Explore digital tools that energize readers and amplify instruction. Use Google books as a concordance for analysis, annotate Internet text with Diigo, and more from Lee Ann’s book Reading Amplified: Digital Tools that Engage Students in Words, Books and Ideas. Teachers will collaborate across platforms or devices as they connect instructional purposes, authentic activities and digital tools.

Choose your workshop focus:

Focus on Independent Reading Focus on Shared Reading

Before Know Students Survey tools: Google forms, Poll Everywhere Know Resources Book Previews: Goodreads, YouTube During Match Students to Books Monitor student readers: track pages with Google Docs Conferring tools After Share Golden Lines: tweet from Kindle, arrange as presentation Blog reviews Voice Thread book talks Book Trailers Use Goodreads to create reading plans

Before Set goals- proficient readers are able to___ Anticipate text with Wordle Visualize Pre-teach vocabulary with Educreations, Vocabulary.com During Annotate text with Diigo tools or other apps (Subtext) Analyze text with Google Books (concordance feature) Digitize literature circles Virtual Book Clubs (for teachers) After Collaborate, create, produce: This I Believe Project for Awesome Individual Synthesis Questions

Lee Ann Spillane, Ed.S., NBCT www.laspillane.org spillarke@aol.com Twitter: @spillarke

Build Community Rank what you believe is most important. Star what you do. Mind the Classroom Reading Environment Establish /build/maintain a classroom library. Create themed book displays. Create cozy reading areas. Teach reading routines: check out, check in, sharing, reviewing.

Know Students as Readers Have students write letters to you about their reading. Ask for letters from parents. Poll students’ interests. Survey students. Share favorite books and or stories. Share reading or literacy histories Confer with students about reading. Observe students reading. Listen to students read. Build Reading Community Screen YouTube author or book trailers. Create book trailers together or individually. Model enthusiasm for books and reading. Read aloud to students. Give book talks to students. Share titles students might find interesting. Read, read, read: build in time to read in class. Use reading as your default activity. Create reading plans for what to read next. Share books you are reading (door displays, discussion, etc.) Connect with other readers via social media. Connect with authors. Celebrate reading and books. Give book gifts.

Poll Everywhere: Creating Polls for Class

1. Go to Poll Everywhere http://www.polleverywhere.com

2. You can create a poll without signing up by clicking the green, create your first poll button (circled in figure 1 below). If you create a free account by signing up (see circled sign up at top right of home screen below), your polls and data will be saved together on the Poll Everywhere site.

2. Create your question by typing in the question box when it appears (figure 2).

When you click enter the screen changes. You can see the question you just created, add another question and or change the question type of a previously created question. Pictured below in figure 3 are two questions, one open-ended and one multiple choice.

3. Click continue (circled in figure 3 above) once you’ve finished creating questions. Though you can create more than 1 question, each Poll will only be 1 question long. The 2 questions created above will save as 2 separate polls (see figure 4).

4. Once you click continue you will see your poll(s) listed in your saved polls (if you signed up for a Poll Everywhere account). You can edit, copy, stop or delete the poll at any time using the menu buttons circled in figure 4 below. Also note that each question is saved as a separate poll.

How to Run the Poll: Inserting Polls into a Power Point Presentation

1. Select the poll you would like to download into a Power Point Slide (circled in figure 5 below). Notice that Poll Everywhere gives you the option of downloading into 2 versions of Power Point (PPT or the newer PPTX). You can select more than 1 question, each will be it’s own slide in the Power Point presentation.

You can also choose another software program to open the slide. For example, the slide will open in Open Office Impress, an open source presentation creation tool that mimics Power Point.

2. Review the directions from Poll Everywhere in the Power Point file (slides 1 -5 of the presentation pictured below). Poll Everywhere gives you an overview of how it works as well as a sample script of what to say to your audience to help participants take the poll (see slide thumbnails in figure 6). The last 3 slides pictured below are the questions created on Poll Everywhere. Questions appear as an X box (see note below) until activated in the slideshow mode. In order for the poll to work you must present it when connected to the Internet.

3. Run the slide show as is by clicking the slide show button circled in figure 7 or add your Poll into a larger Power Point presentation.

Give the Poll: Then What? How Do You Access the Data Collected?

When you give the Poll using Power Point, the poll will change as your audience inputs answers, so you will see the data collection live.

1. To revisit the data later, go to Poll Everywhere and sign in to your account.

2. Click the poll whose data you want to view.

3. Use the Views menu to see the data collected (circled in figure 7).

Make Connections use prior knowledge activate schema anticipate predict make sense of

* * * That reminds me of… I predict… That made me think of… I remember when…

Question to anticipate to clarify to connect to extend to analyze * * * Who? What? When? Where? How? Why? I wonder… If… then … How could… Why does…

Visualize Create sensory images, visualize, imagine, hear. Can you describe the scene? * * * I can picture… The movie in my head shows… I can hear… I taste/smell/feel…

Monitor Comprehension Know what you know. Keep track of meaning. * * * I can rephrase the … When I lose track of meaning I … The most important word is…because… The gist of this text… I know I understand when …

Use “Fix Up” Strategies When Meaning Breaks Down Refocus, get back on track, recognize when your mind wanders, use strategies to re-engage with text. * * * When I come to a word I don’t know I can … If I annotate with pictures I … Chunking main ideas by paragraph helps me… Rereading with partner can ….

