Literacy Now

I embraced online sites and social networks years ago. However, when it came to my classes in children’s and YA literature, I resisted the move from face-to-face (FTF) to online courses. Instead, I used a hybrid approach with some FTF meetings and others done with online courseware. As the hours spent in FTF meetings dwindled from 45 to 30 to 15 to 8 and finally to 4, I was determined to build a reading community online that would mimic what I could do in a traditional classroom. The basis for my crafting an online community was to consider what elements any community of readers shared. The key aspects of community for me were three:

1. I had to create a CORE list of books we would all read and discuss;
2. I had to CONNECT my students with one another despite our separation; and
3. I had to initiate meaningful CONVERSATION about books.

The first step was simple enough. I used the social networks to ask for recommendations of books that teachers and librarians who work with school aged students should know. I certainly had some criteria: diversity in genre and formats and forms and protagonists, older titles as well as newer ones, and literary as well as appealing.

Lists are, even with input from others, idiosyncratic: they do reflect me; I am keenly aware that they may not all appeal to the members of the class. Therefore, I do an activity my colleague Chris Crowe does with his students. At the end of the semester, I have the students rank the books from their most favorite all the way down to their least favorite. After I collect all of these rankings, I tally them. The books with the highest numbers are the least favorites from the class. Conversely, the books with the lowest totals are the favorites. Amazingly, there is not much that separates the top choices from the bottom rankings. I share this with the students so that they might realize that their LEAST favorite book was someone’s MOST favorite book and vice versa. This activity has never resulted in a book being replaced on the core list.

That is not to say the core is static, as every semester I replace two to three titles. New books migrate to the list because they represent some significant change in literature. For instance, when AMERICAN BORN CHINESE became the first graphic novel to win a Printz Honor Medal, it was added to the list. Other GNs have joined the list as this format continues to evolve.

The second step is a bit trickier. How can we connect with one another even though miles separate us? How can we get to know one another in an online forum? One assignment seems to connect us all as readers (and since this is a graduate level class, most students do come into the class as readers). It was an assignment I did more than 20 years ago when I took YA literature from Dick Abrahamson. In turn, it was an assignment he, too, had completed for YA literature: the reading autobiography. I invite students to tell me about their road to lifelong reading (and, for the most part, no one enters this program without a passion for reading being in place). What are their earliest memories of reading? What was reading like in elementary school? How did they learn to read? What did they read in adolescence? In college? As an adult? Students have the option of writing a traditional narrative or constructing some sort of visual (prezis, reading timelines, infographics).

As we share our journeys, two things become clear: there are certain experiences that seem to connect those who loved reading early on, and not everyone’s journey has been an easy one. The experiences that connect those of us who are lifelong readers mirror those in Carlsen and Sherrill’s (NCTE, 1988) VOICES OF READERS: HOW WE COME TO LOVE BOOKS. They include experience such as the following:

• Having someone read aloud
• Having access to books in the home
• Being able to select books to read (choice)
• Talking with someone else who has read the book

It becomes readily apparent that, while many of us read different books along the path to lifelong reading, there were some shared titles—especially a love for reading serially. The series students loved varied depending on the age of the student, but series and reading serially was commonplace.

As for the students whose journeys were more arduous, there were still commonalities. Many of my graduate students are second language learners; they struggled to learn how to read in English when they were in school (and think of what they bring to those students who are also struggling with the same task). Books were not readily accessible in their homes; libraries were not always welcoming places or were not close enough to the neighborhoods where they could be accessed. Poverty played a significant role. Seeing these similarities and differences engages students in some meaningful conversations about how their experiences will be brought to bear within the school library. Connections are being made.

Promulgating meaningful discussion of books could be dicey. I did not want this discussion to devolve into dissection, but I do want the discussion to go beyond the surface. Having students interact in online forums is much like group work in a traditional classroom: it is possible for one person to dominate and for someone to sort of fade into the background. I opted to eschew the Discussion Board portion of the course software. Instead, I am using some new apps for book reading and discussion.

p: ctkmcmillan via photopin cc

One of these is SUBTEXT, an app for the iPad (I am using this with students who have these devices already). Subtext allows a group to read a book and annotate it as they read. They can pose questions, make comments and predictions, and even share URLs and other information they link to the text. Edmodo, another app, permits interaction as well.

