Working With Words!Dr. Janet Kehe and Dr. Gina Kuker

kehej@uiu.edukukerg@uiu.edu

Upper Iowa UniversityEastern Iowa Reading Council

Dyersville, IowaOctober 27, 2015

Introduction

Important for students to use both productive and receptive aspects of literacy.SpeakingListeningWritingReading (Peregoy& Boyle, 2013, p.

134)

WordleVocabulary

Summarizing

Main Idea

Example

Wordle Research

Great visualization toolCatalyst for discussion and insightDiscovering patterns in textGenerating conversations among students

and teachers.(Solomon & Schrum, 2010)

Wordle and Iowa CoreExample: 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 SplashFully formed

summarization experience

Opens with the “hook”Put words and phrases

in logical orderCreate a summary of

the material they learned(Wormeli, 2005, 188-189)

Originally designed by W. Dorsey Hammond

Jellyfish PropulsionCurrent TentaclesStinging BarbedVenom Paralyzes

Word Splash and Iowa CoreExample: 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 FormAfter reading a

section, 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.

Encourage students to refer 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 CoreExample: 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 CoreExample: 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.”

WordArtBeginning

-

Middle

-End

WordArt ExampleSay was shot

in the leg

during the Civil War. Pink takes him

to his mother’s

house.

Pink’s mothe

r 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 Abraha

m Lincoln

and shares

his touch.

Pink and Say prepare

to return to the war

because they know

the war must be fought. Maraud

ers came and

killed Moe Moe Bay.

Pink and Say

leave the

house and

walk to return to the

troops. They are

captured by the maraud

ers. 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 languageA meaningful context based on students’ knowledge

and experienceThe use of repeated readings of the same text and

high-frequency wordsA meaning context to examine components of

languageThe modeling of sentence structure by the teacher”

(Meyerson & Kulesza, 2006, p. 32)

Digital Pictures Example

Speaking~AudacityEssential 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~BloggingStudents create in an

interactive environmentBlogs expand and extend

K-12 literacy instructionBegin 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 makerCan import text, pictures,

videoShare and collaborateZooming!Summarizing5-Part Summary

Example

Blendspace

Online presentation maker

Can import text, pictures, and videos

Easy to follow templates

Example

Video

Students createFive Sullivan Brothers Iowa History Project E

xample

Students viewMonterey Bay Aquarium Jelly Cam

Organizational Patterns of Text StructureDescriptionSequence (Time

Order)Compare & Contrast

Cause & Effect

Problem & Solution

Describes somethingProvides a series or

stepsCompares/contrasts

the similarities and differencesPresents cause &

effect relationshipsIdentifies a problem

and a solution to the problem

(Tompkins, 2006)

ReferencesAlbion, 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, 22-25 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).