Technology today is a very fast, growing resource that will
never stop expanding because it keeps on improving as time goes on. This class has definitely opened up my
eyes to finding new things to incorporate into my classroom, especially if what
I find can help any student to succeed even more than they already are. There are a couple of Web 2.0 tools
that I know that I’ll use on a regular basis in my classroom because I want to
be one of those teachers that does lessons in unusual ways because students
learn better when they are incorporated into the teachings during class. The Wallwisher is my favorite web 2.0
tool that I will most likely use in my classroom when I start to teach because
it’s like using sticky notes but without the mess of all the paper. Technology is this wonderful thing that
never stops growing but also never stops from making me love technology anymore
than I already do.
Thursday, November 28, 2013
Assessing Meaning Learning!
I believe that the technology
based rubrics makes things a lot easier because it takes the guessing out of
the game, especially when it comes to figuring out how our class grades are
calculated. The way that grades
are calculated today is by a grading rubric tool, which most teachers use because
it calculates the percentages for you so that you don’t have to do any of the
work yourself. I love the clicker
assessment tools because it gives students the chance to do an unusual way of
learning by actually wanting to learn because by using the clicker assessment
tools, quizzes can actually be fun instead of boring because when things are
boring in class most students don’t want to learn nor even listen to the
teacher. Plus the clicker
assessment tools is a great way that teachers can receive an immediate
feedback, that’s positive and the teacher can adjust the instructions or
anything else if need be necessary.
But when it comes to the inspiration or kidspiration software, I just
don’t understand the purpose of what it does to help teachers in the classroom
today. The inspiration and or
kidspiration software just confused me because I couldn’t find enough
information about it to really understand what it’s all about.
Thursday, November 7, 2013
Technology Application Standards!
I will Teach English in Grade 12.
§110.34. English Language Arts and Reading, English IV (One Credit), Beginning with School Year 2009-2010.
There are many ways that I can utilize this TEKS but the most common way that I would do that is to pick books that aren't commonly read, and have the students read out loud. The students would have to present there own ideas about what the text really means at that point in time because of the fact that book is so out of their element. Because reading a book that's outside their element makes them to be able to comprehend things more.
I believe that the most important text is Listening and Speaking or Teamwork because of the fact that i believe that students work more productively when they are working in teams. The way that I will utilize this text is by giving each team different questions about the book and then they would have to share them with the whole class because that's one way of being able to comprehend better.
§110.34. English Language Arts and Reading, English IV (One Credit), Beginning with School Year 2009-2010.
(a) Introduction.
(1) The English Language Arts and Reading Texas
Essential Knowledge and Skills (TEKS) are organized into the following strands:
Reading, where students read and understand a wide variety of literary and informational
texts; Writing, where students compose a variety of written texts with a clear
controlling idea, coherent organization, and sufficient detail; Research, where
students are expected to know how to locate a range of relevant sources and
evaluate, synthesize, and present ideas and information; Listening and Speaking,
where students listen and respond to the ideas of others while contributing
their own ideas in conversations and in groups; and Oral and Written Conventions,
where students learn how to use the oral and written conventions of the English
language in speaking and writing. The standards are cumulative--students will
continue to address earlier standards as needed while they attend to standards
for their grade. In English IV, students will engage in activities that build
on their prior knowledge and skills in order to strengthen their reading, writing,
and oral language skills. Students should read and write on a daily basis.
(2) For students whose
first language is not English, the students' native language serves as a foundation
for English language acquisition.
(A) English language learners (ELLs) are acquiring
English, learning content in English, and learning to read simultaneously. For
this reason, it is imperative that reading instruction should be comprehensive
and that students receive instruction in phonemic awareness, phonics, decoding,
and word attack skills while simultaneously being taught academic vocabulary
and comprehension skills and strategies. Reading instruction that enhances ELL's
ability to decode unfamiliar words and to make sense of those words in context
will expedite their ability to make sense of what they read and learn from reading.
Additionally, developing fluency, spelling, and grammatical conventions of academic
language must be done in meaningful contexts and not in isolation.
