How to Develop and Implement Literature Cyberlessons in the Classroom

1. http://www.reading.ccsu.edu/Kurkjian/Default1.html How to Develop and Implement Literature Cyberlessons in the Classroom by Catherine Kurkjian & Julia Kara-Soteriou Central Connecticut State University International Reading Association May 8, 2008 Atlanta Georgia

2. Focus of presentation . What is a Literature Cyberlesson? . Benefits of using a Literature Cyberlesson . Main sections of a Literature Cyberlesson . Examples of Literature Cyberlessons . Development of a Literature Cyberlesson . Difficulties? How to overcome?

3. What is a Literature Cyberlesson? • … a technology-based instructional framework that helps students study literature over the Internet and/or with the use of software like Powerpoint • … makes use of Before, During, After, and Beyond reading comprehension strategies

4. Benefits of using a Literature Cyberlesson • Can build on and enhance the guided reading method framework by capitalizing on the multimedia nature of technology, Internet resources, and the motivational aspects of using the Internet • Practice reading comprehension skills (before, during, after, and beyond reading strategies) • Integrate literacy, literature and technology • Study literature with more interest

5. Sections of a Literature Cyberlesson • Introduction • Materials • Before Reading Activities • During Reading Activities • After Reading Activities • Beyond Reading Activities • Rubric • Credit Page

6. Introduction page or slide • It is short • It lets the audience know what is coming and provides background information • It generates interest and/or describes a compelling problem • On slide 1 or on page 1 of website

7. Materials page or slide • The list of RESOURCES AND MATERIALS needed for the literature cyberlesson, from beginning to end • Materials are provided along the way, as needed • Examples: graphic organizers, other handouts, pencil, book title, computer with Internet access • Slide 2 or different page on website

8. Before Reading Activities page or slide • They are feasible • They build background knowledge • They generate interest in the book • They help the readers to make predictions • They set the purpose for reading • They incorporate the use of the Internet • How many activities? 1-2

9. Before Reading Activities • Examples: websites that could be used to • Activate background knowledge • Build background knowledge • Help students use clues available in the text such as titles, cover, illustrations to create a purpose and interest in reading

10. During Reading Activitiesslide or page • They support the readers’ move through the text by helping them keep track of events and/or generating and confirming predictions • The activities focus on the content of the book as well as specific literacy skills • How many? • It depends on the length of the book and the study of the book. • Include both Internet activities and handouts that do not require the use of the Internet

11. During Reading Activities • Examples: • Monitor predictions • Answer questions • Generate hypotheses • Track big ideas throughout the text • Use of websites as well as handouts and other activities that do not require the use of the Internet

12. After Reading Activitiesslide or page • They should encourage the readers to respond to, revisit and/or rethink about the text

13. After Reading Activities • Examples: students can • revisit the text to think more deeply about it • use background knowledge and the text to make inferences and connections among ideas in the text • relive an important event • put themselves in the shoes of a character • consider an important idea • evaluate the text by some criteria

14. Beyond Reading Activitiesslide or page • They should help the readers extend beyond the text by making connections to other related texts • They should also help provide more background information to an aspect of the book that has not been elaborated (i.e., information about the setting, time frame etc.)

15. Beyond Reading Activities • Examples: • Connections between the text and other related texts such as books, movies, music, and events. • Provide more background information to an aspect of the book that has not been elaborated (i.e., information about the setting, time frame etc.)

16. The Rubric slide or page • The rubric identifies what the reader has to do and to what degree in order to complete the Literature Cyberlesson successfully • The rubric helps the reader to assess if tasks were completed satisfactorily

17. Credit page slideor webpage • The last page of the literature cyberlesson • Cites Internet resources and graphics and other references where applicable Can make use of Cyberlesson Template

18. Literature Cyberlesson An example • Go to Internet Project: Cyberlesson at http://www.reading.ccsu.edu/kurkjian/Internet%20Project/new_page_1.htm • Selection of literature cyberlessons developed by teachers PreK-12 • One example Grade 1

19. How can I develop a Literature Cyberlesson for my classroom? Use of Literature Cyberlesson Template

20. Getting ready to develop the Literature Cyberlesson • Choose a familiar book • If longer book, choose one you taught in the past • Collect activities you used in the past • Think how the Literature Cyberlesson will fit into your curriculum (and not vice versa)

21. Cyberlesson, Curriculum and Scheduling • Draw up a plan for each day’s lesson: • What are your instructional objectives? • What are the literacy needs of your students? • What are the technology skills of your students? • How long should each lesson last? • How long should the Literature Cyberlesson last? • What activities will motivate your students?

22. Development of the Cyberlesson • BEFORE, DURING, AFTER, and BEYOND reading activities • How many in each group? • What type of activities? • Which of the activities I used in the past can I use now? Which can I modify and use? • How many Internet-based activities? • Only Internet? Paper & pencil activities?

23. Before Using the Cyberlesson • Do you have all the materials you will need? • Access to technology for teacher and students? • Are your students on board? Are they motivated to start?

24. Implementing the Cyberlesson • Classroom and/or computer lab • Groups and/or whole class • Use of SmartBoard • Reading from the book while having access to a computer for the activities • Use of handouts/whiteboard to complete assignments

25. One more example… A Literature Cyberlesson on the novel Hatchet by Gary Paulson Used in a 7th grade class

26. Mary Jean’s objectives • To motivate reluctant readers • To develop vocabulary knowledge • To develop reading comprehension skills • To integrate literacy and technology • To study and enjoy the novel Hatchet

27. Vocabulary and comprehension • Internet-based activities • Worksheets • Dictionary, as needed • Journal writing • Centers

28. Mary Jean’s students’ responses: “Can we do this again?” “Are we going to do this from now on?”

29. Possible Roadblocks • Outdated web sites or dead links • Younger students’ lack of technology skills • Schools’ Internet safety procedures - restriction to certain web sites • Old technologies in schools • Lack of enough computers in the classrooms

30. Overcoming Roadblocks • Younger students’ lack of technology skills • Prepare the computers/web sites ahead of time • One-on-one assistance • Pair the students • Schools’ Internet safety procedures - restriction to certain web sites • Talk to the school officials ahead of time • Modify the Literature Cyberlesson • Printouts from restricted web sites

31. Overcoming Roadblocks • Old technologies in schools • Use laptop and LCD projector for the whole class • Lack of enough computers in the classrooms • Use the computer lab • Use laptop and LCD Projector in the main classroom • Students in groups

32. Start slowly: One Literature Cyberlesson AND on a familiar book