Now, I realize this blog entry has nothing to do with Dyslexic students. However, my Dyslexic kids rely on the use of many learning styles. The skills that Grace is using benefits all students who struggle with learning because a REAL-Life Connection is made with the use of this technology.
Our students at Arp Elementary have access to this type of technology because of grant funding this year, and they are enjoying it! Let's allow our students to become innovative thinkers with the tools they need, while teaching them how to use these tools appropriately! They will love us for it.
And we will all have fun LEARNING in new ways. :)
We started learning the basics - I call it iPad101- last week. All of my students were introduced to the features of our new iPads. We also experimented with the free iBooks that I had downloaded. Ask your child about the following items because we have learned about each in different class sessions:
*Comparing a touch screen to a PC with Mouse
*Internet searches on PC vs. iPad/iMac products
*Apps vs. Icons
*Sending files on PC vs. iPad and how Dropbox can be used on both.
*Voice feature and how it can help dyslexics
Teachers have been using multiple technologies for the last three days. Below is a WORDLE that contains several of our new technology words.
To Create a Wordle:
!. Go to Wordle.net
2. type in words
3. save in public folder (your blog site or other)
4. open another window containg your blog site (or other PUBLIC site)
5. Highlight the embed code with CTL+C
6. Paste the code into your blog site with CTL+V
To use cooltext.com:1.go to cooltext.com
2. click on logos
3.type your words and resize to a smaller size
4. Choose your foreground color (Tiger Maroon is custom # 800000)
5.Choose your background color
6.save to your blog folder
7.insert to the blog by clicking on the music note above and browse your files.
( Introduction to Download.com: http://www.download.com (FOR HOME USE ONLY!!!) If the district wants you to download software they will make it available to you in the Teachers Software Folder OR on the Free Software Page below.
Free Software Chart: http://www.arpisd.org/inserv/Online_Learning.htm If you need help loading any of these, please let us know and we will load them for you.
(1) Bubbl.us: http://bubbl.us - pre-writing, brainstorming, main idea
(2) FUN with Cell Phones:
(a) PollEverywhere.com http://podcast.arpisd.org/users/joy/weblog/76a37/FUN_with_Cell_Phones.html
(b) AND MORE FUN with Cell Phones http://podcast.arpisd.org/users/joy/weblog/737c3/MORE_FUN_with_Cell_Phones.html
CELL PHONE SAFETY Spread the Word! Internet and Cell Phone Safety from InfoSource Learning
(3) EtherPad is a free collaborative service provided by many different providers on the Internet. One such provider is PiratePad. Lets learn about PiratePad http://podcast.arpisd.org/users/joy/weblog/5067e/FUN_with_PIRATEPAD.html
Example PiratePad Assignment: http://piratepad.net/YoqPFIilRq
(4) Free Online eBook Library: http://podcast.arpisd.org/users/joy/weblog/b7cd8/Online_Free_eBook_Library.html
(5) Wordle: http://www.wordle.net/show/wrdl/1258995/learners
(6) HTML <Embed> code into Blog: http://podcast.arpisd.org/users/joy/weblog/ca2ed/Copying_HTML_into_Blog.html
The following information was provided by Willis-Knighton Health System as printed in the Tyler Morning Telegraph on May 4, 2011
From kindergarten through third grade, kids’ abilities to read grows by leaps and bounds. Although teachers provide lots of help, parents continue to play a role in their child’s reading life. Kids who are first learning to read get more information from listening to books rather than from reading them independently. This is especially true of vocabulary — they’ll learn more about what words mean by hearing books read aloud and discussing words with parents, more than from reading on their own. And even as your child’s reading skills improve, reading aloud together can foster a sense of closeness and help improve vocabulary and reading skills, Encourage talking about characters or share reactions to books to rein force the connection between books and everyday life.
YOUR GROWING READER
Here’s how reading usually progresses from kindergarten to third grade:
Kindergarten. This is the time when most kids begin learning to read. By the end of the school year they will probably know most letters and their sounds, match words by beginning or ending sounds, and read and write several simple words. They might be able to read simple text as well.
First grade. In this year most kids learn to read many more words. They sound out words with a variety of phonics patterns, recognize a growing list of words by sight, and connect meaning to the words and sentences they read. Most first-graders can read simple books independently by the end of the school year.
Second and third grade. Kids should continue to learn more phonics patterns and sight words for reading and spelling, use reading to learn new words and discover more about the world around them, read aloud more expressively, and enjoy specific authors and types of books. You should see that reading is becoming more automatic and fluent by the end of second grade or the beginning of third grade.
If you have concerns about your child’s reading level at any time, talk to your child’s teacher, school counselor, and doctor. Kids who are not making good reading progress might have a reading disability, such as dyslexia. With the right educational help, most kids can become readers, but finding the problem and addressing it early will bring the best results
WHAT TO READ
As your child becomes a more confident reader, continue to introduce a wide range of books. When it comes to reading aloud, look for two types of books — those that could be read alone and those that are above your child’s current reading level. With this mix, your child can re-read some of these books independently, while you’ll have to do the reading (or at least help) with the challenging ones that allow your child to enjoy a more sophisticated story and learn new words. Let your child’s interests lead the way when you are choosing books. Sports? Music? Dinosaurs? Look for books on topics you know are of interest and ones that relate to these things. For example, if you know your child is interested in whales, look for books that talk about famous explorers or historical fiction set on whaling boats. As your child gets older, you will find that he or she enjoys increasingly complex books that can each about the world and introduce social and ethical issues.
