Basic Discovery and Common Core Connections Discovery Exercise:
1. I think my biggest discovery is the wealth of information offered in the SDSL databases. I have been recommending the databases to friends and family since I started the Electronic Resources Challenge. Some I had not used before were CAMIO, AncestryLibrary, HeritageQuest, Mango Languages, and Sanborn Maps. I have not done any family history searches myself, so the genealogy sites were particularly interesting to me.
2. Some databases I would like to share with teachers at our weekly staff meetings are CAMIO, Sanborn Maps, EBooks on EbscoHost, and Learning Express Library. I like the primary source documents and pictures in CAMIO and Sanborn Maps for use in social studies lessons with our K-5 students. I think teachers could use EBooks for reading professional development books on a large variety of topics. With the online testing that is now required of our students, I think teachers would also be interested in Learning Express Library to give their students more practice with online test taking. I think the Guides are nice with the screen shots, and these would be helpful to use in training others about the databases. A face-to-face training with SDSL staff would be a good idea for an inservice professional development activity for librarians and teachers.
For students, I used Mango Languages to do a project with 3rd, 4th, and 5th graders, where they studied a foreign language and went through the steps of a research paper. I also like them to be able to use World Book Kids, SIRS Discoverer, GALE Kids InfoBits, and Learning Express Library. These are particularly good for students to find research that is on their reading level and not too overwhelming.
Taking the challenge allows me to be able to offer more resources to my students and staff and allows me to offer more knowledgeable assistance to those using these databases. Thank you!
Thursday, March 20, 2014
Wednesday, March 19, 2014
Lesson 9: AncestryLibrary, HeritageQuest, and Sanborn Maps
Common Core Connections:
1. AncestryLibrary could be used to teach standard 5.RL.6: Describe how a narrator's or speaker's point of view influences how events are described. This is in the 5th grade "Reading for Literature: Craft and Structure" strand.
In this lesson, students would look under "Immigration and Travel" and then the "Boston, Passenger and Crew Lists, 1820-1954." Choose a date (1910), a month (June), and look at all arrivals. Choose two passengers and write a paragraph about the voyage from these two different perspectives. Notice the variety of ages of passengers: 43, 35, 27, 69, 4, 24, 18, 36. Notice the different occupations: farmer, clergyman, publisher, merchant, student, weaver, baker, cotton spinner.
Along with this primary source document, students could find information on travel by ship during the past in books such as You Wouldn't Want to Sail With Christopher Columbus! by Fiona MacDonald, They Came on Ships by Colletta, or How I Became an American by Karen Gundisch.
2. HeritageQuest could be used to teach standard SL.5.1: Engage effectively in a range of collaborative discussion with diverse partners on grade 5 topics and texts building on others' ideas and expressing their own clearly. This is in the 5th grade "Speaking and Listening: Comprehension and Collaboration" strand.
Search the Census for the the year 1900, choose South Dakota, Minnehaha county, and then a location such as "4-WD Sioux Falls." With a partner or in a group of 3, choose a family or two individuals. Write down some information about the family or individuals you have selected, and then practice pretending you are that person.
After time to research and practice, students can share their findings with the class by pretending to be one of these people from the past. Things to share could include: name, birthday, where they were born, what country their parents were born in, what their current occupation is (stone cutter, pastry cook, merchant, farmer) or their family role (brother, son, wife, servant, daughter) as well as if they can read, write, and/or speak English, and if they own or rent their home. If it is a family or two friends traveling together, they could put together a short dialogue which includes this information.
3. Sanborn Maps could be used to teach standard SL.5.5: Include Multimedia components (e.g. graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. This is in the 5th grade "Presentation of Knowledge and Ideas" strand.
Students can look up "Sioux Falls [Minnehaha County]" and the year 1916. What is Sioux Falls like close to a century later? Compare a map from Sanborn maps to a picture of the same area today in Sioux Falls. This could be a building that is still standing, or a new building where an old one once stood. Find a picture on Google Maps of the same spot today. Try S. Phillips or Minnesota Ave. Tell us what sheet it is on in Sanborn. They could even drive to the spot and take a picture with a parent's phone and compare it to what they find in Sanborn Maps and on Google Maps.
All are interesting and a neat way to bring history to life for students.
1. AncestryLibrary could be used to teach standard 5.RL.6: Describe how a narrator's or speaker's point of view influences how events are described. This is in the 5th grade "Reading for Literature: Craft and Structure" strand.
