Wednesday, April 10, 2013
Technology
Technology
Technology is a mainstay in my classroom and learning environment. In class I use Discoveryed for viewing clips of movies, assigning homework and classwork, and assigning and assessing quizzes.
One way I have integrated technology, math and science is in a STEM lesson. I taught a series of three lessons using the Go-Pro and Vernier Science Technology. We collaborated with our 6th buddies and we worked together in mixed grade small groups to accomplish the objectives.
Click the link below to see one of the complete lesson plans:
Stem Lesson Plan and Photos
One way I have integrated technology, math and science is in a STEM lesson. I taught a series of three lessons using the Go-Pro and Vernier Science Technology. We collaborated with our 6th buddies and we worked together in mixed grade small groups to accomplish the objectives.
Click the link below to see one of the complete lesson plans:
Stem Lesson Plan and Photos
I have integrated a photo story, Vimeo and a power point into this blog. I will post URL links for them below:
Annotated Bibliography
Annotated Bibliography
Click on the link below to view complete annotated bibliography:
Professionalism: Professional Growth
Professionalism: Commitment to Professional Growth
This past summer, I participated in a 10-day, graduate level course in Jackson, WY: Wildlife Biology and Conservation. I have a 4.0 in every graduate class I have taken to date.One of the teachers I met there and her 2nd grade class from Florida have become our class's pen-pals. We have tracked and compared our weather, written one another various times and shared with each other, traditions and artifacts from our regions.
This past weekend I participated in Alaska Wetlands: Project Wild. This two day class taught us how to take advantage of teaching students right here in Homer, AK. I was able to add many more tools into my teacher tool-belt. Here is the letter I received yesterday in regard to my reflection paper.
What a terrific lesson! I’m waiting for UAA to fix a glitch and
then I’ll enter your ‘A’ into the course roster.
Thank you for your work. If I can be of service, please let me
know.
Best to you,
Brenda Duty
From: Lenore
Swanson [mailto:LSwanson@KPBSD.k12.ak.us]
Sent: Monday, April 08, 2013 4:36 PM
To: Duty, Brenda L (DFG)
Cc: Field, Carmen M (DFG); Peter Swanson
Subject: Wetlands class
Sent: Monday, April 08, 2013 4:36 PM
To: Duty, Brenda L (DFG)
Cc: Field, Carmen M (DFG); Peter Swanson
Subject: Wetlands class
Thank you Brenda and Carmen for an awesome class. I
taught “Oh Mealworm!” to my class this afternoon. I have attached a 2
page document and reflection.
Thanks again,
Lenore
Professionalism: Collaboration
Professionalism: Collaboration with Colleagues & Community
The pictures below show the KPBSD music teachers meeting together for professional development and collaboration. At these bi-annual meetings, each teacher shares one or two teaching tips, games or ideas with the other music teachers. We all go back to our individual schools with new tools in our tool-belts.
At McNeil Canyon, teachers use OneNote for on-line collaboration. We use it for mini-workshops, field days, sharing information about writing topics, Reader's Theaters and any other information we want to share with one another. This is a quick and easy way for all staff to share in one document that can be edited by everyone. This saves great amounts of time at staff meetings.
Collaboration Sample
Strong community bonds were forged when McNeil joined the Kenai Peninsula Orchestra and together performed "The Orchestra Sings". McNeil Artists in the School committee helped bring the program to Alaska. The final concert included a collaborative effort between Redoubt School in Soldotna, McNeil, professional guest soloists (of which I was one of), The Kenai Peninsula Orchestra, and professional stage actors. Two sold-out concerts delighted the young students in one of their first ever stage performances.
Click on the link below to see the program:
https://docs.google.com/file/d/0Bw7qFyayV3KgTFlMSnhueGdPSU0/edit?usp=sharing
Parents, Family and Community
Here are four sample letters I have sent home with 2nd grade students during the school year. I believe in keeping parents involved in their child's education as much as possible. Many 2nd grade parents have spent time in the classroom. For example, one parent came in and demonstrated how to make a specific cake (a family tradition). She also brought in a sample so the students could taste it.
November 20, 2012
Dear Family:
Our second
graders are learning about our families in class. In addition to the family letters Debbie is
working on in Language Arts, we will be exploring family traditions that take
place during the winter or Christmas season as part of our Social Studies unit.
