means of gaining their L2
• Social interactions enables the students to value language production
• Examples of productivity tools (word processors, databases, spreadsheets, etc.) pg. 74

All of these ideas promote language learning individually for students. The ideas presented in the chapter allow for the students to use artwork (wanted posters), create holiday cards, generate t-shirts, and bumper stickers. How much FUN would this be for a 5th grade student to share with their peers, other faculty and especially their families? WOW!! These ideas will be great to do (after TAKS, of course) with my ELL students.

Before reading the Richardson chapter I wasn't very comfortable with elementary students using and creating Wikis. The chapter mentioned how students can work collaboratively to "monitor the content that is added and make necessary edits and revisions". It also mentions the fact that students are allowed to be trusted while working in groups and also take ownership of their finished products as a group.

I would have never thought of these ideas for Wikis (at the elementary level). It just seems like such a "grown-up" skill that would be difficult for younger students. Honestly, I am still a little nervous about the idea but, hopefully after I gain more knowledge about this new technology I will prepare my students (and myself) for future projects.

Reading Prompt #4

Communication and collaboration is very important in an ELL classroom because that is how the language is learned. In my 5th grade bilingual classroom we are set up in small collaborative learning groups. This allows for the students to communicate with one another (during appropriate times) and problem solving occurs on a daily basis. Egbert mentioned that ELLs are able to use the language appropriately and also take advantage of modeling of the target language from their mainstream and bilingual peers. This is also a great opportunity for my ELLs to discover the language at their own pace and comfort level (comprehensible input).


The ideas that I gained from the Egbert chapter about computers and technology are the set-up of computer labs. Unfortunately, our computer lab is set-up in the individual usage fashion and can currently only be used by the lower grades because of the Reading First Grant. But, in the future we do plan to utilize the classroom for curriculum extensions.

Another idea I gained from the chapter was the interaction in the one computer classroom. I currently have 3 Dell computers and 1 Apple computer (basically used for AR & STAR testing), and all have Internet access. Egbert mentioned that this was beneficial for students because they are allowed to work cooperatively without barriers, the technology is available at any time and most importantly the teacher can monitor the students work.

Reading Prompt #3

Egbert Ch. 3 provides various websites to use in helping our ELLs improve their practices with learning, speaking and acquiring their L2. One recommended website is www.elfs.com. This website allows for students to hear audio of various forms of English sentence structures. It also provides opportunities to improve reading fluency and allows for the students to create their own stories (with some limitations).

Computers can be very useful for ELLs in a classroom but the teacher must always include authentic lessons, with the L2, in order to ensure the students are learning at a pace that is comfortable to them and within their individual abilities.

Reading Prompt #2

Readings: Ebert Ch. 2, Cummins Ch. 2, Richardson Ch. 3

Multiliteracies is a method of instruction that allows the student to move beyond what is being taught and learned from within the classroom. Teachers are providing their ELL students with an opportunity to acquiring an L2 by using the "outside" world and no longer using simple reading and writing as the only means of literacy.

Using blogs can be a tool for ELLs that will enhance their experiences with learning an L2. Teachers should provide the technology that is provided to our classrooms as a resource that will only benefit the student's language usages. We must also be aware that "language learners do not need computers to learn grammar, read with comprehension, or write for an authentic audience. Teachers can use computers to help them address individual learners' needs, and provide effective, authentic language tasks and texts" (Egbert, 2005).

My own experiences with blogs was very limited until now. I enjoyed creating my blog and look forward to using this tool in the future. It was a great feeling seeing the "final" product as Dr. Wright walked us through the process. I appreciated his patience. I only hope that I will be able to do the same with my fifth grade students. I will keep everybody posted.

iBienvenidos!

Welcome to my blog. This is new to me and I am excited to show off what I learn in my ESL 6973 class.

Keep checking back to see what new things are happening in my life.

Nos vemos...