(B) For ELLs, comprehension of texts requires
additional scaffolds to support comprehensible input. ELL students should use
the knowledge of their first language (e.g., cognates) to further vocabulary
development. Vocabulary needs to be taught in the context of connected discourse
so that language is meaningful. ELLs must learn how rhetorical devices in English
differ from those in their native language. At the same time English learners
are learning in English, the focus is on academic English, concepts, and the
language structures specific to the content.
(C) During initial stages of English development,
ELLs are expected to meet standards in a second language that many monolingual
English speakers find difficult to meet in their native language. However, English
language learners' abilities to meet these standards will be influenced by their
proficiency in English. While English language learners can analyze, synthesize,
and evaluate, their level of English proficiency may impede their ability to
demonstrate this knowledge during the initial stages of English language acquisition.
It is also critical to understand that ELLs with no previous or with interrupted
schooling will require explicit and strategic support as they acquire English
and learn to learn in English simultaneously.
(3) To meet Public Education Goal 1 of the Texas
Education Code, §4.002, which states, "The students in the public education
system will demonstrate exemplary performance in the reading and writing of
the English language," students will accomplish the essential knowledge,
skills, and student expectations in English IV as described in subsection (b)
of this section.
(4) To meet Texas Education Code, §28.002(h), which
states, "... each school district shall foster the continuation of the
tradition of teaching United States and Texas history and the free enterprise
system in regular subject matter and in reading courses and in the adoption
of textbooks," students will be provided oral and written narratives as
well as other informational texts that can help them to become thoughtful, active
citizens who appreciate the basic democratic values of our state and nation.
(b) Knowledge and skills.
(1) Reading/Vocabulary Development. Students understand
new vocabulary and use it when reading and writing. Students are expected to:
(A) determine the meaning of technical academic
English words in multiple content areas (e.g., science, mathematics, social
studies, the arts) derived from Latin, Greek, or other linguistic roots and
affixes;
(B) analyze textual context (within a sentence
and in larger sections of text) to draw conclusions about the nuance in word
meanings;
(C) use the relationship between words encountered
in analogies to determine their meanings (e.g., synonyms/antonyms, connotation/denotation);
(D) analyze and explain how the English language
has developed and been influenced by other languages; and
(E) use general and specialized dictionaries,
thesauri, histories of language, books of quotations, and other related references
(printed or electronic) as needed.
(2) Reading/Comprehension of Literary Text/Theme
and Genre. Students analyze, make inferences and draw conclusions about theme
and genre in different cultural, historical, and contemporary contexts and provide
evidence from the text to support their understanding. Students are expected
to:
(A) compare and contrast works of literature
that express a universal theme;
(B) compare and contrast the similarities and
differences in classical plays with their modern day novel, play, or film versions;
and
(C) relate the characters, setting, and theme
of a literary work to the historical, social, and economic ideas of its time.
(3) Reading/Comprehension of Literary Text/Poetry.
Students understand, make inferences and draw conclusions about the structure
and elements of poetry and provide evidence from text to support their understanding.
Students are expected to evaluate the changes in sound, form, figurative language,
graphics, and dramatic structure in poetry across literary time periods.
(4) Reading/Comprehension of Literary Text/Drama.
Students understand, make inferences and draw conclusions about the structure
and elements of drama and provide evidence from text to support their understanding.
Students are expected to evaluate how the structure and elements of drama change
in the works of British dramatists across literary periods.
(5) Reading/Comprehension of Literary Text/Fiction.
Students understand, make inferences and draw conclusions about the structure
and elements of fiction and provide evidence from text to support their understanding.
Students are expected to:
(A) analyze how complex plot structures (e.g.,
subplots) and devices (e.g., foreshadowing, flashbacks, suspense) function and
advance the action in a work of fiction;
(B) analyze the moral dilemmas and quandaries
presented in works of fiction as revealed by the underlying motivations and
behaviors of the characters;
(C) compare and contrast the effects of different
forms of narration across various genres of fiction; and
(D) demonstrate familiarity with works of fiction
by British authors from each major literary period.
