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Thank you to everyone show sent ideas for my request for information about =
technology and reading.  My original list of ideas was:
=20

1 typing text into using Microsoft Word to get a readability level=20
2. making good use of the reading level/interest level fields in an online =
catalog
3. scanning text with  OCR software and putting it into word
4. using web sites that provide reading level information.    What sites do=
 you use? What can you recommend?

Thanks to many of you the list grew, as I hoped it would.  I=92ve done some=
 editing/grouping  to keep the list shorter.  It=92s below my name. =20

Mary Alice Anderson

5.  I use webquests when the students are reading a novel in their classes.

I use them professionally when I am researching the book and with the stude=
nts

6. web sites
 Using Internet sites for clipart for reports=20
Using www.syvrum.com as english and reading tool

funbrain.com

7.   Try using digital cameras. I'm an elementary level and I had=20
Kindergartners make themselves into letters of the Alphabet on the=20
floor. I stood on a ladder, took the pictures and downloaded them into=20
Powerpoint. Printed the PowerPoint slides out into a booklet for the=20
classroom with text across the top that said "A is for ___________."=20
etc. The kids LOVED seeing themselves and the teacher used it to go=20
through the alphabet lesson for those 5 minute filler times.=20

Try adapting it for MS by having students act out a Picture book, take=20
the pictures, and students then write their own version or endings.=20
Give to an elementary school of shelve in a special "classroom books"=20
section of your library.=20

8. Book resource:
I suspect that you might be interested in ways to use technology to teach=
=20
in a variety of settings. To this end I want to make sure you know the=20
book Teaching With Computers Strategies that Work in Grades K-6. Don't=20
let that subtitle fool you. The publishers did an unauthorized change. The=
=20
authors wrote for through middle school and we also believe that ideas can=
=20
be adapted for appropriate age level and curricular interest. It is Neal=20
Schuman.=20

=20

9Using PowerPoint to make book reports=20

10. Using Inspiration to do web mappings=20
11. Using KidPix with kindergarten and first graders to make graphs=20

=20

12.  Create a web site about the library with relevant links for book revie=
ws and   authors.=20

How about providing online literature resources? Maybe tools for=20
choosing books, recommended books lists, bibliographies, links to author=20
or review sites

What about author websites, or field trips based on reading? For instance=
=20
www.willhobbsauthor.com

13.  how about using the spell check feature to correct spelling?=20
<Don't let them set it to automagically correct spelling on the fly...=20
I'm so lazy, sometimes I will open a blank document, type in the word,=20
and check the spelling rather than pick up the dictionary...>=20
Also how about using the thesaurus feature to help them find synonyms and a=
ntonyms?=20


14. =20
. . . . . . . but what comes to=20
my mind is using computer generated materials to facilitate schoolwide=20
reading incentive programs. This involves promotional materials,=20
record keeping and generation of recognition items. Inclusion of clip art=
=20
graphics etc. adds to the motivation and interest of these materials.=20

15.
Another angle that comes to mind is the use of databases for management of=
=20
instructional materials. For example when I work with first graders=20
introducing concept of difference between fiction and non-fiction I pull=20
pairs of easy reading books, one fiction one non-fiction, on teh same=20
topic such as birthdays, gardens, hats, etc. I keep a database of teh=20
titles and call numbers so I can easily retreive tehm when it is time to=20
do the lesson. (I pass out the books randomly and we talk about=20
differences. Then I ask the kids to line up in two lines on opposite sides=
=20
of the story area one the kids with fiction books and the other the kids=20
with non-fiction. Once we have that worked out I ask the first child in=20
one line to share the title of their book and the child in the other line=
=20
with a book on the same topic joins the first and they sit down in pairs=20
and compare their books. This encourages lots of reading of materials they=
=20
might not have chosen on their own.) There are lots of managment=20
Activities of this sort that are facilitated by use of technology.=20

I use the computer to generate bookmarks listing titles on a theme or=20
topic to encourage selection of quality books. We run them off on the=20
copy machine on different colors of paper and laminate the sheets before=20
cutting the bookmarks apart. We did a BIRD Bunch (Building Independent=20
Readers at Damascus) and used bookmarks to identify required reading=20
materials at each of the six levels from Newly Hatched (emergent=20
readers) through Eagles (independent chapter book readers).=20



________
16.   We use the web for book information -- next book in series, replaceme=
nt=20
costs at Amazon (if we don't have the cost in our system), shortcuts to=20
booktalks, finding awarded books, using readers theatre scripts. Use=20
these websites:=20

http://nancykeane.com/booktalks/=20
http://nancykeane.com/rl/=20
http://www.aaronshep.com/=20
http://www.monroe.lib.in.us/childrens/serieslist.html#contents=20
http://infotree.library.ohiou.edu/single-records/155.html=20

We also use online books:=20
http://www.greenville.k12.mi.us/ecc/books_online.html - List I've put=20
together=20

Some resources for MLPP -- our Michigan Literacy Progress Program, but=20
there's reading level stuff there and info on keeping running records,=20
etc.=20
http://www.greenville.k12.mi.us/ecc/literacy_res.html=20


LONG LIST OF WEB SITES (VERY THOROUGH)
=09
=20
http://eduscapes.com/sessions/bike/ "This workshop will help you create=20
thematic, web-based reading/literacy units that address common reading=20
standards and benchmarks. Learn to create web-based and technology-rich=20
learning materials with activities, projects, and performance assessments=
=20
based on reading benchmarks. Integrate a variety of web-based, reading=20
resources for students and teachers. Explore web-based, thematic units=20
developed by classroom teachers."=20

Children's Literature Web Guide=20
http://www.ucalgary.ca/~dkbrown/=20
This site offers resources related to books for children and young adults.=
=20
(added 11/25/95, reviewed 6/11/99)=20

