Wednesday, July 10, 2024
Historical Fiction Book Review- THE REVOLUTION OF EVELYN SERRANO written by Manzano, Sonia.
Monday, July 8, 2024
Universal Design for Learning: April Cervantes
Universal Design for Learning
April-Renee H. Cervantes
Teaching can be overwhelming when trying to meet the needs of the many different learners in your classroom. Universal design for learning, an approach to provide multiple means of engagement, representation and action to help learners succeed in their tasks at hand (The UDL guidelines 2024). Learning to be flexible with the way students learn and removing any barriers to comprehension are pivotal to the UDL framework. Robinson mentioned in his article, “ UDL as a scientifically valid framework for guiding educational practice that: Provides flexibility in the ways information is presented” and “reduces barriers in instruction, provides appropriate accommodations, supports and challenges” (Robinson, Universal design for learning and school libraries 2017). After reading more about UDL, I realized there is a lot of room for growth in the way I present information and how I can give students multiple and varied opportunities to demonstrate their knowledge.
This year I did a very diligent job of using UDL guideline Checkpoint 1.1- “Offers ways of customizing the display information,” as I have a student who is visually impaired under SPED and so I would sit him in close proximity to the IFP and I increased the font size of his iPad because after discussion with his vision coach we determined he was struggling to accurately tap on his iPad even with glasses.
I believe what I could add right now to better support my student would be to make a custom overlay for touch screens and keyboards as mentioned in Checkpoint 4.2 “optimize access to tools and assistive technology. I came upon a YouTube video on creating a tactile overlay for iPad and thought it was so interesting, but this is something I would need to work with the visual coach to see if it were something that would help him achieve his goals.
Checkpoint 2.4- “Promote understanding across languages,” would be something that I would love to implement, however I believe it would be something that I need help with. Being able to embed visual, non-linguistic support for vocabulary clarification sounds very helpful for my ELL’s and although I do have vocabulary cards up on the wall, using embedded vocabulary support seems more complicated than I expect and would need either professional development support myself or I would need to research and investigate more into this.
Reflecting on my year and learning more about UDL I believe I could have given my students more support in accommodations and support for their learning during center rotation time. I think back to this period of the day when they oversaw their own work and all I remember is the multiple questions on how to decode a word and even with that linguistic support they wouldn’t know the meaning of the word with images provided.
Upon researching UDL articles I came across the book by Loui Lord Nelson and related very much to this part of the book for removing barriers, “When looking through the UDL lens, you see the hard copy text as a barrier. You realize that you have resources available to you, which means you can make more resources available to them, maybe you use partner readers. Maybe you find a video on YouTube that provides the background information necessary for understanding the experiment.” (Nelson, Design and deliver: Planning and teaching using Universal Design for Learning 2021). This made me realize how I can make it easier for my students to be successful on their own. I realized how my students were either getting the answer from someone else or completely misunderstanding the lesson until I gave corrective feedback. What I would like to do would be to teach students to use the text-to-speech function on their iPad and know how to navigate through a dictionary application. I found a YouTube video on how to turn on the text to speech function which was very helpful and something I’d have to do manually per iPad. After being taught how to use this function students will be able to get immediate help for any text in question when navigating their iPad.
Teaching students the many ways a dictionary application is helpful will give them the opportunity to type in a word, hear its pronunciation and see images corresponding to the word through related article. This will set them up to become empowered learners. I looked into the Mirriam Webster for Kids webpage and thought this would be a great resource to teach and thumbnail to the iPad dock. The students can also use the text-to-speech function for the definition parts that are not audible. Nelson mentions how, “...expert learners are identified as purposeful, motivated, resourceful, knowledgeable, strategic and goal oriented”(Nelson, Design and deliver: Planning and teaching using Universal Design for Learning 2021). Giving students the opportunity to learn how to be resourceful using these resources will help them inside and outside the classroom and beyond their school years.
Resources:
Merriam-Webster. (n.d.). Find definitions written for kids. Merriam-Webster. https://www.merriam-webster.com/kids
Nelson, L. L. (2021). Design and deliver: Planning and teaching using Universal Design for Learning. Paul H. Brookes Publishing Co.
Robinson, D. E. (2017). Universal design for learning and school libraries. A Logical Partnership, 46(1), 57–61.
The UDL guidelines. UDL. (2024, May 14). https://udlguidelines.cast.org/
YouTube. (2014, December 10). Creating a tactile overlay for the iPad. YouTube. https://www.youtube.com/watch?v=P3OOqSAGnvs
YouTube. (2020, May 11). Using text to speech feature on the iPad. YouTube. https://www.youtube.com/watch?v=KyIvYxhn0uc
Saturday, July 6, 2024
How to Search the Internet: How to prepare for a hurricane
-April Cervantes
Sunday, June 30, 2024
YA Realistic Fiction Book Review: Abawi, Atia. A LAND OF PERMANENT GOODBYES.
