Reading 2.0

Reading 2.0Improving Comprehension with Online Tools

February 10, 2010Jessica Fries-Gaither

Beyond Penguins is funded by the National Science Foundation under Grant No. 0733024.

A – Classroom TeacherB – LibrarianC – AdministratorD – Higher EducationE - Other

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What best describes yourprofessional position?

What grade(s) do you teach?

A – Grades K-2B – Grades 3-5C – Grades 6-8D – Grades 9-12E - Other

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From where are you joining us today?

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Reading 2.0Improving Comprehension with Online Tools

Download these slides at:http://slidesha.re/reading20

Today’s presenterJessica Fries-GaitherEducation Resource Specialist

The Ohio State UniversityCollege of Education and Human EcologySchool of Teaching and Learning

fries-gaither.1@osu.edu

About Beyond Penguins and Polar Bears

•Online magazine•Professional and instructional resources•Science and literacy integration•Aligned to national standards•Multimedia

http://beyondpenguins.nsdl.org

Beyond Penguins honored!

Today’s Agenda

• Why Online Tools?• Online Tools and the Reading Instruction

Framework

Do you use online tools in your literacy instruction?

A. RegularlyB. OccasionallyC. I’ve tried once or twice.D. Not yet!E. No

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Why Online Tools?“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)

“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)

21st 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)

What’s so special about online tools?

The medium makes all the difference!– Frequent updates– Ability to give and receive comments– Multiple, widespread audiences– Ease of editing– Archival capabilities– Connects to what students and adults do in “real

life”

Let’s pause for questions from the

audience…

Online Tools and Components of Reading InstructionFluency Vocabulary

DevelopmentComprehension

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

Online Tools and the Reading FrameworkBefore 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

K-5 science-themed texts available from Beyond Penguins and Polar Bears

CAST UDL Book Builder allows teachers to create their own books

Electronic Books

During ReadingDifferentiated InstructionSupport for ELLsModel of fluent readingVocabulary supportAbility to re-readAbility to read at home

PodcastsBefore Reading

Book and Author TalksVocabulary Development

During ReadingAudio support for studentsDifferentiated instruction

After ReadingSynthesize SummarizeQuestioning Make connectionsReader’s Theater performances

Repeated reading builds fluency and improves comprehension

VoiceThread

Before ReadingBook and Author talks

During/After ReadingPredicting Making

ConnectionsQuestioning SynthesizingSummarize

Wordia

Wordia in the Classroom

Before/During/After ReadingVocabulary developmentBrowse and search for definitionsStudents create and post video definitionsVisual word of the day calendar

Glogster EDU

Before ReadingBook TalksDuring ReadingMake and confirm predictionsAfter ReadingExplore imageryVisualize textSummarize and SynthesizeMake Connections

Wordle

http://www.wordle.net

Wordle in the Classroom

Before ReadingCopy and paste

text into Wordle to create word cloud. Students generate predictions about the passage.

After ReadingStudents keep a running list of important terms while reading, then create their own word clouds. Practice in determining importance.

Toon Doo

After ReadingRetell storySummarizeSynthesizeEncourage metacognition and reflective thought

Blabberize

After ReadingExplore a character’s feelings and motivationsEncourage metacognition and reflective thoughtRetell stories from alternative perspectivesGive voice to lesser characters

Wall Wisher

During Reading

PredictReflectQuestionMake Connections

Poll Everywhere

During ReadingAfter ReadingMonitor ComprehensionMake PredictionsReader ResponseOpinion Polls

Wiffiti

During Reading

PredictReflectQuestionMake ConnectionsMonitor Comprehension

Social Networking and Twitter*

*Only for students 13 years or older

During ReadingCharacter status

updatesPredicting

After ReadingSummarize eventsReactions & reflections

Coming Soon!

Thursday, March 10, 20101: Visual Literacy and Nonlinguistic Representations

Presenter: Jessica Fries-Gaither and Terry ShiverdeckerDo 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.

http://wiki.nsdl.org/index.php/BeyondPenguins/Seminars

Thank you!

Jessica Fries-Gaither: fries-gaither.1@osu.edu

Today’s slides available at: http://slidesha.re/reading20

Archived recording at: http://wiki.nsdl.org/index.php/BeyondPenguins/Seminars