Blog Archives

Using QR codes in Daily Five

1/30/2015

Earlier in the year I had the pleasure of working with first-graders downloading the Qrafter app and using it to scan QR codes.

These codes took them to a world of books that were read to them online, and they used them during the Listen To Reading time of their Daily Five

First Grade Teacher, Kimmy Zaroba, found many of these QR codes, that she used in her classroom, on the Teachers Pay Teachers Site.
Here are a few of the sites you can find them on (search the site for QR codes):

http://myteacherfriend.blogspot.com/

Digital-Divide-And-Conquer

First Grade Teacher, Amy Lugo, pasted QR codes into books in her reading library.

Many of these are on SafeshareTV, or YouTube, and can be accessed on iPads.

Here are some collections of Read Alouds that are easy to access through QR codes.
Make a QR Code link to each Symbaloo collection, or create QR codes for individual titles and paste into corresponding books, or on cards with graphics.

From Matt B.Gomez: 50 Online Early Readers and Another 50 Online Readers with Audio

From #Kinderchat: Meegenius Collection, Starfall Collection, eBook #1 Collection, and eBook #2 Collection

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Conjunctions and Popplet

1/21/2015

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4th Graders in Holly Peterson's class are learning about conjunctions and compound sentences.

One of the introductory activities was watching the well known School House Rock Video, Conjunction Junction.

The theme of the video was train cars connecting, so what better app to practice using conjunctions to create compound sentences than Popplet!

Holly and I team taught this lesson. She reviewed with the students what complete sentences were, what compound sentences were, correct punctuation, and a brilliant way to remember the conjunctions:

FANBOYS: for, and, nor, but, or, yet, so

She had a handout with samples of complete sentences and conjunctions for those who wanted to refer to it.

I described the Popplet activity they were going to do with a partner.

The partners each opened Popplet on their iPads and created two popples, which looked like train cars, with one complete sentence in each.

They handed their iPad to their partner who added the conjunction then rewrote a compound sentence with the two sentences and the conjunction.

They handed the iPad back to the owner and checked each others work; then created another conjunction train.

While the students were working, we were able to move among the groups for reinforcement and discussion with them.

In addition to monitoring students and giving feedback as they worked, we had the students email their Popplets to Holly so she could look more closely at their work.