The document provides ideas for using various e-tools in a junior classroom to support learning in maths, reading, writing, and managing self. It suggests using tools like power point, websites, digital cameras, easi-speak, and software for activities related to counting, number problems, shape identification, comparing objects, retelling stories, book reviews, writing inspiration and drafting. Teachers are encouraged to set up independent and self-directed tasks and assessments using these digital tools.
4. Power point Number ID – show numerals on whiteboard for children to read aloud. Counting – use arrows keys to practise counting 1-10 and back, 1-20 and back, on or back from any number to 100, or skip counting Before and after – show a numeral and reveal the number before or after Display practise number sentences for children to solve independently or as part of guided group. Add graphics to change purpose – eg counting on.
16. Access all power points by clicking on maths resources. Download and change to fit your class needs. Save it in a maths folder so you can use in years to come.
25. Software Sort software using student profile pages from nzmaths. Save these to your USB so you can access them when you are planning for a group. Use software on computers or on mimio.
30. Use video feature on digital camera and send children outside to compare their height with objects around them. Save and put on your blog.
31. Send children on a shape hunt with labels and the digital camera.
32. Set up sorting activities using objects and grid paper. Children to record independent work using the digital camera. Add easi-speak and get children to talk about their graph.
33. Set up the camera on a tripod for children to practise doubles chants or halves chants. Add to your blog so more children can practise facts.
39. Software Website Power point Drawing Camera Software Website Power point Mimio Power point Activity to complete during the week Video Camera Easi-speak
40. Children grouped by who manages self. Self directed Teacher directed Need scaffolding Listen to easi-speak Look at Task Results, Camera, Worksheets Self Review ‘Managing Self’ Strand
41. Set up independent task sheets which use some etools. Be creative and think of ways in which your easi-speak and camera can enhance learning in strand maths. Set up websites to be used independently on the projector/mimio and set up study ladder games which match LI to be used on the computers.
44. Access reading resources on everglade web links. Only one at the moment but more will be added as I need them for my class.
45. Scroll down to the bottom of the reading resources page to find inference games online. Too difficult for me to level. I played some with my guided reading group in Year 1.
50. Get children to retell books they have read on the easi-speak. Chuck some photos from the web on and add to your blog. Children may need a structure and some preparation to help them – eg picture plan of beginning, middle and end of text.
51. Make a structure for good readers to do book reviews on the easi-speak.
52. word work online book easi-speak computer camera mimio little book word wheel eLearning task to complete. Draw ‘mum’ using paint.
61. Record fun events which happen in your classroom or around the school with the digital camera. Write about these the next day.
62. Let a group write on their whiteboards and take a photo to be filed. Its fun varying the places in which we write and whiteboards let us take risks as we just wipe away mistakes.
64. Use every computer in writing time for Year 1s to draft onto. When they get very good at it they can also do their picture plan and copy and paste into a word doc independently.
66. 3 children to draft on the computer as per writing computer ladder Photo funia You tube Story Machine Google Image Learning Experience Newspaper Article Talk partners Brainstorm On mimio Conference with children drafting on the computer. Independent workers often have highlighters to self assess. Print photographs of whiteboards and computer drafting for publishing folders.
Notas del editor
Introduce myself – name, year 1 and team leader. Worked at Brookby School before I went to London and was on the ICT PD contract with Ramarama
A good place to start. Lots of online resources. Easy to make specific resources to match class needs.
Number ID. 1-10
Tailor to needs of your class eg my children couldn’t identify bigger or smaller – made a pp – strand Important to note that these slides don’t teach – the talk/ questions and enthusiasm needs to be there. For real learning also have to add other resources – whiteboards/ books/ talk time etc
Change purpose of powerpoints by adding graphics. Goes from using counters to counting on from largest number.
All of these powerpoints available on my wiki. Just click on teachers and maths resources. Can download if you have powerpoint on your computer. Can change and save changes to match your class needs.
Jings – trying to add jings , screen casts, so that if you get stuck doing the technical stuff you can watch a short tutorial to refresh your brain.
Earlier I discussed one of the aims of today was to show you strategies in which you can organise eTools for learning. Wikis are very good ways of doing this. Wikis help you work smarter by saving useful websites for collegues to use or for yourself to use. Once a website is found and catagorised in some way it’s easy to find again. I can also access this wiki when I leave Everglade School so work I have done here can help me wherever I go.
