TI - Technology

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inspiringtheadolescent male reader 2012

PREPARED FOR: LEON LENCHNERPREPARED BY: ANGELA CRISTINI

INTEGRATION OF INFORMATION & COMPUTER

TECHNOLOGY IN INSTRUCTION , PART 2Research & Professional DevelopmentFaculty of Education - York University

inspiringtheadolescentmale reader


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Table of ContentsIntroduction....................................................................................................................................... 3

Teacher Inquiry Question...................................................................................... 3

Rationale............................................................................................................... 3

Literature Review:................................................................................................ 3-5

Methodology.................................................................................................................................... 6

The Class and Students........................................................................................ 6

Types of Data Collected....................................................................................... 6

Inquiry Design and Procedure.............................................................................. 8Figure 1: Timeline of Actual Inquiry....................................................... 8

Figure 2: Five-Week Timeline for Data Collection.................................. 8

Results and Analysis.......................................................................................................................... 9-11

Figure 3: 10

Figure 4: 10

Figure 5: 10

Annotated Bibliography.................................................................................................................... 15-18

References........................................................................................................................................ 18

Appendices...................................................................................................................................... 19-38

Appendix A.......................................................................................................... 20-22

Appendix B.......................................................................................................... 23-24Appendix C.......................................................................................................... 25-27

Appendix D.......................................................................................................... 28-29

Appendix E.......................................................................................................... 30

Appendix F.......................................................................................................... 31

Appendix G......................................................................................................... 32

Appendix H.......................................................................................................... 33

Appendix I........................................................................................................... 34Appendix J........................................................................................................... 35

Appendix K.......................................................................................................... 36

Appendix L........................................................................................................... 37

Appendix M.......................................................................................................... 38


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INTRODUCTION

TEACHER INQUIRY QUESTION:

How will my use of the online, wix.com website, impact the

writing habits and interest levels of Grade 10 English male

students? Additionally, students will create online portfolios in

order to showcase their edited and polished media texts.

RATIONALE:

Throughout my teaching career, I have always noticed a marked and significant difference in thereading and writing proficiency of the male students in my classes, in comparison to the female

students. While there are a few male students that welcome the process of reading and writing,most are easily frustrated, and tend to illustrate much resistance with each new reading activity

introduced. Because of the large number of male students in my class, I feel that this would be theperfect opportunity to explore the impact of the use of technology, in particular a wix.com online

portfolio on their writ ing. This is not to say that I will exclude the girls from these structures, but Iwould like to see, to what extent, my large group of male students respond to the use of wix.com

and the online portfolio and if they do in fact promote student success in the area of writing.

LITERATURE REVIEW:

Why focus on male adolescent writers?

The UNESCO statement for the United Nations Literacy Decade, 2003-2012 and its definition of literacy:

"Literacy is about more than reading and writing - it is about how we

communicate in society. It is about social practices and relationships,

about knowledge, language and culture. Literacy finds its place in

our lives alongside other ways of communicating. Indeed, literacy

itself takes many forms: on paper, on the computer screen, on TV,

on posters and signs. Those who use literacy take it for granted - butthose who cannot use it are excluded from much communication in

today's world. Indeed, it is the excluded who can best appreciate the

notion of 'literacy as freedom'." ~ The UNESCO statement for the

United Nations Literacy Decade, 2003-2012

This definition was used in the introduction to the ministrys Think Literacy Success Grades 7 - 12: The

Report of the Expert Panel on Students at Risk in Ontario. Here, literacy is defined as an entity that

reaches far beyond the actual act of reading and writ ing, but is seen as a tool that assists in connecting


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humankind with the world. It is seen as a holistic system whereby individuals examine their world on asocial, cultural, spiritual, and informative level, through all kinds of communication, and at times are

unaware of their ability and freedom to do so. It is those who cannot use literacy freely who, according

to UNESCO's definition, that value it the most, for they are "excluded from much communication in

today's world", and as a result, will slowly get lost in the cracks.

The Ministry uses this definition as an introduction to their document pertaining to students at risk, and I

could not think of another definition that would best represent those students who may be struggling

with literacy. When one thinks about this definition through the eyes of an at-risk student, it becomes

very clear that for what comes so naturally to others, is exhausting, exclusionary, and defeating to those

who cannot communicate freely. As our fast and ever-changing world continues to employ new

technologies and methods of communication, we lose more and more individuals who are not able to use

literacy. What this means to the world of education, is that as educators, we have an obligation to find a

way to include these individuals and enable them use literacy before it is too late.

The following list of 'quick facts' from the Ontario Ministry of Education's study Me Read? No Way!

provide some very critical and alarming evidences that makes it quite clear that males are ranking high on

the list of 'at-risk' students, and now, more than ever, male students need assistance in overcoming the

very real, and threatening possibility of il literacy. These are some very disturbing facts for a province that

provides free education for all:

An increasing volume of evidence indicates that gender is a significant factor in both choice of

reading materials and reading achievement for boys and girls.

Boys typically score lower than girls on standardized tests in the language arts.

Boys are more likely than girls to be placed in special education programs.

Boys are less likely than girls to go to university.

Dropout rates are higher for boys than for girls.

(Ontario Ministry of Education, Me Read? No Way!, pp. 4)

As a teacher of two large classes consisting of numerous Grade 10 English male students, many of whom

could be at-risk, can be described by almost all of the criteria listed above, and many of whom

demonstrate poor reading and writing proficiency skills, I felt it was imperative to research this growing

phenomenon. Moreover, as a mother of two male students, whose knowledge-base is currently being

crafted by the Ontario Curriculum, this is even more devastating for me to read, for I could, one day have

to face the prospect that one of my sons fits the criteria listed above.

Why use an onlineportfolio, such as wix.com, as a "tool" to engage these male adolescent writers?

According to the Ontario Ministry of Education Website Supporting Student Success in Literacy

(http://199.71.28.69/eng/document/brochure/literacy/ index.html), "The use of computers has opened

up rich and varied opportunities for students to develop relevant literacy skills in all subject areas.

Through technology, the students interact with both linear and non-linear forms of text. They learn the

skill of narrowing their focus to search out important information required to complete an authentic task,

and they obtain the benefit of being able to display their learning in a wide variety of forms." With our

ever changing world and our increasing dependence on computers, cellular phones, and all other

information technologies, it is necessary, as the Ministry of Education points out in their document The


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"Choice builds conf idence and

fosters independence. Choice

tells students their inter estsare important and allows themt o demonstr ate r esponsibility."

