Designing Text Rich Instruction Using Interactive Technology

1. Designing Text Rich Instruction Using Interactive Technology William Dove, High School English Teacher, Spencer-Van Etten Central School District wdove@svecsd.org Dr. Jennifer Dove, Director of Literacy & Humanities, Binghamton City School District dovej@binghamtonschools.org

2. The 6 Literacy Shifts in this Work • Reading short, rich informational text • Building content knowledge through text • Use critical reading strategies to analyze text construction & message(s) • Answering evidence based questions • Participating in evidence based discussions & written responses • Using word solving strategies to determine meaning of key academic vocabulary words in the text

3. The Shifts: Close Reading Shift

4. Resources for Text Rich Collaboration • Harvard Guide (6 Steps for Interrogating Text) • http://guides.hcl.harvard.edu/sixreadinghabits • Norms for Collaboration • http://courses.washington.edu/webrhet/engl281/handouts/normsofcollaboration.pdf

5. Identifying/ Using the Common Frame in A Written Response/ Text • Beginning -Claim (topic sentence or thesis statement) -Intro(lists main points, background info, etc.) • Middle -Supporting Reasons or Details -Evidence (quotes, statistics, stories, etc.) -Elaboration of evidence & connection to the claim • End -Summary of main points -Clinching sentence leaves reader w/ something to think about Transitions and transitional phrases

6. Teaching the Written Response • Modeled(Lots of examples of quality responses & the actual thinking process that takes place when writing a response) • Shared(Time to write responses together as a class) • Guided(Time to work on writing various parts of a response & eventually the whole response with support/ immediate feedback) • Independent(Time to practice writing responses independently with specific feedback from peers & teacher)

7. Learning Continuum Assess Assess Assess Shared Learning Independent Learning Assess Guided Learning Demonstrated Learning Assess Gradually handing over responsibility/the thinking and letting students take on the thinking independently. Based on the research of Pearson, et al, 1983

8. Getting Started • Determine where your students are with: • Previewing text • Annotating text • Identifying the outline of text • Comparing & contrasting text • Identifying author’s purpose, message, point of view, etc. • Determine where your students are with: • Developing a claim (writing a topic sentence or thesis) • Using supporting reasons/ details • Using evidence & connecting the evidence to the claim • Using tools such as transitions and similes to strengthen the clarity of their writing

9. Building the Frame • Start small (build in the learning) • Identify where students are within the frame • Gradually add to the frame throughout the year

10. Using the Wiki • Paperless system • Public performance (authentic audience) • On-line portfolio (see growth overtime) • Individual & public feedback via wiki

11. Examples • www.dovenyscate2013.wikispaces.com • www.dovesample2013.wikispaces.com

12. Tracking Data • Use for Data Driven Instruction • Use for individual student writing conferences • Use for parent conferences • Use to inform grades and comments on report cards

13. Questions? • Please complete the quick survey to share your thoughts about this presentation at: • https://docs.google.com/forms/d/1v44yTul7YjTbsPNWvcWiAfPqbW6CfN8eEkS1IGJsO0s/viewform • Feel free to contact us with questions and to share ideas at: • mrdovesve@gmail.com • jenniferwdove@gmail.com