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Manitoba CEC

Assistive and Instructional Technology to Support Literacy Kathleen Puckett Arizona State University February 19, 2010. Manitoba CEC. Overview. Purpose: Explore ways that common technology tools can increase literacy success

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Manitoba CEC

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  1. Assistive and Instructional Technology to Support Literacy Kathleen Puckett Arizona State University February 19, 2010 Manitoba CEC

  2. Overview Purpose: • Explore ways that common technology tools can increase literacy success • Be familiar with a variety of literacy strategies paired with a basic set of software and other technologies • Explore problem-solutions to mediate academic difficulties Brozo09

  3. Instructional Process

  4. Content Literacy Strategies What are they? • Instructional practices that braid reading, writing, and thinking with content material from the disciplines • Instructional practices that teach students independent strategic reading and writing processes for content area learning • Teacher modeled and prompted • Student initiated Brozo09

  5. Overarching Premises of Content Literacy • Learning the content of the disciplines, such as science and math, is as much about learning to read, write, and talk about the content as it is learning the concepts and facts. • Academic literacy and disciplinary knowledge are inseparable. • Therefore, teaching reading, writing, and thinking skills in the disciplines is teaching the disciplines Brozo09

  6. A FRAMEWORK FOR CONTENT LITERACY STRATEGY INSTRUCTION • Readiness Phase • Interactive Comprehension Phase • Extending New Learning Phase Brozo09

  7. Content Literacy Strategiesin the Comprehensive Curriculum Brozo09

  8. Goals of Readiness Phase of a Lesson • Activate and build relevant prior knowledge for text topics about to be read and studied • Set meaningful purposes for reading and learning • Engender interest and motivation for reading and learning • Begin with an engaging learning experience that can be sustained throughout the lesson Brozo09

  9. Reading Engagement • The “will” to read along with the skill of reading • Many youth know how to read but choose not to—aliteracy • Indicators: (a) Attitude toward reading; (b) time spent reading; (c ) variety of texts read Brozo09

  10. Two Readiness Strategies • Opinionnaire/Anticipation Guide activates prior knowledge of text topics and helps students set purposes for reading and learning by having them respond to statements before and after an information source • SQPL (Student Questions for Purposeful Learning) promotes purposeful reading and learning by prompting students to ask and answer their own questions about content Brozo09

  11. DIRECTIONS: Read each statement carefully and decide whether you Agree or • Disagree with it, placing a check mark in the appropriate Before Reading column. • When finished reading, decide whether your Anticipations need to be changed by • placing a check mark in the appropriate After Reading column. • Before Reading After Reading • Agree Disagree Agree Disagree • A great deal of petroleum is used to make • Styrofoam. ___ ___ ___ ___ • The main ingredient of Styrofoam is plastic. ___ ___ ___ ___ • Chlorofluorocarbons, once used in making • Styrofoam, were found to enrich the ozone • layer. ___ ___ ___ ___ • Styrofoam cups cost much more than paper cups. ___ ___ ___ ___ • Recycling of Styrofoam now equals that of paper. ___ ___ ___ ___ Brozo09

  12. DIRECTIONS: Read each statement carefully about The Greedy Triangle and decide whether you Agree or Disagree with it. If you agree circle thumbs up. If you disagree, circle thumbs down. Do this first before we read the story. Then do it again during and after we read the story. Be ready to say why you circled either thumbs up or thumbs down. Before Reading After Reading Agree Disagree Agree Disagree 1. The greedy triangle wasn’t really greedy. 2. Every time the greedy triangle adds a side he gets a new name. 3. The greedy triangle adds so many sides he becomes a circle. 4. The greedy triangle likes being a triangle the most. Brozo09

  13. ANTICIPATION GUIDES & OPINIONNAIRES 1. Generate Statements Related to the Content to be Presented, focusing on aspects of the content you want students to learn and remember 2. Give the Statements to Students in a Format That Allows Them to Consider Whether the Statements are True/False, Whether they agree or disagree, or That Stimulate Students to Take a Position 3. Discuss Student Anticipations and Opinions 4. Provide Lesson Material 5. Pause Regularly so Students Can Reconsider Initial Anticipations and Opinions Brozo09

  14. IT IS NOW POSSIBLE TO CLONE HUMAN BEINGS With a partner, brainstorm 2-3 questions you would like answered based on this statement. Be prepared to share your questions with the whole group. Brozo09

  15. With just a yardstick and a shadow, you can measure the distance around the entire Earth. With a partner, brainstorm 2-3 questions you would like answered based on this statement. Be prepared to share your questions with the whole group. Brozo09

  16. Anticipation Guide Process • After every student had an opportunity to add a question to the total, the math teacher drew the class's attention to those questions that were essentially the same, and added stars next to those questions. • Some questions, such as How do you measure the size of the Earth? had five stars, since at least five separate pairs of students came up with the same or highly similar question. • Another question, Why is the shadow so important? was repeated four times, and How do mathematicians measure the Earth today? had three stars. Brozo09

