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.