In this lesson, students would look under "Immigration and Travel" and then the "Boston, Passenger and Crew Lists, 1820-1954." Choose a date (1910), a month (June), and look at all arrivals. Choose two passengers and write a paragraph about the voyage from these two different perspectives. Notice the variety of ages of passengers: 43, 35, 27, 69, 4, 24, 18, 36. Notice the different occupations: farmer, clergyman, publisher, merchant, student, weaver, baker, cotton spinner.
Along with this primary source document, students could find information on travel by ship during the past in books such as You Wouldn't Want to Sail With Christopher Columbus! by Fiona MacDonald, They Came on Ships by Colletta, or How I Became an American by Karen Gundisch.
2. HeritageQuest could be used to teach standard SL.5.1: Engage effectively in a range of collaborative discussion with diverse partners on grade 5 topics and texts building on others' ideas and expressing their own clearly. This is in the 5th grade "Speaking and Listening: Comprehension and Collaboration" strand.
Search the Census for the the year 1900, choose South Dakota, Minnehaha county, and then a location such as "4-WD Sioux Falls." With a partner or in a group of 3, choose a family or two individuals. Write down some information about the family or individuals you have selected, and then practice pretending you are that person.
After time to research and practice, students can share their findings with the class by pretending to be one of these people from the past. Things to share could include: name, birthday, where they were born, what country their parents were born in, what their current occupation is (stone cutter, pastry cook, merchant, farmer) or their family role (brother, son, wife, servant, daughter) as well as if they can read, write, and/or speak English, and if they own or rent their home. If it is a family or two friends traveling together, they could put together a short dialogue which includes this information.
3. Sanborn Maps could be used to teach standard SL.5.5: Include Multimedia components (e.g. graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. This is in the 5th grade "Presentation of Knowledge and Ideas" strand.
Students can look up "Sioux Falls [Minnehaha County]" and the year 1916. What is Sioux Falls like close to a century later? Compare a map from Sanborn maps to a picture of the same area today in Sioux Falls. This could be a building that is still standing, or a new building where an old one once stood. Find a picture on Google Maps of the same spot today. Try S. Phillips or Minnesota Ave. Tell us what sheet it is on in Sanborn. They could even drive to the spot and take a picture with a parent's phone and compare it to what they find in Sanborn Maps and on Google Maps.
All are interesting and a neat way to bring history to life for students.
Sunday, March 16, 2014
Lesson 9: AncestryLibrary, Heritage Quest, and Sanborn Maps
Basic Discovery Exercise:
1. I searched my own name, " Elizabeth Colleen Wells," in AncestryLibrary and could not find myself. Apparently a lot of people share or have shared my name, though!
2. I looked up my Grandmother, Selma Ardith Busick, in AncestryLibrary, and there were several results in the U.S. Census: 1925, 1930, and 1940. She also came up under U.S. City Directories for 1946, 1954, 1957, 1958, and 1959; U.S. Phone and Address Directories: 1993-2002; and U.S. Social Security Death Index: 1994. It was interesting to see my Aunt Helen was one year old when my Grandmother was 19!
3. I looked at a "Bird's Eye View" of Sioux Falls in 1907. I also checked out a view of Des Moines in 1902, when my grandmother would have been living in Iowa.
4. I looked up "Grand Island, Nebraska," in HeritageQuest, where I spent 3rd grade through high school. It gave me 455 results. It looks like there are many records from the Stuhr Museum News, with Vol. 1, Issue 1, being in March of 1965!
5. In Sanborn Maps, I found Hawthorne Grade School on 4th and N. Duluth, under the Sioux Falls, Minnehaha Co. in the 1924-July 1950 category (sheet 20). This is an interesting resource, too!
Common Core Connections to Follow!
1. I searched my own name, " Elizabeth Colleen Wells," in AncestryLibrary and could not find myself. Apparently a lot of people share or have shared my name, though!
2. I looked up my Grandmother, Selma Ardith Busick, in AncestryLibrary, and there were several results in the U.S. Census: 1925, 1930, and 1940. She also came up under U.S. City Directories for 1946, 1954, 1957, 1958, and 1959; U.S. Phone and Address Directories: 1993-2002; and U.S. Social Security Death Index: 1994. It was interesting to see my Aunt Helen was one year old when my Grandmother was 19!
