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Interactive Whiteboards:Interactive Whiteboards:Interactive Whiteboards:Interactive Whiteboards: A A A A Language ArtsLanguage ArtsLanguage ArtsLanguage Arts

HandbookHandbookHandbookHandbook

By Brandy SheltonBy Brandy SheltonBy Brandy SheltonBy Brandy Shelton

© Brandy Shelton, 2010

Table of ContentsTable of ContentsTable of ContentsTable of Contents

Introduction ............................................................................................................................. 3

How to Use This Handbook ................................................................................................ 4

Why Integration of Technology Can Be Challenging ................................................. 6

TPACK ................................................................................................................................ 7

Activity Types ..................................................................................................................... 9

Engaging Students .......................................................................................................... 10

What is an Interactive Whiteboard? .......................................................................... 14

Integrating Your Resources .......................................................................................... 19

Creating an Image Link……………………………………………….…………………………………..20

Reading Vocabulary Lesson ............................................................................................ 21

Reading Comprehension Lesson ..................................................................................... 23

Brainstorming Lesson ......................................................................................................... 25

Editing Lesson ..................................................................................................................... 28

Punctuation Lesson ............................................................................................................ 30

Subject and Predicate Lesson ......................................................................................... 32

IWB Observation Form ................................................................................................... 34

Additional Resources ......................................................................................................... 38

Activity Type Tables…………………………………………….……………………………………………..……………………..38

Pre-Reading Activity Types ........................................................................................ 39

During –Reading Activity Types .................................................................................. 40

Post-Reading Activity Types ....................................................................................... 42

Comprehension Activity Types .................................................................................... 44


Pre-Writing Activity Types ......................................................................................... 47

During Writing Activity Types..................................................................................... 48

Post-Writing Activity Types ....................................................................................... 49

Writing Conventions Activity Types .......................................................................... 50

References .......................................................................................................................... 51


IntroductionIntroductionIntroductionIntroduction

At the beginning of the 21st century the typical classroom was equipped

with desks, books, and dry erase boards. Since then technology has been

developing and evolving at such a rapid speed that the “old-fashioned” dry

erase boards are now being replaced by an interactive model that has limitless

resources and uses. School districts are placing these interactive whiteboards, or

IWBs, into classrooms about as fast as budgets can approve them leaving

teachers wondering how to integrate them into their lessons and curriculum. The

problem became a real one for me when my own school began to install IWBs

into classrooms after the start of the school year. We were ecstatic to get

them, but even after a full day of training on the basics, my team and I were still

at a loss on how to use the powerful tool right away. It was this feeling of

excitement and frustration that made me want to create something for new IWB

users so that they would be able to hit the ground running with their new tech

tool. This handbook is meant to help a brand-new, or still learning, IWB user

engage their students with interactive lessons geared towards language arts. The

goal is to present strategies and lesson types that will help any teacher use their

current lessons and curriculum along with their IWB, creating a more tech-savvy

and engaging lesson. The IWB should never take the place of a skilled and


talented teacher, but act as a supportive tool to help students grasp the

material and concepts more easily.

How to Use This HandbookHow to Use This HandbookHow to Use This HandbookHow to Use This Handbook

The purpose of this handbook is to give a beginner IWB user a place to

refer to when they are unsure of how to develop or put together a language

arts lesson while integrating their IWB. An interactive whiteboard is a touch-

sensitive display that connects to a computer and a digital projector. Through

this connection, a person can control computer applications, write notes in digital

ink, present lessons, and save all work to be shared later. This is not the place

to look for content standards or lesson ideas organized by grade level.

Figure 1: Components of an IWB as depicted by Faith Saltan and Kursat Arslan, 2009.


There is information regarding why it can be challenging to integrate

technology into a set curriculum or unit of study, and reasons teacher’s struggle

with technology even though they may want to use it. Keep in mind the research

regarding technology is always being updated and evolving, just like the

technology itself, so at the time this handbook was put together this was some of

the most current research available. It’s a good idea to do some of your own

research on the topic as well, in case there are updates in the resources

available or more information on technology support.

The lesson plans provided are examples of ones that you can use in your

own classroom, change to fit your area of study or level of difficulty, and share

with colleagues. The aim was to provide strategies that have proven to engage

students and increase student achievement.

At the end of the handbook there is an observation form that can be

used to help indicate the level of student engagement during a lesson that

utilizes the IWB. There is also a list of helpful IWB resources that offer good

examples or ready-to-go lessons that can be downloaded.

The handbook is designed to be a resource tool that helps novice IWB

users get a handle on integrating the technology into their current lessons.


Why Integration of Technology Can Be ChallengingWhy Integration of Technology Can Be ChallengingWhy Integration of Technology Can Be ChallengingWhy Integration of Technology Can Be Challenging

There it is, your brand new interactive whiteboard. You’re able to turn it

on, you’re able to project images from your computer or laptop, and you’re

even able to write on it like you would a traditional dry erase board. Why is it

then, that you’re not sure how to make your lessons more interesting without

spending two hours working on a thirty minute Notebook presentation? How do

you use the materials and content you’ve always used within the new IWB

format? The truth is, integrating all of the resources and tools a powerful piece

of technology like the IWB has to offer is one of the hardest parts of using it

effectively. Teachers want their lessons to be engaging and impressive for even

the most doubtful pupils, but they also don’t want to spend hours and hours of

their own time trying to figure out how to do it. So where’s the balance?

School districts often offer some sort of training or one-day workshop

after they install an expensive piece of technology, like an IWB. The training

often involves learning how to do the basics, such as turning it on and off,

adjusting the screen or volume, and navigating through the basic buttons and

tools. Many teachers leave these workshops realizing that the equipment they

now have access to has many possibilities, and gives a teacher amazing resources

at the push of a button. What teachers also realize is that they’re not sure how

incorporate their new knowledge into their pre-existing curriculum, units, and

activities.


TPACKTPACKTPACKTPACK

All teachers have a base of knowledge in pedagogy and content. They

have beliefs of what good teaching strategies look like and produce and they

have background and a certain level of depth regarding the content material

they teach. Without always realizing it, most teachers also have a level of

knowledge and understanding regarding technology, either within or outside of

the classroom. Sometimes this looks like using a word processor, uploading music

to an MP3 player, or even operating an overhead projector. TPACK (Mishra

& Koehler, 2009), or technological, pedagogical, and content knowledge, is a

framework that supports the balance of these three areas teachers generally

intertwine every day. Their model is often shown as a Venn diagram, making it

obvious that these three elements often overlap and mix with one another

throughout a teacher’s lesson plans and activities.

