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Using Technology to Enhance Student Achievement in the Language Arts Susan K. Pittman Bonnie Vondracek

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Title: Using Technology to Enhance Student Achievement in the Language Arts Susan K. Pittman Bonnie Vondracek


1
Using Technology to Enhance Student
Achievement in the Language ArtsSusan K.
PittmanBonnie Vondracek
2
  • Computers will never replace teachers, but
    teachers who use computers will replace those who
    don't.
  • Source unknown

3
Objectives
  • Understand the essential elements required for
    students to become better readers and writers
  • Integrate technology in the reading and writing
    process
  • Complete guided exploration of online resources
  • Evaluate reading websites that can be used in the
    classroom
  • Develop an instructors resource guide

4
Getting Down to Business
  • Youve got the computer lab for a set time every
    week OR computers have just been installed in
    your classroom (youre quite the optimist!)
  • You want to involve your students in authentic
    and meaningful instruction
  • So many websites and online resources. How can I
    use them most effectively in the classroom?
  • Use websites that already have projects/lessons
    posted!

5
What You Can Find Online
  • WebQuests
  • Engaged Learning Projects
  • Authentic Instruction Lessons
  • Online Resource Guides
  • Fun and engaging learning ideas!

6
How am I Going to Remember ALL These websites?
  • Create a Technology Resource Guide
  • Save time and frustration
  • All resources in one spot
  • Save to the disk
  • Share with others

7
How am I Going to Remember ALL These websites?
  • Create a Technology Resource Guide
  • Use the links that are provided
  • Find others on your own
  • Evaluate the websites
  • Pick the ones that you want to include
  • Add an informative explanation about the website.

8
Components of Reading A Review
  • Phonemic awareness
  • Word analysis - phonics
  • Word recognition - sight words
  • Reading rate
  • Fluency
  • Spelling
  • Background knowledge
  • Word meaning
  • Comprehension

9
So, What Is Reading?
  • Interrelated abilities that make up skilled
    reading
  • Print Skills (Alphabetics)
  • Phonemic awareness
  • Word analysis - phonics
  • Word recognition - sight words
  • Rate and Fluency
  • Meaning Skills
  • Background knowledge - vocabulary
  • Word meaning
  • Comprehension

10
The Wonderful World of Technology
  • Technology can be used as an information tool and
  • can be separated into four categories
  • Research finding and gathering new and old
    information
  • Management manipulating, organizing and storing
    information
  • Publishing manipulating, interpreting and
    organizing information for presentation
  • Communication presenting and sharing
    information.

11
  • So What Does Technology Have to Do With Your
    Reading Curriculum?

12
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13
Tips for Integrating Internet into the Curriculum
  • Don't panic!  You don't have to know everything
    about technology to use it.
  • Make mistakes!  You can't break it, and you can
    correct it.
  • Learn from the students!  In a survey of teens
    regarding where they learned about technology,
    only 5 looked to parents, 6 to teachers, while
    54 looked to friends.
  • Bring everybody along!  All students and
    teachers should be involved with technology. As
    Bruce Springsteen sang, "Nobody wins unless
    everyone wins."

14
Tips for Integrating Internet into the Curriculum
  • Technology is important, but it's not the only
    thing!  Technology is not the answer for all
    tasks.
  • Customize, customize, customize!  Adapt
    activities and programs to fit your curricular
    needs.
  • Two-way is the only way!  Communicate with
    others at your site and via the Internet. Nobody
    is as smart as everybody.
  • Have a little fun!  When learning stops being
    fun and becomes a chore, we've gone off course.
    You cannot win if you do not play!

15
Whether print or digital, environment must
support learning
  • Students must
  • Have their physical, emotional,
    and intellectual needs met
  • Believe they can take risks
  • Feel safe
  • Have materials their work requires
  • Teachers must be able to
  • Model what we want students to do
  • Provide guided practice for students
  • Provide independent practice

16
Lets Take a Look at Some First Steps
  • Reading Components Integration of Technology
    into the Curriculum Learning

17
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18
What Is Phonemic Awareness/Phonics?
  • Phonics is the relationship between a specific
    letter and its sounds as it relates to the
    written word
  • Research of the last 20 years supports that good
    readers generally have good phonological
    awareness and phonics skills

19
Phonemic Awareness and Phonics
  • Phonemes graphemes building blocks of
    language
  • Phoneme smallest unit of sound in a word
    represented by letters of the alphabet
  • Grapheme written letters used to represent
    phonemes
  • Basic sounds of spoken words
  • Often called decoding
  • Example c/a/t is composed of how many phonemes?
    How many graphemes? This is composed of how
    many phonemes? Graphemes?

