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Caitlin Mewborn UDL Unit: Enhancing Vocabulary 5th Grade 4/25/13 Table Of Contents Introduction and Rationale, p. 2-7 UDL Lesson Plans o Acting Our Adverbs, p. 8-9 o Word Building, p. 10-13 o Stump the Teacher, p. 14-15 o Book Group Discussions, p. 16-18 Unit UDL Assessment, p. 19-20 Individualized Assessment, p. 21 Self-Reflection, p. 22-23 Reference Page, p. 24-25 Caitlin Mewborn, SEDP 505 Spring 2013 2 Introduction to my Class I am a general education fifth grade teacher in Fairfax County, Virginia. I am passionate about getting kids excited to read and about teaching them valuable study skills that they can use throughout their lives as students. I emphasize positive behavior and attitudes and themselves and when interacting with others. Teaching children how to become good citizens is a key role of schools, in addition to the academics. I want them to feel capable and motivated to keep learning. While I believe self-discovery of knowledge is a valuable teaching method, it should be structured and closely monitored (as in mostly teacher directed). Differentiation is essential when it comes to making sure each child’s needs are met. In order to help students grow, teachers need to know what knowledge and beliefs they already have. Students must construct their own knowledge in order for learning to be meaningful. Teachers need to model how to make connections to what they already know to what is being taught. Collaboration among students can have a very positive impact on their learning. I anticipate working closely with many other people in order to best meet the needs of my students. I regularly meet with other fifth grade teachers about the curriculum. We also communicate with fourth and sixth grade to gain insight on what knowledge and skills the students come to fifth grade with and what they may be lacking on when they move up the sixth grade. In regards to students with an IEP I expect to work with a Speech Language Consultant, Occupational Therapist, Physical Therapist, and a Visual Impairment Specialist. As a general education teacher I will also work with the Media Specialist/Librarian, the counselors, and the administration as necessary. Caitlin Mewborn, SEDP 505 Spring 2013 3 I have two students with IEPs in my classroom this year, Melody and Mike. Melody has cerebral palsy, affecting her communication and her physical abilities. But, this has not stopped her from learning or making friends! Melody’s “Elvira” communication device enabled her to gain a significant amount of vocabulary. She even competed in an academic quiz as a member of the winning team. She pass advanced four out of five of her last VAAP tests! Mike is an extremely bright student with a visual impairment. He is very active and has many interests including books on tape and computers. He pass advanced all of his last SOL tests! He is especially adept at math. At the same time Mike has a very daring and brave personality. He doesn’t let anything to stand in his way when he wants to attempt something, making attentive supervision especially important for him. While having these two students in my classroom is a challenge, they have taught the other students and me a great amount about perseverance. Melody and Mike have both overcome so many obstacles and we are so proud of their achievements. They show us that more is possible than we can imagine! At times I have to adjust my teaching style or method or presentation to accommodate Mike and Melody. This will take extra time, effort, and creativity. Interacting with students with different abilities, on a daily bases, also teaches tolerance and about accepting people unlike yourself. They are human and are students just like the rest of the class who deserve an education too. They have strengths and abilities and should not be pitied. I want my students to know that everyone has something to contribute to society! Caitlin Mewborn, SEDP 505 Spring 2013 4 My Students Melody’s goals include expanding her physical mobility. She can improve her ability to get around sharp corners and down inclines in her power wheelchair. She also needs to gain a wider range of motion with her arms. Her academic goals include participating independently in class with the help of “Elvira”, increase her knowledge of 5th grade spelling words, “increase her reading comprehension”, and “increase her ability to solve basic math skills” (Boyd & Wojcik, 2013a). Melody will require additional support and time to use her communication device and to program it. The Special Education Teacher and/or the paraprofessional will help her with this. My classroom accommodates Melody’s needs by having wide walkways and paths throughout the room. Also, it is on the first floor so she doesn’t have to use the elevator. For Mike’s goals he will “independently set up his brailler”, “independently order books from Aim’s Virginia”, and “increase his braille reading to complete assignments” (Boyd & Wojcik, 2013b). To accommodate our classroom for Mike we have, as one of our class “jobs”, to check the walkways for objects or debris. We want to ensure that the classroom is safe for each student, so this actually benefits everyone and contributes to a tidier classroom. It is unacceptable to leave papers, jackets, or