Talk about the books your child is reading independently and for school and about favorite topics and authors. If the author writes a series of books, encourage your child to read them all. Some kids enjoy keeping a checklist of favorite, authors’ books. Other types of books kids might like include: biographies of famous people; books about kids dealing with challenges; books containing plot twists or language play; mysteries; science fic tion and fantasy. Another way to grab your child’s interest is to pick books that have a personal connection.
Introduce your childhood favorites and talk about why you love them. Your child may also like to read junior versions of the same maga zines you read.
WHEN AND HOW TO READ
The school age child's schedule can be a busy one. You may be having dinner on the go as you scoot from soccer practice to music lessons But if you can find 30 minutes a day to read with your child you will help ensure future reading success. Use the same strategies you did when your child was younger — talk about what you read before during and after asking open ended questions that encourage your child's involvement. Read expressively and with enjoyment. But at this age, be sure to let your child read a book to you. To help with less familiar words you can practice them in advance by having your child point to the words you say on a given page or even in a specific line of text or you might choose to take turns reading. If your child is reading and can't sound out a word, encourage skipping it to read the rest of the sentence before deciding what word would make sense As your child becomes a strong independent reader you might allow some mistakes while reading then ask questions to reveal them ( Do you think that word makes sense in this sentence? ) Be careful about correcting every error your child makes as this may be frustrating If your child seems discouraged or tired while reading offer to take over.
MAKING TIME TO READ
Reading aloud isn’t the only way to encourage kids to read Provide other chances during day to day life like cooking together and having your child read you the recipe Or when you play a new game ask your child to read the directions aloud. Buy a dictionary for kids so that your child can look up definitions of words and help look up the answers to questions in an encyclopedia or online. Kids should have a library card and lots of opportunities to use it. Let yours make selections or ask the librarian for help finding books.
Please remember to get a good night's sleep and eat a healthful breakfast the mornings of your test days.
Are you unsure of the skills that you are supposed to be integrating into your lessons at school? Here is a link to the International Society forTechnology in Education Standards. http://www.iste.org/standards.aspx
A student exhibiting characteristics of dyslexia struggles with some or all of the many facets of reading, writing and/or spelling despite displaying adequate intelligence and receiving the same classroom instruction that benefits most children. As defined in TEC§38.003:
(1) “Dyslexia” means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity.
(2) “Related disorders” includes disorders similar to or related to dyslexia such as developmental auditory imperceptions, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.
The primary signs of dyslexia include difficulty with phonemic awareness, manipulation of sounds in spoken language, single-word decoding, reading fluency, and spelling. Secondary consequences of dyslexia may include problems with reading comprehension and/or written composition. These difficulties are unexpected for the student’s age, educational level, or cognitive abilities. Additionally, there is often a family history of similar difficulties.
An Arp ISD student that appears to have characteristics of dyslexia is provided reading interventions which may include small group instruction to target specific skill deficiencies, one on one instruction for fluency and phonemic awareness development, multi-sensory activities, and computer assisted programs such as EyeQ, Read Naturally, and StudyIsland. Students are also supported in the regular education setting through Inclusion services. When a student fails to make satisfactory progress, with the support of the intervention services, he/she will be assessed for dyslexia and/or related disorders.
Teachers, parents, or school administrators can request that students be assessed for dyslexia. Students must have an average or above average IQ and meet assessment qualifications to be identified as having dyslexia. If the student qualifies as dyslexic, then an individual dyslexia plan will be developed based on specific strengths and weaknesses. Section 504 may be considered for the purpose of providing additional accommodations.
For more information please contact Lara Parker Special Programs Coordinator at 903-859-4936.
This PowerPoint was used at our Fall '10-11 Staff Training on the referral process and characteristics. Please use it to refresh your memory if needed.It contains characteristics for very young students to fifth grade.
Here is a link to the Texas Scottish Rite Hospital Dyslexia site: http://www.tsrhc.org/dyslexia.htm
This is the most current copy of the Texas Education Agency's Dyslexia Handbook as revised in September 2011.
Here is a beautiful picture of my girls taken 1/21/11.
Melody Grace Ezell was born on November 14, 2010 at 2:55 a.m. She weighed 9.6 lbs!!! Both mom and baby are doing well.
Week of November 8, 2010.
Sometimes, I entertain myself.
Here is a funny (and sadly true) story for you. Yesterday, the second day of school, I realized that I am senile.
se·nile /ˈsēˌnīl/-of, relating to, exhibiting, or characteristic of old age <senile weakness>; especially : exhibiting a loss of cognitive abilities (as memory) associated with old age
At the end of the day, I saw a group of my students who were in 3rd grade last year. They were with Mrs. Line, reading a math pre-test. I asked what they were doing. Mrs. Line replied, “We are reading over this to make sure everyone has their accommodations because [she] couldn’t remember who all gets read to.”
(I thought of Mrs. T as the “she” because she was the girls' 3rd grade math teacher.)
I put my hand on my hip, and with question in my voice, added “She can’t remember?!” as I began pointing my index finger around the room, adding to the previous statement. “You girls need to tell Mrs. T that Mrs. Dawson said she is senile! SEE-NILE! It’s ok. You tell her I said that.”
Following my outburst, with a straight face, and monotone voice,
mon·o·tone play_w2("M0399800") (m n -t n )-Sameness or dull repetition in sound, style, manner, or color
Mrs. Line stated,” Uh, Mrs. Dawson, the girls are in 4th grade now.”
Paralyzed, I pointed both of my index fingers toward my chest and said proudly,” Senile.” Then, standing tall, I walked out of the room.
The Arp Elementary Calendar for May is full!!! Here are some of the things that you can participate in: