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Transcript of Manitoba CEC
Man
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ba
CE
C
Assistive and Instructional Technology to Support
Literacy
Kathleen PuckettArizona State University
February 19, 2010
1
OverviewPurpose:
• 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
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Content Literacy StrategiesWhat 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
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
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A FRAMEWORK FOR CONTENT LITERACY STRATEGY INSTRUCTION
Readiness Phase
Interactive Comprehension Phase
Extending New Learning Phase
Content Literacy Strategiesin the Comprehensive Curriculum
Readiness Interactive Comprehension
Extending New Learning
SQPL Word Grid Professor Know-It-All
Opinionnaire/Anticipation Guide
Process Guide RAFT
Vocabulary Self-Awareness
Reciprocal Teaching Story Chains
Brainstorming GISTing Learning Logs
Text Impressions Questioning the Author (QtA)
Vocabulary Cards
Split-Page Notetaking SPAWN
Graphic Organizer
DR-TA
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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
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
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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
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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
1. A great deal of petroleum is used to make Styrofoam. ___ ___ ___ ___
2. The main ingredient of Styrofoam is plastic. ___ ___ ___ ___
3. Chlorofluorocarbons, once used in making Styrofoam, were found to enrich the ozonelayer. ___ ___ ___ ___
4. Styrofoam cups cost much more than paper cups. ___ ___ ___ ___ 5. Recycling of Styrofoam now equals that of paper. ___ ___ ___ ___
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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 sidehe gets a new name.
3. The greedy triangle adds so many sideshe becomes a circle.
4. The greedy triangle likes being a trianglethe most.
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ANTICIPATION GUIDES & OPINIONNAIRES
1. Generate Statements Related to the Content to be Presented, focusingon aspects of the content you want students to learn andremember
2. Give the Statements to Students in a Format That Allows Them toConsider Whether the Statements are True/False, Whetherthey 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 Anticipationsand Opinions
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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.
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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.
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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.
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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 byTelling Them to Answer as Many of Their Questions as Possible
5. Provide Information
6. Gather Students’ Responses to Their Questions
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The US Constitution gives you the right to freely surf the Internet.
Where does it say this in the Constitution?
What other rights are
there in the Constitution?
Does the Constitution give me the right to buy
any toy I want?
Does the Constitution give rights to kids my age?
Does the Constitution
only talk about rights?
Our questions about this statement
Does the Constit...
The Constitution talks about more than just rights. It also talks about responsibilities. Everyone is responsible
Where does it sa...
The Constitution doesn't say anything about the Internet but gives everyone freedom of speech in the Bill of
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
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Goals of Interactive Comprehension Phase of a Lesson
Work reciprocally to construct meaning
Model and elicit meaning making processes
Teach independent, strategic reading
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 Gridprovides 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
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“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.
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Split Page Notes for The Greedy Triangle
Story beginsThe 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
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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
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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.
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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.
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Word Grid for “Fruit”Tree Grown
Citrus Fleshy Edible Skin
Seeds Pits Tropical
Apple 2 0 2 2 2 0 0
Orange 2 2 0 1 1 0 1
Banana 2 0 2 0 2 0 2
Grapes 0 0 2 2 1 0 0
0 = None of the Feature1 = Some of the Feature2 = All of the FeatureBrozo09
Word Grid: Poetic Devices
+ = yes; -- = no; ? = unsure
Poem rhyme person-ification
meter hyperbole
metaphor
Poet
Ivy Crown + -- ? + + Williams
A Bird Came Down the Walk
Dickinson
The Road Not Taken
Frost
Theme for English B
Hughes
After Tonight
Soto
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Word Grid for Types of Triangles
Triangles Scalene Isosceles Equilateral
Congruent Sides 0 2 2
2 Congruent Sides 0 2 2
3 Congruent Sides 0 0 2
Acute Angles 2 2 2
Right Angles 1 1 0
Obtuse Angles 1 1 0
Sum of Angles equals 180° 2 2 2
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Word Grid for Political Parties of the Late 19th Century
No subsidies for private corporations
McKinley Tariff Act
Gold standard
Pendleton Act
Increase money supply
Lower tariffs
Australian ballot
Populist
Republican
Greenback Labor
Progressive
0 = none1 = some2 = allBrozo09
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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
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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.
JaneBrozo09
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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
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Sample RAFT: Romeo and Juliet
R – 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
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RAFT WRITING EXAMPLE
7 May, 1915 - 14:12 GMT - Kinsale Head, IrelandAttacked 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 mustbe done to stop the submarine threat and the wanton destructionof unarmed non-military vessels. Maybe Mr. Wilson and hiscountrymen will now join the fray. I pray they must.WT Turner
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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 – NEXT38Brozo09
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Special Powers We have been reading about how snow forms in clouds. You have the power to change that process. What could happen as a result of your change?
Problem Solving In Snow Day the author presents many problems people face when a snowstorm hits their city. Write as many solutions to these problems as you can imagine.
Alternative Viewpoints
We have been learning about how people cope with snowstorms. Tell a snowstorm story as though you were a snowflake.
What If? In Katy and the Big Snow, Katy is asked to clear the entire city of snow. What would happen if Katy broke down or got stuck in the snow? When writing, think of how dependent the people of the city of Geoppolis were on Katy’s snow plowing ability.
Next We have been learning about the effect of global warming on melting glaciers. What do you think will be the next effect of the shrinking ice caps?
SPAWN Prompts for Katy and Big Snow
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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 SOLVINGHamlet 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 VIEWPOINTSRetell 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?
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SPAWN prompts for
hamlet
WHAT IFWhat 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?
NEXTOphelia has just drowned herself.
What do you think Hamlet will do next?
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
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
Featured AT Tools
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
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
Then follow the discussion, can web 2.0 tools be considered a form of universal design?http://teachingeverystudent.ning.com/forum/topics/web-20-tools
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If you would rather get the context of UDL in video format, here are two choices:the history of Instructional technologyhttp://teachingeverystudent.ning.com/video/instructional-technology-1
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Using google spectrum for students with autism:http://teachingeverystudent.ning.com/video/project-spectrum-autistic
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Assistive technology resourceshttp://www.ed.sc.edu/caw/toolbox.html
Assistive technology toolkitshttp://www.ed.sc.edu/caw/toolboxvendors.htmlvendor listhttp://www.ed.sc.edu/caw/toolboxat.htmlVoice thread projects in k-2http://voicethread4education.wikispaces.com/K-
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