bookbags on the floor. Everything has a place and should be put away when not in use. This also helps Mike and the entire class all know where the materials are. We also set aside space for Mike’s braille materials. Caitlin Mewborn, SEDP 505 Spring 2013 5 Unit Goals The student will be able to orally state or write the definition of 5 new words per week with 80% accuracy. The student will be able to recognize these words within text and state the definition when given a book with 80% accuracy. Rationale This particular unit is important for my students because a large vocabulary aids in comprehension of speech and text and is useful knowledge for the future. Mike loves reading and I believe he will enjoy this unit. I will use a variety of texts for the purpose of introducing students to unfamiliar types of literature. For example, Mike loves mystery novels and this might aid in his discovery of another favorite genre. It will enhance all students reading ability. For Melody this will help her with basic communication and enable her to relate to her classmates better. When they have a shared understanding about something they can more easily communicate and find commonalities between them. This lesson is very adaptable depending on the needs of the students. The same vocabulary words can be obtained from different levels and different types of texts. I will use a variety of texts and methods to teach the new words. I will read books aloud, provide books on tape, poems, songs, and other reading material that contain the words. I will teach them strategies to use context clues to determine meaning, discuss roots, affixes, synonyms, and homophones, and encourage the use of word-reference tools (such as the dictionary and thesaurus in print and electronically). I will give students a choice of activities, aside from the read-a-louds. Crossword puzzles, fiction and non-fiction texts, online vocabulary games, and other related materials will be provided. This objective Caitlin Mewborn, SEDP 505 Spring 2013 6 relates to the fifth grade reading SOL 5.4, “The student will expand vocabulary when reading” ("Grade 5 reading," 2011). Vocabulary is a major part of reading comprehension. Caitlin Mewborn, SEDP 505 Spring 2013 7 Lessons Lesson One, Acting our Adverbs Lesson Objectives TSWBAT recognize and use new adverbs. SOL 5.4 Reading: The student will expand vocabulary when reading. a) Use context to clarify meaning of unfamiliar words and phrases. b) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones. d) Identify an author’s use of figurative language. e) Use dictionary, glossary, thesaurus, and other word-reference materials. f) Develop vocabulary by listening to and reading a variety of texts. g) Study word meanings across content areas. Link to IEP goalMelody: - increase her ability to spell words at the 5th grade level. -increase her reading comprehension. (MAZE-CBM). -increase her range and motion of her arms. (Teacher Survey). -increase her ability to participate independently in class with the use of her communication computer. Mike: -independently set up his brailler. -increase his braille reading to complete assignments. -independently order books from Aim’s Virginia. Materials: -index cards (and words printed in braille) -sentence strips (and sentences printed in braille) -paper bag or hat -books/videos/audio (including Braille and large print) Rationale: The goal of this lesson is to expose students to a variety of adverbs and to practice using them. Assessment: The student will be able to describe the definition (orally or in writing) of an adverb in their own words and give two examples, without error. Caitlin Mewborn, SEDP 505 Spring 2013 8 Description of the Lesson: The teacher will write 5-8 adverbs on the board, then say all of the words out loud (angrily, quietly, hungrily, exhaustedly, dramatically, hurriedly, etc). The students and teacher will then read the words out loud together. The teacher will ask the students, “what type of words are these?” (adverbs), “what do they all have in common?” (they all end in –ly). The teacher will ask the students other adverbs they can think of. The teacher will ask “what is an adverb?” (a word that modifies or describes an adjective, verb, or other adverb). The teacher will then explain the game- Adverb Acting. As a class they will come up with 10 sentences about things they do during a typical day or questions they ask. For example, “What’s for dinner”, “Can I have a hall pass?”, or “Let’s go play outside”. The teacher will write these sentences on sentence strips. The teacher will also have the adverbs written on cards. The students will get into groups, pairs (or work individually if they choose). Each group will blindly pick one card (from a paper bag or hat) and one sentence and act it out for the class to guess the adverb. The teacher or aide will read these to Mike. For example, Mike will hurriedly ask Melody “Let’s go play outside”. After the game the students will pick out a book or some form of text and find the adjectives. They may also choose to view a video, listen to an audio recording, or a book on tape. Adapted from (Danyali) A. Multiple Means of Representation: 1. The information is provided visually and orally. Kinesthetic is also employed in acting out adverbs. The student has the choice of discovering and recognizing adverbs in a variety of formats: books, audio, and video. 