20
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21
Phonics Awareness Technology Check
  • TampaReads
  • http//www.tampareads.com/phonics/phonicsindex.htm

22
Phonics Awareness Technology Check
  • Time to Play
  • Phonics Jeopardy!

23
Five Ways to Read Words
  • Decoding
  • Analogizing to already known words
  • Identifying and pronouncing spelling patterns
  • Guessing from context
  • Directly by sight

24
Word Recognition
  • Word Recognition - the ability of a reader to
    recognize written words correctly and virtually
    effortlessly
  • Sight Words frequently encountered words
  • Word Analysis less familiar and more difficult
    words

25
What Are Sight Words?

Sight Words Frequently Encountered Words
26
Sight Word Technology Check
  1. Dolch List http//www.theschoolbell.com/Links/Dolc
    h/Dolch.html
  2. Fry List http//www.nifl.gov/readingprofiles/Insta
    nt_Words.pdf
  3. General Service List http//jbauman.com/aboutgsl.h
    tml
  4. Signal Words http//www.nifl.gov/readingprofiles/S
    ignal_Words.pdf
  5. Academic Word List http//www.vuw.ac.nz/lals/resea
    rch/awl/


27
Vocabulary Profiler
  • Using a Vocabulary Profiler
  • What do they really know if I teach these lists
    of words?
  • http//www.lextutor.ca/vp/eng/

28
Sight Word Technology Check
  • You Can Even Check Your Computer Term Awareness!

29
Reading Rate Fluency WARF Speed Ahead!

Reading rate how quickly you read with
understanding Reading fluency the speed and
ease with which one reads connected text aloud
with accuracy, speed, and appropriate phrasing
30
Building Fluency
  • Repeated and Monitored Oral Reading
  • Teacher Modeling
  • Paired (Partner) Reading
  • Tape-Assisted Reading
  • Chunking
  • Silent Reading
  • Neurological Impress
  • Fluency Development Lessons


31
Fluency Technology Check
  • Use activities from the web, such as trying one
    of the tongue twisters with a fellow participant
  • http//www.geocities.com/Athens/8136/tonguetwister
    s.html
  • Have students read along with famous readers
  • http//www.favoritepoem.org/thevideos/index.html
  • Use the Internet to research a fluency technique
    such as neurological impress
  • http//www.sil.org/lingualinks/literacy/referencem
    aterials/glossaryofliteracyterms/whatistheneurolog
    icalimpressme.htm

32
Reading Rate How Fast Should My Students Read?
- Average Rates with Comprehension
Grade Equivalent Standard Words Per Minute
2.5 121
3.5 135
4.5 149
5.5 163
6.5 177
7.5 191
8.5 205
9.5 219
10.5 233
11.5 247
12.5 261
33
Timed Readings to Improve Rate
Reading rate the number of words read correctly
by the total amount of reading time (the slower
the reading rate, generally the poorer the
comprehension) Improve rate through timed
readings Print Technology

34
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35
Power Reading Technology Check
  • http//iep.uta.edu/Rochelle/TimedReadings/TimedRea
    dingIndex.html (20, 33, 35, 38, 45 only)
  • http//www.cats.ohiou.edu/linguist/jscript/Timedr
    .htm
  • http//www.readingsoft.com/
  • http//college.hmco.com/collegesurvival/watkins/le
    arning_companion/1e/students/timed_reading.html

36
Power Reading Technology Check
  • http//web2.uvcs.uvic.ca/elc/studyzone/570/pulp/he
    mp3.htm
  • http//www.powerreading.com/speedtest.html

37
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38
Word Meaning - Vocabulary
  • I never saw or heard the word before.
  • Ive heard it, but I dont know what it means.
  • I recognize it in context it has something to
    do with
  • I know it and I can tell you what it means. (In
    other words, I can use the word.)