Determine Importance Summarize, recognize details, teach students how to separate the wheat from the chaff. * * * Using the headings/bold words I can see that … The most important information is…because… The most important words that help me summarize are …

Infer/Interpret Draw conclusions based on background knowledge and textual evidence

* * * I wonder why… I wonder how… I wonder if The authors establish tone by using ... The author/text achieve the purpose by …

Synthesize Combine information to create new ideas and interpretations. * * * Using a ___ lens this text says… Based on __, ___, and … I believe… From these…, I understand… Compare to ___, this text proposes… In contrast with ___, ___asserts …

Readers Can

adapted from Pearson, Ogle, Keene, Zimmerman as cited by Tovani, Cris. (2000). I Read It But I Don’t Get It. Portland, ME: Stenhouse, 17.

Using Google Books as a Concordance Google offers a variety of tools for registered users. Google books can be used without a Google account, but registered users have access to the MyLibrary feature which saves titles they specify and allows them to create specific lists of titles. This tutorial uses Google books as an anonymous user. 1. Go to Google and select books from the breadcrumb menu circled in orange in figure one. Breadcrumbs, as in the tale of “Hansel and Gretel”, leave a trail for users to follow and are usually words horizontally arranged across the top of a page. They are circled below in yellow.

2. Type the title of the book in the search box when it appears. 3. Select the book from the results listed. Here, see that I searched for Looking for Alaska by John Green. I will choose the first title in the results pictured in figure 2.

4. Type the word you are tracing in the text in the book’s search box circled in figured 3. In this example we will search for smoke.

Working with students, I might use this novel to connect the journey pattern: journey to adulthood, journey of friendship, or personal journeys. Imagine I have discussed symbols and motifs. Students recognize the snuffed out candle on the front cover and wonder if the smoke symbolizes life’s end or the transitory nature of life. We could also investigate smoke as rebellion as a symbol of freedom. Fire as Promethean gift, both life giving, freeing yet dangerous if we examine the novel through an archetypal lens. (can this be formatted like an aside? Perhaps a callout box with an “In my classroom” sort of feel—we used a similar feature in Plugged-in to Reading and Nonfiction—is that problematic?)

5. Scan the results found in the book. In this example, as pictured below in figure 4, smoke appears 26 times in John Green’s novel. Notice the breadcrumbs circled in red in figure 4. Results are returned in order of relevance, but can be sort in page number order.

6. Click the page link (circled in orange in figure 4 above) to read the context surrounding the target word. Some books are more accessible than others. Availability of pages varies book to book. Books are also formatted differently. Some previews on Google Books will include page numbers as you can see in figure 4, the Looking for Alaska preview does not. 7. Navigate through the examples. There are 2 ways to review the examples returned, click the page link as mentioned above, or follow the blue hash marks in the right scroll bar circled in red below in figure 5. Hover over the hash mark for a snippet view of the target word in context.

If I were using this text to model the process for students (who know I am a Nerdfighter and huge Green brothers fan), I might introduce critical lenses from Tim Gillespie’s Doing Literary Criticism. We could analyze Looking for Alaska through the lens of biographical criticism analyzing Green’s choice of character names (his wife’s name is Sara circled above in Green and his brother’s Hank, also circled in figure 5 in green) or how his own experience at a boarding school influenced and provided ideas for the setting of the novel. 8. Repeat the search steps with additional target words or phrases. If logged in, save the book to your Google Books library.

References Allen, Janet. 2002. On the Same Page: Shared Reading Beyond the Primary Grades. York, ME: Stenhouse. Kaiser Family Foundation. 2010. (Kaiser Family Foundation 2010) Generation M2: Media in the Lives of 8-to 18-Year-Olds. Kajder, Sara. (2007). “Unleashing Potential with Emerging Technologies.” Adolescent Literacy: Turning Promise into Practice. Kylene Beers and Robert Probst, eds., 229 Kittle, Penny. (2012). Book Love: Devloping Depth, Stamina and Passion in Adolescent Readers. Portsmouth, NH: Heinemann. Krashen, Stephen and Fay Shin. "Summer Reading and the Potential Contribution of the Public Library in Improving Reading for Children of Poverty," Public Library Quarterly, Vol. 23 (3/4), 2004. Miller, Donalyn. 2009. The Book Whisperer: Awakening the Inner Reader in Every Child. San Francisco, CA: Josey-Bass. Pearson, P. D., & Gallagher, M. C. (1983). “The instruction of reading comprehension.” Contemporary Educational Psychology, 8, 317-344. Pilgreen, Janice. 2000. The SSR Handbook: How to Organize and Manage a Sustain Silent Reading Program. Portsmouth, NH: Heinemann. Spillane, Lee Ann. (2013, May 14). “Bringing Web Tools to Gatsby's Party: A Digital Path into a Jazz Age Classic.” Edutopia. Available: http://www.edutopia.org/blog/bringing-web-tools-to-gatsby-lee-ann-spillane Spillane, Lee Ann.(2012). Reading Amplified: Digital Tools that Engage Students in Words, Books and Ideas.. Portland, ME: Stenhouse. Tovani, Cris. (2000). I Read It, But I Don’t Get it. Portland, ME: Stenhouse. Find a complete list of references in Reading Amplified availble online at http://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=9659&r=