Literacy and ICT

Professional Development Day

August 27, 2010, Mildura

SETUP Timer

with Felicity Lane and Danielle Peters

Online participants will also be joining us today!

Table of Contents

Click on a link to go directly to that section

  1. Prayer Psalm 139
  2. Learning Intentions
  3. End of Day Reflection Song
  4. Setting the scene: Literacy and ICT in the 21st century?
  5. Google Docs
  6. Wikispaces
  7. Reading - The Big Picture?
  8. Reflection Questions to explore the diagram above and article "Principal's Digest" on Wiki:
  9. Read to:
  10. Reading Fluency & Phrasing Rubric
  11. Fluency & Phrasing
  12. WORKSHOPS
  13. Blogging
  14. Interactive Texts
  15. Sequencing
  16. Clarification
  17. Summarising
  18. Questioning
  19. Guided Reading Reciprocal Reading
  20. Visualisation
  21. Compare & Contrast
  22. Visual Literacy & Vocabulary Development
  23. (allow about 20 - 30 mins)
  24. You Tube
  25. Working in Groups
  26. Evaluation
  27. Other Resources
  28. Equipment required for the day


Organisational thoughts:

Group - inner and outer circle: Introduction and then establish partners

Group work using established partners

Take one, give one (fill in the gaps)

Fill in the Literacy and ICT Harvest Tool sheet (online, first, share the document then each person clicks on File and selects 'Make a copy' or 'Download" a copy which they then save and fill in).

PrayerPsalm 139

Learning Intentions

  1. To consider what educationalists are saying about the importance of multiliteracies in a contemporary learning context.
  2. To experience a diverse range of digital resources that support the teaching of reading.
  3. To explore a range of online professional networks.

"Reading specialist and scholars speak again and again to the need for authentic reading and writing experiences, textual investigations that help bridge the gap between the school world and the lived world, between narrow notions of what it means to be literate and broad notions of what it means to actually succeed as an intelligent adult in contemporary society."

James BuckyCARTER(2007, Educational Leadership:Going graphic. VOL. 66. p.72)

End of Day Reflection Song

http://www.youtube.com/watch?v=vwsKWiXlA78

Setting the scene: Literacy and ICT in the 21st century?

Select an article from the CEOB Literacy Leaders Wikihttp://ceobliteracyleaders.wikispaces.com/Professional Materials page and identify one quote that speaks to you. 10 mins

Post it on the wallwisher link.http://www.wallwisher.com/wall/LitICT

Are you a Networked Teacher? Check out the diagram onhttp://ceobliteracyleaders.wikispaces.com/Multiliteracies page.

What is your understanding of Multiliteracies? Record your understandings using the EasiSpeak microphone - use the prompt statement provided if you require it.


Open the Harvest Tool document.Click on FILE, save a copy first before completing the form throughout the day as the following sections are explored.

Wall Wisher

How canwe use a tool like wallwisher to encourage student voice?

Harvest Tool - list ideas(Work with partner 2)

E.g.:http://www.wallwisher.com/wall/TJV6YUvErSClassroom ideas:

http://seanbanville.com/2010/06/26/wallwisher-105-classroom-ideas/

http://slav.globalteacher.org.au/2010/02/03/wallwisher/

http://www.ideastoinspire.co.uk/wallwisher.htm

Google Docs

What is a google doc (in plain English)?http://www.youtube.com/watch?v=eRqUE6IHTEA(2.50min)

Harvest Tool - list ideas(Work with partner 1)

Further support notes here:

http://onlineconnections.wikispaces.com/file/view/Google+Docs+Tutorial.pdf- Documented format containing step by step instructions plus a link explaining Wikis

http://docs.google.com/present/view?id=dhn2vcv5_8323t58h3ft24 interesting ways to use Google Docs

http://marynabadenhorst.globalteacher.org.au/google-stuff/google-docs-in-class/Links to further suggestions

http://www.screencast.com/users/EricaHartman/folders/Jing/media/a6619411-30dc-4bdf-8b27-f3a7ebbf269a- Tutorial on how to work with Google Templates

Wikispaces

Harvest Tool - list ideas(Work with partner 6)

What is a wiki (in plain English)http://www.youtube.com/watch?v=-dnL00TdmLY

http://ceobliteracyleaders.wikispaces.com/- an example of a wiki in use by this group of leaders

Harvest Tool - list ideas(Work with partner 4)

What possibilities do you see Google Docs and Wikispaces opening up for this Professional Learning Group?