While it might be due in part to the Hawthorne Effect, I am seeing much more active participation and much less echoing of the comments of other students. Some of the conversation about book centers on being able to identify those salient qualities that separate a book from a piece of literature, good books from great books. Therefore, students apply criteria and evaluate books in whatever approach works best (charts, PowerPoints, Animoto, etc.). They also create bibliographies such as “If you loved ______, then you might like these books.” In other words, they are creating real world documents, the types of documents they will use as school librarians.

This conversation is critical. Even more crucial is that the conversation extends beyond our class. So, students join in #titletalk, a monthly Twitter chat where books and ideas are exchanged in a fast-paced hour of talk using only 140 characters. Here my students are able to connect with teachers and librarians and authors and publishers from all over the United States.

I will be presenting a session on building community in an online environment as part of a panel including Donalyn Miller and Terry Thompson, classroom teachers. The session, “Scaffolding Students’ Independence and Teachers’ Professional Development through Authentic Reading Communities,” is scheduled for Saturday, April 20, from 11:00AM–1:45PM. Communities increase the reading done by students, help them make connections with other readers, and challenge readers to branch out.

Teri is also moderating the author panel, “‘And Then What Happens?’ The Enduring Appeal of Series Fiction,” at IRA’s 58th Annual Convention, April 19-22, 2013, in San Antonio, Texas. The panel features Tom Angleberger (Origami Yoda series), Laurie Friedman (Mallory McDonald series), Annie Barrows (Ivy + Bean series), and Ellis Weiner (Templeton Twins series). Want more? Come see Teri when she presents the IRA Special Interest Group (SIG) session, “Celebrating Books and Reading: How Teachers Make a Difference.”

Teri Lesesne (last name rhymes with insane) is a professor at Sam Houston State University where she teaches classes in children's and YA literature. She is the author of three professional books and numerous columns, articles, and reviews. Currently, she is Executive Director of ALAN and serving on the BFYA Committee of YALSA.



I Hadn’t Thought of That! Guidelines for Providing Online Feedback That Motivates Students to Learn [member login required]

Harnessing the Educational Power of Twitter

Mentor texts or texts that serve as examples for different types of writing can be especially helpful for writing teachers at every grade level. Teachers can use them as exemplars for good writing or can draw examples of one of the six traits of writing from their pages so that their students know exactly what conventions and presentation, ideas and content, organization, sentence fluency, voice, word choice involve. By relying on published texts that epitomize one of the six traits, teachers can help students gain confidence as they develop into proficient writers. This week’s book reviews from members of the International Reading Association's Children’s Literature and Reading Special Interest Group focus on writing mentor texts. Learning from expert writers or mentors can reap bountiful harvests when it comes to writing and self-expression.  Teachers may be interested in checking out “Plugged In: Coming to You Live … Mentor Texts” on Engage or ReadWriteThink's multitude of lesson ideas for using mentor texts. Also check out the teacher-created blog called Teach Mentor Texts.

 

GRADES  K-3

 

Dahl, Michael. (2013). Goodnight, baseball. Illus. by Christina Forshay.
Mankato, MN: Capstone Press/ Picture Window Books in conjunction with Sports Illustrated for Kids.

A father/son day at the baseball park is the setting for this book. Told in somewhat uneven rhyme, usually from the boy’s point of view but also from an outside narrator, the thrill and excitement of a baseball game is described. Borrowing the nocturnal pattern from Margaret Wise Brown’s Goodnight Moon (1947), the young boy ends his baseball-filled day saying goodnight to the teams and continues with “Goodnight, diamond. Goodnight grass/ Goodnight, home plate/ where each runner ran past.” (pp. 19 & 20). After reading this book aloud, teachers might pose the question to students about a big day they themselves experienced and how they would say goodnight to the many things that they encountered during that special day. Readers can enjoy a book trailer at the publisher’s website. 

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Fandel, Jennifer. (2012). You can write awesome stories. Mankato, MN: Capstone Press.

