Archive+6261+Course+Documents

Syllabus [|Syllabus 6261FINAL.pdf] (199.768 Kb) ** Henry, L. (2006). Searching for an answer: The critical role of new literacies while reading on the Internet. [|Week #2]** **Week #2** I will email the copies for this reading to you. The file is too big to post here. ** Boling, E., Castek, J., Zawilinski, L., Barton, K., & Nierlich, T. (2008, March). Collaborative Literacy: Blogs and Internet Projects. The Reading Teacher, 61(6), 504–506. doi: 10.1598/RT.61.6.10 ** [|Collaborative Literacy Blogs and Internet Projects.pdf] (48.597 Kb) Item Week #3 ** Leu, et. al. (2008). Research on Instruction and Assessment in the New Literacies of Online Reading [|Leu et al Final IRT.pdf] (363.382 Kb) ** Week #3 Choose this forthcoming chapter **or** the document below. Both include valuable information about Internet reciprocal teaching. ** Castek, J. et. al. (2007). Teaching Internet comprehension to adolescents (TICA): What is Internet reciprocal teaching. [|IRTOverview2_21_07.doc] (1.254 Mb) ** Week #3 Choose this document **or** Leu's forthcoming chapter above. Both contain valuable information about Internet reciprocal teaching. ** Prensky, M. (2006). Listen to the Natives [|Week#4]** **(108.02 Kb)** ** Knowledge Quest. (Jan./Feb.2008) Visual Literacy Articles. * [|Visual Literacy.pdf] (4.961 Mb) ** Week #4 *Read **any one or more** of the feature articles, departments, or columns that focus on visual literacy. **Cioro, J. (2006). Reading comprehension on the Internet: Expanding our understanding of reading comprehension to encompass new literacies. The Reading Teacher: 56. (pp. 458-464)**. Week #5 Online Reading Comprehension [|read_comprehension_internet.pdf] ** Making Sense of Online Text, J. Cioro, Educational Leadership [|Coiro_EdLeadership2005.pdf] (2.661 Mb) ** Week #5 Article add on option. Choose one of the two listed for week 5. This one is not on the syllabus. Final Project [|Final Project3.pdf] (82.309 Kb) The following attatchement explains the final project for our course. We will discuss the project in detail on Tuesday. Further, the second hour of the sessions on the 17th and 19th will be set aside to work on projects. Effective Instructional Models Overview **Use the following as a guide to help you with your final project
 * Leu, et.al. (2008). What’s new about the new literacies of online reading comprehension. **

Internet Workshop:** >> Share strategies for how you moved around the website to locate your facts.
 * Locate and bookmark websites.
 * Develop an “information problem” to solve using the sites with a partner.
 * Complete during the week.
 * Students share new insights and reading strategies in a workshop session.
 * Examples:
 * **Elementary: Reading Informational Hypertext** - [|Enchanted Learning] and the [|Little Explorers Picture Dictionary]- Problem: Locate two interesting facts about an animal that lives in the desert.
 * **Middle School: Exploring Dog Sled Racing from Multiple Perspectives** - A. [|Veterinary Center for the Iditarod], B. [|Racing for the Grave], and C. [|Is The Iditarod for the Dogs?] Problem: Distinguish fact from opinion as you read across 3 texts about dogsled racing. Share strategies for how you evaluated each author’s purpose and stance.
 * **High School: Exploring the American Memory Database of Primary Sources** - Problem: Compare and contrast the original draft of FDR’s speech from the [|American Memory website] with the final audio. Share strategies for how you located the three primary sources in the database.


 * Internet Project:**
 * Work with another class on a common learning activity or problem to solve
 * Contribute products or data to a common site and then analyze, reflect, compare, and respond
 * Students and teachers communicate about the topic using a range of online communication tools
 * Examples:
 * **Elementary Language Arts/Math**: [|Monster Exchange Project] - Product/Data include written (and revised) directions and art; Communication Tools include Email, Chat Rooms, and Discussion Boards
 * **Elementary Literature**: [|Cinderella Around the World Project] - Product/Data includes graphic organizers, tables, charts, drawings, poems, story adaptations, etc.; Communication Tools include Email, Inspiration, and Digital Art Software
 * **Secondary Science**: [|CIESE Engineering and Science Projects] - One example is the [|Global Water Sampling Project] - Data/Products (from water samples in 20 countries include measures of variables such as temperature, Ph level, phosphates, bacteria, etc. Students analyze patterns and exchange theories; Communication Tools: Email (Ask-An-Expert), Discussion Boards, and Excel Spreadsheets
 * **Secondary Humanities**: [|Global SchoolNet's Doors to Diplomacy Project] - Data/Product include a synthesis of primary source documents, case studies & data in student generated websites; Communication Tools include Instant message, digital cameras, email, web design software, Flash, imovie, etc.

>> What is special about your favorite author? Use the Internet to find out the special things about your favorite author. How does your author use these special things in his/her stories? Prepare a presentation to convince others to read books by your author. Include three books and a quiz for others to complete. >> Choose a human body system to learn about and a question about that body system that is important to understand. Prepare a presentation that teaches others about both the body system and the question you picked. Include both a report to read, an online game, and a 10-item test. >> Explore state and national data sets such as those at Kids Count Data Center and The National Center for Educational Statistics. Identify an important problem and use NCES Graph it to illustrate it. Then use the Internet to research solutions. Write a letter to your state legislators identifying the problem and proposing your solution. Include your graph(s) and document your solution.
 * Internet Inquiry:**
 * Question - The most important, least taught, element
 * Search
 * Critical evaluation - More important with the Internet
 * Synthesize - We construct texts as we read online
 * Communicate - New tools, new skills, and new audiences
 * Examples:
 * **Elementary: Integrating the Internet with Children's Literature**
 * Author examples include: [|Jan Brett], [|Eric Carle,] [|Patricia Polacco], and [|Katherine Paterson]
 * **Middle School: Human Body Systems - Know It and Teach It**
 * Websites include [|BBC Interactive Body], [|STC Human Body Student Site], and [|KidsHealth Human Body Systems Videos]
 * **Secondary: Interdisciplinary - Make the World a Better Place**
 * Websites include [|Kids Count Data Center] and [|NCES Create-A-Graph]

[|Effective Instructional Models.pdf] (3.199 Mb) The attachment includes the Power Point Presentation from Tuesday, June 10 2008.
 * Power Point Presentation - Effective Instructional Models **