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Integrating Technology into your Literacy Framework

Integrating Technology into your Literacy Framework. Colleen E. Pennell, Ph.D. Marian University. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Assistive Technology.

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Integrating Technology into your Literacy Framework

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  1. Integrating Technology into your Literacy Framework Colleen E. Pennell, Ph.D. Marian University

  2. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

  3. Assistive Technology Any “….piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.” (United states Assistive Technology Act of 1998)

  4. Benefits of AT • Motivates students • Saves time for teachers • Supports different learning styles • Promotes independence • Often allows you to track change over time • Help students socialize and collaborate

  5. WATI • Wisconsin Assistive Technology Initiative • Support for School Districts • Contains manuals, assessment tools, and sample programming www.wati.org

  6. Regular Ed Reading Frameworks Daily Five : Whole Group Lessons/Strategy Groups/Conferring Reading Workshop: Whole Group Lessons/Strategy Groups/Conferring Independent Reading Partner Read • Read to Self • Work on Writing • Read to Someone • Listen to Reading • Word Work Anthology: Whole Groups/Guided Reading • Center Rotations • Guided Reading

  7. The Big Five • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension

  8. Today’s Focus: AT for Independent Work Times • Live Scribe Pen • e-books • ipodipad • Websites • apps • Tools for Writing Workshop

  9. Features of LivescribeSmartpen Micro-USB Connector Transfer notes and audio to your computer and recharges your smartpen using a USB connection. Audio Jack Standard 3.5mm jack fits your won earphones of the Livescribe 3-D Premium Recording Headset to enable binaural recording. Microphone Capture your meetings or lectures with crisp clear sound. OLED Display High-contrast OLED display makes it easy to navigate smartpen applications. Built-in Speaker Build-in speaker produces rich, full sound to play back your recorded audio. Memory Storage 2GB model stores 200 hours of audio; 4GB model stores 400 hours of audio; and 8GB model stores 800 hours of audio. Ergonomic Grip The ergonomic grip design provides comfort during long meetings and lectures. Replaceable Ink Tip Simply remove the ink cartridge by pulling it out with your fingertips. Insert a new cartridge until it clicks into place.

  10. Phonemic Awareness IEP Goal • Johnny will demonstrate the phonemic awareness ability to orally segment a cvc length spoken word into its individual phonemes, using counters, elkonin boxes or chips as a visual reference, with 90% accuracy. • Remember… • PA is necessary for successful phonics instruction • Proficiency in PA at the end of kindergarten is a main predictor of reading failure by second grade

  11. AT (Assistive Technology): Phonemic Awareness • Small Group – Sound Literacy • Word Work: Websites • Sassy Seals (initial sounds) • Chicken Coop (initial sounds) • Assessment Livescribe Notebook • Yopp Singer

  12. This is a great website but… IT ISN’T TEACHING PHONEMIC AWARENESS Fuzzy Lion Ears WHY NOT? • Word of caution, make sure the online game you select teaches the intended skill

  13. Phonics IEP Goal IEP GOAL Remember… Alphabetic Principle Dyslexia can be characterized by poor phonological processing Instruction must be explicit – instruction in the sound structure of oral language Decodable text for students with reading disabilities Technology assists with independence, however the teacher is critical Johnny will print to dictation CVC length words within paper and pencil tasks with 90% accuracy

  14. AT: PHONICS • Word Work – Live Scribe Pen (see example) • Writing – Live Scribe Pen • Independent Reading – Literactive (see more digital resources at end of presentation)

  15. Vocabulary IEP Goal IEP GOAL Remember… Select Tier Two Words Teach Affixes Repeated Exposure 8-10 times before word is known Definition and context Active Word Learning Dictionary least effective method of word learning • When given vocabulary words taught in content areas, Johnny will use 95% of them in sentences correctly, demonstrating knowledge of the word meanings.

