Category: Writing

Dear Otto is an occasional column where I answer questions I get from readers about teaching tech. If you have a question, please complete the form below and I’ll answer it here. For your privacy, I use only first names.

Here’s a great question I got from Mary:

Based upon the Common Core expectations, how should we have students in grade 3-4 and 5-6 cite sources for research?

There is no easier way to teach citations than using an online citation creator:

• BibMe
• Citation Machine
• EasyBib
• WriteCite

Plug the information in on your SmartScreen to show students how it is done, and let the citation creator do the rest. Take time to explain the importance of each entry so students understand. This is fundamental to molding digital citizens out of the wild digital natives who enter your classroom. Help them understand the responsibilities that go hand-in-hand with the rights they acquire by accessing information on the internet.

Here’s an example using EasyBib:

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Dear Otto is an occasional column where I answer questions I get from readers about teaching tech. If you have a question, please complete the form below and I’ll answer it here. For your privacy, I use only first names.

As we roll into a new year, recommitting to goals of improved writing and collaborating on learning, here’s a great question I got from Chaya:

I’d like to help my teachers start class blogs, but would love some kind of document on policies such as what to post/not to post, what needs passwords, etc. I’d like to get the student work out there while continuing to protect their safety and privacy.

Thanks!

I spent some time digging into what most people are using. Turns out, there’s a list that seems pretty good adapted from Academy of Discovery wiki wiki. Everywhere I checked, this is the list I got (often, personalized to the school’s unique situation):

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Across the education landscape, student text messaging is a bone of contention among teachers. It’s not an issue in the lower grades because most K-5 schools successfully ban cell phones during school hours. Where it’s a problem is grades 6-12, when teachers realize it’s a losing battle to separate students from their phones for eight hours.

The overarching discussion among educators is texting’s utility in providing authentic experiences to students, the type that transfer learning from the classroom to real life. Today, I’ll focus on a piece of that: Does text messaging contribute to shortening student attention span or destroying their nascent writing ability

Let’s start with attention span. TV, music, over-busy daily schedules, and frenetic family life are likely causes of a student’s short attention span. To fault text messaging is like blaming the weather for sinking the Titanic. Texting has less to do with their inability to spit out a full sentence than their 1) need for quickness of communication, 2) love for secrecy, and 3) joy of knowing a language adults don’t.

What about writing? In the thirty years I’ve been teaching everyone from kindergarteners to college, I can tell you with my hand on a Bible that children are flexible, masters at adjusting actions to circumstances (like the clothes they wear for varying events and the conversations they have with varying groups of people). There is no evidence to support that these elastic, malleable creatures are suddenly rigid in their writing style, unable to toggle between a casual texting shorthand with friends and a professional writing structure in class.

In general, I’m a fan of anything that gets students writing, and there are real benefits to giving students the gift of textual brevity rather than the stomach-churning fear of a five-paragraph structured essay. I’ve done quite a few articles on the benefits of Twitter’s 140-character approach to writing and my teacher’s gut says the same applies to text messaging. Truth, studies on this topic are inconclusive. Some suggest that because young students do not yet have a full grasp of basic writing skills, they have difficulty shifting between texting’s abbreviated spelling-doesn’t-matter language and Standard English. But a British study suggested students classify ‘texting’ as ‘word play’, separate from the serious writing done for class and results in no deterioration in writing skills. Yet another study found that perception of danger from texting is greater than the reality: 70% of the professionals at one college believed texting had harmful effects on student writing skills. However, when analyzed, the opposite was true: Texting was actually beneficial.

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When I started this blog three years and 657 posts ago, I wasn’t sure where to take it. I knew I wanted to connect with other tech teachers so I used that as the theme. Now, thanks to the 491,000+ people who have visited, I know much more about the ‘why’. It’s about getting to know kindred souls, but there is so much more I’ve gotten from blogging. Like these:

How to write

We bloggers divide ourselves into two categories: 1) those who write short, under-1000-word posts and 2) those who write in-depth, lengthy articles. I’ve chosen the former. I like pithy ideas that my readers can consume in the time it takes to drink a cup of coffee. As a result, I’ve learned to be frugal with my words. I choose verbiage that conveys more than one-word’s-worth of information and I leave tangential issues for another post. Because I realize readers are consuming on the run, I make sure to be clear–no misplaced pronouns or fuzzy concepts like ‘thing’ or ‘something’.

Prove my point

This part of writing transcends what print journalists must do. Yes, they do it, but my readers expect me to support ideas with interactive links to sources. If I’m reviewing a tech ed concept, I link to other websites for deeper reading. That’s something that can’t happen in paper writing. Sure, they can provide the link, but to put the paper down, open the laptop, copy that link–I mean, who does that? In a blog, I get annoyed if someone cites research and doesn’t provide the link.

Listen

When I write an article, I cross post to other parts of my PLN, sometimes to ezines I contribute to in other parts of the world.

And then I listen. What are readers saying? What are their comments/suggestions to me? Often, I learn as much from readers as what I thought I knew when I wrote the article.

