tag:blogger.com,1999:blog-36521373611394966032024-03-18T21:40:07.372-07:00Monarch's Librarian BlogA peek into the mind
of an elementary school librarianKeisa Williamshttp://www.blogger.com/profile/03278307217109429923noreply@blogger.comBlogger22125tag:blogger.com,1999:blog-3652137361139496603.post-59293631233393102362010-09-30T21:58:00.000-07:002010-09-30T21:58:28.466-07:00Reinforcing Prepositions with the ArtisanCam Picture Book Maker<div class="separator" style="clear: both; text-align: center;"><a href="http://twitpic.com/2st7il" style="margin-left: 1em; margin-right: 1em;" title="2nd graders are LOVING this: http://tinyurl.com/mkzcqd The bo... on Twitpic"><img alt="2nd graders are LOVING this: http://tinyurl.com/mkzcqd The bo... on Twitpic" height="150" src="http://twitpic.com/show/thumb/2st7il.jpg" width="150" /></a></div><br />
<a href="http://twitpic.com/2st7il" title="2nd graders are LOVING this: http://tinyurl.com/mkzcqd The bo... on Twitpic"></a>I love digital storytelling. When I saw this twitpic from <a href="http://twitter.com/kditzler">@kditzler</a>, the gears in my brain started turning. This book was made with the ArtisanCam Picture Book Maker. When I laid my eyes on the website, I fell in love. The book maker actually looks like a little picture book.<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkiFzx8c1CqzSorxmxqZsaz6tyntuBSEOzvCZCMiQsMSt1-Dh9d5SkEQovNEWixF7Li7jgZRr4PtTb3swj4RiD1a29XXGrE9lhIYafhnxlvS67PmmOy0e7ub8CtjX7cPg5t55doAuFbSk/s1600/Picture+1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="234" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkiFzx8c1CqzSorxmxqZsaz6tyntuBSEOzvCZCMiQsMSt1-Dh9d5SkEQovNEWixF7Li7jgZRr4PtTb3swj4RiD1a29XXGrE9lhIYafhnxlvS67PmmOy0e7ub8CtjX7cPg5t55doAuFbSk/s320/Picture+1.png" width="320" /></a></div><div class="separator" style="clear: both; text-align: left;">The site is so easy to use that <a href="http://www.artisancam.org.uk/flashapps/picturebookmaker/picturebookmaker.php?PHPSESSID=08a51be9b0bb242839c8dd8cbf2a9025">I created my own book</a> in less than 10 minutes. I've been talking to my ELL kindergarten students about prepositions. One of their favorite videos is Grover's<a href="http://www.youtube.com/watch?v=XKu3NE7Omkw"> Over, Under, Through</a> song. They also love singing <a href="http://www.youtube.com/watch?v=ytc0U2WAz4s">We're Going on a Bear Hunt</a>. I'd love to have them create books, or have the upper grades create books for them. Our students have budding reading every Friday. This would be a great way to share their writing. </div><div class="separator" style="clear: both; text-align: left;"><br />
</div><div class="separator" style="clear: both; text-align: left;">You may choose from several different animals, backgrounds, and props. The toolbars are easy to use. My lower elementary students should have minimal problems navigating this book maker. </div><div class="separator" style="clear: both; text-align: left;"><br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDxLIa3oPSNmzTg6hNNJEMO0VjD6QhfjU17LtkYMVgsZaCyskKMgbFLaRGXtT14UIFKItVDoM5XGfYg40sjAgpqlXUk7BvA32PRwT4LjeUpxOPkq-D64pOnCvOjayiNuycPedhc3Ihwjo/s1600/Picture+2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="228" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDxLIa3oPSNmzTg6hNNJEMO0VjD6QhfjU17LtkYMVgsZaCyskKMgbFLaRGXtT14UIFKItVDoM5XGfYg40sjAgpqlXUk7BvA32PRwT4LjeUpxOPkq-D64pOnCvOjayiNuycPedhc3Ihwjo/s320/Picture+2.png" width="320" /></a></div><div class="separator" style="clear: both; text-align: left;"><br />
</div>I will provide my students with a list of sample prepositions/prepositional phrases and let them loose to see what they create:<br />
<br />
over<br />
under<br />
through<br />
around<br />
near<br />
far<br />
next to<br />
above<br />
below<br />
on top of<br />
in the middle<br />
across<br />
up<br />
down<br />
beneath<br />
between<br />
beyond<br />
besides<br />
into<br />
towards<br />
with<br />
within<br />
without<br />
on<br />
off<br />
to the right<br />
<br />
Other Interesting Preposition Lessons:<br />
<br />
<ul><li><a href="http://www.brighthub.com/education/k-12/articles/46146.aspx">Elementary Ideas For Teaching Prepositions </a></li>
<li><a href="http://www.eslflow.com/prepositionlessonplans.html">Preposition Lesson Plans and Resources </a></li>
</ul><br />
<br />
Interactive Preposition Games:<br />
<br />
<ul><li><a href="http://www.tcet.com/eaonline/FlashedESL/CatsMX.swf">Cat and Mouse</a></li>
<li><a href="http://www.reggie.net/teaching/unopreps.htm">Uno Game for Prepositions</a> </li>
<li><a href="http://www.oup.com/elt/global/products/englishfile/elementary/i_games/theanteatergame/games_ant01/">Anteater Preposition Game</a></li>
<li><a href="http://www.storyplace.org/PRESCHOOL/activities/fishtaleonlineactivity.swf">Fishtale Online Activity</a></li>
<li><a href="http://www.activityvillage.co.uk/observation_skills_videos.htm">Observation Skills Videos</a></li>
</ul>Keisa Williamshttp://www.blogger.com/profile/03278307217109429923noreply@blogger.com1tag:blogger.com,1999:blog-3652137361139496603.post-49624289878451993032010-08-24T21:28:00.000-07:002010-08-24T21:41:06.370-07:00Autonomy is the new BLACK.<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1LvroNj9W6hjiymw7abxZzEh8umGPiv57CxndaYTrqlu8dav3DgSlGJKQZ-AJKd0x3dFJxbjOJ8CiHMqbF0fjZRTS7EcuGhNSTHxkpI47AbqTHLXyChY9hSiFI-1Tyb-FWlV8WRmBLo8/s1600/h.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1LvroNj9W6hjiymw7abxZzEh8umGPiv57CxndaYTrqlu8dav3DgSlGJKQZ-AJKd0x3dFJxbjOJ8CiHMqbF0fjZRTS7EcuGhNSTHxkpI47AbqTHLXyChY9hSiFI-1Tyb-FWlV8WRmBLo8/s320/h.jpg" /></a></div>Lot's of changes are taking place in my library. Everything that I have done up to this point has prepared my kids for what is next. This year is about trying any and every thing that will empower my kids to take control of their lives. I want them to learn new skills, be responsible for themselves and for their property, and to make a firm investment in their learning. Funny how all of this was prompted by my library assistant's reduction in hours. Instead of 6 hours per day, she now works 3 hours per day and 1 hour outside as the crossing guard. When I heard this news, I panicked. I couldn't imaging how I could run the library by myself.<br />
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I happened to see a tweet from @PrincipalsPage, that led me to his Principals Page Blog. The entry, "<a href="http://www.principalspage.com/theblog/archives/new-ways-to-do-old-things">New Ways to Do Old Things</a>", intrigued me. There was a video where you watch someone tie shoes in a quick and unusual way.<br />
<object height="405" width="500"><param name="movie" value="http://www.youtube-nocookie.com/v/TKWL1md7Dv4?fs=1&hl=en_US&color1=0x402061&color2=0x9461ca&border=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube-nocookie.com/v/TKWL1md7Dv4?fs=1&hl=en_US&color1=0x402061&color2=0x9461ca&border=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="500" height="405"></embed></object><br />
<br />
I had to present to my staff this summer to give an introduction to the library. It's a presentation I do every year. Each time is different. My first year I created a PPT (<a href="http://www.lowmorale.co.uk/images/lm_9_9_1.swf">Ouch!</a> That went over like watching paint dry.) One year I had the staff perform a reader's theater script. Another year I highlighted resources in the library and re-introduced them to the <a href="http://monarchlibrary.wikispaces.com/">Monarch Library Wiki</a> and presented the <a href="http://monarchlibrary.wikispaces.com/dialastory">Dial-A-Story</a> line. This year, I felt defeated. I was in the process of writing an article for <a href="http://www.schoollibrarymonthly.com/">School Library Monthly</a> about how librarians and libraries need to change in order to meet the needs of students, staff, and parents in the 21st century. I didn't know how I could possibly do MORE with less. When I saw that video, something clicked inside me. I needed to THINK differently. When I presented to the staff, I said, "What if you lost your thumb? Would you stop tying your shoes? What if you lost 2 fingers? What if you lost your right hand? Well, that is what's happening this year. I have lost my right hand...my assistant...and so have you (Classroom aides in the school have been eliminated or severely reduced)." I went on to say that there were problems with the schedule, I had no time to plan, and more duties. I ended with, "blah blah blah...wah wah wah!" "Who wants to hear that?" The bottom line is that we are all here for the students and we all have difficult circumstances, but there are too many things that I have to give and I'm not giving up. I told them that this is the year that I think out of the box. Look forward to some HUGE changes in the library.<br />
<br />
