Feb.+14+-+Screen+capture

Feb. 14 Screen capture - Student Interactive

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**__ Seven Things to Know About My Interactive __** The student Interactive that I demonstrate in the above link is called “Construct-a-Word.” This interactive helps students make words with specific endings. The student interactive is designed for grades K-2 grade and the student is the one doing the interactive. The student needs to know how to recognize alphabet letters, read words, know different word endings and letter combinations, and be able to use the computer. Students create words by choosing different word combinations and then storing the words in a word bank to be printed out later. Students can create between 6 to 14 words from a list of word endings like –ed, -at, and –an. There is animation, words and sound to help guide the student through the interactive. The students will learn how to recognize what letters make the correct word to fit the endings. This student interactive is significant and helps support student learning because students who have a hard time writing their spelling words or even reading can use this tool. The students who have a hard time with fine motor skills or with writing just have to be able to use the mouse. And students who have a hard time reading can have the voice on the interactive read the directions. This interactive can be used to fit many different learning styles. The classroom activity that I would use this tool for would be for spelling lists at the beginning of the year. Students can use the words that they make from the word bank and print them out to use to study for their spelling test. It is important to have the Flash drive program installed on the computer that you are using this interactive on. The students may encounter making a wrong word, but the program lets the student know. It would probably be a good idea to have the students wear headphones if they are going to have the sound on. The only downside to the interactive is if the teacher is using this as the student’s spelling words there are only so many lists that the students can use and then they have completed the game. Once the students became familiar with the tool the next step would be for the students to be able to do the interactive by themselves without the computer by using flash cards. The teacher can recreate the game with “puzzle” spelling word flashcards with larger words and with different word endings than were on the game. But the students can still use the same concept of the game to play.
 * // 1. What is it? Explain what the interactive teaches/practices? //**
 * // 2. Whose doing it? What grade levels, content area, and skills are needed for a student to successfully use this tool? //**
 * // 3. How does it work? A brief description of how this tool works – what a student does as they work with it. //**
 * // 4. Why is it significant? How would it support or scaffolding student learning? What Universal Design Feature does it address? //**
 * // 5. Describe a classroom project or activity in which that you would incorporate this tool. //**
 * // 6. What are the downsides? What problems could students encounter? What hints would you give teachers to ensure their students are successful using this tool? //**
 * // 7. Where is it going? What would be a logical “next step” in class instruction after students become familiar with and use this tool? //**