Sabine ReljicSCLLN, May 11, 2007

Anaheim

sabine@reljic.com

Pre-Workshop Activity Matching terms with definition

Introduction Lexiled Learners ≠ Lexiled Workplace The Read/Write Web Technology’s Added ValueTools

The Lexile Analyzer WebLogs (“blogs”) WebQuests Electronic magazines (“e-Zines”)

Grade Reader Measures(Interquartile Range, Mid-year)

Text Measures(from Lexile Framework Map)

1 Up to 300L 200L to 400L

2 140L to 500L 300L to 500L

3 330L to 700L 500L to 700L

4 445L to 810L 650L to 850L

5 565L to 910L 750L to 950L

6 665L to 1000L 850L to 1050L

7 735L to 1065L 950L to 1075L

8 805L to 1100L 1000L to 1100L

9 855L to 1165L 1050L to 1150L

10 905L to 1195L 1100L to 1200L

11 and 12

940L to 1210L 1100L to 1300L

Source: http://www.lexile.com , FAQ

Career Cluster Lexile Text Measure

Agriculture and Natural Resources

1270-1510

Architecture and Construction 1210-1340

Arts, AV Technology & Communication

1110-1190

Business and Administration 1210-1310

Education and Training 1320-1370

Health Science 1260-1300

Hospitality and Tourism 1230-1260

Human Services 1050-1200

Law and Public Safety 1420-1740

Manufacturing 1200-1310

Retail/Wholesale Sales and Service

1180-1270

Scientific Research/Engineering 1190-1250

Transportation, Distribution, Logistics

1170-1350Source: Dr. Jan Jones, ASCD presentation, 2007

CD-DVD Player Instructions (1080L) Microsoft Windows User Manual (1150L) GM Protection Plan (1150L) Installing your child’s safety seat (1170L) Federal Tax Form W-4 (1260L) Application for a student loan (1270L) Medical insurance Benefits Pkg. (1260L) Aetna Health Case Discount Form (1360L)

Source: Dr. Jan Jones, ASCD presentation, 2007

Flickr, YouTube Podcasting, Vodcasting and Screencasting RSS (Real Simple Syndication) The Social Web

◦ MySpace, Facebook, Bebo, ◦ Second Life, There, Active Worlds, Entropia

Universe, Dotsoul, Red Light Center, Kaneva Weblogs WebQuests Wikis

‘What’: The Impact of Technology on the Notion of Text◦ Offers new genres and conventions for writing◦ Does not adhere to a linear, sequential organization◦ Can fuse graphics, video, audio, and the written word

to make a message more vivid or compelling ‘How’: The Impact of Technology on the Process

of Writing◦ Can facilitate revision◦ Can facilitate how students plan and grapple with

content◦ Can facilitate collaboration, feedback, and publishing◦ Can scaffold writing processes

‘How Well’: The Impact of Technology on Students’ Writing Performance◦ Can impact assessment of student writing

http://www.ncrel.org/engauge/resource/techno/whatworks/sec4.htm

2-Get it “Lexiled” Go to www.lexile.com ; Click ‘EDUCATORS’ Click ‘LEXILE ANALYZER’ Click ‘REGISTER TO USE THE ANALYZER’ Click ‘BROWSE ‘ then select the text file you

saved and want analyzed Click ‘Open’ ; Click ‘ANALYZE’

1-Prepare documentSelect the text or file you want “lexiled”COPY and PASTE in a new documentSAVE AS .txt

Manage your students’ reading comprehension

Track progress on day-to-day basis Apply Lexiles across the curriculum Easily communicated to families Using Lexiles in your classroom

◦ http://www.lexile.com/PDF/Lexiles-in-the-Classroom-0504.pdf

Blogs◦Definition: a blog (or web-log) is your

easy-to-use web site, where you can quickly post thoughts, interact with people, and more.” (www.blogger.com)

◦Goal: practice writing for an audience, for fluency and automaticity, read others’ writing and provide feedback, write for social networking. (K. Sandman-Hurley, 2007)