- Hume 2008

Ontario Curriculum Grades 9 to 12 Program Planning and Assessment, "for students to becomecomputer literate and to develop information literacy skills" (pp. 10). It is then, our responsibility as

educators to embrace technology as a new formof literacy and supply students with the critical literacy

and "information literacy" skills essential to "to access, select, gather, critically evaluate, create, and

communicate information, and to use the information obtained to solve problems and make decisions."(pp.10)

"Portfolios can enhance the assessment process by revealing a range of skills and understandings one

students' parts; support instructional goals; reflect change and growth over a period of time; encourage

student, teacher, and parent reflection; and provide for continuity in education from one year to the

next. The following is a list of the many significant skills that can be achieved by the implementation and

creation of portfolio assessment:

Encouraging self-directed learning.

Enlarging the view of what is learned.

Fostering learning about learning.

Demonstrating progress toward identified outcomes.

Creating an intersection for instruction and assessment.

Providing a way for students to value themselves as learners.

Offering opportunit ies for peer-supported growth. "- Prince George's County Public Schools: "Why Use a Portfolio?"

http://www.pgcps.org/~elc/portfolio.html

In order to observe whether or not an online portfolio using wix.com

was actually influencing my male learners, I had to create a series

of activities to implement throughout the five-

week period. I decided to employ a program

called the "Reading Tree", whereby studentswere in total control of their learning. Current

research indicates that there is hope for these male

students through the use, or as Rick Wormeli prefers to

refer to it, the "professional and responsive mind-set" of

Differentiated Instruction (pp 7). According to Rick Wormeli'sdefinition of differentiated instruction, in his text Differentiation:

From Planning to Practice Grades 6-12:

The two simple charges of differentiation are: 1. do whatever

it takes to maximize students' learning instead of relying on a

one-size-fits-all, whole-class method of instruction; and 2. prepare

students to handle anything in their current and future lives thatis not differentiated, i.e., to become their own learning advocates. (pp. 9)

As described in most literature on the subject, preparing an online portfolio is not only a creative, fun,

and fulfilling practice, it is also a wonderful opportunity for students to "become their own education

advocates." (Wormeli, pp 8) Wormeli maintains that the essence of differentiation is to provide students

with an authentic, student-centred, and relevant learning environment that promotes problem-solving,

critical thinking, risk-taking, and self-directing instruction, and providing them with the tools to do so.


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Similarly, according to Gary Wilson, in his video Engaging Boys in Literacy, "boys respond best whenlessons are broken down into a variety of activities that include more "active" learning opportunities,

such as drama, investigation, research, or the use of information technology...and when the work

includes an element of competition and/or involves short-term goals." It is glaringly clear, as almost all of

the research indicates, that boys need to feel connected to what they are doing; they need to feel thatwhat is being asked of them is relevant, important, and, above all, interesting. What better way to help

students achieve this feeling of independence than by helping them to create a space where peers,

family, and educators can view their mastery of a core curriculum!

More specifically, using technology, such as

the wix.com online portfolio, enables the

weak writer the ability to: demonstrate

independence; develop self-regulating skills;

enhance problem solving skills; see

themselves as an active writer; and develop

pride, self-importance, and the feeling that

what they write matters. Needless to say,

the benefits are numerous. With all of these

benefits, it makes perfect sense to

incorporate this technology in the classroom!


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METHODOLOGYA. THE CLASS & STUDENTS

Course: Grade 10 Academic English 2012

UNITS OF STUDY AT TIME OF INQUIRY:William Shakespeare'sAs You Like Itand Judith Guest'sOrdinary PeopleCLASS #1

Number of Students: 30

Number of Males: 17

Number of Females: 13

Number of Students with IEPs/LDs: 3

Male Students with IEPs/LDs: 0

Female Students with IEPs/LDs: 3

CLASS #2

Number of Students: 31Number of Males: 15

Number of Females: 16

Number of Students with IEPs/LDs: 4

Male Students with IEPs/LDs: 2

Female Students with IEPs/LDs: 2

B. TYPES OF DATA COLLECTED

In order to measure the effectiveness of the wix.com online portfolio, the following types of data werecollected over a five week period (February 9, 2012 - March 16, 2012 ):

i. SURVEYS/QUESTIONNAIRES:APPENDIX A: SURVEY #1: PERSONAL ASSESSMENT: TELL ME ABOUT YOURSELF AND YOUR

WRITING HABITS?

20 multiple choice and 1 opinion question (4 choices for each question - Strongly Agree, Agree,

Disagree, Strongly Disagree)

Through this survey, students were able to indicate subjects and topics that interest them, as well

as the ways in which they learn best. The survey suggests that most students find that reading

and writ ing was something they "had to do" and do not part icularly enjoy reading in their spare

time. I also learned that the majority of the students are visual, spatial, and kinaesthetic learners.

This will definitely help me shape the type of activities and differentiated structures that I will

offer my students to further develop my data.

APPENDIX B: SURVEY #2: WRITING - Online survey

http:/ /www.surveymonkey.com/s/GBVVWNT

10 multiple choice (4 choices for each question - Strongly Agree, Agree, Disagree, Strongly

Disagree)

Probably the most revealing, for students were able to indicate which types of literature andwriting activities would be most interesting to them and which pieces they would most likely

choose to read and write about, if a choice was offered. Many of the male (and female) students


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surveyed indicated that they would prefer reading/viewing and writing about high-interestliterature as well as literature presenting male-oriented themes in conjunction with curriculum

literature.

APPENDIX C: SURVEY #3: PORTFOLIOS - Online Surveyhttp:/ /www.surveymonkey.com/s/GBH3QVD

10 Multiple Choice (4 choices for each question - Strongly Agree, Agree, Disagree, Strongly

Disagree, 2 YES/NO questions, and 2 Personal Response)

APPENDIX D: SURVEY #4: LITERACY AND THE MALE STUDENT - TEACHER SURVEY

20 Multiple Choice (4 choices for each question - Strongly Agree, Agree, Disagree, Strongly

Disagree)

To gather some insight from my colleagues regarding their male students, the assessment of

these students, and the areas in instruction where these students fell short . Results: 80% of the

teachers asked agreed there was a definite success gap between their female and male students.

Most of the teachers agreed that the largest challenge they face with their male students is with

these three areas: motivation, making connections with the texts, and vocabulary.

APPENDIX E: SURVEY WEEKAPPENDIX H: SURVEY WEEK

ii. STUDENT JOURNAL ENTRIES:APPENDIX G: WEEK 4 JOURNAL QUESTIONS

iii. ORAL INTERVIEWS & STUDENT-TEACHER CONFERENCES:APPENDIX F: INTERVIEW QUESTIONS WEEK 3

APPENDIX I: INTERVIEW QUESTIONS WEEK 5

iv. OBSERVATIONOn -going throughout the five-week data collection period.

