Using Technology to Enhance Student Achievement in the Language Arts Susan K. Pittman Bonnie Vondracek

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Using Technology to Enhance Student
Achievement in the Language ArtsSusan K.
PittmanBonnie Vondracek
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• Computers will never replace teachers, but
  teachers who use computers will replace those who
  don't.
• Source unknown

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Objectives

• Understand the essential elements required for
  students to become better readers and writers
• Integrate technology in the reading and writing
  process
• Complete guided exploration of online resources
• Evaluate reading websites that can be used in the
  classroom
• Develop an instructors resource guide

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Getting Down to Business

• Youve got the computer lab for a set time every
  week OR computers have just been installed in
  your classroom (youre quite the optimist!)
• You want to involve your students in authentic
  and meaningful instruction
• So many websites and online resources. How can I
  use them most effectively in the classroom?
• Use websites that already have projects/lessons
  posted!

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What You Can Find Online

• WebQuests
• Engaged Learning Projects
• Authentic Instruction Lessons
• Online Resource Guides
• Fun and engaging learning ideas!

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How am I Going to Remember ALL These websites?

• Create a Technology Resource Guide
• Save time and frustration
• All resources in one spot
• Save to the disk
• Share with others

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How am I Going to Remember ALL These websites?

• Create a Technology Resource Guide
• Use the links that are provided
• Find others on your own
• Evaluate the websites
• Pick the ones that you want to include
• Add an informative explanation about the website.

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Components of Reading A Review

• Phonemic awareness
• Word analysis - phonics
• Word recognition - sight words
• Reading rate
• Fluency
• Spelling
• Background knowledge
• Word meaning
• Comprehension

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So, What Is Reading?

• Interrelated abilities that make up skilled
  reading
• Print Skills (Alphabetics)
• Phonemic awareness
• Word analysis - phonics
• Word recognition - sight words
• Rate and Fluency
• Meaning Skills
• Background knowledge - vocabulary
• Word meaning
• Comprehension

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The Wonderful World of Technology

• Technology can be used as an information tool and
  
• can be separated into four categories
• Research finding and gathering new and old
  information
• Management manipulating, organizing and storing
  information
• Publishing manipulating, interpreting and
  organizing information for presentation
• Communication presenting and sharing
  information.

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• So What Does Technology Have to Do With Your
  Reading Curriculum?

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Tips for Integrating Internet into the Curriculum

• Don't panic!  You don't have to know everything
  about technology to use it.
• Make mistakes!  You can't break it, and you can
  correct it.
• Learn from the students!  In a survey of teens
  regarding where they learned about technology,
  only 5 looked to parents, 6 to teachers, while
  54 looked to friends.
• Bring everybody along!  All students and
  teachers should be involved with technology. As
  Bruce Springsteen sang, "Nobody wins unless
  everyone wins."

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Tips for Integrating Internet into the Curriculum

• Technology is important, but it's not the only
  thing!  Technology is not the answer for all
  tasks.
• Customize, customize, customize!  Adapt
  activities and programs to fit your curricular
  needs.
• Two-way is the only way!  Communicate with
  others at your site and via the Internet. Nobody
  is as smart as everybody.
• Have a little fun!  When learning stops being
  fun and becomes a chore, we've gone off course.
  You cannot win if you do not play!

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Whether print or digital, environment must
support learning

• Students must
• Have their physical, emotional,
  and intellectual needs met
• Believe they can take risks
• Feel safe
• Have materials their work requires
• Teachers must be able to
• Model what we want students to do
• Provide guided practice for students
• Provide independent practice

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Lets Take a Look at Some First Steps

• Reading Components Integration of Technology
  into the Curriculum Learning

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What Is Phonemic Awareness/Phonics?

• Phonics is the relationship between a specific
  letter and its sounds as it relates to the
  written word
• Research of the last 20 years supports that good
  readers generally have good phonological
  awareness and phonics skills

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Phonemic Awareness and Phonics

• Phonemes graphemes building blocks of
  language
• Phoneme smallest unit of sound in a word
  represented by letters of the alphabet
• Grapheme written letters used to represent
  phonemes
• Basic sounds of spoken words
• Often called decoding
• Example c/a/t is composed of how many phonemes?
  How many graphemes? This is composed of how
  many phonemes? Graphemes?

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Phonics Awareness Technology Check

• TampaReads
• http//www.tampareads.com/phonics/phonicsindex.htm
  

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Phonics Awareness Technology Check

• Time to Play
• Phonics Jeopardy!

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Five Ways to Read Words

• Decoding
• Analogizing to already known words
• Identifying and pronouncing spelling patterns
• Guessing from context
• Directly by sight

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Word Recognition

• Word Recognition - the ability of a reader to
  recognize written words correctly and virtually
  effortlessly
• Sight Words frequently encountered words
• Word Analysis less familiar and more difficult
  words

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What Are Sight Words?

Sight Words Frequently Encountered Words
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Sight Word Technology Check

1. Dolch List http//www.theschoolbell.com/Links/Dolc
   h/Dolch.html
2. Fry List http//www.nifl.gov/readingprofiles/Insta
   nt_Words.pdf
3. General Service List http//jbauman.com/aboutgsl.h
   tml
4. Signal Words http//www.nifl.gov/readingprofiles/S
   ignal_Words.pdf
5. Academic Word List http//www.vuw.ac.nz/lals/resea
   rch/awl/

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Vocabulary Profiler

• Using a Vocabulary Profiler
• What do they really know if I teach these lists
  of words?
• http//www.lextutor.ca/vp/eng/

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Sight Word Technology Check

• You Can Even Check Your Computer Term Awareness!

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Reading Rate Fluency WARF Speed Ahead!

Reading rate how quickly you read with
understanding Reading fluency the speed and
ease with which one reads connected text aloud
with accuracy, speed, and appropriate phrasing
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Building Fluency

• Repeated and Monitored Oral Reading
• Teacher Modeling
• Paired (Partner) Reading
• Tape-Assisted Reading
• Chunking
• Silent Reading
• Neurological Impress
• Fluency Development Lessons

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Fluency Technology Check

• Use activities from the web, such as trying one
  of the tongue twisters with a fellow participant
• http//www.geocities.com/Athens/8136/tonguetwister
  s.html
• Have students read along with famous readers
• http//www.favoritepoem.org/thevideos/index.html
• Use the Internet to research a fluency technique
  such as neurological impress
• http//www.sil.org/lingualinks/literacy/referencem
  aterials/glossaryofliteracyterms/whatistheneurolog
  icalimpressme.htm

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Reading Rate How Fast Should My Students Read?
- Average Rates with Comprehension
Grade Equivalent Standard Words Per Minute
2.5 121
3.5 135
4.5 149
5.5 163
6.5 177
7.5 191
8.5 205
9.5 219
10.5 233
11.5 247
12.5 261
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Timed Readings to Improve Rate
Reading rate the number of words read correctly
by the total amount of reading time (the slower
the reading rate, generally the poorer the
comprehension) Improve rate through timed
readings Print Technology

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Power Reading Technology Check

• http//iep.uta.edu/Rochelle/TimedReadings/TimedRea
  dingIndex.html (20, 33, 35, 38, 45 only)
• http//www.cats.ohiou.edu/linguist/jscript/Timedr
  .htm
• http//www.readingsoft.com/
• http//college.hmco.com/collegesurvival/watkins/le
  arning_companion/1e/students/timed_reading.html

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Power Reading Technology Check

• http//web2.uvcs.uvic.ca/elc/studyzone/570/pulp/he
  mp3.htm
• http//www.powerreading.com/speedtest.html

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Word Meaning - Vocabulary

• I never saw or heard the word before.
• Ive heard it, but I dont know what it means.
• I recognize it in context it has something to
  do with
• I know it and I can tell you what it means. (In
  other words, I can use the word.)

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Vocabulary Technology Check

• There Are Millions of Them!
• Word Play
• http//www.wolinskyweb.net/word.htm
• Vocabulary University
• http//www.vocabulary.com/
• Fun with Words
• http//www.wolinskyweb.net/word.htm
• Heteronym Homepage
• http//www-personal.umich.edu/cellis/heteronym.ht
  ml

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Vocabulary Technology Check

• Multiple Meanings

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Background Knowledge What Do They Really Know?

