Category: Writing

I’m a teacher, have been for 35 years. I teach a lesson to my Middle School students that uses Twitter to improve writing skills. There’s a lot this popular social media tool can bring to the education world:

• it’s non-intimidating. Anyone can get through 280 characters
• it forces students to focus on concise, pithy writing. Wasted, fluff words are not an option
• it’s fun. Students want to try it because it’s the ‘forbidden fruit’.

I also have a class that kickstarts the author in students, getting them set up to write and digitally publish the book that festers inside of them (well, statistics say 73% of us have a book inside screaming to get out).

What I haven’t done is blend the two: Write a novel on Twitter.

Anna over at Imaginette reminded me that I should. She’s not the only one, either, who thinks Twitter is an excellent forum for novel writing. Japan popularized it as the microblogging novel or the micro novel. Wikipedia defines it as:

…a fictional work or novel written and distributed in small parts

Just to be clear: We’re talking about squeezing all those novel parts that writers slave over…

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High school senior at Newton North High School in Newton, MA, Yishai Barth, feels strongly about the importance of Universal Design Language (UDL). He explains his specific learning needs and calls on all educators to see life from his and millions of other students’ perspective. By sharing his specific needs with teachers, needs that are faced by millions of students across the world, he hopes to provide help in supporting their learning.

Thirty years ago a professor at Harvard University released findings from a series of studies. These findings have changed the way most experts in the field of psychology and neuroscience think about intelligence itself. Howard Gardner’s research revealed that from a practical perspective intelligence cannot be thought of as a singular noun. Instead it is necessary to consider the matrix of intelligences that exist in widely varied configurations within each human mind.

The Universal Design movement came into existence as a response to this research by leading thinkers in the engineering and design professions. It is imperative to the education of hundreds of thousands of students across the country and millions of students around the world that the techniques of Universal Design are brought to bear on the unjust barriers many students face in attempting to navigate the educational landscape under the status quo.

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April is National Poetry Month. For thirty days, we celebrate the value and joy that poetry brings to our world.  According to the Academy of American Poets, the goals are:

• Highlight the extraordinary legacy and ongoing achievement of American poets
• Introduce more Americans to the pleasures of reading poetry
• Bring poets and poetry to the public in immediate and innovative ways
• Make poetry a more important part of the school curriculum
• Increase the attention paid to poetry by national and local media
• Encourage increased publication, distribution, and sales of poetry books
• Increase public and private philanthropic support for poets and poetry

All across the nation, school, teachers, students, libraries, and families celebrate by reading, writing, and sharing poetry. Here are fifteen websites that do all that and more. Share them with students on a class link page like the class internet start page, Symbaloo, or another method you’ve chosen to share groups of websites with students (click here for updates on links):

Acrostic Poems

From ReadWriteThink–students learn about acrostic poetry and how to write it

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Here’re a wide variety of writing tools for students. Some practice good habits, others offer options for writing requirements. See what works for you (check here for updated links):

1. Character Trading Cards
2. Context Clues Millionaire
3. Friendly Letter Maker
4. Garfield teaches Writing Skills
5. Identify the Main Idea
6. Letter Generator
7. Main Idea Battleship
8. Make another story
9. Monster Project
10. Newspapers, posters, comics—learn to create
11. Using a table of contents
12. Videos—using Sock Puppets (iPads)
13. Writing games

Blogs

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Grammar has often been a subject students resisted learning, were bored by, or flat out didn’t understand. That’s changed, thanks to the popularity of iPads and their multimedia, multi-sensory apps. Here are three apps that will turn your classroom grammar program around.

Grammaropolis

Free (fee required for full options)

4/5 stars

Overview

Called the Schoolhouse Rock of the 21st Century, Grammaropolis gamifies a subject that has traditionally been about laboriously conjugating verbs and diagramming sentences. Its eight cheery cartoon characters star in 9 books, 9 music videos, 20 animated shorts, 26 quiz categories, and a multitude of games which–when blended together–teach grammar. Through the vehicle of a map, catchy music and fast-paced lessons, students learn the parts of speech and win seals. Content is thorough, useful, and accurate, the app intuitive to use with a minimal learning curve. There is no software to download, no maintenance, no fuss. Students can sign up as an individual or through a class account where the teacher can track their progress. It’s available on iPads, smartphones, and the web.The iPad app opens immediately to the student account (only one user per iPad account) while the web interface requires a log-in.

