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UNIS Reading and Technology Project
Transcript of UNIS Reading and Technology Project
(a) the proliferation of multimodal ways of making meaning where the written word is increasingly part and parcel of visual, audio, and spatial patterns;
(b) the increasing salience of cultural and linguistic diversity characterized by local diversity and global connectedness. www.multiliteracies.ca Improving Reading with Technology in Middle School Classrooms Learning Styles Direct Reading Using Increase student engagement
Promote visual and spatial literacies Academically talented learners
Diverse learning styles Fluency development
Depth of comprehension
Cross curricular connections Diversity All students will benefit Before Reading During Reading After Reading Survey what students alreadyknow
Present general background information
Explore themes and critical concepts
short films Survey the text together
Scan the entire document
Read pictures, charts, sub-captions
Pre-teach key words - academic vocabulary
Limit to 3-5 words that cross curriculum
Use and reuse words in engaging ways Activate Background Knowledge Activate Text-Specific Knowledge Increase Student Engagement! Online Reading and
Research Strategies Develop a regular routine for at least one of these tasks within our content area.
Listen and focus: teacher or audio read along
Choral/mumble readings for short passages
Partner readings with guidelines and iPods
Performance readings (recordings, theatre, short presentations, speeches) Comprehension: Scaffold Instruction Fluency: Listen, Re-read, Perform Vocabulary Key words During Graphic Organizer Word Wall http://www.mywebspiration.com/publish.php?i=582521a2467e Linguistic Diversity Technology Best Practice Middle School Reading http://www.mywebspiration.com http://www.ghotit.com/home.shtml Always ask, what is the purpose for the reading?
For Main ideas? Use guided question or prompts --advanced organizers
For Details? Classification? Help the students learn to list and outline points independently.
For Evaluation, Inference, Synthesis? Use key graphic organizers and require students to collect information that will prompt deeper thinking. Conclude
Give opinions and support them.
Focus on cause and effect.
Role play and reenact main ideas
Connect - Encourage inference making - move beyond the text
Text to Self, Text to Text, Text to World
Vocabulary used in new contexts.
Create a similar text of one’s own. Re-Read to conclude and connect http://voicethread.com/ http://frenchrevolutionunis.blogspot.com/ Blogs Voicethread http://lingro.com/ Lingro http://www.scribblemaps.com/maps/view/FUWv9gr0Me Scribblemap Google Search Stories Wordle http://www.wordle.net/ Before http://taggalaxy.de/ Tag Galaxy Visual Thesaurus http://www.visualthesaurus.com/ http://quizlet.com/_3500j Quizlet Vocabulary Grabber http://www.visualthesaurus.com/wordlists/46065 Brainpop http://www.brainpop.com/ http://www.khanacademy.org/ Khan Academy 60 Second Recap http://www.60secondrecap.com/ http://linava.edu.glogster.com/mockingjay Glogster http://www.glogster.com/ Mathletics http://www.mathletics.com/ Livebinders http://livebinders.com/ Podcasting GarageBand, GoldWave, Audacity Example of recording in Flemish. http://dl.dropbox.com/u/12407608/Eva%20vrede-1.m4a We encourage students to read both in their own languages and English. Research shows that academic fluency in your mother tongue promotes literacy skills in your second language. The more reading a student does in their mother tongue, the more strategies they will have in the new language. (Thomas and Collier, 2002) Example of recording in English. http://dl.dropbox.com/u/12407608/Khotso.m4a Recording List:
Baseline – “cold” reading¬
Passage from a book assigned by teacher
Passage from a book chosen by student
Play/Sketch with another student
Radio report or public service announcement
Class presentation or report
Picture book for younger students
Podcast of your own writing Recording Read through and check meanings and pronunciations.
Listen to yourself.
Choose one area to practice/ improve:
Speed and fluency
Rhythm and intonation
Read aloud/rehearse with teacher or classmate.
Re-record the passage.
Listen to yourself again.
Choose a second time one area to practice/improve:
Speed and fluency
Rhythm and intonation
Read aloud/rehearse the third time.
Re-record for “final” product
Label the recording with your name.
Save in MP3 format http://dl.dropbox.com/u/12407608/1287759356367_NathanielK_DiaryofWimpyKId.m4a After Live Ink http://www.liveink.com/ Ghotit Technology Instruction Read to Conclude Multi-literacies Online text is no longer just text. Now it is intertwined with audio, video and images. Cultural and linguistic diversity There is an overwhelming access to information in many languages. We are uber-connected. Online Reading Strategies
More and more students and teachers rely on online resources to complete research.