Back then, I had no idea what those changes would be. I had been tinkering with the idea of holding my classes like a hybrid online class. My student are accustomed to <a href="http://www.schoollibraryjournal.com/article/CA6720446.html">navigating</a> to the <a href="http://monarchcenters.wikispaces.com/">Monarch Centers Wiki</a> and playing learning games. I figured I could take this one step further and create a <a href="http://monarchlibrary.wikispaces.com/learninglab">learning lab </a>where students could practice skills. Who knew that a few weeks later, Dr. Loertscher, my former professor and now colleague, would be standing in my library filling my brain with all kinds of <a href="http://schoollearningcommons.pbworks.com/">radical ideas</a> of "guerrilla librarianship" (more on that later).<br />
<br />
So what have I tried so far this year?<br />
<br />
<a href="http://twitpic.com/2hxy4k" title="2nd grader self-checking out a book from the library. #tlchat... on Twitpic"><img alt="2nd grader self-checking out a book from the library. #tlchat... on Twitpic" height="150" src="http://twitpic.com/show/thumb/2hxy4k.jpg" width="150" /></a><br />
<br />
<b>Self-Check-In and Sorting in the library cart.</b><br />
Inspired by <a href="http://wp.lps.org/mediabelmont/">Belmont Elementary</a> librarian, Rhonda Deabler's (<a href="http://twitter.com/rdeable">@rdeable</a>) contribution to the <a href="http://elementarylibraryroutines.wikispaces.com/Check+In">Elementary Library Routines Wiki</a>, I decided to train my students to check in their own books and sort them in the purple library cart. In previous years, the cart served as a holding space for books that needed to be shelved. Students would place them anywhere in the cart and my assistant would sort and shelve the books later. After seeing <a href="http://www.flickr.com/photos/rdeabler/4810468576/in/photostream/">images</a> of Rhonda's system, I added numbers to my library cart. I know how much students love online games, so I had them play the <a href="http://users.ece.utexas.edu/%7Evalmstrum/s2s/utopia/library4/src/library4.html">Order in the Library</a> game. The "sorting-level 1" game reinforces the skill of sorting books into a library cart according to the call number on the book.<br />
<br />
After playing the game a couple times, I handed out books and had them sort them in the purple cart. There were only a few kinks, but it worked well. After the first time, I realized I needed to be explicit about my directions on how to place the book in the cart: with the book title facing out, and sideways w/ the spine up if the book was too wide to fit upright. I also had to remind students to stand the books back up if they slip down to prevent books from getting damaged. I stressed that this was OUR library and we all need to pitch in. If someone notices a book out of place...fix it. If there is a paper on the floor, pick it up. If a chair was left out...push it in.<br />
<br />
So how is it going? Fabulously! Kids love checking in their books. I took it one step further and I am now training the entire school, grades 1-5, to check-out their own books. I added barcodes to my <a href="http://elementarylibraryroutines.wikispaces.com/Using+a+Shelf+Marker">shelf-markers</a> (paint stir sticks). I attached a scanner to the Promethean Board computer and turned the speaker volume way up (so I can hear any error messages from across the room). We use Follett's Circulation Plus. Students make sure the "Check-Out" button is selected. When students scan their barcode, their picture and name appear on the screen. Then they scan their books. The next student scans their shelf-marker and books, etc. The line went pretty smoothly. Every now and then a student would scan the ISBN number instead of my barcode and the computer would make a noise and display a pop-up notifying of the wrong barcode error. What a great way to get kids to notice AND READ pop-ups. I told them that pop-ups and error messages are the only way the computer can communicate with them. Don't ignore the computer. Answer it (with an OK, Cancel, or whatever option makes sense at the time...but NOT by pressing the X without reading the message).<br />
<br />
If this small change is any indication of what is to come for me, my kids, and our library this year...prepare to have your mind blown! Really. ;)Keisa Williamshttp://www.blogger.com/profile/03278307217109429923noreply@blogger.com3tag:blogger.com,1999:blog-3652137361139496603.post-30245142143043654602010-03-07T01:15:00.000-08:002010-03-07T01:15:15.566-08:00Technology Detour In the Library<b>Originally, I was approached to write a piece about my library in School Library Journal. After several revisions, the editor decided to <a href="http://www.schoollibraryjournal.com/article/CA6720446.html">write her own story</a> based upon my story and several interviews. Since I worked so hard on the story, I decided to post it on my blog.</b> <br />
<a href="http://picasaweb.google.com/lh/photo/O601jUVunUeuAgyhmjwe1g?authkey=Gv1sRgCNyKq7X95rT9bg&feat=embedwebsite"><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfdMtRK6XCfWCn5YXkD-iEf6esug25PTRTdUSwxx3PqQziUt_hNiK0_ouhFsJOAdpt7PM7qItfKFUtNcmtZ7bie3Pi706BqftGEdxCQmgEcIHqZiGByxFAPHBv5P2g-WwMhOyNuk8nsN4/s288/detour-1.jpg" /></a><br />
It was another 100+ degree day in Oakland, CA. My library felt like an incubation tank as it is lined with windows on two of the four walls. I am the librarian at <a href="http://www.aspirepublicschools.org/monarch/">Monarch Academy</a>, a K-5 public charter school. It has taken four years to get my way, but finally the principal has placed one of the four existing mobile laptop carts in the library. With a 90% ELL population and a mere 50 minutes with my students, incorporating vocabulary instruction into my lessons became the challenge, keeping in mind that we also needed time for book selection and check out.<br />
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I decided to change my book exchange to every 2 weeks for grades 3-5 and use that extra class to pre-teach vocabulary before every readaloud. Open checkout before and after school should give students ample time to exchange books when needed. My first book? <i>Tomas and the Library Lady</i> by Pat Mora. I consulted Isabel Beck's book, <i>Bringing Words to Life: Robust Vocabulary Instruction</i>. Chapter two provides strategies for choosing Tier II vocabulary words. Beck defines Tier II vocabulary as, "the words are likely to appear frequently in a wide variety of texts and in the written and oral language of mature language users." I chose several Tier II vocabulary words from Tomas and the Library Lady, as well as commonly misspelled words from the text. In order to "play" with the words, I decided to use SpellingCity, a free online program where I input vocabulary words so students would have the opportunity to interact with the words in a game-style learning environment. (<a href="http://www.spellingcity.com/view-spelling-list.html?listId=1361130">My SpellingCity Vocabulary</a>)<br />
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I thought I had everything planned out. I spent the last months of school working with the IT department to unblock websites, install updates and load new software. I spent the summer researching and gleaning information from my colleagues on Twitter about tech integration and vocabulary instruction. I devised procedures for cleaning hands, the direction of walking traffic in the library, how to approach the laptop cart, how to walk to your seat holding the laptop. I spent the first week of school implementing <a href="http://www.wholebrainteaching.com/">Whole Brain Teaching</a> classroom management methods. I had attention signals and procedures to ask for help. I even demonstrated to students, using the Promethean board, how to log in and navigate to their daily lesson on the library wiki (In hindsight, they may have thought they were watching a movie). I planned to use SpellingCity, a free online program that allows you to customize its game-style learning environment with your own vocabulary words. Instead, we spent our 50 minutes learning to log in, log out, and return the laptops to the cart.<br />
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So what did I learn from this? I learned that the beginning is not where I thought it was. I can't use technology as a tool to teach curricular content until I introduce technology to my students. It's not a tool that they know. I also had not anticipated the variety of challenges that I would face that day, including power limitations and IT frustrations. We took a grand detour. Here are some of the things we discovered along the way.<br />
<b><br />
Challenge: Electricity</b><br />
If the Promethean board is turned on with more than one fan going, we have a power surge. Everything turns off and stays off until I go to the circuit box to flip the switch. The principal has enlisted the help of a district electrician to come and analyze our library situation. As a result, two additional electric lines will be added to sustain the technology we use (Alphasmart cart, laptop cart, Promethean board, fans, laminator, and anything else we need to plug into an outlet)<br />
<b><br />
Challenge- Laptop Blues</b><br />
