digital story literacy development 6706

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LITERACY DEVELOPMENT 6706 DIGITAL STORY TELLING BY LUKE W. SCHLOESSER

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Literacy Development 6706

Literacy Development 6706Digital Story Telling by Luke W. Schloesser

Story Content1. Getting to Know Literacy Learners (Slide #3-5)II. Selecting Texts (Slide #6-7)III. Emergent Literacy Learner Lesson (Slide #8-9)IV. Beginning Literacy Learner Lesson (Slide #10-11)V. Reflection (Slide #12)VI. Insight Gained (Slide #13)VII. Tell your digital story (Slide #14)VIII. Reference (Slide #15-16)

i. Getting to Know Emergent and Beginning Literacy Learners pre-3rd gradeAssessment informs instruction: effective teaching cannot possibly begin until we first discover where children are in their reading development. (Reutzel, D. R., & Cooter, R. B. ,2016, p.10). Effective literacy instruction begins by the teacher gathering important information about each student he or she has in their class. Cognitive Assessments measure literacy skill and strategies mastered by each student. (Ex. Formative Assessment)Non-cognitive Assessments measure the motivation, engagement, self-concept, agency, interest, and attitude of each student. (Afflerbach, P. , 2012, p.171.) (Ex. Survey)

i. Getting to Know Emergent and Beginning Literacy Learners pre-3rd gradeMy Emergent Reader: Abby First grade, Somalian girl, daughter of single-mother, free-reduced lunch, after school tutoring programs, Title I services.

Cognitive: STEP (Strategic Teaching Evaluation of Progress) (University of Chicago, 2015). STEP 1 (early Kindergarten) of 12 (end of 3rd grade)Areas of Need: one-to-one correspondence, focus, phonemic awareness (vowel sounds).Non-Cognitive: Mariottis Reading Interest Inventory (Mariotti, A.P., n.d.)Likes to read sometimes Thinks reading will make your brain smarter, not dumber. Are you a good reader? - I dont know

i. Getting to Know Emergent and Beginning Literacy Learners pre-3rd gradeMy Beginning Reader: Margo Third grade, Caucasian girl, large middle class family, after school intervention programs, formally homeschooledCognitive: STEP (Strategic Teaching Evaluation of Progress) (University of Chicago, 2015). STEP 5 (middle of first) of 12 (end of 3rd grade)Areas of Need: decoding, spelling, and comprehensionNon-Cognitive: Reading Interest Survey Responses showed that she is motivated to learnThe Elementary Reading Attitude Survey indicated she is has a more positive view (61) than indifferent view (50) toward reading (McKenna and Kear, 1990).

II. Selecting TextsSeveral measures should be considered when selecting texts for instruction.Teachers employing their professional judgment, experience, and knowledge of their students and their subject are best situated to make such appraisals (Common Core State Standards Initiative, 2012a, p7). Some criteria that should be considered:Qualitative: Structure, Conventions, Vocabulary, Purpose, Quantitative: Readability, Reader-Task (Common Core State Standards Initiative, 2012a, p7). Literacy Matrix: Text Complexity

Dr. Douglas K. Hartmans Literacy Matrix (Laureate Education Producer, 2014a)

II. Selecting TextsAbbys TextNarrative Text: Im the Biggest Thing in the Ocean. By Kevin Sherry Narrative, Semiotic, Easy TextInformational Text: The Ocean Informational, Semiotic, Easy TextDigital Text: A Hole in the Bottom of the Seas Narrative, Semiotic, Easy Text

Margos TextNarrative Text: The Honest Woodman, in The Childrens Book of Virtues by William J. BennettInformational Text: The Mississippi River, by Allan Fowler Informational, Semiotic, EasyDigital Text: Why Do Rivers Curve? by Henry Reich Informational, Semiotic, Medium Text

III. Emergent Literacy Learner LessonEffective Lessons should have the following components: Text Variety: Dr. Katherine Stahl, and other researchers suggest that literacy is best supported when students are exposed to a variety of different texts (Laureate Education (Producer), 2014r).Align to Content Standards: the school, state, and national standards the lesson will address should be considered. (Ex. Common Core)Assessment Plan: their should be a measure of whether or not the students have demonstrated the lesson objectives. Provide Balanced Literacy Approach: lesson requires speaking, listening, reading, and writing skills to be developed.

III. Emergent Literacy Learner LessonLiteracy Learner Lesson Synopsis: This lesson is a series of short mini-lessons on ocean animals. The lesson begins with a short discussion of what Abby already has learned about oceans. Then I read Im the Biggest Thing in the Ocean. Before reading, I will tell Abby to look for animals that she remembered from class. After the first few pages, I will ask Abby to tell me what she notices in the text. I want her to be able to notice that repeat phrases used in the book. Once she has done that I will encourage her to read along with me. At the end of the story, I will have her imagine she is the author of the story, and complete the line, Im bigger than. Selecting an ocean animal she has learned about. (If we had time, we would write, and illustrate this picture). Then, we will move on to an informational text Oceans. I will let Abby read the short passage, at her reading level aloud. I will support her less at first, to get a better understanding of her reading independence. After reading the passage one time through. We will read together the questions for the passage, and re-read the passage again. We will then go through each question one at a time. I will help practice the strategy of looking back into the text to answer factual questions. (Due to time, I will write her oral responses to the questions modeling age appropriate sentence writing.) This could take quite a bit of time to complete. Finally, we will end the lesson by listening to A Hole in the Bottom of the Sea. I will ask Abby to point out the animals that she recognizes after listening to it one time through. We will talk about the repetition, other animals that could be added, and perhaps sing along with it to close out the time together.

