Team+K-1

= = =Welcome to the Kindergarten/First Grade "Keys" Wiki! = Created by:

"Team K-1"
Nicole Gilkison/ Rochester/ First Grade Janeen Horton/ Elmont & Logan/ Instructional Coach Gena Mathes/ Elmont/ First Grade Karen Williams/ Pleasant Hill & Logan/ Instructional Coach

Looking for ways to use the resources on your "Unlocking the Future with 21st Century Keys"? This wiki includes ideas and examples of the specific uses for USD 345 Kindergarten and First Grade teachers. Each area is color coded to match the sections on your key ring. Enjoy!

Common Core Standards Information: English Language Arts Standards at [] Mathematics Standards at []

= __21st Century__ = = __"Keys Web 2.0 Tools__ = == Create a word family or an initial sound Wordle at [] == (Words are sized based on how many times they appear in the text you enter so to make my "at" bigger than the rest of the words I just pasted it in several times- I tried to make a big "P" in the p wordle, but it did not recognize P as a word.)

Meets CCSS:  K.RFS.2.a. Recognize and produce rhyming words. K.RFS.2.d. Isolate and produce the initial, medial, and final sounds in CVC words. K.RFS.2.e. Add or substitute individual sounds in simple one-syllable words to make new words. == Ten Frame Game- (not currently a key, but a great web activity) found at ==

 []
Meets CCSS: K.CC.4 Understands the relationship between numbers and quantities; connect counting to cardinality. K.CC.5 Count to answer "how many" questions. Give a number 1-20 count out that many objects. <span style="color: #21a628; font-family: 'Comic Sans MS',cursive;">K.OA.1-5 Understand addition as putting together and adding to...

<span style="color: #21a628; font-family: 'Comic Sans MS',cursive;"> ==<span style="color: #5978f3; font-family: 'Comic Sans MS',cursive;"> <span style="color: #21a628; font-family: 'Comic Sans MS',cursive;">Vocaroo [] == <span style="color: #21a628; font-family: 'Comic Sans MS',cursive;"> [|Click for a recorded message about Vocaroo!] <span style="color: #21a628; font-family: 'Comic Sans MS',cursive;">This website is very young-student friendly. Students click to record. Would be great for recording student reading! <span style="color: #21a628; font-family: 'Comic Sans MS',cursive;">Meets CCSS: <span style="color: #21a628; font-family: 'Comic Sans MS',cursive;">RF.1.4. Read with sufficient accuracy and fluency to support comprehension.- Read grade level text orally with accuracy, appropriate rate, and expression.

<span style="color: #5978f3; font-family: 'Comic Sans MS',cursive;">[[image:key.png width="74" height="45"]] <span style="color: #21a628; font-family: 'Comic Sans MS',cursive;">Big Huge Labs
<span style="color: #21a628; font-family: 'Comic Sans MS',cursive;">At Big Huge Labs you can do many things with pictures. One that I thought was cool was making your own trading cards at []

<span style="color: #21a628; font-family: 'Comic Sans MS',cursive;">Students could make "about me" trading cards or respond to text by making a trading card about a character in a book.

<span style="color: #21a628; font-family: 'Comic Sans MS',cursive;">Meets CCSS: <span style="color: #21a628; font-family: 'Comic Sans MS',cursive;">RL.1.3 Describe characters, setting, and major events a story using key details. <span style="color: #21a628; font-family: 'Comic Sans MS',cursive;">RL.K.3 With prompting and support identify characters, setting, and major events in a story. <span style="color: #21a628; font-family: 'Comic Sans MS',cursive;">W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers.

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<span style="color: #5978f3; font-family: 'Comic Sans MS',cursive;">[[image:key.png width="74" height="45"]] <span style="color: #21a628; font-family: 'Comic Sans MS',cursive;">Read-Write-Think
<span style="color: #21a628; font-family: 'Comic Sans MS',cursive;">This is a resource, found at the read- write- think website, in which student sort CVC words into word families. It is not self-monitoring so students would have to print/save (I printed to a PDF file) and the teacher would need to check and provide feedback. [|Word Family Sort]

Meets CCSS: RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. -Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

[[image:Screen_shot_2011-11-20_at_10.47.17_PM.png]] <span class="wiki_link_ext">Voice Thread - [|www.voicethread.com]
Voice thread is a collaborative, multimedia slide show that holds images, documents, and videos and allows people to navigate slides and leave comments in 5 ways - using voice, text, audio file, or video (via a webcam). Students can use voice thread to retell a book, then peers can respond to the thread, adding to conversation of the book. Meets CCSS: SL.1.1.b. Build on others' talk in conversation by responding to the comments of others through multiple exchanges. SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. RL1.3 Describe characters, settings, and major events in a story, using key details.



