1. Reading 2.0
Improving Comprehension with Online Tools
February 10, 2010
Jessica Fries-Gaither
Beyond Penguins is funded by the National Science Foundation
under Grant No. 0733024.

2. What best describes your
professional position?
A – Classroom Teacher
B – Librarian
C – Administrator
D – Higher Education
E - Other
Answer using the poll buttons
underneath the participant
window!

3. What grade(s) do you
teach?
A – Grades K-2
B – Grades 3-5
C – Grades 6-8
D – Grades 9-12
E - Other
Answer using the poll buttons
underneath the participant
window!

4. From where are you joining us today?
Answer using the stamping tool
to the left of the whiteboard!

5. Reading 2.0
Improving Comprehension with Online Tools
Download these slides at:
http://slidesha.re/reading20

6. Today’s presenter
Jessica Fries-Gaither
Education Resource Specialist
The Ohio State University
College of Education and Human Ecology
School of Teaching and Learning
fries-gaither.1@osu.edu

7. About Beyond Penguins and Polar
Bears
•Online magazine
•Professional and
instructional
resources
•Science and
literacy integration
•Aligned to national
standards
•Multimedia
http://beyondpenguins.nsdl.org

8. Beyond Penguins honored!

9. Today’s Agenda
• Why Online Tools?
• Online Tools and the Reading Instruction
Framework

10. Do you use online tools in your
literacy instruction?
A. Regularly
B. Occasionally
C. I’ve tried once or twice.
D. Not yet!
E. No
Answer using the poll buttons
underneath the participant
window!

11. Why Online Tools?
“Emerging technologies can play a vital role in helping
students in their quest to understand their reading –
to assist in the explicit teaching of comprehension
strategies.” (Walter, 2009)
“Web 2.0 tools were demonstrated to be innovative
and effective resources in supporting reading
achievement for K-12 students…Areas such as fluency,
vocabulary, development, and comprehension of
texts could all be positively influenced through the
use of these collaborative environments.” (Banister,
2008)

12. 21st century skills
“Students must learn to
step into the global
conversation and develop
competencies in using the
technological tools that
support collaboration,
media literacy, and
evaluation.” (Alexander,
2006; Borja, 2006;
McAnear, 2006)

13. What’s so special about online
tools?
The medium makes all the difference!
– Frequent updates
– Ability to give and receive comments
– Multiple, widespread audiences
– Ease of editing
– Archival capabilities
– Connects to what students and adults do in “real
life”

14. Let’s pause for
questions from the
audience…

15. Online Tools and Components of Reading Instruction
Fluency Vocabulary Comprehension
Development
Electronic books X
Podcasting X X
Voice Thread X X
Wordia X X
Glogster X X
Wordle X
ToonDoo X X
Blabberize X X
Wall Wisher X X
Poll Everywhere X X
Wiffiti X X
Social X
networking

16. Online Tools and the Reading Framework
Before reading During reading After reading
Electronic books X
Podcasting X X X
Voice Thread X X X
Wordia X X X
Glogster X X
Wordle X X
ToonDoo X X
Blabberize X X
Wall Wisher X X X
Poll Everywhere X X
Wiffiti X X X
Social X X
networking

17. Electronic Books
During Reading
Differentiated Instruction
Support for ELLs
Model of fluent reading
Vocabulary support
Ability to re-read
Ability to read at home
K-5 science-themed texts available from Beyond Penguins and Polar Bears
CAST UDL Book Builder allows teachers to create their own books

18. Podcasts
Before Reading
Book and Author Talks
Vocabulary Development Repeated reading
During Reading builds fluency
Audio support for students and improves
comprehension
Differentiated instruction
After Reading
Synthesize Summarize
Questioning Make connections
Reader’s Theater performances

19. VoiceThread
Before Reading
Book and Author talks
During/After Reading
Predicting Making
Connections
Questioning Synthesizing
Summarize

20. Wordia

21. Wordia in the Classroom
Before/During/After Reading
Vocabulary development
Browse and search for definitions
Students create and post video definitions
Visual word of the day calendar

22. Glogster EDU
Before Reading
Book Talks
During Reading
Make and confirm predictions
After Reading
Explore imagery
Visualize text
Summarize and Synthesize
Make Connections

23. Wordle
http://www.wordle.net

24. Wordle in the Classroom
Before Reading After Reading
Copy and paste Students keep a
text into running list of
Wordle to important terms
create word while reading, then
cloud. Students create their own
generate word clouds.
predictions Practice in
about the determining
passage. importance.

25. Toon Doo
After Reading
Retell story
Summarize
Synthesize
Encourage
metacognition and
reflective thought

26. Blabberize
After Reading
Explore a character’s feelings
and motivations
Encourage metacognition and
reflective thought
Retell stories from alternative
perspectives
Give voice to lesser
characters

27. Wall Wisher
During Reading
Predict
Reflect
Question
Make Connections

28. Poll Everywhere
During Reading
After Reading
Monitor
Comprehension
Make Predictions
Reader Response
Opinion Polls

29. Wiffiti
During Reading
Predict
Reflect
Question
Make Connections
Monitor Comprehension

30. Social Networking and Twitter*
During Reading
Character status
updates
Predicting
After Reading
Summarize events
Reactions & reflections
*Only for students 13 years or older

31. Coming Soon!
Thursday, March 10, 20101: Visual Literacy and
Nonlinguistic Representations
Presenter: Jessica Fries-Gaither and Terry Shiverdecker
Do your students struggle to create and interpret
diagrams, maps, and charts? Join us as we discuss
how to help students become proficient in creating
and understanding these sources of information.
http://wiki.nsdl.org/index.php/BeyondPenguins/Seminars

32. Thank you!
Jessica Fries-Gaither: fries-gaither.1@osu.edu
Today’s slides available at: http://slidesha.re/reading20
Archived recording at:
http://wiki.nsdl.org/index.php/BeyondPenguins/Seminars