2. Even if a student cannot see the acting or act out a word due to physical limitations, they are still being involved in the activity. They can hear the words being acted out and they can also be included by acting with someone as another character in the scene. B. Multiple Means of Engagement: Students engage in this lesson visually, auditory, and kinesthetically. C. Multiple Means of Expression: Students have the option to use variety of formats: books, audio, and video in whatever subject/content they would like. Caitlin Mewborn, SEDP 505 Spring 2013 9 Lesson Two, Word Building Lesson Objectives TSWBAT differentiate between the root and affix or suffix when given five words, with 80% accuracy. SOL 5.4 Reading: The student will expand vocabulary when reading. a) Use context to clarify meaning of unfamiliar words and phrases. b) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones. d) Identify an author’s use of figurative language. e) Use dictionary, glossary, thesaurus, and other word-reference materials. f) Develop vocabulary by listening to and reading a variety of texts. g) Study word meanings across content areas. Link to IEP goalMelody: - increase her ability to spell words at the 5th grade level. -increase her reading comprehension. (MAZE-CBM). -increase her range and motion of her arms. (Teacher Survey). -increase her ability to participate independently in class with the use of her communication computer. Mike: -independently set up his brailler. -increase his braille reading to complete assignments. Materials: -graph paper or index cards -pocket chart -scissors -words printed in Braille for Mike -Prefex/Suffix Graphic Organizer Rationale: The goal of this lesson is to improve students’ decoding ability for reading and comprehending new words by learning the meaning of “root”, “suffix”, and “prefix”. Assessment: Given a list of 5 words the student will identify the root and prefix or suffix of each word and give the meaning of three prefixes or suffixes. Caitlin Mewborn, SEDP 505 Spring 2013 10 Description of the Lesson: Describe your activity in “implementable detail” be sure to cite your evidence based practices and your UDL considerations. 1. Review parts of words: root, suffix, prefix. Discuss the meanings of the various word parts. Select several of each to work with. The student will write these on a sheet of graph paper or on index cards. Each root, suffix, and prefix should be written separately. For example: dis- like -ly pre- cook -ing cover -ed un- happy 2. The students will cut the tiles apart (unless using index cards). Call out the definition for each root, one at a time, having students identify the correct root. 3. Call out a definition for one root. After each student has selected the correct root, ask them to find the prefix or suffix that will change it to mean “[this]”. For example, “I do not like this movie” (changing from like to dislike). Use all of the roots, prefixes, and suffixes at least once. 4. Give students the opportunity to explore or create new words. Have them define the words they create. 5. Use visuals for more clarification, when necessary. For example: Uncooked Cooking Caitlin Mewborn, SEDP 505 Spring 2013 11 Cooked 6. The teacher will provide a graphic organizer for the students to fill in. They will use this for multiple lessons. Prefix or Suffix Un- Definition Not, or the opposite Example Picture Seeing a black bat means you are unlucky. Lesson Adapted from ("Lesson skill: Roots and affixes" ) A. Multiple Means of Representation: Providing learners various ways of learning information and knowledge. Provide an example. Try to answer the questions, (1)“Am I providing options or alternatives for the display, perception, language, and/or symbols presented during the lesson? ” (2) “How can students that miss out on the activity accomplish the same goal?” Candidates must describe how they accomplish this task during the lesson. 1. The information is provided visually and orally. Tactile strategies are also used with the cards/tiles each student has. Pictures can also be provided. 2. If a student cannot move the tiles themselves they could work with a partner or dictate to an aid how to move the tiles. Alternatively they could watch the teacher demonstrate with his or her large tiles. Caitlin Mewborn, SEDP 505 Spring 2013 12 B. Multiple Means of Engagement: Providing learners with alternative for demonstrating what they have learned. Provide an example. Try to answer the question “ Am I providing options for physical action, expressive skills and fluency, and/or options for executive functioning during the lesson?” Candidates must describe how they accomplish this task during the lesson. Students engage in this lesson visually, auditory, and tactilely. C. Multiple Means of Expression: Providing ways to tap into the learner’s interest, challenging them appropriately, and motivating the learner. Provide an example, and answer the question, “ Am I providing students options to pull in their interest, sustaining effort and persistence, and/or self-regulation?” Candidates must describe how they accomplish this during the lesson. The students are given the opportunity to create other words. The teacher can also