Perfect for beginning writers or even those who are a little bit older but lack confidence about being able to write, this book offers tips for how to tell a story effectively. The author briefly covers essential writing topics such as character development, setting, plot, mood, and dialogue as well as how to add details to a story. The author reminds readers that it’s important to grab readers’ attention from the beginning of the story, but as important as the way a story starts may be, the ending is also important. For each topic, there is an example and an exercise for would-be writers to try out. This is a good introductory text even though it is not comprehensive in its scope. Writing teachers can use the exercises as starting places upon which they can build with their own examples and lessons.

- Barbara A. Ward, Washington State University Pullman

 

Ganeri, Anita. (2012). Action words: Verbs. Mankato, MN: Heinemann Library.

Writers, especially those who are just learning to practice their craft, are always looking for words to use in their writing. Part of a series on different parts of speech and words that can add vibrancy to writing, this introductory book provides an explanation of the role of grammar in writing and then offers a brief tutorial on verbs, including examples exploring verb tense and active and passive verbs. The author even acknowledges that passive sentence construction may function in a more gentle way than active construction; for instance, “The boy hit the ball” may be a stronger sentence than “the ball was hit by the boy,” but there are times when passive construction is more appropriate. The book contains examples in simple sentences accompanied by photographs that help young writers understand this important part of speech. Although brief, the book covers a lot of ground. Teachers will want to use this title as a starting place before introducing even more examples of how verbs can enliven sentences.

- Barbara A. Ward, Washington State University Pullman

 

Nunn, Daniel. (2013). True or false? Seasons; True or false? Colors; True or false? Farm animals; True or false? Transportation; True or false? Weather. Mankato, MN: Capstone Publishers/Raintree.

Almost everyone knows how to play the True and False game. The author has created a series of books that uses this familiar format to present the topics of season, colors, farm animals, transportation and weather. Each book begins with a statement such as: “The Seasons. A season is a period of time. The year is divided into four seasons. How much do YOU know about the seasons?” (p. 4). Each book then launches into statements, or sometimes misconceptions, about the topic. The bottom of each page has a large red and green box asking readers to decide if the statement is true or false. The following page holds the answer as well as explanatory statements. For teachers who are looking for early research activities with young students, this nonfiction series provides a mentor text series of books that will guide the reading and research of primary age students.

- Karen Hildebrand, Ohio Library and Reading Consultant

Parish, Peggy. (1963). Amelia Bedelia. Illus. by Fritz Siebel. New York: Harper and Row.

For fifty years, teachers have been using the many Amelia Bedelia books, including this one, as mentor texts to illustrate vocabulary, idioms, homonyms, and homophones as Amelia and her feather duster share her hilarious mix-up of words and expressions. This year HarperCollins has prepared a 50th Birthday celebration of the character and book that started it all. Teachers can enjoy the downloadable party kit “friend” Amelia on Facebook or Twitter. There are Amelia Bedelia books for a plethora of occasions and everyday situations. Although the book’s originator died in 1988, her nephew Herman Parish picked up the family trade and continued writing the Amelia Bedelia stories. There are numerous videos available on YouTube depicting many, many of the Amelia books through book talks, book trailers, and full readings of her stories.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Shapiro, David. (2013). Tool. Time. Twist. A brief history of tools through time. Illus. by Christopher Herndon. Portland, OR: Craigmore Creations.

Teachers who are looking for a way to introduce simple machines might like to start with this interesting approach to the history of tools, in addition to trying this particular format as a writing prompt or mentor text. Each double-page spread introduces a tool chronologically according to when the tool was developed. Page 2 opens the history with “What’s the tool? Sticks and stones! What’s the time? 2.5 million years ago!” Page 3 continues the chronology, “What’s the twist? Humans and our ancestors are not the only ones to use tools. Otters, octopuses, chimpanzees, and crows have all been known to use them too.” The format is launched, and the Tool Time Twist begins. This writing pattern could be applied to any nonfiction topic as guided research for information.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

GRADES  3-5

 

Asselin, Kristine Carlson. (2013). Think for yourself: Avoiding plagiarism. Mankato, MN: Capstone Press.