3. I looked at a "Bird's Eye View" of Sioux Falls in 1907. I also checked out a view of Des Moines in 1902, when my grandmother would have been living in Iowa.
4. I looked up "Grand Island, Nebraska," in HeritageQuest, where I spent 3rd grade through high school. It gave me 455 results. It looks like there are many records from the Stuhr Museum News, with Vol. 1, Issue 1, being in March of 1965!
5. In Sanborn Maps, I found Hawthorne Grade School on 4th and N. Duluth, under the Sioux Falls, Minnehaha Co. in the 1924-July 1950 category (sheet 20). This is an interesting resource, too!
Common Core Connections to Follow!
Sunday, March 9, 2014
Lesson 8: CAMIO: Catalog of Art Museum Images Online
Basic Discovery Exercise Part III:
1. I typed in "Sioux" in the search box on CAMIO and got 63 results. I thought it was interesting how many types of art were included, as well as the age of some of the items. There were different mediums under categories such as costume and jewelry, textiles, sculpture, photographs, and paintings. The age of the items I looked at ranged from 1846 to 1991.
2. This resource could be used by me and by the teachers in my school to supplement literature or social studies lessons as well as in a traditional art classroom. The search for #1 above under "Sioux" brings up some images that go along with Virginia Driving Hawk Sneve's book, The Christmas Coat: Memories of my Sioux Childhood. For example, the doll, the star quilt, and some of the ceremonial clothing all used in the Christmas pageant could be shown to the class.
3. Choosing images to put in "View in Favorites" does offer some interesting options. You can view the ones you selected in a slideshow, compare two slides side by side, or arrange them in a different order. I chose to put in three pairs of shoes. These could be shown with Litwin's Pete the Cat: Rocking in my School Shoes. Students could draw a "favorite" pair of shoes they remember or are wearing today.
Common Core Connections:
I would use CAMIO to teach the digital component of this standard to fifth graders:
5.RI.7 Informational Text: Integration of Knowledge and Ideas:
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
1. Find a picture of a star quilt by a Native American artist.
a. What is the quilter's name? (Carla Running Horse)
b. What is the museum that holds this quilt? (Minneapolis Museum of Art)
2. How does it compare to the one in Sneve's A Christmas Coat, which they placed on the doll in the manger in the nativity play? (Could compare size, colors, patterns)
3. What is the meaning or symbolism of a star quilt? Use a print or a different online source to answer.
4. What type of art is it (what category)? (Textiles)
Here is an example of how CAMIO could be used for a public speaking lesson for fifth graders:
SL.5.5 Speaking and Listening: Presentation of Knowledge and Ideas
Find a picture of a bowl on CAMIO.
Describe the bowl to the class. (size, color, material made of)
What was it used for? (decoration or function?)
How old is it? (when was it made? used?)
Does it tell you anything about the group of people who used it? (pictures on the sides)
1. I typed in "Sioux" in the search box on CAMIO and got 63 results. I thought it was interesting how many types of art were included, as well as the age of some of the items. There were different mediums under categories such as costume and jewelry, textiles, sculpture, photographs, and paintings. The age of the items I looked at ranged from 1846 to 1991.
2. This resource could be used by me and by the teachers in my school to supplement literature or social studies lessons as well as in a traditional art classroom. The search for #1 above under "Sioux" brings up some images that go along with Virginia Driving Hawk Sneve's book, The Christmas Coat: Memories of my Sioux Childhood. For example, the doll, the star quilt, and some of the ceremonial clothing all used in the Christmas pageant could be shown to the class.
3. Choosing images to put in "View in Favorites" does offer some interesting options. You can view the ones you selected in a slideshow, compare two slides side by side, or arrange them in a different order. I chose to put in three pairs of shoes. These could be shown with Litwin's Pete the Cat: Rocking in my School Shoes. Students could draw a "favorite" pair of shoes they remember or are wearing today.
Common Core Connections:
I would use CAMIO to teach the digital component of this standard to fifth graders:
5.RI.7 Informational Text: Integration of Knowledge and Ideas:
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
1. Find a picture of a star quilt by a Native American artist.
a. What is the quilter's name? (Carla Running Horse)
b. What is the museum that holds this quilt? (Minneapolis Museum of Art)
2. How does it compare to the one in Sneve's A Christmas Coat, which they placed on the doll in the manger in the nativity play? (Could compare size, colors, patterns)
3. What is the meaning or symbolism of a star quilt? Use a print or a different online source to answer.
4. What type of art is it (what category)? (Textiles)
Here is an example of how CAMIO could be used for a public speaking lesson for fifth graders:
SL.5.5 Speaking and Listening: Presentation of Knowledge and Ideas
Find a picture of a bowl on CAMIO.