APPENDIX O: Teacher's Student Observation Log


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C. INQUIRY DESIGN AND PROCEDURE

Figure 1: Timeline of Actual Inquiry

February 9, 2012 - March 16, 2012

Figure 2: Five-Week Timeline for Data Collection

WEEK 1

Feb 9 - 17

Pre-Assessment, Surveys, Initial

Interviews, Permission &Consultation WEEK 2

Feb 17 - 24

Wix.comTraining, Implementati

Activities, & ObservatWEEK 3

Feb 24 -March 2

Interviews, Journal

Entries, Observations

WEEK 4

March 2 - 9

Final Interviews, Journal

Entries

WEEK 5

March 9 - 16

Final Results & Analysis of DataCollected

20%

10%

15%4%22%

29%

60 Hours


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RESULTS AND ANALYSIS

PREASSESSMENTS

Students were pre-tested for readiness at the beginning of the unit by performing a series of activities on

both classes. Even though I was focusing on the implementation of an online portfolio assessment and

evaluation to engage my male learners, I thought it would still be worthwhile to include the female

students in the TI, firstly, because I was curious as to what impact this technology had on them, and

secondly, I felt that it would disrupt the flow of my lessons if I separated them (and too much work to

develop different activit ies for females to work on during this 5-week process!). The pre-testing

performed to assess the learners for activities included:

A. A knowledge Rating Chart Assessing Students' knowledge regarding elements such as: Point

of View; Narration; Plot Graphing; Characterization; Conflict; specific literary devices etc.; how

to: read and write a news article; a series of paragraphs expressing an opinion; critically

analyze media products (including films and film reviews).

B. A Succinct Oral Quiz

C. Question & Answer PeriodD. Surveys (See Appendices A,B,C, & E)

E. wix.com online portfolio creation training: in Library Resource Centre and Computer Lab

The results of these assessments indicated that the students were ready to continue with the activit ies.The following charts, based purely on responses provided in the surveys, clearly indicate that students

were ready and quite eager to embrace the online portfolio and the use of technology.

0

1

2

3

4

56

7

8

9

agree stronglyagree

disagree stronglydisagree

#3 I prefer that the teachertells me what to

do, including writ ing

activities.

#2 I would do much betteron tasks if I was able to readand wri te about topics I wasinterested in.

#7: I would like to exemplify(to show) my knowledge ofa particular subject or topicin a variety of ways.

Figure 3: Survey #3: Choices - A good idea?

Here, students clearly indicated that choice was something that they would appreciate - only 15 of the

male students preferred that the teacher tell them 'exactly' what to do for all activit ies, including writing.

Most of the students indicated that they felt choice was something that they would be interested in, as

well as a way to perform better on writing tasks.


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POSTASSESSMENTS AND LESSON OBSERVATION ANALYSIS

Once preassessment activities were evaluated, I then began the process of designing learning experiencesand activities that would not only offer choice as to which activity to complete, but students then were

able to choose their best writing pieces, which really made students feel like they were in control of their

learning. I created assessments that I felt would, as Wormeli describes "ensure that every student will

learn the curriculum well" (pp 32). I decided to construct a reading activity centre called "The ReadingTree", as well, I decided to combine both fiction and non-fiction choices. Not only would this activity

really help me to research my TI, but it would also prove to be excellent practice for their upcoming

OSSLT. At the very start of the unit, students were given a "Reading Contract" to solidify their willingness

to participate in the activities offered in this unit, as well to inform parent that these students would be

creating the wix.com online portfolio . Students, their parents, and I all had to sign the contract (see

Appendix J). Once the students received their letters to take home, they were quite excited. Right there,

I was very confident that this was going to work. Parents were quite cooperative and returned these

letters back in a timely fashion, and students seemed quite ready to get started - especially when they

came in the next day and informed me that they had already begun to tinker with and create their

personal websites.

Survey #1- Week 1 and Survey #2 Week 5: Comparative Data. Before and After. (Likert Scale) (1 being low - 5being high) (S=Student). This chart reflects student response to question #3 of Survey #1 Week 1: Would

literacy instruction that offers choice (having choices and options available to you for both process work

[graphic organizers, charts, the use of technology - an online portfolio] and final products) to you increase yourmotivation to want to write? Question #3 from Survey #2 Week 5: Now that you have had an opportunity to

complete activities and showcase them on your wix.com portfolio, do you favour this type of instruction, even

if it meant more writing?

Here, as the results indicate, that by Week 5, 22 of the 32 male students felt this form of instruction did motivate

and inspire them to want to write and only 10 students felt that i t did not change/motivate them to want to

write.

1

2

3

4

5

6


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When interviewed, many of the students indicated that some of the structures were challenging, in that

they required a lot of work. As Figure 4 indicates, that while there were many tasks to complete, most of

the thirty-two male students did in fact feel that having choice and knowing they had to post their best

work online, inspired and motivated them to want to write, and several students indicated that they didenjoy the structures offered to them. In fact, many were quite content to complete the structures and

preferred this over quizzes and tests. Most of the male students indicated that they enjoyed the

flexibility, as well, they enjoyed the creative aspect that each of the structures offered. Most interesting

was that most of the students indicated that they really liked having all of the due dates given to them

ahead of t ime, so that they could work at their pace. As well, they quite liked that their parents were

involved and also had a list of due dates to follow, this way, if they " fell behind, my mom could remind

me" as one student indicated during the second interview.

As the instruction continued throughout the five weeks, students

became quite used to the procedures, and became very involved

in their learning. Through observation, student journaling, and

conferencing/interviewing, it became very apparent that the

students were very motivated, busy, and exceptionally eager to

complete the activities. When changes in the instruction needed

to be made, not only were students aware of their own learninglevels, they began to feel comfortable approaching me to seek

clarification, to request modification, or to ask if they could try a

different approach for their writing. At this point, it became very

apparent that this was working. Almost all of these male students

were becoming their own education advocates, as Wormeli said

they would. (Wormeli, pp 8). In fact, by the third activity, I did

not even have to explain how to organize their ideas, how to

choose a reading activity, or what was expected of them - itbecame automatic. They had become accustomed to taking

control of their learning environment. They stopped asking me

the usual questions when I assigned an activity such as: "When is

this due?", "What do we have to do?", "Do we need a tit le page?",

"Do we need a rough copy?", "Does it have to be typed?" etc. They began to recognize, quite quickly,

that they were in charge of their learning.


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AGREE STRONGLY

AGREE

DISAGREE STRONGLY

DISAGREE

29.4% 35.3% 35.3% .06%

AGREE STRONGLY

AGREE

DISAGREE STRONGLY

DISAGREE

47% 29.5% 23.5% 0%

The most exciting results came directly from the written process and product work submitted by my male

students. With the exception of four rather low-achieving male students, almost all of the students

completed their work in a timely fashion, respected the need for process work, and produced engaging,authentic and thought-provoking final products. The most excit ing observations that I made were the

following:

students completely embraced wix.com, and often commented that they were becoming"addicted" to working on their personal website portfolios;

they often commented on "how cool" the readings were;

students were happy that they did not have to fumble with paper and texts - they could just word

process, edit, and post;

more often than not, the male learners' reading choices were made because of a genuine interest

in a topic, not by "how short" the reading selection was;

various graphic organizers offered, were readily accepted by the male learners;a willingness to participate in peer-edit ing activities and meta-cognitive assessment activities;

the length of writ ing assignments were increased, almost twofold - from those submitted earlier

in the semester;

and, most exciting of all, students were motivated, ready and willing to complete the tasks,

without focusing on the 'grade', or 'marks';

students really embraced self-assessment and meta-cognitive activities; I also found that students

welcomed constructive criticism well from others, including me...most of the students admitted

that they felt because their work was going to be "published", they wanted it to be perfect.