39
Vocabulary Technology Check
  • There Are Millions of Them!
  • Word Play
  • http//www.wolinskyweb.net/word.htm
  • Vocabulary University
  • http//www.vocabulary.com/
  • Fun with Words
  • http//www.wolinskyweb.net/word.htm
  • Heteronym Homepage
  • http//www-personal.umich.edu/cellis/heteronym.ht
    ml

40
Vocabulary Technology Check
  • Multiple Meanings

41
Background Knowledge What Do They Really Know?
  • By first activating a students prior knowledge,
    you can
  • assist students in
  • Using information gained from academics as well
    as personal interests, television, job
    experience, and peer interaction to better
    understanding a passage
  • Developing a framework into which additional
    ideas can be added and remembered
  • Discussing their ideas and experiences with
    others
  • Seeing a connection between personal and text
    knowledge
  • Understanding and respecting diversity

42
Background Knowledge What Do They Really Know?
  • By first activating a students prior knowledge,
    you can
  • Instruct students on a moment-to-moment basis,
    responding to confusion and providing support on
    a continuing and evolving basis based on what
    students know and don't know use the discussion
    as a basis for making instructional decisions
  • But what if their background knowledge has holes
    and gaps in it?

43
Worth a Thousand Words Using Pictures for
Reading
  • NPR
  • http//www.npr.org/
  • BBC
  • http//www.bbc.co.uk/history/multimedia_zone/audi
    o_video/
  • CBS News
  • http//www.cbsnews.com/sections/i_video/main50025
    1.shtml
  • The History Channel
  • http//www.historychannel.com/broadband/

44
Worth a Thousand Words Using Pictures for
Reading
  • ABC News
  • http//abcnews.go.com/Video/
  • NASA
  • http//www.hq.nasa.gov/office/pao/History/40thann
    /videos.htm
  • Library of Congress
  • http//memory.loc.gov/ammem/
  • EduScapes
  • http//eduscapes.com/seeds/clips.html

45
Comprehension The Reason for Reading
  • Comprehension results from an interaction among
    the reader, the strategies the reader employs,
    the material being read, and the context in which
    reading takes place.
  • I see what you mean.
  • I hear what youre saying
  • Ive got a hold of that.

46
Comprehension Common Strategies
  • Clunking and Chunking
  • GIST
  • SQ3R
  • Learning Logs
  • BCDE
  • About Point
  • KWL
  • Graphic Organizers
  • Scaffolding
  • Double Entry Diaries
  • Cornell Notes

What possibly can technology add to all of this?
47
Comprehension Technology Check
  • NALD
  •   http//www.nald.ca/netlinks/ed_res_l.htm
  • Critical Reading
  • http//www.criticalreading.com/
  • Expository Escapade http//www.readwritethink.org/
    lessons/lesson_view.asp?id40
  • Reading Assessment Sites for the Teacher
  • Reading Profile http//www.nifl.gov/partnershipfor
    reading/adult_reading/adult_reading.html
  • The Word Meaning Test and More http//www.nifl.gov
    /readingprofiles/MC_Site_Map.htm

48
I need some high interest, low readability
materials on the Internet."
  • The California Distance Learning Project
    Articles and follow-up questions at several
    different difficulty levels on many topics.
  • http//www.otan.us/login/login.cfm
  • Awesome Stories
  • http//www.awesomestories.com/index2.htm
  • The Learning Edge
  • http//www.thewclc.ca/edge/issue4/
  • Short Stories
  • http//www.storybytes.com

49
I need some high interest, low readability
materials on the Internet."
  • City Family Magazine (Spanish translations
    available)
  • http//www.cityfamily.org
  • Voices of America News articles for English
    learners (low intermediate)
  • http//www.voanews.com/specialenglish/

50
Authentic Instruction Websites
  • Authentic Instruction
  • Draws on real life experiences, news and events
    that are currently happening
  • The CNN Learning Resources Sitehttp//www.literac
    ynet.org/cnnsf/
  • USA Today in the Classroomhttp//www.usatoday.com
    /educate/projects/projects.htm

Both websites will help students practice reading
for fluency and comprehension by using material
that is relevant and meaningful.
51
Computers will never replace teachers, but
teachers who use computers will replace those who
don't. Source unknown
52
  • The Internet is great for reading
  • but what about writing?