During the next
three weeks, we will be studying traditions in different cultures. This can include holiday traditions such as
Christmas, Solstice, or winter celebrations, different types of traditional
foods or unusual family traditions within your own family.
If you have
something you would like to share please send it in with your child or talk to
me before or after school. Perhaps you
have a special recipe (you could send samples in for the class), a decoration
that is special to your family, or tell us about a tradition or celebration you
or your relatives enjoy.
We would like
to incorporate some of your traditions as well as customs from around the
world.
Thank you,
Lenore Swanson
Dear 2nd grade
families:
Student Name
_______________________
We are studying mapping and “Where We Live” in Social
Studies. We have identified where we
live as follows:
Plane: Earth
Continent: North America
Country: United States of America
State: Alaska
City: Homer
House address____________________________ (physical address)
For homework this week, please help your child write (above)
and memorize their address and return it to school. Please use a physical address and not a P.O.
Box number.
Thank you,
Lenore Swanson
Dear Parents,
We are beginning a small
unit on families and family history in Social Studies. It will be very
exciting and fun. Your child will be learning more about his/her own family
history and making a family tree. We will be focusing on the immediate family,
family trees, family names, and traditions. We will be discussing traditional
and non-traditional families, families that include step-parents, brothers,
sisters, adoption and foster care. There are a few things each child will need
to bring from home so that they can focus on their own family. I would greatly
appreciate your support in helping with these items. Each child needs to
bring...
1. Family names of
student, parents, grandparents, and great-grandparents.
If your child has more than
one set of parents, you may want to send names for both sets of parents and
grandparents. I am including a family
graph you can use to fill out family names.
2. Pictures of your
family
I would also like to
invite you to come in at any time to see what your child is working on, or to
help out with any of our activities. Please call if you have any questions. Thank you so much for all of your support!
Sincerely,
Mrs. Swanson
Hello:
Our Social Studies class is learning about different types of
careers that make up a community. This
past Monday we discussed veterinarians.
This coming Monday I am planning to discuss Firefighters (smoke-jumpers etc.). Since you have experience in this
area, I would like to invite you to come and share with our class on Monday,
February 13 at 1:30.
It would be fun if you could bring in some of your gear,
photos etc. and talk about what a firefighter does on the job. What do you think? You can email me at the school about
questions, and let me know if it will work out.
Thanks,
Lenore Swanson
Sunday, April 7, 2013
Engagement and Classroom Management
Engagement and Classroom Management
The foundation blocks of classroom management and student engagement hinge on the first 6 weeks of school. Structure, organization, expectations, and classroom layout, play an important role in student success. The Wongs state, "The three characteristics of an effective teacher are: 1. Has positive expectations for student success, 2. Is an extremely good classroom manager, and 3. Knows how to design lessons for student mastery." (Wong & Wong, 2004, p. 9) They go on to say, "What you do on the first days of school will determine your success or failure for the rest of the school year. You will either win or lose your class on the first days of school." (Wong & Wong, 2004, p. 3)
Denton & Kriete (2000) identify quality intentions for the first six weeks of school:
1. Create a climate and tone of warmth and safety.
2. Teach the schedule and routines of the school day and our expectations for behavior in each of them.
3. Introduce students to the physical environment and materials of the classroom and the school, and teach students the correct ways to use and care for them.
4. Establish expectations about ways we will learn together in the year ahead. (Denton & Kriete 2000, p.4-5)
They go on to say "This does not mean that academic goals are put on hold during this introductory period. Nor does the early-weeks curriculum compete with academic aims. On the contrary, these aims are intertwined and synergistic. Establishing a friendly, predictable, and orderly classroom is a prerequisite for children's academic achievement. When children are anxious, unruly, and out of control, the learning that occurs is seldom what we intend." Steps as simple as setting up an organized classroom are essential to student success.
Most behavior issues can be managed by being a proactive teacher. Setting the expectations for the classroom in the first few weeks can work wonders for future classroom management. When students have a secure and safe classroom they are free to engage in learning. Teachers must be responsible for using best teaching practices to engage and maintain student's interests.
INTASC (Interstate New Teacher Assessment and Support Consortium) list Principle 1 as follows: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
As a teacher, I am effective and successful when I instruct (teach) and train students in a field of study, in moral
character and in self-control. C.M.
