Text Goes Digital: Supporting Reading and Writing

• Text Goes Digital: Supporting Reading and Writing #140-12 E-text and Digital Learning materials are bursting into our classrooms at unprecedented speed. Are you ready? This class will explore the concepts of Universal Design for Learning (UDL) as it applies to reading and writing activities. UDL focuses on providing students with materials that meet their learning style and need through alternate means of representations, action and expression or engagement.

• Digital materials allow us to accommodate or modify reading and writing tasks to better meet the needs of our student learners. We will look at various representations of the same reading materials, explore web and iPad based sites/apps that allow students to explore content in different ways and to provide their answers not only through writing but as pictures/video or audio files that can be emailed or shared. Finally, we will investigate the use of interactive content to help students engage with the learning tasks they are working on. If you are using devices like iPads, iPods, Kindles or other portable devices, please bring them along.

Text Goes Digital: Supporting Reading and Writing

Marcia ObukowiczCESA 9

AT Coordinatormobukowicz@cesa9.k12.wi.us

http://marciaoat.wikispaces.com/

In the future

Something I Need to Learn Today…

Our Day

How do you currently learn new information?

The Next Generation

• http://www.youtube.com/watch?v=LV-RvzXGH2Y

What do I need in a digital textbook?

Skills Needed for Digital Reading

• Content format and increased interaction• Relevant source• Tracking the flow of content• Traction and Bias

– current, relevant and accurate• Skim (details) and Scan (how the eyes perform vertical

and horizontal on screen readers)

Increasing Engagement and Comprehension

• Build in background knowledge • Built in: dictionaries• Using the find feature to locate key info• Look up tools• Pairing concepts with pictures, video or

interactives• Media playback• Bookmarks and notes

Change is swift. How will you keep up?

• Talk at your table

SETT

• Student

• Environment

• Task

• Tool

Student:

Interest in topicExperiencesReading AbilityListening AbilityThinking and application of knowledge skillsLearning styles

Environment

• Static

• Tethered

• Mobile

• Collaborative

The Tasks of Reading and Writing

• Decoding• Understanding and Using Content

• Handwriting, Typing, Talking or Texting• Conveying ideas

• Fiction and Nonfiction

Formatting CONTENT

• Paper • Digital

Project Gutenberg: http://www.gutenberg.org/

• Off Copyright Texts• Digital versions in lots of

formats

Formats

• Online options/small files• Software options/

largerfiles• Alternate formats

(MP3/WAV/video)

Where will student access material?

What format does that device need?

How can we adapt this

• What tasks must the student perform?

• How can we adapt this?

UDL Adaptation

Multiple Means of

RepresentationAction And Expression

Engagement

Interactive

• http://oceantoday.noaa.gov/whaleanatomy/

http://www.indiana.edu/~ensiweb/lessons/whalekiosk.html

The Secret Garden

• http://www.sparknotes.com/lit/secretgarden/• http://www.youtube.com/watch?v=VrMahhu

dZvo

http://www.youtube.com/watch?v=_oi47scPH6A

UDL

http://www.udlcenter.org/aboutudl/udlguidelines

If you are feeling overwhelmed…

Resources

• UDL http://www.udlcenter.org/aboutudl/udlguidelines

• Handout http://marciaoat.wikispaces.com/

• Build a PLN (Will talk more when we go to the lab.)

Perception

To reduce barriers to learning, it is important to ensure that key information is equally perceptible to all learners by:

• providing the same information through different modalities (vision, hearing, or touch)

• providing information in a format that will allow for adjustability by the user (text that can be enlarged, sounds that can be amplified).

Customizing the Display 1.1

• Display information in a flexible format so that the following perceptual features can be varied: – The size of text, images, graphs, tables, or other visual

content– The contrast between background and text or image– The color used for information or emphasis– The volume or rate of speech or sound– The speed or timing of video, animation, sound, simulations,

etc.– The layout of visual or other elements– The font used for print materials

Alternatives to Audio 1.2• Use text equivalents in the form of captions or automated

speech-to-text (voice recognition) for spoken language• Provide visual diagrams, charts, notations of music or sound • Provide written transcripts for videos or auditory clips• Provide American Sign Language (ASL) for spoken English • Use visual analogues to represent emphasis and prosody (e.g.,

emoticons, symbols, or images)• Provide visual or tactile (e.g., vibrations) equivalents for sound

effects or alerts • Provide visual and/or emotional description for musical

interpretation 

Signed Stories

Signing Savvyhttp://www.signingsavvy.com/

• Type a word and sign is delivered

• App: Sign4me also an option

• http://www.tobermorey.com/deaf/fsanime/fsanime.swf

Captioning Site

Decrease Distractions

• The look of the text• Reader feature in Safari on ios5 devices

– Whale example• Add video or interactive elements

Visuals: 1.3

• Provide descriptions (text or spoken) for all images, graphics, video, or animations