provide more challenging words. Caitlin Mewborn, SEDP 505 Spring 2013 13 Lesson Three, Stump the Teacher Lesson Objectives SOL 5.4 Reading: The student will expand vocabulary when reading. a) Use context to clarify meaning of unfamiliar words and phrases. b) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones. d) Identify an author’s use of figurative language. e) Use dictionary, glossary, thesaurus, and other word-reference materials. f) Develop vocabulary by listening to and reading a variety of texts. g) Study word meanings across content areas. Related IEP Goals: Melody: - increase her ability to spell words at the 5th grade level. -increase her reading comprehension. (MAZE-CBM). -increase her ability to participate independently in class with the use of her communication computer. Mike: -independently set up his brailler. -increase his braille reading to complete assignments. Materials: -computer -dictionary (print and electronic) -books (electronic, audio, braille) -Prefex/Suffix Graphic Organizer Rationale: The goal of this lesson is to model decoding strategies, picking apart the root, prefix, and suffix Assessment: The student will describe a strategy for finding the meaning of an unknown word. Description of the Lesson: 1. Students will come up with words using the dictionary (or texts or books) that they think the teacher will not know the definition of. They must also use it in a sentence. Caitlin Mewborn, SEDP 505 Spring 2013 14 2. The teacher will model decoding strategies, picking apart the root, prefix, and suffix. Using the context of the sentence is another strategy to model. The teacher will verbally and visually (writing on the board or projecting) explain the mental steps he or she goes through to determine the meaning of an unknown word. For example: “international” international inter- prefix, meaning between or among nation root, a state or country -al suffix meaning relating to; of the kind of 3. The teacher will provide a word to each student so they can practice using this strategy, using support materials (computer, dictionary, etc) and support from the teacher. The students may also find their own words in any available text. They may also do this in an online game “Rooting Out Words” http://www.funbrain.com/roots/index.html. A. Multiple Means of Representation: The teacher will provide a visual representation while saying what is being written. The computer is another available resource to provide another format. B. Multiple Means of Engagement: The students have a choice of where they look for words. They also have a choice of how they will apply their knowledge and practice. C. Multiple Means of Expression: Giving the students choices will tap into their interests. This is a motivating lesson because they are in somewhat of a competition, trying to “stump the teacher”. Caitlin Mewborn, SEDP 505 Spring 2013 15 Lesson Four, Book Group Discussions Lesson Objectives SOL 5.4 Reading: The student will expand vocabulary when reading. a) Use context to clarify meaning of unfamiliar words and phrases. b) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones. d) Identify an author’s use of figurative language. e) Use dictionary, glossary, thesaurus, and other word-reference materials. f) Develop vocabulary by listening to and reading a variety of texts. g) Study word meanings across content areas. Related IEP Goals: Melody: - increase her ability to spell words at the 5th grade level. -increase her reading comprehension. (MAZE-CBM). -increase her ability to participate independently in class with the use of her communication computer. Mike: -independently order books from Aim’s Virginia. -independently set up his brailler. -increase his braille reading to complete assignments. Materials: -Pink and Say by Patricia Polacco (1 copy per group) -one copy from Aim’s Virginia or Braille copy -audio recorded copy -large print copy -Dictionary (electronic and print) -Thesaurus (electronic and print) -paper and pencil Rationale: The goals of this lesson: -increase reading comprehension by practicing strategies such as using context clues, group discussion, and media support. -increase vocabulary -improve social skills and cooperation by working with group members Caitlin Mewborn, SEDP 505 Spring 2013 16 Assessment: The teacher will monitor and note student responses during the activity and the post-discussion. Description of the Lesson: 1. The teacher will read Pink and Say aloud to the whole class. 2. Introduce the lesson by modeling a strategy for discovering the meaning of a word. Choose a word from Pink and Say. Have students comment on what they know or think about the word. Find a definition online or in a dictionary. Use a thesaurus to find synonyms. Talk about the context in which the word was found and try to switch it with a synonym. 3. Divide the class into cooperative groups. Each student will have a role: “-Vocabulary Enricher–identifies interesting or unfamiliar words in the reading and leads a discussion about the new words -Literary Luminary–relates the new words back to the context of the passage, and provides supporting definitions by accessing a dictionary or other media sources -Connector–makes a connection between the meaning of words as used in the context of the text and prior knowledge or understanding -Discussion Director–facilitates the discussion among members of the group -Summarizer–records and reports the group's activities to the whole class; similar to a secretary or reporter” (IRA/NCTE., 2013). Ensure that everyone understands his or her role within the group and support them as necessary. Focus on each student’s strengths and cooperation between group members. 