Describe the bowl to the class. (size, color, material made of)
What was it used for? (decoration or function?)
How old is it? (when was it made? used?)
Does it tell you anything about the group of people who used it? (pictures on the sides)
Monday, March 3, 2014
Lesson 8: WorldCat
Basic Discovery Exercise:
1. Using the Advanced Search, I looked through the search options on the drop down menu under "Keyword" and chose "Series Title." I also clicked the limiter "Books." I searched for "Percy Jackson and the Olympians," and all five titles in the series came up.
2. I searched for The Good and Beautiful God by James Bryan Smith. Eight results came up. There are 172 libraries worldwide who have this book. The top library is Rapid City Public Library (RCP).
3. The call number for The Good and Beautiful God is "231.7". The author, James Bryan Smith has written ten books that come up when you click his name, including Room of Marvels, some devotional books, and other books in this series or to accompany it. Clicking on the descriptor (subject) "God (Christianity) -- Worship and Love," other titles come up including: Made to Crave: Satisfying Your Deepest Desire with God, Not Food; Waiting for God; and Be Happy You Are Loved.
Discovery Exercise part 2:
In OAIster, I clicked on the result Facts on Kids in South Dakota. Under "Access" there are some links. I clicked on one and found some reports on different issues such as teen deaths from motor vehicle crashes, food insecurity and hunger, and early care and learning system. The direct links to some primary source documents are helpful for research projects.
Common Core Connections:
In my search for common core state standards, I found a few titles that looked interesting: 1) Something in common: the common core standards and the next chapter in American education, by Robert Rothman, 2) Text Complexity: Raising Rigor in Reading, by Douglas Fisher, Nancy Frey, and Diane Lapp, and 3) Wham!: Teaching with Graphic Novels throughout the Curriculum, by William G. Brozo, Gary B. Moorman, and Carla K. Meyer.
From the link "Libraries that own this item worldwide," I found #1 could be found at USD, #2 can be found at South Dakota State Library, and #3 can be found at USD.
Worldcat seems to be well organized and easy to use. With 915 hits related to Common Core Standards, it offers a wealth of information for teachers and librarians to find ideas on implementing the standards by both subject and grade level, as well as explaining where this concept falls in terms of the history of educational reform.
Sample lesson:
Worldcat could be used to teach 3.RI.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Students could do a basic search for "Science Fair Projects."
*How many results do you get from this search? (1920)
Under drop down menus in "Limit results," choose "Juvenile" for audience.
*How many results do you get once you narrow the search to children's materials? (854)
Return to the full list of "Science Fair Projects." Under the drop down menus in "Limit results," choose both "Juvenile" for audience and "nonfiction" for content.
*How many results do you get with these 2 limiters in place? (630)
Choose a book and click on its link. Click on the "Libraries worldwide that own item" link.
*What library would you be able to get this book from? Is there one in town (Siouxland Libraries)? One in South Dakota (Brookings)?
1. Using the Advanced Search, I looked through the search options on the drop down menu under "Keyword" and chose "Series Title." I also clicked the limiter "Books." I searched for "Percy Jackson and the Olympians," and all five titles in the series came up.
2. I searched for The Good and Beautiful God by James Bryan Smith. Eight results came up. There are 172 libraries worldwide who have this book. The top library is Rapid City Public Library (RCP).
3. The call number for The Good and Beautiful God is "231.7". The author, James Bryan Smith has written ten books that come up when you click his name, including Room of Marvels, some devotional books, and other books in this series or to accompany it. Clicking on the descriptor (subject) "God (Christianity) -- Worship and Love," other titles come up including: Made to Crave: Satisfying Your Deepest Desire with God, Not Food; Waiting for God; and Be Happy You Are Loved.
Discovery Exercise part 2:
In OAIster, I clicked on the result Facts on Kids in South Dakota. Under "Access" there are some links. I clicked on one and found some reports on different issues such as teen deaths from motor vehicle crashes, food insecurity and hunger, and early care and learning system. The direct links to some primary source documents are helpful for research projects.
