Contemporary Literacy Practices, Go Where Your Students Are…

-Want to increase student achievement in reading and writing- Capitalize on the skills they use in their digital world.Education is slow to change. Before something is implemented it must be checked, researched, and statistically proven to impact student achievement before implementation occurs. While I  recognize the value of this system, it is the one that leaves professionals stagnant and places kids at a disadvantage. It also discounts the “gut-instinct” that teachers have when they recognize something is not working for their student and they need to change instruction.

The other day I was problem-solving with a building literacy coach at the middle school level. She spoke about a student, Allena (we will call her), an 8th grader who was classified as a struggling reader and writer by her teachers. The teachers wanted support in the form of strategies or programs that would help fix this child. A silver-bullet to implement that would magically make this student love writing.

In fact, the building literacy coach told me, all she cares about is watching YouTube and making videos for her own channel.

I paused, remembering a James Britton quote, “Go to where your students are – don’t make them come to you.” If you want to increase student reading and writing, go to where your students are in their “literary” worlds. Capitalize on the digital reading and writing that they do every day.

My question to the coach was How can we utilize YouTube to support this struggling writer? How can moviemaking and YouTube Stars be the vehicle in which she learns, practices, and demonstrates literacy skills? Could this entry-point then transfer to other areas of reading and writing?
Literacy is social, constantly changing, and impacted by the practices of a particular group. Contemporary literacy is multimodal, dynamic, and global. For students to be active participants in a global society it is essential to support student creation and consumption of 21st Century Literacies, even if it is driven by gut-instinct and has not had enough time to be deemed “research-approved.” Meeting students where they are does not only mean recognizing what skills they get and what they don’t, it also includes their interests, passions, and quite possibly YouTube.

Technoliteracies: Sharing the Top Digital Resources to Support Student Readers and Writers

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Last year, my best friend Erin Olson and I started an Instagram account to share our love of literacy and technology. Technoloiteracies was born as a place where we could share the best resources, apps, and technology to support student readers and writers.

Instagram is a perfect platform to share resources and connect with other educators. Instagram is an example of microblogging; the sharing of short and frequent posts which made it ideal for us. Erin and I typically share resources a couple times a week. The resources and apps we share span the grades (K-12), cross platforms and devices, and focus on all things literacy. So if you are on Instagram, check us out!

 

Technoliteracies Top 9 Posts of 2016

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  1. Hypothes.isOpen annotation on the web. Hypothes.is allows users to highlight and annotate web pages. Converse over the world’s knowledge and share to public, group, or keep private! Also available as a Chrome extension. Great to support student thinking, research & curation.
  2. Pics4Learning Pics4Learning is a perfect resource to share with students and educators. Here, you will find images to use in all things for school and it’s safe search helps to keep it appropriate for all learners. From multimedia creations to digital portfolios, these copyright-friendly images are perfect and support student understanding in terms of image use and citations. As a bonus, you can also add to the growing collection by uploading your own images to share.
  3. PrismaPrisma is an incredible photo editing app which transforms images into works of art based on the styles of famous artists and periods. Share with students for use in multimedia projects and great for digital storytelling.
  4. 100 Word Challenge – 100 Word Challenge is an online resource which provides a weekly creative writing challenge for kids under 16. Prompts are posted and the community of writers made up of students and educators post and comment on student writing. Anyone can join and share their succinct writing to a global audience. Great to get students writing for real.
  5. Elink.io – Check out elink.io as a perfect tool to collect, curate, & share webpages. Perfect for newsletters sharing student creations or webpages of resources to launch kids into a new unit. Simple, easy, and free. Also available as a chrome extension.
  6. ThingLink – ThingLink provides users with an interactive and engaging platform, great for inquiry. Multiple student and teacher uses by linking and sharing content. Now, ThingLink offers a 360 picture view. Checkout out Thinglink.com for interactive images and videos! Easily create a collection of resources for students.
  7. Bubbl.us – Check out bubbl.us. A brainstorming tool perfect for students to organize thoughts and make their thinking visible. Color code topics, modify and move bubbles with a click, and share with peers for collaborative work.
  8. Dipity – An interactive timeline that has unfortunately shut down. Try TimeToast as an alternative.
  9. Read The World – Readtheworld.org is a site that helps you diversify your literature selections. It is an archived hand-picked book site which is divided by country, region, and state. Each title has a brief summary, quotes, length, and brief author bio.

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Erin and I wish you all a Happy and Healthy 2017!

 

How to Read Infographics: The SCD Strategy

new-piktochart_903_8a2035b2468fed4b37b4b82dec9cd930f8f1d96aTo help students become independent readers and comprehend the complex information they will encounter throughout their lifetime teaching comprehension strategies will help them flourish. The capacity to self-direct reading strategies is extremely important in our fast-paced, technology-rich world. Cognitive processes to access and understand information is done automatically in good readers and these are the exact strategies we must model and teach to our students.

The onset of the internet has triggered an explosion in visual information with an increase of 400% in literature and an astounding increase of 9900% on the internet but little is done in terms of supporting students’ gain skills to comprehend information in the area of visual comprehension strategies.

Aligning to best practices in literacy, I created the SCD Strategy to help students understand Infographics. To begin with, students need to understand the general purpose of infographics – Infographics make information visible, tell a story visually that is easy to understand, grab the reader’s attention, and spark conversation. Identify the issue or topic presented and the author’s purpose or claim.