After defining what plagiarism is for those who may not know or who may regard copying someone’s words as a form of flattery, the author offers suggestions about how to avoid it and why someone else's work cannot be used without crediting the source. This is an excellent introductory text on plagiarism since students often start writing reports during the early years of school. A unit on report writing and research would be remiss if it failed to address this particular topic since even many college students don't realize what plagiarism is, why it's wrong, and its possible consequences. Colorful photographs showing young scholars hard at work accompany the text, part of the Research Tool Kit: Think for Yourself series, the titles of which provide support for academic writing lessons, even on an introductory level.

- Barbara A. Ward, Washington State University Pullman

 

Florian, Douglas. (2012). UnBEElievables. New York: Simon & Schuster/Beach Lane Books.

Using poetry as an entrance point to science, nonfiction, or nature is not new. The poet however creates a word-filled world brimming with the warmth of the sun and the variety of a garden, peppered with rhymes that are fun to hear and say, and yes, interesting information in the book’s pages. Readers are introduced to the bee’s world and its various parts, the hive, anatomy, queen bee, drone, worker bees, the bee dance, life cycle, swarm, the pollen and honey. Much of the poetry and information can be discussed with students, read aloud, or used to inspire drawings.  This is also a great mentor text for students working on projects involving bees or any life cycle. The book is perfect for an entire class project (where students choose to do a small bit of the whole) or a small group project (where students get to do a part that is of interest to them). Students can practice writing poetry and non-fiction passages by following the text styles. This book is a great addition for classrooms dedicated to exploring the world around us.

- Rani Iyer, Washington State University Pullman

 

Guillain, Charlotte. (2012). Jobs if you like reading and writing. Mankato, MN: Heinemann Educational Books.

As is the case with the other titles in this series, this entry in the Jobs if You Like...series encourages young readers to draw upon their skills and interests as they consider the right jobs for them later in life. It’s never too early to begin preparing for a career. Someone who enjoys reading and writing, for instance, might enjoy being a librarian, a journalist, an editor, a bookseller, a translator, or a web content manager, among the other careers listed in the book. The author explains how reading and writing skills are useful in those fields and then includes a table that describes the best part of each job. Some of the jobs such as acting are jobs that many readers will not have linked to reading and writing. The photographs that accompany the text show all sorts of individuals enjoying what they are doing. Maybe with a little more foresight and preparation, more adults will enjoy their own lifework. This book might provide a gentle nudge in the right direction.

- Barbara A. Ward, Washington State University Pullman

 

Hopkins, Jackie Mims. (2013). Prairie Chicken Little. Illus. by Henry Cole. Atlanta, GA: Peachtree Publications.

What happens when you cross a Chicken Little story with a new ecosystem? You get a variant on the original Chicken Little story, but this time there is an unexpected “rumbling and a grumbling and a tumbling” (p.1). Mary McBlicken, the prairie chicken, is “out on the grasslands where bison roam” (p.1) when she hears these outrageous sounds, fears “A stampede’s a coming” (p.2), and hightails it back to the ranch. On her frantic trek she runs into her friends the prairie dog, the jackrabbit, the meadowlark, and then … Slim Brody, the sly coyote. Slim helpfully offers to show the prairie friends a shortcut to the ranch. As young readers will predict, Slim is up to no good. Teachers will want to share other versions of the Chicken Little story such as Rebecca Emberley’s Chicken Little (Roaring Brook Press, 2009) or Steven Kellogg’s Chicken Little (HarperCollins, 1985). Teachers might also like to introduce Prairie Chicken Little with this video rendition. They might want to connect a short science lesson with a photograph and paragraph about the endangered Prairie Chicken. 

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Marsalis, Wynton. (2012). Squeak, rumble, whomp! Whomp! Whomp!: A sonic adventure. Illus. by Paul Rogers. Somerville, MA: Candlewick.

With several distinctive visual and textual references to the sights, sounds, and flavors of New Orleans, this picture book illustrates how much rhythm can be found in everyone’s daily lives. A boy starts off his morning by opening a back door with its familiar squeak and pauses a moment to savor the sounds that typify his home and neighborhood. As he follows the routines of the day, he hears music in the simple act of buttering toast or the sounds made by a barber's clippers gliding along his now-smooth and close-cropped head. The various sounds are interesting enough in their own right, but when they all come together in a cacophony of notes on the book's last pages, readers will be tempted to tap out some beats of their own. This is a great read aloud title filled with several examples of onomatopoeia for budding writers and musicians. The ink illustrations that were finished digitally allow the sounds to receive attention as they move across the book's pages in harmony.

