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Reading 2.0

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Explore how free online tools can be used to improve all aspects of reading instruction: fluency, vocabulary, and comprehension.

Published in: Education
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Reading 2.0

  1. 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. 2. <ul><li>A – Classroom Teacher </li></ul><ul><li>B – Librarian </li></ul><ul><li>C – Administrator </li></ul><ul><li>D – Higher Education </li></ul><ul><li>E - Other </li></ul>What best describes your professional position? Answer using the poll buttons underneath the participant window!
  3. 3. What grade(s) do you teach? <ul><li>A – Grades K-2 </li></ul><ul><li>B – Grades 3-5 </li></ul><ul><li>C – Grades 6-8 </li></ul><ul><li>D – Grades 9-12 </li></ul><ul><li>E - Other </li></ul>Answer using the poll buttons underneath the participant window!
  4. 4. From where are you joining us today? Answer using the stamping tool to the left of the whiteboard!
  5. 5. Reading 2.0 Improving Comprehension with Online Tools Download these slides at:
  6. 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 [email_address]
  7. 7. About Beyond Penguins and Polar Bears <ul><li>Online magazine </li></ul><ul><li>Professional and instructional resources </li></ul><ul><li>Science and literacy integration </li></ul><ul><li>Aligned to national standards </li></ul><ul><li>Multimedia </li></ul>http://beyondpenguins.nsdl.org
  8. 8. Beyond Penguins honored!
  9. 9. Today ’s Agenda <ul><li>Why Online Tools? </li></ul><ul><li>Online Tools and the Reading Instruction Framework </li></ul>
  10. 10. Do you use online tools in your literacy instruction? <ul><li>Regularly </li></ul><ul><li>Occasionally </li></ul><ul><li>I’ve tried once or twice. </li></ul><ul><li>Not yet! </li></ul><ul><li>No </li></ul>Answer using the poll buttons underneath the participant window!
  11. 11. Why Online Tools? <ul><li>“ 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) </li></ul>“ 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. 12. 21 st 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. 13. What ’s so special about online tools? <ul><li>The medium makes all the difference! </li></ul><ul><ul><li>Frequent updates </li></ul></ul><ul><ul><li>Ability to give and receive comments </li></ul></ul><ul><ul><li>Multiple, widespread audiences </li></ul></ul><ul><ul><li>Ease of editing </li></ul></ul><ul><ul><li>Archival capabilities </li></ul></ul><ul><ul><li>Connects to what students and adults do in “real life” </li></ul></ul>
  14. 14. Let’s pause for questions from the audience…
  15. 15. Online Tools and Components of Reading Instruction Fluency Vocabulary Development Comprehension 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 networking X
  16. 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 networking X X
  17. 17. Electronic Books K-5 science-themed texts available from Beyond Penguins and Polar Bears CAST UDL Book Builder allows teachers to create their own books During Reading Differentiated Instruction Support for ELLs Model of fluent reading Vocabulary support Ability to re-read Ability to read at home
  18. 18. Podcasts <ul><li>Before Reading </li></ul><ul><li>Book and Author Talks </li></ul><ul><li>Vocabulary Development </li></ul><ul><li>During Reading </li></ul><ul><li>Audio support for students </li></ul><ul><li>Differentiated instruction </li></ul><ul><li>After Reading </li></ul><ul><li>Synthesize Summarize </li></ul><ul><li>Questioning Make connections </li></ul><ul><li>Reader’s Theater performances </li></ul>Repeated reading builds fluency and improves comprehension
  19. 19. VoiceThread Before Reading Book and Author talks During/After Reading Predicting Making Connections Questioning Synthesizing Summarize
  20. 20. Wordia
  21. 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. 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. 23. Wordle http://www.wordle.net
  24. 24. Wordle in the Classroom <ul><li>Before Reading </li></ul><ul><li>Copy and paste text into Wordle to create word cloud. Students generate predictions about the passage. </li></ul>After Reading Students keep a running list of important terms while reading, then create their own word clouds. Practice in determining importance .
  25. 25. Toon Doo After Reading Retell story Summarize Synthesize Encourage metacognition and reflective thought
  26. 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. 27. Wall Wisher <ul><li>During Reading </li></ul><ul><li>Predict </li></ul><ul><li>Reflect </li></ul><ul><li>Question </li></ul><ul><li>Make Connections </li></ul>
  28. 28. Poll Everywhere During Reading After Reading Monitor Comprehension Make Predictions Reader Response Opinion Polls
  29. 29. Wiffiti During Reading Predict Reflect Question Make Connections Monitor Comprehension
  30. 30. Social Networking and Twitter* *Only for students 13 years or older During Reading Character status updates Predicting After Reading Summarize events Reactions & reflections
  31. 31. Coming Soon! <ul><li>Thursday, March 10, 20101: Visual Literacy and Nonlinguistic Representations </li></ul><ul><li>Presenter: Jessica Fries-Gaither and Terry Shiverdecker </li></ul><ul><li>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. </li></ul>http://wiki.nsdl.org/index.php/BeyondPenguins/Seminars
  32. 32. Thank you! <ul><li>Jessica Fries-Gaither: [email_address] </li></ul><ul><li>Today ’s slides available at: http://slidesha.re/researchprojects </li></ul><ul><li>Archived recording at: </li></ul>http://wiki.nsdl.org/index.php/BeyondPenguins/Seminars

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