Figure 2: TPACK model as noted by Mishra and Koehler (2009).

Source: www.tpck.org


The knowledge that teachers bring with them to the classroom is essential

because it is how teachers decide how to present information or have students

work with it. When teachers receive a new piece of technology in their

classroom their knowledge of how to use that piece may not always extend to

knowing how to incorporate it into the curriculum. Using TPACK teachers must

make a conscious decision how content or technology-heavy their lesson or unit

of study will be.

The key to TPACK is how the three components (technology, pedagogy,

and content) are connected to one another. Pedagogy is always the base that

content and technology is built upon. Depending on the teacher’s decision to

make a lesson or unit more focused on the content of a topic, technology

becomes less of a focus and more of a supportive tool. For example, a unit’s

goal might be to cover community history and the key figures that helped an

area grow and flourish, internet resources or multimedia video would become

supplementary to the unit. On the other hand, a lesson or unit could be more

focused on technology by having students create a project with the content to

present what they have learned about the subject. For example, students

present the information they have learned about their community history via a

PowerPoint presentation or digital story. In the latter example students already

have most of the content they would need to go forward with a presentation,

but may need more instruction on how to put together a clear and interesting

presentation, or how to use the equipment, which is why it would be a more

technology-based lesson. In this way the TPACK model really helps teachers


understand how technology and content work with one another to develop

engaging and interactive lessons.

Activity TypesActivity TypesActivity TypesActivity Types

The idea of integrating technology is a useful and necessary place for new

IWB users to start, but what does it look like when you’re first starting off? The

best starting point is the same place most teachers begin their lessons anyway-

with lesson planning. At some level almost every teacher does a form of lesson

planning. It can look like specific days and times with activities and reminders, a

digital copy of what should take place within the week, or even a list of

references that apply to each standard being taught. Many teachers refer

back to what they have done in the past in order to put together a content unit

or lesson, and some even research new material to add or supplement their pre-

existing lessons. A teacher who is new to the tech world, or is a novice IWB

user, should work with the same lesson planning techniques they have used in the

past and then add to them, rather than starting from scratch. This allows

teachers to take their current units and lessons and supplement technology to

better engage and expand on their students’ understanding.

With this in mind Schmidt, Harris, and Hoefer (2009), who are educators

and researchers, developed a list of technological tools that complement

different types of activities depending on the content area. Their theory behind

activity types was that teachers begin lesson planning with their content and


curricular goals in mind, therefore the technology should support the content

goals. Teachers shouldn’t feel they have to look for technology that would

engage their students and then build a lesson around it. The technology that

supports the curriculum should be easy to incorporate and engaging without the

teacher having to find creative ways to link them to one another. Schmidt et al.

not only developed a list of activity types that are organized by content area

(they offer tables for language arts, math, social sciences, and science), but the

tables are also divided up into the type of activity a teacher is leading (i.e., pre-

reading, post-reading, vocabulary, and comprehension). Included in this

handbook is an activity table for each of the areas in language arts and a link to

the research and website dedicated to TPACK and activity types. Schmidt et al.

offer great supportive tools and valuable insight into helpful ways to incorporate

technology into all classrooms.

Engaging StudentsEngaging StudentsEngaging StudentsEngaging Students

One perk of using technology is that it adds a new level of engagement to

lessons. Students in the 21st century have grown up with technology as a normal

part of everyday life, unlike students of the 20th century. Technology such as

laptop computers, smart phones, and LCD projectors are a mainstay in their lives

and something they expect to interact with on a daily basis. The IWB meets

students’ expectations on a technological level and offers great resources for

teachers to keep their lessons interactive and engaging.


Researchers such as Marzano and Haystead (2010) have been

interested in the effectiveness of IWB’s and their ability to engage students.

The two developed a study that focused on what conditions and strategies most

successfully engage students and increase student achievement. Their research

worked with the Promethean ActiveClassroom brand of IWB, but their findings

can be helpful in the implementation of all IWBs within a classroom setting.

Marzano and Haystead completed their study in two phases, the first focusing

on what conditions can effect a student’s achievement levels when a teacher

uses the IWB during instruction. In the first phase Marzano and his team found

that there are specific conditions that affect students’ achievement levels when

using the IWB:

• A teacher is experienced.

• A teacher has used the IWB for an extended period of time.

• A teacher uses the IWB extensively in their classroom, but no

more than 80% of the time.

• A teacher has high confidence in their ability to use the IWB

(Marzano & Haystead, 2010, p. viii).

The second phase of Marzano and Haystead’s evaluation focused on what

strategies teachers employ that prove effective for student achievement. The

strategies that Marzano and his team found in the second phase that aided in

positive student achievement were:


• The teacher organizes content into small, digestible bites that are

designed with the students’ background knowledge in mind (i.e.,

the teacher chunks new content).

• The chunks of new content logically lead one to the other (i.e.,

understanding the first chunk helps students understand the

second chunk and so on).

• While addressing chunks, the teacher continually determines

whether the pace must be slowed or increased to maintain high

engagement and understanding (pacing).

• The teacher monitors the extent to which students understand the

new content (monitoring).

• When it is evident students do not understand portions of the

content, the teacher reviews the content with the class or re-

teaches it.

• During each chunk, the teacher asks questions and addresses

them in such a way that all students have an opportunity to

respond and answers are continually examined as to their

correctness and depth of understanding

(Marzano & Haystead, 2010, p. x).

According to Marzano and Haystead’s findings, specific conditions and

strategies markedly affect student achievement. Many of these strategies are

ones teachers apply to traditional lessons without realizing it. These same


strategies can be applied to lessons that incorporate an IWB, making students

more likely to remain engaged and increase their understanding of the material

being taught.


What is an Interactive WWhat is an Interactive WWhat is an Interactive WWhat is an Interactive Whiteboard?hiteboard?hiteboard?hiteboard?

So what is an interactive whiteboard, or IWB, anyway? What makes it so

different than a dry erase board or traditional chalk board? An interactive

whiteboard is a touch-sensitive display that connects to a computer and a digital

projector. Through this connection, a person can control computer applications,

write notes in digital ink, present lessons, and save all work to be shared later.

There are many types of interactive whiteboards that are put out by various

brands and the industry is constantly evolving. This handbook is geared towards

helping teachers using the SMART Board products and the Notebook software

that comes with it. There are key tools that will be referred to throughout the

lessons in the handbook. You will want to become familiar with these tools and

teach your students how to use them as well.


