Functional Specificationkihd.gmu.edu/assets/docs/kihd/AIMVA/ROL_training_scrip… · Web viewHighlight a word, click the Dictionary button and point out the features of the Franklin

The main parts of the Read:OutLoud Session are:Introduction/Setting Goals and Learning Objectives (PowerPoint)Complete an Assignment as a Learner Using Student Central (hands-on)Use Read:OutLoud as a Teacher (hands-on)Wrapping-up/Next Steps (PowerPoint)

1. Introduction/Setting Goals and Learning Objectives (PowerPoint)

DO:Project your Desktop Present the SLIDES 1 through 6 of the PowerPoint STOP when you finish Slide 6 (Objectives)

SAY:So let’s get started! In order to make our Read:OutLoud training an effective experience for all of us, I would ask that…. As we move into our hands-on experience… we follow a few simple guidelines:

• I know you are all anxious to experience and explore Read:OutLoud, and you MAY want to move ahead without waiting for me to complete my explanation, demonstration and/or instructions.

• PLEASE try to restrain yourself, however. IT IS IMPORTANT THAT YOU LISTEN TO ALL OF MY INSTRUCTIONS BEFORE YOU TAKE ACTION ON YOUR COMPUTER, as it is easy to become out of sync with what I am asking you to do.

• I will check in with you frequently to make sure we are moving at an appropriate and effective pace so I can speed up or slow down according to the needs of the group.

• IF YOU HAVE A QUESTION, please raise your hand to let me know. • Likewise, if you find yourself having difficulties for any reason, let me know right

away.Do you have any questions or concerns about the hands-on part of this session?

DO:Proceed to 2a.

Don Johnston Incorporated CONFIDENTIAL – For Internal Use Only page 1

2a. Complete an Assignment as a Learner Using Student Central – SHOW and DO TOGETHER Activities

Explain to the participants that they will first be using Read:OutLoud as a student. Have participants watch you first… then follow along on their own.

SIGN-IN ON STAND-ALONE SOLO/READ:OUTLOUD SE

DO AND DESCRIBE:1. Launch Read:OutLoud

a. WINDOWS: Start Menu and/or Shortcut on Desktop b. MAC: Dock and/or Alias on Desktop

2. Sign in as Learner 1.

3. Enter the default password: 123456.

CAUTION: If presenting Read:OutLoud using the FULL version of SOLO when attendees are using only the READ:OUTLOUD SE program alone, be sure to point out the differences between features available on YOUR SOLO Student Central screen (i.e. Draft:Builder and Write:OutLoud buttons, etc.) and the Read:OutLoud SE Student Central screen that attendees will be viewing on their computers.

SAY:This is Student Central. Student Central lets you see all of your personal documents. In Student Central, you can create a new document, open an Assignment Template created by a teacher or work on an existing assignment.

DO AND DESCRIBE:1. Press the {+} or {▼} button to open Assignments folder.2. Carefully explain what you are doing and ask attendees to EXACTLY follow your

instructions as you do the following:a. In the Assignments folder, click Pyramids and Tombs.asn ONE TIME to preview it.

DO NOT OPEN THE ASSIGNMENT.

SAY: Notice the graphic and written description of the assignment displayed at the bottom of the screen.Learners can use the preview feature to


o Verify that they are opening the correct assignmentOR

o Locate an assignment template that meets their learning needs. NOTE: If you cannot see the graphic displayed on the assignment, scroll down.

DO AND DESCRIBE: Review the ways that Read:OutLoud may be used to provide varying levels of scaffolding within the context of Gradual Release of Responsibility.

SAY:Today’s increasingly diverse classrooms require that teachers provide a wide range of scaffolds and supports to make the curriculum accessible to ALL of their learners.Read:OutLoud provides a universally designed reading and learning environment that allows teachers to design a single lesson and then to provide varying levels of instructional support that can be turned on and off and/or used as needed to meet the needs of diverse learners.Today, we are going to begin by exploring an assignment created with a moderate level of scaffolding to support learners new to Read:OutLoud, new to a strategy, or to provide ongoing support to struggling readers. Then, modeling gradual release of responsibility, we will look at the independent use of Read:OutLoud to support reading, note taking, organization and thinking.

DO AND DESCRIBE: Double-click the assignment Pyramids and Tombs.asn to open it in Read:OutLoud.

SAY:This assignment includes eText and a guided reading outline related to a social studies unit about Ancient Egypt.You will learn how to create a similar assignment later in this session.