STUDENT SURVEY: WEEK 1

Would you be interested in creating an onlineportfolio even though it may mean more writ ing?

STUDENT SURVEY: WEEK 5

Now that you have had an opportunity to complete

activit ies and showcase them on your wix.comportfolio, do you favour this type of instruction, even

though it meant more writ ing?

Before commencing instruction using

wix.com online portfolio and accompanact iviti es, 6 4 .7% of the male stud

agr eed/ str ongly agreed that t hey woul

in favour of more writing in a variety

forms and with the use of an online port

and only 35 .3 6 % disagreed/ str o

By the fifth week of the implementati

the wix.com online portfolio

accompanying activities, 76.5% of the students agr eed/ str ongly agr eed that

would be in favour of more writing

variety of forms and only 2

disagr eed/ str ongly disagreed. Th

great news, for it clearly indicates

students have embraced the strate

even though students were asked do

writing than before!


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DRAWBACKSThe drawbacks and surprises were numerous. I had anticipated, from the very start, that the students

would receive the use of the wix.com website online writing portfolio quite successfully. However, there

are always pit falls, even in the best inquiries and studies. The following indicates some of the pitfalls that

I encountered during this challenging and rigorous, yet effective TI:Too much preparation - text selection; organizing their passwords; etc.

There just wasn't enough time to implement the actual lessons,

assessments, evaluations, and the actual completion of the portfolios.

Next t ime, I will definitely consider narrowing my TI even further.

Perhaps, I could have students work on the portfolios in one semester,

and perform the TI in the next. This would require more planning on my

time, however, the results and data collected would be much more

accurate, for the portfolios would be complete and the assessments

(including student self-assessment) would be focusing on the activity as

a whole - not just a work in progress.

Because of the nature and complexity of the activity, and the rather large size of both classes, concepts

sometimes needed to be re-taught before I could move ahead .

Various interruptions which took place during this class:

Lack of computers!!!

The library/computer lab was completely bookedAssemblies

Student absences

Students submit ted work past the due date assigned, etc.

There was just too much data to analyze - While I feel that the method of collecting data and the data

collected were exceptionally supportive in providing me the answers I needed to answer my TI question,

and to help me design activit ies that would encourage success for each student (especially those students

with learning disabilit ies) I feel that I overwhelmed myself with data by issuing too many surveys and

using too many assessing tools.Good old fashioned computer problems!!!! Sometimes, things just went wrong.

ANALYSIS - Did the use of the wix.com online portfolio make a dif ference?

As an English teacher, it has been my experience that the male students, especially those in the generally

share a great dislike for most tradit ional/ classical literature selections. In employing a variety of

differentiated instructional strategies with the use of the wix.com online portfolio assessment and

evaluation, and by allowing male students (as well as female students) take an active role in their

learning, I discovered that the learning process then becomes a posit ive experience, and it is this in itself

that makes students want to write more. Students were given an abundance of choice, and there was

plenty for students to do with regards to reading and the accompanying writ ing activities. Although,many of the students admitted, that while they enjoyed the activities, "there were a lot of activities!".While many students felt that there was a lot of work to complete, most of the students indicated that

the workload was fair, yet challenging, and based on the submissions of both process work and the final

product, and the creation of amazing online portfolios (because of privacy issues, my Principal would not

grant me the permission to post any exemplars) the students illustrated that learning had occurred, and

their writ ing proficiency had improved considerably since the beginning of the semester. Most of the

students indicated that the use of the wix.com online portfolio "totally helped" them become completely


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engaged, excited, motivated, and busy. This was a worthwhile inquiry, and I will most definitely usewix.com and the online portfolio again!

A FEW STUDENT RESPONSES....

When asked "What did you NOT like about using wix.com?":

"The only problem I had wit h wix.com was that i t di d not save proper ly all of t he time. I would somet imes lose

informat ion that I put on a cert ain page and have t o redo it. That was r eally time consuming and ir r it ating!" DS

"I really like making my website flashy and great to look at, and I really liked the fact that I could post myfavourite pieces of writing on it; but it really did take a lot of work." RM

When asked "If you were asked to complete an online portfolio again, would you? Why? List some of

the positive aspects to displaying your polished work online for others to enjoy.":

"I would definit ely do it again - now I that I k now how to do it . Maybe for another subj ect too. I really liked

making my own websit e because I learned so much about how to format infor mat ion and images. Some of t he

positive aspects to displaying my work online is that it made me feel professional and my parents and little

brother wer e very proud of t he f act t hat I created my own website. " JC

"It t akes a lot of work , but I think i t i s an easy way to show t he work that you have done for a class. One

excellent t hing about it , is t hat I will always have my work posted and I can always look it up." AM

ANNOTATED BIBLIOGRAPHYBeers, K. (2003). When Kids Can't Read: What Teachers Can Do. New Hampshire: Heinemann.

Beers focuses on the issues and strategies to circumvent the struggles that today's readers have

(JK-12). Major areas of focus: comprehension, vocabulary, fluency, word recognition, inference,and motivation. Beers provides numerous case studies illustrat ing a variety of different issues and

offers easy to use suggestions, activit ies and structures to help teachers overcome this ever-

growing crisis. The text provides actual examples of students' work and illustrates where the

problems lie, as well as Appendices rich with evaluative techniques, literature suggestions,

graphic organizers for students, assistive technology sources, and excellent approaches that will

facilitate the teacher instruction. Beers offers an abundance of suggestions in literature toinspire and engage the male learner. I will most definitely use some of her suggestions when

conducting further research for my TI.


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Bodkin, Barbara, Clemens, Micki, and Dotten, Rose (2007). OISE:Boys Literacy Teacher

Inquiry Work Plan Support Booklet. Toronto, Ontario: OISE.

http:/ /www.edu.gov.on.ca/eng/studentsuccess/ thinkliteracy/SupportJune.pdf

This Teacher Inquiry package was created and offered by OISE at University of Toronto for

teachers interested in deepening their understanding of boys' literacy. In this package, focus ispaid to the importance of assessing male student success and knowing how to go about doing so.

As well, there is a wealth of suggestions offered for further reading, as well as a dynamic and

varied list of texts that will pique the interest of adolescent males. As I advance in my research, I

will definitely employ some of the selections offered and expose my students to some of theactivit ies mentioned in the package to gather a deeper awareness of boys' writing proficiency

and their response to instruction that incorporates technology.