Basic FunctionsBasic FunctionsBasic FunctionsBasic Functions oooof the SMART Boardf the SMART Boardf the SMART Boardf the SMART Board

An IWB is meant to support a teacher’s lesson or unit in a way that

engages and enriches the content being taught. This can be done in a variety of

ways, each depending on the purpose of the lesson or the product desired.

Take a look at the following examples of how a SMART Board can be utilized to

enhance a lesson.

SMART Board FunctionSMART Board FunctionSMART Board FunctionSMART Board Function ExampleExampleExampleExample

Notetaking and Brainstorming: Notetaking and Brainstorming: Notetaking and Brainstorming: Notetaking and Brainstorming: Help students brainstorm on a given topic. Record these shared ideas on the IWB. Once recorded, these ideas can be dragged and dropped to other areas for grouping. With the SMART Notebook software you can also extend the page to add more notes to the same page, or insert blank pages. Written text can be converted into type- which is helpful if you decide to print these notes for your students to use as a study guide or hand out for students who were absent.

Games:Games:Games:Games:

There are great websites that offer educational games for all subjects and content areas. Try a game of Jeopardy using the SMARTboard! The students can choose their topic and the dollar amount by touching the SMARTboard.


Interactive Flannel Board:Interactive Flannel Board:Interactive Flannel Board:Interactive Flannel Board:

Many primary teachers use a flannel board quite often to tell fairy tales, fables and nursery rhymes. The SMARTboard makes a wonderful, easy-to-manipulate flannel board for the younger students.

ClickClickClickClick----andandandand----Drag Activities:Drag Activities:Drag Activities:Drag Activities:

Many of the activities teachers use involve click-and-drag activities. These are sometimes called electronic worksheets, and are a great way to review concepts the students have already learned.

Interactive WorksheInteractive WorksheInteractive WorksheInteractive Worksheets:ets:ets:ets:

Some websites allow users to create their own worksheets which can then be printed out. Why not create the worksheet for use on the SMARTBoard? It could be used as a guided practice lesson or independent activity at the “SMARTBoard Center” in your classroom. Students could work in pairs and check each other’s work or you could provide answer sheets for self-checking.


Graphic Organizers:Graphic Organizers:Graphic Organizers:Graphic Organizers: It is common for teachers to use some kind of concept map or graphic organizer to support their teaching. The SMART Notebook software includes some templates of graphic organizers such as Venn Diagrams which are great for comparing and contrasting two, or even three concepts.

Interactive Websites:Interactive Websites:Interactive Websites:Interactive Websites:

The Internet is full of interactive websites for students to use. Many of these sites can be explored in whole group lessons as well as with individual students at the computer center.

PowerPoint Presentations:PowerPoint Presentations:PowerPoint Presentations:PowerPoint Presentations:

PowerPoint is a great visual and auditory tool for teaching and bringing to life unfamiliar concepts. It is a great way to add sound, animation, movies and pictures for teaching.


Basic ToolsBasic ToolsBasic ToolsBasic Tools oooof the SMART f the SMART f the SMART f the SMART BoardBoardBoardBoard

SMART Pens:SMART Pens:SMART Pens:SMART Pens: These are the black, red, green, and blue pens that came with your SMART Board. Use them to write directly on the screen in digital

ink. Creative Pens:Creative Pens:Creative Pens:Creative Pens: A student favorite, this tool allows you to draw fun lines made of smiley faces, stars, rainbow stripes, and more. Magic Pen:Magic Pen:Magic Pen:Magic Pen: When students circle text or art with the Magic Pen, a spotlight focuses on the circled portion of the page. Everything else on

the page goes dark temporarily. It’s a dramatic way to focus on one element on a page! The Magic Pen also allows you to zoom in on a section of the page when a square or rectangle is drawn around a section in a picture or text.

Eraser:Eraser:Eraser:Eraser: Like it’s old fashioned counterparts, this eraser removes unwanted writing. It will work on text and lines created with the SMART pens. It will

not work on typed text or art objects.

OnOnOnOn----Screen Keyboard:Screen Keyboard:Screen Keyboard:Screen Keyboard: If your students are adding text to a small field or simply prefer typing to writing freehand, use the on-screen keyboard. You can access it by touching the keyboard icon on the front tray of your SMART Board.

Properties Properties Properties Properties Tool:Tool:Tool:Tool: In several of the activities in the lesson plans, you will be guided to use this feature to change the color of a SMART pen or to add

color to a box.

Screen Shade:Screen Shade:Screen Shade:Screen Shade: A teacher favorite, this tool allows you to cover part of the page while focusing attention on another part. Activate the shade by

clicking on the Screen Shade icon on your toolbar. Deactivate by clicking again. To gradually open a shade that covers your screen, use of the circular buttons on the shade itself to drag the shade open.


Integrating Your ResourcesIntegrating Your ResourcesIntegrating Your ResourcesIntegrating Your Resources

IWBs act as a supportive tool to enhance lessons and engage students.

The beauty of working with an IWB is the great number of resources a teacher

has access to, compared to the traditional dry erase board. The key to making

them work for you, is understanding what is available and how to seamlessly

integrate those resources into your lessons.

SMART Board products use a software called Notebook that provides its

user with a platform to write with digital ink, display and manipulate pictures, and

link to external sites and videos. Notebook also offers a gallery of pictures,

interactive games, and graphic organizers that can be integrated into any lesson

with just a few touches. The SMART website (http://exchange.smarttech.com)

also offers a wide variety of free, ready-to-download lessons and games in

every content area.

Integrating resources from the internet is a great way to support a lesson

with an external site dedicated to the content material, an audio link, a video link,

an interactive game, or even something you might have created on the web.

There are so many resources from all around the world available to anyone with

an internet connection can access with just a few clicks. Remember to abide by

any guidelines or rules set by the school district, and always preview a site for

appropriate content before showing it to a class or student. The best way to

find out what’s available is to do some browsing of your own. The activity tables

offer some suggestions for helpful sites as well.


Creating an Image LinkCreating an Image LinkCreating an Image LinkCreating an Image Link

Many times there is a great educational resource or website that a

teacher finds and would like to incorporate into the lesson. One easy trick will

help a teacher link to a site without having to leave the Notebook lesson. Simply

right-click a picture, and click on “Link” in the drop-down menu. This will open a

text box prompting the insertion of the URL link to the site or game. Copy and

paste the URL into the appropriate space and click “Okay.” A small globe will

appear at the bottom of the picture and act as a quick link to the supportive

site.


