Dr. Janet Kehe and Dr. Gina Kuker
kehej@uiu.edu
kukerg@uiu.edu
Upper Iowa University
Eastern Iowa Reading Council
Dyersville, Iowa
October 27, 2015
Introduction
 Important for students
to use both productive
and receptive aspects of
literacy.
 Speaking
 Listening
 Writing
 Reading
(Peregoy& Boyle, 2013, p. 134)
Wordle
 Vocabulary
 Summarizing
 Main Idea
 Example
Wordle Research
 Great visualization tool
 Catalyst for discussion and insight
 Discovering patterns in text
 Generating conversations among students and
teachers.
(Solomon & Schrum, 2010)
Wordle and Iowa Core
 Example: Grade 4/5 Writing
Standard
“Use precise language and
domain-specific vocabulary to
inform about or explain the
topic.”
 Example: Grade 9-12
Speaking/Listening Standard
“Make strategic use of digital
media in presentations to
enhance understanding of
findings, reasoning, and
evidence and to add interest.”
Travel Example:
Brochure,
Reservation,
Passport, Passport,
Immigration,
Security,
Luggage,
Parking,
Airport,
Transportation
Word Splash
 Fully formed
summarization
experience
 Opens with the “hook”
 Put words and phrases in
logical order
 Create a summary of the
material they learned
(Wormeli, 2005, 188-189)
 Originally designed by
W. Dorsey Hammond
Jellyfish
Current
Stinging
Venom
Propulsion
Tentacles
Barbed
Paralyzes
Word Splash and Iowa Core
 Example: Grade 4/5 Reading
Standard
“Determine the meaning
of general academic and
domain-specific words and
phrases in a text relevant
to a subject area.”
Jellyfish use
propulsion to move in
the ocean. Their
barbed tentacles
release venom when
they are stinging their
prey.
Word Form
 After reading a section,
 Encourage students to refer
select 3 or 4 words that
have different forms.
Discuss the meaning of the
word.
 Write the focus of the word
(Part of speech).
 Tell students to reread and
then ask questions.
to the dictionary or
thesaurus.
 Compare the spelling
between the two words.
 Ask students to find other
forms.
 Challenge students to
create a sentence using all
forms.
(Meyerson & Kulesza, 2006, p. 59)
Word Form and Iowa Core
 Example: Grade Level 2, Language Standard
“Use words and phrases acquired through
conversations, reading and being read to,
and responding to text, including using
adjectives and adverbs to describes,”
 Example: Grade Level 6-8,
Reading Literature
“Determine the meaning of words and
phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of a specific
word choice on meaning and tone.”
Associate (verb)
Associative (noun)
(adjective)
Associated (verb)
Associating (verb)
Creating with Web 2.0
 Students are not passive recipients of information, but
rather co-creators of knowledge through the exchange
of information and experiences
(Orehovacki, Bubas, & Konecki, 2009).
 The best way for teachers to learn Web 2.0 tools is
through authentic practice (Albion, 2008).
Digital Media and Iowa Core
 Example: Grade Level 6-8
Reading Literature
(Comprehension)
“Employ the full range of
research-based
comprehension strategies,
including making
connections, determining
importance, questioning,
visualizing, making
inferences, summarizing,
and monitoring for
comprehension.”
 Example: Grade 9-12
Speaking/Listening
“Make strategic use of digital
media in presentations to
enhance understanding of
findings, reasoning, and
evidence and to add interest.”
WordArt
Beginning
-
Middle
-
End
WordArt Example
Say was shot in
the leg during
the Civil War.
Pink takes him
to his mother’s
house.
Pink’s mother
takes care of
Say. His
wounds heal,
and the boys
become
friends.
Pink tells Say
that he knows
how to read. He
explains that
knowing how to
read means
nobody could
ever really own
him. Say has
touched the
hand of
Abraham
Lincoln and
shares his
touch.
Pink and Say
prepare to
return to the
war because
they know the
war must be
fought.
Marauders
came and
killed Moe
Moe Bay.
Pink and Say
leave the
house and
walk to return
to the troops.
They are
captured by
the marauders.
Pink and Say
touched hands
one last time.
(Digital) Language Experience Approach
 “A way to reinforce the one-to-one correspondence




between spoken and written language
A meaningful context based on students’ knowledge and
experience
The use of repeated readings of the same text and highfrequency words
A meaning context to examine components of language
The modeling of sentence structure by the teacher”
(Meyerson & Kulesza, 2006, p. 32)
Digital Pictures Example
Speaking~Audacity
 Essential element of
reading fluency practice
 Students record and save
their readings
 Students share the
process and products
 Can implement a readers’
theater
(Teaching Literacy, 2014, p. 175-176)
Writing~Blogging
 Students create in an




interactive environment
Blogs expand and extend K12 literacy instruction
Begin in the classroom, but
can be carried over into
home life
Initially introduce as a
whole class activity
Example
(Teaching Literacy, 2014, p. 162-164)
Smore
 Students create
interactive online flyers.
 Text, photos, video, and
sound
 Can be linked to
websites
 Example
Prezi
 Online presentation maker
 Can import text, pictures, video
 Share and collaborate
 Zooming!
 Summarizing
 5-Part Summary
 Example
Blendspace
 Online presentation
maker
 Can import text,
pictures, and videos
 Easy to follow templates
 Example
Video
 Students create
 Five Sullivan Brothers Iowa History Project Example
 Students view
 Monterey Bay Aquarium Jelly Cam
Organizational Patterns of Text Structure
 Description
 Describes something
 Sequence (Time Order)
 Provides a series or steps
 Compare & Contrast
 Compares/contrasts the
 Cause & Effect
 Problem & Solution
similarities and differences
 Presents cause & effect
relationships
 Identifies a problem and a
solution to the problem
(Tompkins, 2006)
References
Albion, P. (2008) Web 2.0 in teacher education: Two imperatives for action. Computers in the Schools, 25(3/4) (September).
Bean, T.W., Readence, J.E., & Baldwin, R.S. (2011). Content area literacy: An integrated approach. Dubuque: Kendall Hunt.
Duffy, G. G. (2009). Explaining reading: A resource for teaching concepts, skills, and strategies. New York: The Guilford Press.
Meyerson, M.J., & Kulesza, D.L. (2006). Strategies for Struggling Readers and Writers. Upper Saddle River, NJ: Pearson.
Orehovacki, T.; Bubas, G.; Konecki, M., Web 2.0 in education and potential factors of Web 2.0 use by students of information systems.
Information Technology Interfaces, 2009. ITI '09. Proceedings of the ITI 2009 31st International Conference on , vol., no., pp.443,448, 2225 June 2009 doi: 10.1109/ITI.2009.5196124
Peregoy, S.F., & Boyle, O.F. (2013). Reading, Writing, and Learning in ESL: A Resource Book for Teaching K-12 English Learners. Upper
Saddle River, NJ: Pearson.
Solomon, G., & Schrum, L. (2010). Web 2.0 how-to for educators. Eugene, OR: International Society for Technology in Education (ISTE).
Teaching Literacy in the Digital Age: Inspiration for All Levels and Literacies. (2014). Eugene, OR: International Society for Technology in
Education (ISTE).
Tompkins, G.E. (2006). Literacy for the 21st century: A balanced approach. Upper Saddle River, NJ: Pearson.
Wormeli, R. (2005). Summarization in any subject: 50 techniques to improve student learning. Alexandria, VA: Association for
Supervision and Curriculum Development (ASCD).