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Assistive and Instructional Technology to Support

Literacy

Kathleen PuckettArizona State University

February 19, 2010

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OverviewPurpose:

• Explore ways that common technology tools can increase literacy success

• Be familiar with a variety of literacy strategies paired with a basic set of software and other technologies

• Explore problem-solutions to mediate academic difficulties

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Instructional Process

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Content Literacy StrategiesWhat are they?

Instructional practices that braid reading, writing, and thinking with content material from the disciplines

Instructional practices that teach students independent strategic reading and writing processes for content area learning

Teacher modeled and prompted

Student initiated

Overarching Premises of Content Literacy

Learning the content of the disciplines, such as science and math, is as much about learning to read, write, and talk about the content as it is learning the concepts and facts.

Academic literacy and disciplinary knowledge are inseparable.

Therefore, teaching reading, writing, and thinking skills in the disciplines is teaching the disciplines

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A FRAMEWORK FOR CONTENT LITERACY STRATEGY INSTRUCTION

Readiness Phase

Interactive Comprehension Phase

Extending New Learning Phase

Content Literacy Strategiesin the Comprehensive Curriculum

Readiness Interactive Comprehension

Extending New Learning

SQPL Word Grid Professor Know-It-All

Opinionnaire/Anticipation Guide

Process Guide RAFT

Vocabulary Self-Awareness

Reciprocal Teaching Story Chains

Brainstorming GISTing Learning Logs

Text Impressions Questioning the Author (QtA)

Vocabulary Cards

Split-Page Notetaking SPAWN

Graphic Organizer

DR-TA

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Goals of Readiness Phase of a Lesson

Activate and build relevant prior knowledge for text topics about to be read and studied

Set meaningful purposes for reading and learning

Engender interest and motivation for reading and learning

Begin with an engaging learning experience that can be sustained throughout the lesson

Reading Engagement The “will” to read along with the skill of

reading

Many youth know how to read but choose not to—aliteracy

Indicators: (a) Attitude toward reading; (b) time spent reading; (c ) variety of texts read

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Two Readiness Strategies• Opinionnaire/Anticipation Guide

activates prior knowledge of text topics and helps students set purposes for reading and learning by having them respond to statements before and after an information source

• SQPL (Student Questions for Purposeful Learning)promotes purposeful reading and learning by prompting students to ask and answer their own questions about content

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DIRECTIONS: Read each statement carefully and decide whether you Agree or Disagree with it, placing a check mark in the appropriate Before Reading column. When finished reading, decide whether your Anticipations need to be changed by placing a check mark in the appropriate After Reading column.

Before Reading After Reading Agree Disagree Agree Disagree

1. A great deal of petroleum is used to make Styrofoam. ___ ___ ___ ___

2. The main ingredient of Styrofoam is plastic. ___ ___ ___ ___

3. Chlorofluorocarbons, once used in making Styrofoam, were found to enrich the ozonelayer. ___ ___ ___ ___

4. Styrofoam cups cost much more than paper cups. ___ ___ ___ ___ 5. Recycling of Styrofoam now equals that of paper. ___ ___ ___ ___

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DIRECTIONS: Read each statement carefully about The Greedy Triangle and decide whether you Agree or Disagree with it. If you agree circle thumbs up. If you disagree, circle thumbs down. Do this first before we read the story. Then do it again during and after we read the story. Be ready to say why you circled either thumbs up or thumbs down.

Before Reading After Reading Agree Disagree Agree Disagree

1. The greedy triangle wasn’t really greedy.

2. Every time the greedy triangle adds a sidehe gets a new name.

3. The greedy triangle adds so many sideshe becomes a circle.

4. The greedy triangle likes being a trianglethe most.

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ANTICIPATION GUIDES & OPINIONNAIRES

1. Generate Statements Related to the Content to be Presented, focusingon aspects of the content you want students to learn andremember

2. Give the Statements to Students in a Format That Allows Them toConsider Whether the Statements are True/False, Whetherthey agree or disagree, or That Stimulate Students to Take a Position

3. Discuss Student Anticipations and Opinions

4. Provide Lesson Material

5. Pause Regularly so Students Can Reconsider Initial Anticipationsand Opinions

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IT IS NOW POSSIBLE TO CLONE HUMAN BEINGS

With a partner, brainstorm 2-3 questions you would like answered based on this statement.

Be prepared to share your questions with the whole group.

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WITH JUST A YARDSTICK AND A SHADOW, YOU CAN MEASURE THE DISTANCE AROUND THE ENTIRE EARTH.