Reading Vocabulary LessonReading Vocabulary LessonReading Vocabulary LessonReading Vocabulary Lesson Lesson Title:Lesson Title:Lesson Title:Lesson Title: Vocabulary MatchVocabulary MatchVocabulary MatchVocabulary Match----UpUpUpUp

Subject Area:Subject Area:Subject Area:Subject Area:

� ReadingReadingReadingReading

o WritingWritingWritingWriting

o ConventionsConventionsConventionsConventions

Activity Type:Activity Type:Activity Type:Activity Type: � PrePrePrePre----ReadingReadingReadingReading � DuringDuringDuringDuring----ReaReaReaReadingdingdingding � PostPostPostPost----ReadingReadingReadingReading o ComprehensionComprehensionComprehensionComprehension o PrePrePrePre----WritingWritingWritingWriting o During WritingDuring WritingDuring WritingDuring Writing o Post WritingPost WritingPost WritingPost Writing o Writing ConventionsWriting ConventionsWriting ConventionsWriting Conventions

Objective:Objective:Objective:Objective: Introduce or review vocabulary words and definitions regarding a specific text.

Time:Time:Time:Time: 10 -20 minutes for each session (The introduction of vocabulary will take longer than review sessions.).

Getting Ready:Getting Ready:Getting Ready:Getting Ready: Create a lesson in Notebook that has the definitions of

vocabulary words on one side and the corresponding words on the other side. Tech Tip: Highlight all text that you don’t want students to move during the click-and-drag activity, then right-click it and lock it in place. This will make it so that students only move the words you want them to, not the frame of your activity.


Lesson:Lesson:Lesson:Lesson: Begin by reviewing the text the vocabulary is taken from or referring to. Ask students about the context of the vocabulary words from the lesson to activate prior learning and knowledge. Open the vocabulary match-up page in your Notebook software. Read the definitions aloud with students, reminding them to think about what words might match without saying the word aloud. Call students to come up to the board to move a word from the Word Bank next its corresponding definition. After a word is moved ask the class if they agree and why. If a word is moved next to the wrong definition, move it back to the word bank for another student to place. Continue in this fashion until all words are properly placed next to their matching definitions.

This is a great activity to supplement vocabulary in any content area, not just language arts. It can be modified by adding pictures for younger students, or more complex definitions for intermediate grades. Assessment:Assessment:Assessment:Assessment: Informal assessment could be completed by having students pair-share where they think words should be placed and why. A formal assessment could be a written vocabulary quiz which asks students to write words from a Word Bank next the corresponding definition.


Reading Reading Reading Reading ComprehensionComprehensionComprehensionComprehension LessonLessonLessonLesson Lesson Title:Lesson Title:Lesson Title:Lesson Title: PiecePiecePiecePiece----It TogetherIt TogetherIt TogetherIt Together


� ReadingReadingReadingReading

o WritinWritinWritinWritingggg


Activity Type:Activity Type:Activity Type:Activity Type: o PrePrePrePre----ReadingReadingReadingReading o DuringDuringDuringDuring----ReadingReadingReadingReading o PostPostPostPost----ReadingReadingReadingReading � ComprehensionComprehensionComprehensionComprehension o PrePrePrePre----WritingWritingWritingWriting o During WritingDuring WritingDuring WritingDuring Writing o Post WritingPost WritingPost WritingPost Writing o Writing ConventionsWriting ConventionsWriting ConventionsWriting Conventions

Objective:Objective:Objective:Objective: Students will be able to summarize a reading passage (either fiction or non-fiction) with the main ideas of either the beginning, middle, and end, or what each sub-section was about. Time:Time:Time:Time: 30-40 minutes

Getting Ready:Getting Ready:Getting Ready:Getting Ready: Create a Notebook page that divides up the text. For example, primary students work well with beginning, middle, and end, while intermediate students may be reading longer texts with sub-sections or headings.


Lesson:Lesson:Lesson:Lesson: This lesson can be adapted for primary or intermediate students and used with fiction or expository text. Review the story or text that students have read. Group students in pairs or small groups of 4 or 5. Assign each pair or group one section to summarize. Students can use small dry erase boards or pencil and paper to record their summaries before sharing. Give pairs or groups 10-15 minutes to come up with a strong summary of their assigned section and encourage groups to go back to the text for help. Start with “Beginning” or “Sub-Heading 1” and have each pair or group share their summary. As a class decide what key words and / or phrases should be included in the summary for that section. Call on a student to write the summary in the appropriate section on the SMART Board. Continue in this manner until all sections have been summarized. Assessment:Assessment:Assessment:Assessment: Informal assessment could include observing pair or group participation and equal input from all group members, as well as answers offered before putting them on the board. Formal assessment could include students taking the shortened summaries from the IWB and putting it into a short paragraph.


BrainstorBrainstorBrainstorBrainstormingmingmingming LessonLessonLessonLesson Lesson Title:Lesson Title:Lesson Title:Lesson Title: Organizing IdeasOrganizing IdeasOrganizing IdeasOrganizing Ideas


o ReadingReadingReadingReading

� WritingWritingWritingWriting


Activity Type:Activity Type:Activity Type:Activity Type: o PrePrePrePre----ReadingReadingReadingReading o DuringDuringDuringDuring----ReadingReadingReadingReading o PostPostPostPost----ReadingReadingReadingReading o ComprehensionComprehensionComprehensionComprehension � PrePrePrePre----WritingWritingWritingWriting o During WritingDuring WritingDuring WritingDuring Writing o Post WritingPost WritingPost WritingPost Writing o Writing ConventionsWriting ConventionsWriting ConventionsWriting Conventions

Objective:Objective:Objective:Objective: Brainstorm a list of writing ideas and organize them using the SMART Board’s interactive features.

Time:Time:Time:Time: 20-30 minutes

Getting Ready:Getting Ready:Getting Ready:Getting Ready: Create a Notebook page that allows students room to write down ideas they have on a topic such as “seasonal activities.” Draw a T-chart at the bottom of the page which will help students organize their ideas later in the lesson.


Lesson:Lesson:Lesson:Lesson: Each student will need a small dry erase board or paper and pencil to begin the activity. Give students a topic to write about such as “seasonal activities.” The broader the topic the more sections the ideas can be organized into. Call on students to come up to the board to write their activity idea on the SMART Board. Students should write their ideas toward the top of the page so that they can be moved to the bottom of the page to be sorted later on.

