Motivating+Websites+for+Kids

In Chapter 6 of your textbook, Cornett suggests, "technology motivates because it provides interest and choices: anyone can now click and go on a virtual field trip to nearly any spot on earth and beyond. Digital texts often employ multimedia images, animations, links, videos, and audio material, all of which can increase comprehension" (p. 175).
 * Extra Credit Assignment: (Up to three points added to a quiz)**

With these ideas in mind, explore at least one of the following websites created for elementary school children. Think about the topics you were interested in when you were in elementary school. Examine the features of the website and locate an article, resource, or topic featured on the website that you might have enjoyed reading if given a choice.
 * [|Yuckiest Site on the Internet]
 * [|Fact Monster]
 * [|Kids.gov]
 * [|Maths Dictionary for Kids]
 * [|National Geographic Explorer Website]: Pioneer and Pathfinder Editions
 * [|Wonderopolis]: Where the wonders of learning never cease...
 * A website of your choice...

1. What resource/article did you select, which website was it part of, and what excited you about it? 2. What specific features of the text/resource are likely to increase your comprehension of and further interest in the topic? 3. What "big ideas" might serve as an umbrella theme under which this topic/resource could fit?
 * Write a short reflection that considers the following:**

You can post your response directly on this page of the wikispace, using the Edit button on the tool bar. Remember to save your work somewhere else too!

Joy Erautt

1. What resource/article did you select, which website was it part of, and what excited you about it?

I selected the article “Your New Puppy” on the Animal Planet website (animal.discovery.com). I really enjoyed this website because the information was manageable, colorful, clearly laid out, and included lots of pictures of different types of dogs. There was also a fun section on Dog Facts which was very interesting.

The articles were organized into topics and subtopics. For example, from the home page, I selected ‘Pets 101’ and then ‘Dog Guide’. On the ‘Dog Guide’ page, there were a variety of topics with colorful pictures of dogs (e.g. Dog Behavior, Dog Care, Dog Training, Your New Dog, etc.). When I selected any of these topics, the information was broken down further. I could easily scan the sub-topics and see that there were a lot of interesting articles.

2. What specific features of the text/resource are likely to increase your comprehension of and further interest in the topic?

This website is a good option to increase comprehension of and further interest in dogs because the site is very user-friendly. The information is very accessible and manageable. I could easily navigate around the website and read articles that were of interest to me. The articles contained good information but were not too lengthy. Information was nicely organized and I felt that I had a good handle on what information was available for me to read on my selected topic. In a sense, I was empowered to create my own ‘book’ on dogs which contained all topics of my choosing. It was very interesting and I was in control of my own learning.

The article ‘Your New Puppy’ was 5 pages long and each page was a separate topic. The text was non-fiction and included headings, introductions, photos, captions, and conclusions.

3. What "big ideas" might serve as an umbrella theme under which this topic/resource could fit?

This article could fall under the umbrella theme of ‘What every dog owner should know to have a happy, healthy, and well-behaved dog”. An even higher level umbrella theme could include cats.

There are many other subquestions that can be explored under this topic including: How do you care for a dog? What is the proper way to train a dog? How do you prepare for a new dog? Why do dogs wag their tails? How to read your dogs body language?

Joy Erautt -

Hayley Greene

What resource/article did you select, which website was it part of, and what excited you about it? I selected an article from wonderopolis.org entitled “Why Don’t You Have to Trim Your Eyelashes?”. I was excited to choose this article because I love learning about science facts and once I read the title, I was eager to find out the answer. The article title in the form of a question made reading the article intrinsically motivating as it pushed me to discover the answer for myself. Additionally, during the time that I have spent at my fourth grade practicum in East Providence, I have observed that the children, like myself, are always eager to ask science questions about the functional purpose of different things.