With a partner, brainstorm 2-3 questions you would like answered based on this statement.

Be prepared to share your questions with the whole group.

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Anticipation Guide Process AFTER EVERY STUDENT HAD AN OPPORTUNITY TO ADD A

QUESTION TO THE TOTAL, THE MATH TEACHER DREW THE CLASS'S ATTENTION TO THOSE QUESTIONS THAT WERE ESSENTIALLY THE SAME, AND ADDED STARS NEXT TO THOSE QUESTIONS.

SOME QUESTIONS, SUCH AS HOW DO YOU MEASURE THE SIZE OF THE EARTH? HAD FIVE STARS, SINCE AT LEAST FIVE SEPARATE PAIRS OF STUDENTS CAME UP WITH THE SAME OR HIGHLY SIMILAR QUESTION.

ANOTHER QUESTION, WHY IS THE SHADOW SO IMPORTANT? WAS REPEATED FOUR TIMES, AND HOW DO MATHEMATICIANS MEASURE THE EARTH TODAY? HAD THREE STARS.

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SQPL – STUDENT QUESTIONS FOR PURPOSEFUL LEARNING

1. Present Students with a Thought-Provoking Prompt

2. Allow Students to Pair Up and Brainstorm Questions Based on the Prompt

3. Elicit Students’ Questions and Write Them on the Board, Overhead,or Computer

4. Prepare Students for the Presentation of the Information Source byTelling Them to Answer as Many of Their Questions as Possible

5. Provide Information

6. Gather Students’ Responses to Their Questions

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The US Constitution gives you the right to freely surf the Internet.

Where does it say this in the Constitution?

What other rights are

there in the Constitution?

Does the Constitution give me the right to buy

any toy I want?

Does the Constitution give rights to kids my age?

Does the Constitution

only talk about rights?

Our questions about this statement

Does the Constit...

The Constitution talks about more than just rights. It also talks about responsibilities. Everyone is responsible

Where does it sa...

The Constitution doesn't say anything about the Internet but gives everyone freedom of speech in the Bill of

Our Questions about this statement

A. Where does it say this in the Constitution? The Constitution doesn't say anything about the Internet but

gives everyone freedom of speech in the Bill of Rights. This means I can look at anything I want to on the Internet. In some countries like North Korea, people can only go to certain places on the Internet. The government controls what they can see and read

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Goals of Interactive Comprehension Phase of a Lesson

Work reciprocally to construct meaning

Model and elicit meaning making processes

Teach independent, strategic reading

Two Interactive Comprehension Strategies Split-Page Notetaking

facilitates meaningful reading and listening , leads to an organized record of learning, and makes review and study efficient

Word Gridprovides an effective visual technique for helping students learn important related terms and concepts by providing students an organized framework for analyzing the similarities and differences of key features

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“The Most Dangerous Game” – Richard Connell February 12, 2008 English 10, 3rd block-------------------------------------------------------------------------------------------------------

Plot defined --related events that present and resolve a problem/conflict

Rainsford --celebrated hunter Sanger --learned meaning of terror

--forced to become hunted

Setting --Ship Trap Island--Caribbean Sea--jungle environment--General Zaroff’s preserve

Plot --R. falls overboard--R. swims to shore--Zaroff admits hunting man--Zaroff hunts R.

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Split Page Notes for The Greedy Triangle

Story beginsThe greedy triangle wants to become other shapes

Different shapes he becomes: quadrilateral 4 sided –a checkerboard, a computer screen pentagon 5 sided—a baseball diamond, a section on a soccer ball

hexagon 6 sided—honeycomb of a bees nest

Problem after greedy triangle has more than 10 sides (decagon+) he loses balance and rolls down the hill

Resolution greedy triangle turns back into a triangle

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SPLIT PAGE NOTETAKING

AS A NOTE TAKING METHOD IT HAS MANY ADVANTAGES OVER OTHER METHODS:

A) IT IS LOGICALLY ORGANIZED

B) IT HELPS LEARNERS SEPARATE BIG IDEAS FROM SUPPORTING DETAILS

C) IT ALLOWS FOR INDUCTIVE AND DEDUCTIVE PROMPTING

AND RECALL

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SPLIT PAGE NOTETAKING

STEPS

1. USE 8 1/2" BY 11" LINED PAPER  2. WITH A RULER OR SOME OTHER STRAIGHT EDGE, DRAW

A LINE FROM TOP TO BOTTOM ON EACH PAGE APPROXIMATELY 2 1/2" FROM THE LEFT MARGIN. TRY TO SPLIT THE PAGE INTO ONE-THIRD/TWO-THIRDS.