Discuss with students different ways the ideas can be organized so that all ideas can be sorted. In the case of seasonal activities, four columns in a T-chart can each represent one of the seasons. Write the sorting suggestions above each column in the T-chart. Next, have students write each activity in the correct column of the T-chart on their dry erase board. When students have finished call on students to come up to the board and move each activity to its proper column.


Tech Tip: If an activity or idea can be used under multiple columns highlight the activity, right-click and select “Clone.” This will give you another copy of the activity to place in another column.

Assessment:Assessment:Assessment:Assessment: An informal assessment would include observing students sort the words provided by classmates on their own dry erase board. For a formal assessment give students a list of different ideas on the board or a piece of paper and have them organize them in two or three separate columns.


EditingEditingEditingEditing LessonLessonLessonLesson Lesson Title:Lesson Title:Lesson Title:Lesson Title: Story TuningStory TuningStory TuningStory Tuning



� WritingWritingWritingWriting


Activity Type:Activity Type:Activity Type:Activity Type: o PrePrePrePre----ReadingReadingReadingReading o DuringDuringDuringDuring----ReadingReadingReadingReading o PostPostPostPost----ReadingReadingReadingReading o ComprehensionComprehensionComprehensionComprehension o PrePrePrePre----WritingWritingWritingWriting � During WritingDuring WritingDuring WritingDuring Writing o Post WritingPost WritingPost WritingPost Writing o Writing ConventionsWriting ConventionsWriting ConventionsWriting Conventions

Objective:Objective:Objective:Objective: Edit and revise a paragraph either produced by the teacher or from student work. Practice correcting conventions such as punctuation and capitalization, and grammar like present and past tense. Time:Time:Time:Time: 30-45 minutes

Getting Ready:Getting Ready:Getting Ready:Getting Ready: Copy and paste a paragraph that needs to be edited from a word processor into a Notebook page. The paragraph could be teacher created or taken from a student’s paper. Make sure the lines are double spaced so that there is enough room to make changes or adjustments.


Lesson:Lesson:Lesson:Lesson: Review with students what they should do before editing with a peer or teacher. What should they look for? Should they reread it more than once? Open the Notebook page with the unedited paragraph. Ask students to share with a partner or group at least three things they think should be changed or fixed. Students can use a dry erase board or pencil and paper to keep track of the mistakes they find. Next, call on students to come up to the board and edit the paragraph using the digital ink pens. Make sure students are explaining why they are changing editing pieces of the writing. For example, “I’m adding a comma because this is a series or list of words.”

You can also ask students to highlight specific parts of speech, strong descriptive words, or sentences that could be rewritten more clearly. The highlight tool is in the pen pull-down menu.

Assessment:Assessment:Assessment:Assessment: Informal assessment would include students pair-sharing suggestions for changes, editing ideas from the dry erase board, and changes made on the SMART Board. A formal assessment could include students editing a teacher prepared paragraph as a quiz on paper.


PunctuationPunctuationPunctuationPunctuation LessonLessonLessonLesson Lesson Title:Lesson Title:Lesson Title:Lesson Title: Punctuate It!Punctuate It!Punctuate It!Punctuate It!




� ConventionsConventionsConventionsConventions

Activity Type:Activity Type:Activity Type:Activity Type: o PrePrePrePre----ReadingReadingReadingReading o DuringDuringDuringDuring----ReadingReadingReadingReading o PoPoPoPostststst----ReadingReadingReadingReading o ComprehensionComprehensionComprehensionComprehension o PrePrePrePre----WritingWritingWritingWriting o During WritingDuring WritingDuring WritingDuring Writing o Post WritingPost WritingPost WritingPost Writing � Writing ConventionsWriting ConventionsWriting ConventionsWriting Conventions

Objective:Objective:Objective:Objective: Correctly place punctuation in a sentence using periods, exclamation points, and question marks.


Getting Ready:Getting Ready:Getting Ready:Getting Ready: Create a Notebook page that has sentences without ending punctuation at the top of the page, and a period, exclamation point, and question mark in a “Punctuation Bank” at the bottom.

Tech Tip: Highlight each punctuation mark in the “Punctuation Bank,” right-click and select “Infinite Cloner.” This will make it possible for students to select a punctuation mark and simply drag it up to its desired position without having to copy or clone each time.


Lesson:Lesson:Lesson:Lesson: Review with students when writers use periods (for statements), exclamation points (to show excitement or exaggerated emotion), and question marks (when asking a question). Call students up to the board to place the correct punctuation marks in each sentence. Make sure students explain why the correct punctuation mark goes in the sentence. Some sentences may work with more than one type of punctuation. Explain to students why some sentences can use more than one type of punctuation while others can’t.

Assessment:Assessment:Assessment:Assessment: Informal assessment would include instructing students when they come up to the board to place a punctuation mark. A formal assessment would include giving students a quiz with sentences without punctuation. Students would need to place correct punctuation marks.


Subject and Predicate LessonSubject and Predicate LessonSubject and Predicate LessonSubject and Predicate Lesson Lesson TiLesson TiLesson TiLesson Title:tle:tle:tle: Picture ThatPicture ThatPicture ThatPicture That




� ConventionsConventionsConventionsConventions

Activity Type:Activity Type:Activity Type:Activity Type: o PrePrePrePre----ReadingReadingReadingReading o DuringDuringDuringDuring----ReadingReadingReadingReading o PostPostPostPost----ReadingReadingReadingReading o ComprehensionComprehensionComprehensionComprehension o PrePrePrePre----WritingWritingWritingWriting o During WritingDuring WritingDuring WritingDuring Writing o Post WritingPost WritingPost WritingPost Writing � Writing ConventionsWriting ConventionsWriting ConventionsWriting Conventions

Objective:Objective:Objective:Objective: Identify subject and predicate parts of a sentence.


Getting Ready:Getting Ready:Getting Ready:Getting Ready: Create a Notebook page that combines a picture of a subject and an action that subject may be doing. Primary classrooms will also need sentences below to match to the pictures, while intermediate classes should be expected to come up with their own sentences to describe each subject / predicate picture.