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Memorizing word lists and testing on them doesn’t really work very well. Here are 52 websites that will make student academic and domain-specific word study more relevant and sticky. I’ve collected them into various categories–pick what works for you:

1. Character Trading Cards
2. Context Clues Game
3. Context Clues Millionaire
4. Flashcard Stash–collect words, view sentences and images
5. Friendly Letter Maker
6. Identify the Main Idea
7. Jelly Fish
8. Katie’s Clubhouse
9. Main Idea Battleship
10. The Patchworker
11. Using a table of contents
12. Web-based Mad Libs
13. Word Balloons
14. Word Central—Merriam Webster
15. Word Family Sort
16. Word Games
17. Word Magnets
18. Word Play
19. Word Pond
20. Words in Context

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Playful Learning (Parents’ Choice Gold Medal website) is a well-done, professional-looking website that  offers advice, projects, and visual images touting the benefits of education through play. The reader is drawn into the child-centered imagery and strong basic colors, wanting everything on offer so their child’s play areas can look and work as described.

Let’s back up a moment. Play as the vehicle of education is not a revolutionary idea. Pedagogy has long recommended ‘play’ as a superior teacher for youngers–

Play is the great synthesizing, integrating, and developing force in childhood and adolescence. –PsycINFO Database Record 2012 APA,

The play of children is not recreation; it means earnest work. Play is the purest intellectual production of the human being, in this stage … for the whole man is visible in them, in his finest capacities, in his innermost being.~ Friedrich Froebel

In general, research shows strong links between creative play and language, physical, cognitive, and social development. Play is a healthy, essential part of childhood. —Department of Education, Newfoundland Labrador

Young children learn the most important things not by being told but by constructing knowledge for themselves in interaction with the physical world and with other children – and the way they do this is by playing.” –Jones, E., & Reynolds, G.  “The play’s the thing: Teachers’ roles in children’s play”

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Tagxedos are an excitingly versatile tool that turn words into pictures. They’re word clouds–like Wordle, but more powerful. You can use them to share ideas, collect descriptive words and phrases about events, or evaluate the import of a website. Click here for a review of the webtool and over fifteen uses in your classroom.

We used Tagxedos this summer in Summer PD and I created this how-to video for students. Watch it–if you haven’t used Tagxedos before, you will fall in love with them.

Here are Sara’s thoughts over at Teachers and Technology, and Hardy Leung shares 101 ways to use it.

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If you aren’t blogging with your students, you’re missing one of the most effective tools available for improving student literacy and math. Blogs are easy to use, fun for students, encourage creativity and problem-solving, allow for reflection and feedback, enable publishing and sharing of work, and fulfill many of the Common Core Standards you might be struggling to complete. Aside from math and literacy, Common Core wants students to become accomplished in a variety on intangible skills that promote learning and college and career readiness. Look at these 13 benefits of blogging and how they align with Common Core:

