How technology supports student literacy


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This presentation explores the ways in which we are using technology (computers and iPads) to strengthen student learning in reading and writing.
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  • Audience Check:K-5, 6-8, 9-12, tech folks
  • Just a little background about our program and its goals
  • ----- Meeting Notes (4/26/11 10:37) -----Clear at
  • How technology supports student literacy

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