• By first activating a students prior knowledge,
  you can
• assist students in
• Using information gained from academics as well
  as personal interests, television, job
  experience, and peer interaction to better
  understanding a passage
• Developing a framework into which additional
  ideas can be added and remembered
• Discussing their ideas and experiences with
  others
• Seeing a connection between personal and text
  knowledge
• Understanding and respecting diversity

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Background Knowledge What Do They Really Know?

• By first activating a students prior knowledge,
  you can
• Instruct students on a moment-to-moment basis,
  responding to confusion and providing support on
  a continuing and evolving basis based on what
  students know and don't know use the discussion
  as a basis for making instructional decisions
• But what if their background knowledge has holes
  and gaps in it?

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Worth a Thousand Words Using Pictures for
Reading

• NPR
• http//www.npr.org/
• BBC
• http//www.bbc.co.uk/history/multimedia_zone/audi
  o_video/
• CBS News
• http//www.cbsnews.com/sections/i_video/main50025
  1.shtml
• The History Channel
• http//www.historychannel.com/broadband/

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Worth a Thousand Words Using Pictures for
Reading

• ABC News
• http//abcnews.go.com/Video/
• NASA
• http//www.hq.nasa.gov/office/pao/History/40thann
  /videos.htm
• Library of Congress
• http//memory.loc.gov/ammem/
• EduScapes
• http//eduscapes.com/seeds/clips.html

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Comprehension The Reason for Reading

• Comprehension results from an interaction among
  the reader, the strategies the reader employs,
  the material being read, and the context in which
  reading takes place.
• I see what you mean.
• I hear what youre saying
• Ive got a hold of that.

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Comprehension Common Strategies

• Clunking and Chunking
• GIST
• SQ3R
• Learning Logs
• BCDE
• About Point
• KWL
• Graphic Organizers
• Scaffolding
• Double Entry Diaries
• Cornell Notes

What possibly can technology add to all of this?
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Comprehension Technology Check

• NALD
•   http//www.nald.ca/netlinks/ed_res_l.htm
• Critical Reading
• http//www.criticalreading.com/
• Expository Escapade http//www.readwritethink.org/
  lessons/lesson_view.asp?id40
• Reading Assessment Sites for the Teacher
• Reading Profile http//www.nifl.gov/partnershipfor
  reading/adult_reading/adult_reading.html
• The Word Meaning Test and More http//www.nifl.gov
  /readingprofiles/MC_Site_Map.htm

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I need some high interest, low readability
materials on the Internet."

• The California Distance Learning Project
  Articles and follow-up questions at several
  different difficulty levels on many topics.
• http//www.otan.us/login/login.cfm
• Awesome Stories
• http//www.awesomestories.com/index2.htm
• The Learning Edge
• http//www.thewclc.ca/edge/issue4/
• Short Stories
• http//www.storybytes.com

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I need some high interest, low readability
materials on the Internet."

• City Family Magazine (Spanish translations
  available)
• http//www.cityfamily.org
• Voices of America News articles for English
  learners (low intermediate)
• http//www.voanews.com/specialenglish/

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Authentic Instruction Websites

• Authentic Instruction
• Draws on real life experiences, news and events
  that are currently happening
• The CNN Learning Resources Sitehttp//www.literac
  ynet.org/cnnsf/
• USA Today in the Classroomhttp//www.usatoday.com
  /educate/projects/projects.htm

Both websites will help students practice reading
for fluency and comprehension by using material
that is relevant and meaningful.
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Computers will never replace teachers, but
teachers who use computers will replace those who
don't. Source unknown
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• The Internet is great for reading
• but what about writing?

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Writing and Technology
Grammar is just a collection of arbitary rules.
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What is Grammar?

• Grammar is everything speakers know about their
  language
• Phonology (the sound system)
• Semantics (the system of meaning)
• Morphology (rules of word formation)
• Syntax (rules of sentence formation)
• Lexicon (vocabulary of words)

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Why Teach Grammar?

