Bloom’s Taxonomy & Standards:

1) What level of Bloom’s Taxonomy do the Standards align to?

I believe that every level of Bloom’s Taxonomy is aligned with the Standards. For example, in Common Core Standard K.G.4, students are to “analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts, and other attributes.” This applies to the level of Analyzing in Bloom’s Taxonomy where materials are broken down into parts and then determining the relationship between those parts and the overall structure. Another level that is aligned with K.G.1 is Understanding, where students “describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.” Students will be able to construct meaning from oral, written, or graphic messages through classifying, summarizing, and inferring which progresses their ability to apply these procedures in Geometry and other mathematical applications.

2) What do students need to be able to do in order to demonstrate their understanding of the Standard?

For each Standard, mathematically proficient students are able to demonstrate their understanding by “communicating precisely by engaging in a discussion about their reasoning using appropriate mathematical language.”

3) How do each of these (#1 and #3) align to the Standard? Does one align to the Standard better than the other? 

Both Internet-Based activities (#1 and #3) align to the Standard. #1 that asks “How many?” and #3 that asks “How many more?” Each of these correspond to the K.CC.5 Standard that states, “Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.” This activity allows students to keep track of objects when counting in a scattered arrangement with up to 10 objects and up to 20 objects in a more specific pattern. Another Standard that is met in this activity is K.OA.4 which says, “For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.” I do not think that one Standard aligns better than the other.

4) “Close to Ten,” Based on this game, how does it align to the Standard?

This game aligns to the Standard K.OA.3 that teaches students to “decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5=2+3 and 5+4+1).” This game helps students gain a better understanding of part-whole relationships as they recognize that a set of objects can be broken down into smaller parts and still remain in the total amount.

5) If you were planning a 45-60 minute math lesson on the Standard above, think of the different types of activities that you read about.

K.OA.3 – “Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5=2+3 and 5+4+1).”

  1. Motivation Activity: I would first start my math lesson based on the Standard above with a Motivational Activity! We would follow the model below by first working through these three problems together as a class to gain their attention, to prove how this activity is relevant to counting numbers and decomposing them, to give them confidence that they can succeed in our next activity, and give them the satisfaction or reward or successfully joining and combining these numbers in the scenarios below.

Screen Shot 2014-09-02 at 10.05.32 PM

  1. Orientation Activity: For my Orientation Activity, I will have the students play a game called Make 10 Go Fish! The object of the game is to get two cards that total 10. This will help them see where they have been, where they are now, and where they are going with the decomposition and combining of numbers. Here are the directions to the game:

“Engage students in a discussion about the possible number combinations to make 10. After students have explored possible combinations, introduce them to Make 10 Go Fish.” 

How to play: The object is to get two cards that total 10.

• Each player is dealt five cards. The rest of the cards are placed down in the center of the table.

• If you have any pairs of cards that total 10, put them down in front of you and replace those cards with cards from the deck.

• Take turns. On your turn, ask the other player for a card that will go with a card in your hand to make 10.

• If you get a card that makes 10, put the pair of cards down. Take another card from the deck. Your turn is over.

• If you do not get a card that makes 10, take the top card from the deck. Your turn is over. (Example: Player 1 “Do you have a 2 in your hand?” If player 2 has a 2 they give it to player 1. If they do not have a 2 they say “Go Fish!”) 

  • If the card you take from the deck makes 10 with a card in your hand, put the pair down and take another card. Your turn is over.
  1. 3 Application Activities: For my 3 Application Activities, I would use Lesson 4: One Less Dog from the North Carolina Department of Public Instruction page for Kindergarten Adding & Subtracting. From the “Elaborate” section of the lesson, the students will “spend the remainder of the lesson in independent work stations practicing concepts related to joining and number sense.” Students will be divided up into 5 stations with combinations of 3, 4, or 5 students per station. Below is an overview of each of the 5 stations:

Station 1: One Less Dog

Students will roll a number cube, build the number with counters and find one less than their number. No recording is needed at this station. Students continue this process.

Station 2: How Many in the Picture?

Students will select a Picture Card and recreate the picture with counters.