Common Core Connections:
In my search for common core state standards, I found a few titles that looked interesting: 1) Something in common: the common core standards and the next chapter in American education, by Robert Rothman, 2) Text Complexity: Raising Rigor in Reading, by Douglas Fisher, Nancy Frey, and Diane Lapp, and 3) Wham!: Teaching with Graphic Novels throughout the Curriculum, by William G. Brozo, Gary B. Moorman, and Carla K. Meyer.
From the link "Libraries that own this item worldwide," I found #1 could be found at USD, #2 can be found at South Dakota State Library, and #3 can be found at USD.
Worldcat seems to be well organized and easy to use. With 915 hits related to Common Core Standards, it offers a wealth of information for teachers and librarians to find ideas on implementing the standards by both subject and grade level, as well as explaining where this concept falls in terms of the history of educational reform.
Sample lesson:
Worldcat could be used to teach 3.RI.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Students could do a basic search for "Science Fair Projects."
*How many results do you get from this search? (1920)
Under drop down menus in "Limit results," choose "Juvenile" for audience.
*How many results do you get once you narrow the search to children's materials? (854)
Return to the full list of "Science Fair Projects." Under the drop down menus in "Limit results," choose both "Juvenile" for audience and "nonfiction" for content.
*How many results do you get with these 2 limiters in place? (630)
Choose a book and click on its link. Click on the "Libraries worldwide that own item" link.
*What library would you be able to get this book from? Is there one in town (Siouxland Libraries)? One in South Dakota (Brookings)?
Sunday, March 2, 2014
Lesson 7: EBooks on EbscoHost
Basic Discovery Exercise:
1. I did a Basic Search on "Classroom Management." There were 94 results. I then chose to look at the second entry--Classroom Management that Works: Research Based Strategies for Every Teacher, by Robert J. and Jana S. Marzano and by Debra Pickering. Marzano was the researcher the administration/curriculum planners liked in the Sioux Falls School District. I like the table of contents link, so you can get right to the part you are interested in. Principals might look at the "Classroom management at the school level" chapter, whereas new teachers might want to looks at the "Getting off to a good start" chapter, which could complement Responsive Classroom's The First Six Weeks of School. I also like the idea of the "Most Relevant Pages from this ebook" link. Although it may not always be accurate, it can give you an idea of parts of the book or chapters you may want to read more from.
2. A Basic Search on TX (any text that has) "Constitution Day" turns up 36 results. Several are too difficult for elementary students, but 5th graders could use some of the reference sources for tidbits on information on this special day. Anniversaries and Holidays has a little bit of information on it. Another one they might be able to find information in is Speeches of the American Presidents.
3. A search of "Nebraska" under publisher gives 88 results. You can further narrow the search by choosing "history" under category, which shows 10 of the original 88 results. Biographies on several Native Americans and tribes are part of the list. For example, one title is My People, The Sioux. Another in this category is Black Elk Lives. Others that fall under the topic of Western history are Old Deadwood Days and From Fort Laramie to Wounded Knee: In a West that Was. Because of the PU restriction, all these titles were published by the University of Nebraska Press in Lincoln, Nebraska.
Common Core Connections:
5.RI.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts or information in two or more texts.
To teach this Common Core ELA Standard for Grade 5 on Information Text, Key Ideas and Details,
I would ask students to use Ebooks on EBSCOhost to search under the category "Children's & Young Adult Nonfiction"on the left side bar. Then they can access two books on career choices: 1) People at Work! A Students' A-Z Guide to 350 Jobs, and 2) Young Person's Occupational Outlook Handbook.
Then students could answer the following questions to compare and contrast the two books.
1. How are the two books similar?
2. How are the two books different?
3. Which book's structure is better for finding information on jobs related to computers?
4. Which book's structure is better for finding information on jobs related to acting?
5. Which book did you like better and why? Was it easier to use? Did it give more in depth information? Did it have more career options?
This could be done individually, in small groups, or even as a whole class on the Smartboard.
1. I did a Basic Search on "Classroom Management." There were 94 results. I then chose to look at the second entry--Classroom Management that Works: Research Based Strategies for Every Teacher, by Robert J. and Jana S. Marzano and by Debra Pickering. Marzano was the researcher the administration/curriculum planners liked in the Sioux Falls School District. I like the table of contents link, so you can get right to the part you are interested in. Principals might look at the "Classroom management at the school level" chapter, whereas new teachers might want to looks at the "Getting off to a good start" chapter, which could complement Responsive Classroom's The First Six Weeks of School. I also like the idea of the "Most Relevant Pages from this ebook" link. Although it may not always be accurate, it can give you an idea of parts of the book or chapters you may want to read more from.
