Amy's+Page

toc Hi, my name is Amy. I have been teaching third grade in Glastonbury for five years. This class is going toward the completion of my sixth year degree in Educational Technology. I'm in the home stretch and hope to finish the program this summer.


 * Click the link below to view my blog.**

=Amy's Blog=

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=**Final Project**=

For my final project, I plan to create a lesson for implementation with a third grade geometry unit in math. This unit is usually difficult for the chiildren due to the vast amount of vocabulary that is introduced. I will be creating the lesson for use on the SmartBoard because it is highly motivating for children, and technology will be a great vehicle in order to help students learn the various geometric terms. Each time I used the SmartBoard in my classroom, participation and engagement jumps to 100%. As a result, when students are more actively engaged in their learning, their longterm retention and independent application increases. In addition, for one of my professional objectives this year, I decided to generate a variety of lessons to use with the SmartBoard across academic areas. I house one of the SmartBoards for my school in my classroom, and I'm the only one in the school who ever uses it.

=**Wikipedia Assignment**=

Click the link below to view the article my partner and I edited.

Guided Reading

media type="custom" key="5098879"

=**Instructional Strategies**= Presentation || § Video § Audio § Webcast/Podcast § PowerPoint § Overhead Projector/Document Camera § Smart Technologies (SmartBoard/Notebook/Smart Recorder) § UDUTU § Google Presenter § Jing § Websites – (United Streaming,YouTube,TeacherTube) § Voice Threads || Demonstration || § Video § Webcast § LCD Projector (modeling how to access/create/do something on computer) § Smart Technologies (SmartBoard/Notebook/Smart Recorder) (modeling how to access/create/do something on computer) § UDUTU <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Jing <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Websites – (United Streaming,YouTube,TeacherTube) <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Voice Threads || Drill and Practice || <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Various CBI programs <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Websites (practice math facts, spelling words, geography, vocabulary, foreign language) <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ UDUTU || Tutorial || <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Various CBI programs <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ UDUTU <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Integrated Learning Software <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Webcasts <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Video <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Smart Technologies (SmartBoard/Notebook/Smart Recorder) <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Jing <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Various Websites – (YouTube,TeacherTube) <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Voice Threads || Discussion || <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Video <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Skype <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Google Docs <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Podcasting <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Webcasting <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Blog <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Wikis <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Voice Threads || Cooperative Learning || <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Various CBI programs (//Sim Earth: The Living Planet,// // Oregon Trail // ) <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Google Docs <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Podcasting <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Webcasting <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Blog <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Wikis <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Voice Threads || Games || <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Various CBI programs (//Road Race, Word Trek, Context Clues,// // Cause and Effect, Mathematics Pentathlon) // <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Various Game Websites <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Jeopardy || Simulation || <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Various Websites <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Various CBI (//Decisions, Decisions//) <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Role Playing (goanimate.com, podcasting) || Discovery || <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Video <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Various Websites || Problem Solving || <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Various CBI programs (//Factory Deluxe,// // Inspiration/Kidspiration/Webspiration,  // //  eZedia) // <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Various Websites <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Podcasting <span style="font-family: Wingdings; font-size: 10pt; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Webcasting ||
 * ** Instructional Strategies ** || ** Technology/Media Integration ** ||

=**Classroom 2.0 Discussions**=

The first discussion that interested me was one on faculty meetings. It started off by asking our thoughts on integrating Web 2.0 into faculty meetings. Essentially, the feeling is that Web 2.0 should be integrated into factulty meetings as a way of practicing what we preach. If we're being expected to integrate Web 2.0 into our teaching and classrooms, we should also be integrating Web 2.0 into faculty meetings and professional development. The overall sentiment is that the issues/topics covered at faculty meetings could very well be addressed using various Web 2.0 such as blogs and wikis. Then, faculty meetings could be devoted to much needed professional development. The professional development could be provided via a menu where educators could choose the professional development they wanted to partake in based on their individual needs. Web 2.0 could then also be integrated into the professional development as professional development in itself or as a vehicle to help provide it. I personally feel that integrating Web 2.0 into faculty meetings would be a good thing. It would make these meetings more efficient, and it would serve as a model of instruction for the classroom. Also, technology integration is here to stay. There's not avoiding it now. Although, I do feel that many educators might resist this movement due to their low comfort zones with technology. In addition, if we're to be expected to use and integrate technology, we need to be provided with enough, modern, functional technology to do so.
 * Discussion One - Faculty Meetings and Web 2.0**