Students will create a story to match the Picture Card. Students will determine how many total counters they have. No recording is needed at this station. Students continue to select different story cards.

Station 3: One More Animal

Students will select a number card (0-5) and use that number as the start number in their story

problem. Students make that number using counters. From the start number, students will add one more counter and count the total. No recording is needed at this station. Students continue to select different number cards.

Station 4: Snap It

Students will make a train of 3, 4, or 5 cubes and hold it behind their back. Students will snap of a few cubes and count them while holding the rest behind their back. Students will figure out how many cubes are behind their back.

Station 5: Tile Pictures

Students will make a picture using 4, 5 or 6 tiles. Students will trace their picture onto paper and circle two groups of the tiles. For example, if a student uses 4 tiles they could circle a group of 3 and a group of 1, or they could circle 2 groups of 2 tiles. Students continue to make pictures and find combinations of the number.

  1. Information Activity: In the final Information Activity, students will understand and remember new ideas from the lesson. This will help them understand the relationships that exist among the decomposition of numbers.

Example: “Bobby Bear is missing 5 buttons on his jacket. How many ways can you use blue and red buttons to finish his jacket? Draw a picture of all your ideas. 

Students could draw pictures of:

4 blue and 1 red button

3 blue and 2 red buttons

2 blue and 3 red buttons

1 blue and 4 red buttons


Class Notes: 11/20

Class Notes: English 1103, 11/20

Responding–Really Responding–to Other Student’s Writing

Peer Review

  • Helping someone develop as a writer
  • Help them reach their goal through their writing
  • Look at it as an opportunity to help, don’t lead them to believe that their paper is perfect
  • Skim over first, determine the content and the writer’s purpose
  • Consider the writer’s interests, concerns, and aims
  • Write in your space, and let the writer keep their’s
  • Glance through the paper quickly first, then address issues that are most important in their paper, at this time.
  • Write comments in the side margins, then add an end note
  • Margins are in the moment, end notes summarize the things you touched on throughout the paper
  • Always be ready to praise, but always look to point to places that are not working well or that are not yet working as well as they might. Always be ready to expect more from the writer.
  • Tell the writer what you like and don’t like.
    • Play back your way of understanding the writing.
    • Temper your criticisms.
    • Offer Advice.
    • Ask questions, especially real questions.
    • Explain & follow up on your initial comments.
    • Offer some praise & then explain to the writer why the writing works.
  • Always be ready to look at the text in terms of the writer behind the text.

Literacy Inquiry Paper: 2nd Draft

McCachern.Savannah.LI.JC 2ndDraft

At this point, I am most concerned about balancing inquiry and research into my paper without focusing on one more than the other. I feel a little better about what I am inquiring throughout my paper, but I’m still uneasy about how to get a grip on what I actually want to accomplish through my writing. I have second guessed my topic since originally writing my Literacy Inquiry paper, but I feel slightly more confident about it after finishing the 2nd draft.


Class Notes: 11/13

What is English 1103 all about?

  • Literacy
  • Discourses
  • Context
  • Genre
  • Culture
  • Power
  • Technology
  • Languages
  • Acquisition
  • Connections of Appropriateness
  • Modes of Communication
  • Academic Discourses
  • Textual Media

-There is no set way to communicate

-No specific formula for writing

-Literacy is contextual

-”Proper” grammar

-Grammar is a set of rules

-Good writing vs. Bad writing

-Discourse/grammar is a set of rules that people agree on

Class Notes: 11/11

Genre Theory:

  • The presented genre will affect the non-presented
  • Genre (v)=act
  • Characteristics:
    • Culture
    • Historical
    • Rhetorical
    • Ideological
    • Social-genre chain (one genre sets off a domino effect), (address books vs. contacts lists), etiquette (being considerate of others).
    • Dynamic
    • Situated


  • Culture affects genre and visa versa
  • Genre has many social implications depending on the situation
  • Situation affects genre
  • Using for purpose
  • Fixed and dynamic
    • The reason genres are fixed is because they are historical and ideological.
    • The reason genres are dynamic is because they are rhetorical, social, situated, and cultural.