The laptop batteries last for 1 1/2 to 2 hours and I teach for 6 hours during the day. This means I have to stagger computer use so that they are only used in the morning and in the late afternoon. The laptops recharge in the cart during the middle of the day. I also have to deal with a lack of administrative privileges on the laptops. All of our laptops are frozen with Deep Freeze software in order to prevent changes to the computer configuration. Only the IT team has the password to make changes and it takes several months for IT to respond to change requests for laptops. Some of the problems: some computers are defaulted to "mute", some computers default to "restart" when you go into shutdown mode; some computers are missing a java or flash plugins; and there are various virus definition popups upon login.<br />
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<b>Challenge: How to use the Trackpad</b><br />
I demonstrated how to use the trackpad and then each student practiced on their own. We do not have the budge to purchase mice. To prevent students from scratching the track pad, I explained it to be sensitive, like the skin on tip of their nose. I touched my nose with the soft tip of my index finger and had them do the same. I then had them repeat the touch, but this time with their finger nail. We moved from our noses to the trackpad. In hindsight, the tip of the nose is too close to being inside the nose. Next time I will have them touch the skin on the back of their hand.<br />
Students also had a hard time using the trackpad and left-click button to scroll or drag. We practiced several times using one and two hand techniques while playing a variety of mouse skills games (see list below). A favorite of the kindergarten class is <a href="http://monarchcenters.wikispaces.com/bubblewrap">popping bubble wrap</a>.<br />
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<b>Challenge: Hygiene</b><br />
"Do not put your fingers inside any of the holes in your face".<br />
I work with elementary students, and so I must discuss hygiene. I talk about germs and how they spread. In order to illustrate this, I use my <a href="http://www.lakeshorelearning.com/seo/p|XA972~~f|/Assortments/Lakeshore/ShopByCategory/science/viewall.jsp">Zoom Scope TV Microscope</a> and examine the keyboard while projecting the image to the Promethean board. Once students see the germs on the big screen, it is fixed in their minds. I also wear a pin of a <a href="http://www.thesimpsonsquotes.com/images/ralph_nose.gif">Simpson's character</a> with his finger in his nose. If I see a student with hands close to their face, I point to the button and say, "nose"...and they stop. <br />
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<b>Challenge: New Technology Vocabulary</b><br />
I hadn't considered that 1/3 of my students had never touched a laptop and only half of them have computers at home. Even if they had experience using a laptop, they were not familiar with technology-related terms. Some of our technology vocabulary included: cursor, scroll, click, double-click, icon, shortcut, keyboard, space bar, keys, url, links, and trackpad. I used the <a href="http://www.bbc.co.uk/computertutor/computertutorone/">BBC's Computer Tutor</a> to reinforce the computer vocabulary. <br />
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<b>Challenge: Pressing Key Combinations: CTRL+ALT+DELETE and using the SHIFT KEY</b><br />
It took a while before students understood how to press the ctrl+alt+delete key combinations in order to login with the network password. I have a huge keyboard on the wall. I modeled how to press the keys in sequence until all keys were depressed. The students also had the habit of using the Caps Lock key instead of the Shift Key when making capital letters. In my 1st grade classes, students practiced typing the alphabet and used the shift key to make a capital letter when they reached the initial of their first name.<br />
<b><br />
Challenge: Pop-ups and what to do.</b><br />
I had to talk to students about the after login pop-ups notifying of the network connection, installation of the printer, and old virus definition warnings. I didn't want them to arbitrarily click the X for every popup so I stressed the importance of READING the popup. Popups represent a message from the computer. I want them to get into the habit of reading the popup and then figure out what they need to do next.<br />
<br />
<b>Challenge: Right click, Left Click, Double Click Blues</b><br />
Another assumption I found myself adjusting was that clicking is intuitive. I've been using computers for years and, frankly, it didn't occur to me that we might spend so much time distinguishing among clicking behaviors. "Click on the link. When I say 'click' it always means LEFT click. When we click on a link, that is a single click. Clicking on an icon on the desktop is a double click." I used song tempo to explain how fast they need to double click. The pressure used on a keyboard needed to be addressed. "Touch the keys like they are hot-without banging on the keyboard". The left click button is all about what you want the computer to DO, the right click button allows you to SEE the options in a menu. Then there is the problem of not knowing the difference between left and right. I have students hold their hands up in front of them, looking at the backs of their hands paying attention to the index fingers and thumb. I tell them the hand that looks like the letter L is the left hand.<br />
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<b>Challenge: Laptop Posture </b><br />
Having had two carpel tunnel operations, I understand the importance of proper head, neck, shoulder, and wrist postures. However, taking a look at my library tables and the little bodies using the machines, it was clear that I would not be able to enforce this one. Less than half of their feet reach the floor!<br />
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I tweeted about my frustration and about teaching keyboarding lessons. I received a tweet from Ira Socol (<a href="http://twitter.com/@Irasocol">@Irasocol</a>), Special Education Technology Scholar, at Michigan State University's College of Education, who suggested that teaching keyboarding on traditional keyboards is an invitation to injury, as well as a skill tied to the needs of the last century. I subsequently did a ton of research on assistive technologies. Unfortunately, my school does not have the budget to provide the alternative keyboards, mice, and/or ergonomic tables and chairs to implement this solution. I decided to forgo the keyboarding lessons and opt for a more organic way to teach familiarization of the keyboard using a two finger "hunt and peck" approach. Today, it seems that the most important thing to learn is to be flexible and adaptable with text entry -there are full keyboards, there are phone-sized keyboards, there are phone keypads (2 or 3 letters to a key), on-screen keyboards, there is Speech Recognition, and people use all of these every day. My son is pretty fast using his thumbs on my iPhone. As a matter of fact, he told me that he prefers to use the iPhone when typing over the keyboard because the iPhone has a predictive text feature where he is able to type part of a word and then use the space bar after the word pops up. It will also correct spelling as you type. He is not alone, <a href="http://portal.acm.org/citation.cfm?id=1056808.1056898">British studies</a> have shown that teenagers "type" faster on their phones than on keyboards, as fast as 60 wpm with minimum practice.<br />
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I explored a few links from <a href="http://speedchange.blogspot.com/2009/03/csun-2009-text-to-speech-from-start.html">Ira Socol</a> suggesting a variety of free assitive technology software options and I will put in a ticket for our IT department to install these on every laptop and desktop in our school.<br />
<br />
<b>Challenge: Advertising</b><br />
I am the Queen of FREE, which means that sometimes the websites I choose to use with students contain ads. I used this as an opportunity to talk about the purpose of advertising. While I love using SpellingCity, it has ads on the right side that can sometimes confuse the students. I identified the ads to the students and demonstrated how the ads take you away from the learning website. After having several students "accidentally" click on ads and not know how to get back to the library wiki, I altered my wiki links to open in a new window. If students get lost, all they need to do is close the page (x it out) and start again at the library classroom wiki page. <br />
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<b>My laptop Journey Continues</b><br />
While I have a while before I come full circle on my technology integration adventure, I know that the skills I am teaching will last my students a lifetime. Don't be afraid to go back to the drawing board. I used to continue with a plan, even when I knew things were falling apart. Using technology in the library is like building a house. We must begin with a strong foundation.<br />
As we are learning about urls, websites, popups, pointing and clicking, multiple browser windows, etc, we are also learning about digital citizenship, how to determine if the information from a website is from a reliable source, password protection, and cyberbullying.<br />
