Leu 8
Students need to be able to use the Internet for methematics. Math instructional goals are to teach students to problem solve, create knowledge, and to communicate their findings to others. There are many math sites that can help students develop their mathematical thinking using the Internet. Mathematical data is rampant on these sites to enrich student learning.
Directories for mathematical education were cited. I liked this section and its' listings of practical math websites for teachers. I will start with the Eisenhower website as the book recommended.
Internet Workshop can be used at these math sites. Some teachers develop assignments students have to solve using websites, and some print out math problems each week and give them to their students. Ideas to start Internet Workshop with math units were given. These sites looked too difficult to use with my Kindegartners.
Internet Inquiry and Internet Project are great venues to use for cross-curricular integration. Internet Inquiry promotes mathematical thinking and collaboration with other students. Communication about different approaches to proofs would prove to be a very effective use of the Internet for Math. Several examples for Internet Projects were cited.
Websites for Internet Inquiry projects were listed. Again, these were too difficult to use with my younger students.
Math Webquests are not found as readily as other subject areas on the Internet. However, a few Webquest resources were given to help teachers of older students that were interested in Webquests.
Additional Internet math resources were listed at the end of the chapter. I liked the 100th day of school celebration because we celebrate the 100th day of school in my classroom with special activities. I am going to check out additional resources for other math ideas also.
Monday, March 31, 2008
Website Review 3/31
The website I reviewed was www.barebooks.com. I had a teacher recommend the site for writing materials. Treetop Publishing owns this site. They sell barebooks that children can write and draw on with erasable crayons, colored pencils, and markers. Some of their books have 28 blank pages for wtiting.
Their are different barebooks for sale. Big barebooks have more pages for writing. Landscape barebooks are rectangle shaped with blank pages. Chunky barebooks have thick white cardboard pages for drawing and writing for younger children. Spiral bound barebooks are lined for older students' writing. Journals have lines on half of every other page. Bare comic books are in blank comic book form which would be great for integrating popular culture text.
The site sells book covers, book jackets, line guides, bookmarks with lines, book plates, gameboards, gift packs, erasable crayons, blank calendars, award certificates, puzzles, stickers, and a writer's directory.
The bookmarks can be used for writing down unknown words, page numbers of interesting passages, and character notes.
Writer's Directory is an easel book with 18 charts to remind students of the elements of writing. It is all there from spelling to word choice.
Their is a section on discontinuted items being sold at a discount as well.
At the top of the page it lists housekeeping items such as about us, catalog, ordering, shipping, project ideas, FAQs, discounts, and contact us.
I would recommend this site for purchasing writing materials.
Their are different barebooks for sale. Big barebooks have more pages for writing. Landscape barebooks are rectangle shaped with blank pages. Chunky barebooks have thick white cardboard pages for drawing and writing for younger children. Spiral bound barebooks are lined for older students' writing. Journals have lines on half of every other page. Bare comic books are in blank comic book form which would be great for integrating popular culture text.
The site sells book covers, book jackets, line guides, bookmarks with lines, book plates, gameboards, gift packs, erasable crayons, blank calendars, award certificates, puzzles, stickers, and a writer's directory.
The bookmarks can be used for writing down unknown words, page numbers of interesting passages, and character notes.
Writer's Directory is an easel book with 18 charts to remind students of the elements of writing. It is all there from spelling to word choice.
Their is a section on discontinuted items being sold at a discount as well.
At the top of the page it lists housekeeping items such as about us, catalog, ordering, shipping, project ideas, FAQs, discounts, and contact us.
I would recommend this site for purchasing writing materials.
Monday, March 24, 2008
Reading Response 3/24
Leu 12
This chapter encourages us to develop a classroom homepage on the Internet. A classroom homepage organizes resources for units of study. Each of the instructional models can be used such as Internet Workshop, Internet Project, Internet Inquiry, and WebQuest. Organizing links can be effective and safe for children to use.
Homepages can be used to share student work with others. Teachers may work collaboratively by viewing each other's homepage.
Communication between school and families can improve using the classroom webpage. Email messages can be sent and received by parents and teachers to foster better relationships. This enhances your image as a teaching professional.
Examples of classroom homepages were explained. Preschools and Kindergartens are more photograph and information driven for parents. There are links for articles on parenting for parents to peruse.
The elemantary grades have more links on their homepages.
Weblogs can replace some classroom webpages. This is what I will be doing for my second project. I am creating a blog instead of a classroom homepage. My needs are informational for parents in Kindergarten. Weblogs keep everyone apprised of the happenings in the classroom.