EQAO: Summary of Results and Strategies for Teachers. Toronto, Ontario: Queen's Printer for

Ontario, 2010.http:/ /www.eqao.com/pdf_e/ 10/ SummaryResultsStrategiesTeachers_OSSLT2010.pdf

Each year, the EQAO assesses and evaluates the results of the OSSLT and publishes the

observations and suggestions for success. The observations that were most relevant were found

in both the Reading and Writ ing Sections. Here, observations were made regarding the students'

difficulty in reading questions properly, or misunderstanding what the question was asked of

them, as well, these students also exhibit problems with constructing meaning from texts. These

issues tend to be prevalent among those students with Special Education Needs, those students

taking Applied English, and more prevalent among male students. Further to these observations,scorers also reported that students who performed poorly did so on short and long-writing tasks.

These students either did not write using proper sentence structure and did not provide specific

and relevant evidence from the text, or left these areas blank. To add to these problem areas,poor results also indicate that these students exemplify difficulties with inference do to their lack

of vocabulary. The strategies and suggestions for improvement are numerous, are very practical

and should be employed in all subject classrooms.

Because the focus for my Teacher Inquiry is on the writing proficiency and the implementation of

the wix.com online portfolio of Grade 10 male students, I also took the time to delve deeper and

analyze the data regarding male success. I was not at all surprised with the findings, and I was

particularly impressed with the many suggestions and strategies for improvement offered to this

group, as well as the extended research that EQAO has contributed to this matter. In the study,

Towards an Understanding of Gender Differences in Literacy, EQAO focuses on the best practicesthat schools with smaller gender gaps employ to ensure male literacy success, such as:

setting high academic and behavioural expectations (regardless of gender, background,etc.)

fostering positive att itudes towards reading

encouraging teachers of all subjects to follow consistent standards of effective literacy

instruction so that students are engaged in these standards throughout the year, not just

during English


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encouraging the use of differentiated instruction, literature circles, and varied effectiveclassroom practices which will keep students (male) interactive, social , and engaged (i.e.

using technology and resources which will encourage connections that are relevant)

"Failing Boys: Parts 1-6". The Globe and Mail. - Ongoing

http://www.theglobeandmail.com/news/national/time-to-lead/failing-boys/?utm_campaign=Big%208&utm_medium=Search%20Engine%3A%20Paid&utm_source=Go

ogle&utm_content=Failing%20Boys&utm_keyword=teaching%20boys&gclid=CJ398e2k6aQCFSM

d5wod-0sO0Q"Failing Boys" is a six part video research/inquiry log conducted and created by The Globe andMail in their "CANADA: Our time to lead - 8 Discussions we need to have" section. "Failing Boys"

is third on the list of eight discussions and addresses very serious growing phenomenon in

Canada: boys are markedly falling behind girls in every aspect of the academic world.

Six Part Video Series includes the following:

Part 1: Failing boys and the powder keg of sexual polit icsPart 2: The endangered male teacher

Part 3: Are we medicating a disorder or treating boyhood as a disease?Part 4: Red-flagged as problem pupils, are boys misunderstood?

Part 5: Is affirmative action for men the answer to enrolment woes?

Part 6: Editorial: We can't tolerate failing boys

And not to mention, approximately twenty other videos regarding international and global

ramifications of this growing epidemic. The website is easy to navigate, and with the click of themouse, one can view any of the videos offered on any topic all related to male student. This

website is one of the most interesting and enlightening sources, for almost every aspect

surrounding the education of boys is researched: parenting, cultural issues, post-secondaryconflicts, bullying, discrimination, medicating boys (social disorders), anxiety among teachers,

curriculum, etc.

gettingboystoread.com.

Teacher-Librarian Mike McQueen has taken the liberty of creating this fascinating, deeply

informative, and realistic website all because he "hated to read as a child". Catering to theteachers, parents, and administrators of struggling male readers/writers, McQueen offers his

readers a variety of articles, techniques, strategies, to help these boys develop a love of reading.

To learn more about Mike McQueen, visit mikemcqueen.com.

Hume, K. (2008). Start Where They Are: Differentiating for Success with the Young Adolescent.

Toronto, Ontario: Pearson Education Canada.Hume provides a very practical look at differentiated instruction in the adolescent learner's

classroom. She provides teachers with a complete framework of tools to help make it an

effective method of instruction for the classroom. In Start Where They Are, Hume supplies the

teacher with a wide variety of activities, such as tiered, think-pair-share, and choice board

activit ies along with modifiable blackline masters, many of which are perfect for my TI.


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Lorenzo, G., & Ittelson, J. (2005). "An Overview of E-Portfolios". Educause Learning Initiative:

Advancing Learning Through IT Innovation. ttp:/ /net.educause.edu/ir/ library/pdf/ ELI3001.pdf

Lorenzo and Ittelson, of Educause Learning Initiat ive, point out the many possibilit ies,

advantages, disadvantages, and purposes of the "e-port folio".

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom Instruction that Works:Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD.

Marzano, Pickering, and Pollock discuss a variety of strategies, but most importantly, the text

focuses on the concept of meta-analysis, which encourages the student to take responsibility for

their learning. This is especially important for my male students, and I am looking forward to

applying this technique to assess their success. The following have been most useful in providing

ideas for my research for this particular TI:

Identifying similarities and differences.

Sett ing objectives and providing feedback.Generating and testing hypotheses.

Questions, cues, and advanced organizers.


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Klinger, D. A., Shulha, L. A., and Wade-Woolley, L. (2009). Towards an Understanding of

Gender Differences in Literacy Achievement: Literature Review. Toronto, Ontario: Queen's

Printer for Ontario, 2010.

A formal and complete study prepared for EQAO, Towards an Understanding examines the

underlying reasons for the achievement gap between boys and girls, in particular, regarding thesuccess rates for each gender on the OSSLT. This is a valuable tool for my TI, for it provides a

theoretical framework to explain the differences in achievement level and has broadened my

understanding of it.

Ontario Ministry of Education (2003 ). Think Literacy: Cross-Curricular Approaches, 7-12. See

Think Literacy Libraryat www.edu.gov.on.ca/eng/studentsuccess/ thinkliteracy/ library.html

"What Research Tells Us"- PDF FILE:

http:/ / www.edu.gov.on.ca/ eng/ studentsuccess/ thinkliteracy/files/Research.pdf

These web pages provide teachers with the tools, strategies, characteristics, facts, and statisticsneeded to help them successful reading and writing proficiency. With the help of this website, I

have been able to create some interesting activities for my students to complete during my TI

research process. These activit ies will help me to measure and secure data regarding the success

of the use of technology and online portfolios.

