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Digital Story Telling

Digital Story Telling combines original stories that students write, with music, video, or photos to make a piece of media that is creative and unique to each student  This is an example of a mini lesson that would incorporate the use of digital story telling into a Unit. In this case, a student records his/her digital story with the addition of music and photographs. Students can share their digital stories with other students, or family members. Digital stories can bring to life the stories that students create in a meaningful way for students. Additional uses of digital story telling can be to explain a research project, science experiment, or group project presentation.

An example of Digital Story Telling in Adobe Spark:
Eu-Meh: A Memoir

Objectives Addressed:

The student will write a personal narrative/ memoir

The student will speak clearly and to the point, using conventions of language

The student will choose a presentation option either: classroom presentation, or recording of a podcast.

Materials Needed:

  • Rough Draft of Memoir
  • Editing of Memoir
  • Final Draft of Memoir
  • Access to a computer or Ipad
  • Access to a web application like Adobe Spark

Description of Activities and Their Purposes

The student will then begin the process of writing his/her own memoir.  The student will brainstorm and continue through the writing process to write his/her memoir.  The digital story will be a culminating activity at the end of the Memoir Unit. Students will need to select photos to add for the digital story and bring them to school.

Assessment/Evaluation

  • Brainstorming, Rough Draft, Edits to Rough Draft, and Final copy of memoir will be collected for evaluation, all parts will be evaluated.
  • Quality of presentation and/or podcast will be evaluated for clarity
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One Way to Use a Screen Cast in the Classroom

This activity is an activity for the end of the Memoir Unit. The screen cast on this blog contains instructions for how to use to the web application called Canva, which is a graphic design application, that people can use for personal, school or business.

The purpose of using Canva will be for the students to create a multimedia presentation of their Memoir that can be highlighted on the class website, or printed out for display in the classroom.

Objectives Addressed

The student will use elements of the writing process to compose a Memoir. TEKS 6.14 A-E.

The student will write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions/consequences.  TEKS 6.16

The student will produce a multimedia presentation involving texts and graphics using available technology.  TEKS 6.17D

The student will use comprehension skills to listen attentively to other is different settings, and follow oral instructions that include multiple actions steps. TEKS 6.26 B

Materials Needed

Computer

Jump Drive

A Canva Account- or access to a Canva Account

A photograph in digital format on the computer, or jump drive, to upload to Canva

A written Memoir in the final stage after editing has occurred, this must be saved to the computer used for this project or able to access from a jump drive.

Description of the Activities and Their Purpose

Students will listen to the teacher made screencast at home or at school to start developing knowledge of using the Web Application Canva. The purpose of the screen cast is so students can start developing skills related to this web based graphic design tool.  Once students have gained enough information on how to use Canva, they will begin to create their own multimedia design for displaying their written Memoir and the photograph that supplied the inspiration. Students will have two class periods to explore and create their presentation on Canva.

 Assessment and Evaluation

This is the final draft of the Memoir, students will be graded on the final written draft

Requirements for Canva

  • Use the Letter for the Design option
  • At least one photograph is on the multimedia presentation
  • The Heading Text is used for the title
  • The body Text is used for the Memoir
  • At least two three elements are used on the presentation- background, icon, illustration, shapes or lines
  • One customization has been used for the final presentation that was shown on the screen cast
  • The fonts chosen are readable, and the size is appropriate for the design.
  • The memoir is free of errors, and shows that it is in the final draft stage.
  • The Canva document is downloaded onto computer or jump drive and placed on class blog/website.

Using Podcasts in a Literacy Classroom

Utilizing Podcasts in the classroom can take the place of a student presentation, if a student would like the opportunity to create and experiment with a podcast. This is an example of a mini lesson that would incorporate the use of podcasts into a Unit. In this case, a student records his/her podcast. A student could continue to create podcasts for sharing original written work, evaluation of books that were read, or to share research from a research project.

Objectives Addressed:

The student will summarize a memoir that was read independently

The student will make personal connections to the independently read memoir

The student will write a personal narrative/ memoir

The student will speak clearly and to the point, using conventions of language

The student will choose a presentation option either: classroom presentation, or recording of a podcast.

