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qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnm
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Project Pocket
Technology
Lesson 5: Wordle Sentence Fluency
Global
Producers
Pascal Routledge MSVU
|
Contents
BYOD Lesson 5:
Wordle sentence fluency
Outcomes
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Subject
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SCO
|
|
|
Language
Arts
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2.4
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engage in and respond to a variety
of oral presentations and other texts
|
|
|
4.3
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use pictorial, typographical, and
organizational features of written text to determine content, locate topics,
and obtain information.
|
|
|
8.1
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use writing and other forms of
representation to
|
|
|
|
*generate and organize language
and ideas
|
|
|
9.1
|
create written and media texts
using a variety of forms
|
|
|
|
* experiment with a combination of
writing with other media to increase the impact of their presentations
|
|
Tech
|
SEHI 3.1
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share books, media, electronic
information resources, and computer equipment
|
|
|
SEHI 3.3
|
respond personally and with
developing critical awareness to a range of print, media, and electronic
resources
|
|
|
PTS 3.2
|
identify and describe ways in
which information available for use at this level can be created, stored,
used, represented, and transmitted with teacher assistance
|
Lesson 5: Wordle
sentence fluency
Purpose:
Students are to use their PT to create a sentence or simple
story using the writing style from the book: A Chair
for My Mother by Vera B. Williams.
In this lesson students will analyze her sentences and phrases and words
by putting mixed-up words in order using their PT and a writing app such as,
likes notes, or Write 2 Lite (free) thereby creating sentences from the story.
This activity will reinforce the writing skills of good sentence structure and varied
length as part of the sentence fluency skills they are developing.
Preparation:
The teacher will have to communicate to the parents/students
that their Pocket Device will be used to create a piece of writing. In order to be ready to begin this activity
integrating their device requires the device to have certain capabilities. Furthermore the teacher will ask the
students/parents to install a free app that allows writing, editing, saving
text and email options such as Write 2 Lite from the Apple App store.
·
Find the book A Chair for My Mother by Vera B. Williams and have it accessible to
the students
·
Create a picture of the book cover A Chair for My Mother use it as the hook for this activity
·
Access to wordle
·
Create 5 wordle images of the sentences that are to be analyzed and
put back together
·
Save the wordle as an image to send to the
students to view on their pocket technology or post on website
Materials:
·
wifi
·
Pocket Technology-with wifi capability
·
Apple IPod 4th generation or other
·
Photo editing app installed from the Apple App
Store
·
Blackberry playbook as an example of the PT
·
Student access to their own email
·
Writing, publishing, storage app installed
·
Copy of book A
Chair for My Mother by Vera B. Williams
·
6+1 Traits
of Writing by Ruth Culham teachers resource kit
·
Classroom provides access to certain tablet
technology and pocket technology as well as computers
Lesson:
Begin the lesson with by reading a great picture book called
A Chair for My Mother by Vera B.
Williams. Discuss how this book is
another great example of sentence fluency.
The author varies the length and structure of her sentences to achieve
fluency. Students will then apply what
they have learned about sentence fluency to create a sentence and then wordle
the sentence using PT and accessing the wordle.net website.
I do:
1.
I discuss and review what sentence fluency is
indicating how sentences are smooth, varying in length and style, have both a
subject and action, sound like music and rhyme.
I will point out sentences that are good examples of this in the text
see appendix for lesson:
I.
We set the chair beside the window with the red
and white curtains.
II.
Grandma and Mama and I all sat in it while Aunt
Ida took our picture.
III.
Now Grandma sits in it and talks with people
going by in the daytime.
IV.
Mama sits down and watches the news on TV when
she comes home from her job.
V.
After supper, I sit with her and she can reach
right up and turn out the light if I fall asleep in her lap.
2.
I will show 5 pictures of the 5 wordle images that I have created
3.
I will explain to the class that we are re-creating
the 5 sentences that are mixed-up and they need to un scrambled (the wordle has
all of the words mixed up, it is the student’s job to un scramble the words to
make the sentences)
4.
I will explain that each student or teams of
students will then rewrite the sentences using their pocket technology
5.
I will indicate that they are to use their PT
and add an additional sentence of their own which follows the flow of Vera
Williams
6.
I will monitor and support if there are any questions
7.
I will post the examples of each groups new
sentence at the end of the activity
You do:
1.
Students are to use their PT to view the wordle
images
2.
Students will decode the wordle and rewrite the
sentences properly on their PT
3.
Students will then create a sixth sentence of
their own
4.