Lesson:Lesson:Lesson:Lesson: Review what a subject and predicate is with students. Remind them that subjects tell who or what a sentence is about, and a predicate explains what the subject does. Show students how the first part of the picture puzzles explain what the subject is and the second part of the picture puzzle explains what the subject does or what happens to the subject. Have students discuss in pairs or within small groups what they think predict the subject and predicate of the first picture puzzle is. If you have provided sentences for students to move next to the correct picture puzzle, call students up to the board to move a sentence next to its corresponding picture puzzle. If students are able to come up with their own sentences for each puzzle, have them first write their sentence on a dry erase board or paper and pencil before coming up to the board to share. Challenge students to draw their own picture puzzles that express subject and predicate and have a partner try to guess a corresponding sentence.

Assessment:Assessment:Assessment:Assessment: Informal assessment would include observing if students are able to match descriptive sentences to the correct picture, or if they are able to write their own sentence to match a picture puzzle. A formal assessment for this activity would be whether or not students can successfully write a descriptive sentence on their own and identify a picture that would match the subject and the predicate.


IWIWIWIWB Observation FormB Observation FormB Observation FormB Observation Form ObserverObserverObserverObserver: _____________________ DateDateDateDate: _________________________ PositionPositionPositionPosition: _______________________ Observation Start TimeObservation Start TimeObservation Start TimeObservation Start Time: __________ Observation End TimeObservation End TimeObservation End TimeObservation End Time: ___________

TeacherTeacherTeacherTeacher: ________________________ Grade & SubjectGrade & SubjectGrade & SubjectGrade & Subject: ________________ #### of Studentsof Studentsof Studentsof Students: ___________________ IWB User forIWB User forIWB User forIWB User for: ___________________

Technology Available in the ClassroomTechnology Available in the ClassroomTechnology Available in the ClassroomTechnology Available in the Classroom: _________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Student Groupings (check all observed during the period):Student Groupings (check all observed during the period):Student Groupings (check all observed during the period):Student Groupings (check all observed during the period):

o Individual Student Work o Pairs o Small Groups o Whole Class

Learning Activities (check all observed during the Learning Activities (check all observed during the Learning Activities (check all observed during the Learning Activities (check all observed during the period):period):period):period): o Introduction of a Topic o Practicing a New Concept o Review o Assessment

Subject Area (check all observed during the period):Subject Area (check all observed during the period):Subject Area (check all observed during the period):Subject Area (check all observed during the period): o Reading o Writing Conventions o Math o Social Sciences o Science o Music o Art o Physical Education


How essential was the IWB to the teachiHow essential was the IWB to the teachiHow essential was the IWB to the teachiHow essential was the IWB to the teaching and learning activities?ng and learning activities?ng and learning activities?ng and learning activities? o Not needed; other approaches would be better. o Somewhat useful; other approaches would be as effective. o Useful; other approaches would not be as effective. o Essential; the lesson could not be done without it.

Comment: _____________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

Ways the IWB Was Used bWays the IWB Was Used bWays the IWB Was Used bWays the IWB Was Used by the y the y the y the Teacher (check all observed during the Teacher (check all observed during the Teacher (check all observed during the Teacher (check all observed during the lesson):lesson):lesson):lesson):

o Audio o CD-ROM o Drill / Practice o E-mail o Graphics o Movies o Notebook o Photo or Video Editing

o Podcast o Presentation (PowerPoint) o Science Probe o Shared Editor (wiki) o Simulation o Spreadsheet (Excel) o Videoconferencing o Web Browsing o Web Games o Word Processing o Other: ____________________

__________________________ __________________________

Ways the IWB Was Used by the Ways the IWB Was Used by the Ways the IWB Was Used by the Ways the IWB Was Used by the Students (check all observed during the Students (check all observed during the Students (check all observed during the Students (check all observed during the lesson):lesson):lesson):lesson):

o Audio o CD-ROM o Drill / Practice o E-mail o Graphics o Movies o Notebook o Photo or Video Editing

o Podcast o Presentation (PowerPoint) o Science Probe o Shared Editor (wiki) o Simulation o Spreadsheet (Excel) o Videoconferencing o Web Browsing o Web Games o Word Processing o Other: ____________________

__________________________ __________________________


Teaching Techniques Used During Lesson (check all observed during the Teaching Techniques Used During Lesson (check all observed during the Teaching Techniques Used During Lesson (check all observed during the Teaching Techniques Used During Lesson (check all observed during the period):period):period):period):

o Chunking Information (i.e. using a graphic organizer) o Monitoring (checking for understanding) o Pacing (slowing down or speeding up the lesson dependent on student

understanding) o Other: _______________________________________________________

______________________________________________________________ ______________________________________________________________ ______________________________________________________________


ThreeThreeThreeThree----Minute ChartMinute ChartMinute ChartMinute Chart During each 3-minute period, was technology in use by students and/or teachers, and was the time spent with technology used for teaching and learning (as opposed to recreation or routine tasks such as boot-up and log-on)?

Technology Is:

:00- :03

:03- :06

:06- :09

:09- :12

:12- :15

:15- :18

:18- :21

:21- :24

:24-:27

in use by students

used for learning

in use by teacher

used for learning

Technology Is:

:27- :30

:30- :33

:33- :36

:36- :39

:39- :42

:42- :45

:45- :48

:48- :51

:51-:54

in use by students

used for learning

in use by teacher

used for learning

Estimated time technology used (if 3 minute chart is not used)Estimated time technology used (if 3 minute chart is not used)Estimated time technology used (if 3 minute chart is not used)Estimated time technology used (if 3 minute chart is not used) Total minutes technology used by students ____________________ Minutes students used for learning ____________________ Total minutes technology used by teachers ____________________ Minutes teachers used for learning ____________________


Additional ResourcesAdditional ResourcesAdditional ResourcesAdditional Resources

o Smarttech.com – The official SMART Board site.

o Gamequarium.com- A great site that offers educational games in many

content areas.

o Edheads.com- Stimulating science simulations that students will love.

o ReadWriteThink.org- A site dedicated to language arts lessons with helpful

interactive organizers and diagrams.

o Storylineonline.net- Streaming video featuring famous people reading

children’s books aloud.

o Schooltube.com- A site similar to YouTube except that it offers educational

videos and tutorials.


Activity Type Tables

PrePrePrePre----ReReReReading Activity Typesading Activity Typesading Activity Typesading Activity Types

Activity Activity Activity Activity TypeTypeTypeType

Brief DescriptionBrief DescriptionBrief DescriptionBrief Description Example TechnologiesExample TechnologiesExample TechnologiesExample Technologies

Develop Alphabetic Knowledge

Students name the letters of the alphabet and recognize the letter symbols in print.