53
Writing and Technology
Grammar is just a collection of arbitary rules.
54
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55
What is Grammar?
  • Grammar is everything speakers know about their
    language
  • Phonology (the sound system)
  • Semantics (the system of meaning)
  • Morphology (rules of word formation)
  • Syntax (rules of sentence formation)
  • Lexicon (vocabulary of words)

56
Why Teach Grammar?
  • Standard English is the mark of an educated
    person. School systems believe that standardized
    grammar should be added to their students
    repertoire (not to replace their own dialects,
    but to add book or workplace language to their
    repertoire).
  • There is a strong connection between using
    correct grammar and maintaining clarity when
    communicating.
  • Grammar instruction and usage are required by
    educational curricula and tests such as the GED.

57
Ok! How do I teach writing?
58
What Do Students Need to Know to be Better
Writers?
  • Mechanics and Usage
  • Parts of Speech
  • Rules of punctuation
  • Sentence structure
  • Words, Words, Words
  • Vocabulary
  • Spelling
  • Writing Skills
  • Pre-writing
  • Organization
  • Editing and revising

59
Eight Parts of Speech
Nouns
Interjections
Adjectives
Adverbs
Conjunctions
60
Grammar is boring.
61
Check Your Grammar!
  • Take the Boring Out of Grammar
  • Use the Internet

62
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63
Grammar on the Web
  • Grammar Gorillas
  • http//www.funbrain.com/grammar
  • Crossword Puzzle - Grammar Punctuation Words
  • http//iteslj.org/cw/2/tm-grammar.html
  • Daily Grammar Lessons
  • http//www.grammar-teacher.com/grammarlessons/
  • English Grammar Quizzes
  • http//a4esl.org/a/g3.html

64
Punctuation . ? ! , - -- ( ) /
  • How many punctuation errors
  • are in the following phrase?
  • Johnny couldnt believe what his teacher had said
    did he really say Johnnys the winner of the
    science fair he asked

65
Punctuation . ? ! , - -- ( ) /
  • The answer is
  • 10
  • Johnny couldn't believe what his teacher had
    said. "Did he really say 'Johnny's the winner of
    the science fair'?" he asked.
  • Did you remember to insert the single quotation
    marks within double quotation marks?

66
There are fourteen punctuation marks in English
grammar. Can you name them?
67
Types of Punctuation Marks
  • Period
  • Comma
  • Question mark
  • Exclamation mark
  • Colon
  • Semicolon
  • Hyphen
  • Dash
  • Parentheses
  • Brackets
  • Ellipsis
  • Apostrophes
  • Quotation Marks
  • Slash

68
Punctuation, problem's can make you're life  difficult and cause, you to get across' the wrong message!
69
Its the Only One Assessed on the GED Test
  • THE COMMA

70
The Comma
  • Why Is a Comma So Important?
  • It can change meaning.
  • He was kicked by a mule which annoyed him. (The
    mule annoyed him.)
  • He was kicked by a mule, which annoyed him.
    (Being kicked annoyed him.)
  • Omitted, a comma can lead to ridiculous meanings.
  • While mother was cooking the baby wandered away.
  • It can help avoid ambiguity in sentences.
  • You don't really like it you're only pretending
    to please me.
  • You don't really like it you're only pretending,
    to please me.

71
The Comma
THE RULES OF COMMAS Remember LIES LISTS The
comma before the final item in a series is
optional, but a bit more formal. INTRODUCTIONS
Place a comma before elements that precede the
subject. EXTRA INFORMATION Divide extra
(non-essential) information of all kinds with a
comma on each side of the extra information.
SENTENCES Divide independent clauses
(sentences) with a comma and a conjunction.
(Note Also, observe the comma rules that apply
to quotations.) Readers will appreciate
observance of comma rules, because commas prevent
word collision that results in confusion.
Unnecessary commas impede comprehension.)
L
I
E
S
72
The Comma
  • Consider the difference in the following
  • Last month, Alex dated Mary Ann Lee and Kim.
  • Last month, Alex dated Mary, Ann, Lee, and Kim.
  • Last month, Alex dated Mary Ann, Lee, and Kim.
  • How many women did Alex date?

73
The Comma
  • Sentence Structure Compound
  • Sentence
  • A sentence that contains two independent clauses
    joined by a coordinating conjunction is called a
    compound sentence.
  • A conjunction joins words, phrases, and clauses
    together in a sentence.
  • Conjunctions
  • for
  • and
  • nor
  • but
  • or
  • yet
  • so

FAN BOYS
74
The Comma
  • The comma in a compound
  • sentence is placed before the
  • coordinating conjunction.
  • Andy built a snowman, and Jeff played with his
    dog.