This discussion looked at various classroom management strategies that different educators are using out there. I looked into it out of curiosity becuase I do feel that strong classroom management is critical to maximizing teaching and learning time in the classroom. Classroom management is definitely one of my strong points as an educator, and as a result I am able to get through a lot with my students. In addition, strong classroom management also allows for creating a positive learning environment where students feel safe, valued, and encouraged to take risks. Various books were cited throughout the discussions, as well as the notion of connecting with one's students and making them feel that they are a part of the process. I recommended reading books in the series put out by the Northeast Foundation for Children (Responsive Classroom) such as: //The First Six Weeks of School, The Morning Meeting Book, Teaching Children to Care,// and //Rules in School//. I also recommended reading //How to Talk so Kids Will Listen & Listen So Kids Will Talk// and //How to Talk so Kids Can Learn at Home and in School.// Essentially, I find that the keys to classroom management are structure, organization, and consistency. Students respect you more when the rules aren't constantly changing for different situations. They listen to you when they see that you genuinely care about them and about what they have to say.
 * Discussion Two - Classroom Management Strategies**

For the last discussion, I went back to my background as a remedial Reading and Language Arts teacher. This discussion was started by a soon-to-be classroom teacher interested in finding out various ways to find students' reading levels. She really doesn't like tests as a means of finding reading levels. Overall, the consensus was to have the children read to the teacher books of varying difficulties to determine reading levels. Personally, I like a more structured assessment to determine initial reading levels particularly at the beginning of the year. I come from a very data driven training background and find that there is value to that. When there are any concerns with a child, it's the data that drives future support. I use the DRA and QRI tools for assessing reading levels. Both of these tools assess decoding abilities and comprehension. Comprehension is what drives my reading instruction at the third grade level. I also, however, look at daily work samples from the students. I look at their independent reading of self-selected books, as well as their ability to respond to literature both in writing and in oral discussions. I also assess fluency more formally through fluency assessments because fluency has a direct correlation to reading comprehension. Timothy Rasinski (the guro of fluency) has many valuable resources out there to assess and teach for fluency. Thus, I formulate a holistic picture of the child and his/her reading ability/level.
 * Discussion Three - Reading Levels: How do you find them?**

=Wikipedia Assignment=
 * Original Article**

For my original article, I decided to bring some publicity to my aunt's bed and breakfast and restaurant in Portugal. Click the link below to read my article. Please also visit her website by clicking on the link at the end of my article. It's a pretty amazing place!

Casais Estacios

=Let's Practice #5=
 * Podcast**

Click here to listen to our podcast on Internet Filtering.

=Let's Practice #9=
 * Kathy Schrock's Guide for Educators**

Until now, I had never heard of Kathy Schock. She definitely has created a very comprehensive, extensive, valuable resource for educators. Although I think she has many valuable features on her website, the one feature I find to be most useful is her section on Assessment and Rubric information. This is an excellent resource. She's got links there for every kind of rubric imaginable across academic areas, including technology integration of many kinds. There are links for electronic portfolio assessments and report card comments. In addition, there's a section with links to sites that help you generate your own rubrics. Generating quality rubrics, rubrics-based assessments, and performance-based assessments takes a lot of valuable time, and having this resource is a huge time saver.

Click the link below to visit this great feature!

Kathy Schrock's Assessments & Rubrics

=Let's Practice #6=
 * Proper Student Use of the Internet**

1. Let an adult know that you will be using the Internet. 2. Tell and adult why you will be using the internet. 3. You many only use the Internet for school related reasons. 4. Use only the search engines posted on our Library's webpage for research. 5. Only search for topics connected to what you are researching. 6. Use our classroom checklist to see if a website is accurate. 7. Remember that anyone can publish, edit, and revise content on the Internet. 8. Find an adult immediately if you think you have ended up on a site with anything inappropriate. 9. Do not open emails from unknown senders. 10. Do not post personal information on the Internet (ex. address).

=Let's Practice #7=
 * Webquest**

Below is a link to a WebQuest I created for a third grade Social Studies unit on Japan. I had to link it as a Word document instead because I couldn't get it to link properly as a web file. I also linked the various work pages that go along with it, as well as the two rubrics I use to grade them.



=Let's Practice #1=
 * Scavenger Hunt**

Below is a link to two different Scavenger Hunt activities I use with my third graders. One explores the history of Spain using Culturegrams. The other explores Chinese culture using Culturegrames. Both Scavenger Hunt activities are more structured and scaffolded due to the age group. I teach third graders, and they need this kind of structured activity when going online "hunting" for information.