• Use touch equivalents (tactile graphics or objects of reference) for key visuals that represent concepts

• Provide physical objects and spatial models to convey perspective or interaction

• Provide auditory cues for key concepts and transitions in visual information

Voki

• Think about these types of tools on web pages or explaining assignments.

http://www.voki.com/

http://www.voki.com/pickup.php?scid=5423934&height=267&width=200

Audio:

• Play away• Overdrive• Audio versions of the Text• Converted Text to Audio through a Text

Reader

Effective Practices for Description of Science Content within Digital Talking Books

• http://ncam.wgbh.org/experience_learn/educational_media/stemdx

Print Disabilities

• Access to copyrighted digital material• LD, VI,OI• Same stuff at the same time• Determine Eligibility• Place in programs at Bookshare and NIMAC• Formats:

Large print, text reader, audio or braille

AIM Navigator: Print Disabilities

• http://aim.cast.org/experience/decision-making_tools/aim_navigator

Bookshare

http://www.bookshare.org/

Learning Ally /Bookshare

• Learning Ally: Human Read Audio, Need special players or conversion to more typical players, Lots of the textbooks

• Bookshare is Daisy format books, text reader reading

• http://www.wamp.k12.wi.us/ Learning Ally• Do you need Bookshare Download practice

Learning Ally

Text Readers

• Read Outloud Bookshare edition (NIMAS only)– (free, download through bookshare)

• Bookshare’s Read2go for iPad (NIMAS+)• Kurzweil and WYNN• Read Write Gold (Web App that plays nice with

iPad) • Read Outloud 6

http://www.donjohnston.com/products/read_outloud/features.html

• Premier

Text Reading Options for Home

• Read Please http://www.readplease.com/

• Natural Reader http://www.naturalreaders.com/

• Browse Aloud http://www.browsealoud.com/page.asp?pg_id=80107

Now/Future for Portables Apps

• iPhone4 apps: KNFB reader

Prizmo readerPerfectOCR OCR conversionFotonote OCR Conversion

• Camera is limitation for iPad but camera in latest iPhone version is rated well for use with these apps.

Portables: iPad/Android

• Speakit• Text2speech• Neojulie, Neokate and Neopaul• http://appadvice.com/appguides/sho

w/text-to-speech-apps-for-ipad

• Knowtilus app• Texthelp appshttp://www.youtube.com/user/TexthelpSystemsUS?feature=mhee#p/u/6/f3pBJirEK8s

2: Provide options for language, mathematical expressions, and symbols

How a language is perceived and interpretedVaries by experience, understanding of symbols

2.1 Clarify Vocab and Symbols

• How information is presented – the words, symbols, numbers, and icons – can be received differently based on backgrounds, languages, and lexical knowledge.

• key vocabulary, labels, icons, and symbols should be linked to, or associated with, alternate representations of their meaning

• Idioms, archaic expressions, culturally exclusive phrases, and slang, should be translated.

Marzano and Vocabulary

• How are some ways that you introduce vocabulary?

Flash Cards and Quizlet

• Flashboard App• Talking Flashcards• Play nice with Quizlet• Have kids make the flashcards, add the

pictures, maybe the text.