Middle and high school homepages focus on content knowledge, notes, assignments, and grades.
Directions explaining how to create your own classroom page were explored using HTML language. Commercial sites for making a classroom homepage were listed. Tutorials for going through the steps to create homepages on the Internet were given.
Elements of a homepage are emails, student work, due dates for assignments, organizing links, and student newspapers. I liked the idea of having a place for student work, photographs, and a newspaper highlighting student achievement.
The homepage incorporates all the new literacies we are studying and encourages teachers to develop classroom homepages using additional resources.
This chapter was interesting, but I will not be doing a classroom homepage as I stated before. It was very enlightening though, and I will use it as a resource.
Xu 7
Xu talks about the steps needed to integrate popular culture texts. Teachers need to research school and school district policies and gain support from school administrators before they use resources that are outside of the school box. Writing a rationale for popular culture text could include the headings of guidelines, explanation, nand the example of the popular culture text.
Sharing your positive results with parents, colleagues, and administrators is important. Time issues were discussed.
I think I will use popular culture texts in my ABC project with my Kindergartners this Spring. They can use Sponge Bob, Spiderman, or Star Wars to make an ABC projcet with.
This chapter encourages us to develop a classroom homepage on the Internet. A classroom homepage organizes resources for units of study. Each of the instructional models can be used such as Internet Workshop, Internet Project, Internet Inquiry, and WebQuest. Organizing links can be effective and safe for children to use.
Homepages can be used to share student work with others. Teachers may work collaboratively by viewing each other's homepage.
Communication between school and families can improve using the classroom webpage. Email messages can be sent and received by parents and teachers to foster better relationships. This enhances your image as a teaching professional.
Examples of classroom homepages were explained. Preschools and Kindergartens are more photograph and information driven for parents. There are links for articles on parenting for parents to peruse.
The elemantary grades have more links on their homepages.
Weblogs can replace some classroom webpages. This is what I will be doing for my second project. I am creating a blog instead of a classroom homepage. My needs are informational for parents in Kindergarten. Weblogs keep everyone apprised of the happenings in the classroom.
Middle and high school homepages focus on content knowledge, notes, assignments, and grades.
Directions explaining how to create your own classroom page were explored using HTML language. Commercial sites for making a classroom homepage were listed. Tutorials for going through the steps to create homepages on the Internet were given.
Elements of a homepage are emails, student work, due dates for assignments, organizing links, and student newspapers. I liked the idea of having a place for student work, photographs, and a newspaper highlighting student achievement.
The homepage incorporates all the new literacies we are studying and encourages teachers to develop classroom homepages using additional resources.
This chapter was interesting, but I will not be doing a classroom homepage as I stated before. It was very enlightening though, and I will use it as a resource.
Xu 7
Xu talks about the steps needed to integrate popular culture texts. Teachers need to research school and school district policies and gain support from school administrators before they use resources that are outside of the school box. Writing a rationale for popular culture text could include the headings of guidelines, explanation, nand the example of the popular culture text.
Sharing your positive results with parents, colleagues, and administrators is important. Time issues were discussed.
I think I will use popular culture texts in my ABC project with my Kindergartners this Spring. They can use Sponge Bob, Spiderman, or Star Wars to make an ABC projcet with.
Website Review 3/24
My website review was www.writingfix.com. I got this website from Patrick Manyak's EDCI 5760 class. I chose this website to give me some ideas for writing with my Kindergartners. It is an excellent writing resource for all grade levels.
The first section is entitled writing prompts. It has daily writing prompts, writing prompts for kids, right brain writing prompts, and left brain writing prompts. I really liked this section because it had writing for emergent writers and different brain writing prompts.
The second section has writing lessons. There are picture book lessons, chapter book lessons, literature inspired lessons, poetry lessons, and i-pod and lyric inspired lessons. Popular culture texts could be merged into these types of lessons.
The 6 trait lessons arena explains an overview of the 6 traits and detailed lessons for idea development, organization, voice, word choice, sentence fluency, conventions, and Nevada's writing exam. These lessons have good ideas for teaching all of the six traits. The Nevada writing exam could be used as a resource for preparing for the PAWS exam in Wyoming.
Writing processes is addressed next. It shows prewriting, drafting, response, revision, editing, publishing, and evaluation. This is for upper elementary or secondary students.