WebQuests E-zines

Calendars, events, homework assignments Prompts for writing Examples of class-work, vocabulary

activities, or grammar games Online readings to read and react to Links to sites and annotation of links Showcase student art, poetry, creative

stories Activities, discussion topics Online book club Class newsletter with student-written

articles and photos they take, …source: W. Richardson, 2006, p41

http://budtheteacher.blospot.com/ high-school in Longmont, CO

http://pc40s.blogspot.com/ math teacher in Winnipeg

http://itc.blogs.com/thewriteweblog/ fifth graders and their learning about writing.

http://anne.teachesme.com EduBlog Insights, from the Write Weblog’s teacher herself.

www.bloglines.com/topblogs http://incsub.org/awards/

Start small Be a public blogger* Blogging with students

◦ Prepare a list of weblogs◦ Do some modeling◦ Have them reply◦ Create their own blogs

Blog safety (see www.budtheteacher.com/wiki, Blogging Policies and Resources Wiki)

Source: W. Richardson, 2006, p46

CHOICES www.edublogs.org www.blogger.com www.blogspot.com www.21publish.com blogsome.com www.livejournal.com www.xanga.com

https://www.blogger.com/start

• Free• Privacy levels• Dashboard management of

multiple blogs• Blogger-for-Word tool• RSS feed• Blog Roll • Pictures

Count numbers of posts (*) Read each post for form and content (***) Include every post in some overall assessment

of effort Student self-assessment:

◦ selection, reflection, and evaluation of their blog use. Rubric:

◦ level of participation, ◦ intellectual depth of the posts, ◦ effectiveness of the writing, ◦ level of reflection regarding the ideas expressed,◦ willingness to contribute and ◦ collaborate with the work of others.

Source: W. Richardson, 2006, p49

Blogs

WebQuests◦ Definition: a method used to engage students

in inquiry based learning. A web quest is meant to guide students through a process of inquiry through a set of assigned tasks that lead them to a conclusion, or that results in a product (teAchnology.com)

◦ Goal: Improve reading comprehension, critical-thinking skills, internet navigation skills (K. Sandman-Hurley, 2007)

E-zines

1-Introduction• set the stage for the activity.• catch the reader's attention to

draw them into the quest• provide background information.

2-Task• state what the students will be

required to do• avoid surprises down the road• detail what products will be

expected and the tools that are to be used to produce them.

3-Process• give a step-by-step description,

concise and clearly laid out• provide links to Internet sites

interwoven within the steps.

4-Evaluation• display a rubric to measure the product as objectively as possible• leave little room for question5-Conclusion• summarize the experience• allow reflection about the process.• add higher level questions that may be researched at another time.• Give food for thought as to where they can go with the info they have learned, using it in a different situation.Source:http://www.internet4classrooms.com/using_quest.htm

Sacramento County Office of Education◦ How to Find a Job http://www.altn.org/webquests

◦ Eating Right for a Healthier Life◦ Managing Your Money

A WebQuest on Blogging: “Blogging, It’s Elementary”http://www.webquest.org/questgarden/lessons/34308-060831081120/

Meet the Immigrants (5th graders) http://www.lubbockisd.org/webquests/MeetImmigrants/index.htm

Visit webquests Prepare your to-do list

◦ Choose a Topic (http://webquest.sdsu.edu/project-selection.html)

◦ Select a Design (http://webquest.sdsu.edu/designpatterns/all.htm)

◦ Choose Development Tools (http://webquest.sdsu.edu/LessonTemplate.html)

◦ Create Assessments (http://webquest.sdsu.edu/rubrics/weblessons.htm)

◦ Develop the Process (http://webquest.sdsu.edu/processchecker.html)

◦ Put It All Together (http://webquest.sdsu.edu/finepoints/)

◦ Evaluate Your WebQuest (http://webquest.sdsu.edu/webquestrubric.html)

Topic◦ What are your standards?◦ What do you teach?◦ What needs outside info?◦ What needs shared?◦ What needs thought?◦ What’s difficult?