Reading - The Big Picture

Reflection Questionsto explore the diagram above and article "Principal's Digest" on the Reading Wiki:

http://ceobliteracyleaders.wikispaces.com/

  1. State one thing you could add, change or omit from the reading skills diagram?
  2. What is your opinion of this reading skills diagram?

How does Fluency & Phrasing influence reading comprehension?

Read to:

Purpose:Listening comprehension precedes reading comprehension.

Professional Reading (Background information)

http://www.memfox.com/essential-english.html

Listen to Mem Fox reading aloud The Goblin and the empty chair.

http://www.memfox.com/the-goblin-and-the-empty-chair.html

Complete the rubric below identifying specific assessment criteria for "How the reading sounds", modelled by Mem.

Reading Fluency & Phrasing Rubric

NEVER / SOMETIMES / OFTEN / ALWAYS
VOICE
1 Volume
2 Clarity
3 Pitch
4
5
6
HOW THE READING SOUNDS
1 Punctuation - Phrasing
2 Pace
3 pausing
4
5
6

OTHER RESOURCES

See also Story Line Online where actors read popular stories:www.storylineonline.net

Now try...... http://www.raz-kids.com/main/ViewPage/name/sample

Reader's Theatre:http://www.readingrockets.org/strategies/readers_theater

Fluency & Phrasing

Purpose:Reading Fluency and Phrasing are vital read aloud skills that precede the ability to understand the message of the text.

Open this website: wikispaces.comto access the audio files.

Listen to Audio 3: Use the above rubric to assess the student's reading fluency & phrasing.

Discuss and identify a reading goal for this student.

Audio 10:Listen to the teacher using the rubric to help the student reflection on his reading. Have you matched the identified goal.

Listen to Audio files 5-8:Student re-reads text with a focus on his identified goal.

Discuss and identify what the goal might have been and re-evaluate the example using the rubric.

Presentation Prompter - Mac

TelePrompter programs - PCs

WORKSHOPS

Blogging

Purpose:Great potential for students to write responses to text, for staff to access professional reading material or contribute to professional discussions.

What is a blog in plain english?http://www.youtube.com/watch?v=NN2I1pWXjXI

http://globalteacher.org.au/

http://globalstudent.org.au/

http://bar0004.globalstudent.org.au/category/why-i-like-bloging/

http://trishd.globalteacher.org.au/new-links-to-learning/- worth a look

http://workshop.heppell.mobi/- Stephen Heppell's blog - insights into ICT and education

http://primarytech.globalteacher.org.au/

http://slav.globalteacher.org.au

http://globalstudent.org.au/

http://edublogs.org/

Beth's blog

http://teachpaperless.blogspot.com/2010/03/using-google-wave-in-foreign-language.htmlor

Why blog? A teacher's perspective:http://teachpaperless.blogspot.com/2009/09/why-teachers-should-blog.html

"Edublogs has been an amazing tool for my students and I... Edublogs is so user friendly that we had the blogs for teachers up in no time."

– Jennifer Parrigin – Nash Central Middle School

Podcasts

Purpose: to explore the oral, imaginative and characterisation with texts.

What is Podcasting: Podcasting in plain english:http://www.youtube.com/watch?v=vMgemQahuFM

Eg:http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/podcasts/

Learn how to locate podcasts and use iTunes.

Or learn how to upload audio files for staff, parents and students to subscribe to podcasts.