S V conj. Andy
built a snowman, and Jeff played with his
dog. S V
75
The Comma
  • Use a comma to set off parenthetical elements.
    This is the most difficult rule in comma usage. A
    parenthetical element is added information,
    something that can be removed from a sentence
    without changing the essential meaning of that
    sentence. Deciding what is added information
    and what is essential is sometimes difficult. See
    the next slide.

76
The Comma
  • An essential clause or phrase is used to modify a
    noun.
  • It also adds information that is critical to the
    meaning of the sentence.
  • Essential clauses are NOT set off by commas.
  • The people who work in my office are so uptight!
  • S essential phrase V
  • Without the essential phrase, this sentence does
    not
  • make complete sense
  • The people are so uptight!

77
The Comma
  • A nonessential phrase or clause adds extra
    information to a sentence.
  • This information can be eliminated from the
    sentence without jeopardizing the meaning of the
    sentence.
  • Always place commas around nonessential phrases
    and clauses.
  • My brother, who lives across town, plans to throw
    a party!
  • S non-essential V
  • Even without the phrase the sentence still makes
    sense. My brother plans to throw a party!

78
Check Your Grammar!
  • Take the Boring Out of Punctuation
  • Use the Internet

79
Punctuation on the Web
  • Punctuation Paintball
  • http//www.iknowthat.com/com/L3?AreaPaintball
  • BBC Skillswise
  • http//www.bbc.co.uk/skillswise/words/grammar/punc
    tuation/apostrophes/
  • Grammar Bytes
  • http//www.chompchomp.com/exercises.htm
  • EdHelper.Com
  • http//www.edhelper.com/commas.htm

80
Types of Sentences
  • Declarative Sentences (statements)
  • There will be a grammar test next class.
  • Interrogative Sentence (questions)
  • Are you ready for the grammar test?
  • Imperative Sentence (requests and commands)
  • Dont forget to review your notes and course
    pack.
  • Exclamatory Sentence (exclamations)
  • Study!

81
Having a Problem with Sentences?
  • Common problems Fragments
  • Run-ons
  • Lack of agreement between subject and verb
  • Lack of parallel structure
  • Poor pronoun reference

82
  • Take the Boring Out of Sentences
  • Use the Internet

83
Sentences on the Web
  • Quia Quizzes
  • http//www.quia.com/tq/106467.html
  • Scrambled Sentences
  • http//www.berghuis.co.nz/abiator/lang/lscr/lscrin
    dex.html
  • Repairing Run-ons
  • http//webster.commnet.edu/grammar/quizzes/runons_
    quiz.htm

84
Sentences on the Web
  • Grammar Bytes
  • Finding Fragments
  • http//www.chompchomp.com/frag01/frag01.htm
  • Subject Verb Agreement
  • http//www.chompchomp.com/exercises.htmSubject-Ve
    rb_Agreement
  • Pronoun Reference
  • http//www.chompchomp.com/exercises.htmPronoun_Re
    ference Reference

85
Resources on the Web
  • Grammar Resources
  • Teachers First Hacker Handbook
  • http//www.bedfordstmartins.com/hacker/exercises/
  • The Blue Book of Grammar http//www.grammarbook.co
    m/grammar/cnt_gram.asp
  • The Internet Grammar Guide http//www.ucl.ac.uk/in
    ternet-grammar/.

86
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87
The Importance of Vocabulary
  • Words are the currency of communication. A robust
    vocabulary improves all areas of communication
    listening, speaking, reading, and writing.

88
The Importance of Vocabulary
  • Research has found that the most effective method
    for improving students vocabulary incorporates
    three distinct elements.
  • Integration
  • Repetition
  • Meaningful use

89
The Importance of Vocabulary
  • Good writing is the use of proper words in
    proper places.
  • Jonathan Swift
  • In other words, a good vocabulary is as necessary
    for writing as it is for reading.

90
  • Take the Boring Out of Vocabulary
  • Use the Internet

91
Vocabulary on the Web
  • Learning Vocabulary Can Be Fun
  • http//www.vocabulary.co.il/
  • Word Games
  • http//www.eastoftheweb.com/games/index.html
  • High School Ace http//highschoolace.com/ace/ace.c
    fm
  • Activities for ESL Students
  • http//a4esl.org

92
Vocabulary on the Web
  • Fun with Words
  • http//www.suelebeau.com/words.htm
  • BBC - HardSpell
  • http//www.bbc.co.uk/hardspell/hardspell_game.shtm
    l
  • Funbrain Spell Check
  • http//www.funbrain.com/spell/index.html

93
Writing
  • Problem Areas
  • Inability to organize
  • Inadequate editing skills
  • Writing why instead of how-to essays
  • Free-writing the rambling approach
  • Inadequate development and details
  • Poor use of word choice and grammar
  • Changing focus

94
  • To become better writers,
  • students must
  • PRACTICE, PRACTICE, PRACTICE!