IV. Beginning Literacy learner lessonBeginning Literacy Learner Lesson Synopsis: Day 1: After review of what we knew about rivers I passed out the non-fiction text. We reviewed important terminology, and read the chapter practicing decoding, and comprehension. After reading, they answer factual, inferring and critical thinking questions, and then write and illustrate 3-5 ways that rivers help people. Day 2: We started the lesson with a discussion of things that we still wondered about rivers. I shared that I wanted to know why rivers were bendy. I told them I found a video that explained it. Students watch the video and explain what causes a river to curve to the partner aloud. Then they described the process by writing and illustrating on a sheet of paper. Day 3: The lesson started by explaining that rivers can play an important role in literature like narrative fiction. I explained the background of the story, and that it was a fable by Aesop. Then we talked about other fables they may have heard, and how these stories always have a moral or life lesson. Then we read the story to practice decoding. We then discussed what the moral of the story was and wrote and illustrated it on a piece of paper.

IV. Beginning Literacy learner lessonMargos work samples.

V. Reflection: Similarities between instructional practices used with the emergent and beginning literacy learners. Both learners used a lot of energy to activate memory, active intention to become good writers. (Laurerate Education Producer, 2014d). It took them a long time to put their ideas to pencil and paper. Both lessons provided opportunity for each to practice speaking, listening, reading, and writing. Both introduced the learner to a variety of text types and genres.Both lessons taught cross-curricular skills and strategies that tied to other domains (Ex. literary, science, and history standards.)Both have a positive Reading Identity (Ciampa, K. 2012)Information gathering in the form of either decoding (while reading), articulating (while speaking), attending (while listening), and sentence structure (while writing) was a challenge. Both required a gradual release or a scaffolding of concepts to make learning more manageable.

Vi. Insight Gained About Emergent and Beginning learners:Listening, speaking, reading, and writing are all essential components of literacy that have to be developed at the same time. Listening and speaking is more heavily used by emergent and beginning learners as it paves the way for further literacy learning. Oral language development is the most important indicator of future literacy development (Rog, L.J. 2007).

VII. Tell your Digital StoryA digital story is a combination of tradition and technology to communicate in the 21st century.

Digital story telling using multi-media allows for more ideas to be shared with more people all over the world. Digital stories allow students to take a linear series of events and turn them into a multidimensional experience. It encourages them to communicate, collaborate, and research as well as to infuse media into the process (EdTechTeacher, 2013). Told from the heart, digital stories use a variety of media to communicate a massage (University of Houston, College of Education, 2013).

VIII. References:Afflerbach, P. (2012). Understanding and using reading assessments: K12 (2nd ed.). Newark, DE: International Reading Association. Chapter 8 Assessing The Other: Important Noncognitive Aspects of Reading (p.171-187) Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers.Canadian Journal of Learning and Technology, 38(2). Retrieved fromhttp://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ981797Common Core State Standards Initiative. (2012a). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects: Appendix A. Retrieved fromhttp://www.corestandards.org/assets/Appendix_A.pdfEdTechTeacher. (2013).Digital storytelling in the classroom. Retrieved fromhttp://edtechteacher.org/index.php/teaching-technology/presentation-multimedia/digital-storytellingLaureate Education (Producer). (2014a).Analyzing and selecting text[Video file]. Baltimore, MD: author.(approximate length: 14 minutes)Laureate Education (Producer). (2014r). Interactive Perspective: Shared reading [Video file]. Baltimore, MD: author.

VIII. References:Reutzel, D. R., & Cooter, R. B. (2016). Strategies for reading assessment and instruction: Helping every child succeed (5th ed.). Boston, MA: Pearson. Chapter 1, Reading Assessment in the Classroom (pp. 9-23)Rog, L. J. (2007).Marvelous minilessons for teaching beginning writing, K3.Newark, DE: International Reading Association.The University of Chicago (2015) What is STEP? Retrieved https://uchicagoimpact.org/stepUniversity of Houston, College of Education. (2013). Educational uses of digital storytelling. Retrieved fromhttp://digitalstorytelling.coe.uh.edu/index.cfmMariotti, A. P. (n. d.). Using interest inventories with struggling and unmotivated readers. Retrieved May 21, 2014, fromhttp://cw.routledge.com/textbooks/9780415802093/news-updates/Interest-Inventories.pdfMcKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers.Reading Teacher, 43(9), 626639. Retrieved fromhttp://www.bwgriffin.com/gsu/courses/edur9131/content/Reading_Attitudes_McKenna_Kear_1990.pdf

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