(6) Reading/Comprehension of Literary Text/Literary
Nonfiction. Students understand, make inferences and draw conclusions about
the varied structural patterns and features of literary nonfiction and provide
evidence from text to support their understanding. Students are expected to
analyze the effect of ambiguity, contradiction, subtlety, paradox, irony, sarcasm,
and overstatement in literary essays, speeches, and other forms of literary
nonfiction.
(7) Reading/Comprehension of Literary Text/Sensory
Language. Students understand, make inferences and draw conclusions about how
an author's sensory language creates imagery in literary text and provide evidence
from text to support their understanding. Students are expected to analyze how
the author's patterns of imagery, literary allusions, and conceits reveal theme,
set tone, and create meaning in metaphors, passages, and literary works.
(8) Reading/Comprehension of Informational Text/Culture
and History. Students analyze, make inferences and draw conclusions about the
author's purpose in cultural, historical, and contemporary contexts and provide
evidence from the text to support their understanding. Students are expected
to analyze the consistency and clarity of the expression of the controlling
idea and the ways in which the organizational and rhetorical patterns of text
support or confound the author's meaning or purpose.
(9) Reading/Comprehension of Informational Text/Expository
Text. Students analyze, make inferences and draw conclusions about expository
text and provide evidence from text to support their understanding. Students
are expected to:
(A) summarize a text in a manner that captures
the author's viewpoint, its main ideas, and its elements without taking a position
or expressing an opinion;
(B) explain how authors writing on the same
issue reached different conclusions because of differences in assumptions, evidence,
reasoning, and viewpoints;
(C) make and defend subtle inferences and complex
conclusions about the ideas in text and their organizational patterns; and
(D) synthesize ideas and make logical connections
(e.g., thematic links, author analysis) among multiple texts representing similar
or different genres and technical sources and support those findings with textual
evidence.
(10) Reading/Comprehension of Informational Text/Persuasive
Text. Students analyze, make inferences and draw conclusions about persuasive
text and provide evidence from text to support their analysis. Students are
expected to:
(A) evaluate the merits of an argument, action,
or policy by analyzing the relationships (e.g., implication, necessity, sufficiency)
among evidence, inferences, assumptions, and claims in text; and
(B) draw conclusions about the credibility of
persuasive text by examining its implicit and stated assumptions about an issue
as conveyed by the specific use of language.
(11) Reading/Comprehension of Informational Text/Procedural
Texts. Students understand how to glean and use information in procedural texts
and documents. Students are expected to:
(A) draw conclusions about how the patterns
of organization and hierarchic structures support the understandability of text;
and
(B) evaluate the structures of text (e.g., format,
headers) for their clarity and organizational coherence and for the effectiveness
of their graphic representations.
(12) Reading/Media Literacy. Students use comprehension
skills to analyze how words, images, graphics, and sounds work together in various
forms to impact meaning. Students will continue to apply earlier standards with
greater depth in increasingly more complex texts. Students are expected to:
(A) evaluate how messages presented in media
reflect social and cultural views in ways different from traditional texts;
(B) evaluate the interactions of different techniques
(e.g., layout, pictures, typeface in print media, images, text, sound in electronic
journalism) used in multi-layered media;
(C) evaluate how one issue or event is represented
across various media to understand the notions of bias, audience, and purpose;
and
(D) evaluate changes in formality and tone across
various media for different audiences and purposes.
(13) Writing/Writing Process. Students use elements
of the writing process (planning, drafting, revising, editing, and publishing)
to compose text. Students are expected to:
(A) plan a first draft by selecting the correct
genre for conveying the intended meaning to multiple audiences, determining
appropriate topics through a range of strategies (e.g., discussion, background
reading, personal interests, interviews), and developing a thesis or controlling
idea;
(B) structure ideas in a sustained and persuasive
way (e.g., using outlines, note taking, graphic organizers, lists) and develop
drafts in timed and open-ended situations that include transitions and the rhetorical
devices to convey meaning;
(C) revise drafts to clarify meaning and achieve
specific rhetorical purposes, consistency of tone, and logical organization
by rearranging the words, sentences, and paragraphs to employ tropes (e.g.,
metaphors, similes, analogies, hyperbole, understatement, rhetorical questions,
irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition,
reversed structures), and by adding transitional words and phrases;
(D) edit drafts for grammar, mechanics, and
spelling; and
(E) revise final draft in response to feedback
from peers and teacher and publish written work for appropriate audiences.
