Transcript CloseReadingWIDA
Making Close Reading Comprehensible and Engaging with iPads
Have an iPad with you? Download these apps: ● PaperPort Notes ● Skitch ● Sticky Beautiful Notebooks for iPad and iPhone ● YouTube Capture October 23, 2014 Maggie Essig Laura Heneghan Evergreen Park School District 124
Objectives
● Review Close Reading Steps ● Explore iPad apps that can help facilitate each step of the process for ELLs ● Time to explore/ask questions
What is a Close Read?
“Close reading is an instructional routine in which students critically examine a text, especially through repeated readings.” - Fisher & Frey
Close Reading and ELLs
● "English language learners benefit from the reinforcement of vocabulary and concepts through pictures, graphics and video. They also benefit from being able to use technology to express themselves." (Brozek & Duckworth, 2011).
● “...building ELLs’ background knowledge definitely has its place in the Common Core, it is only one piece of the close reading puzzle. After we build ELLs’ background knowledge as necessary, we must then focus the majority of our instruction on having students working with the text itself so that they can unlock its meaning.” (Staehr Fenner, 2013)
Technology and ELLs
● ● ● ● ● ● ● ● Lowers affective filter (Krashen, 1982) Provides an authentic audience for students’ work A growing number of language programs rely on technology tools to make language learning more comprehensible to a wide range of learners (Winkle & Goertler, 2008) Laptops in the ESL classroom allowed the teachers to make their teaching more visual, provide practice learning content through online games, create a soothing environment by playing music, and help support ELLs language development (Turgut, 2011) Importance of computers in creating an interesting and motivating learning environment through a rich comprehensive input in a low affective filter (Carrasquillo and Nunez, 1988) Technology offers second language learners a more natural communicative approach and online immersion by being able to practice with native speakers. (Godzicki, Godzicki, Krofel, and Michaels, 2013) Using mobile devices to teach ELLs increased the level of interest of learners and helped reduce their stress level (Chen & Hsu, 2008) Importance of technology as a differentiated instruction tool that provides ELLs with a rich and comprehensive input necessary to acquire a second language (Chen & Hsu, 2008; Elsner, 2011; Tsuei, 2011; and Winkle & Goertler, 2008)
Close Reading Guidelines
● Use a short passage ● “Read with a pencil (or finger)” ● Note what is confusing to students ● Pay attention to patterns ● Give students a chance to struggle slightly
Close Reading Procedure
Establish Purpose 1st Reading & 1st Discussion 2nd Reading & 2nd Discussion 3rd Reading & 3rd Discussion
Establish Purpose
● Explain the purpose of the read ● Make it clear to students that it is a Close Read ● What will you focus on?
o o o Word choice Structure Imagery o o Literary devices Content vocabulary o Key ideas & details o Syntax
1st Reading & Discussion
● Students read independently (can be read together based on age or language proficiency level) ● Students annotate text while the teacher looks for patterns ● Small/whole group discussion to check meaning ● Prompt students to reference text annotations during discussions
Annotations
1st Reading & Discussion Focus
Key Ideas & Details ● What’s the gist (big idea) of the text?
● What is the author’s key idea/claim?
● What are the important details (who, what, where, when, why, or how)?
