1. RAPAL 2011 Literacies in Place and Time Mary Jane Onnen Glendale Community College Glendale, Arizona

2. Following proven practices to improve reading

3. So much to cover – so little time is the primary reason for going online with …………..  vocabulary practice  pre-reading questions  reading while listening  embedded comprehension questions  post –reading reflective questions

4.  The html lesson builder allowed me to create pop-up definitions for the more difficult vocabulary in the reading selections.html lesson builder  Google docs made it possible for students to share and discuss example sentences for vocabulary.docs

6. There are several definitions of oral reading fluency and its components, such as Accuracy Pace Expressiveness  Lems’ description of oral reading fluency Lems’ description of oral reading fluency  Topping’s Deep Processing Fluency Model Predisposing factors Surface fluency factors Strategic fluency factors Deep fluency factors

7. Before, during, and after “reading while listening ”  The wet sponge analogy

8. Audience & Accessibility

11.  Similar to wikipedia, a wiki is a web site that allows for collaborative input.  Here is a short explanation.explanation

12. Student e-mail is the portal to begin their practice to build oral reading fluency. The wiki sequence Pre-reading Question Quiz me Recording Discussion Questions in text

13.  The wiki created for RDG 081 hosts audio recordings of each chapter’s reading selection and additional activities.wiki  It is a web application and does not need to be downloaded.  It can be accessed twenty four hours a day.  It provides a safe space for extensive practice.

15.  “Quiz me” comprehension questions are immediately scored and the final mark is e-mailed to a gmail account.  Reflective comprehension questions are graded by the instructor and returned with comments.  Comprehensive vocabulary quizzes are also given.

16.  Student comments:

21.  Scheduled a classroom orientation/trial for Evoca.  Obtained e-mail addresses from students to give feedback on their recordings.  Made the RWL lessons interactive.  Assigned definite selections and due dates.  Set up individual student albums in Evoca. Evoca

22. Will this work for your students?  Toppings’ model of deep processing of reading is a good guide. Putting the lesson online  Set up a wiki  Upload the reading selection & questions  Add a pre-reading question  Create vocabulary poppers  Record the text  Create an assessment matrix for the lesson

23. Reading selections  Read the selection  Choose vocabulary  Chunk the selection into recordable sections  Create comprehension questions  Create reflective questions (provoke connections to student experiences) Directions for recording  Audacity is best for editing  Voki can be used, but it doesn’t allow editing and is limited to one minute  Evoca is good for student records, but it isn’t free

24.  Can you find an application in your own situation?  How could this be used in your educational situation?

25.  Please let me know if you ever use any of the ideas or materials in your own instruction or situation.  My contact address: Mary Jane Onnen English Department Glendale Community College 6000 W. Olive Avenue Glendale, AZ 85302