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Webquest

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Published in: Economy & Finance, Education
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  • 1. Beginning Sound Boxes Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 1st Grade (Language) Designed by Shanna Edwards [email_address] Based on a template from The WebQuest Page
  • 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] For this activity, every student gets to brings in 3 small or medium items from home. They can be anything from a toy, to a piece of clothing, to your dogs chew toy! We are going to sort the items into boxes, where the first letter of your item matches the letter that is on one of the boxes. What three items are you going to bring in?
  • 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • The end result will involve all of the students items sorted into the correct box, with
      • The beginning letters of each item matching the letter on the box.
    Title
  • 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • The day before you choose to do this activity, tell the students to bring in 5 small items. They can be toys, clothes, school supplies, etc. as long as they are safe and appropriate for the classroom
    • Glue the picture of each ride on the front of each of the boxes
    • Set up the boxes all around the room
    • Have the students put their items into the box in which the beginning sound of the ride on the front of the box matches the beginning sound of the name of each item
    • Also, give them each a name tag so they can put their name in the box where the beginning sound of the ride corresponds with the beginning sound of their name
    • When everyone is done sorting their items, go through the boxes with the class, having the students sound out together the name of each item to make sure it is in the correct box.
  • 5. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • consistently uses phonics to decode words.
    • reads labels and familiar signs.
    • reads words in addition to popcorn words with accuracy.
    • regularly uses phonics to decode words.
    • reads short labels and familiar signs.
    • reads most popcorn words with accuracy.
    • seldom uses some phonics to decode words.
    • reads some short labels and familiar signs.
    • reads some popcorn words with accuracy.
    • rarely uses phonics to decode words.
    • reads few/no short labels and familiar signs.
    • reads few/no popcorn words with accuracy.
    demonstrates understanding that written words convey meaning.
    • articulates the majority of letter sounds when shown letters.
    • articulates many of letter sounds when shown letters.
    • articulates some of letter sounds when shown letters.
    • articulates few/no letter sounds when shown letters.
    demonstrates understanding that letters represent sounds.
    • identifies all letters of the alphabet - lower and upper case.
    • identifies most letters of the alphabet - lower and upper case.
    • identifies some letters of the alphabet - lower or upper case.
    • identifies a few letters of the alphabet - lower or upper case.
    identifies the letters of the alphabet.
    • Beyond Expected 
    •   Level 4.
    • Expected 
    •   Level 3
    • Developing 
    •   Level 2
    • Beginning 
    •   Level 1
    CATEGORY
  • 6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • Congradulations! You have sorted all of your items in the correct boxes! Now show the whole class your favorite item and tell us about it.
    • Were able to sort your items quickly?
    • Were there any that you had a difficult time sorting?
    • Why do you think those were difficult?
    • Which letters do you need to practice?
  • 7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help. List any books and other analog media that you used as information sources as well. Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.
  • 8. Beginning sound Boxes (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 1st Grade (language) Designed by Shanna Edwards [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
  • 9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson came from the magazine called mailbox for preschool. This activity helps students practice using their letters. They become familiar with words that begin with the same letters Evaluation Teacher Script Conclusion
  • 10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is anchored in first grade language arts and involves social studies to a lesser extent. To simplify : put the beginning letter of each ride some where on the box; for example put the letter “A” on the box with the picture of the Allegators in the Air ride, so that students can more easily focus on the beginning letter and sound To extend : Have the students sort their items according to whether they rhyme with any of the names of the rides. They may have items that can not be sorted into a box because they don’t rhyme with any of the rides Learners will need to know most of the letters of the alphabet, and what they sound like Evaluation Teacher Script Conclusion
  • 11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Developmental Domain : Language Ultimate Goal : to help children develop their innate capacities to share their thoughts and feelings with others and to accurately interpret communications they receive Intermediate Objectives : Experiment with language sounds and words Evaluation Teacher Script Conclusion
  • 12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • Materials:
    • 26 medium size boxes
    • One picture of each ride from the book with the name of the ride below it
    • Name tag for each child
    • Students bring in other materials
    • Procedure :
    • The day before you choose to do this activity, tell the students to bring in 5 small items. They can be toys, clothes, school supplies, etc. as long as they are safe and appropriate for the classroom
    • Glue the picture of each ride on the front of each of the boxes
    • Set up the boxes all around the room
    • Have the students put their items into the box in which the beginning sound of the ride on the front of the box matches the beginning sound of the name of each item
    • Also, give them each a name tag so they can put their name in the box where the beginning sound of the ride corresponds with the beginning sound of their name
    • When everyone is done sorting their items, go through the boxes with the class, having the students sound out together the name of each item to make sure it is in the correct box.
    Evaluation Teacher Script Conclusion
  • 13. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • Materials:
    • 26 medium size boxes
    • One picture of each ride from the book with the name of the ride below it
    • Name tag for each child
    • Students bring in other materials
    Evaluation Teacher Script Conclusion
  • 14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion
    • consistently uses phonics to decode words.
    • reads labels and familiar signs.
    • reads words in addition to popcorn words with accuracy.
    • regularly uses phonics to decode words.
    • reads short labels and familiar signs.
    • reads most popcorn words with accuracy.
    • seldom uses some phonics to decode words.
    • reads some short labels and familiar signs.
    • reads some popcorn words with accuracy.
    • rarely uses phonics to decode words.
    • reads few/no short labels and familiar signs.
    • reads few/no popcorn words with accuracy.
    demonstrates understanding that written words convey meaning.
    • articulates the majority of letter sounds when shown letters.
    • articulates many of letter sounds when shown letters.
    • articulates some of letter sounds when shown letters.
    • articulates few/no letter sounds when shown letters.
    demonstrates understanding that letters represent sounds.
    • identifies all letters of the alphabet - lower and upper case.
    • identifies most letters of the alphabet - lower and upper case.
    • identifies some letters of the alphabet - lower or upper case.
    • identifies a few letters of the alphabet - lower or upper case.
    identifies the letters of the alphabet.
    • Beyond Expected 
    •   Level 4.
    • Expected 
    •   Level 3
    • Developing 
    •   Level 2
    • Beginning 
    •   Level 1
    CATEGORY
  • 15. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Congradulations! You have sorted all of your items in the correct boxes! Now show the whole class your favorite item and tell us about it. Were able to sort your items quickly? Were there any that you had a difficult time sorting? Why do you think those were difficult? Which letters do you need to practice? Evaluation Teacher Script Conclusion

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