ICTs+to+support+Literacy


 * Ways teachers have used ICT to support learning in literacy, in their classrooms**
 * //Children created Powerpoints to present research findings related to reading assignments.////Unintended but postive out come was that children shared in editing and making corrections of each other’s work. This was done in a non-judgemental way so was of great value in peer teaching//.
 * News items from [|www.stuff.co.nz] were regularly shared with the class. Sometimes it involved shared reading and the meaning of unfamiliar words using the context to gain meaning. At other times the older Y4’s used the site independently to find an item of interest to write about and share with the class.Our current enquiry involving taking nature pictures and manipulating these.
 * We were learning to make a bottle rocket. The students watched a youtube clip of a boy that was explaining and demonstrating how to make and use one. From this the students needed to write up instructions on how to do it. We needed to know what type of writing it needed to be so we used writing fun website and from that the students used template to form their writing. editing was done via dictionary.com on the ipads and/or the laptops.
 * Write a report on a native bird of your choice. Describe the habitat, appearance, diet and special identifying features or habits. Use the internet as one source of information. Learning Intention WALT gather key information and write it in my own words. A Reading group after reading a journal story used the computer to explore, sort and gather information on their topic.They published information in their own words and inserted pictures. This was presented to the class and displayed.
 * We are learning how to add detail to our stories to make them more interesting to read. We had a sentence."I went to the zoo." We brainstormed, with the chn writing, who, when, where, why. We highlighted the words that we thought would make our sentence more interesting. We dropped and dragged some of the words into the story reread it to check it was more interesting, reflected and critiqued our work, modified it where we decided we would like to try something diff .Used this sentence, paragraph for reading ,searching for words, rereading to pair.
 * http://room1waihibeachschool.wikispaces.com/Literacy+Publishing+Tools [] I have used this to support narrative writing where the students were able to make comics. This supported the structure of narrative photos. http://room1waihibeachschool.wikispaces.com/A+Healthy+Lunch+Box The wiki and the website links were used by students to find foods that could be included within a healthy lunch box, Learning intention: locating and summarising ideas *correctly spelling all high - frequency words used in their writing []
 * We had snow delivered to our classroom in a big chilly bin. The children and I used the camera to record the event of excitement and exploration of the snow and making a snowman. We saw our photos on the screen and were able to discuss with more detail because of the clarity and sequence of the event being obvious, and the standard of recall available through the sequence of pictures presented. The discussion was better as it could be focused on with visual support.The questioning was easier and so was the recall. Photos were printed and the children were able to choose some and publish a recount of the event. The learning intentions focused around using good language detail and description in discussion and using sequence in recall. This was so much more possible as photos were used as prompts and reminders. More children offered and contributed with confidence at the discussion time. The children's recounts were more detailed and included more description and sequence and the personal responses were more vivid and expressive.
 * 1. Use of E Sunshine books to support idea of expression when reading to gain full meaning and use of strategies when words are unfamiliar to reader. 2. Use of slide shows of photos of recent events to stimulate ideas for writing - promotion of vocabulary.
 * Use 'Fun Writing' website regularly to support written language in classroom, use it primarily for modelling writing genres and for highlighting the key features of different genres in written language. Written Language - Group Work – Recounts WALT write detailed paragraphs in a recount. Success Criteria: > Each new event has a new paragraph. > I am using time connectives e.g. at first, as soon as, before, early on Saturday morning. > I use adjectives to enhance the picture I want to create in the readers mind. Self assess your writing today and discuss how you are going with a buddy using the success criteria above - colour code these features in your recount. My students use our [|www.east.school.nz] Google Apps for writing and sharing documents using the Success criteria above to help focus on our current learning.
 * W.A.L.Ts: Write stories that are interesting and readablable We used a combination of interactive whiteboard sessions modelling structure and grammar Explored Roald Dahl site and looked at his hints and tips. We also used Simon Turnbulls Litworks site...fantastic
 * Introducing a new reading strategy once a week, using various e-learning book sites, for the children to read together, ie e-sunshine, tumblebooks... children also get to go to various reading sites to do follow up activities as reinforcement, Each reading group gets to explore once a week in their reading programme.
 * Visual language, youtube to add to/supplement my literacy programme and support children's different learning styles and needs.
 * I have used mostly websites to support my teaching and to use resources. Eg spelling city, writing fun, studyladder,
 * Use of study ladder with individually set tasks.
 * As I don't have a class I have not used ICT to support learning in literacy.
 * In our 100 awesome things countdown the children are seeing me model typing what they aree saying. The children edit my typing. They a getting very good at editing my typing. Walt: create narrative stories using stop motion animation to show others. We used digital photos and stop motion animation to show the children's knowledge ofe narrative. The kids made story plans. Then turned them into storyboards. Then they made stop motion animation to show their stories. I then uploaded them to utube and embedded them in our wiki. We were all very proud and had a movie premier.
 * Using kid pics to draw and experiment the tools bars. Using websites for classroom rotation in Literacy PM books on classroom computers using whiteboard to model writing and provide models of good writing. Phonics programs
 * Literacy sights for reading rotation, spelling city for practising words to learn, cloze activities using projector screen.
 * Still developing use in reading to highlight WALTS and the learning in the texts. Using in writing as whole class learning tool to highlight WALTS - showing examples/models
 * Using ICT as a research tool for my stronger readers with their reading projects.
 * I have used ICT to get the children to make posters for Matariki. WALT make a Matariki poster using kid pix. success criteria 1 Insert a background. 2 Insert the Matariki stars. 3 Type Matariki 2011
 * Voice thread: To give an opinion about a tourist destination in Waihi ICT was able to cater for a range of abilities, particularly students who struggle to 'write' things down. This meant that their thoughts and oral language skills were easily recorded, and built on by themselves and by others.
 * We are 2 years into a very specific literacy programme - no learning intentions any more - recorded deliberate acts of teaching instead, which have no direct links to ict (other than the obvious games, story's online, music and other literacy programs on our computers).
 * Students using Powerpoint to - share and record their personal experiences.
 * Having great reading games on the wiki under reading games for my computer group to go on and play as part of the reading rotation. Using websites to find good work for verbs, nouns etc for my ESOL and behind children
 * L.I. Write a report on a native bird of your choice. Describe the habitat, appearance, diet and special identifying features or habits. Use the internet as one source of information.Learning Intention: To extend vocabulary and awareness of current events. To read for information.
 * Use of Letterland and other programs/ wikis to support and promote learning of alphabet and spelling and Numeracy programs.