  16. AT: VOCABULARY • During Word Work or Work on Writing Time • Select X Number of Words to teach each week (really depends on your student) • Live Scribe notebook using the Frayer model • Goal is repeated exposure • Games help reinforce

  17. Padlet

  18. Teach Affixes • During Word Work • Bluster on the iPad

  19. Comprehension IEP Goal IEP GOAL Comprehension Dynamic Construct Just reading words quickly isn’t comprehending them Motivational Factors Vocabulary Knowledge Comprehension is transactional – technology helpful but ultimately students need social mediation to construct deeper meaning – use blogs, wikis, etc. • Johnny will identify what happened first, in the middle, and last regarding previously read stories, events, or situations. (low level)

  20. IEP GOAL Comprehension: Whole Group Lessons • Anchor Chart Notebook – Live Scribe – see example • Turn and Talk – Live Scribe – use as assessment gathering tool– see example Classroom Anchor Chart Anchor Chart Notebook: Livescribe

  21. AT: COMPREHENSION • Work on Writing • Live Scribe Pen – see example • Audio record responses to text into an ipod • Read to Self – Literactive – Nursery Rhymes 1 – On Top of Spaghetti • Read to Self – UDL Editions (middle to high school students) • Responding to Reading: • Glogster • Wordle

  22. Fluency Goal IEP GOAL To Remember Fluency is defined by rate, accuracy, and expression (prosody) The most precise fluency assessments measure ALL three constructs. Most CBM’s only measure rate Fluency is a bridge to comprehension – it isn’t comprehension • By January 2014, when given a grade level text, Johnny will the read the passage fluently with no more than 5 out of 100 errors (or 95% or above accuracy), excluding self corrections (in 4 out of 5 consecutive trials) as measured by teacher running record.

  23. AT: FLUENCY • Read to Self – • www.inklesstales.com Contains stories with dolch words • ipod recorder to track reading rate • Read with a Partner - • Listen to Reading – www.storylineonline.net – helps develop prosody

  24. As the digital worlds students inhabit outside of school expand, so too should the digital resources and environments within schools expand. Frank Serafini & Suzette Youngs Writing workshop 2.0

  25. Writing • Students with disabilities need oral rehearsal to reduce the cognitive demands of turning ideas into written texts (Myhill & Jones, 2009) • Students are often unable to “hold multiple representations of the text in their working memory” (Kellog, 2008, p.3)

  26. Provide Multiple Pathways • Teach students to be designers • Technology can and should be used before and during writing – it isn’t a “reward” • Can use multiple modes of expression beyond the pen: • Visual poetry • Online blogs – opinion writing; informational • Groups working together – not always alone • Digital storytelling • Moviemaking

  27. Digital Storybox • Have students bring photos in – you can scan or just keep hard copy • Students who are able can create a digital photo book and use an “Idea Box”

  28. AT: Prewriting • Tune Talk – requires an ipodnano. Students plug in and it turns into a digital audio recorder. • Live Scribe Pen – Students record their thinking as they draw out their story map.

  29. AT: Conferring • Peers record notes on student writing using Livescribe pen • Teacher uses during conferring as anecdotal record keeping device (see example)

  30. AT: Publishing Digital Stories • Help students by providing them opportunities to create a digital story. • My Story Book Maker App

  31. E-books and text to speech

  32. Digital Books, Songs, and Poetry

  33. Text Readers • Substantial research suggests text to speech technology improves comprehension, fluency, and accuracy as well as attention. • Comprehension gains created as student free up memory stores not being spent on decoding

  34. Free downloadable Text Readers • Acrobat Reader – (built into Adobe Reader) – www.adobe.com/AcrobatReader • Balabolka – www.cross-plus-a.com/balabolka.htm • Natural Reader - http://naturalreaders.com • ReadPlease - http://www.readplease.com • Spoken Text - http://www.spokentext.net/ • WordTalk - www.wordtalk.org.uk

  35. Web based Text readers • CLiCk, Speak (works with Firefox browser) – http://clickspeak.clcworld.net • Read the Words - www.readthewords.com • WebAnywhere - http://webanywhere.cs.washington.edu/wa.php Read the Words

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