• Standard English is the mark of an educated
  person. School systems believe that standardized
  grammar should be added to their students
  repertoire (not to replace their own dialects,
  but to add book or workplace language to their
  repertoire).
• There is a strong connection between using
  correct grammar and maintaining clarity when
  communicating.
• Grammar instruction and usage are required by
  educational curricula and tests such as the GED.

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Ok! How do I teach writing?
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What Do Students Need to Know to be Better
Writers?

• Mechanics and Usage
• Parts of Speech
• Rules of punctuation
• Sentence structure
• Words, Words, Words
• Vocabulary
• Spelling
• Writing Skills
• Pre-writing
• Organization
• Editing and revising

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Eight Parts of Speech
Nouns
Interjections
Adjectives
Adverbs
Conjunctions
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Grammar is boring.
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Check Your Grammar!

• Take the Boring Out of Grammar
• Use the Internet

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Grammar on the Web

• Grammar Gorillas
• http//www.funbrain.com/grammar
• Crossword Puzzle - Grammar Punctuation Words
• http//iteslj.org/cw/2/tm-grammar.html
• Daily Grammar Lessons
• http//www.grammar-teacher.com/grammarlessons/
• English Grammar Quizzes
• http//a4esl.org/a/g3.html

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Punctuation . ? ! , - -- ( ) /

• How many punctuation errors
• are in the following phrase?
• Johnny couldnt believe what his teacher had said
  did he really say Johnnys the winner of the
  science fair he asked

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Punctuation . ? ! , - -- ( ) /

• The answer is
• 10
• Johnny couldn't believe what his teacher had
  said. "Did he really say 'Johnny's the winner of
  the science fair'?" he asked.
• Did you remember to insert the single quotation
  marks within double quotation marks?

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There are fourteen punctuation marks in English
grammar. Can you name them?
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Types of Punctuation Marks

• Period
• Comma
• Question mark
• Exclamation mark
• Colon
• Semicolon
• Hyphen
• Dash
• Parentheses
• Brackets
• Ellipsis
• Apostrophes
• Quotation Marks
• Slash

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Punctuation, problem's can make you're life  difficult and cause, you to get across' the wrong message!
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Its the Only One Assessed on the GED Test

• THE COMMA

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The Comma

• Why Is a Comma So Important?
• It can change meaning.
• He was kicked by a mule which annoyed him. (The
  mule annoyed him.)
• He was kicked by a mule, which annoyed him.
  (Being kicked annoyed him.)
• Omitted, a comma can lead to ridiculous meanings.
• While mother was cooking the baby wandered away.
• It can help avoid ambiguity in sentences.
• You don't really like it you're only pretending
  to please me.
• You don't really like it you're only pretending,
  to please me.

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The Comma
THE RULES OF COMMAS Remember LIES LISTS The
comma before the final item in a series is
optional, but a bit more formal. INTRODUCTIONS
Place a comma before elements that precede the
subject. EXTRA INFORMATION Divide extra
(non-essential) information of all kinds with a
comma on each side of the extra information.
SENTENCES Divide independent clauses
(sentences) with a comma and a conjunction.
(Note Also, observe the comma rules that apply
to quotations.) Readers will appreciate
observance of comma rules, because commas prevent
word collision that results in confusion.
Unnecessary commas impede comprehension.)
L
I
E
S
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The Comma

• Consider the difference in the following
• Last month, Alex dated Mary Ann Lee and Kim.
• Last month, Alex dated Mary, Ann, Lee, and Kim.
• Last month, Alex dated Mary Ann, Lee, and Kim.
• How many women did Alex date?

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The Comma

• Sentence Structure Compound
• Sentence
• A sentence that contains two independent clauses
  joined by a coordinating conjunction is called a
  compound sentence.
• A conjunction joins words, phrases, and clauses
  together in a sentence.

• Conjunctions
• for
• and
• nor
• but
• or
• yet
• so

FAN BOYS
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The Comma

• The comma in a compound
• sentence is placed before the
• coordinating conjunction.
• Andy built a snowman, and Jeff played with his
  dog.