 3. WRITE BIG IDEAS, KEY DATES, NAMES, ETC. IN THE

LEFT COLUMN AND SUPPORTING INFORMATION IN THE RIGHT COLUMN. PARAPHRASE AND ABBREVIATE AS MUCH AS POSSIBLE.

 4. PROMPT RECALL BY BENDING THE SHEET SO THAT

INFORMATION IN THE RIGHT OR LEFT COLUMNS IS COVERED.

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WORD GRIDS

Build a grid in which essential vocabulary is listed on vertical axis of the grid and major features, characteristics, or important ideas are listed on the horizontal axis. Students fill in the grid, indicating the extent to which the key words possess the stated features or are related to important ideas. Once the grid is completed, students are led to discover both the shared and unique characteristics of the vocabulary words.

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Word Grid for “Fruit”Tree Grown

Citrus Fleshy Edible Skin

Seeds Pits Tropical

Apple 2 0 2 2 2 0 0

Orange 2 2 0 1 1 0 1

Banana 2 0 2 0 2 0 2

Grapes 0 0 2 2 1 0 0

0 = None of the Feature1 = Some of the Feature2 = All of the FeatureBrozo09

Word Grid: Poetic Devices

+ = yes; -- = no; ? = unsure

Poem rhyme person-ification

meter hyperbole

metaphor

Poet

Ivy Crown + -- ? + + Williams

A Bird Came Down the Walk

Dickinson

The Road Not Taken

Frost

Theme for English B

Hughes

After Tonight

Soto

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Word Grid for Types of Triangles

Triangles Scalene Isosceles Equilateral

Congruent Sides 0 2 2

2 Congruent Sides 0 2 2

3 Congruent Sides 0 0 2

Acute Angles 2 2 2

Right Angles 1 1 0

Obtuse Angles 1 1 0

Sum of Angles equals 180° 2 2 2

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Word Grid for Political Parties of the Late 19th Century

No subsidies for private corporations

McKinley Tariff Act

Gold standard

Pendleton Act

Increase money supply

Lower tariffs

Australian ballot

Populist

Republican

Greenback Labor

Progressive

0 = none1 = some2 = allBrozo09

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Content-Focused Writing can Further the Goals of the Extending New Learning Phase of a Lesson

Apply New Knowledge

Cement New Knowledge to Memory

Explore New Connections

Two Writing Across the Curriculum Strategies

RAFT Writing

SPAWN Writing

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RAFT WRITING

R - ROLE OF WRITER

A – AUDIENCE

F – FORMAT

T – TOPIC

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RAFT from 9th Grade BiologyR ole - Blood Cell; Audience – X-Boy friend; Format – Letter; Topic – Journey through the Heart

Dear John:

This is the last time I’m going to write you. Today, I fell in love with another. It started out just like any other day. I just got done visiting my old friend, Mr. Finger. I was exhausted, so I went to the heart—the romantic place.

I entered the inferior Vena Cava and I was so faint. When I was pushed into the right ventricle, I must have fainted. I thought I was a goner. Then someone grabbed me and helped me through the pulmonary artery. He swept me off my feet and into the lungs. I felt myself come back to life. We raced back through the pulmonary veins into the left atrium. After leaving the aorta, I knew we were meant to be, and you and I weren’t. Maybe I will see you around.

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RAFT WRITING EXAMPLE

Dear Jack,

I would like to introduce myself. I am vitamin D. I am found in many dairy products such as milk and cheese. I promise if you eat me, you will have strong bones and teeth. I can even help you to grow old and be a healthier person. Have you seen the television commercial for milk? That commercial is all about me. I am the reason milk is so good. So, I recommend that you eat foods that contain me. I also recommend that you drink milk. If you do these things, I will do my best to help you.

Sincerely,

Vitamin D

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Sample RAFT: Romeo and Juliet

R – Romeo; A- Lady Capulet; F – Letter; T – persuade her to let him marry Juliet

Dearest Lady Capulet,Please do not throw this letter away! I am pouring out of my heart to ask you to see beyond a name and recognize my love for your amazing daughter, Juliet.I know you think I am just a dirty Montague, but there’s more to me than my name. Isn’t it time the ancient feud between our families be put to rest? The love Juliet and I have can heal the wounds our families have caused each other. I just want to love and cherish Juliet and take care of her the rest of our lives. She is more beautiful than a rose in May. Please let me love her or I shall die.