Materials Needed:

  • Student selected Memoirs
  • Student response notes from memoirs read
  • Brainstorming notes for Memoir
  • Rough Draft of Memoir
  • Editing of Memoir
  • Final Draft of Memoir
  • Audacity downloaded to student computers

Description of Activities and Their Purposes

Student will read at least five memoirs of his/her choosing. While reading the memoirs, students will make reading response notes in journals. Students will select his/her favorite memoir for their presentation. Student will use the reading response journal notes and create a written response for the selected memoir.  This process is for students to become familiar with the genre of a memoir.  The student will then begin the process of writing his/her own memoir.  The student will brainstorm and continue through the writing process to write his/her memoir.  The podcast or presentation will be a culminating activity at the end of the Memoir Unit. Students can choose to record their reading responses and memoir, or present them to the class.

Assessment/Evaluation

  • Reading Response Journals will be evaluated for personal connections and summaries
  • Brainstorming, Rough Draft, Edits to Rough Draft, and Final copy of memoir will be collected for evaluation, all parts will be evaluated.
  • Quality of presentation and/or podcast will be evaluated for clarity

 

 

 

How do you get students to discuss books?

Encouraging students to freely discuss books they read in and outside of class is a goal that most teachers have. It is in these discussions that occur naturally that students gain the most out of reading.  When students engage in authentic discussions, this act may propel them to continue reading, and possibly take a book recommendation from a peer or teacher.

Some teachers choose to use Literature Circles and use the roles for getting the talking started. Some express that using roles for students can be limiting, and that once a student satisfies the requirements of the role they check out of the discussion.  I think for some students using the roles of Literature Circles is a good start or differentiation for students who may not know how to start discussing books with peers. Using roles is also a way for a teacher to strategically get a student to practice a skill that is a need.

I think that giving students a space to talk about books either by using roles from Literature Circles, or providing some discussion stem questions to ignite the conversation is time well spent in class.


how-do-you-get-kids-to-talk-about-books

The Burning Question

Creating Inclusive Learning communities through English Language Arts: From Chanclas to Canicas by Maria E. Fránquiz & Maria De La Luz Reyes

Fránquiz and Reyes attempt to answer the Burning Question so many monolingual teachers have:

“How can I best support my bilingual students in literacy learning when I myself am monolingual and not fluent their languages?”

Answering this question requires a shift from an Old Paradigm to a newer way of thinking.

Old Paradigm

  • English-only as communicative norm for educational and economic success
  • Separation of languages in educational context as a prescriptive strategy for all educational models.
  • Literate ways of thinking based on cross-linguistic universals and on a single, universal, developmental timetable

New Paradigm

  • Bilingualism/Biliteracy as a living, desirable, functioning mode of communication in academic work and social contexts.
  • Literate ways of thinking develop by actively engaging in the practices of a community of learners where interpersonal processes transform into intrapersonal ones.
  • Codeswitching in educational context as an inclusionary, meaningful, and available strategy.

(Franquiz, M.E., & Reyes, M.d.l.L., 1998, pg. 218)

Inclusive Learning Communities

  • Allow flexibility with student response that are both written and verbal.  
  • Embrace opportunities for students to be the “teacher”
  • Implementing “literary events” that encourage both students and teacher to explore numerous languages in an authentic way.  
  • Adopting the mindset that codeswitching is a valid and valuable option for language practice.

Welcome

Welcome to Beyond Books Web! The goal of this blog is to assemble a space to contain my learning from the Master’s Reading Specialist program at Texas State that I can access, utilize and catapult into an evolving space for my future classroom.  Beyond Books Web values Literacy that individuals are currently using.  There is an appreciation for Literacy learning that occurs outside of traditional texts like books. Our current students are digital natives and as educators our quest is to locate the literacies student use in their lives and build on that.  Of course, books are a big part of Literacy learning, and an entire section is dedicated to them on this blog.  Other topics that are of interest to me include building student choice into the classroom to grow engagement with learning, and creating a classroom that is relevant to students from a variety of language and cultural backgrounds.  My hope is that through creating this blog as a Literacy resource for students, teacher and families I can support my students in creating blogs for their own use.