Wordplay

• http://whatplanetareyoulivingon.blogspot.com/2010_02_01_archive.html

Visuwords• http://www.visuwords.com/

Visual Dictionary

• http://visual.merriam-webster.com/

Amathdictionary

• http://www.amathsdictionaryforkids.com/

Scientific Notation

Chemical Table

The Elements: Transfer from Book to Interactive

• http://www.youtube.com/watch?v=nHiEqf5wb3g

http://www.idiomsite.com/

2.2 Syntax and Structure

• Variations in how a sentence is structured in languages (The Sweden Epidsode)

• Grammar Checker in MS Word• Daily writing tip guides

http://www.dailywritingtips.com/10-varieties-of-syntax-to-improve-your-writing/

2.3: Decoding• Dealing with “the voice” in text readers• Math ML• Offer notation lists or cheat sheets

– ie. alphabet strips in the younger grades, math notation – http://www.roleplaygateway.com/word-misuse-and-grammar-

cheat-sheet-t64177.html

– http://www.teachingdegree.org/2009/07/01/100-terrific-cheat-sheets-for-k-12-teachers/

– http://math-blog.com/2008/09/20/13-useful-math-cheat-sheets/

– http://www.mathconcentration.com/profiles/blogs/top-10-math-cheat-sheets

AIM Explorer

• Online tool that test student set up needs for text including a text reader

• http://aim.cast.org/experience/decision-making_tools/aim_explorer

Text to Speech

Computer based• Read Please• Natural Reader• Premier• Read Outloud• Read Write Gold• WYNN• Kurzweil

App based• Neo Julie, Neo Paul, Neo

kate• Voice Over built in

accessibility• Siri• Dragon

Book Sites

• Starfall http://www.starfall.com/ Also an App• Tumble books www.tumblebooks.com

(Free through most area public library systems)

• One More Story http://onemorestory.com/ • Tarheel Reader Project:

http://tarheelreader.org/

Story Chimes: App

• Highlighted text as you read• Mix of fairy tales and lesson stories

2.4: ELL

• Google Translate (Remember it is a literal translation)

• Larry Ferlazzo http://larryferlazzo.edublogs.org/

• Multiple Language tools:

Language Cheat Sheet: BoardmakerMultiple language options, ASL packet

http://www.word2word.com/

• Online dictionaries and translators in several languages

Switch to the Lab

2.5: Alternate Media

• This is huge, build your resources!!!!!!!!• Add them to your web pages

• Task: Understand content• Tools: Print, Video, Cartoons, Comics, Audio, interactive

experiences

• How to Find: – Use google. Say topic and interactive, tutorial or hands on.

See what happens.

Use of videos to convey content

You Tube• http://www.youtube.com/education • http://www.youtube.com/teachers

Teacher tube• www.teachertube.com

Embedding into Webspaces

• Embed codes

• http://www.ted.com/talks/ken_robinson_changing_education_paradigms.html

Energy

http://environment.nationalgeographic.com/environment/global-warming/wind-power-interactive/

http://sciencenetlinks.com/interactives/powerup.html

APP: Text book on alternate energyLivebinders

http://www.livebinders.com/play/play/100736

Math InteractivesNational Library of Virtual Manipulatives

Illuminations

• http://nlvm.usu.edu/ • http://illuminations.nctm.org/ActivitySearch.a

spx

Google Earth

• Drive/ Fly the Tectonic Plate• Explore the Eifel Tower• Google Lit Trips http://www.googlelittrips.org/• More ideas

http://sitescontent.google.com/google-earth-for-educators/

Virtual Field Trips at the Museum

• http://www.coudal.com/moom/

Comics: (More to come later)

Max Axiom Science Series• Research on the use of

comics as effective reading and writing tools is solid.

Need a how to use:• Adventures in Graphica by

Terry Thompson• Going Graphic Comics at

work in the multilingual classroom by Stephen Cary

Gathering in Class Knowledge

• Use collaborative tools like googledocs or wikis to collect what folks know and resources that can guide learning

• Tools allow some flexibility in format • Store collective wisdom in a class cloud

storage like drop box or evernote.

Search for Media

3.0: Comprehension

The purpose of education is not to make information

accessible, but rather

to teach learners how to transform accessible

information into useable knowledge

3.1: Activate or Supply Background Knowledge

• Tying to previous experience• Providing connecting experience• Finding relevance in current material

• Overriding organization (Social Studies)• Using organizational tools to help bring pieces

together

Digging for Answers

Windows to the Universe: NASA• http://www.windows2universe.org/windows.html

• http://community.sparknotes.com/

• http://www.sparknotes.com/lit/secretgarden/

Background Knowledge Builders

• http://www.exploratorium.edu/afterschool/activities/index.php?activity=134&display=further