Writing across the curriculum has a history fix, science fix, number fix, comparison and contrast, exit tickets, note taking, and RAFT writing assignments. This can be applied to every content area.
Reading in the content areas has constructed response, vocabulary activities, engagement strategies, summarizing, text patterns, and collaborative reading. This was my favorite link. I received many ideas on how to teach these skills to students. I will be teaching some of these skills to our summer school students in the resource center this summer.
Classroom tools are explored with daily writing prompts, a writer's notebook, creative journaling, writer's workshop, revision post its, family writing projects, mini-lesson of the month, art and writing, author studies, off-site links for teachers and word games for writers. This section was full of writing ideas. I would recommend it to every teacher!
The first section is entitled writing prompts. It has daily writing prompts, writing prompts for kids, right brain writing prompts, and left brain writing prompts. I really liked this section because it had writing for emergent writers and different brain writing prompts.
The second section has writing lessons. There are picture book lessons, chapter book lessons, literature inspired lessons, poetry lessons, and i-pod and lyric inspired lessons. Popular culture texts could be merged into these types of lessons.
The 6 trait lessons arena explains an overview of the 6 traits and detailed lessons for idea development, organization, voice, word choice, sentence fluency, conventions, and Nevada's writing exam. These lessons have good ideas for teaching all of the six traits. The Nevada writing exam could be used as a resource for preparing for the PAWS exam in Wyoming.
Writing processes is addressed next. It shows prewriting, drafting, response, revision, editing, publishing, and evaluation. This is for upper elementary or secondary students.
Writing across the curriculum has a history fix, science fix, number fix, comparison and contrast, exit tickets, note taking, and RAFT writing assignments. This can be applied to every content area.
Reading in the content areas has constructed response, vocabulary activities, engagement strategies, summarizing, text patterns, and collaborative reading. This was my favorite link. I received many ideas on how to teach these skills to students. I will be teaching some of these skills to our summer school students in the resource center this summer.
Classroom tools are explored with daily writing prompts, a writer's notebook, creative journaling, writer's workshop, revision post its, family writing projects, mini-lesson of the month, art and writing, author studies, off-site links for teachers and word games for writers. This section was full of writing ideas. I would recommend it to every teacher!
Monday, March 10, 2008
Reading Response 3/10
Leu 7
This chapter encourages us to use the Internet to teach scientific thinking through reading, writing, observation, collaboration, evaluation, and critical analysis. Science should have hands on experiences as well as mental experiences.
Giving students one small part of a more complex task shows them how to function in the workplace through a distributed learning process. Internet workshops facilitate this function.
The Internet has many valuable resources for the science curriculum. Excellent science resource directories were listed for teachers to access when planning their science lessons.
When using Internet workshop for science study locate a site on the Internet that has the appropriate content for your topic, and develop activities that can be completed on the website. Students may end the unit of study by sharing their knowledge and experiences with others during Internet workshop.
Internet project lets students teach each other important ideas, curricular integration, math concepts, and scientific thinking. Internet project websites were cited.
Internet inquiry is where students question, search, evaluate, compose and share. It provides independent research, opportunities to converse with real scientists, and the development of scientific thinking.
Webquest sites were explored.
The two main goals in science are scientific knowledge, and the development of scientific thinking. Internet resources listed at the end of this chapter help teachers accomplish these goals.
I liked the interactive websites for primary grade children listed in this chapter. I did pick up a couple of new resources to use with my students when we go to the computer lab. However, most of this chapter was too complex for my kids to use.
Xu 6
In Xu, chapter 6, the author wants teachers to find out what interests their students in popular culture texts, and then plan literacy units around those interests so students feel that the topic of study has meaning for them. Since all students won't find every topic relevant, teachers should plan for a commonality among different interests.
One way to share popular culture texts with my Kindergartners would be through show and tell time. Students could bring in trading cards, T shirts, video games, comic books, or movies that show their interests. This is an informal way to assess their popular culture text interests. Students can express why they like their particular genre. Possible connections to curriculum standards were listed.
The author encourages us to use multiple media formats like drawing and writing to convey student ideas. When students create comic strips or trading cards they incorporate both drawing and writing. Summarization skills are enhanced because there is not much room for lengthy discourse.
Students can study popular culture text more in depth by looking at the social and historical background of texts.
Different genres of text should be made available instead of just one genre.
A text set can be related to a popular culture text interest.
Critical literacy practices include problematizing a text, researching language, and exploring minority culture constructions of language and literacy. Critical media literacy frameworks were used to explore popular culture texts.