  17. SQPL – STUDENT QUESTIONS FOR PURPOSEFUL LEARNING 1. Present Students with a Thought-Provoking Prompt 2. Allow Students to Pair Up and Brainstorm Questions Based on the Prompt 3. Elicit Students’ Questions and Write Them on the Board, Overhead, or Computer 4. Prepare Students for the Presentation of the Information Source by Telling Them to Answer as Many of Their Questions as Possible 5. Provide Information 6. Gather Students’ Responses to Their Questions Brozo09

  18. Brozo09

  19. Our Questions about this statement • A. Where does it say this in the Constitution? • The Constitution doesn't say anything about the Internet but gives everyone freedom of speech in the Bill of Rights. This means I can look at anything I want to on the Internet. In some countries like North Korea, people can only go to certain places on the Internet. The government controls what they can see and read Brozo09

  20. Goals of Interactive Comprehension Phase of a Lesson • Work reciprocally to construct meaning • Model and elicit meaning making processes • Teach independent, strategic reading Brozo09

  21. Two Interactive Comprehension Strategies • Split-Page Notetaking facilitates meaningful reading and listening , leads to an organized record of learning, and makes review and study efficient • Word Grid provides an effective visual technique for helping students learn important related terms and concepts by providing students an organized framework for analyzing the similarities and differences of key features Brozo09

  22. “The Most Dangerous Game” – Richard Connell February 12, 2008 English 10, 3rd block ------------------------------------------------------------------------------------------------------- Plot defined --related events that present and resolve a problem/conflict Rainsford --celebrated hunter Sanger --learned meaning of terror --forced to become hunted Setting --Ship Trap Island --Caribbean Sea --jungle environment --General Zaroff’s preserve Plot --R. falls overboard --R. swims to shore --Zaroff admits hunting man --Zaroff hunts R. Brozo09

  23. Split Page Notes for The Greedy Triangle Story begins The greedy triangle wants to become other shapes Different shapes he becomes: quadrilateral 4 sided –a checkerboard, a computer screen pentagon 5 sided—a baseball diamond, a section on a soccer ball hexagon 6 sided—honeycomb of a bees nest Problem after greedy triangle has more than 10 sides (decagon+) he loses balance and rolls down the hill Resolution greedy triangle turns back into a triangle Brozo09

  24. SPLIT PAGE NOTETAKING AS A NOTE TAKING METHOD IT HAS MANY ADVANTAGES OVER OTHER METHODS: A) IT IS LOGICALLY ORGANIZED B) IT HELPS LEARNERS SEPARATE BIG IDEAS FROM SUPPORTING DETAILS C) IT ALLOWS FOR INDUCTIVE AND DEDUCTIVE PROMPTING AND RECALL Brozo09

  25. SPLIT PAGE NOTETAKING STEPS 1. USE 8 1/2" BY 11" LINED PAPER 2. WITH A RULER OR SOME OTHER STRAIGHT EDGE, DRAW A LINE FROM TOP TO BOTTOM ON EACH PAGE APPROXIMATELY 2 1/2" FROM THE LEFT MARGIN. TRY TO SPLIT THE PAGE INTO ONE-THIRD/TWO-THIRDS. 3. WRITE BIG IDEAS, KEY DATES, NAMES, ETC. IN THE LEFT COLUMN AND SUPPORTING INFORMATION IN THE RIGHT COLUMN. PARAPHRASE AND ABBREVIATE AS MUCH AS POSSIBLE. 4. PROMPT RECALL BY BENDING THE SHEET SO THAT INFORMATION IN THE RIGHT OR LEFT COLUMNS IS COVERED. Brozo09

  26. WORD GRIDS • Build a grid in which essential vocabulary is listed on vertical axis of the grid and major features, characteristics, or important ideas are listed on the horizontal axis. • Students fill in the grid, indicating the extent to which the key words possess the stated features or are related to important ideas. • Once the grid is completed, students are led to discover both the shared and unique characteristics of the vocabulary words. Brozo09

  27. Word Grid for “Fruit” 0 = None of the Feature 1 = Some of the Feature 2 = All of the Feature Brozo09

  28. Word Grid: Poetic Devices+ = yes; -- = no; ? = unsure Brozo09

  29. Word Grid for Types of Triangles Brozo09

  30. Word Grid for Political Parties of the Late 19th Century 0 = none 1 = some 2 = all Brozo09

  31. Content-Focused Writing can Further the Goals of the Extending New Learning Phase of a Lesson • Apply New Knowledge • Cement New Knowledge to Memory • Explore New Connections Brozo09