Source: http://www.eduscapes.com/sessions/travel/create.htm

Design Retelling Compilation Mystery Journalistic Design Creative

product

• Consensus building• Persuasion• Self-knowledge• Analytical• Judgment• Scientific

Source: http://webquest.sdsu.edu/taskonomy.html

Development Tools◦ See WebQuest Design PatternsOthers

◦ Templates and hosting (http://wizard.4teachers.org/)

◦ Filamentality (http://www.kn.pacbell.com/wired/fil/index.html)

◦ WebQuest generator: (http://www.teach-nology.com/web_tools/web_quest/)

◦ Teacher WebQuest (http://teacherweb.com/)or

◦ PowerQuest, a PowerPoint-based WebQuest (search “powerquest” at www.eduscapes.com)

Assessment◦ Are your activities helping students develop the

proficiencies outlined in the standards?◦ Are your assessments determining whether students can

perform at the levels you’ve established?

◦ A rubric (http://webquest.sdsu.edu/rubrics/rubrics.html) and (http://rubistar.4teachers.org/index.php)

Create potential dimensions Select a reasonable number of dimensions Write benchmark descriptions

Source: http://eduscapes.com/sessions/travel/create.htm#2a

The Process◦ Pre-selecting resources

Four NETS for Better Searching (http://webquest.sdsu.edu/searching/fournets.htm)

Specialized Search Engines and Directories (http://webquest.sdsu.edu/searching/specialized.html)

◦ Student guides Student Guides (http://webquest.sdsu.edu/processguides/) Skim the options and select the most useful.

◦ Process Checklist

Put It All TogetherAdd an engaging introduction, a dynamic conclusion. Include credits

and a teacher section. Add graphics and other features. Focus on Introduction Create the Task Information Resources Processes Learning Advice Evaluation Conclusion Other elements

Source: http://eduscapes.com/sessions/travel/create.htm#2a

Evaluate Your WebQuest◦ Does it operate properly?◦ Do the links work?◦ How does it look on different computers?◦ Ask a colleague to look at it◦ Ask students to examine it

Tools

◦ The Evaluating Rubric (http://webquest.sdsu.edu/webquestrubric.html)

◦ The Fine Points Checklist (http://projects.edtech.sandi.net/staffdev/tpss99/finepoints/finepointschecklist.html)

Source: http://eduscapes.com/sessions/travel/create.htm#2a

Definition:• Alternative publications published by anyone• Accessed by anyone on the internet• Also called “email newsletter”

Characteristics• Interactive• Student involvement• Stories with multiple lexile ranges

• Stories on students’ goals• Communication skills• Online learning• Read-to capability• Verbal directions

Example: The Learning Edge http://thewclc.ca/edge/• Encourage student writings to be shared with other students• Support authentic context

**text-only** (.txt) Monospaced or fixed width font (e.g., 10 point Courier

New) Formatting

◦ Use a Text Editor to create your files (e.g., Notepad in Windows. If you don’t have one, search “text editor” at download.com.)

◦ Press the ENTER key to end each line at 65 characters

◦ Use space for indentation◦ Avoid using ALL CAPS.

Search for a free ezine template Create your list of subscribers ezine publishing (http://www.ezineuniversity.com/)

Social NetworkingMySpace.com (comm)

Facebook.com (comm)

Bebo.com (comm)

Second Life, There, …(V.E.)

YouTube.com (video)

Flickr.com (pictures)

Photobucket.com (pictures)

Tools Furl.net Del.icio.us Digg.com

AudioTelephony: skype.com iChat (apple.com) AIM (aol.com)Audio recording/mixing: Audacity.sourceforge.netGarageBand (apple.com/ilife/garageband)

http://buzz.blogger.com/bloggerforword.html (to post straight from your word.doc to your blogger account)

WebNote: online tool for taking notes

Wiki Engines list http://c2.com/cgi/wiki?WikiEngines

Wiki hosting sites: SeedWiki.comWikicities.comweb Collaborator (wiki and blog)wikialong plug-in with Firefoxand more. Most of them are free.

Wiki communities http://schools.wikia.com/wiki/High_School_Online_Collaborative_Writing (example of collaborative wiki/blog for sharing writing projects)

http://www.ncrel.org/engauge/resource/resource/toolform.pdf (to keep an annotated resource bibliography of websites)