Wormeli, R. (2006). Fair Isn't Always Equal: Assessing & Grading in the Differentiated

Classroom. Portland, Main: Stenhouse.

Creating differentiated activities and structures can be exciting to administer - especially when

the success rate is high, however how do teachers assess these structures? In Fair Isn't Always

Equal: Assessing & Grading in the Differentiated Classroom, Wormeli offers a plethora

information, techniques, and conditions that will enable the teacher to properly assess thesedifferentiated structures. This text has helped me a great deal in creating grading scales for my

TI. I have already decided which differentiated activit ies I would like to offer my male students,however it is grading them that may pose a problem. How will I know if these choices have been

successful? With the help of this text, I was able to include a proper, realistic, and varied

assessment tools in the structures that I will be offering these students in the future for my TI.

REFERENCES

Bereiter, C., & Scardamalia, M. (1987). The Psychology of Written Composition. Hillsdale, NJ:Erlbaum.

Booth, D. (2002). Even Hockey Players Read: Boys Literacy and Learning. Markham, ON:

Pembroke Publishers.

Genesee, F. & Upshur, J. (1996). Classroom-based evaluation in second language education.

Cambridge: Cambridge University Press.


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APPENDICES

APPENDIX A: Questionnaire #1: Personal Assessment: Tell me about yourself and your learninghabits?

APPENDIX B: Questionnaire #2: How do you feel about working with others?

APPENDIX C: Questionnaire #3: Choices - A good idea?

APPENDIX D: Questionnaire #4: Literacy and the Male Student - Teacher Survey

APPENDIX E: Survey #1: Week 1

APPENDIX F: Interview Questions Week 3

APPENDIX G: Journal Questions Week 4

APPENDIX H: Survey #2: Week 4

APPENDIX I: Interview Questions Week 5

APPENDIX J: Reading Tree Contract

APPENDIX K: Sample R.A.F.T. Activity for "On the Sidewalk Bleeding" by Evan Hunter

APPENDIX L: Sample Tiered Activity: "Researchers find interactive video games good way to promote

youth fitness" by Bill Graveland

APPENDIX M: Teacher's Student Observation Log


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Please place a check mark in the correct bo

M a l e Femal

APPENDIX A

Tell Me About Yourself:Y our Per sonal

L ear ni ng S t y l e & H abi t sThe following anonymoussurvey will help me, as your English Teacher, to learn a little about your personal

learning style and some of the habits you use when studying, reading, or writing. This survey does not reflect

your academic success in this course in any way!

P ar t A : M ul t i pl e Choi ce

Please read the statement, and then, by circling one of the four choices, tell me whether you STRONGLY AGREE,

AGREE, DISAGREE or STRONGLY DISAGREE. Remember, there is no right or wrong answer, just your opinion!

1. I prefer studying and working on school work alone at home.

a. Strongly Agree

b. Agreec. Disagree

d. Strongly Disagree

2. I use the Library Resource Centre often to study, perform research, or other activities related to school. a. Strongly Agree

b. Agree

c. Disagree


3. I write all of my assignments out by hand first (paper and pen), before using the computer to word process,

edit and revise my work.a. Strongly Agree

b. Agreec. Disagree


4. I prefer to complete assignments on the computer using word-processing software such as Word or

Wordperfect.

a. Strongly Agreeb. Agree

c. Disagree


5. I prefer that my English teacher read texts aloud to me.

a. Strongly Agreeb. Agreec. Disagree


6. I enjoy fiction - novels or short stories - such as: (The Outsiders, My Sister's Keeper, Holes, etc.)

a. Strongly Agree

b. Agree

c. Disagreed. Strongly Disagree


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7. I enjoy reading fantasy fiction, such as: the Harry Potter Series, The Chronicles of Narnia, The Lord of the Rings,

theTwilightSeries, Comic Books, etc.

a. Strongly Agree

b. Agree

c. Disagree


8. I enjoy reading non-fiction texts, such as: newspapers, autobiographies/biographies, true crime stories, etc.

a. Strongly Agree

b. Agree

c. Disagree


9. I like reading alone.a. Strongly Agree

b. Agree

c. Disagree


10. I do better on assignments when I work alone.

a. Strongly Agree

b. Agreec. Disagree


11. I enjoy writing about topics that interest me, such as: personal experiences, politics, social issues,

music/music industry, sports, relationships, etc.

a. Strongly Agree

b. Agreec. Disagree


12. Sitting at a desk in a classroom is hard for me to do.

a. Strongly Agree

b. Agree


13. Process work (drafting, editing, revising) is something that I find difficult to do.

a. Strongly Agree

b. Agree

c. Disagree


14. I like to use graphic organizers to help me arrange my thoughts.

a. Strongly Agree

b. Agree

c. Disagree



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15. I enjoy using technology: computer, internet, video camera, video editing equipment/ software, digital camera...

a. Strongly Agree

b. Agree

c. Disagree


16. I enjoy 'gaming' (video games XBox, Playstation, interactive internet video games, computer video games, DS).a. Strongly Agree

b. Agree

c. Disagree


17. I like when there is a choice offered to me for: assignments, reading materials, writing tasks, etc.


c. Disagree


18. Even though I study hard, I do not perform well on unit tests, quizzes, or exams.

a. Strongly Agree

b. Agreec. Disagree


P a r t B : Op i ni onList 3 topics/ideas/subjects that you would really love to read and write about.

1. _______________________ 2. ______________________________ 3.___________________________


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Please place a check mark in the correct

M a l e Fema

APPENDIX B

How Do Y ou Feel A bou t Wor k i ng Wi t h Ot her s?

The following anonymoussurvey will help me, as your English Teacher, to learn about how you feel about

working with others with regards to reading, writing, and other group assignments/activities.This survey does not reflect your academic success in this course in any way!

P ar t A : M u l t i pl e Choi c e



1. I enjoy working with ONE partner.

a. Strongly Agree

b. Agree

c. Disagree


2. I like to choose the person/people I work with.

a. Strongly Agree

b. Agree

c. Disagree


3. I feel like there is always one/ two people doing most of the work in group work.a. Strongly Agree

b. Agree

c. Disagree


4. I tend to let others do most of the work.a. Strongly Agree

b. Agree

c. Disagree


5. I Iike to read alone, not as a class.a. Strongly Agree

b. Agree

c. Disagree



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6. I prefer NOT to have to work in groups.

a. Strongly Agree

b. Agree

c. Disagree


7. I like working in groups, especially when the teacher assigns duties for each group member.a. Strongly Agree

b. Agree

c. Disagree


8. I think group work is a waste of time.


c. Disagree


9. I learn better when there are other people sharing their ideas with me.

a. Strongly Agree

b. Agree


10. I feel uncomfortable working with others.

a. Strongly Agree

b. Agree

c. Disagree


P ar t B : Y e s or N o

Please circle "YES" or "NO" to the following two questions.

