1. Embedded Multimedia
What is it?
Embedded multimedia is video content (VHS, DVD, or CD formats) woven into lesson plans. It does not replace or substitute the teacher, however. Instead, it supplements instruction.
What does the research say?
Chambers et al. (2008) evaluated the technology application of embedded multimedia for teaching beginning reading. They conducted a year-long study to determine the effects of using embedded multimedia with phonics and vocabulary lessons at two high-poverty, Success For All schools. The videos were supplements to teacher instruction with “compelling, animated illustrations” of the phonics and vocabulary concepts being taught (Chambers et al., 2008, p. 2). Students used the animations from the videos to help them remember content. Despite the positive outcomes of technology integration, the authors caution readers that multimedia is not beneficial when it stands alone and that students do not learn to read by simply sitting and watching videos (Chambers et al., 2008). Therefore, it is vital that teachers understand how to effectively integrate multimedia with literacy instruction.
Lesson Example
Grade Level: K-5 (can be adapted for any classroom)
Activity: Students will engage in a read aloud to learn new vocabulary and enhance their understanding of the words by watching a short video clip related to the vocabulary.
Equipment/Materials Needed:
Resources for video clips:
Related Common Core Standards (click here to read each standard):
Grades K-2
L.K.4
L.K.5
L.K.6
L.1.4
L.1.5
L.1.6
L.2.4
L.2.5
L.2.6
Grades 3-5
L.3.4
L.3.5
L.5.4
L.5.5
These are brief instructions from a lesson plan found here at the Reading Rockets website.
Day 1: Select a book to read aloud to the class or group of students. Introduce 3-4 preselected vocabulary words and tell students you will stop at times during the story to discuss the words. Begin reading. Stop at appropriate times to point out vocabulary words in context. After reading, review the new vocabulary.
Day 2: Review vocabulary from Day 1 and make connections to the book you read aloud. Show a video clip (no longer than 5 minutes) that provides an animated visual of at least one of the vocabulary words being studied. Review by showing the clip again and stopping at appropriate times to review the new words they learned from the read aloud. Finally, have a discussion about the vocabulary in the context of both the book and the video.
Embedded multimedia is video content (VHS, DVD, or CD formats) woven into lesson plans. It does not replace or substitute the teacher, however. Instead, it supplements instruction.
What does the research say?
Chambers et al. (2008) evaluated the technology application of embedded multimedia for teaching beginning reading. They conducted a year-long study to determine the effects of using embedded multimedia with phonics and vocabulary lessons at two high-poverty, Success For All schools. The videos were supplements to teacher instruction with “compelling, animated illustrations” of the phonics and vocabulary concepts being taught (Chambers et al., 2008, p. 2). Students used the animations from the videos to help them remember content. Despite the positive outcomes of technology integration, the authors caution readers that multimedia is not beneficial when it stands alone and that students do not learn to read by simply sitting and watching videos (Chambers et al., 2008). Therefore, it is vital that teachers understand how to effectively integrate multimedia with literacy instruction.
Lesson Example
Grade Level: K-5 (can be adapted for any classroom)
Activity: Students will engage in a read aloud to learn new vocabulary and enhance their understanding of the words by watching a short video clip related to the vocabulary.
Equipment/Materials Needed:
- text for read aloud
- video related to vocabulary word(s)
- Internet access (if you use video clips online)
Resources for video clips:
- YouTube EDU: http://www.youtube.com/education
- United Streaming: http://streaming.discoveryeducation.com/
Related Common Core Standards (click here to read each standard):
Grades K-2
L.K.4
L.K.5
L.K.6
L.1.4
L.1.5
L.1.6
L.2.4
L.2.5
L.2.6
Grades 3-5
L.3.4
L.3.5
L.5.4
L.5.5
These are brief instructions from a lesson plan found here at the Reading Rockets website.
Day 1: Select a book to read aloud to the class or group of students. Introduce 3-4 preselected vocabulary words and tell students you will stop at times during the story to discuss the words. Begin reading. Stop at appropriate times to point out vocabulary words in context. After reading, review the new vocabulary.
Day 2: Review vocabulary from Day 1 and make connections to the book you read aloud. Show a video clip (no longer than 5 minutes) that provides an animated visual of at least one of the vocabulary words being studied. Review by showing the clip again and stopping at appropriate times to review the new words they learned from the read aloud. Finally, have a discussion about the vocabulary in the context of both the book and the video.
2. Kidspiration: Graphic Organizers
What is it?
Kidspiration software allows users to combine text, pictures, numbers, and spoken words to develop various literacy skills, such as vocabulary and reading comprehension. One way to use Kidspiration is for students to create graphic organizers to help develop knowledge of word parts.
What does the research say?
