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Explore how free online tools can be used to improve all aspects of reading instruction: fluency, vocabulary, and comprehension.
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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
Answer using the poll buttons underneath the participant window!
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?
Answer using the stamping tool to the left of the whiteboard!
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
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
Answer using the poll buttons underneath the participant window!
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: [email protected]
Today’s slides available at: http://slidesha.re/reading20
Archived recording at: http://wiki.nsdl.org/index.php/BeyondPenguins/Seminars