  32. Two Writing Across the Curriculum Strategies • RAFT Writing • SPAWN Writing Brozo09

  33. RAFTWRITING R- ROLE OF WRITER A – AUDIENCE F – FORMAT T – TOPIC Brozo09

  34. RAFT from 9th Grade BiologyR ole - Blood Cell; Audience – X-Boy friend; Format – Letter; Topic – Journey through the Heart Dear John: This is the last time I’m going to write you. Today, I fell in love with another. It started out just like any other day. I just got done visiting my old friend, Mr. Finger. I was exhausted, so I went to the heart—the romantic place. I entered the inferior Vena Cava and I was so faint. When I was pushed into the right ventricle, I must have fainted. I thought I was a goner. Then someone grabbed me and helped me through the pulmonary artery. He swept me off my feet and into the lungs. I felt myself come back to life. We raced back through the pulmonary veins into the left atrium. After leaving the aorta, I knew we were meant to be, and you and I weren’t. Maybe I will see you around. Jane Brozo09

  35. RAFT WRITING EXAMPLE Dear Jack, I would like to introduce myself. I am vitamin D. I am found in many dairy products such as milk and cheese. I promise if you eat me, you will have strong bones and teeth. I can even help you to grow old and be a healthier person. Have you seen the television commercial for milk? That commercial is all about me. I am the reason milk is so good. So, I recommend that you eat foods that contain me. I also recommend that you drink milk. If you do these things, I will do my best to help you. Sincerely, Vitamin D Brozo09

  36. Sample RAFT: Romeo and JulietR – Romeo; A- Lady Capulet; F – Letter; T – persuade her to let him marry Juliet Dearest Lady Capulet, Please do not throw this letter away! I am pouring out of my heart to ask you to see beyond a name and recognize my love for your amazing daughter, Juliet. I know you think I am just a dirty Montague, but there’s more to me than my name. Isn’t it time the ancient feud between our families be put to rest? The love Juliet and I have can heal the wounds our families have caused each other. I just want to love and cherish Juliet and take care of her the rest of our lives. She is more beautiful than a rose in May. Please let me love her or I shall die. Your humble servant, Romeo Montague Brozo09

  37. RAFT WRITING EXAMPLE 7 May, 1915 - 14:12 GMT - Kinsale Head, Ireland Attacked today. German U-boat #20. Torpedoed amidship between the boilers and coal room. Panic everywhere and sinking fast. My orders are to prepare lifeboats and rafts for the women and children first, but these are ignored. I watch helplessly while everyone, including cowardly men, fight their way into whatever will float. Within minutes, a second explosion, maybe another torpedo or perhaps the coal dust ignited. At this point it hardly mattered. We were listing hard to starboard. Within the hour she was lost and so were the souls of 1,198 of my passengers and crew, including 138 Americans. Something must be done to stop the submarine threat and the wanton destruction of unarmed non-military vessels. Maybe Mr. Wilson and his countrymen will now join the fray. I pray they must. WT Turner Brozo09

  38. SPAWN An Acronym that Stands for Five (5) Categories of Writing Prompts S– SPECIAL POWERS P – PROBLEM SOLVING A– ALTERNATIVE VIEWPOINTS W– WHAT IF N – NEXT Brozo09

  39. SPAWN Prompts for Katy and Big Snow Brozo09

  40. SPAWN Prompts for Hamlet SPECIAL POWERS You have given Hamlet special powers to read the mind of the devious Polonius. What would he know and how would that change his actions? What would happen as a result of Hamlet’s change? PROBLEM SOLVING Hamlet is confronted by a central problem: How does he keep from committing murder even while he knows his father has been murdered by Claudius? What could he do to reconcile his feelings? ALTERNATIVE VIEWPOINTS Retell the events of Hamlet’s father’s death from King Claudius’ point of view. What does he see and do? How does he rationalize his behavior? Brozo09

  41. SPAWN prompts for hamlet WHAT IF What if Hamlet followed through with his intent to kill King Claudius? What do you think would happen to Hamlet and for the remainder of the play? NEXT Ophelia has just drowned herself. What do you think Hamlet will do next? Brozo09

  42. Principles of Technology Toolkits • Instead of remediating students so that they can learn from a set curriculum, curriculum should be made flexible to accommodate learner differences. • Source: CAST http://www.cast.org/udl/index.cfm?i=7

  43. Premises • Technology use supports curriculum access for diverse learners • Technology should follow the instructional task and should be readily available to all students. • Teachers should have enough technology access to quickly deploy such tools as needed • Teachers cannot recommend technology that they are not aware of

  44. Text to speech word processors Word prediction Speech option spell check Electronic dictionary and thesaurus Electronic calendar– personal digital assistant Electronic reading and study programs Visual tools– concept mapping Writing assistance-outlining Pictures, movies, sound for input and expression Alternate and accessible keyboards Featured AT Tools

  45. Curriculum Examples • Text to Speech Word Processors • Text impressions • Holes • Tuck Everlasting • Justin and the Best Biscuits • Sea Animals • Anticipation Guide • Huck Finn • Raft Writing • Tuck Everlasting

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