Educational software (e.g. Bailey’s Bookhouse), Read•Write•Think, Digital Alphabet Books, LeapFrog Tag Books, Gamequarium (online)

Develop Phonemic Awareness

Students hear, identify and manipulate sounds in words.

Educational software (e.g. JumpStart Phonics), Living Books, podcasting, Gamequarium (online), Read•Write•Think

Develop Decoding Skills

Students learn the connections between letter patterns and the sounds they represent.

Educational software (e.g., Reader Rabbit Series), Reading Pen, Interactive whiteboard, Gamequarium (online), Read•Write•Think

Introduce Vocabulary

Students are introduced to and learn unfamiliar key words before they read.

Educational software (e.g., Clifford the Big Red Dog Series, I Spy), Read•Write•Think, Reading Pen, interactive whiteboard

Activate Prior Knowledge

Students think about what they already know about the topic prior to reading.

Multimedia software, word processing, concept mapping software, Web-based video streaming, student response systems (“clickers”)

Make Predictions

Students make predictions about text that will be read.

Multimedia software, word processing, Web-based video streaming, student response (“clickers”)

K-6 Literacy Learning Activity Types by Denise Schmidt, Judi Harris, and Mark Hofer is licensed under a

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a

work at activitytypes.wmwikis.net


During During During During ––––Reading Reading Reading Reading Activity TypesActivity TypesActivity TypesActivity Types

Activity TypeActivity TypeActivity TypeActivity Type Brief DescriptionBrief DescriptionBrief DescriptionBrief Description Example TechnologiesExample TechnologiesExample TechnologiesExample Technologies Read Aloud Students actively listen to

an oral reading of a book. Storyline Online, BookFlix, e-books, educational software (e.g., WiggleWorks), podcast, LeapFrog Tag Books

Think Aloud Students say out loud what they are thinking while reading.

Storyline Online, BookFlix, e-books, video creation software

Guided Reading Students learn how to think about text by reading in small groups, engaging in discussion, and completing a mini-lesson / learning activity.

e-books, BookFlix, WiggleWorks

Directed Listening / Thinking Activity (DL-TA)

Students predict and respond to a story while the teacher reads.

Storyline Online, BookFlix, e-books, WiggleWorks, podcast, Student response systems (“clickers”)

Discussion Students discuss text being read with the teacher, other students or another individual.

Blogs, wikis, online discussion groups

Whole Class Literature Study

Students participate in a literature study that includes reading aloud / along, whole-class / small –group discussions, and whole-class mini-lessons.

e-books, Storyline Online, BookFlix, WiggleWorks, podcast

Literature Circles Students choose their own books, form small-groups and meet regularly to read and discuss the books.

Storyline Online, BookFlix, e-books, blogs, wikis, online discussion groups, podcast


Reader’s Workshop Students participate in mini-lessons to teach reading strategies, spend time reading independently, and then meet to share, discuss and reflect.


Book Clubs Students read books, take part in peer-led discussions, and participate in a community sharing session.


Sustained Silent Reading (SSR)

Students read silently for a designated period of time (10-30 minutes).

e-books, podcast, Storyline Online, BookFlix

Independent Reading Students make their own book choices, set independent reading goals and read for extended period of time.

e-books, podcast, Storyline Online, BookFlix

K-6 Literacy Learning Activity Types by Denise Schmidt, Judi Harris, and Mark Hofer is licensed under a Creative

Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at

activitytypes.wmwikis.net


PostPostPostPost----Reading Activity TypesReading Activity TypesReading Activity TypesReading Activity Types

Activity TypeActivity TypeActivity TypeActivity Type Brief DescriptionBrief DescriptionBrief DescriptionBrief Description Example TechnologiesExample TechnologiesExample TechnologiesExample Technologies Summarizing Students summarize or

paraphrase the major points of a story after reading it.

Timeliner XE, Read•Write•Think, video creation software, podcast, comic creation software, video sharing sites

Retelling Students tell what they remember about a story.

Timeliner XE, drawing software, video creation software, podcast, comic creation software

Sharing Students share information with others about books they have read or heard.

Video creation software, podcast, video sharing sites.

Visualizing Students use images and visual imagery to recall what they remember about a story.

Drawing software, word processing, image editor, digital photography, Read•Write•Think, comic creation software, interactive whiteboard

Discussing Students discuss favorite parts or elements of a story.

Blogs, wikis, online discussion groups

Drawing Conclusions Students use written or visual clues to figure out something that is not directly stated in the reading.

Word processing, educational simulation software (e.g., Decisions, Decisions), video creation software, multimedia software, comic creation software, interactive whiteboard

Evaluating Students form opinions, make judgments, and develop ideas after

Read•Write•Think, word processing, multimedia software, student response


reading. systems (“clickers”) Quizzing / Testing Students take a quiz or test

about a story or a selection of text they read.

Integrated learning system (e.g., Accelerated Reader), online quiz software, student response systems (“clickers”)

Creating Projects / Artifacts

Students create a project or artifact as a culminating activity that illustrates what they have learned.

Comic and / or video creation software, drawing software, multimedia software, iPhoto, podcast, Read•Write•Think, video sharing sites





Comprehension Activity TypesComprehension Activity TypesComprehension Activity TypesComprehension Activity Types

Activity TypeActivity TypeActivity TypeActivity Type Brief DescriptionBrief DescriptionBrief DescriptionBrief Description Example TechnologiesExample TechnologiesExample TechnologiesExample Technologies Cloze Technique Students insert words that

have been omitted as they read to complete and construct meaning from text.

Cloze software, online “Mad Libs,” word processing, interactive whiteboard

Semantic Feature Analysis Students use a grid to explore the similarities and differences among events, people, objects, or ideas.

Concept mapping software, interactive whiteboard

Cause and Effect Students identify how an action or event will produce a certain response to the action in the form of another event.

e-books, concept mapping software, educational software, interactive whiteboard

Compare and Contrast Students identify how things are alike and different.

e-books, concept mapping software, educational software, Read•Write•Think, interactive whiteboard

Inferences Students use clues to learn more about the story and make a conclusion or judgment based on that information.

e-books, educational software, interactive whiteboard

Story Pyramid Students summarize a story by building a pyramid of information (e.g., describe main character, setting, state the problem).

e-books, concept mapping software, word processor

Picture Walk Teacher guides students through text by looking at and discussing the pictures before reading.

