Part 1 Review the lesson, “Improving Research Skills with Effective Keywords.” This lesson provides a rich example of how students can learn effective search strategies by using keywords. Such a strategy can help younger students increase the accuracy of their search results. Consider the factors that are involved in finding a website with reliable information? The lesson also illustrates an inquiry-based lesson (pedagogy) that uses technology effectively. TO COMPLETE Discuss the approach that was used in this lesson to teach young students to use precise vocabulary to improve their Internet search results. Think about TPACK in answering these questions: What content was taught (vocabulary and keyword search strategy)? How was it taught (inquiry based lesson)? What technology was used in the lesson (iPad, interactive whiteboard, Internet, laptops, etc.)? Compare this lesson to how you see students searching for information online in your classroom (if you do at all)? Formulate your Week 2 Discussion post in the context of information literacy and how a teacher provides opportunities for students to learn how to access and evaluate information on the Internet more efficiently and effectively. Reflect on these questions: Should students be taught specific search strategies when using the Internet? Why or why not? How does the pedagogical approach the teacher uses in this example help scaffold the students’ understanding? How does teaching an Internet search strategy increase student interest and engagement in the research being conducted? Compare this example with what you are experiencing in the classroom. How are students applying information literacy skills (evaluating and accessing) when using technology in the classroom? Part2 Explore the GoNoodle website. This website is designed for K-5 classrooms and helps get kids moving with short interactive activities. Giving students time to move during the school day will help them stay engaged and motivated throughout the school day. Look for an activity that will promote health-nutrition, disease/accident prevention, and avoidance of drugs/alcohol. Check on various categories, such as curricular, mindfulness, sensory and motor skills, school life, or movement type, to spend some time previewing the short, guided, dance or workout activities. For example, under the category of science you can find “Water Cycle,” “My Racing Heart,” or “Bones, Bones.” Pick one of the movement interactive activities that correlate with something your students have been learning about and find time during Week 2 during your visit to do this GoNoodle activity with your students. Consult with your cooperating teacher to assist with your selection. By Day 7 of Week 2 submit a 1- to 2-page paper on the following: A rationale for why you selected the video A rationale for why this video and subject matter tie into what the students are learning Include references from the weekly learning materials and/or outside resources to support your paper Part 3 Review the different approaches to spelling instruction in Chapter 5 of the McKenna & Stahl (2015) text, the word study article, and in the video on teaching spelling. Begin to review and analyze the writing sample from the focus child you obtained in the Week 1 interview with your host teacher. BY DAY 3 Post about the following: A copy of your students’ writing sample. Note: To protect confidentiality, do not include the student’s name or any other identifying information. Identify the student’s grade level, which stage of spelling the student is in, and an explanation of the student’s strengths and weaknesses. Provide at least one example of an activity you would propose to help the student’s growth in the area of spelling. Your example(s) can be for either in-person or remote learning environments. Explain your position on inventive spelling, and support your position with resources or experiences from your Field Experience. Share how you feel inventive spelling does or does not help students move through the stages of spelling.