Your humble servant, Romeo Montague

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RAFT WRITING EXAMPLE

7 May, 1915 - 14:12 GMT - Kinsale Head, IrelandAttacked today. German U-boat #20. Torpedoed amidship between the boilers and coal room. Panic everywhere and sinking fast. My orders are to prepare lifeboats and rafts for the women and children first, but these are ignored. I watch helplessly while everyone, including cowardly men, fight their way into whatever will float. Within minutes, a second explosion, maybe another torpedo or perhaps the coal dust ignited. At this point it hardly mattered. We were listing hard to starboard. Within the hour she was lost and so were the souls of 1,198 of my passengers and crew, including 138 Americans. Something mustbe done to stop the submarine threat and the wanton destructionof unarmed non-military vessels. Maybe Mr. Wilson and hiscountrymen will now join the fray. I pray they must.WT Turner

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SPAWN

An Acronym that Stands for Five (5) Categories of Writing Prompts

S – SPECIAL POWERS

P – PROBLEM SOLVING

A – ALTERNATIVE VIEWPOINTS

W – WHAT IF

N – NEXT38Brozo09

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Special Powers We have been reading about how snow forms in clouds. You have the power to change that process. What could happen as a result of your change?

Problem Solving In Snow Day the author presents many problems people face when a snowstorm hits their city. Write as many solutions to these problems as you can imagine.

Alternative Viewpoints

We have been learning about how people cope with snowstorms. Tell a snowstorm story as though you were a snowflake.

What If? In Katy and the Big Snow, Katy is asked to clear the entire city of snow. What would happen if Katy broke down or got stuck in the snow? When writing, think of how dependent the people of the city of Geoppolis were on Katy’s snow plowing ability.

Next We have been learning about the effect of global warming on melting glaciers. What do you think will be the next effect of the shrinking ice caps?

SPAWN Prompts for Katy and Big Snow

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SPAWN Prompts for

Hamlet SPECIAL POWERS

You have given Hamlet special powers to read the mind of the devious Polonius. What would he know and how would that change his actions? What would happen as a result of Hamlet’s change?

PROBLEM SOLVINGHamlet is confronted by a central problem: How

does he keep from committing murder even while he knows his father has been murdered by Claudius? What could he do to reconcile his feelings?

ALTERNATIVE VIEWPOINTSRetell the events of Hamlet’s father’s death

from King Claudius’ point of view. What does he see and do? How does he rationalize his behavior?

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SPAWN prompts for

hamlet

WHAT IFWhat if Hamlet followed through

with his intent to kill King Claudius? What do you think would happen to Hamlet and for the remainder of the play?

NEXTOphelia has just drowned herself.

What do you think Hamlet will do next?

Principles of Technology Toolkits Instead of remediating students so

that they can learn from a set curriculum, curriculum should be made flexible to accommodate learner differences.

Source: CAST http://www.cast.org/udl/index.cfm?i=7

Premises Technology use supports curriculum access for

diverse learners

Technology should follow the instructional task and should be readily available to all students.

Teachers should have enough technology access to quickly deploy such tools as needed

Teachers cannot recommend technology that they are not aware of

Featured AT Tools

Text to speech word processors

Word prediction Speech option spell

check Electronic dictionary

and thesaurus Electronic calendar–

personal digital assistant

Electronic reading and study programs

Visual tools– concept mapping

Writing assistance-outlining

Pictures, movies, sound for input and expression

Alternate and accessible keyboards

Curriculum Examples Text to Speech Word Processors

Text impressions Holes Tuck Everlasting Justin and the Best Biscuits Sea Animals

Anticipation Guide Huck Finn

Raft Writing Tuck Everlasting

Concept Mapping Examples Technology: Inspiration

venn diagram Scandinavia

outline Stanley

What is universal design for learning?

http://udltechtoolkit.wikispaces.com/About+UDL

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Then follow the discussion, can web 2.0 tools be considered a form of universal design?http://teachingeverystudent.ning.com/forum/topics/web-20-tools

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If you would rather get the context of UDL in video format, here are two choices:the history of Instructional technologyhttp://teachingeverystudent.ning.com/video/instructional-technology-1

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Using google spectrum for students with autism:http://teachingeverystudent.ning.com/video/project-spectrum-autistic

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Assistive technology resourceshttp://www.ed.sc.edu/caw/toolbox.html

Assistive technology toolkitshttp://www.ed.sc.edu/caw/toolboxvendors.htmlvendor listhttp://www.ed.sc.edu/caw/toolboxat.htmlVoice thread projects in k-2http://voicethread4education.wikispaces.com/K-

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Remember…

Youth are our hope for the future,

But you are their hope today.

Thank you!

Kathy Puckett

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