• http://ellclassroom.wordpress.com/2008/12/01/building-background/

• http://esolonline.tki.org.nz/ESOL-Online/Teacher-needs/Teaching-and-learning-sequences/Oral-language-Participate-in-a-conversation-US17142/Learning-task-1-Activating-prior-knowledge

• http://www.teachervision.fen.com/skill-builder/reading-comprehension/48540.html

Graphic organizers

• Inspiration• Mindmeister• Idea sketch• Syncpad

Bringing Paper Graphic Organizers to the iPad

• PDF Annotator Programs

• Type on PDF

3.2: The Bigger Picture

• Patterns• What’s the best information• What are the bigger picture items• How do we connect these items

Patterns Our brains are designed to find patterns. They are

drivers of learning: When young we look at color and shapes, respond and

react These early experiences build into • Reading the environment• Reading the book• Organizing the stories, photos, music or art by genre• Explain historical context: What factors lead to war.

Build lessons that access these patternshttp://ianchaiwriting.50megs.com/classroom-ed.html

Evaluating the source

• http://school.discoveryeducation.com/schrockguide/eval.html Kathy Schrock web guides

Where are you on web page development?

Building a Digital Resource• http://my-ecoach.com/online/webresourcelist.php?rlid=5742

• Elem: http://www.cape.k12.mo.us/blanchard/hicks/index.html

• MS http://www.mrconant.org/science/index.htm http://www.thesciencequeen.net/

• HS: http://teacherweb.com/Blog/CA/VanNuysHighSchool/TovarsEnglishClass/3/default.aspx

Readability and Reader

• http://www.readability.com/

• Reader in safari on the iPad

Framing the Task

Persuasive Essay

• Great Title • Related Graphic • Strong+Story First

Paragraph • First Example • Second and/or Third

Example • Action Items • Call to Action

Text Book• Intro. : Big picture• Chpt. 1 –Covered and Get:

(reinforcing intro). Main point: encapsulate the all of what’s coming next.

• Chpt. 2 – first meaty point. Start with a story. Add detailed examples. Finish with action info. Then a transition.

• Chpt. 3 – end – same as 2. • Last Chpt. – sum up. Give next

steps. Speculate on what could go wrong.

• Last Few Pages – a call to action to extend the relationship further.

Autosummarizing

• Built in to some Word programs• http://www.tools4noobs.com/summarize/• http://www.wired.com/wiredscience/eruptions

Cliff Notes, Spark Notes and Pink Monkey

• Highlight the key points• Provide insight into characters, plot and

setting

3.3: Info Processing• Give explicit prompts for each step in a sequential process• Provide options for organizational methods and approaches (tables and

algorithms for processing mathematical operations)• Provide interactive models that guide exploration and new understandings• Introduce graduated scaffolds that support information processing

strategies• Provide multiple entry points to a lesson and optional pathways through

content (e.g., exploring big ideas through dramatic works, arts and literature, film and media)

• “Chunk” information into smaller elements• Progressively release information (e.g., sequential highlighting)• Remove unnecessary distractions unless they are essential to the

instructional goal

Exploratree

• http://www.exploratree.org.uk/

Graphic Organizer Sites

• http://www.eduplace.com/graphicorganizer/

Moving a PDF to an iPad

• Find through Safari• Transfer to iBooks or another app by tapping

in upper right hand corner, finding the program and selecting it.

• Page will open in the app.

3.4: Transfer and Generalization• Provide checklists, organizers, sticky notes, electronic reminders• Prompt the use of mnemonic strategies and devices (e.g., visual imagery,

paraphrasing strategies, method of loci, etc.)• Incorporate explicit opportunities for review and practice• Provide templates, graphic organizers, concept maps to support note-taking• Provide scaffolds that connect new information to prior knowledge (e.g.,

word webs, half-full concept maps)• Embed new ideas in familiar ideas and contexts (e.g., use of analogy,

metaphor, drama, music, film, etc.)• Provide explicit, supported opportunities to generalize learning to new

situations (e.g., different types of problems that can be solved with linear equations, using physics principles to build a playground)

• Offer opportunities over time to revisit key ideas and linkages between ideas

Inspiration

Vocab Ahead

• Mini videos that act out vocabulary

4.0: Means of Action and Expression

• provide materials with which all learners can interact.

