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iboard: How Far Away do You Live?

What it is: iboard’s How Far Away Do You Live? is an excellent interactive activity for the interactive whiteboard or for use with a projector.  Students create labels with their names and pin them on a graphic chart to depict how close they live to the school.  Students can also add places to the graphic such as restaurants and stores.  This is a great way to begin discussions about distance and introduce some new math language.  When students have finished placing themselves on the graphic, they can compare the results on a block graph. How to integrate iboard: How Far Away Do You Live? into the classroom: How Far Away Do You Live? is a neat interactive to teach students math language about distance, how to read a graph, and how to describe objects in relation to each other.  Begin by defining what it means to live close to the school.  What does it mean to be “very close” is that one block away, around the corner, less than a mile, a 5 minute walk, closer than the shop on the corner?  Define what each distance will mean on your chart.  Then, invite students to the board to add a sticky note where they think their house falls on the chart.  After everyone has been added to the chart ask questions such as: “Who lives closest to the school?” and “Who is the furthest away?”  Finish by looking at the block graph and discussing how many students fall into each category.  This is a great way to teach your students to create and read informational charts and graphs. Tips: iboard has a variety of activities for the interactive whiteboard that can be purchased. How Far Away Do You Live? is one of their freebie samples. Leave a comment and share how you are using iboard: How Far Away Do You Live? in your classroom.

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My Story Maker

Posted by admin | Posted in Fun & Games, Interactive book, Interactive Whiteboard, Language Arts, Primary Elementary, Secondary Elementary, web tools, Websites | Posted on 15-06-2009

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What it is:  My Story Maker is an amazing interactive website created for the Carnegie Libraries of Pittsburgh.  My Story Maker is an interactive story book where students are in charge of creating a story.  Students choose characters, and a genre and then begin telling a story.  The students create the story by dragging and dropping characters, objects, and backgrounds into their story.  The characters can have emotions and perform actions with the different objects and interact with each other.  As students drag different elements to the story book, a story is written for them based on what is happening in the pictures.  When they are finished, they have created an interactive book that they can read and share with friends.

How to integrate My Story Maker into the classroom:   My Story Maker is a fantastic interactive tool to get students creating a story.  What I love about this website is the way that it encourages students to create by first thinking about the elements of a story (who will it be about?, what kind of story will it be?, what happens first?, what happens next?).  This is a great tool to use to help students understand the importance of beginning, middle, and end, setting, supporting details, and dialogue.  My Story Maker would be fun to use to create a whole class story using an interactive whiteboard.  Students could take turns adding elements to the story and reading the story aloud.  As students create the class story, be sure to keep them thinking about the setting, plot, and characters.  My Story Maker can also be used individually on classroom computers or in a computer lab setting.  The written story will be very basic “Fox threw a ball to lion.”  Encourage students to embellish their stories with vivid verbs, adjectives, and adverbs.  When students are finished with their story they can download it, share it with others, preview it, or print it. 


Tips:  I learned about this site from Kevin Jarrett‘s excellent blog.  Check it out for great tips and inspiration for your classroom!

Leave a comment and tell us how you are using My Story Maker in your classroom.

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