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One thing I love about detours: you discover things you had never seen before. You eventually get to your destination. We will eventually get there. Right now, the kids and I are enjoying the ride. <br />
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During your own technology detour, I suggest using the following tools and resources:<br />
<b><br />
Web 2.0 Vocabulary Resources</b><br />
<br />
<b>Book</b><br />
* Chapter 2 from Isabel L. Beck's <i>Bringing Words to Life: Robust Vocabulary Instruction (Tier 2 article)</i><br />
* <a href="http://books.google.com/books?id=i945_YRldQMC&printsec=frontcover&dq=Isabel+L.+Beck%27s+Bringing+Words+to+Life:+Robust+Vocabulary+Instruction&ei=NEWtSv68JpPyNODEoJQN#v=onepage&q=&f=false">Google books link</a> <br />
* <a href="http://www.amazon.com/Bringing-Words-Life-Vocabulary-Instruction/dp/1572307536">Amazon link</a><br />
<br />
<b><a href="http://www.wordsift.com">http://www.wordsift.com/">WordSift- Visualize Text</a></b><br />
Copy and paste your text into WordSift in order to see the big picture (mashup of a Tag Cloud, Google Images, Youtube Clips, Visual Thesaurus). You will need to preview all of your vocabulary words before you allow students to use this tool as it pulls images from Google Images and videos from Youtube.<br />
<br />
<b><a href="http://www.spellingcity.com/">SpellingCity</a></b><br />
* Spelling city allows your students to hear the word in a sentence, practice the spelling, and make connections with the words and definitions. You may also embed their widget to your webpage or wiki. My kids loved taking the spelling test at the end and earning their own personalized spelling certificate.<br />
* You may <a href="http://www.spellingcity.com/images/teacherletter.pdf">download a Parent Letter template</a> to print and send home with your students to keep parents involved with vocabulary instruction <br />
* Spelling city provides a widget to link to their site that you may embed to your webpage or wiki.<br />
<br />
<b><a href="http://www.visualthesaurus.com/vocabgrabber/">VocabGrabber</a></b><br />
Paste in the text from your readaloud and you will see the magic of this website: tag cloud of relevant vocabulary words and read words in context of the passage. You also have the ability to narrow selection of vocabulary words by subject: geography, people, social studies, arts & literature, math, science, & vocabulary.<br />
<b><br />
<a href="http://www.visuwords.com/">Visuwords</a></b><br />
In this online graphical dictionary, students will begin to see not only the definition and parts of speech, but the relationship between words. This site also reinforces map skills and using a key. I switched from using <a href="http://www.visualthesaurus.com/">Visual Thesaurus</a> to Visuwords because it is FREE and there is no need for registration or login. I love embed option of the Visual Thesaurus and I hope that one day Visuwords makes this feature available.<br />
<b><br />
Free and Open Source Assistive Technology Software </b><br />
<br />
<a href="http://speedchange.blogspot.com/2009/03/csun-2009-text-to-speech-from-start.html">CSUN 2009: Text-To-Speech from the Start</a><br />
Ira Socol's Speed of Change blog post from the Technology and Persons with Disabilities Conference.<br />
<b><br />
<a href="http://www.wordtalk.org.uk/Home/">Word Talk</a></b><br />
Free Text-to-Speech plugin for Microsoft Word<br />
<b><br />
<a href="http://www.naturalreaders.com/">Natural Reader</a></b><br />
Free Text to Speech software (Natural Voices included in the paid version)<br />
I plan to use this with students as a proofreading tool and as an additional support in reading text in webpages.<br />
<br />
<b><a href="http://www.accessfirefox.org/CLiCk_Speak.php">Click, Speak</a></b><br />
Free Open Source extension for the Firefox browser. It features a mouse driven interface and it reads webpages.<br />
<br />
<b><a href="http://www.oatsoft.org/Software/Software/by-category/Repository/Need/Typing">OATS Open Source Technology Software</a></b>: Text Input Projects<br />
Projects related to text input to a computer or other aspects of typing<br />
<a href="http://www.pure-mac.com/access.html"><br />
Accessibility Tools for Macs</a><br />
<b><br />
Mouse Skills Games and Resources</b><br />
<br />
<b><a href="http://www.bbc.co.uk/computertutor/computertutorone/index.shtml">BBC's Computer Tutor</a></b><br />
Learn how to use a mouse, keyboard, and computer screen.<br />
<b><br />
<a href="http://www.internet4classrooms.com/early_childhood/mouse_skills_pre-k.htm">Internet4Classrooms</a></b> List of Early Childhood Mouse Skills Resources<br />
<br />
<b><a href="http://www.earobics.com/gamegoo/games/tina2/tina2lo.html">Tina's World</a> from the Game Goo Website</b><br />
Help Tina find the bugs, using your mouse or trackpad, as you practice listening and following three-step directions.<br />
<br />
<b><a href="http://www.primaryresources.co.uk/online/teddydress.swf">Dress the Teddy Bear</a></b><br />
Practice dragging and dropping with this simple flash game.<br />
<b><br />
<a href="http://www.abcya.com/alphabet.htm">Alphabetical Order by ABCya!</a></b><br />
(contains ads)<br />
Practice dragging and dropping while placing the letters in alphabetical order.<br />
<br />
<b>Mouseaerobics</b> by the Central Kansas Library System<br />
May be used for upper elementary-adult learners.<br />
<a href="http://www.ckls.org/~crippel/computerlab/tutorials/mouse/page1.html">http://www.ckls.org/~crippel/computerlab/tutorials/mouse/page1.html</a><br />
<b><br />
<a href="http://www.seniornet.org/howto/mouseexercises/mousepractice.html">Mouse Exercises</a></b><br />
Exercises to practice placing the mouse, clicking, drag and drop, and drawing with a mouse.Keisa Williamshttp://www.blogger.com/profile/03278307217109429923noreply@blogger.com2tag:blogger.com,1999:blog-3652137361139496603.post-20185242540691514752010-03-06T16:18:00.000-08:002010-03-06T16:19:31.374-08:00My library is featured in School Library Journal!<table style="width:auto;"><tr><td><a href="http://picasaweb.google.com/lh/photo/s8vrqef_cAotOpiApS5Amw?feat=embedwebsite"><img src="http://lh6.ggpht.com/_l9x8MUlxN2c/S5LwX0jcbKI/AAAAAAAALZg/bVns5_v1CHI/s400/4401258553_46267f163f_o.jpg" /></a></td></tr>
<tr><td style="font-family:arial,sans-serif; font-size:11px; text-align:right">From <a href="http://picasaweb.google.com/monarchlibrary/InsideMonarchSLibrary?feat=embedwebsite">Inside Monarch's Library</a></td></tr>
</table><h1> </h1><h1><a href="http://www.schoollibraryjournal.com/article/CA6720446.html">Of Mice and Mentors: An educator with great plans finds she must teach basic computer skills</a> </h1><h1> </h1>Keisa Williamshttp://www.blogger.com/profile/03278307217109429923noreply@blogger.com0tag:blogger.com,1999:blog-3652137361139496603.post-53927575516395010872009-07-17T00:15:00.000-07:002009-07-17T00:17:50.329-07:00Wordle of President Obama's Speech to the NAACP 2009<a href="http://www.wordle.net/gallery/wrdl/1003280/President_Obama%27s_Speech_to_the_NAACP_2009" title="Wordle: President Obama's Speech to the NAACP 2009"><img src="http://www.wordle.net/thumb/wrdl/1003280/President_Obama%27s_Speech_to_the_NAACP_2009" alt="Wordle: President Obama's Speech to the NAACP 2009" style="border: 1px solid rgb(221, 221, 221); padding: 4px;" /></a><br /><br />Fulltext available <a href="http://blackpoliticsontheweb.com/2009/07/16/full-text-of-president-obama-speech-to-the-naacp-centennial-convention/">here</a>.Keisa Williamshttp://www.blogger.com/profile/03278307217109429923noreply@blogger.com0tag:blogger.com,1999:blog-3652137361139496603.post-54535243253483315922009-07-11T01:25:00.000-07:002009-07-11T01:54:38.780-07:00Library Schedule 2008-2009- Where do we go from here?