Literacy Now

The March IRA Member of the Month is Cory Lemoine from Louisiana. The Baton Rouge Center for Visual & Performing Arts (BRCVPA) third-grade teacher was given the Master Teacher Award in 2011. He tells Reading Today his thoughts on teaching literacy, technology in the classroom, and how IRA councils got him out of his "bubble!"

What made you want to become a teacher?

After exploring a variety of ideas, I decided that teaching was the best use of my various talents. My interests lie in many content areas, so I knew I would be knowledgeable and hoped to inform my students on how to become successful citizens in our world.

As a literacy educator, how do you motivate kids to want to read?

To motivate kids to read, I generally make reading aloud part of everyday instruction. I try to make it fun in many ways, be it through questioning techniques, relating the content to their life experiences, or making sure to find reading that is not only at their independent reading level, but is also within their interests as well. For boys especially, I work to try to stock my classroom library with lots of nonfiction books and magazines at varied levels to help motivate them to read. 

What books or genres do you recommend to parents/families looking help their kids become better readers?

This question depends on what level reader a child is. For those below their grade level, I recommend parents find books that are easy readers to help motivate a child to become fluent in lower reads so that the joy of reading can gradually grow as the child grows as a reader. Any series or genres are great for this, especially if they are what the child/children are interested in. I do find that fiction tends to lend itself more to helping students work at reading more fluently because children typically are familiar with how stories work. For those who are on grade level, I suggest fiction books such as the Magic Tree House series, Diary of a Wimpy Kid series, or the Big Nate series. These have proven successful, especially the latter two, in motivating and helping average readers to be successful at a higher level. I also suggest any nonfiction books in which students have an interest. As an elementary teacher, I enjoy pushing my top readers to reach as far as I can. I have been known to work with this small group on middle school books to continue to push them upward. These are generally fictional, many of which are more in the realm of fantasy (these tend to entice their imaginations). 

You were given the Master Teacher Award and your school received the ACHIEVE3000 Power of Technology Reading and Writing Award. Plus, you have a great classroom website. How do you see technology playing a role in education for elementary school children, both now and in the future?

Since I began teaching 10 years ago, technology in my classroom has changed greatly. With the amount of technology in the classroom, generating data and being an efficient instructor are two huge outcomes of the continued wave of technology. At present, using an interactive whiteboard on a daily basis in my classroom has allowed me to be able to more efficiently make connections to concepts from the past than ever before. Technology also helps me to reach students through different modalities to ensure a greater student success rate. No longer do I have to go and find an encyclopedia to show a picture to a student of a volcano. The internet is right at our fingertips so that not only can we see pictures of volcanoes, but we can also see a video of one erupting, someone’s personal experiences with one, and even a satellite imagery of one from different angles. Technology also allows the current generation to learn in a manner that is more consistent with the world that they are growing up in. In the future, I think a time will come when we no longer have textbooks in the classroom taking up so much space. Instead each student will have some sort of electronic reader or tablet computer where all textbook information, worksheets, notes, etc. will be stored on. A new wave of electronic tables/desks is beginning to rise, and the adoption of these and various other technologies that are around make many teachers feel that we are truly in a science fiction movie that we never thought would come true in our lifetimes.

How did you become involved in the International Reading Association (IRA) and the Louisiana Reading Association (LRA)? What do you value most about your membership?

When I was in my fifth year of teaching, I was contacted by a supervisor in my school district that asked if I would consider being vice-president of my local reading council. The idea was that I would learn for two years becoming president of the council after that. Well, things don’t always work out the way they are expected to. The next year I became the president of a council that had decreased in membership and activity for several years, so I was tasked with working to build back up to a historically prosperous council. It is through the work that I did with my local organization that I became familiar with the state and international organizations. My five years in the organizations have been a treat! I have become part of a community of teachers and learners from not only around my state, but also my world. No more getting stuck in the little bubble that I lived in! I have made relationships with so many wonderful people that I never would have if it weren’t for the reading councils. I value the dedication, service, and learning from members of these great councils that have helped me to become a better organization member as well as teacher.

What do you consider to be your proudest career moment?

This is too difficult to pinpoint. Every time one of my current or former students receives any kind of award or recognition at my school, or any time my students work in a production of some sort and I see their joy, dedication, and success, I get teary eyed and feel very proud. No matter what awards, accomplishments, or successes I achieve, my proudest moments will always be seeing all of my students excel in some way. I love all of my students and they make every day the proudest moments in my career.

What’s the best advice you could offer someone new to the profession?

For those new in the field, I suggest staying informed and connected to other professionals beyond their school assignment. Also, keep your chin up and your attitude positive! Times will get tough and stressful! Remember that you are in your first year and that you are doing the best you can. No one is super teacher, not even after ten years. We are all constantly learning. If you are having trouble, don’t be afraid to ask. There are a multitude of websites and blogs out there dedicated to making teaching more fun and creative at the same time as meeting the rigorous standards that our students face. No need to reinvent the wheel when someone out there is willing to share their knowledge and activities. I also suggest making sure to have a life outside of teaching. This will help life to stay balanced keeping teaching from becoming all-consuming. I LOVE teaching, but I also cherish the time I get to spend with family and friends.