- Barbara A. Ward, Washington State University Pullman

 

Rissman, Rebecca. (2012). Be the best at writing. Mankato, MN: Heinemann/ Raintree.

This helpful writing primer provides several simple but effective tips on how to be a better writer. Late elementary and early middle graders will find it helpful to be reminded of the importance of purpose and audience when they choose words for their written pieces as well as the necessity to narrow their focus before they begin a piece. The author even makes suggestions about preparing and polishing a paper so that it looks finished before turning it in and how to get organized before writing or studying. For instance, it’s a good idea to gather all the necessary materials, including snacks, before beginning to write. The tips that have been provided are also tested throughout the book as readers have a chance to respond to a question about writing after each tip section.

- Barbara A. Ward, Washington State University Pullman

 

Salas, Laura Purdie. (2011). Picture yourself writing poetry: Using photos to inspire writing. Mankato, MN: Capstone Press.

Teachers and budding writers can find lots of advice on poetry writing in this book. Even if they choose not to write poetry but to use the photographs or exercises as writing prompts, so much the better. Topics range from choosing a topic or focus for a poem to enhancing a piece by adding sensory details, moody verbs, unexpected words, unusual characters, and even arranging words on a page to create the intended effect. The author even discusses concrete poems and provides brief examples of all the techniques being explored in the book. This is a great writing primer, filled with ideas teachers can use with little modification. Readers will wish for even more tips, examples, and full-page photographs to inspire writers. This title is sure to build confidence in even the most inexperienced writing teacher.

- Barbara A. Ward, Washington State University Pullman

These reviews are submitted by members of the International Reading Association's Children's Literature and Reading Special Interest Group (CL/R SIG) and are published weekly on Reading Today Online. The International Reading Association partners with the National Council of Teachers of English and Verizon Thinkfinity to produce ReadWriteThink.org, a website devoted to providing literacy instruction and interactive resources for grades K–12.

p: RachelEllen

The Eskimos have 52 words for snow because it is so special to them; there ought to be as many for love. —Margaret Atwood

We tried to talk it over, but the words got in the way. —Leon Russell

Margaret Atwood is right, of course. We could communicate more effectively with more words to describe different kinds of love. But having just one word is infinitely better than none.

Words, despite their limitations, help us talk about topics we would not otherwise be able to discuss, and see things we would not otherwise be able to see. A word is a candle held up in the darkness to help us move forward.

Words might be humanity’s greatest invention. A common vocabulary helps us share emotions, share ideas, learn, grow. And this is just as true in conversation in schools as it is in conversations at home.

An important common vocabulary in schools, as Phil Schlechty has explained, could be developed around student engagement. Teachers can have meaningful conversations defining and acting on the terms authentic engagement, strategic compliance, and off-task behavior. And once the words are defined, teachers can share ideas and strategies to increase authentic engagement.

Educators can also benefit from coming to a shared understanding of positive reinforcement, and defining such ideas as growth mindset, ratio of interaction, and positivity. When people develop clear definitions of positive and negative reinforcements, they begin to see interactions in a clearer way in the classroom. Some words make the invisible, visible.

Powerful professional learning also happens when teachers agree about the meaning of other words, such as those describing reading strategies, like text-to-self or summarizing, or writing concepts such as sentence fluency, coherence, or voice. The simple act of talking about a word like voice, and working to develop a shared, deeper understanding, can be very meaningful professional development.

Teachers, of course, are not the only people who need to develop a shared vocabulary. When administrators do not share with teachers a common vocabulary about the meaning and importance of observations, their evaluations have little positive impact on teaching and learning. What good is an administrator’s evaluation when the teacher and administrator can’t authentically talk about what was observed? Worse, what good are observations when observers can’t clearly define what they are seeing?

A clear picture of reality is an essential part of growth, but the picture does have to be clear, and people need a shared understanding if they are going to talk about it.