Students are asked to search for a good picture
they are able to download to their PT, they can manipulate the picture or not to
create something they are proud to write about
5.
Students are asked to help co-create a new
sentence
6.
Students will collaborate together and
communicate any problems that they encounter sharing their solutions as well as
their digital stories
We do:
1.
Students will collaborate together face to face creating unscrambled sentences for
their writing from the wordle
2.
Students will problem solve any posting the
movie issues with support from the teacher
3.
Students will help each other accessing the
wordle on their PT
4.
Students will collaboratively generate a new
sentence
5.
Students will create their sentences and write
them in a writing app on their PT like Write 2 lite, about the book Millions of Cats using their
movie capture features on their pocket technology such as i-movie, or camera
6.
Students will analyze each others additional
self created sentence
7.
Students will email the sentences to the teacher
or post online
8.
Students will save their sentences on their PT
9.
We create a wordle of the final sentences from
each group
We share:
1.
Students will publish and present their sentences
reading out their 5+1 sentences
2.
We discuss how each sentence began with
different beginning words
3.
We read the additional new sentences
4.
We share the new wordle of our own sentence with
the teacher
Assessment: (Anecdotal)
·
Teacher will take a screen shot of wordle upon
completion of activity as an artefact
·
See sentence fluency assessment piece from book 6+1 Traits of
Writing by Ruth Culham
·
Did the student successfully work with other
students in a group?
·
Did the student succeed at writing a wordle demonstrating
the sentence fluency criteria?
·
Did the student discover new skills integrating
technology?
·
Was it meaningful and purposeful assignment
·
Did the students make a personal connection to
the lesson and activity?
·
Did the student meet the outcomes covered for
this activity?
Differentiation: Strategies
·
EPA support available
·
Activities can be scaffolded to meet the
individual needs
·
Use co-writer
to assist students with writing their sentences if they are having problems spelling the
words, then copy sentences into the corkboard
·
Use Kidspiration to make a an idea web (concept
map) to structure and organize their ideas into a sentence, then copy into the
corkboard
·
Teacher
can assist with the use of PT to record their story
·
Teacher can provide a picture for the student to
use
·
Teacher can provide additional time
·
Teacher can provide the opportunity for shorter length of sentences
·
Teacher can scribe for the student
·
Teacher can assist with using a text to speech
program if the student is not able to speak clearly
Assessment: Rubric for the wordle
sentence fluency
Name:
__________________________________________
|
Subject
|
SCO
|
|
1
Point -Achieved some
|
2
Points-Achieved most
|
3
Points-
Consistently
achieved
and
may exceed
|
|
Language
Arts
|
2.4
|
engage in and respond to a variety
of oral presentations and other texts
|
1
|
2
|
3
|
|
|
4.3
|
use pictorial, typographical, and
organizational features of written text to determine content, locate topics,
and obtain information.
|
1
|
2
|
3
|
|
|
8.1
|
use writing and other forms of
representation to
|
1
|
2
|
3
|
|
|
|
generate
and organize language and ideas
|
1
|
2
|
3
|
|
|
9.1
|
create written and media texts
using a variety of forms
|
1
|
2
|
3
|
|
|
|
*
experiment with a combination of writing with other media to increase the
impact of their presentations
|
1
|
2
|
3
|
|
Tech
|
SEHI 3.1
|
share books, media, electronic
information resources, and computer equipment
|
1
|
2
|
3
|
|
|
SEHI 3.3
|
respond personally and with
developing critical awareness to a range of print, media, and electronic
resources
|
1
|
2
|
3
|
|
|
PTS 3.2
|
identify and describe ways in
which information available for use at this level can be created, stored,
used, represented, and transmitted with teacher assistance
|
1
|
2
|
3
|
|
Comment
|
Total=
|
||||
Appendix 1: Wordle
of 5 Sentences
Wordle 1
Wordle 2
Wordle 3
Wordle 4
Wordle 5
Lesson
5: Handout Wordle
- Use your PT to
create a sentence or simple story using the writing style from the
book: A Chair for My Mother by Vera B. Williams.
- Analyze her
sentences and phrases and words by putting the mixed-up wordle words in
order using your PT and a writing app such as, notes, or Write 2 Lite
(free)
- Create sentences
from the story. (From the 5 wordle examples)
- This activity
will help us problem solve what the writing skills are needed for good
sentence structure and varied length as part of the sentence fluency
skills we are developing.
- Use the QR Code
below if you wish to produce your own wordle about a story, the code will
take you to the wordle website
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