95
  • WORD PROCESSING
  • Software Its Free!
  • 3D Writer

96
Using Word Processing Software
  • Teach Students the Basics
  • Keyboarding Skills (free download or web version)
  • http//www.senselang.com/
  • http//www.nimblefingers.com/
  • Cut and Paste
  • Control C
  • Control V

97
Focus on Organization
  • Build Organization Skills
  • Show students how to cut and paste text.
  • Have students use cut and paste to move text.
  • Begin with basic paragraphs that require students
    to identify the main idea and organize the
    paragraph so it makes sense.
  • Move to more advanced text that requires students
    to identify transition words to organize text
  • Expand to multiple paragraphs.
  • Have students edit self-generated text

98
Focus on Organization
Basic Paragraph Move text to better organize the
paragraph. Still others dream of winning the
lottery or moving to that exotic location. Most
people have dreams of what they want to do with
their lives. Whether the dream can be
accomplished is up to the individual. Some people
dream of buying their own home or starting a
family, whereas others may dream of starting a
new career. Dreams are part of everyones life.
99
Basic Paragraph Most people have dreams of what
they want to do with their lives. Some people
dream of buying their own home or starting a
family, whereas others may dream of starting a
new career. Still others dream of winning the
lottery or moving to that exotic location.
Dreams are part of everyones life. Whether the
dream can be accomplished is up to the individual.
100
Using Edit Mode
  • Change typing and editing options
  • On the Tools menu, click Options, and then click
    the Edit tab.
  • Select the options you want
  • Spelling and Grammar
  • Track Changes
  • Teach students how to use edit mode
  • You see what they have done
  • They see what you have done

101
Using Edit Mode
Try It! Correct the sentences in the document
entitled Using Edit Mode in Word
  • Open Document Using Edit Mode in Word
  • Go to View, then Toolbars, and select Reviewing
  • Look at the icons displayed previous, next,
    accept, reject, comments, and track changes
  • Select track changes
  • Made edits to the document as needed

102
Using Edit Mode
  • Revising Essays
  • Open the document entitled One Important Goal
  • Use edit mode and make changes to the essay
  • Be ready to explain why you chose specific items
    to edit

103
  • Need Resources for Writing
  • Use the Internet

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Writing Resources on the Web
  • Writing Resources
  • http//www.tcc.edu/students/resources/writcent/HAN
    DOUTS/writing/index.htm
  • Writing Paragraphs
  • http//www.emints.org/ethemes/resources/S00000446.
    shtml?prnfriendly
  • The Writing Process
  • http//www.uen.org/utahlink/tours/tourFames.cgi?to
    ur_id13270.

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Writing Resources on the Web
  • The OWL Purdue University
  • http//owl.english.purdue.edu/
  • 61 Trait Writing
  • http//www.nwrel.org/assessment/department.php?d1
  • Guide to Writing a Basic Essay
  • http//members.tripod.com/lklivingston/essay/

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So How Do You Teach Writing and Reading? Use
technology and hands-on activities.
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Put Technology to Work
  • Your Assignment
  • Use the lesson plan template provided in your
    workshop materials
  • Identify a skill or concept that you want to
    teach
  • Select one website that you have visited today
    and identify
  • how you intend to use it with your students
  • Pre-Internet activities that you will do before
    students visit the website
  • Post-Internet activities that you will use with
    students to debrief or assess the effectiveness
    of the activity

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Put Technology to Work
Jeopardy is not just for TV anymore!
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Put Technology to Work
  • Follow-up Meeting
  • Use the Jeopardy template provided on your CD
  • Develop a Jeopardy game that you can use in your
    classroom
  • Write the questions and answers before loading
    them into the template
  • Be prepared to share your Jeopardy game with the
    rest of the class

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Presented by
Susan K. Pittman skptvs_at_aol.com Bonnie
Vondracek bv73008_at_aol.com
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