SCD Strategy for understanding Infographics:

SStructure – Infographics have a definite structure just as any other text they may read. The information presented is connected and not just a bunch of random thoughts put together. Have students determine how the information is organized.

  • Is is Chronological? Cause and Effect, Inductive/deductive?
  • Is the information organized by person, event, product?
  • Does the author use data or % to organize information?

Identifying the structure of an infographic helps readers understand the flow of the information and is part of comprehending information.

C- Content – Infographics are constructed around content to help the reader understand complex ideas visually. Students should identify the story the visual content is telling the reader.

  • What is the main claim and evidence the author is using to support it?
  • Where does the information come from?
  • Is it reliable and current information?

Only 53% of infographics contain data and numbers, have students key in on important words, phrases, and repetition. Most infographics chunk information into digestible, bite-sized segments. Identify the parts and how they relate to the whole.

D – Design – Infographics visually tell a story and relate information to consumers. Not only is content important in this form of communication but design elements help to convey meaning. Making students aware of design principles used in infographics is another strategy to support comprehension.

  • How is Typography used? Italics and bold-faced words jump out to the reader and signal important information.
  • How are Colors used in the infographic? What information is emphasized through the use of specific colors? Do the colors relate to the content or topic? 
  • Spacing, alignment, and whitespace is used intentionally to focus the reader’s visual cueing system, provide direction or flow, or connect like ideas.
  • Finally, icons, numbers, images add to the overall understanding of the message, highlight important information, and help students visualize key points.

Digital communication will only increase the use and creation of visual information and while many students have never experienced a time pre-internet they are not equipped with the strategies that will help them flourish as readers. Modeling and teaching the SCD Strategy will equip students with the necessary skills to comprehend infographics and demystify visual information.

3 Strategies to Support Student Interaction with Complex Text

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Upon graduation, we hope students leave school equipped with skills, strategies, and tools to support a lifetime of literacy encounters. Whether on the job, in college, or informing oneself on Presidential Candidates; students will be continuously encountering text that must be digested and understood independently.

As educators, we must not only place complex text in the hands of our students but also support their learning through modeling and scaffolding of strategies Good Readers use to make sense and solve problems when reading difficult text. Although student understanding content is important, it is a transfer of these skills and strategies we want students to utilize any time they encounter complex text on their own.

3 Strategies to Support Student Interaction with Complex Text

Good Readers…

 1.  Act on the text to support their understanding. Annotation, the practice of making notes for oneself, is one-way good readers interact with complex text to help them make sense of what they read.

Common Annotation Marks – Demonstrate, use, and teach students how Good Readers interact with and mark on text to aid in their understanding.

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Digital Annotation Tools to Explore and Share with Students

2.  Identify difficult words in complex text and use strategies to help them understand meaning. Good Readers work within the word. They identify morphemes to provide part of the definition. Good Readers also work outside the word. They ask themselves what resources can I use to support understanding. For words that are discipline specific, Good Readers use resources, such as “Discipline Dictionaries” to gain meaning of unknown terms which aid in comprehension of complex text.

3.  Finally, educators can model specific strategies during an Interactive Shared Reading. The text is delivered by the teacher while students read along silently. It is typically short and lively and promotes rereading as a way students can make sense of complex text. After the Interactive Shared Reading, the teacher may prompt discussion and support peer interaction about the text. Create a screencast for students to reference for additional support with specific strategies. It is important for students to see the text being read and hear the teacher’s thoughts as they model the specific strategy. Check out these screencasting options.

Resources – Rigorous Reading, Fisher and Frey

 

Guided Reading Made Simple

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Guided Reading is appropriate for any grade level and is part of a balanced literacy program. Even as adults, we gain skills to understand new or difficult texts (epubs, infographics, poetry, microblogging). Guided reading helps educators differentiate in the classroom and aims to “develop independent readers who question, consider alternatives, & make informed choices.” – Mooney 

By the time students enter the third grade, they have decoding skills and guided reading is used to provide explicit instruction to develop powerful readers. Reading is understanding! And through guided reading students continue to add strategies to their toolbox that will help them understand any difficult text they encounter.

Before starting guided reading:

  1. Establish routines that support independent work and classroom management so small groups can be pulled for instruction.
  2. Identify groups of 5 or 6 students that read at the same instructional level or who have similar strategy needs.
  3. Groups are temporary and dynamic, based on need and should be changed when assessment and behavior dictate.
  4. Older students are less likely to display reading behavior because most processing is done automatically and unconsciously, but they are able to write and talk about their understanding and reading processes better than younger students.

Once groups have been established:

  1. Select text based on the instructional level of readers.
  2. Introduce the text, modeling strategies good readers use to understand what they read.
  3. Students read the whole text or designated portion of a longer piece. This is done independently and silently. During this time, teachers can observe and note reading behaviors, have individual students read a portion orally, work with another small group or conference with individual students.
  4. When the everyone is done reading, students discuss the text with the support of the teacher.
  5. Based on notes or the discussion, the teacher models 1 or 2 strategies students need and then apply to the text.
  6. Two optional guided reading components include an extension activity. Students continue learning through writing activities,  sketchnoting, or even a multimedia response. Word work is another option that could take place after the text is read.

Guided reading is effective and efficient to boost student achievement in the area of reading comprehension.  Often it is met with hesitation, educators are unsure of how it “looks” in the classroom. Following the framework above helps to alleviate those  fears providing structure to a powerful balanced literacy component.

Source: Fountas and Pinnell