Lesson 2 - Chilton Library, Mango Languages & Tumblebook Library

Chilton Library
Basic Challenge

1. Look up the maintenance schedule for your vehicle. View the whole chart and list 3 things that should be done at 30,000 miles.

I drive a 2001 Dodge Neon SE. Here is what they list for maintenance on my vehicle at 30,000 miles. 
Your 30000 mile service under Normal conditions includes:

• Replace Automatic transaxle fluid

• Service/Inspect Brake hoses

• Service/Inspect Coolant level, hoses & clamps

I think that this is a great reference for all the car buffs and us novices out there!

2. What was the most recent Technical Service Bulletin or Recall notice on your car about and when was it issued?

The most recent technical bulletin for my car was issued in 2002 and it was for "Engine Will Not Respond To Throttle Input" 

3. Click to the Repair tab and note some of the information about brakes for your car.

There is a ton on information on the breaks on this vehicle, as I'm sure there is for other cars. I clicked on Anti-Lock Break System, then on Description and Operation. This pulled up general information on how the ABS system works, physical description, and a short video on problems with the system. I think that this feature would be very useful if/when I have to work on my car again. 

Common Core

1. How could you use Chilton Library to meet Common Core English Language Arts Reading Standards in the area of Integration of Knowledge and Ideas?

I find this one a little difficult to answer. I think that under the right circumstances, this information could be integrated into a report on automobiles, their maintenance, or their performance that a student is writing. In conjunction with a general title on automobile maintenance, it could make for a very informational report. It might also be used by students in an auto shop or mechanics class when learning about or fixing a car. They might use this with their text book to trouble shoot problems and come up with possible solutions. 

Mango Languages

Basic Challenge

1. Try out a lesson. How helpful would this program be to help you learn a language? What did you like? What didn't you like? Why?

I chose to learn a little Scottish Gaelic. I have a Scottish heritage and will be traveling to Scotland in the spring. I thought that this program broke down the language into nice, bite-size sections which made it easier to digest than one big chunk. Having the ability to read and hear the words is a big help, as many of the spellings are different then the pronunciations. I also thought the keyboard controls were handy. I didn't like that I couldn't log in. Is there a way to do that?

2. A Vietnamese student would like to improve her English. You do not know Vietnamese. Describe how Mango Languages can help her.

On the upper right hand corner of the screen is the "Translate" tab. This would be very handy, as you could use it to write words in English and have them translated into Vietnamese and vice versa. In addition to Vietnamese being an option for a language you could learn, under Languages, there is the option to learn English. There is an English for Vietnamese speakers that the student could use to work on her English. 

Common Core

1. How could Mango Languages help you meet the Language standards in English Language Arts?

 5.L.1 Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking.

a. Explain the function of conjunctions, prepositions, and

interjections in general and their function in particular sentences.

b. Form and use the perfect (e.g., I had walked; I have walked; I will

have walked) verb tenses.

c. Use verb tense to convey various times, sequences, states,

and conditions.

d. Recognize and correct inappropriate shifts in verb tense.*

e. Use correlative conjunctions (e.g., either/or, neither/nor).

I feel that this could be used to help students better understand the English language due to the fact that in order to learn another language and speak it fluently, you need to have command of their grammatical structure. I know that when I was learning Spanish, it helped me immensely in English class, because I better understood parts of speech and conventions. When it came to verb tense especially, I learned more from my Spanish class, than in my English class. 

Tumblebook Library

Basic Challenge

1. Choose a story book, chapter book, or nonfiction book. Try it out! Listen to it being read, turn the pages etc. Report your impressions of this e-resource.

I chose the book Nancy Drew and the Clue Crew #1: Sleepover Sleuths.  I liked that there was an option to have the book read to you along with the words highlighted to read and follow along. Turning pages was easy. I also looked at Scaredy Squirrel. This was a lower level book that read the book to you and included illustrations and animations. I liked that the book automatically read and highlighted the words and the cute illustrations made the books a lot of fun. 

2. Try out a video, puzzle or game and report your impressions.

I tried out a word catch game and a puzzle. I liked that the games and puzzles connected with a certain book and that they had a link to read the book.  The game was smooth and easy to play. The puzzle was difficult enough to be a challenge, but not so difficult that a student would become discouraged.

3. To whom will you promote this e-resource?

I think that I will promote this resource to our teachers at first then to our students. We do have a teacher that uses AR and I think that he and his students would really enjoy using this. Students in the lower grades in our district already have access to Tumblebooks through the school's subscription. They love using the program. Although this selection is a little low for 4th & 5th grades, I know that there is another option for upper grades. 

Common Core

Choose a subject and find a non-fiction and a fiction book about that topic. How could you use those books to meet these 2 Common Core Anchor Standards?

Integration of Knowledge and Ideas: 
CCSS.ELA-LITERACY.CCRA.R.7Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.CCSS.ELA-LITERACY.CCRA.R.9Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

I looked at the non-fiction book Wiggle and Waggle and the fiction book Diary of a Worm. 

I think that these two books are a little difficult to compare. Wiggle and Waggle is listed as non-fiction, but I feel that there are a lot of fiction elements to this story. Diary of a Worm is definitely fiction, but does throw a few wormy facts in the story. I feel that these two books would really complement each other in a lesson on worms. They both address a worm's impact on the soil, how they benefit plants, and how they work in the soil. Wiggle and Waggle definitely keep more on topic, while Diary of a Worm adds a little artistic license to the topic with the main character going to school and scaring children as he goes by them. I think that the students would definitely be able to analyze these books and evaluate the information. I would also throw in a straight non-fiction book in order to to a better comparison of the information.