What do you like to do when you’re not wearing your educator hat?

I enjoy two things the most when I’m not in teacher mode. Firstly, I enjoy spending time with my family, especially my two nieces and two nephews. Seeing their happy loving smiles and playful attitudes toward life help me to stay young. Secondly, (but really tied for first) I exceedingly enjoy gardening. I love being outdoors, and nothing brings me more at peace than working in dirt to create something beautiful. Be it vegetable or flower gardening, or even raising five chickens, being outdoors centers me and completes the balancing in my life that I need.

 

 

 

by Paul Morsink

At what point does a new technology become so ubiquitous, so familiar and taken-for-granted, that assessing students’ performance in the absence of that technology is seen by researchers, educators, and students themselves as artificial or unfair?

The National Assessment of Educational Progress (NAEP) offers different answers, depending on whether we’re talking about reading or writing.

In 2010, the authors of the NAEP Writing Assessment clearly felt a tipping point had been reached. They voted to deliver the 2011 Writing Assessment in a fully digital format and, for the first time, to give students the option of accessing a variety of digital writing supports (e.g., copy/paste, text-to-speech, spell-check, thesaurus).

The rationale for this move (laid out in the 2011 NAEP Writing Framework document) makes for interesting reading. After describing at some length the reality that new “communications technologies [have] changed the way people write and the kinds of writing they do,” the authors asserted the following:

[E]liminating access to common word processing tools on the computer would create a highly artificial platform for composing, since a writer normally has access to and uses at least some common tools when composing on a computer. The purpose of assessing writing produced on the computer comes into question when access to such common features of word processing software is eliminated. (p. 9)

The authors acknowledged that some students “who are not comfortable with electronic composition” may be disadvantaged by the digital format. At the same time, they pointed out that “a paper and pencil assessment would create similar issues of bias for students who commonly use computers to write” (p. 8). At the end of the day, then, they decided to go digital and allow digital writing supports because the “NAEP Writing Assessment [should reflect] the way [most of] today’s students compose—and are expected to compose—particularly as they move into various postsecondary settings” (p. vi).

So much for the design of the 2011 NAEP Writing Assessment. (See Dana Grisham and Jill Castek’s October blogpost for discussion of the 2011 Writing Assessment results—in particular the finding that students who used digital tools scored, on average, higher than students who did not use them.)

By contrast, the authors of the NAEP Reading Assessment see the world differently. In the 88-page Reading Framework document they do not devote a single sentence to acknowledging the fact that in U.S. classrooms, and especially outside school, K-12 students starting in Kindergarten are today spending more and more time reading on screens, in an expanding array of genres and formats, for traditional and new tasks and purposes (e.g., studying for an upcoming test as well as exploring a friend’s social media platform profile), and with access to a variety of digital reading supports (text-to-speech, online dictionaries, etc.) (e.g., Barone, 2012; Beach, 2012; Kaiser Family Foundation, 2010; Lenhart, 2012; Rainie et al., 2012).

Indeed, the Reading Framework document uses the word computer only once, simply stating that, “it is difficult to include [computer-based electronic texts] in ways that reflect how students actually read them in and out of school” (p. 6). (The paragraph does not elaborate on the precise nature of the difficulty.)

For these authors, apparently, the tipping point has not yet been reached. For now, in their view, a paper and pencil assessment of “what students know and can do” is still fair, accurate, and valid. Eliminating the tools that readers normally have access to and use at least some of the time when reading on a computer, tablet, or mobile device does not pose a problem.

Figure 1. Two contrasting visions of 21st century literacy. Half of these photographs are from the NAEP Writing Report; the other half are from the Reading Report. Can you guess which are which? (Move your cursor over the image to see answers.)

As of next year, however, the Writing Assessment and Reading Assessment will no longer be the only NAEP literacy games in town. NAEP is currently developing a new assessment, the Technology and Engineering Literacy Assessment, to be inaugurated in 2014. Among other things, it will contain questions and performance items pertaining to Information and Communication Technology (ICT). Students will be assessed for their ability “to employ technologies and media to find, evaluate, analyze, organize, and synthesize information from different sources” (p. 8).

In many ways, this new NAEP assessment looks like what could be the future of the Reading Assessment—a future that the authors of the Reading Assessment have so far refused or ignored. Consequently, it appears that—for a time, at least—we may have two different sets of NAEP data to turn to when we want to know how well U.S. students are reading. The NAEP Reading Assessment will tell us about students’ levels of proficiency with traditional print literacy. The NAEP Technology and Engineering Literacy Assessment will tell us about their proficiency with the new literacies of ICT-enabled reading and learning. And this may be a very positive development. If nothing else, it may deepen our understanding of the idea that, today more than ever, reading and writing are non-unitary constructs (Duke, 2005).

