Math, week 7

This week, I learned how graphic calculators can be fun and exciting.  Learning how to use the graphic calculator for the first time was no fun for me.  It had so many buttons and functions that I needed to know which made me feel really overwhelmed.  There were certain rules and codes I needed to input in order to make my graph.   Robin's demonstration of graphing our movement was fun and very engaging.  I wish I learned how to have fun with my graphic calculator when I was in high school.  Showing our movement on graphs would've really made sense to me back in high school and I think I would've enjoyed learning it.
What other ways can we make graphing calculators more fun and engaging without using a motion sensor?  I would love to learn other ways to make my teaching more fun and engaging. 

I also enjoyed working with GeoSketch and Fathom.  Trying to fit all of the geometric shapes was difficult than it looked. I think primary kids will have fun working with GeoSketch eventhough it can be a little challenging for them.  I can picture couple of my second grade students enjoy working with GeoSketch.  Trying to figure out and fit in all the shapes into a given pattern will stretch their thinking and help them better understand the characteristics of each shapes.
What other strategies can I use to integrate technology and math in primary grades to make my teaching more fun and efficient?

English Language Learners and Children at Risk

Chapter 7 of Fox this week talks about teaching ELL students and children at risk.  I enjoyed reading this chapter because I was once a ELL student long ago, and I was able to relate myself to many points Fox was making.  I found this chapter to be really helpful because in my main placement, there are about 4 ELL students I'll be working with in Spring.  Reading chapter 7 of Fox really helped me to better understand how ELL students learn and in ways I can help them. 

I remember going to to a ELL specialist in 2nd grade to learn phonics and read books together.  Back then, I didn't know that it was called "phonics," just doing the work I was told to do.  As a bilingual adult now, I realize how that short time of learning phonics with my specialist was crucial in my time of learning English.  I was able to learn quickly how letters together make sounds and how words are formed.  Because I understand how crucial it is to teach phonics, I hope to better assist ELL students by learning ways to support them. 
I found Fox's tips on teaching, reading, and sharing literacy with English Language Learners to be very helpful on pg. 230. 

1. Adapt instruction to children's English language proficiency, culture, and experiences.
2. Use culturally familiar text to assess reading ability.
3. Connect children's life experiences and home language with your classroom reading program.
4. Develop children's ability to speak their home language and English.
5. Use predictable books to practice and reinforce English language patterns and vocabulary.
6. Read aloud to children.
7. Have children write often and for a variety of purposes. 

Fox, B.J. (2008). Word identification strategies building phonics into a classroom reading program. New Jersey, NJ: Pearson Prentice Hall.