4. Instruct the groups to find words in the book that they don’t know or find interesting, and creatively define them. They may use any available resources such as the dictionary, thesaurus, computer, or other materials. Monitor the groups and rotate among them. 5. Have the groups come back together and ask the summarizers to report to the class about what their group worked on and learned. During this time the teacher will record the list of words, the strategy used to define them, and the context in which they were found (sentence from Pink and Say). Caitlin Mewborn, SEDP 505 Spring 2013 17 This lesson was adapted from readwritethink and the International Reading Association lesson “Acquiring New Vocabulary Through Book Discussion Groups (IRA/NCTE., 2013). A. Multiple Means of Representation: 1. The students have a choice of which format they want to review the book. 2. If a student missed this activity they could do it independently instead of sharing the responsibilities with group members. B. Multiple Means of Engagement: The students engage their prior knowledge by making connections to the text from their own experiences or background. They are working on communication skills by working with group members, discussing everyone’s ideas. They are able to move around the room to utilize different resources as desired. C. Multiple Means of Expression: The students will choose the words from the text that interest them and that are unfamiliar. This puts the challenge at their level, enabling them to choose what is difficult for them. By having a specific role they are responsible for a certain task. Caitlin Mewborn, SEDP 505 Spring 2013 18 Unit UDL Assessment The students will have a menu of different assessments to choose from. They must use at least five new vocabulary words from the weekly list and their project must demonstrate that they understand the meanings and are able to use them correctly. The students will share their project with the class either as a performance, talking about it, or displaying it. CRAYON VOKI AUTHOR Create your own newspaper writing stories that incorporate the new words or stories about the words themselves at crayon.net Create an audiovisual presentation using a virtual talking character to show what vocabulary you learned at voki.com Write your own storybook using your new vocabulary words by hand or on bookbuilder.cast.org ART PERFORMANCE Vocabulary Assessment Make a song - Use at least 5 new incorporating the new vocabulary words you words and an learned this week. interpretive dance to go with it. You can dance or -Make sure you show that choreograph a virtual one you know what the words at artsalive.ca mean and that you know how to use them. Create a work of art such as a collage, painting, or drawing that demonstrates your new vocabulary words by hand or electronically at edu.glogster.com, kerpoof.com, or in the paint program. POEM IDEA QUIZ Write a poem using your new vocabulary words. Use any type of poem. Have another project idea? Ask the teacher if you can add it to the list! Pretend you are the teacher and write the quiz (and answer key)! Caitlin Mewborn, SEDP 505 Spring 2013 19 Assessment Rubric Goal: The student will be able to explain the meaning of and use five new vocabulary words in an original way, selecting from the weekly vocabulary list. Criteria Beginning Intermediate Target Required Elements Includes one to two vocabulary words from the weekly list and the project is not presentable or complete. Includes three to four vocabulary words from the weekly list and the project is somewhat presentable. Includes five or more vocabulary words from the weekly list and the project is a presentable finished product. Accuracy One to two vocabulary words from the weekly list are used correctly Three to four vocabulary words from the weekly list are used correctly. Five or more vocabulary words from the weekly list are used correctly. Originality Uses other people's ideas with little evidence of original thinking. Product shows some original thought. Work shows new ideas and insights. Product shows a large amount of original thought. Ideas are creative and inventive. Comments: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Caitlin Mewborn, SEDP 505 Spring 2013 20 Individualized Assessment This assessment provides the students with several choices, allowing for multiple means of representation, multiple means of engagement, and multiple means of expression. Choice is a large component of Universal Design Learning because students get to pick how they wish to convey their knowledge and it allows them to use their strengths and interests. The Assessment Menu includes hands on activities with real materials as well as electronic alternatives. These websites were listed by the National Center on Universal Design for Learning as ways of using different types of media for communication (CAST, Inc. 2012). All students can benefit from this