Online reading requires a somewhat different set of skills and strategies than offline reading. Other Periodicals
Carrey, Benedict. “Come On I Thought I Knew That.” New York Times [New York] 18 Apr. 2011, online ed., sec. D4: n. pag. NYTimes.com. Web. 23 Apr. 2011.
Rebora, Anthony. “Can Reading Be Saved Interview with Kelly Gallagher.” Education Week Teacher. N.p., 4 Apr. 2011. Web. 23 Apr. 2011. .
Beers, Kylene, Robert E. Probst, and Linda Rief, eds. Adolescent Literacy Turning Promise Into Practice. Portsmouth, NH: Heinemann, 2007. Print.
Glascow, Neil A., and Thomas C.S. Farrell. What Successful Literacy Teachers Do: 70 Research-based Strategies for Teachers, Reading Coaches, and Instructional Planners. Thousand Oaks, CA: Corwin Press, 2007. Print.
Harvey, Stephanie, and Anne Goudvis. Strategies that Work. Portland, Maine: Stenhouse Publishers, 2000. Print.
Jacobs, Heidi Hayes, ed. Curriculum 21 Essential Education For a Changing World. Alexandria, VA: ASCD, 2010. Print.
Powell, William, and Ochan Kusuma-Powell. Making the Difference: Differentiation in International Schools. Kuala Lumpur, Malaysia: Overseas Schools Advisory Council, 2007. Print.
Rasinski, Timohty V. The Fluent Reader. New York: Scholastic Professional Books, 2003. Print.
Schudt Caldwell, JoAnne, and Lauren Leslie. Intervention Strageties to Follow Informal Reading Inventory Assessment: So What Do I Do Now? Boston, MA: Pearson Education, 2009. Print.
Ulin, David L. The Lost Art of Reading: Why Books Matter in a Distracted Time. Seattle, WA: Sasquatch Books, 2010. Print.
Wendling, Barabar J., and Nancy Mather. “Reading Fluency and Vocabulary and Reading Comprehension.” Essentials of Evidence-Based Academic Interventions. Hoboken, New Jersey: John Wiley and Sons, 2009. 52-120. Print.
Young, Terrell A., and Nancy L. Hadaway, eds. Supporting the Literacy Development of English Learners Increasing Success in All Classrooms. Newark, DE: International Reading Association, 2006. Print.
Coehllo, Elizabeth. “Teaching in the Quadrants: A Framework for Differentiated Instruction for English Language Learners.” ECIS ESL and Mother Tongue Conference. Radisson SAS Dusseldorf, Germany. 3 Mar. 2011. Address.
Cummins, Jim. “Teacher and Student Identity Intersections in International School Contexts.” ECIS ESL and Mother Tongue Conference. Radisson SAS Dusseldorf, Germany. 4 Mar. 2011. Address.
Early, Margaret. “Multimodality and multilingualism: power, access and change in pedagogy.” ECIS ESL and Mother Tongue Conference. Radisson SAS Dusseldorf, Germany. 5 Mar. 2011. Address.
Jacobs, Heidi Hayes. “Curriculum Mapping and Differentiated Instruction.” NYPL. New York Public Library NY, NY. 19 Oct. 2010. Address.
Web sites, e-sources
Abilock, Debbie. “Twenty First Century Literacies: Online Reading Strategies.” NoodleTools.com. NoodleTools, 27 Mar. 2011. Web. 25 Apr. 2011. .
“Clearinghouse.” Curriculum 21. Heidi Hayes Jacobs, 2011. Web. 25 Apr. 2011. .
Early, Margaret. “Dual Language Literacy Practices; Transitional ESL Literary Essay Project.” The Multi Literacy Project A research collaboration of students, educators and researchers. University of British Columbia, n.d. Web. 9 Apr. 2011. .
Linder, Suzanne. “Strategy guide Reading Online.” ReadWriteThink.org. International Reading Association, 2011. Web. 25 Apr. 2011. .
“Student Research Online: Tips and Strategies.” Online Schools. Online Schools, 2011. Web. 25 Apr. 2011. . Reference List Online reading is often:
Guided by the reader rather than the teacher
Non-linear Skills needed for successful online reading include:
The ability to formulate appropriate questions and stay on task
The ability to locate reliable information
The ability to evaluate, synthesize and communicate that information the reader navigates through a series of links and windows rather than reading something from beginning to end Blabberize http://blabberize.com/view/id/275537 Voki http://sandrastechtips.blogspot.com/ Prezi http://prezi.com http://www.youtube.com/searchstories 21 Century Skills Uber Connected Diversity