Tweet to Text Strategy Reflection

Overall I believe this strategy is a fun way to incorporate what students are interested in into the classroom. Most students either have a twitter or at least know how the twitter format works. This can allow students to become more invested in the assignment or lesson because they feel more connected to how they are learning their class material. I think it is important to note that this strategy could be more useful in classrooms that have reading material and can help the students summarize what they have read in a concise, short and simple way. It also could be used as a way to discuss silently. Students could tweet and/or like certain tweets they agree with and even comment on actual twitter or comment on the tweets posted around the room, as they would if they were to like or comment on any tweet on twitter.

During our lesson plan, our class thoroughly enjoyed the concept of text to tweet. However, we had some areas we could have grown in. In the beginning our lesson was seen as a little confusing and in part, it was because we had to make a math lesson into a text. Some students would rather us explain what is being asked of them rather than have them read what is being asked of them. We could have had a short mini lesson on how PEMDAS works and then have them take what they learned from lesson and tweet. However, in other subject areas you could easily give students a passage and then have them summarize what they read. There would be less activating prior knowledge this way, but also can ease them into how tweet to text works.

Lesson plan is a fun interactive way that keeps all students involved and connected to the lesson and class text. The students thoroughly enjoyed the format of the challenge of only using 140 characters and having the twitter format. The lesson also went well because students could see if they achieved the right answer because it was written on the back; however we didn't tell them until they had completed the PEMDAS equation. Overall, the lesson plan went over well and can be used in multiple different settings with different texts!!

Word Count: 377

Read Write Think.. ABOUT EVERYTHING!!!

First of all, this website is full of different resources from teachers to parents to students. There are programs for students to practice vocabulary, reading and writing skills. The website is mainly focused around literacy content areas, however it has something for everyone! Most importantly, it has lesson plans already planned out with resources included such as worksheets, preparation, instructional plans, etc. The lesson plans also include the standards that are addressed in each lesson, so you can find out if you need to fulfill that standard or not. There are lesson plans ranging from all subject areas that specifically include literacy components. Also the website includes resources and activities for grade levels Kindergarten to 12th grade, so teachers of all levels can use this resource to their benefit.

My favorite part of the resource is that their is specific lesson plans that tie in literacy to math. Math classes tend to have the hardest time connecting math skills to literacy skills, however this lesson plan shows just how easy it really can be. It goes over how to connect literacy to math where students can see that math is all around them because just like reading and writing math uses some of the same comprehension skills. It also shows teachers fun ways to incorporate literacy skills in their lessons without strictly stating that it is a literacy skill.

Lastly, a cool factor of this resource is that there are seminars for teachers to watch that teach them how to use technology in their lessons, have evidence based discussion and/or differentiate instruction. No matter their content area, all teachers can benefit from learning general information that they can use in their classroom. Overall, I think this resource is full of helpful skills and information to all teachers and is worth checking out!!

Resource:http://www.readwritethink.org/
Word Count: 302

Can math class really have a book club?

The first thing I thought when I saw the title of this chapter before even reading a word was how can math class have a book club. Throughout Subject Matters, we have discussed different strategies than can be used to bring literacy to different content area classrooms. Book clubs are just another way to bring diversity to the class material, but also encourages literacy in classrooms such as math or science where it is not discussed as much. However, as strange as it sounds, math and science classes can have a book club and all subjects for that matter. In fact, these classes probably should have book clubs because of how much understanding they bring to students. Book clubs in content areas can show students different ways to interpret the information they are being lectured. In math, these book clubs, can give students real life situations and examples that better explain a certain concept in a context other than on a test in the classroom.  Students will be met where they are and given a chance to collaborate on discussions with peers that they may not have been able to prior to having a book club. Some students may struggle with this new concept in class and it is up to the teacher to demonstrate and explain their instructions to their students.

Book clubs are just one example of how easy it is to plan other content areas into your lesson plans. Cross curriculum gives the students a chance to make bigger connections and succeed in different contents since they are seeing those areas more often. Overall, teachers should learn to bring diversity and change into their classroom. Teachers often become burned out from teaching when their class becomes stagnant. They need to remember they are for their students and need to reach them on their level. By having a book club in a math class, you are allowing the students who love to read and learn best that way to succeed in your class because they are being able to use the materials that help them best. Overall, teachers are there for their students to succeed and should be okay with bringing change and new concepts into their classrooms.