What specific features of the text/resource are likely to increase your comprehension of and further interest in the topic? This resource aided my comprehension by providing me with a “self-check” quiz to test my own understanding once I had finished the article. The test then highlights the correct answers so that you can evaluate your own level of reading comprehension. This article also included a video of a drop of water falling on eyelashes that furthered my interest in the topic of eyelash functionality.

What "big ideas" might serve as an umbrella theme under which this topic/resource could fit? This topic of the function of eyelashes could serve under the “big idea” umbrella theme of “The Body is a Functional Machine” in which students discover that the human body operates like a well programed machine to constantly protect us.

-Hayley Greene

Cassie Mailhot

1. I selected a document from the Discovery Kids website, entitled, "Telltale Sasquatch Signs." This article grabbed my attention because as a child I remember watching a movie about big foot being taking in by a family. I remember asking my mom if we could do the same. Children are very intrigued by mystical creatures.

2. I thought about using this document as an activity. A scavenger hunt would be great to have kids do. They would be able to learn of navigation skills like a compass rose (applied to social studies) work in groups and act like an explorer. The children can also pick out other books about characters that may not exist. They could then also create stories and characters of their own. This could increase comprehension skills because the kids would be excited and motivated to read and create their own stories.

3. The "big idea" of this topic can range from many things. Like the difference between non-fiction, and fiction to learning about the human body and if it possible for someone to be as tall as Sasquatch. Or even learning about nature and terrain.

1. The article that I chose was “How is hockey won” on the discovery kids website. I enjoyed this section of the website because I find sports very interesting and fun. Once I saw the hockey article I knew right away that I was interested in reading about it.

2. At the end of reading this passage, there was a quiz about sports. This motivated me to read the whole passage. After selecting the answer I thought was right, the website told you if you were correct or incorrect. By having this quiz at the end of this passage made this topic even more interesting than I already thought. I felt like I had a purpose to read it because of the quiz at the end.

3. The big idea from this article “How is hockey played” is how are sports played. You can also get personal with the class and ask if anyone plays a sport in the class. Relating it back to themselves keeps the students motivated.

Giana Filippone

Kayla Bartolomeo

1. What resource/article did you select, which website was it part of, and what excited you about it? I chose Fact Monster and clicked into an article titled, “Perils of Pollution.” I chose this article because I have always been interested in the detrimental effects of human pollution on our planet. I was also drawn by the layout of this article. I enjoyed how there was a clear label before each short paragraph that made me think about what I was going to be reading. There was a slew of vocabulary that I would have probably found difficult in elementary school, which can introduce new spelling terms as well as topics of interest for the students.

2. What specific features of the text/resource are likely to increase your comprehension of and further interest in the topic? I enjoyed how this article made subcategories of the various types of pollution. There were keywords bolded throughout the paragraph that were clearly defined. I considered this article to be very brief and straight to the point in describing pollution. I liked how the author took such complicated topics and made it easy to understand by relating it to knowledge that most elementary students already contain.

3. What "big ideas" might serve as an umbrella theme under which this topic/resource could fit? A possible “big idea” for this would be, “respecting your planet is respecting yourself.” Another “big idea” could be, “every cause has an effect.” Under both of these “big ideas” there is an infinite amount of subtopics that it can be applied to.

Sarah Warburton


 * 1) What resource/article did you select, which website was it part of, and what excited you about it?

I read an article from wonderopolis.org called “Do Birds get Shocked When They Sit on Wires?” I was excited about this article because it was a question I remember thinking when I was in elementary school. The article even started with a video, which gets kids hooked right away. 2. What specific features of the text/resource are likely to increase your comprehension of and further interest in the topic?

As I mentioned before, the article used a video, which often helps to increase comprehension and focus. Another way that the article helped to increase interest in the topic was to ask questions at the beginning that the reader might be asking. It also uses examples and not only explains why the birds don’t get shocked, but explains what the bird would have to do in order to get itself shocked.  3. What "big ideas" might serve as an umbrella theme under which this topic/resource could fit?