Exploring the reality and the fantasy of subjects is a way to foster critical thinking in school.
Our Kindergarten has a fairy tale ball in the spring. I can use the websites for different Cinderella fairy tales from around the world and compare and contrast the differences to enhance critical thinking with my class.
We have show and tell time everyday in my schedule so I can change the open forum to a popular culture text forum for one week and see how it goes!
My students would love to write their own comic strips and trading cards! This would be an ideal writing and drawing activity for them because we are in the emerging writing stage.
This chapter encourages us to use the Internet to teach scientific thinking through reading, writing, observation, collaboration, evaluation, and critical analysis. Science should have hands on experiences as well as mental experiences.
Giving students one small part of a more complex task shows them how to function in the workplace through a distributed learning process. Internet workshops facilitate this function.
The Internet has many valuable resources for the science curriculum. Excellent science resource directories were listed for teachers to access when planning their science lessons.
When using Internet workshop for science study locate a site on the Internet that has the appropriate content for your topic, and develop activities that can be completed on the website. Students may end the unit of study by sharing their knowledge and experiences with others during Internet workshop.
Internet project lets students teach each other important ideas, curricular integration, math concepts, and scientific thinking. Internet project websites were cited.
Internet inquiry is where students question, search, evaluate, compose and share. It provides independent research, opportunities to converse with real scientists, and the development of scientific thinking.
Webquest sites were explored.
The two main goals in science are scientific knowledge, and the development of scientific thinking. Internet resources listed at the end of this chapter help teachers accomplish these goals.
I liked the interactive websites for primary grade children listed in this chapter. I did pick up a couple of new resources to use with my students when we go to the computer lab. However, most of this chapter was too complex for my kids to use.
Xu 6
In Xu, chapter 6, the author wants teachers to find out what interests their students in popular culture texts, and then plan literacy units around those interests so students feel that the topic of study has meaning for them. Since all students won't find every topic relevant, teachers should plan for a commonality among different interests.
One way to share popular culture texts with my Kindergartners would be through show and tell time. Students could bring in trading cards, T shirts, video games, comic books, or movies that show their interests. This is an informal way to assess their popular culture text interests. Students can express why they like their particular genre. Possible connections to curriculum standards were listed.
The author encourages us to use multiple media formats like drawing and writing to convey student ideas. When students create comic strips or trading cards they incorporate both drawing and writing. Summarization skills are enhanced because there is not much room for lengthy discourse.
Students can study popular culture text more in depth by looking at the social and historical background of texts.
Different genres of text should be made available instead of just one genre.
A text set can be related to a popular culture text interest.
Critical literacy practices include problematizing a text, researching language, and exploring minority culture constructions of language and literacy. Critical media literacy frameworks were used to explore popular culture texts.
Exploring the reality and the fantasy of subjects is a way to foster critical thinking in school.
Our Kindergarten has a fairy tale ball in the spring. I can use the websites for different Cinderella fairy tales from around the world and compare and contrast the differences to enhance critical thinking with my class.
We have show and tell time everyday in my schedule so I can change the open forum to a popular culture text forum for one week and see how it goes!
My students would love to write their own comic strips and trading cards! This would be an ideal writing and drawing activity for them because we are in the emerging writing stage.
Website Review 3/10
I chose the website http://my hero.com/home.asp because my students have a popular culture text interest in spiderman. The whole theme of good vsrsus evil is explored in many different media forms with the super hero spiderman. I found this website in the Leu book.
The easiest way to navigate this website is to go to the site map. This lists all the different topics of the website. There is a directory of heroes, search option, short film festival of heroes, my hero in spanish, about my hero (learn about the hero project), participate (learn how to take part in the project), guestbook (you tell about a hero you know), create (you create a hero webpage), gallery (photos of heroes), news wire (heroes in the news), forum (you can discuss heroes with others), library (recommended archives of books on heroes), and a teachers' room where you receive an overview, lesson plans, the create program, a calendar for heroes, resources, and a forum for discussion.
I really liked the website on heroes. It is a theme I can explore with my Kindergarten students. I would like to have each student write a paragraph with their parents' help on a hero they know and publish it on this website.
