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Literacy Literacy Presentation Transcript

  • LiteracyAT BootcampATIA 2013Behnke & Marotta
  • Agenda Reading and accommodations Writing and accommodations Mathematics Learning management
  • Reading
  • Research Based EffectiveComponents of Reading  Phonemic (Phonological) Awareness  Phonics  Fluency  Vocabulary  Comprehension 4
  • Phonological AwarenessInstruction Understanding discrete sounds/phonemes Recognizing which words in a set of words begin with the same sound Isolating and saying the first or last sound in a word Combining or blending the separate sounds in a word to say the word Breaking or segmenting a word into its separate sounds 5
  • Technology Can…Support a student learning to… Recognize patterns in words Create words from letters, other words, pictures or sounds Use auditory feedback as words are created or segmented Convert words by isolating and changing phonemes 6
  • Clicker 5 Enables students to write with whole words and pictures Talking word processor Create your own grids Writing supports for all abilities 7
  • Teach Me Nouns Increase vocabulary comprehension Improve articulation skills Increase language expression 8
  • Simon SIO Individualized phonics instruction and corrective feedback Systematically and at individuals’ own pace learn letter sounds and word families Discrimination between like words and reading newly learned words within controlled texts
  • Phonics InstructionSystematic Direct Teaching Letter-sound relationships Spelling strategies Writing strategies 10
  • Technology Can… Support a student learning to…  Pair sounds and letters to form words  Spell with success  Practice fluency in reading sentences  Adapt reading strategies as immediate feedback is received 11
  • WordMaker  Pat Cunningham and her concept of working with words  Supports rhyming  Develops new words from base words  “s” in front of “it”
  • Co:Writer Read words as you go along Word prediction Word bank with topic dictionaries
  • Fluency Instruction  Bridge between word recognition and comprehension  Development is gradual over time  Difference between more fluent readers and less fluent readers 14
  • Technology Can… Support a student learning to…  Practice reading aloud  Use models to develop fluency skills in reading 15
  • Word Processing Authoring tools  Record yourself as you read  Listening to yourself read a story
  • Start-to-Finish Recorded professional talent reading Online books version Highlight word-by- word Check for understanding
  • Scan, Read and ‘Voicing’ Systems Kurzweil 3000 Firefly for the iPad WYNN Read and Write Gold readPlease WordTalk plug in for MS Word ReadOutLoud
  • Vocabulary  Most Vocabulary Is Learned Indirectly As Students:  Engage in daily oral language  Listen to adults read to them  Read extensively on their own  Some Vocabulary Must Be Taught Directly
  • Vocabulary  Recognizing and Understanding Words  Synonyms and Antonyms  Definitions  Elaboration  Context
  • Technology Can… Support a student learning to…  Search word meanings  Explore new words  Elaborate on immediate vocabulary 21
  • Tools  eBooks Built in dictionaries and reading supports  Highlights  Reading Pens
  • Text Comprehension Comprehension Strategies  Identify where difficulty occurs  Identify what the difficulty is  Restate the difficult sentence or passage in own words  Look back through the text  Look forward in the text for information that might help them to resolve the difficulty 23
  • Technology Can… Support a student learning to…  Look up meanings of difficult words or unfamiliar phrases  Sequence events in a story  Discriminate the parts of a passage 24
  • News-2-You
  • Pix Writer and Picture It  Understand text with picture support  Use pictures to convey whole meanings
  • Group Activity #1
  • Writing
  • Effective Elements of Writing Instruction(Executive Summary,Writing Next report)  1. Writing Strategies - teaching students strategies for planning, revising, & editing  2. Summarization - explicitly & systematically teaching students how to summarize texts  3. Collaborative Writing - instructional arrangements in which students work together to plan, draft, revise, & edit their compositions  4. Specific Product Goals - assign students specific, reachable goals for the writing 29
  • Effective Elements of Writing Instruction(Executive Summary,Writing Next report)  5. Word Processing - computers and word processors as instructional supports for writing assignments  6. Sentence Combining - teaching students to construct more complex, sophisticated sentences  7. Prewriting - activities designed to help them generate or organize ideas for their composition  8. Inquiry Activities - analyzing immediate, concrete data to help them develop ideas & content for a particular writing task 30
  • Effective Elements of Writing Instruction(Executive Summary,Writing Next report)  9. Process Writing Approach - interweaves a number of writing instructional activities in a workshop environment that stresses extended writing opportunities, writing for authentic audiences, personalized instruction, & cycles of writing  10. Study of Models - opportunities to read, analyze, and emulate models of good writing  11. Writing for Content Learning - uses writing as a tool for learning content material
  • Stages in the Writing ProcessReflective Recursive Prewriting Publishing Drafting Editing Revising Source: Texas Education Agency
  • Strategies for Teacher Tool Use An effective instructional sequence would include:  Explanation with problem definition  Modeling with interactive teaching  Guided practice with substantive facilitation  Independent use with teacher conference
  • Access to Writing Process Tools For Students with Disabilities ◦ Students with Print Disabilities ◦ Students with Vision Impairments ◦ Students with Physical Disabilities ◦ Students with Cognitive Impairments
  • PRE-WRITING Graphic organizers Writing checklists Digital planning & organizational tools Digital mapping tools
  • Tools to explore  Webspiration  Inspiration/kidspiration  AppWriter  Pulse Pen  DraftBuilder  LiveScribe pen
  • Drafting While prewriting activities and tools can assist the writer during initial drafting, the writer must still juggle: ◦ Planning what to say and how to say it ◦ Selecting words, sentences, and text structures ◦ Producing the text ◦ Monitoring his or her writing in order to revise “on the fly”
  • Digital Planning & Organization Tools Drafting Supports ◦ Word or phrase “ideas” from prewriting can serve as sentence starters or provide vocabulary for drafting ◦ Digital outline files can be used to generate a first draft when more extensive written information was produced during planning & organization ◦ Drafting support can be done through ‘copy and paste’ or ‘click and drag’ or an “auto create” function 38
  • Tools to explore  Templates : ClozePro by Crick  Prediction: Co:Writer by DJI  Speech Recognition: Windows or Dragon Naturally Speaking  Webnotes
  • Revising & Editing Two Complementary Processes  Revising ◦ Clarifies meaning and expands ideas ◦ Makes the writing more interesting and understandable to the reader  Editing ◦ Correction of errors in the conventions of writing: spelling, capitalization, punctuation, and grammar 40
  • Tools to explore • Custom Dictionary – Co:Writer with word banks and topic dictionaries • Electronic dictionaries/Thesaurus • Highlighters • Pens/tape • Electronic highlighting • Auditory word processing -- WYNN
  • PublishingGood Writing Checklist I capitalized words correctly I used correct punctuation I used the Spell Checker to check my spelling I used exact and interesting language I checked my writing carefully for sentence fragments and run-ons I read my writing carefully and looked for ways to make it better
  • Tools to explore  Traditional “books” or journals  Digital recordings  Digital narration of text  Blogs, Vlogs, Edmodo
  • Group Activity #2
  • Mathematics  Very broad area  Basic Math  Fractions  Pre-Algebra  Algebra  Geometry  Word problems
  • Learning Management Positive behavior supports Engagement!! Applying Universal Design for Learning strategies and techniques Making content viable, real, and applicable Setting goals and expectations up front
  • In conclusion…  Reading  Writing  Applications of technology  Integration of technology tools and strategies  Support of these tools in all environments  Trial and error… AT Cycle of assessment