Again, to use these eTools well, teachers have to know what resources are available and have some access to them when planning and thinking about their children’s needs. Organising into levels/ objectives/ strands/ stages can help. A simple word document has worked for me.
Possibilities endless. Limited only by imagination. Not an expensive piece of technology any more and very easy to use. Point and click. One rule – to have strap over wrist. Evidence from our survey showed our teachers more likely to use if they had immediate access. This means a camera per class Supplementary resources. Box of objects for sorting. Number cards. Place value blocks.
Strand. Lots of strand AOs at level one have strong oral language link. Lots of opportunity to talk about maths concepts so lots of opportunity to use easi-speaks. Supplementary resources – balance scale, cups/bottles to order. Objects to order Very good for counting practise, doubles songs, reciting facts
So you get an idea of how I structure my maths lesson. It would look something like this. Whole class warm-up. 2 guided groups – 15min each daily. Planned activities on the computer or mimio. Sometimes these are on newsprint. Sometimes use mimio for guided teaching. Students always with supplementary resoucres when working on mimio. Sometimes an extra activity to complete during the week. Short activities so children have time to work on the taskboard.
Not a lot on wiki at the moment b d p sort game – that I found because I had a couple of girls confusing b and d in their reading – so found an activity they could do together on mimio as a 5min follow up If you scroll down I have found some inference games that I used with my top group – guided part of my programme. Could be useful for any children struggling with inference – we talked about clues that help you answer questions. I’m also on the search to find activities that could be used on the mimio during reading time. Some examples – magnet board – letter/ word/ word endings. Word work/ or online books
Reading practise Could have seen this as an epic fail – only one child attempted for beginning of story But in a funny way – whatever gets them reading? Try again and see what happens Worth it for one child Could also be used as follow up or in response to a book – open it/ what is it made of? The photo book. Scan book titles into presentation to be used.
Retelling practise – higher attainers. Often a challenge for me at the beginning of the year to plan worthwhile follow up tasks that children can do without me. Often young/ not so independent – retelling and simple tool worked well. Also had 4 boys who had excellent decoding skills and not very good at retelling so fit learning needs.
Book reviews again an example of a child who needed extension whilst the rest of my class needed that T time. Cater for his needs without neglecting needs of lower attainers. Needs mostly around comprehension – book reviews worked quite well and something I will begin again with good readers next term. Simple plan – practise. Teach – do for, scaffold – do with, praise – do independently
Photofunia – face recognition technology – children’s faces. I used with beginning writers when we were writing one or two sentences. Inspire/ fun. Displayed one on mimio and each child had black and white stapled in their books.
Doink – used last year, towards the end. Illustrated nightmare stories. Could be pre writing or post writing. Fun/ inspire – good for the blog
Scholastic story starter machine – pull the pins. Good for a bit of fun light hearted writing. Funny ideas and children engage with quickly. They like using machine so often get a few ideas to choose from. A turtle who climbed the tree – talk about was sticky feet. Ideas paired with good questioning from T.
You tube. Be critical about which clip suits which needs. Panda sneeze appropriate for beginning of year. Maybe doesn’t lend itself to longer pieces of writing. Monkey animation – I watched and stopped half way through = children brainstormed what was in hole in wall. Piano – not used but could be for older students.
Still photographs – google images. Be aware of copyright – blog posting. Photos are on my wiki but link to original site for full size. Have to have good questions to go along with it. Successful with talk time. Simple idea but gives children fuel for writing. Different, engaging, exciting. They can be creative or silly.
In a funny way Year 1 is easy because children are inspired by everything. Some learning opportunities by chance and camera a great way of capturing a moment in time to write about later. Eg Hail. Maybe not at writing time but can write when appropriate. Plug and play on screen – photos and / or movies. Big fan of language experiences – photos help children remember what they have done.
Use camera in writing daily as some children will write on whiteboards and take a photograph which I will print. Why? Varies where they write. Easy to rub out/ edit – they like writing on whiteboards. Often get more writing from some lower ability children.
Drafting. System/ rotation – talked earlier about sharing some systems. Work your way through groups (children always remember) of use simple peg system ‘I have had my turn’ ‘I am waiting for my turn’. Most of my class get to go on once every week or two weeks. Accepted that you go onto write – same expectations of writing as in books. No feeble attempts get saved or printed. Lower writers aim to have a turn – don’t go on without matching sounds. Key to pictures – quick plan
Paint – labelling drawings. MS. Familiar and confidence. Editing more tricky – once clicked away from a text box it becomes part of picture and unable to edit. Can rub out.
