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Reading Comprehension Slides

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  • Welcome: break at 10:10, plug your meter any time, washrooms are back out by the elevators, help yourself to coffee tea at any time, make yourself comfortable, assure PD will be continuing as scheduled and as the group decides
  • Fire hose analogy – feedback says
  • Slow growth analogy for days session: build from our roots: work through a reading lesson sequence – build knowledge about reading, use new knowledge to understand text, show what your knowledge has helped you understand
  • • What did you try after last session?• What did you struggle with after last session?• What are you hoping for today?Share from networking. Remind participants that they have the roots needed to grow. Good classroom relationships, understanding of their students as writers, understanding of writing and how students learn.- Add to your roots bubble – one or two things you are building on so that students read with understanding in your classroom
  • When a good reader looks at a text, what kinds of things do the attend to in order to understand what they are reading?Brainstorm list on your stalk bubble. Hand out Cues and Conventions cards – teacher lingo and student activities/ideas – match the cards. Discuss with a partner. Where do you agree/disagree.Define Cues – cues are the signposts in our reading which point us in a particular direction (a title is a signpost telling us what the text is likely to be about)Define Conventions – conventions are good manners, these are context dependent (a salutation in a letter varies according to the audience eg. Hey in an email to a friend, Dear Sir, in an email to an unknown potential boss) Hand out Curr guide table. Check your work.Cues and conventions in written text. Give teachers a text. Identify in the text some of the cues/conventions your students might need to know about to understand this text. (animals books)
  • What might you need to add to your students understanding of cues and conventions to understand a digital text? Handout digital text cues and conventions sheet. Look at website to identify parts. Add to your leaf: what do students need to know to read digital text?
  • Reflect and Poll – Fishbowl – watching each other teach is a powerful way for us to learn together but it is only a good strategy if people are feeling safe to try it. I want to make sure that we have opportunities to learn together. We may need more time to grow before we take the opportunity to watch other. I want us to make the best use of our half days in Dec/Jan. So I need your feedback – what’s your comfort level are you feeling ready for a risk or do you need more time to grow? http://www.polleverywhere.com/multiple_choice_polls/xRWKRfyh8tT2eTE/web
  • Break
  • Students need a chance to use their knowledge about cues and conventions to build understanding. Annotating a text will help them to use their new information. Using Reader or Evernote to annotate reading. Save and send protocol. Gives evidence of learning for formative and summative assessment.Add to Flower bubble: what do students need to know to be able to annotate a text?
  • Use Audioboo, embed into LibGuide to allow commenting or use web-based commenting. Use on iPad, iPod touch, iPhone. Students can set up own account (5-8), or use your account automatically when your device is enabled. Can also be used via website.This is an assess and reflect activity much like a journal entry but using students spoken responses. Add to your fruit bubble: How can students use AudioBoo to share their understanding? What do students need to know to be able to use AudioBoo?
  • What do you want to do with your class? What problems do you anticipate? How can the group help you with your problem? What do we want to do with our fishbowl days? Make connections, plan together, share successes and pitfalls? Planning doc. Exit pass.

Digital Reading Presentation Digital Reading Presentation Presentation Transcript

  • Deepening Comprehension
  • http://tinyurl.com/annimals
  • http://tinyurl.com/comfortpoll
  • http://www.defenders.org/animal-habitat-factsheets
  • http://audioboo.fm
  • Image Credits          NEW YORK CITY, CHILD AND ADULT GETTING SPRAYED BY FIRE HYDRANT. Photography. Encyclopædia Britannica Image Quest. Web. 20 Nov 2013.http://quest.eb.com/images/300_1830435 Germination. Photograph. Encyclopædia Britannica Image Quest. Web. 20 Nov 2013.http://quest.eb.com/images/139_1896356 Linked Hands. Photography. Encyclopædia Britannica Image Quest. Web. 20 Nov 2013.http://quest.eb.com/images/132_1284264 Oak Sapling. Photograph. Encyclopædia Britannica Image Quest. Web. 20 Nov 2013. http://quest.eb.com/images/149_2033454 Daimio Oak (Quercus Dentata) Leaf, July. Photography.Encyclopædia Britannica Image Quest. Web. 20 Nov 2013.http://quest.eb.com/images/300_3049838 Iron Bridge. Photograph. Encyclopædia Britannica Image Quest. Web. 20 Nov 2013.http://quest.eb.com/images/111_1502284 Strawberry Flowers. Photography. Encyclopædia Britannica Image Quest. Web. 20 Nov 2013.http://quest.eb.com/images/132_1243255 Black Oil Sunflower Seed. Photography. Encyclopædia Britannica Image Quest. Web. 20 Nov 2013.http://quest.eb.com/images/139_1964049 Apples. Photography. Encyclopædia Britannica Image Quest. Web. 20 Nov 2013.http://quest.eb.com/images/156_2403078