Interactive Texts

Purpose:to engage kids in reading using multiliteracy tools.

Myths and Legends - FUSE teacher link:Story board generator(check out the free media library)

http://alpha.zooburst.com/'Augmented reality' in action

For the adventurous:http://www.commoncraft.com/augmented-reality-videoAugmented Reality explained in plain english.

How can technology support the

teaching of COMPREHENSION SKILLS?

Explore at least3 skills and examplesof multiliteracy activities.

Sequencing

(allow about 30 mins) (Danielle)

Purpose: recalling and sequencing the events of a story is an important skill for comprehension.

1.Open the Leap FrogSequencingSMARTnotebook file on the Wiki.

2.Open the Cinderella SMART Notebook file on the wiki


Create your own sequencing activity with SMART Notebook using the camera to capture images, and some toolkit 2 activities: fromhttp://talibiddeenjr.wordpress.com/2009/01/22/preschool-and-above-sequencing-cardsactivities/

What other modes of technology could you use to practise the skill of sequencing?

Story mapping organisers:http://www.enchantedlearning.com/graphicorganizers/storymap/

Sequencing activities:http://www.dltk-kids.com/type/sequencing.htm

http://www.k-3teacherresources.com/story-sequencing.html

http://www.beaconlearningcenter.com/weblessons/SequenceOfEvents/default.htm

http://www.teachnet.com/lesson/langarts/reading/sequencing.html

http://www.quia.com/pages/sequencingfun.html

Clarification

(allow about 20 mins) (Danielle)

Purpose: it is an important skill for developing unfamiliar vocabulary and overall comprehension of a text

Open theBrain DropSMART Notebook Graphic Organiser file plus theVocabulary List.docfor The Goblin and the Empty Chair

Use the vocabulary listed fromThe Goblin and the Empty Chairto explore the Visual Thesaurus link.

http://www.visualthesaurus.com/

http://www.visuwords.com/

Capture the visual display of words that appear using the camera in SMART notebook.

Summarising

(allow about 30 - 40 mins)

Purpose:selecting key words and rewriting the text are vital skills for 21st century learners as they research information in their multiliteracy world. Clarifying technical vocabulary and using similies in their own text goes hand in hand with note taking skills.

Open Summarising SMART Notebook files on the wiki

Create your own summarising task or add another page to

Check out these online activity sites:

http://www.tv411.org/lessons/cfm/reading.cfm?str=reading&num=6&act=1

http://www.bbc.co.uk/skillswise/words/reading/summarising/index.shtml

http://www.readingrockets.org/strategies/summarizing

http://www.readingrockets.org/strategies/paragraph_shrinking

http://www.readingrockets.org/content/pdfs/paragraph_shrinking.pdf

http://www.readingrockets.org/strategies/concept_maps

http://www.harlan.k12.ia.us/Fourth%20Grade%20Reading%20-%20summarizing_activities.htm

Questioning

(allow about 40 mins) (Felicity)

Purpose:questions deepens the reader's thinking and comprehension of the text

Open the powerpoint file “Strategies for questions-use with students” modelling different questions. It is located on the wiki underQuestioning.

Createa SMART Notebook file or Powerpoint fileusing a short listed book to demonstrate the question classifications based on the notes.

* Create your own questions based on a text.

* Try adding audio to your file using an MP3 recorder (Garageband -Mac, EasiSpeak mic, Audacity)

http://wiki.audacityteam.org/wiki/Audacity_Wiki_Home_Page- to view the Audacity wiki

Open the Literacy Leaders wiki andaddyour file under the Questioning page - don't forget to add your name/s.

Caution: One person only can change something on a wiki page without overriding someone else's efforts - please save regularly.