Subject Matters: Chapter 9
Word Count: 370

Calling All Math Middle Grades Teachers!!!

This resource is one that I accidentally happened upon trying to find information for a different class. This resource is full of information for all math teachers no matter the grade level; however this resource benefits middle grades and elementary age learners the most. One of my favorite aspects of this website is that there is a section specific to English learners. I think math can be the most difficult for those whose first language is not English. Imagine learning about fractions in a foreign language. It would be close to impossible. Besides focusing on newer English learners, this website also full of curriculum that helps the student succeed. This resource is most helpful for teachers who may need extra help in bridging the gap for their students who are not understanding material given in class. It uses common core and state standards to align the activities they have for students, so that students are understanding what they need to. Overall, the activities adapt to each student giving them the best chance to succeed because they are being reached to on their own level and given material that will help them continue to grow from the level they are on.

Not only does this source want to help students who are struggling but also math teachers who are struggling. There is a whole section on this website that is devoted to resources for teachers including events, webinars and case studies. The best part is that these resources are typically offered in Spanish and English for those who have students with Spanish as their primary language. These resources are open to the public; however it is encouraged to get an account with Dreambox to be able to use some resources that are only offered to account members. Also included on the site is a link to a blog that is full of articles from mathematicians and math teachers all over that are full of advice and suggestions for teaching math to younger students. This website seems like a great resource for students and teachers alike with information and activities for improvement in learning and teaching math to middle grades!

Resource: https://www.dreambox.com/
Word Count: 358

"Historical Fiction in English and Social Studies Classrooms: Is it a Natural Marriage?"

Summarize:

• There are several overall themes discussed between these Social Studies and ELA teacher that they found throughout their studies. This includes habits of the mind around teaching historical fiction. These habits all were generally about building historical background and knowledge, nurturing historical empathy, and pairing both non-fiction and fiction sources. All of these components promote historical understanding in both ELA and Social Studies classrooms.

Connections:

• When they discuss 9th Grade Literature and Social Studies and "the Book Thief", I can vividly remember studying for the test and studying quotes from the novel. 
• Specifically, I can remember reviewing World War II and Nazi Germany prior to reading it. 
• The importance of context is a general idea that has been given by all my teacher no matter the subject area and it overall leads to success of students. 
• I can remember reviewing the American Revolution in the 4th grade and acting out the Boston Tea Party to be able to relate more to the people of the time it occurred and this was exactly what I thought when I thought of historical empathy. 
• I can also remember reading about time periods in Lit class in high school prior to starting a unit to know what was going in that time period and why authors would be writing how they wrote or what they wrote. 

Critique: 

• The 3 habits around teaching historical fiction make sense because it all helps the student be more successful with the text all of these is because contextualization, historical empathy and fiction v. non-fiction. 
• It was helpful to see that Social Studies teachers understand the importance of their job to better ELA and see that ELA teachers respect the importance history/social studies onto ELA. I think it showed how no content area is independent, but rather they al connect and in the end better each other. 
• I am wondering why contextualization and historical empathy are not combined because you can't have one without the other because empathy depends on having context. 
• I think it would make more sense had they laid out where contextualization was an umbrella and historical empathy and non-fiction/fiction sources fall under it.
• Historical empathy seems to benefit ELA more than Social Studies classes at times.

Explain Importance:

• Students will be able to succeed more in not only one content area if they are able to understand historical context, so they are then able to make sense of the past in the texts in their literature classes. 
• Historical empathy not only brings history to life, but brings literature to life allowing students to appreciate both more. 
• Empathy and non-fiction/fiction sources are related because without non-fiction, then students wouldn't be able to empathize and overall they both are because we have context to the history.  
• Collaboration of the two subjects needs to be happening in schools despite the challenges than can arise. 
• Teachers need to know that ELA does not have to remain in only ELA classes as goes the same for any content area. 

Word Count: 502