Students should also be a part of developing a shared vocabulary. When students understand authentic engagement and strategic compliance, they can give meaningful feedback to their teachers on what works and what doesn’t work for them. Sandi Silbernagel, for example, a teacher in Slidell, Louisiana, learns a lot by asking her second graders for their feedback on their level of engagement.

No doubt Leon Russell was right. Sometimes the words can get in the way. But without words we can’t talk. Language is the means by which communication takes place.

And as in life, so in schools. We should do all we can to develop a shared vocabulary. When we can truly talk about what we see, important learning—for teachers, administrators, and students—can really happen.

Jim Knight is a researcher and writer. His books include HIGH-IMPACT INSTRUCTION (2013), UNMISTAKABLE IMPACT (2011), and INSTRUCTIONAL COACHING (2007). He also writes the Radical Learners blog and posts on Twitter @jimknight99. You can reach him at jimknight@mac.com.



Language is Our Heritage, But Will it be Our Legacy?

Kids Must Taste Academic Fun!

As an elementary school teacher in Texas, it is difficult to know that the Common Core State Standards (CCSS) even exist, never mind that they are dominating schools, conversations, news, and professional development around the nation. Out of curiosity, I asked my colleagues if they were aware that all but five states (one being Texas) were in the process of implementing the CCSS. The majority were unaware that these standards had even been developed.

However, all agreed that they felt like it would eventually be a disadvantage for both students and educators in Texas to not take part in the adoption of the CCSS. The main reason for this concern is the idea that our educational standards in Texas may not be as challenging as those that students are being held to in other states. As a result, we may or may not be preparing students for success outside of the state upon graduation.

Teachers also feel at a disadvantage simply because they are not aware of what education is like in other states, what is being taught, the materials that are being used, or of the strategies and methods that are common. Although the CCSS does not currently impact educators or students in Texas, it will likely some day in the future.

So, why am I aware of the CCSS? Simple—I used to teach in the Northeast. Upon arriving in Texas, I was immediately aware of (and shocked by) the vast differences in the education systems from state to state. Texas schools are much more grade-oriented, beginning at an early age. This continues to be a difficult adjustment for me because my previous experience focused on a more standards-based educational foundation, which was designed to meet students where they are at. As a result, I try to keep up to date with what is going on in the rest of the country regarding trends in education.

I am also currently pursuing my Master’s degree in reading and language arts, and recently started blogging about teaching ideas, which keeps me connected to other teachers outside of the state. Having been in Texas for the past three years, I had only briefly reviewed the CCSS. In my mind, if the Texas Essential Knowledge and Skills (TEKS) are just as rigorous as the CCSS, then why not adopt the new standards and collaborate with the rest of the nation?

Since Texas is a large state, finding materials that match the TEKS is not difficult for teachers. The textbook companies will continue to develop editions solely for Texas. Reading basals and other textbooks are written to specifically align with the TEKS for use in Texas school districts. The TEKS are actually listed in teacher’s manuals and all materials have the distinctive Texas Edition label. While teaching in the Northeast, we spent a great amount of time analyzing textbooks for their alignment to state standards. Often, it was determined that some material was extraneous while other resources were created to supplement the teaching of standards that were not addressed sufficiently. Textbooks and materials that align with the CCSS are already being adopted. Smaller states would not have had the luxury of abstaining and remain able to obtain adequate materials.

In addition, many Texas school districts use an online curriculum management system called CSCOPE. CSCOPE is directly aligned with the TEKS and provides a curriculum calendar for each subject and grade level, as well as materials and lessons. Some school districts require teachers to teach lessons explicitly from CSCOPE, thereby reducing the need for additional resources. However, since the concepts are generally the same, resources found online and from teacher resource stores which cater to the CCSS can be adapted for use by teachers in Texas, provided the focus is on the skill being targeted rather than the grade level in which it is taught.

p: mikerastiello via photopin cc

Professional development in Texas is offered locally through regional education service centers, which develop training based on trends in the state. While it is advantageous to have teachers in Texas educated in the same way, it may pose a challenge since, unbeknownst to many Texas teachers, the pedagogical techniques are not necessarily aligned with the trends in the rest of the country. As time goes on and other states unite over the CCSS, this gap is likely to widen.