Check out these sites to enhance comprehension questioning skills:

http://www.readingrockets.org/strategies/jigsaw

http://www.readingrockets.org/strategies/question_answer_relationship

Guided Reading Reciprocal Reading

(allow about 20 mins)

Explorethese sites to helpcreate a checklist of strategiesto perform the role of predictor, questioner, clarifier, summariser.
These checklists can help students to self-evaluate.

http://www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/strategies/tslvl4reciprocal.htm

http://www.readingrockets.org/strategies/reciprocal_teaching

Visualisation

(allow about 50-60 mins) (Danielle)

Purpose:is the visual interpretation creating their own images that they imagine in the story.

http://www.acmi.net.au/dst_making.htm- what skills were involved in making this movie?

http://www.acmi.net.au/education_resources.htm- for further investigation

http://celebrationofliteracy.net.au/digital-stories

Read a shortlisted story or one of the texts used here today andchoose oneof the following tocreate images that represent the story (between 3 - 5 images will suffice for this task)

  • With paper, crayons and other materials
  • Construct with plasticine and/or felt
  • Use a computer program (such as Paint or SMART Notebook)

Take digitalphotosof your artwork.

RETELL:

1.Transfer the photos into Photostory 3 or Movie Maker (PC) or Garageband or iMovie (Mac- see tutorial links below)

2. Record your story using the microphone built into your laptop or mic you have plugged in to retell your story.

3. If appropriate add background music by setting the volume to low.

4. Another option is to upload the image intohttp://bighugelabs.com/magazine.phpand add your own headings to create a Magazine cover.

4. For a more static effect try uploading the image/s intohttp://bighugelabs.com/magazine.phpand add your own headings to create a Magazine cover. Save the created version and add to the wiki!

Uploadyour digital story on to the Wiki underREADINGand theVisualisationheading.

TUTORIALS

PCusers can use:

Photostory 3:http://www.youtube.com/watch?v=fTt5WMHYSsE

Movie Maker:http://www.youtube.com/watch?v=6DHFKVzG8Zw&feature=related

Macsusers can use:

Garageband -http://www.apple.com/findouthow/music/#podcast

iMovie -http://www.apple.com/findouthow/movies/#intro

For your information:

Digital Story Telling

http://uow.libguides.com/content.php?pid=82573&sid=612645

http://www.nextexit.com/production/productionframeset.html

http://www.storycenter.org/index1.html

Compare & Contrast

(allow about 20 - 30 mins)

Purpose: use graphic organisers to sort information in text.

Here aretwosites of where you can accessgraphic organisers.

http://www.writedesignonline.com/organizers/comparecontrast.html

http://freeology.com/graphicorgs/

SMART Notebook has graphic organisers in the gallery. The other option is to make your own by using lines, arrows, tables, etc and lock these into place. You can also try copying the image or using the Notebook camera to capture templates from the websites above.

A further extension is to build a graphic organiser Gallery of these templates.

Visual Literacy & Vocabulary Development

(allow about 20 - 30 mins)(Felicity)

Purpose: developing vocabulary and interpreting visual images.

Open SMART Notebook and insert a or choose one of the photos above.

  1. Go to theWordleURL below and click onCreate.
  2. List vocabulary that express your interpretation of the picture. You can repeat words as well for a different effect.
  3. Click Go.
  4. Randomise the result.
  5. Play around with the font, colour and layout functions.
  6. You can limit words to the top 50 words, for example.
  7. Capture the image with SMART notebook camera

Customise your work splash.http://www.wordle.net/

Example of a wordle word splash.http://www.wordle.net/show/wrdl/2285191/Multilitericies

Concept sorting:http://www.readingrockets.org/strategies/concept_sort

Word maps:http://www.readingrockets.org/strategies/word_maps

Word hunt:http://www.readingrockets.org/strategies/word_hunts

Photo Sharing in plain english -http://www.commoncraft.com/photosharing

What other ways can you think of using Wordle blended with SMART Notebook or other programs? Check out the wiki for a list of classroom applications of Wordle.

