ELAReading


 * English Language Arts – Reading Process **

Pre-Reading Activity Types in which students predict what the book or text is about. [] along with ipod touch to take picture and record prediction – then upload for a quick podcast. || ActivInspire) For online reading, selected sites can be tagged and put on your webpage. Web sites can be annotated using Activstudio or ActivInspire, snagit, or diigo. ||
 * ** Activity Types ** || **Brief Description** || **Possible Technologies** ||
 * Activating/Generating Prior Knowledge || Students need to make connection with the reading they are required to complete. By activating or generating prior knowledge and experience, students are able to frontload meaning and for connections with their reading that helps in terms of motivation, focus, and comprehension. || Interactive KWL chart ([]), wiki in moodle for KWL chart, Student Response system (ActivExpression, CPS), anticipation guide, flip video cameras, [|www.wordle.net] or www.tagxedo.com to make a word cloud ||
 * Making Predictions || As a means of drawing upon existing knowledge and generating new connections with a text, students make prediction about texts. Example activities include Probable Passage, Tea Party/ “We think” Statements, Anticipation Reaction guides, Text Features Analysis, etc. || Digital cameras to take pictures of various parts of a book that students then base predictions upon (e.g., title, cover artwork, author’s name, back cover artwork, chapter titles, etc.). Pictures then can be used in Garageband to create a podcast
 * Directed/Guided Reading || Students are provided specific directions and guidance with a particular text that might range from setting a specific purpose for reading (i.e., to determine the reliability of the narrator) to a directed reading-thinking activity (DR-TA) to a detailed guided reading roadmap (i.e., slow down here, skim this, reread here and take notes, skip this section, etc). || Podcast can facilitate DR-TA activities. Concept Mapping software can be utilized to create reading roadmaps complete with icons like road signs and annotations to help with reading directions (Inspiration, [],www.lucidchart.com,
 * Reading Discussion || Students discuss a text with teacher(s), other students, and possible authors, community members or parents. Specific strategies include Reader Response, Say Something, Think-Alouds, Socratic Questioning, Debate, Surveys, Interviews, etc. || Online discussion groups ([|www.wallwisher.com], [|www.dimdim.com], [|www.edmodo.com]), videoconferencing, podcasting or vidcasting for recorded Think-Alouds, online discussion of readings in a moodle forum ||
 * Literature Circles/ Book Clubs || Literature circles and book clubs provide an alternative to whole-class literature study. Students in a given class are organized in smaller groups and read multiple books at the same time. Selections many vary based on interest, ability, theme, content focus, etc. || Online discussion groups (in Moodle, [|www.edmodo.com] or a blog) flip video for recording literature circle roles and related discussions. ||
 * Whole Class Literature Study || Students in a class engage in the study of a piece of literature together simultaneously. (Focus is on one text at a time rather than multiple texts.) || Online discussion groups, class blog, author/text Web sites ||
 * Sustained Silent Reading || Students read to themselves silently for a required amount of time on a regular basis during school. || Recorded texts for struggling readers furnished on ipods, instrumental soundtracks to motivate engaged reading also on the ipods – used with headphones ||
 * Independent Reading || Students create or negotiate individual reading plans that involve students reading chosen texts outside of school. || Blogs to post regular entries about completed independent reading, podcasts, digital movie trailers for books (imovie, pulpmotion) ||
 * Rereading || Students read selected text(s) multiple times for increased comprehension. || Digital audio recordings, including both a reading of text and a reflection on comprehension each time the text is read (ipod with microphone attached) ||
 * Descriptive Analysis || Students engage in activities focused on descriptive analysis of text including conducting character analysis, creating character maps, comparison/contrast, creating story maps/pyramids, answering text-related questions, etc. || Concept mapping software (inspiration, bubb.us, ActivInspire), online discussion boards/blogs/wikis for posting responses to text related questions ||
 * Critical Analysis/Reflection || Students engage in activities focused on higher level, critical analysis including: applying literary theory/criticism; identifying multiple points of view, embedded values, bias, doublespeak, propaganda, etc.; making inferences; evaluating sources, relevance, credibility, validity, etc. || Participatory media (blogs, wikis, Schoolblog from ePals) for representing critical literary perspectives of a text; digital audio and video for recorded reflections and analysis ||
 * Dramatic Reading/Reader’s Theater || Students participate in and observe dramatic readings of text to enhance interest, motivation, and comprehension. || Digital audio and video for recording - Podcast server, moodle, or edmodo for posting and viewing ||
 * Notes || Students engage in note-taking by copying teachers’ notes from some type of display tool (overhead, whiteboard, etc) and note-making by creating their own meta-cognitive reflections in response to texts (e.g., double entry journals, interactive notebooks) || Word processor and related documents; online journaling (moodle)/note-taking/note-making tools ([|www.mynoteit.com], google docs) ||
 * Reading Literature || Students read texts typically associated with literary study (e.g., novels, short stories, poetry, plays, graphic novels) || Online book and poetry sites that feature literary texts; ipods ||
 * Reading Nonfiction || Students read texts typically associated with nonfiction (e.g., essays, news writing, autobiography/ memoir, biography, instructional writing, historical writing, graphic nonfiction, diary/journal, etc.) || Online book and nonfiction sites; ipods ||
 * Reading Other Forms of Text || Students read other forms of texts, including advertising, speech, screenplay, storyboard, online/Web-based text, email, text messaging, participatory media (blogs, wikis, social networking, etc.) multimodal texts, multi-genre texts, comics, cartoons, graphic storytelling, etc. || Relevant web sites; participatory media options (blogs, wikis, etc.) ComicMagic, advertising web sites ||

Post-Reading Activity Types
 * **Activity Type** || **Brief Description** || **Example Technologies** ||
 * Scales || Students complete scales (e.g. Likert, semantic differential, etc) and explain their choices to help process and better understand texts, including making comparisons, recognizing differences, drawing conclusions, distinguishing between fact and opinion etc. || Survey software (www.surveymonkey.com, [|www.kwiksurveys.com]) Activexpression – student response system. surveys on Moodle ||
 * Summarizing || Students summarize a text after reading by distilling it into a shorter piece representing key ideas, people, and events. Strategies include Somebody Wanted But So, Retellings, Text Reformulation, It Says-I Say – And So, Book Reports, etc. || Word processor, Inspiration, ActiveInspire, Wordle (copy digital text in for a key word summary), blogs, tagxedo.com ||
 * Quizzing/Testing || Students reveal knowledge and understanding of texts through their responses on quizzes and tests. || Online quizzing and testing sites (Quia, Hot potatoes, Moodle, www.proprofs.com) ||
 * Sharing/Collaborating || Students extend their understanding of texts by sharing and collaborating with others about their reading experience and what they learned/gained. Examples include book talks, book buddies, book reviews, etc. || Participatory media for creating and posting book talks and book reviews (Schoolblogs); online collaborative discussion groups (blogs, moodle); digital video; podcasts, voicethread ||
 * Reconstituting/Reconsidering Text || Students extend the meaning of text by reconstituting or reconsidering it in various ways (e.g., re-envisioning it from another character’s perspective, re-writing the ending, adding to the text, story recycling, etc.). || Cutting and pasting in MS Word or Pages ||
 * Creating Text-Related Artifacts || Students Demonstrate understanding of text by creating various artifacts related to the content of the reading ranging from a literary essay to a collage, mobile, diorama, bulletin board display, Web site, movie, etc. || IWeb software, [|www.edu.glogster.com] (for online interactive poster), ComicMaqic, digital video ||