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Integrating Reading Strategies into Content Areas: Handheld
Lesson Plans with a Purpose!
by
Kellie Doubek, Meg Ormiston and
Christine Tomasino
©2004
Teachers face the challenge of delivering standards-based instruction and
integrating technology into student learning. When technology tools are used
in isolation a disconnect occurs between instruction, technology, and
student achievement.
Identifying this gap was the foundation of the
Bridging the Disconnects
(BTD) Grant. As Luann, a fifth grade teacher tells us, the BTD helped her
meet that challenge. My lesson design is driven by content and technology
complements the lesson instead of driving it.
How can handheld computers be implemented with a clear purpose? That was the
question faced by the consortium of 37 public and private school districts
who collectively worked with the Professional Development Alliance/
Learning Technology Center Area One South in northwest
Illinois to receive an NCLB Enhancing Technology Through
Education Grant. Over fifteen hundred fifth and ninth
students received Palm OS handheld tools during the 2003-2004 school year.
The goal of the
Bridging the Disconnects Grant is to
use digital tools to improve reading and content area achievement, as well
improve the technology literacy skills of teachers and students involved.
To assist teachers with
the task of integrating reading strategies into content area instruction,
the BTD design team developed the AVID 2 Go framework. This framework
combines research-based reading and active learning strategies with 21st
century digital literacy skills. As one fifth grade teacher says, The
grant has reminded me of the importance of using reading strategies in
science and social science. Since I teach reading, I was aware of the
strategies, however, I did not always focus on these strategies when
teaching science and social science.
Implementing the
AVID 2 Go
framework ensures that teachers have students:
Activate
schema before, during, and after reading
Vocabulary
work throughout reading using linguistic and non-linguistic representation
Interact
with text using graphic organizers and other structured note-taking tools
Demonstrate
and communicate knowledge making connections with text to text, text to self
and text to world
Blending
active learning strategies, metacogntive processes and meaningful text
dialogue in
AVID 2 Go,
fifth grade teacher Rachel says, In
our classroom, students have worked on exploring text structure and
nonfiction features, and have worked extensively with new vocabulary. We
work much more collaboratively and do more critical thinking.
As
teachers are implementing content area instruction using
AVID 2 Go,
preliminary findings of teacher and student technology literacy surveys show
significant gains in their knowledge of using technology tools, especially
handheld applications. BTD participants are anxiously waiting the results of
reading and content area tests, but many teachers feel they already have
proven results. Michael, a ninth grade social science teacher, tells us that
he has
found that my students have been much more involved in reading the text.
They are finding that the activities that I have done have helped their
reading abilities. Another 9th grade social science teacher
says, My writing scores have increased as well as my test scores. I have
attributed this to the handheld usage in my classes.
Upon
completion of this year, each participating teacher posted four science or
social science lessons that infuse the
AVID 2 Go
framework using handheld tools. A ninth grade teacher said, My
instructional design in science and social science has changed dramatically.
As a result, students are better able to comprehend difficult nonfiction
text.
Teachers continuing their BTD participation in the fall will use
AVID 2 Go
and handheld tools while focusing on assessment and developing
standards-aligned units. Each teacher will complete a professional
development plan to assist them in extending their use of student learning
activities using the
AVID 2 Go
framework. Professional development is supported by building teams
consisting of
a building
administrator, technology specialist, and classroom teacher. Support for the
local learning team is offered in a variety of ways including attending
workshops, accessing the website and online collaboration using the
discussion forum. Actively involving the building team has been one of the
many keys to success.
The BTD Grant Teams are excited about the outcomes to date and look forward
to leading with content supported by digital tools. Visit the
Project Gallery
for lesson plans incorporating the
AVID 2 Go
framework in science and social science. To learn more about the BTD
Community visit Bridging the
Disconnects or contact a member of the BTD design team:
Kellie
Doubek
kdoubek@comcast.net
Meg
Ormiston
megormi@comcast.net
Christine Tomasino
ctomasino@comcast.net
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