Symbaloo

Have a bunch of sites you visit often?  Do you have them bookmarked, but want a quicker way to access these bookmarked sites?  You may want to try Symbaloo for yourself and your students!  Accounts are free!  You set up your account and you can view and manage your personal Symbaloo pages that can be accessed from anywhere in the world.  There is a student created sample on the post below.

Welcome to My Symbaloo

This is an example of a student Symbaloo:

50 QR code resources for the classroom | ZDNet

A QR Code Resource site shared by Carla Haaven.  Great resources are always found by my fellow CTPs!
Check it out!
50 QR code resources for the classroom | ZDNet:

'via Blog this'

Socrative

At our 5th grade Netbook Piloter meeting, the middle school curriculum technology partners shared an awesome formative assessment tool called socrative.  So quick and easy!  Multiple ways to assess understanding so instruction can be adjusted for the needs of the students.  Best of all.... it is FREE!  You can ask students to use their personal learning devises to take real-time assessments, and can be used with your IWB for whole group assessment.

Lucid Chart

Lucid Chart is a great mind-mapping tool, integrated in our Google Docs.  If you have a GFPS Google Docs account, you can access Lucid Chart.  That means your students can use it too.  Just click on "More" and select Lucid Chart to get started.

Here are some tips for getting started, and a quick tutorial from YouTube:

Every Child, Every Day

Every Child, Every Day
Richard L. Allington and Rachael E. Gabriel
Educational Leadership March 2012 | Volume 69 | Number 6 
Reading: The Core Skill Pages 10-15

“The six elements of effective reading instruction don't require much time or money—just educators' decision to put them in place.”

1. Every child reads something he or she chooses.

The research base on student-selected reading is robust and conclusive: Students read more, understand more, and are more likely to continue reading when they have the opportunity to choose what they read.  In a 2004 meta-analysis, Guthrie and Humenick found that the two most powerful instructional design factors for improving reading motivation and comprehension were (1) student access to many books and (2) personal choice of what to read.

2. Every child reads accurately.

Good readers read with accuracy almost all the time.  Reading at 98 percent or higher accuracy is essential for reading acceleration. Anything less slows the rate of improvement, and anything below 90 percent accuracy doesn't improve reading ability at all (Allington, 2012; Ehri, Dreyer, Flugman, & Gross, 2007).  When students read accurately, they solidify their word-recognition, decoding, and word-analysis skills. Perhaps more important, they are likely to understand what they read—and, as a result, to enjoy reading.

3. Every child reads something he or she understands.

Understanding what you've read is the goal of reading.  Studies show that it doesn't take neurosurgery or banging away at basic skills to enable the brain to develop the ability to read: It takes lots of reading and rereading of text that students find engaging and comprehensible.  In addition, exemplary teachers were more likely to differentiate instruction so that all readers had books they could actually read accurately, fluently, and with understanding.

4. Every child writes about something personally meaningful.

Writing provides a different modality within which to practice the skills and strategies of reading for an authentic purpose.

When students write about something they care about, they use conventions of spelling and grammar because it matters to them that their ideas are communicated, not because they will lose points or see red ink if they don't (Cunningham & Cunningham, 2010). This process is especially important for struggling readers because it produces a comprehensible text that the student can read, reread, and analyze.

5. Every child talks with peers about reading and writing.

Research has demonstrated that conversation with peers improves comprehension and engagement with texts in a variety of settings (Cazden, 1988). Ask students to analyze, comment, and compare—in short, to think about what they've read. Similarly, Nystrand (2006) reviewed the research on engaging students in literate conversations and noted that even small amounts of such conversation (10 minutes a day) improved standardized test scores, regardless of students' family background or reading level.

6. Every child listens to a fluent adult read aloud.

Listening to an adult model fluent reading increases students' own fluency and comprehension skills (Trelease, 2001), as well as expanding their vocabulary, background knowledge, sense of story, awareness of genre and text structure, and comprehension of the texts read (Wu & Samuels, 2004).

Rather than conducting whole-class reading of a single text that fits few readers, teachers should choose to spend a few minutes a day reading to their students.