S V conj. Andy
built a snowman, and Jeff played with his
dog. S V
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The Comma

• Use a comma to set off parenthetical elements.
  This is the most difficult rule in comma usage. A
  parenthetical element is added information,
  something that can be removed from a sentence
  without changing the essential meaning of that
  sentence. Deciding what is added information
  and what is essential is sometimes difficult. See
  the next slide.

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The Comma

• An essential clause or phrase is used to modify a
  noun.
• It also adds information that is critical to the
  meaning of the sentence.
• Essential clauses are NOT set off by commas.
• The people who work in my office are so uptight!
• S essential phrase V
• Without the essential phrase, this sentence does
  not
• make complete sense
• The people are so uptight!

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The Comma

• A nonessential phrase or clause adds extra
  information to a sentence.
• This information can be eliminated from the
  sentence without jeopardizing the meaning of the
  sentence.
• Always place commas around nonessential phrases
  and clauses.
• My brother, who lives across town, plans to throw
  a party!
• S non-essential V
• Even without the phrase the sentence still makes
  sense. My brother plans to throw a party!

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Check Your Grammar!

• Take the Boring Out of Punctuation
• Use the Internet

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Punctuation on the Web

• Punctuation Paintball
• http//www.iknowthat.com/com/L3?AreaPaintball
• BBC Skillswise
• http//www.bbc.co.uk/skillswise/words/grammar/punc
  tuation/apostrophes/
• Grammar Bytes
• http//www.chompchomp.com/exercises.htm
• EdHelper.Com
• http//www.edhelper.com/commas.htm

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Types of Sentences

• Declarative Sentences (statements)
• There will be a grammar test next class.
• Interrogative Sentence (questions)
• Are you ready for the grammar test?
• Imperative Sentence (requests and commands)
• Dont forget to review your notes and course
  pack.
• Exclamatory Sentence (exclamations)
• Study!

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Having a Problem with Sentences?

• Common problems Fragments
• Run-ons
• Lack of agreement between subject and verb
• Lack of parallel structure
• Poor pronoun reference

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• Take the Boring Out of Sentences
• Use the Internet

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Sentences on the Web

• Quia Quizzes
• http//www.quia.com/tq/106467.html
• Scrambled Sentences
• http//www.berghuis.co.nz/abiator/lang/lscr/lscrin
  dex.html
• Repairing Run-ons
• http//webster.commnet.edu/grammar/quizzes/runons_
  quiz.htm

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Sentences on the Web

• Grammar Bytes
• Finding Fragments
• http//www.chompchomp.com/frag01/frag01.htm
• Subject Verb Agreement
• http//www.chompchomp.com/exercises.htmSubject-Ve
  rb_Agreement
• Pronoun Reference
• http//www.chompchomp.com/exercises.htmPronoun_Re
  ference Reference

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Resources on the Web

• Grammar Resources
• Teachers First Hacker Handbook
• http//www.bedfordstmartins.com/hacker/exercises/
  
• The Blue Book of Grammar http//www.grammarbook.co
  m/grammar/cnt_gram.asp
• The Internet Grammar Guide http//www.ucl.ac.uk/in
  ternet-grammar/.

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The Importance of Vocabulary

• Words are the currency of communication. A robust
  vocabulary improves all areas of communication
  listening, speaking, reading, and writing.

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The Importance of Vocabulary

• Research has found that the most effective method
  for improving students vocabulary incorporates
  three distinct elements.
• Integration
• Repetition
• Meaningful use

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The Importance of Vocabulary

• Good writing is the use of proper words in
  proper places.
• Jonathan Swift
• In other words, a good vocabulary is as necessary
  for writing as it is for reading.

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• Take the Boring Out of Vocabulary
• Use the Internet

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Vocabulary on the Web

• Learning Vocabulary Can Be Fun
• http//www.vocabulary.co.il/
• Word Games
• http//www.eastoftheweb.com/games/index.html
• High School Ace http//highschoolace.com/ace/ace.c
  fm
• Activities for ESL Students
• http//a4esl.org

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Vocabulary on the Web

• Fun with Words
• http//www.suelebeau.com/words.htm
• BBC - HardSpell
• http//www.bbc.co.uk/hardspell/hardspell_game.shtm
  l
• Funbrain Spell Check
• http//www.funbrain.com/spell/index.html

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Writing

• Problem Areas
• Inability to organize
• Inadequate editing skills
• Writing why instead of how-to essays
• Free-writing the rambling approach
• Inadequate development and details
• Poor use of word choice and grammar
• Changing focus

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• To become better writers,
• students must
• PRACTICE, PRACTICE, PRACTICE!