  • Genre chain
  • Social relates to the word etiquette
  • Certain ways of acting according to genre in certain social situations


Genre cannot be categorized or defined; it can be characterized and described.

Reading Response: Explaining Genre Theory

I have always been under the impression that the term genre is used to classify or categorize a specific group. These specific groups can include a genre of music,  literature genre, or an art genre, that correspond each other in style, form, and subject matter. However, as I was reading Dean’s text on explaining Genre Theory, I was exposed to the complexity and messiness that this word brings about. As I read the first paragraph, I immediately began to ask myself, “what is genre?” and “why is this word so hard to define?” These questions were answered only to a certain degree but I still feel like I do not completely understand what genre means, however, I do understand that there is not a distinct definition. The more I read through the text, the more I saw a connection between genre and discourse. Both of these terms generate historical change, because they are constantly evolving and depend on previous genres or events. Genre and discourse also prove that they belong to several different cultures simultaneously. But how is this possible? What characteristics, attributes, or qualities define a person as being apart of a certain genre community. I think part of the answer lies in the text on page 16, “People who share substantial amounts of time together in common endeavors.” Page 16 also said that, “Devitt also acknowledges that people also form groups with commonalities within cultures and between cultures.” People can relate and associate with each other within certain genres because they gather together around a single repeated interest. I also thought it was interesting when the text said, “genres define cultures as much as cultures define genres.” How do these two concepts coincide with each other? On page 18, this sentence really stood out to me, “Since genres are shaped by situation, they represent the values of participants in that situation.” How exactly are genres shaped by situation? It’s interesting that we also have the ability to shape our own discourses according to our situations. I also thought it was very interesting that, “Many areas of genre theory still need further research and exploration.” I would have assumed that genre is a well understood topic since it is so relevant to literature and language. This text definitely expanded my knowledge to the complex and mess that genre creates, and it also formulated a lot of questions about the term and how it takes on many different meanings. Like discourse, genre is not something that can be taught, simply because it is constantly changing and it is something that just becomes a part of us.

Group Facilitation Notes: Textual Media, Discourses, & Literacies

Textual Media, Discourses, and Literacies Notes


Technology in Education:

-We have access to an unlimited amount of resources

-In the classroom, computers, the Internet, and technology have expanded the knowledge of students and contributed to many new opportunities

-Less memorization (calculators, computers)

-Is technology hurting literacy?

-Is teaching the old fashioned way even useful anymore?

-Technology has it’s pro’s and con’s

-Socrates did not support writing, Pluto wrote his stories down and now they are able to be referenced, unlike many of Socrates philosophies

-Technology has definitely influenced communication-people can “hide” behind technology and say things over the computer or their phone that they may not say in person

-Electronic vs. Non-electronic

-Technology affects how one came become more literate in a certain subject

-Being technologically literate can be defined in many different ways


Technology By Age:

Primitive: (Cave Man)

  • Clubs/weapons
  • Fire
  • Cave art


1600’s: (Colonization)

  • First refracting telescope
  • Submarine
  • Method for blood transfusions


1700’s: (Revolution)

  • Cotton gin
  • Steam engine
  • Odometer


1800’s: (Civil War)

  • Transportation, covered wagons, horses, buggies, boat if near water, ride on train
  • Candles and oil lamps
  • Used an open fire to cook or an open fireplace, cooked food in a large cast iron pots
  • Industrial Revolution


1900’s: (Globalization)

  • Radio
  • Internet
  • Cell phones


2000’s: (Modern)

  • Social Media
  • Computer Technology
  • Renewable energy

Facilitation Reading

Free Write: Group Facilitation Nov. 4th

Are electronic technology societies better off than societies that don’t have access to electronic technology?

I think so, however, I think that certain people use certain technology that works for them in certain situations. In our country, we are quite advanced and have access to unlimited resources right at our fingertips due to cell phones, TVs, and computers. Other countries, like Africa, that aren’t as advanced, have their own forms of technology that works for them but it’s not necessarily “electronic.” Most of their labor is manual whereas many of the major companies in our country use robots and other electronics to get jobs done faster. I think it’s safe to say that their society isn’t as advanced, but I wouldn’t say it is worse off because it’s what works for them and has been working for many years now.