2. A Basic Search on TX (any text that has) "Constitution Day" turns up 36 results. Several are too difficult for elementary students, but 5th graders could use some of the reference sources for tidbits on information on this special day. Anniversaries and Holidays has a little bit of information on it. Another one they might be able to find information in is Speeches of the American Presidents.
3. A search of "Nebraska" under publisher gives 88 results. You can further narrow the search by choosing "history" under category, which shows 10 of the original 88 results. Biographies on several Native Americans and tribes are part of the list. For example, one title is My People, The Sioux. Another in this category is Black Elk Lives. Others that fall under the topic of Western history are Old Deadwood Days and From Fort Laramie to Wounded Knee: In a West that Was. Because of the PU restriction, all these titles were published by the University of Nebraska Press in Lincoln, Nebraska.
Common Core Connections:
5.RI.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts or information in two or more texts.
To teach this Common Core ELA Standard for Grade 5 on Information Text, Key Ideas and Details,
I would ask students to use Ebooks on EBSCOhost to search under the category "Children's & Young Adult Nonfiction"on the left side bar. Then they can access two books on career choices: 1) People at Work! A Students' A-Z Guide to 350 Jobs, and 2) Young Person's Occupational Outlook Handbook.
Then students could answer the following questions to compare and contrast the two books.
1. How are the two books similar?
2. How are the two books different?
3. Which book's structure is better for finding information on jobs related to computers?
4. Which book's structure is better for finding information on jobs related to acting?
5. Which book did you like better and why? Was it easier to use? Did it give more in depth information? Did it have more career options?
This could be done individually, in small groups, or even as a whole class on the Smartboard.
Saturday, February 22, 2014
Lesson 6: Gale Virtual Reference Library
Basic Discovery Exercise:
1. I clicked on "Title List" and chose "Novels for Students, 1998, Vol. 1". Then on the left, I searched within this resource for Tom Sawyer, and I changed the search to "all volumes". Then The Adventures of Tom Sawyer does come up in Volume 6 of the Novels for Students resource. I selected this title, because one of our fifth grade teachers just requested a copy of this book. Students are usually very interested in the books their classroom teachers read aloud to them, so I thought I might get some questions on this book and its author. The sections on author biography, plot summary, characters, and themes could all be of interest to students. I also liked the sidebar notes. I think "What do I read next?" and "Media Adaptations" would be particularly interesting to students who enjoyed this title.
2. If you do a Basic Search on "foods with zinc," and limit to the nutrient zinc, you can find foods with various concentrations of zinc in them: oysters, beef, chicken, turkey, and yogurt are a few.
If you do a Basic Search on "Huckleberry Finn," and limit the document type to "Plot Summary," you will find a summary of the novel. Then, exploring further, you can look in the resource Literary Themes for Students: The American Dream, and click on "Full Text" and the "Plot Summary" link, and you will get to a section that describes the book in 3 to 6 chapters at a time. The "Listen" feature does work and reads you any section you have highlighted in the resource. Although it isn't eloquent or flawless in fluency, it would be beneficial for ELL students who need to get through a bunch of text in a short amount of time.
3. I read and commented on Mark Kenefick's and Kristi Jones' blog posts. It is interesting to see what others used for searches. Different searches can lead to learning different things about the databases.
Common Core Connections:
I clicked on "Education" on the left sidebar, and then searched for "creativity" within the "Education" subject. There were many articles under this search. One I skimmed was Team Teaching. I like how this article explains how team teaching can encourage creativity. Collaborating is something we want to do as teacher librarians. Part of our job is to work and teach along with classroom teachers so we can best meet the needs of all our students and help them learn in a variety of ways.
Another article I looked at that could be used to tie in to the common core standards is Lifelong Learning.
In The Encyclopedia of Education, lifelong learning is defined as:
Lifelong learning is the development of human potential through a continuously supportive process which stimulates and empowers individuals to acquire all the knowledge, values, skills, and understanding they will require throughout their lifetimes and to apply them with confidence, creativity and enjoyment in all roles, circumstances, and environments. (Longworth and Davies, p. 22)
I think the idea of applying skills such as learning new vocabulary is important. We want students to learn this in school but also keep using the skill throughout their lives as they read and come across words they don't know.