1. provide and get feedback–building a community via comments is an integral part of blogging. If you didn’t want feedback, you’d publish a white paper or submit work the old fashioned hard copy way. When students publish their ideas in blogs, other students, teachers, parents can provide feedback, join the conversation, and learn from the student.
2. write-edit-review-rewrite–teachers don’t expect students to get it right the first time. Part of the writing process is revising, editing, rewriting. This is easy with blogs. Students publish a topic, collect comments, incorporate these ideas into their own thinking, then edit their post.
3. publish–the idea that student work is created for a grade then stuffed away in a corner of their closet is disappearing. Current educators want students to publish their work in a way that allows everyone to benefit from the student’s knowledge and work. There are many ways to do that–blogs are one of the easiest.
4. share–just like publishing, students no longer create for a grade; they share with others. Blogs allow for sharing of not only writing, but artwork, photography, music, multimedia projects, pretty much anything the student can create.
5. collaborate–blogs can easily be collaborative. Student groups can publish articles, comment on others, edit and rewrite. They can work together on one blog to cover a wider variety of topics and/or make its design attractive, appealing and enticing to readers.
6. keyboarding–blogs are small doses of typing–300-500 words, a few dozen for comments. This is an authentic opportunity to practice the keyboarding skills students will need for Common Core Standards in 4th grade and up.
7. demonstrate independence–blogs are about creativity. No two are alike. They offer lots of options for design and formatting so students can tweak it to their preference. Because they are open 24/7, students can do blog work when it suits them, not in the confines of a 50-minute class.
8. build strong content knowledge–blog posts can be drafted as the student collects information, posted when the student is ready. Links can be included to provide evidence of student statements, as well as linkbacks for reference and deeper reading for interested students.
9. respond to the varying demands of audience, task, purpose, and discipline–Students can create their work in whatever digital tool fits the audience, task, purpose they are focused on, then embed it into their blog post. This is possible even in a simplified blogging platform like KidBlog. Most online tools (Voki, Wordle, Tagxedo) provide the html codes that can be easily placed in the blog post. Then, the student at their option can focus on presenting their ideas as music, art, photos, text, an infographic, a word cloud–whatever works for their purposes.
10. comprehend as well as critique–student bloggers are expected to critique the posts of others by thoroughly reading the post and commenting based on evidence. If the reader doesn’t understand, they ask questions in the comments. This insures that when they evaluate the post, they have all the information required to reach a conclusion.
11. value evidence–blogs make it easy to provide all the necessary evidence to support a point of view.  Students can link back to sources to provide credit and link to experts to provide credibility for statements. In fact, in the blogosphere, good bloggers are expected to do this as a means of building credibility for opinions they write
12. use technology and digital media strategically and capably--certainly blogs are great for writing, but they’re also excellent as digital portfolios to display student work developed in a variety of places. Students pick the technology that fits what they’re expected to accomplish in a class, then publish it to the blog. Have you seen the movies students put together on a topic? Some are amazing.
13. understand other perspectives and cultures–blogs are published to the internet. Even private blogs are accessed by many more people than possible with a hand-written paper. Students write knowing that people of all cultures and perspectives will read their material, knowing they can add comments that share their beliefs. This encourages students to develop the habit of thinking about perspective as they write.

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There is no end to the number of online tools available. I get inundated with them by friends (My child wants to use this website. What do you think?), fellow teachers (Would you check this web tool–does it work for literacy?), parents (My child loves this tool. Is it appropriate?). I am always thrilled because introductions through friends and colleagues are much more authentic than through online advertising or an ezine.

When I review a website or app, I take 15-30 minutes to test it out, try to see it through the eyes of the age group that will use it. Here’s what I look for:

• Does it have advertising? If so, it needs to be nominal and G-rated. I don’t want them to be overbearing or distracting. Worse is if they are inappropriate. I’ve seen great websites and online tools ruined by objectionable ads.
• Is it intuitive? Students want to be able to figure the program out without being taught. An intuitive website and/or app 1) has an easy-to-understand start-up screen that clearly identifies how to use the tool, 2) the process for using the tool is similar to others the students is familiar with, and 3) the student can independently launch and operate the web tool or app without requiring an adult.
• is it user-friendly? Does its design and layout make students want to accomplish the goals of the program? Are students engaged in the activity, motivated to use the web tool? Is it functional? Is it visually stimulating? Does it require only a nominal amount of reading?
• Does the web tool differentiate for types of students and their unique needs? Sure, there are lots of good web tools appropriate for a certain standard classification of student. What I want is the web tool that can adapt to varying needs.
• Is the tool challenging? Does it require sufficient critical thinking to keep the student engaged or do they get bored quickly?
• Is the web tool compatible with most browsers, most computers? I don’t want it so old it won’t play well with the type of computer commonly used by students. I also don’t want it so specialized that students must buy extra equipment to use it.
• Is the web tool free? That’s preferable. There are lots of good web tools that are free to a certain point and charge a fee after that. Depending upon what ‘point’ that kicks in, I’m OK with that
• Does the web tool encourage higher-order thinking–creativity, evaluation, critical thinking, problem solving?
• Is the web tool or app error-free? This means not only that it’s free of spelling and grammar errors, but that it doesn’t freeze, stall, shut down, or crash.
• Does the web tool have educational applications? When students are at school, I want to focus on academic endeavors, leaving those more focused on ‘play’ to the home environment. So many fun programs are also educational, this isn’t a high hurdle.

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