DO AND DESCRIBE: Use your mouse arrow to point to the eText on the left side of the screen.

SAY: Look on the left side of your screen. Here, you see eText that has been made available for you to use to complete this Assignment.

DO AND DESCRIBE: Use your mouse to point to the outline on the right side of the screen.


SAY:Now look on the right side of your screen. Here, you see a guided reading outline that was created to scaffold your comprehension of the eText and completion of the assignment.

DO AND DESCRIBE: 1. Check with participants re: pacing… speed up or slow down as needed.2. Click the first locked text at the top of the outline.

SAY:The assignment instructions begin with the research-based technique of SETTING A PURPOSE FOR READING.We begin working in our assignment by listening to the locked text instructions that are placed (by the teacher/creator of the assignment) at the beginning of the assignment. As with all text in Read:OutLoud, we can read the text to ourselves on the screen or we can hear text read aloud using text-to-speech.

DO AND DESCRIBE:1. Click Speak to hear the first locked text at the top of the outline read aloud. 2. Click Speak again to hear the next locked text instruction.3. Demonstrate how to add a green subtopic.

a. Click the second locked text instruction to highlight it. Explain that whatever you add to the outline will automatically be inserted immediately AFTER whatever is highlighted in that outline.

b. In the eText panel, highlight the title, “Pyramids and Tombs.”c. Click the green highlighter in the toolbar to place the highlighted title into the outline.

4. Mention that teachers may want to encourage students to record some of their OWN questions about the topic of the article.

5. Demonstrate how to open a Note and add text. a. Type in the question, “How big were the piramids?” b. As you enter text, be sure to include the spelling error “piramids”.

6. Click the Check Spelling button at the bottom of the Note window.7. Describe the fields in the Spell Check window (word in context, etc.) and demonstrate

using speech buttons and spell check features to correct spelling of the word.


8. Briefly point out additional buttons at bottom of the Notes window. Be sure to mention the New Note button—might even compare it to the “rapid fire” feature in Inspiration if it seems appropriate to the audience.

9. Have participants think of and add at least one more question to a note in their outline.

SAY: Now that we have a specific purpose for reading, we can move to our eText and begin to read to find the information our outline is asking us to locate.

DO AND DESCRIBE: Click in the upper left corner of the eText window to select it.

SAY:Click in the upper right hand corner of the eText panel on the right side of your screen. Your cursor begins to blink where you clicked, indicating that you are now working in the eText panel.In Read:OutLoud, learners can hear the entire text, selected portions of text and/or individual words read aloud according to their individual needs.Let’s take a minute to explore the speech within this piece of eText.

DO AND DESCRIBE:1. Click the Speak button to hear the heading and first sentence read aloud.2. Click the Read All button to begin to hear the entire text read aloud. Allow part of the

first paragraph to be read aloud.3. Click the Read All button a second time to demonstrate how speech can be stopped.4. Have participants use the Speak and Read All features themselves.

SAY: Notice the clarity and inflection of the Elan speech.Because Read:OutLoud uses computer generated text-to-speech, however, not all words are pronounced correctly… particularly proper nouns, which are notorious for being phonetically irregular.For this reason, Read:OutLoud includes a pronunciation dictionary that enables teachers to add correct pronunciations to the speech dictionary as needed. In the Network version, this feature is NOT available to learners—ONLY to teachers.


TIP: Learners—especially OLDER learners—may get a real kick out of hearing “forbidden words” spoken aloud by Read:OutLoud’s speech. Use the pronunciation dictionary to head them off at the pass. Simply add target words to the pronunciation dictionary and… in the pronunciation field… instruct the computer to pronounce something like, “Go to the principal’s office” or “BUSTED!” Use the Help feature to get information on using the Pronunciations dictionary.

NOTE: If you demonstrate this, type “naughty word” into the key word field instead of an actual swear word!

SKIP THE BOXED SECTION BELOW IF TRAINING ON A NETWORK VERSION.

DO AND DESCRIBE:

1. Show the Pronunciation dictionary:a. In the Speech menu, select Pronunciations.b. Show the different options available for the Pronunciation dictionary.

DO AND DESCRIBE: 1. Highlight the word pharaoh in the first sentence of the first page of the eText. 2. Click the Speak button to hear the word read aloud.3. Have participants listen to individual words spoken aloud.

SAY: Learners can listen to unfamiliar words read aloud at any time by simply highlighting the word and clicking the Speak button. But remember—although text-to-speech helps to reduce the cognitive load for readers who struggle with decoding and fluency, it is not in itself enough to significantly increase comprehension for most struggling readers.