project because the choice is motivating and it allows for more freedom. These choices can be adapted for any individual because there is freedom to choose a medium that works for each student. For example, if a student wants to make up a song and dance but can’t physically do that themselves, he or she can create a dance online (at http://www.artsalive.ca/en/dan/yourturn/virtualdance/default.asp) and have the computer sing the lyrics they wrote (at http://www.oddcast.com/technologies/sing/). Auditory, kinesthetic, tactile, and visual modes are all offered in the menu. Caitlin Mewborn, SEDP 505 Spring 2013 21 Self-Reflection As a general education teacher there are several supports I would request that would benefit myself as the instruction, the students with disabilities, and the entire classroom. A classroom aid or paraprofessional to assist with Melody and Mike would be very helpful in integrating them effectively into all of the classroom activities. The aid could assist with the braille materials for Mike as well as Melody’s communication device. Melody also needs physical assistance with movement and with her wheelchair. The aid position could be part or full time. I would request for myself and for any other staff working in my classroom for extra training regarding proper movement and physical techniques as well as training to use and set up the communication device. I would request for a classroom on the first floor or for one close to the elevator for easier wheelchair access. A larger classroom would benefit wheelchair access as well because we would allow for wider pathways. Melody is working on her steering and turning skills, but if she had more room to move around I believe she would feel more comfortable and welcomed. Mike especially loves to explore so it is important that we have adaptive playground equipment that is safe and accessible to both him and Melody. That would be an investment for the school and would benefit all students with disabilities. Peer tutors or buddies are something I would like to implement that would not require many additional resources. My entire fifth grade class could serve as tutors and role models to students in the lower grades. By reading to younger children or helping them with schoolwork my students would gain confidence knowing that someone looks up to them and seeing they have the ability to help others. The guidance counselor would be a grade resource to help me teach my class proper tutoring techniques and social skills. Peer Caitlin Mewborn, SEDP 505 Spring 2013 22 tutoring would benefit the whole school by strengthening the sense of community and interconnectedness between the different grade levels. These lessons and assessment will monitor the student’s progress toward achieving the Virginia Standards of Learning as well as towards Mike and Melody’s individual IEP goals. Other Curriculum Based Measurements that are related but not specifically addressed in this unit are running records and comprehension checks. As the students increase their vocabulary they will be able to read more fluently with greater comprehension, which will be reflected in these weekly or bi-weekly assessments. I will change the instruction as necessary (pacing and methods) based on the results of the assessments. Caitlin Mewborn, SEDP 505 Spring 2013 23 References Boyd, K. & Wojcik, A. (2013a). Teacher Training IEP for Melody Testable.The Virginia Commonwealth University Boyd, K. & Wojcik, A. (2013b). Teacher Training IEP for Mike Testable.The Virginia Commonwealth University CAST, Inc. (2006). Cast udl bookbuilder. Retrieved from www.bookbuilder.cast.org CAST, Inc. (2012, August 10). Udl guidelines - version 2.0: Examples and resources. Retrieved from http://www.udlcenter.org/implementation/examples Commonwealth of Virginia, Department of Education, (2011). Grade 5 reading standards of learning test blueprint. Retrieved from website: http://www.doe.virginia.gov/testing/sol/blueprints/english_blueprints/2010/201 0_blueprint_gr5_reading.pdf Danyali, A. (n.d.). An adverb acting game. Retrieved from http://www.education.com/activity/article/Adverb_Game_fifth/ Disney. (n.d.). Kerpoof learning through creativity. Retrieved from http://www.kerpoof.com GLOGSTER EC, INC. (2007). Glogster edu. Retrieved from edu.glogster.com IRA/NCTE. (2013). Acquiring new vocabulary through book discussion groups. Retrieved from http://www.readwritethink.org/classroom-resources/lessonplans/acquiring-vocabulary-through-book-170.html?tab=4 Maher, D. (2005). Crayon, create your own newspaper. Retrieved from http://www.crayon.net/ Caitlin Mewborn, SEDP 505 Spring 2013 24 National Arts Centre. (2013). Virtual dance studio. Retrieved from http://artsalive.ca/en/dan/yourturn/virtualdance/default.asp Oddcast, Inc. (2013). Create speaking avatars. Retrieved from http://www.voki.com/ Oddcast, Inc. (2012). Text to sing. Retrieved from http://www.oddcast.com/technologies/sing/ Pearson Education, Inc. (2013). Rooting out words. Retrieved from http://www.funbrain.com/roots/index.html Virginia Department of Education, (n.d.). Lesson skill: Roots and affixes. Retrieved from website: http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_pla ns/reading/vocabulary/3-5/6_3-5_reading_vocabulary_roots_and_affixes.pdf Caitlin Mewborn, SEDP 505 Spring 2013 25