One "big idea" that this could fit into could be “What are the properties of electricity?” This would be a good article to kick off the idea because it would get the students thinking and asking questions. Another "big idea" could be "What are some every day dangers in the world around us?"

Danielle Santagata

1. What resource/article did you select, which website was it part of, and what excited you about it?

I selected an article off of wonderopolis.org titled “Why Don’t Spiders Get Caught in Their Webs?” I selected this article cause I was actually very curious myself why spiders don’t get caught in their webs. I have a fear of spiders, so it was interesting to learn more about them even though I wouldn’t want one near me.

2. What specific features of the text/resource are likely to increase your comprehension of and further interest in the topic?

The article began by asking questions and describing situations that children may have experienced themselves. The article offered a video of a spider making a web, and I had never actually seen how spiders make their webs. The article also had a “listening” feature so that you could read along with the text as someone else was reading it. There was a short quiz at the end of the article that asked important questions revolving around the “main ideas,” and the article also showcased a “wonder gallery” which included pictures of different spiders and their webs. Not only that, but there were multiple activities in the “Try it Out” section that allowed children the opportunity to create their own webs.

3. What "big ideas" might serve as an umbrella theme under which this topic/resource could fit?

A possible “big idea” could be “What survival techniques do other insects use in the wild?” You could have a compare/contrast between different insects and see if any of the insects have special features. You could then move on to various animals and discuss how they survive.

Krystal Smith I visited factmonster.com. This is a fabulous website that provides factual information under varying categories. Some of the categories are: People, Sports, Science, Math & Money. I chose to experience the Word Wise category. This is an awesome resource that students could refer to for either information, review or games.
 * 1. What resource/article did you select, which website was it part of, and what excited you about it?**

Under Word Wise I found a section called Frequently Misspelled Words. There is a compilation of words that students can reference. For example, words like absence, maintenance, mosquito and broccoli are included on the list. This is a great website for students who may not have a vast vocabulary or for other students who may be in their last stages of publishing and may need a quick spelling reference. Vocabulary is a component of comprehension. Vocabulary is an important part of the comprehension process and it can pose an issue for easily distracted readers who may be trying to understand literature with multiple spelling errors. This website could definitely be included under the Vocabulary theme or topic as a technological resource and reference. It could also act as additional learning material that could be added to the class word wall or students individual word lists. "Building Word Knowledge" could serve as the "big idea."
 * 2. What specific features of the text/resource are likely to increase your comprehension of and further interest in the topic?**
 * 3. What "big ideas" might serve as an umbrella theme under which this topic/resource could fit?**

//- Krystal Smith//

1. What resource/article did you select, which website was it part of, and what excited you about it? I looked at http://wonderopolis.org and the article does-your-body-shut-down-for-sleep. This excited me because I like learning about sleeping patterns, why we dream, and what happens during sleep. It is such an interesting time of the day because it's hard to believe anyone really know what is happening.

2. What specific features of the text/resource are likely to increase your comprehension of and further interest in the topic? All of the important and scientific parts are highlighted and you can click on them to learn more about that part of the information. This part was very helpful in furthering my comprehension.

3. What "big ideas" might serve as an umbrella theme under which this topic/resource could fit? Sleep, What happens when you dream or even something as broad as the human body or the human body at night.

- Abby Jaffa

1. What resource/article did you select, which website was it part of, and what excited you about it? I chose kids.gov and Welcome Explorers! Welcome Explorers! is an interactive article on gardening, exploring the outdoors and adventuring through nature. This got me excited because of the catching colors and pictures and of course the fun topic of being outside. I love the outdoors and exploring nature!

2. What specific features of the text/resources are likely to increase your comprehension of and further interest in the topic? As I went through the game, I could click on different images and there began a factual story on the topic. For instance, if I click on a sunflower the character tells you a quick fact about sunflowers. Each character in the game has a different story you can follow, such as, gardening with Mia and exploring a natural refuge with Lucy. Having different pictures to click on and listening to a story makes learning really fun and engaging. Not only am I learning about science, but I am also learning vocabulary and comprehension.