1. Do you feel that you are more successful (grades) when you are asked to work in groups or pairs?

YES

NO

2. Do you feel that your learning is enhanced when you participate in paired/ group activities?

YES

NO


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Please place a check mark in the correct

M a l e Fema

APPENDIX C

Of f er i ng Choi ces:

A Good I dea?

The following anonymoussurvey will help me, as your English Teacher, to learn about how you feel about making

personal 'choices'regarding the types of activities I will be offering you this semester. This survey does not reflect

your academic success in this course in any way!

P ar t A : M ul t i pl e Choi ce



1. Sometimes, I feel like teachers do not understand what I am trying to 'say' when I write.

a. Strongly Agree

b. Agree

c. Disagree


2. I would do much better on tasks if I was able to read and write about topics I was interested in.

a. Strongly Agree

b. Agree


3. I prefer that the teacher tells me what to do, including writing activities.

a. Strongly Agree

b. Agree

c. Disagree


4. I prefer to do what all of the other students are doing - one topic for the whole class.



5. I feel that I am not at the same reading level as all of the other students in the class.


c. Disagree



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6. I struggle with writing, especially essays.

a. Strongly Agree

b. Agree

c. Disagree


7. I would like to exemplify (to show) my knowledge of a particular subject or topic in a variety of ways.

a. Strongly Agree

b. Agree

c. Disagree


8. I enjoy art, drawing, creating media products, and using software on the computer to create artistic designs.a. Strongly Agree

b. Agree

c. Disagree


9. I prefer to read about real issues that affect me.

a. Strongly Agree

b. Agreec. Disagree


10. I enjoy writing creatively, such as: short stories, fictional letters from characters,

a. Strongly Agree

b. Agree


11. I enjoy writing about real issues, for example: writing a newspaper article, persuasive/ argumentative essays,

movie reviews, etc.

a. Strongly Agree

b. Agree


12. I like writing that allows me to express my opinion.

a. Strongly Agree

b. Agree

c. Disagree


13. I enjoy creating graphic texts, such as: comic strips, anime comics, etc.

a. Strongly Agree

b. Agree

c. Disagree



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14. I enjoy creating collages, posters, dioramas, etc.

a. Strongly Agree

b. Agree


15. I do not like using assistive technology, such as Kurzweil, to help me read and write.

a. Strongly Agree

b. Agree

c. Disagree


P ar t B : Y e s or N o

Please circle "YES" or "NO" to the following two questions.

1. Do you enjoy peer-editing (having a partner from the class review and edit your work) activities?YESNO

2. Do you find 'the writing process' (organizing your ideas with a graphic organizer, creating an outline, writing a

draft, proofreading, editing, and revising) challenging?

YES

NO

Par t C : Personal Response

Please respond to the following two questions in POINT FORM. Use the space provided for your answer.

1. What kinds of writing activities would you be interested in working?

_____________________________________________________________________________________

_____________________________________________________________________________________

2. How do you feel about tests and quizzes?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________


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APPENDIX D

LIT ERACY & T H E M ALE ST U D EN T

I am currently participating in Integration of Information and Technology in theClassroom, Part 2 through York University. I would like to take a few moments of

your time in completing this very short survey, to gather your thoughts on engaging

the male learner through the use of an online portfolio (wix.com). Thank you for

your participation!


AGREE, DISAGREE or STRONGLY DISAGREE.

1. There is a noticeable difference between the quality of writing product created by male and femalestudents.

a. Strongly Agree

b. Agree

c. Disagree


2. There is a noticeable difference between the quality of writing process work created by males and

female students.


c. Disagree


3. I feel that male students, in particular, will be motivated by offering literature and writing activity

choices that are relevant to them.

a. Strongly Agree

b. Agree

c. Disagree


4. My male students perform better when I employ differentiated structures that offer choice.

a. Strongly Agree

b. Agreec. Disagree



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5. I have used portfolio assessment and evaluation with my students.a. Strongly Agree

b. Agree

c. Disagree


6. If yes to #5....My students, particularly male students, enjoyed creating portfolios.

a. Strongly Agree

b. Agree

c. Disagree


7. I feel portfolios are an excellent tool.

a. Strongly Agree

b. Agree

c. Disagree


8. My male students benefit from using word processing tools to perform written activities in my class.


c. Disagree


9. My male students submit comprehensive and properly edited rough work.

a. Strongly Agree

b. Agree


10. My male students seek opportunities for further instruction.

a. Strongly Agree

b. Agree

c. Disagree



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APPENDIX E

S t udent S u r v ey Week 1:

L i t er acy I nst r uct i onName: _________________

Circle the number that best reflects your opinion:

1. How would you rate your literacy instruction (teaching of reading and writing) so far in high school?

(NOT SO CHALLENGING) 1 2 3 4 5 (CHALLENGING)

2. Is it important to you to have reading and writ ing activities that offers choice in terms of the types of

literature you are asked to read and write about and how you read them?

(NOT IMPORTANT) 1 2 3 4 5 (VERY IMPORTANT)

3. Would literacy instruction that offers choice (having choices and options available to you for both

process work [graphic organizers, charts, the use of technology - an online portfolio] and final

products) to you increase your motivation to want to write?

(NOT REALLY) 1 2 3 4 5 (DEFINITELY)

4. If being in an English class that used instruction that modified to fit your needs by offering the choicemeant more reading in a variety of forms/ways, would you still be in favour of it?


5. Do you feel that literacy activities should be relevant to your lifestyle, opinions, thoughts, and

beliefs?



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APPENDIX F

I nt er v i ew Ques t i ons : Week 3

1. Do you prefer the types of literature that are being offered to you, along with the activit ies that

accompany them?

2. Do you find that the amount of writ ing you are doing is: TOO LITTLE, THE SAME AMOUNT, or TOO

MUCH?

3. Has the work you are doing for this unit and using an online port folio affected or changed the way

you feel about writing? How so?

4. How do you feel being able to display the work that you have completed on wix.com?

5. In general, what do you like and dislike about the writ ing activities you are doing for this unit .


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APPENDIX G

Journal Quest ions: Week 4

Read and reflect upon the following journal topics. Write 2 short paragraphs expressing your opinion.

You may write in the first person point of view. Be honest - your responses are completely confidential,

anonymous, and will NOThave any impact on your academic success in this course. These journals will

not be evaluated. You should not discuss other students and do not name teachers.

1. Discuss your views on the literacy instruction (teaching of reading and writ ing) that you have

experienced at the high school level - this may include any other subject, including English.

2. What frustrates you the most about writ ing? Offer suggestions on how to alleviate the stress and

frustration you feel regarding reading.

3. What kind of writ ing do you feel is most important for you to learn about to be successful in today's

society or for the type of work/profession you would like to do in the future, and why?

5. What recommendations can you offer that will help me (or any teacher of any subject) help you to

become a better writer and to become more motivated to write?