(14) Writing/Literary Texts. Students write literary
texts to express their ideas and feelings about real or imagined people, events,
and ideas. Students are responsible for at least two forms of literary writing.
Students are expected to:
(A) write an engaging story with a well-developed
conflict and resolution, a clear theme, complex and non-stereotypical characters,
a range of literary strategies (e.g., dialogue, suspense), devices to enhance
the plot, and sensory details that define the mood or tone;
(B) write a poem that reflects an awareness
of poetic conventions and traditions within different forms (e.g., sonnets,
ballads, free verse); and
(C) write a script with an explicit or implicit
theme, using a variety of literary techniques.
(15) Writing/Expository and Procedural Texts. Students
write expository and procedural or work-related texts to communicate ideas and
information to specific audiences for specific purposes. Students are expected
to:
(A) write an analytical essay of sufficient
length that includes:
(i) effective introductory and concluding paragraphs
and a variety of sentence structures;
(ii) rhetorical devices, and transitions between paragraphs;
(iii) a clear thesis statement or controlling idea;
(iv) a clear organizational schema for conveying ideas;
(v) relevant and substantial evidence and well-chosen
details;
(vi) information on all relevant perspectives and
consideration of the validity, reliability, and relevance of primary and secondary
sources; and
(vii) an analysis of views and information that contradict
the thesis statement and the evidence presented for it;
(B) write procedural and work-related documents
(e.g., résumés, proposals, college applications, operation manuals) that include:
(i) a clearly stated purpose combined with a well-supported
viewpoint on the topic;
(ii) appropriate formatting structures (e.g., headings,
graphics, white space);
(iii) relevant questions that engage readers and address
their potential problems and misunderstandings;
(iv) accurate technical information in accessible
language; and
(v) appropriate organizational structures supported
by facts and details (documented if appropriate);
(C) write an interpretation of an expository
or a literary text that:
(i) advances a clear thesis statement;
(ii) addresses the writing skills for an analytical
essay including references to and commentary on quotations from the text;
(iii) analyzes the aesthetic effects of an author's
use of stylistic or rhetorical devices;
(iv) identifies and analyzes ambiguities, nuances,
and complexities within the text; and
(v) anticipates and responds to readers' questions
and contradictory information; and
(D) produce a multimedia presentation (e.g.,
documentary, class newspaper, docudrama, infomercial, visual or textual parodies,
theatrical production) with graphics, images, and sound that appeals to a specific
audience and synthesizes information from multiple points of view.
(16) Writing/Persuasive Texts. Students write persuasive
texts to influence the attitudes or actions of a specific audience on specific
issues. Students are expected to write an argumentative essay (e.g., evaluative
essays, proposals) to the appropriate audience that includes:
(A) a clear thesis or position based on logical
reasons with various forms of support (e.g., hard evidence, reason, common sense,
cultural assumptions);
(B) accurate and honest representation of divergent
views (i.e., in the author's own words and not out of context);
(C) an organizing structure appropriate to the
purpose, audience, and context;
(D) information on the complete range of relevant
perspectives;
(E) demonstrated consideration of the validity
and reliability of all primary and secondary sources used;
(F) language attentively crafted to move a disinterested
or opposed audience, using specific rhetorical devices to back up assertions
(e.g., appeals to logic, emotions, ethical beliefs); and
(G) an awareness and anticipation of audience
response that is reflected in different levels of formality, style, and tone.
(17) Oral and Written Conventions/Conventions.
Students understand the function of and use the conventions of academic language
when speaking and writing. Students will continue to apply earlier standards
with greater complexity. Students are expected to:
(A) use and understand the function of different
types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and
phrases); and
(B) use a variety of correctly structured sentences
(e.g., compound, complex, compound-complex).
(18) Oral and Written Conventions/Handwriting,
Capitalization, and Punctuation. Students write legibly and use appropriate
capitalization and punctuation conventions in their compositions. Students are
expected to correctly and consistently use conventions of punctuation and capitalization.