3. What "big ideas" might serve as an umbrella theme under which this topic/resource could fit? This website and especially this article could fall under the big idea of Exploring Your Neighborhood, Understanding the World Around You or The Ways People Live. All of these are good big ideas because you can expand deeper into agriculture, getting students outside to learn about different parts of our environment and using the land right in their own neighborhoods as a tool. There are a ton of texts and websites on exploring nature with kids.

-Meredith Shepherd

1. What resource/article did you select, which website was it part of, and what excited you about it? I selected the three branches of government article on kids.gov. It was organized really well and easy to understand. It was brightly colored and included diagrams which sparked interest to read it.

2. What specific features of the text/resource are likely to increase your comprehension of and further interest in the topic? The organization of this article would help comprehension. It has specific headings relating to each branch of government but to reinforce the written article on each of the branches they included a diagram. It was similar to what I would have drawn if I was reading this article and didn't have the diagram. This article could even be shown to students with out a diagram and ask them to draw their own mental representation of the article and then display the one the website shows and compare that to what the students drew for their mental representations.

3. What "big ideas" might serve as an umbrella theme under which this topic/resource could fit? Some big ideas this article might fit under would be the United States of America, American History or American Government. United States of America would be broad but this would clearly fit. American History or Government would be the themes that I think fit the best.

Mackenzie Blasch

---Caitlyn Welsh--- 1. What resource/article did you select, which website was it part of, and what excited you about it?

The resource article I selected was called “Why Doesn’t Glue Stick to the Inside of the Bottle?” This article was a part of the Wonderopolis website for children. The reason I chose this article was because it posed a question that I wanted to know the answer to myself. It intrinsically motivated me as a reader to want to discover the answer for myself. Sometimes even the simplest questions prove to supply the most interesting and informational answers. Another reason I chose this article was because everyone knows what glue is, but not everyone can describe the reasons for why it doesn’t stick to the inside of the bottle. In a more social setting, either in the classroom or with my friends, this can provide as an interesting, fun fact that could spark up conversation.

2. What specific features of the text/resource are likely to increase your comprehension of and further interest in the topic?

This website offers an array of different learning tools that will help children understand and make/take meaning from all sorts of questions. When you first enter the website the viewer is exposed to bright colors, lots of interesting pictures, and a ton of pre-posed questions. The viewer has the option to click on anyone of the questions, search for another one, or enter their grade level and subject of interest so that they may select a grouping of questions that are more appropriate to their age. This website also provides viewers with other visual aids to help such as informational videos, catchy songs, and a discussion board. This helps children see others opinions and retellings of the information which might help to increase their comprehension. Within the article in the website there are vocabulary words underlined in red. One can scroll over these words to find definitions that will help in overall understanding of the article. This website is intriguing, informational, and fun for people of all ages which is what makes it such a resourceful teaching tool.

3. What "big ideas" might serve as an umbrella theme under which this topic/resource could fit?

Some of the big ideas that this article might fall under could be “Why do we need water?” or “Why is water such an vital part of life?” This segment on glue could serve as a side lesson as to how water is such an integral part in everything we use, even glue! In my practicum field practice I spent a year in the Science department teaching children from 1st-4th grade. Even though these students were learning different subjects in Science the reoccurring theme that spiraled up through each grade level was Water. In first grade they learned about evaporation, in second grade it was about condensation. In third grade the students learned about how water affects the Ecosystem, and in fourth grade students thought about how and if there could be water on other planets. One big idea, worked into years of learning and education. I saw a common trend of students comparing what they had learned in previous years of experience to what they were currently being taught. This was amazing because students have the ability to retain such a vast amount of information, and I believe it is up to the teacher to make this information fun and interesting and educational.

---Caitlyn Welsh---