Multimedia software, iPhoto, interactive whiteboard


SQ3R Students use a 5-step reading strategy (i.e., survey, question, read, recite, review) to formulate a purpose for reading.

e-books, word processor

Reciprocal Teaching Students and teacher participate in dialogue structured by summarizing, question generating, clarifying, and predicting to bring meaning to text.

e-books, voice recording, video creation software

Reciprocal Questioning (ReQuest)

Students analyze their comprehension while reading by developing questions to ask the teacher after reading a selection.

e-books, voice recording, word processing

Point-of-View Students identify the author’s point of view and purpose.

e-books, educational software, digital photography

Question-Answer Relationships (QAR)

Students search for answers based upon the type of question that was asked (i.e., Right there, Think and search, Author and you, On my own).

e-books, online newspapers / magazines

Think-Pair-Share Students talk about the content they are reading by thinking about a question or prompt, pairing up with a student to discuss and sharing their thinking with the rest of the class.

e-books, online newspapers / magazines, Websites


Story Map Students identify and map the basic elements of a story (i.e., setting, characters, problem / conflict, point of view, resolution).

Concept mapping software, Read•Write•Think, interactive whiteboard

3-2-1 Chart Students summarize and rethink key ideas by listing: 3 things they found out, 2 interesting things, and 1 question they still have.

Word processing software, spreadsheet software, concept mapping software





PrePrePrePre----Writing Activity TypesWriting Activity TypesWriting Activity TypesWriting Activity Types

Activity TypeActivity TypeActivity TypeActivity Type Brief DescriptionBrief DescriptionBrief DescriptionBrief Description Example TechnologiesExample TechnologiesExample TechnologiesExample Technologies Brainstorming Students list as many topics

as possible to write about. Word processing, Timeliner XE, Read•Write•Think, interactive whiteboard, concept mapping software

Concept Mapping Students develop a visual or diagram that illustrates the relationships among concepts.

Concept mapping software, Timeliner XE, interactive whiteboard

Storyboarding Students develop a series of panels that outline the sequence of what pictures will be seen and what audio and/or voice will accompany the pictures.

Concept mapping software, Timeliner XE, multimedia software, interactive whiteboard

Visualizing Students create mental images before they write.

Drawing software, iPhoto, Read•Write•Think

Freewriting Students start writing and just keep going, not worrying about style or mistakes.

Word processing, drawing software

Journaling Students write journal entries to brainstorm topics of personal interest, to note observations and to reflect upon their thinking.

Word processing, blogs, wikis

Listing Students generate a list of topics, phrases, and/or sentences before they begin to write.

Word processing, concept mapping software, interactive whiteboard





During Writing Activity TypesDuring Writing Activity TypesDuring Writing Activity TypesDuring Writing Activity Types

Activity TypeActivity TypeActivity TypeActivity Type Brief DescriptionBrief DescriptionBrief DescriptionBrief Description Example TechnologiesExample TechnologiesExample TechnologiesExample Technologies Drafting / Composing Students write a draft of a

story, putting ideas into sentences and paragraphs.

Word processing, SubEthaEdit, Storybook Weaver Deluxe, drawing software, video creation software, multimedia software

Revising Students improve their writing by adding details, rearranging information, deleting information, and/or replacing information.

Word processing, drawing software, video creation software, multimedia software, collaborative word processor

Editing Students correct mechanics, grammar and spelling

Word processing, drawing software, video creation software, multimedia software, collaborative word processor

Responding Students offer suggestions to peers for improving content, organization and clarify of writing piece.

Word processing, podcast, videoconference, educational software, collaborative word processor

Conferencing Students meet with teachers and/or peers to discuss and evaluate a piece of writing

Collaborative word processor, podcast, videoconference





PostPostPostPost----Writing ActWriting ActWriting ActWriting Activity Typesivity Typesivity Typesivity Types

Activity TypeActivity TypeActivity TypeActivity Type Brief DescriptionBrief DescriptionBrief DescriptionBrief Description Example TechnologiesExample TechnologiesExample TechnologiesExample Technologies Sharing Students orally share their

writing with peers / others. Drawing software, multimedia software, podcast, collaborative word processor

Publishing Students publish their writing for peers / others.

Word processing, drawing software, video creation software, multimedia software, podcasting, digital storytelling, online publishing sites, Read•Write•Think

Evaluating Students evaluate writing of peers and provide feedback.

Word processing, blogs, online discussion groups.

Presentation Students combine textual and visual elements to present their writing for peers / others.

Drawing software, multimedia software, digital storytelling





Writing Conventions Activity TypesWriting Conventions Activity TypesWriting Conventions Activity TypesWriting Conventions Activity Types

Activity TypeActivity TypeActivity TypeActivity Type Brief DescriptionBrief DescriptionBrief DescriptionBrief Description Example TechnologiesExample TechnologiesExample TechnologiesExample Technologies Letter / Word Formation Students write / type

lowercase and uppercase letter; Students write / type words (i.e., root, prefix, suffix).

Word processing, drawing software, Read•Write•Think, interactive whiteboard

Writing Sentences / Paragraphs

Students construct complete sentences and combine sentences to compose a paragraph (topic sentence, supportive details, closing sentence).

Word processing, drawing software, interactive whiteboard

Spelling Students use correct spelling when writing.

Word processing, educational software, Gamequarium (online), interactive whiteboard

Mechanics Students use correct punctuation and capitalization when writing.

Word processing, Gamequarium (online), interactive whiteboard

Grammar Students use formal rules about language usage including parts of speech when writing.

Word processing, Gamequarium (online), Read•Write•Think, interactive whiteboard





ReferencesReferencesReferencesReferences

Marzano, R. J., & Haystead, M. (2009). Final report on the evaluation of the Promethean

technology. Englewood, CO: Marzano Research Laboratory.

Mishra, P., Koehler, M. (2009). Too cool for school? No way! Using the TPACK framework:

You can have your hot tools and teach with them, too. Learning and Leading with

Technology, 36(7), 14-18.

Saltan, F., & Arslan, K. (2009). A new teacher tool, interactive white boards: A meta

analysis. Proceedings of Society for Information Technology & Teacher Education

International Conference 2009 , 2115-2120. Charleston, SC: AACE.

Schmidt, D., Harris, J., & Hofer, M. (2009, February). K-6 literacy learning activity types.

Retrieved from College of William and Mary, School of Education, Learning Activity

Types Wiki: http://activitytypes.wmwikis.net/file/view/K-6LiteracyLearningATs-

Feb09.pdf

interacting handbook

Education

reading activity types

comprehension activity

prewriting activity

reading comprehension

reading vocabulary lesson

activity type tables

predicate lesson

brainstorming lesson