(19) Oral and Written Conventions/Spelling. Students
spell correctly. Students are expected to spell correctly, including using various
resources to determine and check correct spellings.
(20) Research/Research Plan. Students ask open-ended
research questions and develop a plan for answering them. Students are expected
to:
(A) brainstorm, consult with others, decide
upon a topic, and formulate a major research question to address the major research
topic; and
(B) formulate a plan for engaging in in-depth
research on a complex, multi-faceted topic.
(21) Research/Gathering Sources. Students determine,
locate, and explore the full range of relevant sources addressing a research
question and systematically record the information they gather. Students are
expected to:
(A) follow the research plan to gather evidence
from experts on the topic and texts written for informed audiences in the field,
distinguishing between reliable and unreliable sources and avoiding over-reliance
on one source;
(B) systematically organize relevant and accurate
information to support central ideas, concepts, and themes, outline ideas into
conceptual maps/timelines, and separate factual data from complex inferences;
and
(C) paraphrase, summarize, quote, and accurately
cite all researched information according to a standard format (e.g., author,
title, page number), differentiating among primary, secondary, and other sources.
(22) Research/Synthesizing Information. Students
clarify research questions and evaluate and synthesize collected information.
Students are expected to:
(A) modify the major research question as necessary
to refocus the research plan;
(B) differentiate between theories and the evidence
that supports them and determine whether the evidence found is weak or strong
and how that evidence helps create a cogent argument; and
(C) critique the research process at each step
to implement changes as the need occurs and is identified.
(23) Research/Organizing and Presenting Ideas.
Students organize and present their ideas and information according to the purpose
of the research and their audience. Students are expected to synthesize the
research into an extended written or oral presentation that:
(A) provides an analysis that supports and develops
personal opinions, as opposed to simply restating existing information;
(B) uses a variety of formats and rhetorical
strategies to argue for the thesis;
(C) develops an argument that incorporates the
complexities of and discrepancies in information from multiple sources and perspectives
while anticipating and refuting counter-arguments;
(D) uses a style manual (e.g., Modern Language
Association, Chicago Manual of Style) to document sources and
format written materials; and
(E) is of sufficient length and complexity to
address the topic.
(24) Listening and Speaking/Listening. Students
will use comprehension skills to listen attentively to others in formal and
informal settings. Students will continue to apply earlier standards with greater
complexity. Students are expected to:
(A) listen responsively to a speaker by framing
inquiries that reflect an understanding of the content and by identifying the
positions taken and the evidence in support of those positions; and
(B) assess the persuasiveness of a presentation
based on content, diction, rhetorical strategies, and delivery.
(25) Listening and Speaking/Speaking. Students
speak clearly and to the point, using the conventions of language. Students
will continue to apply earlier standards with greater complexity. Students are
expected to formulate sound arguments by using elements of classical speeches
(e.g., introduction, first and second transitions, body, and conclusion), the
art of persuasion, rhetorical devices, eye contact, speaking rate (e.g., pauses
for effect), volume, enunciation, purposeful gestures, and conventions of language
to communicate ideas effectively.
(26) Listening and Speaking/Teamwork. Students
work productively with others in teams. Students will continue to apply earlier
standards with greater complexity. Students are expected to participate productively
in teams, offering ideas or judgments that are purposeful in moving the team
towards goals, asking relevant and insightful questions, tolerating a range
of positions and ambiguity in decision-making, and evaluating the work of the
group based on agreed-upon criteria.
Source: The provisions of this §110.34 adopted to be effective
September 4, 2008, 33 TexReg 7162.
There are many ways that I can utilize this TEKS but the most common way that I would do that is to pick books that aren't commonly read, and have the students read out loud. The students would have to present there own ideas about what the text really means at that point in time because of the fact that book is so out of their element. Because reading a book that's outside their element makes them to be able to comprehend things more.
I believe that the most important text is Listening and Speaking or Teamwork because of the fact that i believe that students work more productively when they are working in teams. The way that I will utilize this text is by giving each team different questions about the book and then they would have to share them with the whole class because that's one way of being able to comprehend better.
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