<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiQQhNRLGflzYYvJznXSpTEkoYGB1pt01XTTER5vVztGz4t4m_oVgmtUxAWf5BTFqS3O2OLeSW18_d4Y6d51ezXuuYi8zpn69c6-G-oXS9o9lp_xfdPRLIj0RDZQQ6INetK6OsztdbXLI/s1600-h/Picture+2.png"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 200px; height: 50px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiQQhNRLGflzYYvJznXSpTEkoYGB1pt01XTTER5vVztGz4t4m_oVgmtUxAWf5BTFqS3O2OLeSW18_d4Y6d51ezXuuYi8zpn69c6-G-oXS9o9lp_xfdPRLIj0RDZQQ6INetK6OsztdbXLI/s200/Picture+2.png" alt="" id="BLOGGER_PHOTO_ID_5357115914738820178" border="0" /></a><br /><br />I'm taking a look at next year's schedule. I have 23 fifty-minute classes (1 more than last year, 7 more than the year before). I don't even have the words to express how I feel about this. This schedule makes it impossible to ever collaborate with teachers. This schedule does not allow for ample planning time. This schedule leaves no room for me to do digital storytelling with <a href="http://www.streetside.org/index.htm">Streetside Stories</a> during the last hour of my day. This schedule reflects what my school thinks about the library...it is a place to drop the kids off so teachers can have a prep. Time for me to think about my career path. Is my participation in this schedule considered acceptance?Keisa Williamshttp://www.blogger.com/profile/03278307217109429923noreply@blogger.com7tag:blogger.com,1999:blog-3652137361139496603.post-59793666124897353362008-12-06T15:41:00.000-08:002009-05-31T08:53:47.860-07:00Literacy Themed Saturday School, November 6, 2008Well another Saturday School has come and gone. Usually I get to roam around, take pictures, shoot video footage of families, and help out here and there. Today, I stayed with our visiting author, David Schwartz. He presented to the upper grades and then the lower grades and their families. I always dread family presentations at schools. I have not seen a time where parents supervise their children when teachers are present. I spent my time asking parents to quiet down, chasing small siblings of our students and then matching them with their families, and asking students to pay attention to the speaker. It was pretty exhausting. The worst part was watching parents have full conversations on cellphones and with each other while the author talked about writing, his books, presented an interactive readaloud. I will never understand the lack of empathy I witnessed today. How do we teach our students to behave in social situations when their parents are modeling a non-example?<br /><br />*Exhale*. It's over.<br /><br />Lessons learned/Things to consider/Reflection:<br />*The author speaks for no more than 20-30 minutes when families are involved.<br />*Students will sit on the floor in front of the author (parents in chairs behind) instead of students sitting with their families.<br />*Start searching for an author 6 months to a year in advance. It's impossible to book an author, in less than 2 months, who is bilingual and/or who writes about the Latino culture...oh...and for $1000 or less.<br />*Scratch author visits during family days/nights and save them as a school day assembly for students and teachers.<br />*Make an announcement at the beginning to remind parents to <s>pay attention to the speaker</s> <s>stop talking on their cellphone</s> <s>not allow their children to run around and scream during the performance</s> <s>set an example for their children by listening to the speaker</s>...sigh... I'm too frustrated to come up with a PC way to say this to a grownup. Any ideas?Keisa Williamshttp://www.blogger.com/profile/03278307217109429923noreply@blogger.com6tag:blogger.com,1999:blog-3652137361139496603.post-86948066870201933742008-11-08T08:00:00.000-08:002008-11-08T08:11:28.607-08:00Enough THINKING. Time for ACTION.I spend a lot of time in my head about everything. My son broke his arm last week and had surgery to realign his bone, which gave me LOTS of time to sit and think about things as I nursed him in the hospital and at home. <br /><br />I thought about what I am doing with my students. I have 6 computers that they only use when they are looking for library books. I have students for 50 minutes per week where 20 of those minutes are used for check out. What can I do with students for 30 minutes, 1x per week, that allows them to CREATE and PRODUCE, and allows me to TEACH. I am currently focused on retelling techniques. A few of my classes are doing puppet shows and some are learning to retell a story with string. I always feel that what I do is not enough. I want to have time to talk to them about searching the internet, taking notes, using reference sources, finding what they need in the library, current events, etc. etc. <br /><br />This week I thought about focusing on those 6 computers and how I can engage the other 14-22 students in some other independent activity. I have been researching implementing library centers for a while. I think its time to stop THINKING about it and time to DO it and see what happens.Keisa Williamshttp://www.blogger.com/profile/03278307217109429923noreply@blogger.com7tag:blogger.com,1999:blog-3652137361139496603.post-18982778700936596272008-10-03T22:49:00.000-07:002008-10-03T23:01:13.460-07:00Time to take a step back and THINK.It's so easy to get caught up in the American public school system. I recently had a conversation with one of my coworkers who grew up overseas. She told me stories of small class sizes (10-12 students), experiential learning, in-depth social studies lessons from the perspective of several different cultures, art classes where she drew her own Picasso painting, PE, library classes, computer classes, and field trips. Am I part of the problem as I teach from within this system? I always tell my students that 1 person can make a difference. Sometimes its difficult to be the 1.<br /><br /><embed src="http://www.coldhardflash.com/swf/music_life.swf" height="319" width="425"></embed>Keisa Williamshttp://www.blogger.com/profile/03278307217109429923noreply@blogger.com4tag:blogger.com,1999:blog-3652137361139496603.post-73363234025561735172008-09-23T19:43:00.001-07:002008-09-23T19:45:44.180-07:00The Underground Railroad and African-American SpiritualsI would love to teach a unit like this! <br /><br /><object height="360" width="480"><param name="movie" value="http://voicethread.com/book.swf?b=95995"><param name="wmode" value="transparent"><embed src="http://voicethread.com/book.swf?b=95995" type="application/x-shockwave-flash" wmode="transparent" height="360" width="480"></embed></object><img style="visibility: hidden; width: 0px; height: 0px;" src="http://counters.gigya.com/wildfire/IMP/CXNID=2000002.0NXC/bHQ9MTIyMjIyNDAzOTQ*MyZwdD*xMjIyMjI*MTg5ODQ1JnA9MjA2NDIxJmQ9Yjk1OTk1Jm49YmxvZ2dlciZnPTImdD*mbz1jOGQ1MDEyNmMwYjg*YjJkYTZhZjMxNmYyNjU1Y2FjNg==.gif" border="0" height="0" width="0" />Keisa Williamshttp://www.blogger.com/profile/03278307217109429923noreply@blogger.com0tag:blogger.com,1999:blog-3652137361139496603.post-89328613822204493482008-08-25T09:53:00.001-07:002008-08-25T09:53:54.463-07:00I need to post this next to my computer<div style="text-align: left; padding: 3px;"><a href="http://www.flickr.com/photos/chrispiascik/2786236690/" title="photo sharing"><img src="http://farm4.static.flickr.com/3106/2786236690_9d657a7bb4.jpg" style="border: solid 2px #000000;" alt="" /></a><br /><span style="font-size: 0.8em; margin-top: 0px;"><a href="http://www.flickr.com/photos/chrispiascik/2786236690/">Internet Love Gocco print</a>, originally uploaded by <a href="http://www.flickr.com/people/chrispiascik/">Chris Piascik</a>.</span></div><p></p>Keisa Williamshttp://www.blogger.com/profile/03278307217109429923noreply@blogger.com1tag:blogger.com,1999:blog-3652137361139496603.post-13127018709573309782008-08-23T19:42:00.000-07:002015-06-27T13:00:11.628-07:00How to decrease your lesson planning stress on a fixed schedule in 3 steps.My schedule this year makes it virtually impossible for me to collaborate with classroom teachers or to push into classes so I had to think of a way to teach quality lessons without burning myself out. I do not in any way advocate for fully fixed <a href="http://eduscapes.com/sms/administration/flexible.html">schedules</a> and/or how I am going to have to run my library this year, but...sometimes when you are given lemons, you make lemonade. <br />
<br />
How to decrease your lesson planning stress on a fixed schedule in 3 steps:<br />
<br />
1. Read only "<a href="http://findarticles.com/p/articles/mi_qa3614/is_200210/ai_n9119498">QUALITY</a>" books during readaloud. This sparks curiosity about the subject which leads to students their own self-motivated research. Last week I read the <a href="http://www.harcourtbooks.com/authorinterviews/bookinterview_Winter.asp">Librarian of Basra: A True Story of Iraq</a> by Jeanette Winter.<br />
<br />
2. Plan lessons where students do ALL or MOST of the work. Once you have sparked their curiosity, provide them with a variety of resources to conduct their research: reference materials, non-fiction books, articles, magazines, videos, audiobooks, etc. Have students <a href="http://www.uwsp.edu/Education/lwilson/lessons/jigsaw/jigsaw%20instructions.htm">jigsaw</a> and then share their findings to the class.<br />
<br />
3. Have students create something that can be shared with an audience: An <a href="http://www.readwritethink.org/lessons/lesson_view.asp?id=276">ABC book</a> on any curricular topic, a <a href="http://www.english.heacademy.ac.uk/explore/publications/casestudies/technology/plotcasting.php">student-created audio book</a>, a videotaped <a href="http://www.localschooldirectory.com/include/teachers/lesson_plan.php/lesson_plan_id/95">puppet show</a>, etc.<br />
<br />
<iframe src="https://archive.org/embed/TheLibrarianOfBasraPuppetShow" width="640" height="480" frameborder="0" webkitallowfullscreen="true" mozallowfullscreen="true" allowfullscreen></iframe>
<br />