Education World=20
http://www.education-world.com/a_lesson/lesson243.shtml=20
Education World is designed to help educators integrate the Internet into=
=20
the classroom. It contains a wide range of resources for teachers including=
=20
lesson plans created by teachers and articles written by professionals in=
=20
the field. This particular link takes you to the Back to School activities=
=20
13 ideas for those first few days of school. (added 9/11/02, reviewed=20
9/11/02)=20

English Online=20
http://english.unitecnology.ac.nz/=20
This site is a vast professional development resource for teachers of=20
English in New Zealand and worldwide. Educators will find over 150 fully=20
resourced and downloadable teaching units, professional readings, selected=
=20
links and discussion forums. (added 3/6/02, reviewed 3/6/02)=20

Explore Island of the Blue Dolphins=20
http://rims.k12.ca.us/score_lessons/dolphin/=20
Created by a team of teachers, a thematic exploration of Island of the Blue=
=20
Dolphins by Scott O'Dell presented in both English and Spanish. The purpose=
=20
of this site is to:=20

1)use historical fiction to engage students in California history=20
2)build student's background knowledge or schema to better comprehend the=
=20
literature=20
3)allow Spanish language learners to access both the literature and the=20
history=20
4)use valuable resources found on the Internet to do research=20
5)integrate technology into the Language Arts, Social Studies, and Science=
=20
curriculums.=20

Chart the island, study the wildlife and island natives. Includes Teacher's=
=20
Notes somewhat hidden on the "bookshelf"=20
(http://rims.k12.ca.us/score_lessons/dolphin/teacher/teachnotes.shtml).=20
(added 11/26/02, reviewed 11/26/02)=20


http://www.gecdsb.on.ca/d&g/apr99/web1.htmIt can be difficult to envision=
=20
how high end technology can be used to write and share stories in the=20
primary grades. At this Early Reading-Technology Project, many things becom=
e=20
demystified.In addition to being a clearing house of sorts for student=20
stories created with Easybook, Hyperstudio, Kidpix, etc., the site also=20
hosts many professional development references for early reading and writin=
g=20
implementation with and without technology.=20
http://www.magickeys.com/books/index.html=20


Favorite Poem Project=20
http://www.favoritepoem.org/=20
"Reading a poem silently instead of saying a poem is like the difference=20
between staring at sheet music and actually humming or playing the music on=
=20
an instrument," says U.S. Poet Laureate Robert Pinsky. His Favorite Poem=20
Project shares audio and video of people reading their favorite poems, and=
=20
invites readers to send in their favorite poems with a few sentences about=
=20
why it is special to them. Students are invited to participate, and this=20
could be a springboard for classrooms to develop their own favorite poem we=
b=20
sites. (added 3/22/99, reviewed 4/9/99)=20
Tales of Wonder=20

Academy of American Poets=20
http://www.poets.org/=20
The Academy of American Poets has put together a superb site that includes,=
=20
among other features, a listening booth where you can hear poems read by=20
their authors, a number of interesting historic and thematic exhibits, and =
a=20
list of featured poets. (added 4/14/97, reviewed 4/22/99)=20


http://members.nbci.com/darsie/tales/=20
Folk & Fairy Tales from Around the World. This elegant Web site is a model=
=20
of the care that makes a great online resource. Larger font sizes and varie=
d=20
text/background colors for the stories, good categorization and an ample=20
supply of tales from many different cultures and regions make this a page=
=20
that could support a whole unit on world folktales. (added 5/30/96, reviewe=
d=20
4/22/99)=20


The North American Quilt: A Living Geography Project=20
http://www.onlineclass.com/NAQ/NAQhome.html=20
In this interactive project from OnlineClass, North American students=20
research weekly geography questions and contribute their findings to a=20
"quilt of information" on the Web. Geography topics are based on the=20
National Geography Standards and begin with the physical earth and move=20
through natural land features, eco-systems, weather, wildlife, land use=20
(agriculture, cities, undeveloped land), all the way to immigration and=20
population histories, North American folk and home-grown art. Expert guests=
=20
answer student questions via e-mail. The project runs from February through=
=20
May and there is a participation fee. (added 10/31/97, reviewed 5/28/99)=20

ThinkQuest Contest=20
http://www.thinkquest.org/=20
ThinkQuest is an annual contest that challenges students "to use the=20
Internet as a collaborative, interactive teaching and learning tool." In=20
building ThinkQuest Web pages, students "learn to harness the power of the=
=20
Internet, while also creating a valuable library of Internet educational=20
materials for use online, in the classroom, and at home." Unfortunately,=20
access to this library is severely limited. (added 1/17/96, reviewed=20
5/19/03)=20

Global Schoolhouse=20
http://www.gsh.org/=20
The Global Schoolhouse is the division of the Global SchoolNet Foundation=
=20
that focuses on projects for "life-long learning" and uses the most powerfu=
l=20
Internet tools, including live video, to link K-12 classrooms to their=20
communities and to other children around the world. (added 11/25/95,=20
reviewed 4/22/99)=20

Literary Research Tools on the Net=20
http://andromeda.rutgers.edu/~jlynch/Lit/=20
An incredibly comprehensive collection of Web sites related to literature &=
=20
the humanities. Includes Syllabi and Other Course Materials for Literature=
=20
Courses. Compiled and maintained at the University of Pennyslvania. (added=
=20
11/25/95, reviewed 5/26/00)=20

=20
=20

Mary Alice Anderson, Lead Media Specialist
Winona Middle School
1570 Homer Road
Winona MN 55987
ph: 507 494 1050
web site:  http://www.rschooltoday.com/winonamiddle/maryaliceanderson

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