Gill (2007) suggests integrating technology into vocabulary instruction by having students create graphic organizers using the Kidspiration computer program. The program helps students develop knowledge of word parts by requiring them to connect their prior knowledge to new words with the same word part. For instance, a word web can be created to learn the meaning of common root words. Students can make root-word clusters to show the relationship between the root word and its derivatives (Gill, 2007). The computer component of creating the word webs may help students “develop a sense of playfulness and interest in learning about words” (Gill, 2007, p. 80). With Kidspiration, students choose from a library full of pictures to help illustrate words and ideas. This enables them to more easily make links between words.
Lesson Example (from Sharon Ruth Gill's article, Learning about Word Parts With Kidspiration)
Grade Level: K-5 (can be adapted for any classroom)
Activity: Students will create word webs to learn the meaning of common word parts.
Equipment/Materials Needed:
Related Common Core Standards (click here to read each standard):
Grades K-2
L.K.4
L.1.4
L.2.4
Grades 3-5
L.3.4
L.4.4
L.5.4
Choose a root word from a current unit or story. For example, photosynthesis from a science unit. Show interest in the word by asking questions aloud like, "We know what photosynthesis is, but I wonder why it's called photosynthesis." Ask if students recognize any parts of the word. Model how to look up a familiar part of the word, such as photo, in a dictionary. Use Kidspiration to create a root word cluster for photo-. The root and its meaning go in the middle; around that, add photo- words like photograph and photosynthesis. Investigate the second part of the words (graph and synthesis) by having students use dictionaries to look up definitions if they are unsure. Add the information to the cluster, as well as any graphics that may help give students a visual.
Next, model how to figure out big words by using knowledge about word parts. Show students a challenge sentence and ask them to figure out the meaning of the big word. An example sentence is: My sister can't stay on the beach very long because she is photosensitive. Demonstrate how to use word parts to determine word meanings several times before asking students to choose a root word or affix to study. Make sure they are comfortable using the Kidspiration technology.
After selecting a root word, students will:
1. determine the word part's meaning
2. gather words that include that word part
3. compose a sentence (if students are able) that demonstrates how each word's meaning is reflected in its word parts
Students can share their Kidspiration clusters through Word or PowerPoint. They can also be printed out and made into a book. You may want students to create challenge sentences for their classmates to answer.
Kidspiration software allows users to combine text, pictures, numbers, and spoken words to develop various literacy skills, such as vocabulary and reading comprehension. One way to use Kidspiration is for students to create graphic organizers to help develop knowledge of word parts.
What does the research say?
Gill (2007) suggests integrating technology into vocabulary instruction by having students create graphic organizers using the Kidspiration computer program. The program helps students develop knowledge of word parts by requiring them to connect their prior knowledge to new words with the same word part. For instance, a word web can be created to learn the meaning of common root words. Students can make root-word clusters to show the relationship between the root word and its derivatives (Gill, 2007). The computer component of creating the word webs may help students “develop a sense of playfulness and interest in learning about words” (Gill, 2007, p. 80). With Kidspiration, students choose from a library full of pictures to help illustrate words and ideas. This enables them to more easily make links between words.
Lesson Example (from Sharon Ruth Gill's article, Learning about Word Parts With Kidspiration)
Grade Level: K-5 (can be adapted for any classroom)
Activity: Students will create word webs to learn the meaning of common word parts.
Equipment/Materials Needed:
- computer (the number will depend on how many students you want to complete the word webs at one time)
- Kidspiration software (found here) *a 30-day free trial is available*
Related Common Core Standards (click here to read each standard):
Grades K-2
L.K.4
L.1.4
L.2.4
Grades 3-5
L.3.4
L.4.4
L.5.4
Choose a root word from a current unit or story. For example, photosynthesis from a science unit. Show interest in the word by asking questions aloud like, "We know what photosynthesis is, but I wonder why it's called photosynthesis." Ask if students recognize any parts of the word. Model how to look up a familiar part of the word, such as photo, in a dictionary. Use Kidspiration to create a root word cluster for photo-. The root and its meaning go in the middle; around that, add photo- words like photograph and photosynthesis. Investigate the second part of the words (graph and synthesis) by having students use dictionaries to look up definitions if they are unsure. Add the information to the cluster, as well as any graphics that may help give students a visual.
Next, model how to figure out big words by using knowledge about word parts. Show students a challenge sentence and ask them to figure out the meaning of the big word. An example sentence is: My sister can't stay on the beach very long because she is photosensitive. Demonstrate how to use word parts to determine word meanings several times before asking students to choose a root word or affix to study. Make sure they are comfortable using the Kidspiration technology.
After selecting a root word, students will:
1. determine the word part's meaning
2. gather words that include that word part
3. compose a sentence (if students are able) that demonstrates how each word's meaning is reflected in its word parts
Students can share their Kidspiration clusters through Word or PowerPoint. They can also be printed out and made into a book. You may want students to create challenge sentences for their classmates to answer.
3. eVoc Strategies
What is it?