The easiest way to navigate this website is to go to the site map. This lists all the different topics of the website. There is a directory of heroes, search option, short film festival of heroes, my hero in spanish, about my hero (learn about the hero project), participate (learn how to take part in the project), guestbook (you tell about a hero you know), create (you create a hero webpage), gallery (photos of heroes), news wire (heroes in the news), forum (you can discuss heroes with others), library (recommended archives of books on heroes), and a teachers' room where you receive an overview, lesson plans, the create program, a calendar for heroes, resources, and a forum for discussion.
I really liked the website on heroes. It is a theme I can explore with my Kindergarten students. I would like to have each student write a paragraph with their parents' help on a hero they know and publish it on this website.
Monday, March 3, 2008
Reading Response 3/3
Leu 6
The advantages of using the Internet for Social Studies are many. By looking at primary source documents critical analysis is fostered. Students can experience different cultures by communicating with them via the Internet. There is more information for social studies education than any other subject area.
Two different kinds of directories for social studies are social studies resources, and directories for social studies teachers. Different directories were listed for each type of social studies resource.
The authors encouraged teachers to use Internet Workshop first because it is the simplest activity to begin with. You choose a site that is related to the standards and develop an activity that uses information on the site, and each student explains what they have learned to the workshop.
Internet Project websites that other teachers have created were listed and websites where teachers can place their own Internet Projects were cited.
Internet Inquiry has students develop a research question, search and evaluate information, compose, and share their answer.
Student-to-student activities have students choose a website that is related to their topic and they develop a learning activity for others using that website. Examples of these activities were given.
Favorite webquests were explored in one section of the chapter.
Directions on making individual student folders, favorite folders, and individual bookmarks were explained.
Copyright laws and citation rules on other websites were reviewed.
The new literacies in Social Studies requires students to evaluate and analyze information critically. Five questions were listed as a guideline to teach students how to evaluate information on the Internet.
Additional sources on the Internet for Social Studies were addressed at the end of the chapter.
I love these chapters because they give step by step directions on Internet procedures no matter how simple the functions might be. I learned how to make student folders and use favorite folders to store information in.
I plan on checking out the copyright and citation websites listed on page 241.
In the additional resources section I highlighted six websites I would like to visit for myself or my Kindergarten class. Ben's guide, contacting the congress, cybrary of the holocaust, first gov for kids, my hero, and the white house for kids.
The hardest thing about looking up things on the Internet is the time it takes to find appropriate materials for what we are doing in the classroom. These directories and websites have taken the guess work out of the navigation process.
This chapter was a little complex for my younger students, but I did get some computer function knowledge and received great website resources.
Xu 5
To learn about experiences with varied text teaachers need to document the ways they use them and have their students document their experiences with the same varied text as well.
Teachers and students can list different popular texts they are familiar with and discuss the literacy skills they need to be able to be more successful with each particular text.
In another activity teachers look at unfamiliar popular culture texts that students use and the teacher and student share their point of view with each other. Teachers learn more about the motivation that each student has to engage in popular culture texts.
The differences between televisual and film text were mentioned. A TV show may not have a full story in one episode. Film shows a whole story. TV shows don't have the technology movie theaters do. Viewers can manipulate sound and screen functions on a TV. Viewers can't do any of these things in a movie theater. TV viewers can discuss what is going on where film patrons are required to be quiet during the film.
TV shows can enhance abstract learning.
A DVD can have information that may cause people to explore that movie further
Other genres explored were hypermedia text, musical text, comic book text, trading card text, game text, zine and e-zine text.
I thought it was interesting to know that games are not a waste of time since it takes skill to control and determine the feedback the game player gets based on his/her performance.
The "probe, hypothesize, reprobe, and rethink cycle" (page 112) during game playing is similar to the metacognitive process used for literacy learning. This was a novel idea for me. I didn't realize all those processes were going on during a video game!
The Zine and E-Zine text was very informative. I didn't know what these texts were until I read this chapter. I definitely had quite a few aha! moments while I was reading this chapter.
The advantages of using the Internet for Social Studies are many. By looking at primary source documents critical analysis is fostered. Students can experience different cultures by communicating with them via the Internet. There is more information for social studies education than any other subject area.
Two different kinds of directories for social studies are social studies resources, and directories for social studies teachers. Different directories were listed for each type of social studies resource.
The authors encouraged teachers to use Internet Workshop first because it is the simplest activity to begin with. You choose a site that is related to the standards and develop an activity that uses information on the site, and each student explains what they have learned to the workshop.
Internet Project websites that other teachers have created were listed and websites where teachers can place their own Internet Projects were cited.
Internet Inquiry has students develop a research question, search and evaluate information, compose, and share their answer.