For example, I get many emails from tech ed professionals with questions about our field. I used to answer them based on my experience. Now, I have my Dear Otto series where I share my thoughts and solicit input from readers. Wow–have I learned a lot from that! The flipped blog–teacher becomes student.

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Here’s a quick list of websites I use to teach 3rd graders how to write (check here for updates):

1. Adventure Island
2. Character Trading Cards
3. Context Clues Game
4. Context Clues Millionaire
5. Friendly Letter Maker
6. Identify the Main Idea
7. Main Idea Battleship
8. Using a table of contents
9. Words in Context

This isn’t robust enough. Please add a comment with websites you’ve found valuable in teaching the techniques of writing to third graders.

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This year more than any before, classroom budgets have been cut making it more difficult than ever to equip the education of our children with quality teaching materials. I understand that. I teach K-8. Because of that, I’ve decided to give the lesson plans my publisher sells in the Technology Toolkit (110 Lesson Plans that I use in my classroom to integrate technology into core units of inquiry while insuring a fun, age-appropriate, developmentally-appropriate experience for students) for FREE.

…and start each week off with a fully-adaptable K-8 lesson that includes step-by-step directions as well as relevant ISTE national standards, tie-ins, extensions, troubleshooting and more. Eventually, you’ll get the entire Technology Toolkit book. If you can’t wait, you can purchase the curriculum here.

I love giving my material away for free. Thankfully, I have a publisher who supports that. If everyone did, we would reach true equity in international education.

Teach Dolch Words With KidPix

Reinforce Dolch words and sentence structure with KidPix text tool and drawing options. Before you start this project, be sure to go through How to KidPix I and How to KidPix II.

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This year more than any before, classroom budgets have been cut making it more difficult than ever to equip the education of our children with quality teaching materials. I understand that. I teach K-8. Because of that, I’ve decided to give the lesson plans my publisher sells in the Technology Toolkit (110 Lesson Plans that I use in my classroom to integrate technology into core units of inquiry while ensuring a fun, age-appropriate, developmentally-appropriate experience for students) for FREE. To be sure you don’t miss any of these:

• Subscribe to Ask a Tech Teacher by Email
• Sign up to the RSS feed

…and start each week off with a fully-adaptable K-8 lesson that includes step-by-step directions as well as relevant ISTE national standards, tie-ins, extensions, troubleshooting and more. Eventually, you’ll get the entire Technology Toolkit book. If you can’t wait, you can purchase the curriculum here.

I love giving my material away for free. Thankfully, I have a publisher who supports that. If everyone did, we would reach true equity in international education.

Sponge Activities for Vocabulary Building

There are lots of great online vocabulary websites to help kids learn high-frequency and Dolch words. I’ll share five of them. Maybe you have some to share with the group. (more…)

This year more than any before, classroom budgets have been cut making it more difficult than ever to equip the education of our children with quality teaching materials. I understand that. I teach K-8. Because of that, I’ve decided to give the lesson plans my publisher sells in the Technology Toolkit (110 Lesson Plans that I use in my classroom to integrate technology into core units of inquiry while insuring a fun, age-appropriate, developmentally-appropriate experience for students) for FREE. To be sure you don’t miss any of these:

• Subscribe to Ask a Tech Teacher by Email
• Sign up to the RSS feed

…and start each week off with a fully-adaptable K-8 lesson that includes step-by-step directions as well as relevant ISTE national standards, tie-ins, extensions, troubleshooting and more. Eventually, you’ll get the entire Technology Toolkit book.

I love giving my material away for free. Thankfully, I have a publisher who supports that. If everyone did, we would reach true equity in international education.

Grow Your Story

Use a first-grade or second-grade story. Show students how to add description to it, setting details, sensory details, characterization, so it sounds more mature and interesting. I use thought bubbles to make it more fun.

Click on them for a full size alternative. (more…)

This year more than any before, classroom budgets have been cut making it more difficult than ever to equip the education of our children with quality teaching materials. I understand that. I teach K-8. Because of that, I’ve decided to give the lesson plans my publisher sells in the Technology Toolkit (110 Lesson Plans that I use in my classroom to integrate technology into core units of inquiry while insuring a fun, age-appropriate, developmentally-appropriate experience for students) for FREE. To be sure you don’t miss any of these:

…and start each week off with a fully-adaptable K-8 lesson that includes step-by-step directions as well as relevant ISTE national standards, tie-ins, extensions, troubleshooting and more. Eventually, you’ll get the entire Technology Toolkit book. If you can’t wait, you can purchase the curriculum here.

I love giving my material away for free. Thankfully, I have a publisher who supports that. If everyone did, we would reach true equity in international education.

A Title Page in Word

Create a title or cover page using MS Word. This is more difficult than #30 (cover page using Publisher) so allow more time. Have students include text and picture as well as a border

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Students type several sentences in MS Word. Use the font color palette to label parts of speech, i.e., blue for subject, red for verb. Use sentences from a book they’re reading in class, spelling words they’re working on, or a teacher hand-out. Makes grammar fun.

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