Dalton and Grisham (2011) developed 10 eVoc strategies—strategies that can be used by teachers to increase vocabulary learning and also word interest. eVoc is the chosen term of the authors because the strategies integrate digital tools and resources and "suggest the evoking of learning potential that is possible" (Dalton & Grisham, 2011, p. 306) when combining technology and media with instruction. Each of the 10 strategies requires digital tools and resources for teaching, like online word mapping tools, online vocabulary games, digital vocabulary field trips, and online word reference tools.
What does the research say?
While not every eVoc strategy has direct research evidence because of the “fast pace of technology innovation” (Dalton & Grisham, 2011, p. 306), each strategy is supported by research on effective vocabulary instruction.
Lesson Example:
Grade Level: 2-5
Activity: Students will create Wordles by typing a paragraph summarizing main idea and key details of a story; their peers will use the Wordles to predict the main idea.
Equipment/Materials Needed:
Related Common Core Standards (click here to read each standard):
K-2
RL.K.2
RL.1.2
RL.2.2
3-5
RL.3.2
RL.4.2
RL.5.2
There are 10 eVoc strategies. For the purpose of this lesson example, I am focusing on the first strategy, Learn from Visual Displays of Word Relationships Within Text. This strategy incorporates the use of Wordle (www.wordle.net), an online word mapping tool, to give students visual representations of words. You can read more about other eVoc strategies here in Dalton and Grisham's (2011) article published in The Reading Teacher.
1. Model how to use Wordle. First, select a text that students are familiar with, like The Three Little Pigs or Charlotte's Web. Ask students to help you compose a short summary of the story including key details. The summary will be submitted at the Wordle website to make a word cloud. *NOTE: Summarizing is not addressed in the standards until Grade 4, but Grades K-3 are still required to retell with key details; therefore, primary students can write short retellings for their Wordles instead of summaries.*
2. Students will analyze the results of the Wordle. Ask questions like, "What words do you notice that are large and prominent?" and, "How do these words go together?"
3. Allow students to work in pairs or small groups to create their own Wordles using books of their choice. They will work together to write summaries of texts and use Wordle to create word clouds from their compositions.
4. Groups will present their Wordles to the class and pose questions to their peers such as, "What does the Wordle suggest our book is about?" and, "What seem to be the most important words?" After peers make predictions, the presenters will read their summary of the text and confirm or disprove the predictions that were made by others, using the Wordle as a visual representation of the summary.
Dalton and Grisham (2011) developed 10 eVoc strategies—strategies that can be used by teachers to increase vocabulary learning and also word interest. eVoc is the chosen term of the authors because the strategies integrate digital tools and resources and "suggest the evoking of learning potential that is possible" (Dalton & Grisham, 2011, p. 306) when combining technology and media with instruction. Each of the 10 strategies requires digital tools and resources for teaching, like online word mapping tools, online vocabulary games, digital vocabulary field trips, and online word reference tools.
What does the research say?
While not every eVoc strategy has direct research evidence because of the “fast pace of technology innovation” (Dalton & Grisham, 2011, p. 306), each strategy is supported by research on effective vocabulary instruction.
Lesson Example:
Grade Level: 2-5
Activity: Students will create Wordles by typing a paragraph summarizing main idea and key details of a story; their peers will use the Wordles to predict the main idea.
Equipment/Materials Needed:
- computer(s)
- Internet access
- texts for students to write summaries of for creating Wordles
Related Common Core Standards (click here to read each standard):
K-2
RL.K.2
RL.1.2
RL.2.2
3-5
RL.3.2
RL.4.2
RL.5.2
There are 10 eVoc strategies. For the purpose of this lesson example, I am focusing on the first strategy, Learn from Visual Displays of Word Relationships Within Text. This strategy incorporates the use of Wordle (www.wordle.net), an online word mapping tool, to give students visual representations of words. You can read more about other eVoc strategies here in Dalton and Grisham's (2011) article published in The Reading Teacher.
1. Model how to use Wordle. First, select a text that students are familiar with, like The Three Little Pigs or Charlotte's Web. Ask students to help you compose a short summary of the story including key details. The summary will be submitted at the Wordle website to make a word cloud. *NOTE: Summarizing is not addressed in the standards until Grade 4, but Grades K-3 are still required to retell with key details; therefore, primary students can write short retellings for their Wordles instead of summaries.*
2. Students will analyze the results of the Wordle. Ask questions like, "What words do you notice that are large and prominent?" and, "How do these words go together?"
3. Allow students to work in pairs or small groups to create their own Wordles using books of their choice. They will work together to write summaries of texts and use Wordle to create word clouds from their compositions.
4. Groups will present their Wordles to the class and pose questions to their peers such as, "What does the Wordle suggest our book is about?" and, "What seem to be the most important words?" After peers make predictions, the presenters will read their summary of the text and confirm or disprove the predictions that were made by others, using the Wordle as a visual representation of the summary.