BIBLIOGRAPHY
Abawi, Atia. 2018. A LAND OF PERMANENT GOODBYES. New York. Penguin Random House. ISBN 9780399546853
PLOT SUMMARY
Tareq, a Syrian boy, does not want to leave his home and his family, but the war-driven country leaves the residents no choice. His family falls victim to a deadly attack that takes the lives of some of his family members. The journey to escaping the town they once called home is nothing short of a deadly one. Along the way, Tareq is separated from his father and sister only to reunite and face the decision of separating again and negotiating their spot on the refugee-filled inflatable that will make the treacherous journey across the deadly waters to claim asylum in the European nations.
CRITICAL ANALYSIS
Tareq, the main character, is a kind young man who genuinely cares about his family and even strangers. His Syrian refugee life on the run, navigating unfamiliar territory and languages in order to help his family seek asylum is a true representation of the struggles and hardships refugees encounter in their fight to a better life. Following Tareq’s journey from Syria to Germany is filled with dark elements as the reader is learning about the different rebel groups and the true to life examples of executions, interrogations, bribes, scams, negotiations and other means of control such as the hardships refugee women face of ownership as sex slaves. The adventure is depicted with details making the setting realistic and aids in the reader's imagination with descriptions of the tarnished cities. His personal narrative explains the hate refugees experience in every country they settle into as Tareq explains every country is quick to get the refugees to continue their journey going north.
This story is filled with heart-wrenching deaths of innocent lives lost, ambitious attempts of escapism, treacherous life and death situations that impact the reader to reflect on refugee status, seeking asylum, immigration and political tensions in our world today. Tareq emulates kindness in all his actions even when he is torn to pieces himself physically, mentally and emotionally. Despite the tragic events he and his remaining family experience hope and the happy ending is nothing short of amazing as his brother,Salim, who was presumed dead, makes contact and gives the ending a hopeful and happy ending. An epilogue describes Salim’s own unknown journey and Tareq’s attempt at starting his new refugee life. A glossary is provided to explain the different figurative meanings to the terms used throughout such as Arabic, Turkish, Greek and Dari.
EXCERPTS/ AWARDS
Bulletin of the Center for Children’s Books, 01/01/18
Kirkus Reviews starred, 12/01/17
New York Times, 03/04/17
Publishers Weekly starred, 11/13/17
School Library Connection, 03/01/ 18
School Library Journal Starred, 12/01/17
Voice of Youth Advocates (VOYA) starred, 12/01/17
Kirkus Reviews starred (December 1, 2017): “ The narrator’s philosophical asides allow readers just enough distance to balance the intimacy of the suffering witnessed along the journey while helping to place the Syrian crisis in global and historical context as part of the cycle of humanity.”
Publishers Weekly (November 13, 2017): “ Newfound friendships and stories of volunteers pulling refugees from the Aegean provide elements of hope in this upsetting yet beautifully rendered portrayal of an ongoing humanitarian crisis.”
School Library Journal (December 1, 2017): “An inspiring, timely, and must-have account about the Syrian refugee disaster and the perils of all wars; best supplemented with nonfiction information for research purposes.”
CONNECTIONS
I absolutely sobbed throughout the entire story. Putting myself in Tareq’s shoes gave me another perspective into the life of refugees and the struggles they face whether emotional, physical or mental. This humanitarian crisis is one that is never ending and discussing it can be of benefit to those who are unaware of it.
This story is absolutely appropriate to the Young Adult audience and gives a lot of information on Syrian family life, refugees, muslims and organizations that are at the center of political conflicts.
This novel travels through many cities and continents and so providing a map or a globe alongside this title can definitely aid in the reader’s geographical reference for the places mentioned throughout the novel.
Jolin, Paula. IN THE NAME OF GOD. ISBN: 978-1-51816-669-3
Williams, Tad. CHILD OF AN ANCIENT CITY. ISBN: 978-0-8125-3391-0
Schami, Rafik. A HAND FULL OF STARS. ISBN: 978-1-62371-712-4
Brock, Rose.2022. HOPE WINS: A COLLECTION OF INSPIRING STORIES FOR YOUNG READERS. Philomel Books. New York, NY. ISBN 9780593463932.
BIBLIOGRPAHY Brock, Rose. 2022 . HOPE WINS: A COLLECTION OF INSPIRING STORIES FOR YOUNG READERS. New York, NY. ISBN 9780593463932. PLOT...
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BIBLIOGRAPHY Lowrey, Janette Sebring. 2001. THE POKY LITTLE PUPPY. Ill. Gustaf Tenggren. New York, NY: A Golden Book. ISBN 978-0-307-02134-...
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BIBLIOGRAPHY Craft, Jerry. 2019. NEW KID. New York. HarperCollins Publishers. ISBN: 978-0-06-26920-0 PLOT SUMMARY Jordan, a student of color...