<br />Keisa Williamshttp://www.blogger.com/profile/03278307217109429923noreply@blogger.com0tag:blogger.com,1999:blog-3652137361139496603.post-64329590947134307452008-08-18T19:47:00.000-07:002008-08-18T19:52:12.346-07:00I just received my Califone MP3 Center!!<p class="MsoNormal">I ordered a <a href="http://www.schooloutfitters.com/catalog/product_info/cPath/CAT408_CAT409/pfam_id/PFAM3814/products_id/PRO11498?sc_cid=GoogleFeed_CAL-8104">Califone MP3 </a>listening center for the library. The only thing is...I can't get my computer so recognize the device. The software that came with it is from Lexmark and I don't see anything in the software that resembles an MP3 driver. The website is no help...sigh. I will figure it out by the end of the week...hopefully.<br /><br />I am so excited about starting library centers with my kids. I know that we will be working on procedures for quite some time before I introduce and open our library centers. I have been reading Debbie Diller's book, <a href="http://books.google.com/books?id=ZIMcAgAACAAJ&dq=Debbie+Diller&hl=en&sa=X&oi=book_result&resnum=2&ct=result">Literacy Work Stations</a>. I am so grateful that there are educators out there who are willing to share their methods. I plan on having a computer center (using ReadAbout software, tumblebooks, or create a <a href="http://ninehub.com/">Moodle</a>...if I am ambitious), a vocabulary center (students will play Scrabble and look up and record the words from the dictionary), a drama center (story retelling), a newspaper center, a poetry center, and maybe a video center if I can figure out how to make that work. If I can get my students working well in centers, that leave me with a small group of students to work with using reader's theater.<br /><br />My goal is to get my students speaking with feeling this year and using their entire body to communicate. My ultimate goal is to get my students taking a more self-directed role in their learning. I want them to tell their stories and share them with with world. When I shared the idea of my kids podcasting with a K/1 teacher, he told me that I am being ambitious. You bet I am! My kids know that I believe they can do it. The real question is how long will it take to perfect the flow.</p>Keisa Williamshttp://www.blogger.com/profile/03278307217109429923noreply@blogger.com0tag:blogger.com,1999:blog-3652137361139496603.post-229243931308736722008-08-11T23:04:00.000-07:002008-08-11T23:56:43.307-07:00Procedures, Procedures, Procedures<blockquote></blockquote>Well, I ran my class, Harry Wong-style, and guess what? It worked! My students knew exactly what I expected of them because I told them, I modeled it, they performed it, and then we all practiced. I broke down every procedure to the greatest detail. I made visual reminders of the procedures. I even created physical samples of how the completed task should look. What happened in there was the magic that I see in so many classrooms. Procedures are truly the key to success. After about three weeks of setting the tone in this way, I should be able to do some really great things with my kids this year. I want my <span class="blsp-spelling-error" id="SPELLING_ERROR_0">kinders</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_1">podcasting</span> and my 5<span class="blsp-spelling-error" id="SPELLING_ERROR_2">th</span> graders videotaping reader's theater performances.<br /><br />Tomorrow I will have six classes. I am already feeling the tingling in the back of my throat. It never fails, every year, I get sick and lose my voice. I promised myself that I would do minimal talking this year. I am really trying to take care of myself this year. I promised that I would never leave after 4pm. Today I left at 4:59...I'm improving.<br /><br /><a href="http://www.louisehay.com/">Louise Hay</a> would say that I should pay attention to what my body is telling me. In her book, You Can Heal Your Life, she wrote: <blockquote></blockquote><blockquote>The THROAT represents our ability to "speak up" for ourselves, to "ask for what we want," to say "I am," etc. When we have throat problems, it usually means we do not feel we have the right to do these things. We feel inadequate to stand up for ourselves...Sore throats are always anger....LARYNGITIS usually means you are so angry you cannot speak.</blockquote>I <span class="blsp-spelling-corrected" id="SPELLING_ERROR_3">definitely</span> feel angry. I do not feel a part of our school community. I can never collaborate with my teachers because I am a part of the "integral" loop (the kids come to me in the library, the music teacher, and the PE teacher, so they can have their grade level planning meeting). I barely have time to take care of myself during the day, and I <span class="blsp-spelling-corrected" id="SPELLING_ERROR_3"></span> do not have time to plan the type of quality lessons that I know I am capable of (<a href="http://www.scribd.com/doc/4598805/LibraryCalendar0809">22 lessons/week, K-5</a>). I try to avoid complainers like the plague...and now I have turned into one of them. <br /><br />I am feeling unsupported by my principal, who is well intentioned, but has no expectations for implementing a <a href="http://www.ala.org/ala/aasl/aaslproftools/positionstatements/aaslpositionstatement.cfm">curriculum-involved library program</a>. You know the saying, "There is no <span style="font-style: italic;">I </span>in <a href="http://www.toothpastefordinner.com/122006/on-the-team.gif"><span style="font-style: italic;">Team</span></a>?" Well that person was right, because <span style="font-style: italic;">I</span> am in the library and <span style="font-style: italic;">I</span> am not a part of the curricular team at my school.<br /><br /><blockquote></blockquote><blockquote></blockquote>Keisa Williamshttp://www.blogger.com/profile/03278307217109429923noreply@blogger.com2tag:blogger.com,1999:blog-3652137361139496603.post-46266677269541458042008-08-08T18:14:00.000-07:002015-06-27T13:01:45.429-07:00Same actions, same resultsMy students have successfully completed their first week of school. I spent my week preparing the library, <a href="http://moourl.com/wong">"Harry Wong"-style</a>, for my upcoming schedule of 22 classes per week. I still can't figure out how giving up Read 180 turned into <a href="http://www.scribd.com/doc/4598805/LibraryCalendar0809">6 extra classes</a> and not enough prep time to plan any of them. <br />
<br />
Albert Einstein defined "Insanity" as "doing the same thing over and over again and expecting different results." Is that why I've been feeling so crazy?Keisa Williamshttp://www.blogger.com/profile/03278307217109429923noreply@blogger.com0tag:blogger.com,1999:blog-3652137361139496603.post-78225136126604122272008-07-19T15:58:00.000-07:002010-07-01T22:19:45.319-07:00The School Year ApproachethSo here I am 2 weekends away from the new school year. I feel totally unprepared. I wonder do all teachers feel this way. You would think that I would have it all together considering this will be my third year at Monarch. When I think about my first weeks worth of lessons, I keep feeling that I will forget to give an instruction or that I will forget to mention something important in the lesson. The great thing about teaching is that I am always learning...learning about the kids and learning about myself.<br />
<br />
I promised myself that this year I would do everything that I could to create a work/life balance. Will someone please tell me how to do that.<br />
<br />
<a href="http://picasaweb.google.com/lh/photo/_Ut9W9ni29jALsNJqnC_bFr13BXamIHY2dBr4P_juco?feat=directlink"><img src="http://lh3.ggpht.com/monarchlibrary/SIJ02JksxkI/AAAAAAAAA2c/QYL6eWx9Qtw/s144/WastingTime.jpg" /></a>On another note. I found an old photo as I was cleaning out my email. It is a 2005 photo of my workspace as I created my culminating papers for San Jose State University (a requirement for the MLIS degree). Not everyone works well at a desk. I am notorious for working on the floor. My son has also inherited this habit. I have always wanted my kids to take a picture of their work space. I think it would make for an informative conversation about creating comfortable work spaces at home as well as an opportunity to create an interesting display.Keisa Williamshttp://www.blogger.com/profile/03278307217109429923noreply@blogger.com0tag:blogger.com,1999:blog-3652137361139496603.post-36945100241865050912008-07-10T11:39:00.000-07:002008-07-10T13:39:09.451-07:00Read 180 Conference Sessions- Day 1, Sessions A & BSo far, I have attended 2 sessions (1 full session, .2 of a session, and .8 of another session) today. I walked into my first session, <span style="font-style: italic; font-weight: bold;">Scaffolded Writing in Whole- and Small-Group Instruction</span>, presented by READ 180 Certified Instructional Coaches, Pam Crowley and Jane Balash. From this session, I learned from the teachers at my table. We shared successful classroom strategies. After talking to one of the teachers, I am going to look into the <span style="font-weight: bold;"><a href="http://www.readwriteconnect.com/flash/index.html">Step Up To Writing Program</a> </span>and the use <a href="http://www.eesd.org/silveroak/sixthgrade/dloads/SUTW%20lessons.ppt">accordion method</a> of organizing writing to create paragraphs. Another teacher mentioned creating a word/definition poster with her class that breaks down the language contained in reading comprehension questions into kid-friendly definitions. She learned this from a PD given by <a href="http://www.larry-bell.com/">Larry I. Bell</a> who spoke about the <a href="http://www.larry-bell.com/store/shopexd.asp?id=1">12 Powerful Words</a>. I would also like to create a page with a combination of information from <a href="http://www.ops.org/middle/bryan/HOME/12PowerfulWords/tabid/208/Default.aspx">this one (parent suggestions at the bottom)</a> and <a href="http://www.proprofs.com/flashcards/cardshowall.php?cardid=14944">this one (English/Spanish words and definitions)</a> on my own blog in order to give parents a way to reinforce the use of the words.