DO AND DESCRIBE: 1. Highlight a word, click the Dictionary button and point out the features of the Franklin

talking dictionary. Be sure to mention that the Franklin Dictionary:a.Presents (and will speak aloud) the word IN CONTEXT of the sentence in which it was

used to help learners figure out what word they were TRYING to spell in the first place.

b.Offers simple, comprehensible definitionsc.Speaks the word AND the definition(s)

2. Have participants highlight several words and look them up in the Dictionary..

3. Click the locked text question in the outline: What is this article about?4. Click Speak to hear the question read aloud.


5. Click in the eText panel.6. Click Read All to have Read:OutLoud read the first paragraph of the eText. 7. Click again to Stop reading after the first paragraph.8. Have participants do this on their own computers.

9. Demonstrate using the highlighter(s) to add text to the outline below the question, What is this article about?NOTE: On the projected image, the green and yellow highlight colors may both look green. You may want to mention this to participants and have them look at their personal computer screens to see that the colors ARE distinct on their screens.

10.Demonstrate moving subtopics and/or notes into a different order using:a. Toolbar/menub. Drag and Drop

11.Point out that there are a maximum of three subtopic levels in Read:OutLoud: Green, Yellow and Red.

SAY: When you use the highlighters to add text to your outline, you will notice two things right away:o The eText you selected is now highlighted in the color of the highlighter you used to add

it to your outline.o The text that you added to your outline is bracketed by quotation marks to indicate a

direct quote from the eText.

DO AND DESCRIBE: 1. Double-click a subtopic you have added to the outline to show how the outline is

connected to the eText.2. Give participants a minute or two to do this on their own computers.

3. WINDOWS ONLY In the assignment, point out the Web tab.

SAY: As learners read multiple pages of eText and add more subtopics, they may want to:

o Find the location of subtopic text in their outlines oro Locate highlighted eText within their outlines.

Subtopics and highlighted eText are “linked” in order to make it easy for learners to locate information they need in either the eText panel or the Outline Panel.


DO AND DESCRIBE: 1. Scroll to the bottom of the eText panel (beyond highlighted text)2. At the top of the outline, double-click a subtopic (icon).3. Point out that the eText panel “shifts” so that the highlighted text related to the subtopic

is visible.4. Double-click some highlighted text in the eText panel.5. Point out that the related subtopic becomes highlighted in the outline.

SAY: For Windows Users: SOLO provides an additional opportunity for us to explore more information about topics via the Internet. Learners can have Web text read aloud and can add more highlighted text to the outline just as they do with eText.Since text on the Web doesn’t actually “live” on the local computer, however, the Web text in the left panel does NOT retain the highlight color of the selected subtopic highlighter as it does in eText documents residing on the hard drive.

CAUTION: If you decide to demonstrate this, be aware that attendees may have problems accessing the web depending on the security settings at the training site.

FOR VIRGINIA TRAININGS: If ATTENDEES DO NOT have access to the Internet but TRAINERS DO have access, have attendees watch as trainers demonstrate how the web functions in Read:OutLoud.

DO AND DESCRIBE:1. Model highlighting text using the green highlighter to add it to your outline.2. Give participants a few minutes to read and add text to their outlines independently.

SAY: o Web text can also be “captured” as an eText page in order to be stored on the computer

hard drive so that web information can be accessed even when NOT connected to the internet.

o A captured web page does not look exactly like the active web page, and may need to be “cleaned up” a bit, as there is frequently un-needed information captured along with the text and graphics you wish to save.


DO AND DESCRIBE:1. Demonstrate capturing a web page:

a. Type in the address: http://www.unmuseum.org/kpyramid.htmb. In the Insert menu, select Capture Web Page

VIRGINIA TRAINING: Since ATTENDEES DO NOT have web access and TRAINERS DO have access, explain that an example of this captured web page has been provided for them on the training CD. Direct attendees as to how to browse to and insert this captured eText as follows:1. In the Insert menu, select Add eText.2. At the bottom of the Add eText window, click the Browse button3. Navigate to the Web folder on the Training CD and open the folder4. Open the folder, The Great Pyramid5. Select “pyramids” and click the Insert button.

SAY: o Once learners have added text from eText documents and/or Web sites to their outlines,

they may want to rearrange the order and/or placement of individual subtopics to organize the gathered information more effectively.

