Just a little background about our program and its goals
----- Meeting Notes (4/26/11 10:37) -----Clear at Centclear.msu.edu/
Developing Literacy through Technology: Multi-Media Applications & Projects Sally Anderson, Grade 4 Teacher Phil Brady, Instructional Technology Coach Hood River County SD
Technology Rich Classrooms Student focus All students BUT ESPECIALLY EL students Instructional focus: Improved Literacy Skills Reading AND Writing Content Area Classes Language Arts Math Social Studies Science Technology Rich Classrooms 2-1 MacBooks +
Reading: Fluency Key Requirements Repeated readings Appropriate reading levels Fluency Instructional Contexts Cold and Hot reads (on daily, weekly or bi-weekly basis) Oral reading of passage and scripts for BookStormersProject & Lit Circles Apps GarageBand or Audacity Inspiration (1-minute limit) iPadrecording apps: AudioMemos PowerPoint (2-minute limit)
Assignment 2 passage picker Alex Page 46 paragraph 6 I picked this paragraph because of how it describes it.
Reading: Vocabulary (English and Spanish) Word meanings, pronunciation(s), synonyms Entries about new or challenging words (lit circle) Vocabulary games and quizzes “Clarification” in Reciprocal Teaching Apps Edmodo iChat Quizlet Flashcards (iPad), WordSmyth.net Classroom.tools: Arcade
Reading: ComprehensionLiterary Text Comprehension Literature Questioner and Summarizer in Lit Circles (across school project) Student responses to teacher prompts (in-house classroom work) Continuum of questioning: noting details, basic comprehension, inference, analysis, and creation Longer response (more creative) each week Scholastic Reading Counts Apps Edmodo Ichat PhotoBooth movies (Discussion Leader’s questions)
Reading: Comprehension Informational Text Social Studies & Science (and Reading themes) Note-taking: Main Idea and Detail (from post-reading Semantic Map in SMART) Summary statements (“This passage told me that . . .” from RT) in Explorers and Planets units NewsCasts Apps Sticky Notes Inspiration GarageBand
Writing--Fluency Fluency: Increased and regular “use” of writing for frequent tasks Blogs for literature responses Scripts for all podcasts and multi-media projects: Science: experiment for scientific inquiry work sample literature: Bookstormers; responses to readings in edmodo (as attachments if long) class and school news, Spanish (culminating project for reading units): includes Word Art, Pictures; multi-paragraph essay Scripts for PowerPoint projects in reading, science, and social studies Apps Microsoft Word Edmodo GarageBand & iMovie P & P
Writing—Authentic tasks for real audiences Bookstormers for peers (both within and across schools) Science Reports Buddy Notes Basketball team with grade 5 1st grade companeros GarageBand podcast
Writing—Process Approach Process Approach Brainstorming and Planning (P & P; Inspiration) Rough draft Revising: peer and color coding Editing (using language resources, and then to teacher edit) Publishing (make revisions and print on wall)
Writing—the Traits Ideas & Content Research in leveled text: Twurdy and Google Symbaloo Organization Inspiration (or other graphic organizers) Evernote(comp and i-devices), MoesNotePad Voice Recording apps on MacBook, iPad, and iTouch Sentence Fluency Sentence Builder/Story Buiilder on iPad Word Choice WordSmyth.org Conventions Spell and Grammar Checks
Writing—Study Skills Note-taking (Study Skills/Comprehension) Sticky Notes Word iPad apps (Evernote, MoesNotes) Adding notes to Inspiration as they read Audio Recording: I learned that . . .
Keyboarding Key to using technology effectively
Reflection What is one new way in which you could further enrich the literacy skills of your students through the use of technology? What is one application that we haven’t mentioned that you use to support literacy learning? Phil.email@example.com Sally.firstname.lastname@example.org