=Let's Practice #3=
 * Form: Evaluating Internet Sites**



=Let's Practice #2=
 * Credible Sites**

The disaster in Haiti is on everyone's minds and serves as an awakening reminder to us that no matter how rough life might be, it could always be worse. When there are disasters such as these the world always comes together to aid those in need, and relief websites pop up almost at the blink of an eye. Unfortunately, there are also many people who want to take advantage of others' suffering and willingness to help. This is a great opportunity to apply the concepts of website evaluation and credibility.

I searched for websites offering relief for Haiti. In order to determine whether or not the websites were credible, I looked for key things. I looked at the source of the website (ex. Red Cross, Unicef, WorlVision, Care, Oprah etc). I also looked up contact information. For each of these sites there's a variety of means for contacting them, as well as a variety of ways in order to donate. I also looked for information on security and on what types of security they have in place for making secure donations online using a credit card. These seemed to be appropriate.

CARE UNICEF [|World Vision] Red Cross

=Final Project: 3rd Grade Geometry=


 * Lessons:

Geometry Blogs** For each of my lessons, I created an exit slip as a quick form of paper and pencil assessment; however, an alternative to this type of exit slip would be Geometry Blogs. I can have each student in my class create a Blog about their Geometry learning. After each lesson, the students can reflect on their learning by posting a Blog about the big ideas of that day's lesson. I may choose to leave the Blog open-ended, or I may decide to provide a guiding question for them to respond to. I can then comment on the children's learning via their Blogs. I opted to also include the paper and pencil approach due to limited availability of technology resources on given days.

Below is the template for the Geometry Dictionary the students will be using throughout the unit.
 * Geometry Dictionary**




 * Lesson Plan #1: Learning about Lines, Line Segments, and Rays







Lesson Plan #2: Learning about Parallel & Intersecting Lines, Line Segments, and Rays







Lesson Plan #3: Learning about Triangles**







Click the link below to view the United Streaming video I will be using in this lesson.

**Maths Mansion Show 20: Triangle Delight**


 * Lesson Plan #4: Learning about Quadrangles







Lesson Plan #5: Learning about Polygons**



Click the link below to view an interactive game my students can play to review the different polygons.

Polygon Matching Game

Here is a multiple choice quiz I made to review polygons. I made it using www.schoolexpress.com.



SchoolExpress.com


 * Lesson Plan #6: Learning about Symmetry**







Click the link below to view the United Streaming video I will be using in this lesson.

**The Number Crew: Symmetrical Spectacles**


 * Lesson Plan #7: Learning about Polyhedrons**





Click the link below to view the United Streaming video I will be using in this lesson.

**Math Monsters: Geometry**


 * Review Activities:**


 * Geometry Jeopardy**

For an end of the unit review, I created the following Jeopardy game using a template another teacher shared with me. This is a great unit to incorporate this learning strategy due to the overwhelming amount of vocabulary that the students are required to learn. I will use this on the SmartBoard, and it will truly feel like we'are on Jeopardy! Fun!




 * Geometry Riddles - Podcasts (Audacity)**

Each student will have to write two different geometry riddles. Then, they will create a podcast with a partner where they read each other their riddles, and they'll have to figure out which geometric shapes each is describing.

Another way this activity can work is as a form of whole class review. Each student can make a podcast of their riddles, without revealing the solution. Individual students can then listen to the podcasts and try to identify the geomentric shape being described. They can write their answers down on a sheet of paper. The students must accurately name and draw the shape being described. The podcasts can also be uploaded to my school website for review at home.

Riddle Requirements: - Each riddle must have at least four clues. - Start with your hardest, more general clues first, and end with your biggest clue.

Click the link below to view a screen capture tutorial on the basics of how to use Audacity.

Jing Tutorial: Audacity




 * EGames - Math Lingo**

Students review geometry vocabulary by playing this interactive game. Click the link below and click on **unit 6** in the upper right hand corner, as that is the unit that covers geometry.

EGames: Math Lingo Unit 6 Geometry


 * Puzzlemaker.com - Crossword Puzzle**

Here is a crossword puzzle I created using puzzlemaker.com. It features important vocabulary from the unit. This will be another nice review tool.




 * Puzzlemaker.com - Double Puzzle**

Here is a double puzzle I created using puzzlemaker.com. It's a great activity to help work on spelling, as it has students unscrambling different vocabulary words from the unit.




 * Puzzlemaker.com - Word Search**

Here is a word search I created using puzzlemaker.com.