6. Have you been enjoying creating your own personal space on wix.com? Overall, has the experience

been: excellent good poor very poor?

7. In your opinion, have you felt more motivated to write now that you know you will be displaying it on

your personal wix.com portfolio?


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APPENDIX H

St udent Surv ey: Week 5

Name: ___________________________

Circle the number that best reflects your opinion:

1. How would you rate your writing instruction (teaching of writ ing) so far?

(NOT SO CHALLENGING) 1 2 3 4 5 (CHALLENGING)

2. Is it important to you that I assign activit ies that offer choice, in terms of the types of writ ing you areasked to do for future units?

(NOT IMPORTANT) 1 2 3 4 5 (VERY IMPORTANT)

3. Has this form the wix.com online portfolio increased your motivation and inspiration for writ ing?


4. Now that you have had an opportunity to complete activit ies and showcase them on your wix.com

portfolio, do you favour this type of instruction, even if it meant more writ ing?


5. Do you prefer the traditional format: write, proofread, edit, revise, and then submit a paper product

to your teacher?


6. Did you feel that the activit ies offered to you were relevant to your lifestyle, opinions, thoughts, and

beliefs?



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APPENDIX I

Int erv iew Quest ions: Week 5

1. Now that you have completed some of these activities, how do you feel about them? Do you prefer

these types of activities?

2. Do you find that the amount of work you have done was: TOO LITTLE, THE SAME AMOUNT, or TOO

MUCH?

3. What is your view about writ ing now? How did you feel about using an online portfolio to help youshowcase your work? Explain.

4. How do you feel about having choices when it comes to the way you have been asked to proofread,

edit, and revise your work (peer editing, personal assessment, etc.)? Do you like or dislike having somuch choice?

5. How do you feel about having choices when it comes to the topics you have been asked to read and

write about as well as the variety of forms you can choose to write about these topics? Do you like or

dislike having choices? Explain.

6. If you were asked to complete an online portfolio again, would you? Why? List some of the posit ive

aspects to displaying your polished work online for others to see.

7. In general, what did you like and dislike about t he reading and writing activit ies you were asked to

choose from and complete?

8. What did you NOT like about using wix.com?


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APPENDIX J

T HE READING T REE CONT RACT :

February 4, 2012

Dear Parents/Guardians:

We are at the start of a new semester, and to help your son/daughter improve their literacy skills, they will be participating in

various reading and writing activities called The Reading Tree and using the online website making tool Wix.com to showcase

their work in an ongoing portfolio (students will be well instructed on how to use this technology).

By the end of this unit, students will have been expected to complete the following Reading and Writing Activities:

1. Choose and read 4 of 8 Short Fiction Texts offered, then complete the following:a. choose 1 of 3 activities offered for each of the 4 texts = 4 activit iesb. choose 1 of 4 graphic organizers offered = 4 graphic organizers (you may use the same one if you prefer)

2. Choose and read 4 out of 8 Non-Fiction Texts, then complete the following:a. choose 1 of 3 activities offered for each of the 4 texts = 4 activit iesb. choose 1 of 4 different styles of graphic organizers offered = 4 graphic organizers (you may use the same

one if you prefer)

3. There are a total of 8 Short Fiction Texts offered4. There are a total of 8 Non-Fiction Texts offered5. There are a total of 24 Activities to accompany these texts, complete with Achievement Level Rubrics6. Your son/daughter will be responsible for a total of 4 Short Fiction Activities and 4 Non-Fiction Activities

SHORT FICTION ACTIVITY DATE DU

Activity #1 February 10


Activity #3 February 17Activity #4 February 24

NON-FICTION ACTIVITY DATE DU


Activity #2 March 2

Activity #3 March 5

Activity #4 March 7

Along with the Reading Tree, your son/daughter may choose to post any additional written work (approved by me, of course)

to showcase in their wix.com online portfolio. The use of the Wix.com website making tool will be monitored by me,

however, your son/daughter may choose to work on it at home any time. The website will remain private, and can only be

made public if it is "published", and even then, your child must provide persons with the exact website address in order for i t

to be viewed. If, for any reason there is a problem with privacy issues, I can at any time disable the website. Thank you so

much for your participation in this wonderful learning journey. Should you have any questions, please feel free to contact

me at 905-851-6699. Angela Cristini, Department of English, Holy Cross Catholic Academy.

Student Signature: ________________________________________ Date: ___________

Parent Signature: ________________________________________ Date: ___________

Teacher Signature: ________________________________________ Date: ___________


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APPENDIX KSample R.A.F.T. for the Short Story "On the Sidewalk Bleeding" by Evan Hunter

On the Sidewalk Bleedingby Evan HunterYou are going to produce a piece of creative writing (500 words) that will allow you to demonstrate your

knowledge and understanding of the short story, the major themes, and the all of the other elements of short

fiction discussed in class. You must complete one of the RAFT options below. Everything in your submission must

be consistent with the events of the short story. Your wiring should act as an addit ion to the story, not an

alteration, nor a summary. Should you have any other ideas, please consult me first.

Role A udience Format TopicNewspaper Andy's Town Eulogy and Obituar AndDear Abbey One of the characters seeking

advice

Personal Advice

Column

Andy's Girlfriend Andy's mom The gang member who

stabbed Andy

And Self Diary

Entry/Facebook

Entry

isolation fear loathing his mother wanting to be loved etc.

Newspaper Reporter Newspaper Reader Interview Any of the character

Any character Any other character Letter/Email The Gang member'sfeelings of guilt

Family/ friends worriedabout Andy's

disappearance

Police Off icer O

Coroner

Lawyer or District Attorne Proper Police Report

(see attached)

And if you feel likedoing some research,

learn how to

complete a coroner's

report

The murder


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APPENDIX LSample of Tiered Assignment for non-fiction art icle:

"Researchers find interactive video games good way to promote youth fitness", by Bill Graveland

Read the article "Researchers find interactive video games good way to promote youth fitness", by Bill

Graveland, The Canadian Press, December 7, 2 010 . Choose 2 of t he 4 act ivit ies f r om the f ollowing pyramid. In

addition, choose 1of the 3 creative extension activities from the smaller, inverted pyramid.


40/40


APPENDIX M

Teacher 's S t udent Obser v at i on Log Du r i ngReadi ng T r ee A ct i v i t i es

Weeks 1-5

Date Student AT TIME OF OBSERVATION:1. What is the student doing?2. Did the student appear to be enjoying the activity, or did he/she

seem frustrated? If so, why?3. Is the student struggling with the concepts? If so, which parts of

the activity are proving to be difficult?4. Is the student showing signs of boredom or lack of interest?5. Is the student having trouble with wix.com?6. Was the student "fooling around" with the technology?7. OTHER:

Activity Student

is Currently

Working On

All information logged is strictly confidential.

Documents

TI - Technology