Lesson 4: Common Core Connection

3.RI.3 Describe the relationship between series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, sequence, and cause/effect.

I searched a couple of states on SIRS and was impressed with the wide variety of articles. All of the states have an article called “Explore the States” followed by each state’s name. Those articles were very well-written for a younger audience learning to read informational text. The sentences were shorter and the additional key components broke up the text on the page.  Students could easily research a different state, and as a class could keep a map of the states with the years the states joined the union. Once they were filled in, the class could discuss the main historical events and progression that led each state join.

Lesson 4: SIRS Discoverer and Issues Researcher

SIRS Discoverer

Most of the articles on armadillos have easy or moderate reading levels. I looked through some of the pictures, and the real images weren’t nearly as “cute” as the cartoon image I had pictured in my head. Kids are drawn to non-fiction photos though, so I was happy to see the high quality images with the articles.  

I selected Ethiopia, and most of the information listed provided a great overview of the country. I learned the approximate size, population, and the capital. I also learned that they celebrate their Independence Day on May 28. The general timeline highlighted some of the main historical events, and some of their victories only happened a few years ago.

The map section seems especially timely and useful with the Olympics on TV. While the options are endless, one common method would be to have kids from the same classroom follow different countries. They could use the maps when explaining their research to their classmates. (This would also pair nicely with the articles on the temporary database “Winter Olympics.”)

I chose to explore the biography database because non-fiction biographies written at lower reading level are limited. I looked at the articles on Abraham Lincoln and was happy to see that many of them were written at a moderate reading level. I clicked on a few of them and the information was well-written. They contained quotes, but then explained the meaning behind some of them (which is really helpful for the younger kids.)  I think this would be especially beneficial in the classroom for the holidays that honor historical people.

SIRS Issues Researcher

I found the issue on cell phones in the schools to be very interesting. I really liked the format that presented an overview, and then provided additional information for each side of the issue.  I especially liked the critical thinking questions at the end, as they challenged the students reflect on both sides, and then form and justify their own opinion. Not only does the site cover both sides thoroughly, but it also includes supplemental resources and guidance for students that need to communication their thoughts through a research paper or a PowerPoint.

Under the “Curriculum Pathfinders,” I chose to look at the American Literature content under the Language Arts section. Several types of sources were listed, and I clicked through some of the newspaper, magazine, and web select sites. A lot of what I saw provided historical information and the progression of English Literature. I like how SIRS Issues Researcher provides more resources at the end of each article, as well as different citations. It makes it impossible (for most) to mess it up.   

Lesson 3: Common Core Connection

I chose to look at standard 3.RI.1. It refers students to ask questions as they are reading, as well as answer questions and defending their answers with the text. 

(Retrieved from: http://doe.sd.gov/octe/documents/ELA_DT_4a.pdf)

The ebook Reading Comprehension Success in 20 Minutes a Day gives provides great strategies for meeting this standard. As the title mentions, it isn’t one lesson but rather a culmination of many smaller practices everyday that make a reader strong in comprehension and application. One of the beginning lessons explained how kids need to be active readers. Building connections in the mind is critical to the questioning component. Too often I hear kids say, “I read it but I don’t really get it or remember it.” Their eyes skim the words, but they do nothing more with it than that. So, working through some examples in this eBook that focus on building connections and reading actively with question words would be my first lesson on teaching this standard.

Lesson 3: Learning Express Library

I chose to look at the 4^th Grade Informational Reading Practice 1 test. I was really impressed with the immediate feedback and the ability to review my answers and see the rationale for the “best” answer.  I think the rationale is one of the most important pieces, as this helps students understand the thinking to justify the selection.

I also chose to look at the Great Resumes course, and it was really straightforward. I liked how it was written with a lower to regular vocabulary, and it provided great examples. The only thing that would have made it stronger would have been to have a video or two embedded in the examples. Sometimes students who aren’t strong readers shut down or quit before they really start because they are overwhelmed with the words. Sometimes a visual with audio make it a little more approachable for those that don’t read and follow directions well. Apart from that, I think it was a very useful tool!

After doing a search on “legal” jobs, I found the e-book called Becoming a Legal Mediator. It was set up as a PDF document and was a replica of the printed text. It reminded me of uploaded journal articles on library’s websites, and would be easily accessible on multiple devices.

Lesson 2

Chilton Library - Basic Discovery Exercise

For a 2010 Tahoe, the three things that need to be inspected are the cooling system hoses and clamps, the exhaust system and heat shields, and the fuel system.

On September 11, 2009, there was a recall on the keyless entries as many service claims indicated they were not working.

The information on brakes was certainly new as I have little background knowledge on cars. However, I was able to see the different pins, wires, circuits, and the functions of each of those parts.  The diagram made it easier as it gave me a visual to see how the pieces fit together. I think this would be especially beneficial if I had an auto repair shop look at my brakes and then explain to me what was wrong. So often I have to “take their word for it” as I do not know it any differently, but this would help me validate their explanation.

Common Core Connections

CCSS.ELA-Literacy.RI.5.7 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.

(Retrieved from: http://www.corestandards.org/ELA-Literacy/RI/5)

I chose to look at the fifth grade standards, and specifically the one listed above. I think Chilton Library would be a perfect tool to help meet this standard, as it helps the student by narrowing down the options. By entering the year, make, and model of a vehicle, the site automatically hides the inapplicable information. I think it is nice how it shows the contents on the left side, make it easy to access the desired information much more quickly than a standard manual. In a mechanics class, a teacher could set up hypothetical problems and have students use Chilton Library to quickly location solutions.

Mango Languages - Basic Discovery Exercise

I chose to look at Hindi, and learned there are 490 million people that speak this language as their first language.  I also learned that learning the fundamentals of Hindi would help with learning many additional languages in the Middle East.

After trying out a lesson, I really liked how basic it started. The “flashcard” method and repetition definitely make it a little less intimidating. They made it sound really simple, but I know learning a second language is definitely a lot of work! I also liked how it provided visual and audio assistance for multiple learning styles. In my experiences, people are often better at reading a language than they are at speaking or listening to it, so the audio was especially an important component. I didn’t find anything that I didn’t like yet. It was definitely user friendly. I logged out and back in again, and I liked how it gave me the option to resume my lesson without any additional work (saving, marking my page, and so forth.)   Little things like that make a big difference in efficiency for students of all ages.

Common Core Connections

Mango Languages could especially help students with their fluency and phonics and word recognition. It would help students that speak English as a second language, as well as elementary students that are learning to read.  Because it starts out very basic with few words on each slide, it is perfect for even the most reluctant student.