DO AND DESCRIBE:1. Model moving subtopics up and down… indent (move right) and outdent (move left) in

the outline to organize ideas hierarchically. Model use of drag & drop, indent/outdent toolbar buttons AND up/down commands in the Outline menu.

2. Point out and demonstrate that any children and/or notes attached to an individual subtopic will automatically move WITH the parent subtopic.

3. Walk participants through saving and naming the Pyramids and Tombs.asn as <Name>Tombs 1.TIP: Mention that this is a good naming convention to use in the classroom, too.

4. Have participants follow along as you:a. Open the Print dialog and review printing options.b. Cancel the print dialog without printing.

5. Have participants follow along as you Quit Read:OutLoud and return to Student Central.a. On Windows, Quit is in the File menu. On a Mac, it’s in the ROL menu.


http://www.unmuseum.org/kpyramid.htm

6. Direct participants’ attention to the My Work folder in Student Central. Point out that the saved document is now in that folder.

Take a 10-minute break.


2b. Use Read:OutLoud as a Learner (hands-on) - Independent Reading, Note Taking and Use the Help Feature

DO:1. Ask whether there are any questions. Take a minute to answer as appropriate.2. Continue to have participants follow along on their computers.3. Check pacing with participants.

SAY: As learners become more proficient at reading and taking notes using Read:OutLoud, you will be able to gradually reduce the number of supports they need to complete a lesson.Learners can work independently to gather eText, search web sites, and take notes by creating a new assignment.

DO AND DESCRIBE:1. In Student Central, click on the Read:OutLoud button at the top left of the window to

open a new assignment. 2. In the Add eText window, select the eText: Saturn eText.rtf.3. Wait as participants complete these steps on their computers.

NOTE FOR MAC VERSION: Graphics will NOT appear.

NOTE FOR WINDOWS VERSION: Make sure to point out that—even though there is a large blank space after the first paragraph there are more graphics and text if you scroll down. Explain that this “white space” will appear if the entire graphic at the bottom of the panel can not “fit” into the available viewing space. As soon as they scroll, it will appear.

SAY:Learners can select from available eText in multiple formats, including .txt, .rtf, .html and .xml.


DO AND DESCRIBE:1. Demonstrate how a student might highlight text to add it to their outline.

2. Have participants watch as you use the green, yellow and red markers to highlight the words The Jewel of the Solar System and several other key ideas from the eText to add them to your outline.

3. Have participants spend a few minutes highlighting text to add to their outlines.

4. Remind participants that they can rearrange the order and indentation of subtopics within their outlines to organize their ideas more effectively.

5. Give participants a few minutes to review and rearrange their outlines.

NOTE: Field any questions that may arise from participants as they work independently in Read:OutLoud.

SAY: While highlighting can be a great support for readers, struggling readers tend to highlight EVERYTHING.One way that Read:OutLoud helps to remind readers to use more SELECTIVE highlighting (highlighting of only the most relevant and important phrases within a sentence as opposed to the ENTIRE sentence or even multiple sentences) is by limiting the number of characters that can be placed in a subtopic to about 175 characters.Learners who regularly highlight more than 30-35% of the text on a page should be encouraged—or even required—to use supporting reading outlines to direct their note taking and thinking efforts.

DO AND DESCRIBE:1. In the Outline menu, select Add Outline. Have participants open the window on their

computers, too.

2. Briefly review outlines available and mention that more are available for download from the Don Johnston web site.

FOR VIRGINIA TRAINING: Mention that there are also additional eText files and Outline Templates on the or CDs

3. Have participants Cancel the Add Outline window without selecting an outline.

SAY:


Once information has been highlighted and added to the outline, it is VERY helpful to have learners add notes to put into their own words explaining WHY they selected a piece of information and/or what it means to them.By adding these kinds of reflective notes, learners are making personal connections to the text while also forming, expressing and supporting their opinions.

DO AND DESCRIBE:1. Open the Bibliographer and point out the features. Be sure to include:

a. MLAb. APA c. Wizard

NOTE THAT there is a description of MLA and APA in the Read:OutLoud Help files, which you will look at in a moment.

2. Give participants a minute to explore the Bibliographer tabs and Wizard themselves.3. Mention that there is a feature that allows learners to LINK a note to a source, but that

you will not be reviewing this advanced feature during this session. Encourage attendees to explore this feature more completely using the Help files.

