Closely Reading With ThingLink
Explore and create : BYODex
Tuesday, June 25, 4:45–6:15 pm
Location: Franklin 8-9, Marriott
Inspire students to interact and closely "read" images. You'll walk away with creative lessons to use in your classroom that combine close-reading tactics and ThingLink.
|Attendee devices:||Devices required|
|Attendee device specification:||Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
|Participant accounts, software and other materials:||If using a tablet, attendees need to download Nearpod, ThingLink, and Google Drive.|
|Focus:||Digital age teaching & learning|
|Topic:||Universal design for learning/differentiated learning|
|Subject area:||Language arts, Social studies|
|ISTE Standards:||For Students:
*Participants will learn how to incorporate the platform ThingLink into their classroom environment.
* Participants will experience uploading images and tagging information that demonstrates their thinking and understanding of various historical primary source images.
* Participants will walk away with hyperdoc lessons and ideas on extension activities for primary images used on ThingLink.
* Participants will work with Close Reading strategies to show their thinking about primary source images.
Thinglink makes images come alive by putting notes, interactive links, another image and even YouTube videos on top of them. My presentation will include the demonstration of loading images onto ThingLink and tagging the image with applicable information. (10 mins)
Student examples will be used to showcase voice and choice. (20 mins)
Teachers will have an opportunity to experience the uploading and tagging images using Close Reading icons. (25 mins)
Teachers will collaborate and discuss within their groups ways to implement this skill with their students. (20 mins)
Questions and clarifications (10 mins)
This entire process will occur on Nearpod.
A significant body of research links the close reading of complex text—whether the student is a struggling reader or advanced—to significant gains in reading proficiency and finds close reading to be a key component of college and career readiness. (Partnership for Assessment of Readiness for College and Careers, 2011, p. 7) What was evident in 2011 continues to be even truer in 2016. Students taking time to interact and dialogue with a primary source increases the rigor, allowing them to understand and interpret information in a thought-provoking manner. Students who “read closely” and “cite specific textual evidence” (CCSS, R.1) have the ability to develop a lenses to pay attention and collect details, find patterns to grasp the primary sources purpose, and develop new understanding. As stated by Beers and Probst, we want them inside the text, noticing everything, questioning everything, weighing everything they are reading against their lives, the lives of others, and the world around them. (2013) This applies to primary images such as political cartoons, maps, prints, photos, and graphs. Students will utilize their 21st Century Sills intertwined with classroom technology to enhance their learning.
Leticia Citizen has taught 19 years. Currently, she is a K-8 Instructional Technology TOSA. She uses many instructional tools to educate, with a particular interest in technology-enhanced teaching. As a result, she effectively implements many applications available to teachers, helping augment student learning, modernizing traditional classroom methods. Leticia shares how she integrates tech tools with teachers at CUE-affiliate and national conferences, most notably NSTA, ISTE, TCEA, NCFL, NCTE, and FETC. Leticia currently serves as an ambassador for various digital tools including Nearpod, Wonderopolis, PenPal Schools, Newsela, and Flipgrid. She is also a Level 1 Google Certified Educator and MIEExpert.
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