<br /><br />I signed up for <span style="font-weight: bold; font-style: italic;">Powerful Phonics for Older Struggling Readers-Accelerating Beginning Readers</span>. I saw the logo for the <span style="font-weight: bold; font-style: italic;">System 44, </span>Scholastic's newest technology program geared toward beginning readers. So instead of learning about Read180 and how to improve my instruction, which happened to be my entire purpose for attending this conference, the workshop's aim was to sell the <span style="font-weight: bold; font-style: italic;">System 44</span> product. I left 2 minutes into the presentation.<br /><br />I walked into a session called <span style="font-weight: bold; font-style: italic;">Maximizing Learning for Special-Needs Students Within the Instructional Software </span>and thought I would learn new ways to instruct my students on the proper use of the software or even ways to control the software to promote certain reading skills with my students. Instead, I heard a presentation, very similar to the <span style="font-style: italic;">introduction to the Read180</span> software presentation that I received when my school first purchased the Read180 package. <br /><br />Scholastic was smart. Create a conference and tell the participants that they will learn new and exciting ways to use their existing resources. When you have their money and they physical presence, use them to promote the existing products through videotaping their testimonials (everyone want's to volunteer to be on camera right?). Use the workshop sessions to introduce the new software line and voilĂ : instant consumers of the new product.<br /><br />When I attended ALA's conference, I could count on the fact that the purpose of the conference was to develop my skills as a professional librarian. At this conference, the only thing that I can count on is my ability to see through the marketing bubble that I am trapped in. They will release me on Saturday.<br /><br />The one presentation that I am looking forward to is seeing <a href="http://teacher.scholastic.com/products/authors/kinsella.htm">Kate Kinsella</a>. I have heard great things about her methods and how they work with EL students.Keisa Williamshttp://www.blogger.com/profile/03278307217109429923noreply@blogger.com0tag:blogger.com,1999:blog-3652137361139496603.post-13612689589769934092008-07-10T00:10:00.000-07:002008-07-11T20:56:03.828-07:00First day at the Read180 Conference<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4XnwracCcxuZr4uCkhZ3l03YXP_6NocLsA7FVlXYXw_uQkcfxdNOmTls_mUt2GMZj0GChm6YzqtaERv0g9pDjPFIJL1X-S59CVZci94XIB_uZU0sAfZ4Wcf0Ku_U25gmNKs0fWN2NtdM/s1600-h/SimpsonDoh.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4XnwracCcxuZr4uCkhZ3l03YXP_6NocLsA7FVlXYXw_uQkcfxdNOmTls_mUt2GMZj0GChm6YzqtaERv0g9pDjPFIJL1X-S59CVZci94XIB_uZU0sAfZ4Wcf0Ku_U25gmNKs0fWN2NtdM/s200/SimpsonDoh.jpg" alt="" id="BLOGGER_PHOTO_ID_5221971380933487698" border="0" /></a><br />I'm so tired but I needed to get this out before I turn in. I feel deceived. When I walked into this conference I really believed that I would learn something that I could take back to my Read180 class. Instead, I feel that I have been used to create a marketing campaign for Scholastic and that this entire conference was created to inform Read180 teachers about a new product that they want us to purchase, the "L-Book".<br /><br />My evening began with a reception of 800 educators. The Read180 team created a talk show that resembled the set of Oprah in order to present the Read180 speakers. Now I am a huge fan of creating entertaining ways to present to audiences, but when I looked around and saw all of the cameras, I realized that we were all props in a marketing campaign. We should have been notified in advance that they would be video taping the conference for their own purposes.<br /> We were provided a wonderful dinner spread and free drinks. During this time, again, the cameras were everywhere. They also had Scholastic representatives rounding up educators to give a brief testimonial about their Read180 experiences. At my table, they approached my Polynesian colleague and asked her to speak on camera. She declined. Then they asked me. I declined. There were six other people at my table, but none of them were asked to speak (they were Caucasian). Then they walked around a bit, found a table with an African American man, and asked him to speak. He agreed and was walked over to the interview area. The Scholastic Rep returned, searched around the crowd and approached an African American female, who agreed to speak on camera. Why were they singling out the minorities? Was I the only person paying attention?<br /><br />Tomorrow will be my first conference session. I really hope that I learn something that I can take back to my classroom. Right now, I feel like this conference was not created for the educators, but it was created to collect a bunch of Read180 users in one place in order to build a marketing campaign.Keisa Williamshttp://www.blogger.com/profile/03278307217109429923noreply@blogger.com1tag:blogger.com,1999:blog-3652137361139496603.post-39034579206076265242008-06-29T14:08:00.000-07:002015-06-27T12:57:32.444-07:00A funny thing happend on the way past the Ellison Die-Cutting Machine TableSo, there I was walking around the Exhibitor's Hall, looking at <strike>hundreds</strike> thousands of books and library materials, when I sneak a glance at the <a href="http://www.ellison.com/index.cfm">Ellison</a> table. I have been severely underutilizing our Die-Cut machine! The sales person showed me how to fold the paper and make a notepad, connected paper dolls, a wreath, a booklet, a standing sign, and more. She also told me that the machine can cut more than paper. It can cut felt, fabric, pop-up sponge, and laminated paper! She directed me to their <a href="https://www.youtube.com/user/ellison">website </a>where I found even more ideas. I can't wait to create new projects for next year!Keisa Williamshttp://www.blogger.com/profile/03278307217109429923noreply@blogger.com0tag:blogger.com,1999:blog-3652137361139496603.post-2665657170719333632008-06-28T22:00:00.000-07:002008-06-30T12:45:03.023-07:00ALA Session: Sisters' Act<span style="font-weight: bold;">Sisters' Act: Learn How to Make Your Library Lessons Award Winning and Generate Enthusiastic Readers</span><br />Presented by sisters, <a href="http://www.amazon.com/s/ref=nb_ss_b?url=search-alias%3Dstripbooks&field-keywords=%22brenda+s.+copeland%22+&x=17&y=17">Brenda Copeland and Pat Messner</a>.<br /><br />This session was a breath of fresh air. I love watching presenters who are obviously passionate about what they do and know how to present at a rapid pace to keep the audience interested. In addition to providing a handout with standards based lessons, resources, and a bibliography, the presenters offered to forward the lessons presented if you send them an email.<br /><br />Lessons learned from watching these presenters:<br /><ol><li><span style="font-weight: bold;">Show the audience, don't tell them.</span> I love that they both became the character during their book talks (Rosa Parks from the book <a href="http://www.amazon.com/Rosa-Nikki-Giovanni/dp/0312376022/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1214788427&sr=1-1">Rosa </a>and the student from the book<a href="http://books.google.com/books?id=tgYBAAAACAAJ&dq=sister+anne%27s+hands&ei=Cz9oSNDIN56MjAHej5n8BQ"> Sister Anne's Hands.</a></li><li><span style="font-weight: bold;">Use realia.</span> They showed several ways to incorporate the use of objects from the story into library lessons. Examples:<br /></li><ol><li>Reading with <a href="http://en.wikipedia.org/wiki/Melvil_Dewey">Mr. Dewey</a> using a vest, glasses, umbrella or cane and a briefcase. Put books in the briefcase and have students figure out where they belong in the library.</li><li>Atlas Review Lesson- Cut a map like a puzzle. Groups assemble the puzzle and answer the questions about maps (Ex. Where is the nearest school to...., How many parks are in the city of..., How far is it from...)</li><li>Dress up like <a href="http://books.google.com/books?id=V4fpHAAACAAJ&dq=fancy+nancy&ei=6T5oSOeqHpjSigHgjfn8BQ">Fancy Nancy</a> and make fancy and plain word cards for students to match (Sample words: <span style="font-style: italic;">Limousine</span> and <span style="font-style: italic;">Car</span>)</li><li>Use a backpack to become the student from Sister Anne's Hands.