Integrating Technology - 1st Reading
● ● Record yourself reading text to students for use in small groups at school or for reinforcement at home YouTube Capture o Settings: Private, Unlisted, Public
I ntegrating Technology - 1st Reading
● Take a picture of a text with
Skitch
to annotate ● Benefit: Students can revisit annotations in future readings/discussions ● Benefit: Works great with individual pages from picture books
I ntegrating Technology - 1st Reading
You can create Skitch images in one of six ways: 1. Take a photo using the Skitch Camera 2. Select an existing image from your device 3. Create a Skitch image from a webpage or a map 4. Paste an image from the device clipboard 5. Create a Skitch image from a blank page 6. Open a PDF in Skitch from another app
Integrating Technology - 1st Reading
Use
PaperPort Notes
to annotate PDFs Text, Pencil, Highlighter, Eraser tools Sticky note tool Voice-to-text tool to leave notes
Integrating Technology - 1st Reading
● Use
PaperPort Notes
o to annotate PDFs The Easy Way → Open a PDF in your iPad, click “Open With…” at bottom, select PaperPort Notes o The Slightly More Steps Way → Create or paste text in a Google Doc, Download As PDF, Open PaperPort Notes, Click Import, Click Google Drive ● Benefit: Students can revisit annotations in future readings/discussions ● Benefit: Works great with Reading A-Z, ReadWorks.org, SuperTeacherWorksheets.com, http://teacher.depaul.edu/Reading_Passages_NONFICTION.html
Integrating Technology - 1st Reading
● Sticky Notes App o Use to answer who, what, where, when, why questions after o the first reading Use to ask who, what, where, when, why questions ABOUT the text
2nd Reading & Discussion
● Teacher sets focus for second reading ● Teacher reads aloud the text ● Students listen and revisit annotation o Technology makes it easier to reclassify parts of the text ● Students expand on discussion o Focus on text dependent question (text structure, vocabulary, author’s purpose, inferences)
Integrating Technology - 2nd Reading
● Record students reading text o o Some students need to hear the text multiple times Document students’ growth over time o Improve fluency ● Record student discussions to revisit as a larger group ● YouTube Capture ● QR Codes
QR Codes
● Google URL Shortener Extension for Chrome ● www.qrstuff.com
● i-nigma (free QR code read app) ● Put the QR Code on a text passage, in the back of a book, or on your newsletter to direct students and parents to a passage.
3rd Reading
● Teacher’s choice: Teacher read, partner read, or independently read ● Teacher leads discussion about opinions, arguments, or intertextual connections relating to the text
Integrating Technology - 3rd Reading
● Make a YouTube Video where students share intertextual connections o Video can prompt whole class discussions ● Students write responses in a blog o o Preparation for a Prose Constructed Response (PCR) Authentic audience, interaction with native English speakers o Teacher can prompt students to dig deeper into text
www.kidblog.org
Resources
● ● ● ● ● ● ● ● ● Brozek, E., & Duckwork, D. (2011). Supporting English language learners through technology.
Educator’s Voice
, (4), 10-15.
Carrasquillo, A., & Nunez, D. (1988). Computer-assisted metacognitive strategies and the reading comprehension skills of ESL elementary school students. Retrieved from http://www.eric.ed.gov.ezproxy.cu portland.edu/contentdelivery/servlet/ERICServlet?accno=ED301838.
Chen, C., & Hsu, S. (2008). Personalized intelligent mobile learning system for supporting effective English learning.
Educational Technology & Society, 11
(3), 153-180.
Elsner, D. (2011). Developing multiliteracies, plurilingual awareness & critical thinking in the primary language classroom with multilingual virtual talking books. Retrieved from http://www.eric.ed.gov.ezproxy.cu portland.edu/contentdelivery/servlet/ERICServlet?accno=ED530011.
Godzicki, L., Godzicki, N., Krofel, M., & Michaels, R. (2013). Increasing motivation and engagement in elementary and middle school students through technology-supported learning environments. Retrieved from http://www.eric.ed.gov.ezproxy.cu-portland.edu/contentdelivery/servlet/ERICServlet?accno=ED541343. Krashen, S. (1982). Principles and practice in second language acquisition. London: Pergamon Press.
Tsuei, M. (2011). Development of a peer-assisted learning strategy in computer-supported collaborative learning environments for elementary school students.
British Journal of Educational Technology, 42
(2), 214-232.
Turgut, G. (Oct. 2011). A case study on use of one-to-one laptops in English as second language classrooms,
Turkish Online Journal of Qualitative Inquiry, 3
(4), 28-47.
Winkle, P. & Goertler, S. (2008). Did we forget someone? Students' computer access and literacy for CALL.
CALICO Journal, 25
(3), 482-509.
Contact Us
Maggie Essig
@maggieessig
Laura Heneghan
@llmhlaura