4. Close the Bibliographer.

SAY:Next I will demonstrate the Help Feature of Read:OutLoud:


DO AND DESCRIBE:1. You can reach the Help features of Read:OutLoud by either pressing the F1 key or by

clicking the Help menu and selecting SOLO Help.2. The Help feature opens in a web browser. (Show default and Active X versions)

3. Help topics are organized either by Contents or Index.a. In SOLO products, when you click Index in Help on a PC, you get the Type in the

keyword to find field. When you click Index in Help on a Mac, you get an alphabet list (A B C D, etc.; click a letter and you get a list of topics that begin with that letter.

4. Have participants follow on their computers as you choose the topic, Working with eText in Read:OutLoud. Choose the About eText bullet point.

5. Click the purple Index button. Type in the keyword Bibliographer (PC) or click the letter “B” (Mac) to show participants the various subject areas covered in Read:OutLoud help.

6. Close out of the Help features.

7. Have participants save and name the assignment.

8. Quit Student Central. Have participants leave the Sign In screen open.


3. Use Read:OutLoud as a Teacher (hands-on)

SAY:In this part of the session, you will learn about managing students and content.Now we are going to sign into Read:OutLoud as a teacher. This enables you to create new assignments, manage student content, and manage student preferences.

DO AND DESCRIBE:1. Have participants complete each of the following steps along with you:

a. Click the Teacher Sign In… buttonb. Select Teacher from the drop-down menu (Stand alone) or the Teacher name

they were assigned (Network).c. Type the password (school).

SAY:

Teacher Central lets a teacher perform administrative tasks needed to create Assignment Templates and manage learners' work.

Content Management

DO AND DESCRIBE

1. Discuss and demonstrate Content Management. 2. Point the participants to the icons in the upper left-hand corner of the screen. 3. Show the assignments and outlines.

SAY:

In Read:OutLoud, you can create both assignments and outlines. Typically, the difference between the two can be described as follows:o An outline is typically content-free, and is intended to be used multiple times in multiple

contexts as a generic tool to support reading and thinking across a wide variety of content types and subjects.

o An assignment, on the other hand, is a customized, content-specific template intended for use with a specific topic and/or lesson.

DO AND DESCRIBE:1. Click the New Assignment Template button.2. Demonstrate what happens if teachers select buttons to create a new assignment using

an Existing Assignment or using the Wizard, but DO NOT create an assignment from


either of these buttons.

3. Click the Open a BLANK Assignment Template button.4. Click the Read:OutLoud button to create a new assignment.5. In the Add eText window, select the eText file Ancient Egypt eText.rtf and click OK.

6. Show how to modify text format and add picture(s).

7. In the Outline menu, select Add Outline. 8. Select the outline, Vocabulary 2 Read:OutLoud.opt and click OK.

9. Note that there is an incorrect locked text instruction that tells users to highlight the first green subtopic, “Word:” and then use the Re-highlight button in the toolbar to add a new vocabulary word from the eText in its place. THIS DOES NOT WORK, so you will want to walk through changing this locked text to read:

“Click the green subtopic “Word” below. Then, use your YELLOW Marker in the toolbar to highlight a new vocabulary word you want to learn.”

10. Demonstrate how to further modify the outline (Locked Text, subtopics, notes) and remind teachers that words from the eText that they highlight and place in the assignment are linked… outline to text and vice versa.

a. Mention that INSERT LOCKED TEXT is found in the Text menu and toolbar.

11. Demonstrate how to add imbedded questions and/or reading supports into the eText… using text features such as bold, italics and/or underlining to distinguish teacher comments/supports from the actual text of the article/story/etc.

CAUTION: If you change the text style in your eText, the style is also applied to the outline. Recommend that teachers do NOT use text color or font size to distinguish their comments, but stick to bold, italics and underline instead.

12. Explain that—since they only have Read:OutLoud installed (as opposed to SOLO or Read:OutLoud and Draft:Builder at the least) Subtopics can only be added by highlighting text in the eText panel. The only places in which teachers can type their own text is in NOTES and in LOCKED TEXT.

SAY:Now we will save the document as an Assignment.When writing a description of a new assignment or outline that you have created, it is important to remember that your students are able to view and read this description. Be sensitive as to the language you use to describe the document so as not to confuse struggling learners.


The description you type when you save a file will appear in Teacher Central and should remind you of what the purpose of the template is.