5.L.4 Vocabulary Acquisition and Use:
Strategies
a. context
b. affixes and roots
c. reference materials
To teach this skill, I would copy a page from one of this year's Prairie Pasque books such as "Harry Houdini: The Legend of the World's Greatest Escape Artist" or "The Elephant Scientist" and have students highlight a word they either don't know the definition of or would like to know the exact definition of (even if they "sort of" know what it means). I would model one word like this for the class and show them how I would use the strategies of context, affixes and or roots and reference materials such as dictionary.com to learn its meaning. If using Elephant Scientist, for example, I might model the word "vibrational." Then I would ask them to go through the same process for a word they found. This could be done individually or in pairs.
Works Cited
LONGWORTH, NORMAN, and DAVIES, W. KEITH. 1996. Lifelong Learning: New Vision, New Implications, New Roles for People, Organizations, Nations and Communities in the 21st Century. London: Kogan Page.
1. I clicked on "Title List" and chose "Novels for Students, 1998, Vol. 1". Then on the left, I searched within this resource for Tom Sawyer, and I changed the search to "all volumes". Then The Adventures of Tom Sawyer does come up in Volume 6 of the Novels for Students resource. I selected this title, because one of our fifth grade teachers just requested a copy of this book. Students are usually very interested in the books their classroom teachers read aloud to them, so I thought I might get some questions on this book and its author. The sections on author biography, plot summary, characters, and themes could all be of interest to students. I also liked the sidebar notes. I think "What do I read next?" and "Media Adaptations" would be particularly interesting to students who enjoyed this title.
2. If you do a Basic Search on "foods with zinc," and limit to the nutrient zinc, you can find foods with various concentrations of zinc in them: oysters, beef, chicken, turkey, and yogurt are a few.
If you do a Basic Search on "Huckleberry Finn," and limit the document type to "Plot Summary," you will find a summary of the novel. Then, exploring further, you can look in the resource Literary Themes for Students: The American Dream, and click on "Full Text" and the "Plot Summary" link, and you will get to a section that describes the book in 3 to 6 chapters at a time. The "Listen" feature does work and reads you any section you have highlighted in the resource. Although it isn't eloquent or flawless in fluency, it would be beneficial for ELL students who need to get through a bunch of text in a short amount of time.
3. I read and commented on Mark Kenefick's and Kristi Jones' blog posts. It is interesting to see what others used for searches. Different searches can lead to learning different things about the databases.
Common Core Connections:
I clicked on "Education" on the left sidebar, and then searched for "creativity" within the "Education" subject. There were many articles under this search. One I skimmed was Team Teaching. I like how this article explains how team teaching can encourage creativity. Collaborating is something we want to do as teacher librarians. Part of our job is to work and teach along with classroom teachers so we can best meet the needs of all our students and help them learn in a variety of ways.
Another article I looked at that could be used to tie in to the common core standards is Lifelong Learning.
In The Encyclopedia of Education, lifelong learning is defined as:
Lifelong learning is the development of human potential through a continuously supportive process which stimulates and empowers individuals to acquire all the knowledge, values, skills, and understanding they will require throughout their lifetimes and to apply them with confidence, creativity and enjoyment in all roles, circumstances, and environments. (Longworth and Davies, p. 22)
I think the idea of applying skills such as learning new vocabulary is important. We want students to learn this in school but also keep using the skill throughout their lives as they read and come across words they don't know.
5.L.4 Vocabulary Acquisition and Use:
Strategies
a. context
b. affixes and roots
c. reference materials
To teach this skill, I would copy a page from one of this year's Prairie Pasque books such as "Harry Houdini: The Legend of the World's Greatest Escape Artist" or "The Elephant Scientist" and have students highlight a word they either don't know the definition of or would like to know the exact definition of (even if they "sort of" know what it means). I would model one word like this for the class and show them how I would use the strategies of context, affixes and or roots and reference materials such as dictionary.com to learn its meaning. If using Elephant Scientist, for example, I might model the word "vibrational." Then I would ask them to go through the same process for a word they found. This could be done individually or in pairs.
Works Cited
LONGWORTH, NORMAN, and DAVIES, W. KEITH. 1996. Lifelong Learning: New Vision, New Implications, New Roles for People, Organizations, Nations and Communities in the 21st Century. London: Kogan Page.
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