Student-to-student activities have students choose a website that is related to their topic and they develop a learning activity for others using that website. Examples of these activities were given.
Favorite webquests were explored in one section of the chapter.
Directions on making individual student folders, favorite folders, and individual bookmarks were explained.
Copyright laws and citation rules on other websites were reviewed.
The new literacies in Social Studies requires students to evaluate and analyze information critically. Five questions were listed as a guideline to teach students how to evaluate information on the Internet.
Additional sources on the Internet for Social Studies were addressed at the end of the chapter.
I love these chapters because they give step by step directions on Internet procedures no matter how simple the functions might be. I learned how to make student folders and use favorite folders to store information in.
I plan on checking out the copyright and citation websites listed on page 241.
In the additional resources section I highlighted six websites I would like to visit for myself or my Kindergarten class. Ben's guide, contacting the congress, cybrary of the holocaust, first gov for kids, my hero, and the white house for kids.
The hardest thing about looking up things on the Internet is the time it takes to find appropriate materials for what we are doing in the classroom. These directories and websites have taken the guess work out of the navigation process.
This chapter was a little complex for my younger students, but I did get some computer function knowledge and received great website resources.
Xu 5
To learn about experiences with varied text teaachers need to document the ways they use them and have their students document their experiences with the same varied text as well.
Teachers and students can list different popular texts they are familiar with and discuss the literacy skills they need to be able to be more successful with each particular text.
In another activity teachers look at unfamiliar popular culture texts that students use and the teacher and student share their point of view with each other. Teachers learn more about the motivation that each student has to engage in popular culture texts.
The differences between televisual and film text were mentioned. A TV show may not have a full story in one episode. Film shows a whole story. TV shows don't have the technology movie theaters do. Viewers can manipulate sound and screen functions on a TV. Viewers can't do any of these things in a movie theater. TV viewers can discuss what is going on where film patrons are required to be quiet during the film.
TV shows can enhance abstract learning.
A DVD can have information that may cause people to explore that movie further
Other genres explored were hypermedia text, musical text, comic book text, trading card text, game text, zine and e-zine text.
I thought it was interesting to know that games are not a waste of time since it takes skill to control and determine the feedback the game player gets based on his/her performance.
The "probe, hypothesize, reprobe, and rethink cycle" (page 112) during game playing is similar to the metacognitive process used for literacy learning. This was a novel idea for me. I didn't realize all those processes were going on during a video game!
The Zine and E-Zine text was very informative. I didn't know what these texts were until I read this chapter. I definitely had quite a few aha! moments while I was reading this chapter.
Website Review 3/3
I chose the website http://booksontapeforkids.org/ listed in chapter 6 in the Leu book because I was intrigued by children recording their reading of books and donating their work to hospitals.
The children of this project select books and practice reading them. Then they record their reading onto a cassette tape. The tapes, art work, books, photographs, and letters from the readers are mailed to libraries, schools, and hospitals.
This website has links for emailing, visit our school, books on tape, books donated and special events, photo gallery (this shows pictures of the students creating the tapes), HMS library project (a 3 part series showing how the books were created on tape, the stories they wrote and illustrated based on the books that they read, and writing lessons created for students and teachers to use), supporters, and student projects (books on tape for kids, books on tape website, and reading for the needy website) power point presentations 1 & 2, and 3 brochures.
This website received the Miss Rumphius Award as an excellent Internet site for literacy learning.
I don't think I would use the website per se, but I think the idea for the project is one I would like to use for my Kindergartners. Children would be more apt to read more carefully and more often if they knew their work would be recorded on tape for others to listen to.
The children of this project select books and practice reading them. Then they record their reading onto a cassette tape. The tapes, art work, books, photographs, and letters from the readers are mailed to libraries, schools, and hospitals.
This website has links for emailing, visit our school, books on tape, books donated and special events, photo gallery (this shows pictures of the students creating the tapes), HMS library project (a 3 part series showing how the books were created on tape, the stories they wrote and illustrated based on the books that they read, and writing lessons created for students and teachers to use), supporters, and student projects (books on tape for kids, books on tape website, and reading for the needy website) power point presentations 1 & 2, and 3 brochures.
This website received the Miss Rumphius Award as an excellent Internet site for literacy learning.
I don't think I would use the website per se, but I think the idea for the project is one I would like to use for my Kindergartners. Children would be more apt to read more carefully and more often if they knew their work would be recorded on tape for others to listen to.
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