Charles states (Building Classroom
Discipline, p.12 , 2008) that a teacher should “Clarify how you want your
students to behave, now and in the future and identify attitudes and behaviors
such as, showing positive attitude, taking initiative, behaving considerately
toward others, showing self-direction, making a strong effort to learn and
assuming personal responsibility for behavior.” My
definition of discipline would thus be: Providing clear and definitive
instructions for behavior, attitude, personal initiative and self-direction;
promoting a classroom atmosphere that is pleasant, organized with room for
discovery, curiosity and questioning; coupled with training that corrects and
re-directs students to appropriate and productive behavior.
Thankfully, one of my own strongest attributes is organization and classroom management An example of this is from my last teacher evaluation: (Using Charlotte Danielson's Frameworks for Teaching)
"Lenore has a well-managed classroom and this is evidenced by the organized layout of the room and the student's ability to know and perform the classroom routines that help this class run so smoothly. Transitions from one activity to the next occur without incident and materials and supplies are readily available when needed. Students are shown respect through Lenore's patient and respectful responses when they need to be redirected. The standards of conduct are very clear to all students and Lenore's preventative monitoring of student behavior is subtle."
Click on the link below to access a Power Point I created that gives an overview of the importance of the first days of school:
Wong Power Point
References
Charles, C. M. (2008). Building classroom discipline (9th ed.) New York, NY: Pearson.
Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd edition.) Alexandria, VA: ASCD.
Denton, P., Kriete, R. (2000). The first six weeks of school. Greenfield, MA: Northeast Foundation for Children.
Wong, H. K., & Wong, R. T. (2004). The first days of school. Mountain View, CA: Harry K. Wong Publications.
References
Charles, C. M. (2008). Building classroom discipline (9th ed.) New York, NY: Pearson.
Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd edition.) Alexandria, VA: ASCD.
Denton, P., Kriete, R. (2000). The first six weeks of school. Greenfield, MA: Northeast Foundation for Children.
Wong, H. K., & Wong, R. T. (2004). The first days of school. Mountain View, CA: Harry K. Wong Publications.
Content
Unit
Plan: MAT/Certification Elementary
Unit
Topic: Skills for a Healthy Life
Click the link below to access the Google document:
Physical Education
Physical Education - Archery
I am a certified NASP (National Archery in the Schools Program) instructor. Twice per year, I teach a 2-3 unit on archery. The NASP promotes international-style target archery as part of the in-school curriculum, to improve educational performance and participation in the shooting sport among students. The program covers history, safety, technique, equipment, mental concentration, core strengthening physical fitness and self-improvement. This unit includes standards in Physical Education, Skills for a Healthy Life, Math, and History.
Watch a short clip for a 5th grader successfully hitting a bull's eye! Click on the following link:
National Standards: National Standards: NPH.K-12.1,2,3,4,5; NSS-USH.K-4.1,3, NM-NUM.3-5.1,2,3
Alaska State Standards Skills for a Healthy Life: A1,2,6
References
Health
Sugar! Sugar!
Students view the physical content of sugar in several drinks, candies and fruits. They make comparisons and observations as to which choices of snacks are the most healthful and least amount of sugar. This lesson is part of nutrition unit which includes learning about the updated Food Pyramid. Students integrate math as well by calculating the amount of sugar in each food/drink item. (1 sugar cube = 1 teaspoon of sugar or 4.2 grams of sugar).
Alaska Content Standards Skills for a Healthy Life: A:1, 2
Art
Deep Space Art Project
The art lesson is connected to the science unit: Exploring the Solar System. In this lesson, students learn to shade circles to create spheres, shading to show an invisible source of light and overlapping to show depth, and spatter paint to show the deep universe. The students use use oil pastes on black construction paper. Before beginning to create the art, students will critique and analyze an art poster by Wasilly Kandinsky which models the objectives of the lesson. This lesson teaches the following elements of art: Shape/Form, value, color, space and perspective.
Bulletin board of completed art
Alaska Content Standards Arts: A: 1,2; B:6; C:2
References
Wasilly Kandinsky art poster, property of McNeil Canyon Elementary School
Friday, April 5, 2013
Social Studies
Social Studies - Where I Live
This lesson is part of a unit about mapping and communities. I teach this lesson in conjunction with learning about the solar system. This lesson is followed by a unit on families. This is a lesson that requires the students to memorize their home addresses and phone numbers. In the process of making our final project (below), students use previously learned art techniques .