You Tube

http://www.youtube.com/watch?v=OPzIbbvoiMA

http://www.youtube.com/watch?v=67vJoibi5OQ&feature=related

http://www.youtube.com/watch?v=7jFFJ8ifgj8&feature=related

http://www.youtube.com/watch?v=enPGDBN6MVk&feature=watch_response

How can technology support reflection & evaluation?

Working in Groups


Purpose: students need to develop collaborative skills and become responsible for self-evaluation processes.
https://spreadsheets.google.com/ccc?key=t1aXqtALub1NOn1RIAJgscQ#gid=0
https://spreadsheets.google.com/viewform?formkey=dDFhWHF0QUx1YjFOT24xUklBSmdzY1E6MA

Evaluation

Purpose:Metacognition for yourselves and feedback for us.

Check your email to complete a survey:

http://spreadsheets.google.com/gform?key=t4PsnYn1I7RqW1owxAuml3Q&hl=en#

Suggestion of other classroom use: Use google docs forms to create student evaluation surveys on-line.

http://edte.ch/blog/2008/08/23/10-google-forms-for-the-classroom/

Other Resources

  1. http://www.thelearningfederation.edu.au/verve/_resources/eng_lit_march10.pdf(SCOOTLE)
  2. http://www.education.vic.gov.au/researchinnovation/digitalliteracy/default.htm
  3. http://www.myplace.edu.au/default.asp
  4. http://kids.nationalgeographic.com/kids/
  5. http://www.readingdoctor.com.au/
  6. ICTskills
  7. http://edte.ch/blog/interesting-ways/
  8. http://www.nmk.co.uk/articles/1156Flippin' Marvellous: Using video in the classroom
  9. RSS in plain english - how can this tool keep you up-to-date with blogs and news:http://www.youtube.com/watch?v=0klgLsSxGsU
  10. Google Docs Template: Click on New, Template and try selecting Students and Teachers category and preview templates that might be of interest. Eg: Copy of working in groups self-assessment

Google Docs:

Tutorial: access to a file is available via the CEOBliteracyLeaders.wikispaces.com community.

24 ways to use Google docs in the classroom:http://docs.google.com/present/view?id=dhn2vcv5_8323t58h3ft

10 ways to use Google doc forms in the school:http://edte.ch/blog/2008/08/23/10-google-forms-for-the-classroom/

On-line Template for student reading logs:http://docs.google.com/previewtemplate?id=0AqR3OWwLEsXudFFTOWg4NEVSMm1oYkRQUFZiX0kwMWc&mode=public

WIKI - Add content to the site and also explore the DISCUSSION feature available on each page. (Caution: Wikis does not handle multiple users well so be aware that you may override earlier entries if you not click save regularly).

Equipment required for the day

SOFTWARE requirements:

  1. PhotoStory 3 installed (check wiki for program or weblink) A PC program only. Mac users can use the free programs iMovie or GarageBank instead.http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/default.mspx
  2. Flash software:http://get.adobe.com/flashplayer/otherversions/
  3. SMART Notebook ver 10.6.94 installed/updated (if you have ver 10 then you will already have the product key, so ignore this statement)

To check what version you have, Open SMART Notebook, click on the menu HELP (or Notebook on a Mac), ABOUT, last tab Technical Support.http://smarttech.com/us/Support/Browse+Support/Download+Software
SMART Notebook: 10.6.94.0 released March 23, 2010
SMART Product Drivers: 10.6.48.0 released January 14, 2010

4. PLUS Lesson Activity Toolkit 2.0 Scroll on the page and expand the panel so that you can download this 106Mb file - well worth having.
5. Admin password in case you need to install something on the PD day.


HARDWARE requirements:

  1. Laptopwith wireless capability - each person will benefit by having their own laptop on the day rather than sharing
  2. Microphone works on your PC and/or a portable voice recorder such as EasiSpeak or USB MP3 players would be ideal
  3. Digital Camera and/or Flip camera to record movies
  4. Computer audio plugs/ head-sets

Literacy Resources

Picture Story Book or poem to use on the day.

Online literacy websites that you find useful