Even more concerning is that Texas will not be involved with the development or implementation of a standardized test to match the CCSS. Texas recently implemented its new STAAR test last year. By administering a different assessment than the remainder of the country, it will be difficult to compare results and determine whether the educational system in Texas is on par with the rest of the nation. This possibly puts Texas students at risk for being underprepared for colleges or the workforce outside of the state.

As an educator in Texas, I worry that we may be missing out on some of the advantages of the CCSS—particularly, the commonality of the common core.

This spring, the International Reading Association Annual Convention will be held in San Antonio, Texas. Since educators from all around the country will be in attendance, it is likely the CCSS will dominate sessions and discussions. However, this will likely make many Texas educators feel left out of the loop.

Personally, I am looking forward to attending the conference to find out what are the hot topics in education outside of the state as well as to gain some insight on the CCSS and whether or not they are comparable to the educational standards in Texas. There are many authors whose materials I read that I plan to attend their session, whether Common Core focused or not. Hearing Richard Allington speak about getting all readers up to grade level is beneficial for any educator, regardless of the state standards.

Jessica Goodrow is a second grade teacher in Texas. She previously taught first grade in Connecticut before relocating. She is currently working on obtaining her Master's degree in reading and language arts from the University of Texas at Arlington.

by Mary Beth Scumaci

Einstein once said “Logic will get you from A to B. Imagination will take you everywhere.” Isn’t that what we want for our students – imagination and creativity, balanced with the logic of learning and critical thinking? Technology integration combined with using web tools can assist us with achieving these goals.

Yet, there are so many web tools out there that it can be well, just overwhelming. When you hear the words web tools, you may feel a variety of emotions from excitement and curiosity to sheer frustration. Which should I use? How will I integrate it? Do I have time for this? With so many web tools out there, it is hard to research and decide which ones to add to that tech savvy tool box of yours.

The web tool I am highlighting today is screen casting. There are a variety of screen casting software options out there including CamStudio, SMART Recorder in the Notebook software, Camtasia Studio, and my current favorite, Screencast-O-Matic. You can find free and paid subscriptions for screen casting software, one of them is sure to fit your needs.

Sreencast-O-Matic is an audio and screen capture recording software. The software has amazing potential and is quite simple to use. It offers a free version as well as a pro version paid subscription. Once downloaded, you can resize anything on your computer screen and record it while narrating what you are demonstrating or teaching. Once the recording is finished, you can use it as-is or apply the editing tools to enhance your project. Then you can post your project to YouTube, save as video file and post to your websites, and on the Screencast-O-Matic server. The website is user friendly and offers several short, clear training tutorials on different functions and tools to use while you are designing your projects.

Mrs. Darlene Swannie teaches at Transit Middle School in the Williamsville Central School District in East Amherst, New York. She uses the SMART Recorder in the Notebook software to record lessons and post them to her classroom home page. See this example of a lesson she recorded on Punctuating Quotations:

Mrs. Swannie uses her friendly, warm teacher voice to narrate a lesson on how to properly punctuate quotation sentences. She walks students through the punctuation process one step at a time while using expression and intonation, a curser to guide the process, and colored text to highlight where the correct punctuation and capital letters should be written. One of her grade 5 students recently stated “This is very good! If I forget something, it’s right there to remind me. It’s kind of like having Mrs. Swannie teach you wherever you are.” 

You can integrate screen cast technology into your teaching in a variety of ways, including recording lessons to use while you teach, as student reinforcement exercises posted on your teacher webpage, preparing and leaving plans for while you are away from the classroom. The ideas are endless and only limited by your own creativity. Children will love hearing your voice in your absence or during reinforcement exercises. It’s the next best thing to taking you home with them!

I highly suggest investigating Screencast-O-Matic, SMART Recorder, CamStudio, Camtasia Studio, or some other screen cast recording tool. Adding it to your technology toolbox will allow you to create fun and engaging lessons for your students.

Mary Beth Scumaci is a Clinical Assistant Professor and Technology Coordinator for the School of Education at Medaille College in Buffalo, New York.

This article is part of a series from the International Reading Association Technology in Literacy Education Special Interest Group (TILE-SIG).