= Podomatic - Podomatic.com (not in your keys, but add it in!) =

Podomatic is a wonderful site to use to create podcasts, or to upload a podcast that you create in GarageBand. Podcasts can be created with your students over a variety of content skills and themes.

I created a podcast with a couple of students retelling a story they had just read. They also created the artwork to go with the podcast. They recorded the podcast in GarageBand.



** Go [|HERE] to see the podcast. **
Meets CCSS: RL1.3 Describe characters, settings, and major events in a story, using key details.

[[image:Screen_shot_2011-11-20_at_10.47.17_PM.png]] **Animoto** - []
This is an excellent resource to create our own music video using pictures of students at work, field trips, student artwork/projects, classroom parties, and classroom activities. Upload your images or have students upload and add music. Students LOVE watching themselves flash across the video. They like to also write about their "movies". This is an easy project for students to "record" or take pictures themselves and upload!

Meets CCSS: W1.1 The students will write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W1.3 The students will write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. W1.6 With guidance and support from adults, students will use a variety of digital tools to produce and publish writing, including in collaboration with peers.

[[image:Screen_shot_2011-11-20_at_10.47.17_PM.png]] [|Voki]
Create a representation of yourself (avatar). Choose hair color, eyes, clothes, etc. Add your voice or type your text and embed on blog, wiki, or webpage.

Go [|HERE] to see an example of how this was used in my classroom.



Meets CCSS: W1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas,thoughts, and feelings.

Flicker- []
This is a great place to store photos and share them. Instead of printing out student pictures of each special event/day, just upload the pictures to this site and share them with parents via email, Facebook, Google docs, etc. This site is a great way to download other colleagues/team teachers' pictures as well. These can be used in Google Earth or in any student presentation, report or writing piece!

Meets CCSS: W1.5 With guidance and support from adults, students will focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. W1.7 The students will participate in shared research and writing projects.

= Kan-Ed = ====<span style="color: #5978f3; font-family: 'Comic Sans MS',cursive;">[|4Teachers] --This site helps teachers locate and create ready-to-use Web lessons, quizzes, rubrics and classroom calendars. ====
 * [|TrackStar] TrackStar is your starting point for online lessons and activities. Simply collect Web sites, enter them into TrackStar, add annotations for your students, and you have an interactive, online lesson called a Track. Specific “already created” [| tracks for primary]
 * [|Teacher Tacklebox] Links to help integrate technology in the classroom
 * [|Equity] - a searchable database designed to locate resources and tools to help you meet the needs of a diverse classroom.

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<span style="color: #5978f3; font-family: 'Comic Sans MS',cursive;">[[image:key.png width="74" height="45"]]
= __21st Century Learner Profiles__ =



<span style="color: #5978f3; font-family: 'Comic Sans MS',cursive;">[[image:key.png width="74" height="45"]]** Creativity and Innovation **
// The learner... // // demonstrates originality and inventiveness in work; develops, implements, and communicates new ideas to others; is open and responsive to new and diverse perspectives; and acts on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs. //

* Students can create a story on [|StoryJumper] Meets CCSS: W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events W.1.3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened

====<span style="color: #5978f3; font-family: 'Comic Sans MS',cursive;">**<span style="color: #f48734; font-family: 'Comic Sans MS',cursive;">Critical Thinking and Problem Solving ** ==== // The learner... // // exercises sound reasoning in understanding; makes complex choices and decisions; understands the interconnections among systems; identifies and asks significant questions that clarify various points of view and lead to better solutions; // // frames, analyzes, and synthesizes information in order to solve problems and answer questions; and reflects critically on learning experiences and processes (metacoginition). //

<span style="color: #5978f3; font-family: 'Comic Sans MS',cursive;">[[image:key.png width="74" height="45"]]** Communicating and Collaborating **
// The learner... // // understands, manages, and creates effective oral, written, and multimedia communication in a variety of forms and contexts and for a variety of purposes; demonstrates ability to work and communicate effectively with diverse teams; exercises flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal; and // // assumes shared responsibility for collaborative work. //

*Students can work together to create a "Getting to Know Me" Poster at the beginning of the year using [|Glogster]. They can also explore this site to create posters throughout the year on a specific topic/unit. Meets CCSS: W.1.7 Students participate in shared research and writing projects. W.1.5 With guidance and support from adults, students focus on a topic, respond to the questions and suggestions from peers, and add details to writing as needed. W.1.6 With guidance and support from adults, students use a variety of digital tools to produce and publish writing, including in collaboration with peers.