4.1: Physical Action

• Watch response time• Watch timed tasks• Manipulatives• Input methods for action• Think beyond paper pencil• Mobiles and iPad camera• Polls• Voice Recognition

Digital manipulatives

• Pick a topic• Think about the manipulative you would like

to have.• Search for it.• Strategy:

– Google topic, interactive– Topic manipulative

4.2: Access

• The tool is not enough. • Provide the support to use the tool effectively.• Learners need help navigating the physical

space and the curriculum), • and need the opportunity to use tools that

might help them meet the goal of full participation in the classroom.

The Dragon Issue

• The Art of Dictation• Editing• Online vs. mobile

Thinking About the Keyboard

Switches and Scanning

• http://www.bltt.org/switch/scanning.htm

• Splashtop remote mouse

5.0: Expression and Communication

There is no medium of expression that is equally suited for all learners or for

all kinds of communication.

5.1: Optimal Media for Content Expression

• Compose in multiple media such as text, speech, drawing, illustration, design, film, music, dance/movement, visual art, sculpture or video

• Use physical manipulatives (e.g., blocks, 3D models, base-ten blocks)

• Use social media and interactive web tools (e.g., discussion forums, chats, web design, annotation tools, storyboards, comic strips, animation presentations)

• Compose in multiple media such as text, speech, drawing, illustration, comics, storyboards, design, film, music, visual art, sculpture, or video

• Solve problems using a variety of strategies

Multi-Media

• Flip Cameras• iPad videos• Explain Everything• Glogster• Animoto

Cartoons

• Speech bubble in smartnotebook

• Kerpoof• Comic Life• Comic Creator• Comix • Toondoo

Story Kit

• Free Bookmaker

Other Book Maker Apps

• Explain Everything ( My favorite) 2.99• Splice: Free

• Book Creator 4.99

Collaborations

• Wikis• Blogs• Google Docs• Social Networks

5.2: Construction and Composition• Provide spellcheckers, grammar checkers, word prediction• Provide Text-To-Speech software, voice recognition, human

dictation, recording• Provide calculators, graphing calculators, geometric sketchpads,

or pre-formatted graph paper• Provide sentence starters or sentence strips• Use story webs, outlining tools, or concept mapping tools• Provide Computer-Aided-Design (CAD), music notation (writing)

software, or mathematical notation software• Provide virtual or concrete mathematics manipulatives (e.g.,

base-10 blocks, algebra blocks) • Use web applications (e.g., wikis, animation, presentation)

Dictionary.com

• http://dictionary.reference.com/

• Speaks the word

5.3 Fluency is Built by Performance

• Scaffolds• Graduated levels of support• There are many ways to show competency

http://udleditions.cast.org/

6.0 Learner Navigates the Environment

6.1: Goal Setting

http://worksheetplace.com/index.php?function=DisplayCategory&showCategory=Y&links=2&id=279&link1=31&link2=279

Vision for how to get there

Child Centered

Setting goals

6.2: Strategic Plan• Embed prompts to “stop and think” before acting as well as

adequate space• Embed prompts to “show and explain your work” (e.g.,

portfolio review, art critiques)• Provide checklists and project planning templates for

understanding the problem, setting up prioritization, sequences, and schedules of steps

• Embed coaches or mentors that model think-alouds of the process

• Provide guides for breaking long-term goals into reachable short-term objectives

The Assignment Calculator

• http://www.lib.umn.edu/help/calculator/

The Learning Tool Box

• http://coe.jmu.edu/learningtoolbox/index.html

6.3: Managing Info and Resources

• provide a variety of internal scaffolds and external organizational aids

• Graphic organizers and templates

Zoho Notebook

• Online version of several iPad apps that offertext, audio, drawing, and video/ image entries

https://notebook.zoho.com/

6.4: Progress• Ask questions to guide self-monitoring and reflection• Show representations of progress (e.g., before and after

photos, graphs and charts showing progress over time, process portfolios)

• Prompt learners to identify the type of feedback or advice that they are seeking

• Use templates/rubrics/checklists that guide self-reflection on quality and completeness

• Provide differentiated models of self-assessment strategies (e.g., role-playing, video reviews, peer feedback)

• Provide samples of student work.

Create a graph

• http://nces.ed.gov/nceskids/createAgraph/default.aspx

7-9 Engagement

• How the brain, sensory processing, life work• Motivation• The fixed and growth mindsets: Carol Dweck

• http://www.youtube.com/watch?v=AbaWNPBNJhk&feature=related