DO AND DESCRIBE:1. Have participants observe as you do the following:

a. In the File menu, select Save.b. Write a description of the assignment and click OK.c. Name the assignment, <Name> Egypt Vocabulary. (For example: Jorge Egypt

Vocabulary) i. Note that if you choose a file name that is already used, Read:OutLoud

stops you and asks if you would like to overwrite the existing file.d. Click Assign to Students button and demonstrate assigning to learners.

2. Have participants try this on their own computers.

For VIRGINIA TRAINING SAY:There will be times when you may want to create a NEW assignment using specific eText and outlines of your choosing.The training CD contains a number of eText documents and outline templates that you will have an opportunity—for the next 15 minutes or so—to explore and insert into Read:OutLoud to quickly and easily create your own assignment templates.

VIRGINIA DO AND DESCRIBE: Model browsing/navigating to and inserting eText and an Outline template into a NEW Read:OutLoud assignment document using files provided on the Training CD.

Student Documents

DO AND DESCRIBE: In Teacher Central, click Student Documents button.

SAY:In this screen you are able to look at each individual student’s work by selecting an assignment from that student’s My Work folder.Once you open the student’s document, you can read, review and add comments, encouragement and/or suggestions to the student using locked text.When students print their assignments, they have the choice of whether or not to print with locked text instructions and/or comments showing.The default setting does NOT print locked text.


DO AND DESCRIBE:To SHOW locked text when printing: 1. In the File menu, select Print.2. Point out that the box to the left of Print Locked Text is not checked.3. Model placing a check in the Print Locked Text check box to indicate you want locked

text to print.4. Click Cancel (since you will not be connected to a printer).

SAY:Teachers may add Locked Text to a Read:OutLoud Assignment Template to give directions and extra help to learners. Locked Text can be read aloud for extra help in understanding teacher comments, and can be hidden for reading and/or printing a finished assignment.

DO AND DESCRIBE:1. To hide locked text on your screen: In the View menu, select Show/Hide Locked Text.

If Locked Text is showing, it becomes hidden. If Locked Text is hidden, it becomes visible.

Student Preferences

DO AND DESCRIBE: 1. ln Teacher Central, click the Student Preferences button.2. Briefly explain and show the options available for each student.3. Emphasize the options where teacher can set the Internet access on or off AND turn

speak toolbars and dialog boxes on/off. 4. Mention one more time that many assignments and outlines are available on the Don

Johnston web site to be downloaded for FREE!5. Close all SOLO and Read:OutLoud windows.

4. Wrapping-up/Next Steps (PowerPoint)

DO:1. Pick up where you left off when you launched the PowerPoint at the beginning of the

session. Your first slide should be Slide 7: Reflect and Connect.2. With the Reflect and Connect slide is showing, review the Learning Supports and

features you used in Read:OutLoud that were covered in this session.



SAY:Let’s review what we’ve learned.Take a minute to write down the 3 most exciting and helpful things you have learned as you used Read:OutLoud as a LEARNER and as a TEACHER that will support YOUR struggling readers.

NOTE: A list of features covered is shown below for Facilitator reference.

As a Learner:• Create a new document• Open an Assignment Template created by a teacher • Work on an existing assignment• Read eText aloud• Add a note• Use the Dictionary• Build an outline using highlighters• Overview of the Bibliographer• Use the Help menu

As a Teacher:• Create an Assignment as a Teacher• Assign the Assignment to learners• Modify learner documents• Print• Change learner preferences

DO: Click to show the Plan For Action slide.

SAY:Research, experience and common sense all tell us that—unless we make a plan to take action on our learning right away—we will likely NOT get around to taking action at all.The action we take doesn’t need to be something BIG—it need only be a single step toward using and integrating Read:OutLoud into our instruction.It SHOULD be something that we can do TOMORROW (or the next day), so that time doesn’t slip through our fingers and carry with it much of the knowledge we’ve built during our time together today.

DO:1.Give participants 5 minutes to come up with their personal action plans. (Things they

can (and WILL) do tomorrow or the next day/next week.)


2.Share the action plans.

DO AND DESCRIBE:

1. Model going to the DJI web site. Show:

a. Download site for Read:OutLoud assignments/templates

b. Download site for Read:OutLoud support documents (manual, etc.)

c. Research information related to Read:OutLoud

d. Standards matching to Read:OutLoud (national and by state)

e. eText Resource document

2. Show the last slide.

a. Ask attendees to complete the SurveyMonkey Evaluation BEFORE THEY LEAVE.

b. Point out your personal contact information at the bottom of the slide and encourage attendees to contact you with additional questions or stories of how Read:OutLoud is being used in THEIR schools and classrooms!