Alaska Content Standards Geography: A:1, 2; B:1
Science
Science - Liquid Classification
Using a Constructivist approach, students classify groups of jars, (applying the process of scientific inquiry), according to their own choice of groupings. Student observe texture, smell, evaluate viscosity, consider color, etc. and guess the contents (again, using the scientific inquiry process.) Students complete a chart and sort and classify all the liquids.This lesson concludes with a discussion about safety of unidentified liquids that may look like safe liquids, (example: mouthwash and window cleaner.)
Alaska Content Standards: Science A:1, B:1
References:
What Are the Properties of Liquid? | eHow.com http://www.ehow.com/facts_4969237_what-properties-liquid.html#ixzz2LVITGNjf
Agler, L. Liquids explorations: Grades 1-3. 1986.
University of California at Berkley.
Math
Math
KPBSD GLEs require second graders to measure perimeter and area using non-standard shapes and measuring tools. The second graders met this GLE objective on Valentine's Day by measuring heart shaped perimeters. First the students estimated how many heart candies they thought it would take to measure the perimeter and the area. Students used heart candies to measure the both the perimeter and the area of a heart. Routinely, I use Houghton Mifflin Math program and morning math facts one and one-half hour per day. Students have weekly homework which include a practice page for each lesson taught. At the end of each unit, students have a review day followed by a unit test. Re-teaching is assessed according to test analysis.
Alaska Content Standards: 2.NBT.1,5
Thursday, April 4, 2013
Language Arts - Reading and Vocabulary
Language Arts - Reading and Vocabulary
Houghton Mifflin Journey's Program along with rich quality children's literature make up the foundation of the Language Arts program at McNeil. Because of the percentage of ELL and socioeconomically challenged students I utilize local and contextual support materials: thus the local business photo-when learning about businesses vocabulary. Students participate in 4 different reading groups made up of above level, at level, below level, and far below level. Vocabulary support is crucial to students with language and cultural differences. 
Chart
6 Pre-Post Tests “Curious About Words”
Student
|
Pre-test
16
|
Post-test
16
|
Pre-test
17
|
Post-test
17
|
Pre-test
18
|
Post-test
18
|
1
|
Absent
|
6/12
|
11/12
|
12/12
|
9/12
|
11/12
|
2 ELL
|
4/12
|
9/12
|
8/12
|
12/12
|
7/12
|
10/12
|
3
|
9/12
|
10/12
|
12/12
|
12/12
|
0/12
|
10/12
|
4 G & T
|
12/12
|
12/12
|
10/12
|
12/12
|
11/12
|
12/12
|
5
|
5/12
|
10/12
|
11/12
|
12/12
|
9/12
|
11/12
|
6 G & T
|
10/12
|
12/12
|
10/12
|
12/12
|
10/12
|
12/12
|
7
|
9/12
|
12/12
|
11/12
|
12/12
|
10/12
|
12/12
|
8
|
9/12
|
12/12
|
10/12
|
12/12
|
9/12
|
12/12
|
9
|
10/12
|
12/12
|
10/12
|
12/12
|
9/12
|
10/12
|
10 ELL
|
4/12
|
10/12
|
9/12
|
11/12
|
6/12
|
10/12
|
11
|
6/12
|
10/12
|
9/12
|
12/12
|
9/12
|
11/12
|
12
|
10/12
|
10/12
|
10/12
|
12/12
|
11/12
|
10/12
|
13
|
8/12
|
10/12
|
10/12
|
12/12
|
10/12
|
12/12
|
14 ELL
|
7/12
|
10/12
|
10/12
|
10/12
|
10/12
|
7/12
|
15
|
9/12
|
11/12
|
9/12
|
12/12
|
9/12
|
11/12
|
16 ELL
|
3/12
|
7/12
|
8/12
|
10/12
|
8/12
|
9/12
|
17
|
10/12
|
12/12
|
9/12
|
11/12
|
9/12
|
12/12
|
18
|
9/12
|
11/12
|
8/12
|
11/12
|
10/12
|
11/12
|
19
|
11/12
|
12/12
|
10/12
|
12/12
|
10/12
|
12/12
|
20
|
9/12
|
11/12
|
9/12
|
10/12
|
11/12
|
12/12
|
Alaska State Standards for reading: 1, 2, 3, 5
References
Beck, I.L., McKeown, M. G. & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York, NY: The Guilford Press.
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