RAPAL 2011 Literacies in Place and Time Mary Jane Onnen Glendale Community College Glendale, Arizona.

RAPAL 2011Literacies in Place and TimeMary Jane OnnenGlendale Community CollegeGlendale, Arizona

Following proven practices to improve reading

So much to cover – so little timeis the primary reason for going online with ………….. vocabulary practice pre-reading questions reading while listening embedded comprehension questions post –reading reflective questions

The html lesson builder allowed me to create pop-up definitions for the more difficult vocabulary in the reading selections.

Google docs made it possible for students to share and discuss example sentences for vocabulary.

There are several definitions of oral reading fluency and its components, such as •Accuracy•Pace•Expressiveness

Lems’ description of oral reading fluency

Topping’s Deep Processing Fluency Model•Predisposing factors•Surface fluency factors•Strategic fluency factors•Deep fluency factors

Before, during, and after “reading while listening”

The wet sponge analogy

Audience &Accessibility

Similar to wikipedia, a wiki is a web site that allows for collaborative input.

Here is a short explanation.

Pre-reading QuestionQuiz meRecordingDiscussion Questions in text

The wiki created for RDG 081 hosts audio recordings of each chapter’s reading selection and additional activities.

It is a web application and does not need to be downloaded.

It can be accessed twenty four hours a day.

It provides a safe space for extensive practice.

“Quiz me” comprehension questions are immediately scored and the final mark is e-mailed to a gmail account.

Reflective comprehension questions are graded by the instructor and returned with comments.

Comprehensive vocabulary quizzes are also given.

Student comments:

Scheduled a classroom orientation/trial for Evoca.

Obtained e-mail addresses from students to give feedback on their recordings.

Made the RWL lessons interactive. Assigned definite selections and due

dates. Set up individual student albums in

Evoca.

Will this work for your students?

Toppings’ model of deep processing of reading is a good guide.

Putting the lesson online Set up a wiki Upload the reading

selection & questions Add a pre-reading

question Create vocabulary

poppers Record the text Create an assessment

matrix for the lesson

Reading selections Read the selection Choose vocabulary Chunk the selection

intorecordable sections Create comprehension questions Create reflective

questions (provoke connections to student experiences)

Directions for recording

Audacity is best for editing

Voki can be used, but it doesn’t allow editing and is limited to one minute

Evoca is good for student records, but it isn’t free

Can you find an application in your own situation?

How could this be used in your educational situation?

Please let me know if you ever use any of the ideas or materials in your own instruction or situation.

My contact address: Mary Jane Onnen English Department Glendale Community College 6000 W. Olive Avenue Glendale, AZ 85302