</li><li>Make a photo album about myself (from birth to now) and pair it with <a href="http://books.google.com/books?hl=en&id=aP-qK82wrV8C&dq=%22that%27s+our+librarian%22&printsec=frontcover&source=web&ots=0N2XaNfM0Z&sig=_eCaCWugROzXaWdMoSfICXNf_yQ&sa=X&oi=book_result&resnum=1&ct=result">That's Our Librarian</a> to do a compare/contrast lesson at the beginning of the school year. (another option: collect baby pics from the teachers/staff and make a school book of then and now describing what kind of kid they were on one side and describe their job and duties at the school today).</li><li>Use seed packets with character names taped to them and match the character with the problem and solution cards, or setting cards with the book <a href="http://books.google.com/books?id=ARoDAAAACAAJ&dq=muncha+muncha&ei=9T1oSNeiO5DyiwHrht23BA">Muncha Muncha Muncha</a>.</li><li><a href="http://books.google.com/books?id=sBXDdkF03OoC&printsec=frontcover&dq=brave+harriet&ei=rT5oSKK7MZy4iQHutZmIBg&sig=ACfU3U0XnzEQyDdrbg2_HjSJrLtewnj8cQ">Brave Harriet</a> by Marissa Moss. Create the English Channel using a large sheet of blue paper, provide paper and directions to make paper airplanes, fly the planes of the English Channel and provide prizes for the plane that goes the farthest.</li><li><a href="http://books.google.com/books?id=AUQFAAAACAAJ&dq=mr+wiggle%27s+book&ei=2z9oSIH4JYuujgGGk_jNBA">Mr. Wiggle's Book</a>. Fill a backpack with "good friends" and "bad friends" (Ex. Soda can, water bottle, soap, gum, candy, bookmark, etc.) Each child will hold a GOOD sign and a BAD sign to hold up when you pull an item out of the bag.</li><li><a href="http://books.google.com/books?id=5_OwAAAACAAJ&dq=skeleton+hiccups&ei=0kBoSPGkB4HsiQHw1_yqBw">Skeleton Hiccups</a>. Use physical props related to parts of the story for a sequencing lesson.<br /></li></ol><li><span style="font-weight: bold;">Give away free stuff! </span>Everyone loves to pause for a free giveaway.</li><li><span style="font-weight: bold;">Have fun! </span>Enough said.<br /></li></ol>Keisa Williamshttp://www.blogger.com/profile/03278307217109429923noreply@blogger.com0tag:blogger.com,1999:blog-3652137361139496603.post-42978683043277804012008-06-27T18:51:00.000-07:002008-06-30T12:45:38.325-07:00ALA Preconference: Eating the Elephant 2.0 with Doug JohnsonToday I attended my first conference presentation by <a href="http://dougjohnson.squarespace.com/bio">Doug Johnson</a> called,<span style="font-style: italic;"> </span><a style="font-style: italic;" href="https://dougjohnson.wikispaces.com/dippingguide">Eating the Elephant 2.0 One Bite at a Time: Using the Read-Write Web in Classrooms and Libraries</a><span style="font-style: italic;">. </span>I am one of those librarians who is determined to keep up with all of the <span style="font-style: italic;">free</span> technology tools. I have so many things in my head that sometimes I think I might burst. It's inspiring to watch Doug present because he has taken some of the popular <a href="http://www.go2web20.net/">web 2.0 tools</a> and presented them in a very accessible and non-threatening way. I was familiar with 90% of the tools he presented. Although I was familiar with the topic, I viewed it as an opportunity to learn.<br />I learned:<br /><ol><li>Introduce 1, 2, or 3 new web 2.0 tools to my staff per year. Don't overwhelm them with too much too soon.</li><li>Show teachers exactly how they can use these tools with the students.</li><li>Talk about responsibility and privacy issues with the staff as well as with the students before problems arise.</li><li>Use problems that arise as teachable moments. Learning from mistakes is a powerful <a href="http://www.ldrc.ca/projects/projects.php?id=23">metacognitive</a> behavior.<br /></li><li>Use videos, comics, and/or images as transition tools (<a href="http://www.imagechef.com/">ImageChef</a>, <a href="http://bighugelabs.com/flickr/motivator.php">Big HUGE Labs Motivator</a>, <a href="http://www.youtube.com/watch?v=z4vDClhnJjs">Web Crash 2007 Video</a> . He used a variety of <a href="http://www.commoncraft.com/">Common Craft</a> tools to introduce the concepts of blogging, wikis, social networking and RSS feeds.</li><li>People like to receive information in list format ;) <span style="font-style: italic;">ex: "Top 10 things you should know about... and <a href="http://23thingsonastick.blogspot.com/">23 Things on a Stick</a> (and the <a href="http://schoollibrarylearning2.blogspot.com/2007/02/23-things_27.html">California Version</a>)"</span></li><li><span style="font-style: italic;"><span style="font-style: italic;"></span></span>I can convince my teachers to create a <a href="http://teachersnetwork.org/tnli/readings/Professional%20Learning%20Commuities.pdf">Professional Learning Community</a> on a small scale through the use of social bookmarking tools like <a href="http://del.icio.us/schoollibrarianbookmarks">del.icio.us</a>, <a href="http://www.furl.net/">FURL</a>, and <a href="http://www.blinklist.com/">Blinklist</a>.</li><li>Use screensavers as a learning tool or to relay library and/or school news. <span style="font-size:85%;">(This one I came up with myself as the result of being hypnotized by his pre-conference "<a href="http://www.doug-johnson.com/dougwri/dougs-t-shirt-says.html">Doug's T-shirt says...</a>" slideshow)<br /></span></li></ol>I have so much information inside me. When I look at Doug and think about <a href="http://www.sdst.org/shs/library/jvweb.html">Joyce Valenza</a> and <a href="http://www.davidvl.org/Davidvl.org/Home.html">David Loertscher</a> and I look at myself, I think...I need to step out of my comfort zone and start writing and presenting in front of adults.<br /><br /><a href="http://technorati.com/claim/mhd479t2u7" rel="me">Technorati Profile</a>Keisa Williamshttp://www.blogger.com/profile/03278307217109429923noreply@blogger.com0tag:blogger.com,1999:blog-3652137361139496603.post-55620273845650116012008-06-08T16:33:00.000-07:002008-06-11T20:42:47.971-07:00Overachiever vs High Achiever (Ms. K vs Keisa)<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://i301.photobucket.com/albums/nn59/monarchlibrary/bst0020l.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 119px; height: 164px;" src="http://i301.photobucket.com/albums/nn59/monarchlibrary/bst0020l.jpg" alt="" border="0" /></a><span style="font-weight: bold;font-family:times new roman;" ><span style="font-size:180%;">O</span>verachievers</span><span style="font-family:times new roman;"> are unconsciously fulfilling a need they have for approval and recognition. Their desire to get the approval from other people prevents them from living the life they want to live. It's all about proving themselves to someone else verses building their own lives. Overachievers do not believe that who they are is enough, so they go looking for achievements to make them feel better about themselves. Overachievers focus on what's still missing.</span><blockquote style="font-family: times new roman;"></blockquote><span style="font-style: italic;font-family:times new roman;font-size:78%;" >White, J (1999, March 12). Stop Overachieving! Be A High Achiever . Retrieved June 8, 2008, from The JWC Group Web site: http://web.archive.org/web/20010210004814/http://lists.jwcgroup.com/newsletter/abetterway/listArchive/Broadcast.D19990312.html<br /><br /></span><span style=";font-family:georgia;font-size:100%;" ><span style="font-weight: bold;font-family:times new roman;font-size:180%;" >H</span><span style="font-weight: bold;font-family:times new roman;" >igh achievers </span><span style="font-family:times new roman;">are confident of their talents and are able to enjoy their hard work and the success it brings.</span><br /><span style="font-style: italic;font-family:times new roman;font-size:78%;" >Grabmeier, J (1998). Overachievers find success comes with a psychological price. Retrieved June 8, 2008, Web site: http://web.archive.org/web/19981202073241/http://www.acs.ohio-state.edu/units/research/archive/achiever.htm</span><br /></span><span style="font-style: italic;font-family:georgia;font-size:78%;" ><span style="text-decoration: underline;"></span></span><br />Today I stumbled upon these two terms and had an a-ha moment. I definitely fit the profile of an "<a href="http://www.bnet.com/2403-13059_23-177540.html">overachiever</a>" with a twist of "<a href="http://en.wikipedia.org/wiki/Impostor_Syndrome">impostor syndrome</a>". I never feel like I am <span style="font-style: italic;">done </span>with anything that I do. And then when I finish, everyone loves it, but I secretly believe that anyone could have done it. Last week, one of my colleagues called me <a href="http://en.wikipedia.org/wiki/Obsessive-compulsive_disorder">obsessive compulsive</a>. I was initially offended...until I thought about my problem-solving approach: I NEVER give up until I solve the problem.<br /><br />I love being a school librarian. I get a rush when I witness my students learning. I love researching and finding resources for my teachers. What I can't figure out is how to turn work off when I get home and how to push that overachiever to the side to make way for the real me underneath.<br /><span style="font-family:lucida grande;"></span><span style="font-family:lucida grande;"></span>Keisa Williamshttp://www.blogger.com/profile/03278307217109429923noreply@blogger.com2