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• WORD PROCESSING
• Software Its Free!
• 3D Writer

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Using Word Processing Software

• Teach Students the Basics
• Keyboarding Skills (free download or web version)
• http//www.senselang.com/
• http//www.nimblefingers.com/
• Cut and Paste
• Control C
• Control V

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Focus on Organization

• Build Organization Skills
• Show students how to cut and paste text.
• Have students use cut and paste to move text.
• Begin with basic paragraphs that require students
  to identify the main idea and organize the
  paragraph so it makes sense.
• Move to more advanced text that requires students
  to identify transition words to organize text
• Expand to multiple paragraphs.
• Have students edit self-generated text

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Focus on Organization
Basic Paragraph Move text to better organize the
paragraph. Still others dream of winning the
lottery or moving to that exotic location. Most
people have dreams of what they want to do with
their lives. Whether the dream can be
accomplished is up to the individual. Some people
dream of buying their own home or starting a
family, whereas others may dream of starting a
new career. Dreams are part of everyones life.
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Basic Paragraph Most people have dreams of what
they want to do with their lives. Some people
dream of buying their own home or starting a
family, whereas others may dream of starting a
new career. Still others dream of winning the
lottery or moving to that exotic location.
Dreams are part of everyones life. Whether the
dream can be accomplished is up to the individual.
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Using Edit Mode

• Change typing and editing options
• On the Tools menu, click Options, and then click
  the Edit tab.
• Select the options you want
• Spelling and Grammar
• Track Changes

• Teach students how to use edit mode
• You see what they have done
• They see what you have done

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Using Edit Mode
Try It! Correct the sentences in the document
entitled Using Edit Mode in Word

• Open Document Using Edit Mode in Word
• Go to View, then Toolbars, and select Reviewing
• Look at the icons displayed previous, next,
  accept, reject, comments, and track changes
• Select track changes
• Made edits to the document as needed

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Using Edit Mode

• Revising Essays
• Open the document entitled One Important Goal
• Use edit mode and make changes to the essay
• Be ready to explain why you chose specific items
  to edit

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• Need Resources for Writing
• Use the Internet

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Writing Resources on the Web

• Writing Resources
• http//www.tcc.edu/students/resources/writcent/HAN
  DOUTS/writing/index.htm
• Writing Paragraphs
• http//www.emints.org/ethemes/resources/S00000446.
  shtml?prnfriendly
• The Writing Process
• http//www.uen.org/utahlink/tours/tourFames.cgi?to
  ur_id13270.

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Writing Resources on the Web

• The OWL Purdue University
• http//owl.english.purdue.edu/
• 61 Trait Writing
• http//www.nwrel.org/assessment/department.php?d1
  
• Guide to Writing a Basic Essay
• http//members.tripod.com/lklivingston/essay/

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So How Do You Teach Writing and Reading? Use
technology and hands-on activities.
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Put Technology to Work

• Your Assignment
• Use the lesson plan template provided in your
  workshop materials
• Identify a skill or concept that you want to
  teach
• Select one website that you have visited today
  and identify
• how you intend to use it with your students
• Pre-Internet activities that you will do before
  students visit the website
• Post-Internet activities that you will use with
  students to debrief or assess the effectiveness
  of the activity

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Put Technology to Work
Jeopardy is not just for TV anymore!
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Put Technology to Work

• Follow-up Meeting
• Use the Jeopardy template provided on your CD
• Develop a Jeopardy game that you can use in your
  classroom
• Write the questions and answers before loading
  them into the template
• Be prepared to share your Jeopardy game with the
  rest of the class

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Presented by
Susan K. Pittman skptvs_at_aol.com Bonnie
Vondracek bv73008_at_aol.com