Figure 2. Area 3 (“Information and Communication Technology”) of the NAEP Technology and Engineering Literacy Assessment contains five “sub-areas” in which students are assessed. Area B covers “information research.” Source: 2014 Abridged Technology and Engineering Literacy Framework.

References

Barone, D. (2012). Exploring home and school involvement of young children with Web 2.0 and social media. Research in the Schools, 19(1), 1-11.

Beach, R. (2012). Uses of digital tools and literacies in the English Language Arts classroom. Research in the Schools, 19(1), 45-59.

Duke, N. K. (2005). Comprehension of what for what: Comprehension as a nonunitary construct. In S. G. Paris & S. A. Stahl (Eds.), Children's reading comprehension and assessment (pp. 93-104). Mahwah, New Jersey: Lawrence Erlbaum.

Kaiser Family Foundation. (2010). Generation M: Media in the lives of 8-to 18-year-olds. Menlo Park, CA: Kaiser Family Foundation. Retrieved from http://www.kff.org/entmedia/entmedia012010nr.cfm

Lenhart, A. (2012). Teens, smartphones & texting. Pew Research Center’s Internet & American Life Project. Retrieved from http://pewinternet.org/Reports/2012/Teens-and-smartphones.aspx

National Assessment Governing Board. (2010). Reading framework for the 2011 National Assessment of Educational Progress. Washington, DC: National Assessment Governing Board.

National Assessment Governing Board. (2010). Writing framework for the 2011 National Assessment of Educational Progress. Washington, DC: National Assessment Governing Board.

Rainie, L., Zickuhr, K., Purcell, K., Madden, M., & Brenner, J. (2012). The rise of e-reading. Washington, DC: Pew Internet & Family Life Project. Retrieved from http://www.pewinternet.org

Paul Morsink is a doctoral student in Educational Psychology and Educational Technology at Michigan State University, morsinkp@msu.edu.

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

 

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.

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).

A typical problem I see with my ninth graders is differentiating between a specific detail and a general statement. I would imagine a couple grades above and below show similar problems, so this lesson should work for multiple grade levels.

This lesson takes some initial prep time, but once you set it up, you’re ready to go for all your classes this year and probably several years to come. In class, the students take the lead. Aside from a little guidance, they work together to figure it out themselves.

I use this activity to help teach the theme paragraph. It has a definite point to prove, but it is short enough that we can focus mostly on details. For an example here, I used a chapter from Robert McCammon’s BOY’S LIFE, “Old Moses Comes to Call.” However, you can easily adapt it to suit your assignment.

Time frame: One to two class periods.

The basic activity:

Step 1 (Prep)

Pick out ten or so specific detail sentences from a story or text you are studying. Then make up another ten not-specific detail sentences. Type them, print them out, and copy them so you have enough for everyone in your class. Click here to download a sample.

Next, cut the sentences into strips, so each sentence is on a strip. I use card stock, so the strips last longer. NOTE: You may want to number the strips before copying them to make your life easier in Step Three, or in case the papers get mixed together.

Step 2 (Group Time)

Put students in pairs. Give each pair a complete set of strips and tell them that their first mission is to sort the strips into details and non-details. I recommend pairs not only because it’s more engaging than solo, but also because if this skill is a weakness, the students will need the help.

Step 3 (Back to Full Class)

Bring them back together and go over their answers to explain why the specific ones are specific and the not-specific ones are not so. This is where the numbers on the strips are useful. I like to throw in overgeneralized examples with words like “always” and “everyone” in order to discuss that pitfall.

Step 4 (Back to Groups)

Students return to their groups. Each has a simple graphic organizer with the topic they must prove and two boxes. In one box, each student will copy three specific details he/she will use to support the topic. In the second box, each student will rewrite one of the non-specific details to make it specific.

My example has three boxes because they could also choose which theme they wanted to prove. Here, students have to sift through the examples and select ones that best support their topics.

Step 5 (Individual Time)

From this point, students construct their rough draft in whatever manner suits your needs.

Tech it up:

If you have access to a computer lab, you can put these words in a program like SMART Notebook, which is free, and you do not need a SMART Board to use it. This way the kids can treat this activity more like a computer game where they drag the details to the appropriate column. And for you, you will not have to run to the copy room or cut out hundreds of strips.

Click here to download the one I use; feel free to change some wording and steal my format. NOTE: You’ll need to download the SMART Notebook Interactive Viewer to be able to open the sample file if you do not already have this program.

If you click split screen (the icon at the top that looks like a windshield wiper), the kids will be able to drag the specific details into the graphic organizer. (Again, my example has an extra box so the kids could choose their topic.)

Cross that curriculum:

Certainly science and social studies assignments can utilize this same information, whether it’s for classifying types of rocks or contributing factors of the bubonic plague or the Civil War. So, adapt away!

Tony Varrato teaches English at Sussex Technical High School, in Georgetown, Delaware. He serves as Membership Chair on the Sussex Council Board for the Diamond State Reading Association and helps plan local literacy events. In addition, Tony is the author of several novels for teens, including FAKIE and OUTRAGE, both of which were selected for YALSA's Quick Picks for Reluctant Young Adult Readers lists.