* [|PrimaryWall] a web-based sticky note tool designed for schools that allows pupils and teachers to work together in real-time. Classes can work together to brainstorm ideas for collaborative writing. Meets CCSS: W.1.7 Students participate in shared research and writing projects.

W.1.6 With guidance and support from adults, students use a variety of digital tools to produce and publish writing, including in collaboration with peers.

<span style="color: #5978f3; font-family: 'Comic Sans MS',cursive;">[[image:key.png width="74" height="45"]]** Flexibility and Adaptability **
// The learner... // // adapts to varied roles, responsibilities, schedules, and environments; works effectively in a climate of ambiguity and changing priorities; and seeks and embraces opportunities created by change. // ====<span style="color: #5978f3; font-family: 'Comic Sans MS',cursive;">**<span style="color: #f48734; font-family: 'Comic Sans MS',cursive;">Initiative and Self-Direction ** ==== // The learner... // // monitors his or her own understanding and learning needs; goes beyond basic mastery of skills and/or curriculum to explore and expand his or her own learning and opportunities to gain expertise; utilizes time efficiently and manages workload; initiates, prioritizes, and completes tasks with minimal oversight; and demonstrates initiative to advance skill levels towards a professional level and a commitment to learning as a lifelong process. //

= __Interactive Tools__ =

<span style="color: #c759f3; font-family: 'Comic Sans MS',cursive;">[[image:key.png width="68" height="41"]]<span style="color: #5978f3; font-family: 'Comic Sans MS',cursive;">SMART Board/Slate
<span style="color: #5978f3; font-family: 'Comic Sans MS',cursive;">* Go to USD 345 WebDAV Shared Directory for K/1st grade ideas. <span style="color: #5978f3; font-family: 'Comic Sans MS',cursive;">* Click on the SMART Board Resource LiveBinder to see resources available on [|**Melanie Campbell's** website] *The SMART Board/Slate is one of the most critical pieces of technology in the classroom. First graders enjoy manipulating sounds, letters, words and phrases and think they are "playing games" the whole time. These can be done with whole groups using the SMART Board, or in small groups using the Slate. Click on the links below to access websites.

*Letter Sounds/CVC Words [] [|http://www.iboard.co.uk/curriculum.htm?launch=2448#2448] [] [] [] *Blending Words [] [] [] [] *Sight Words [] [] []

<span style="color: #5978f3; font-family: 'Comic Sans MS',cursive;">[[image:key.png width="65" height="45"]]Document Camera
<span style="color: #5978f3; font-family: 'Comic Sans MS',cursive;">Check out the amazing Glog on document camera use, created by our own **Melanie Campbell**. So many great ideas! []

For helpful Document Camera files, visit []

<span style="color: #5978f3; font-family: 'Comic Sans MS',cursive;">[[image:key.png width="78" height="48"]]Mobile Lab
<span style="color: #5978f3; font-family: 'Comic Sans MS',cursive;">Visit any number of educational websites for individual/small group practice of skills. Specific areas of learning can be easily adapted for each student, and the immediate feedback is awesome! Numerous websites are included in the following **LiveBinders**:

[|__Phonemic Awareness LiveBinder__]
<span style="color: #5978f3; font-family: 'Comic Sans MS',cursive;">Meets CCSS: RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

[|__Phonics LiveBinder__]
Meets CCSS: RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding words. RF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words.

[|__Vocabulary LiveBinder__]
Meets CCSS: SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Meets CCSS:
RF.K.4. Read emergent-reader texts with purpose and understanding. RF.1.4. Read with sufficient accuracy and fluency to support comprehension.

[|__Comprehension LiveBinder__]
Meets CCSS: Kindergarten and First Grade Speaking and Listening Strand