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9BM are a diverse range of learners, several with high literacy needs. I’ve been dreading the end of novel essay knowing how hard it would be for many of them.

Last year I used Immersive Reader and Learning Tools with a student with behavioral and literacy needs to keep him engaged so this week, adapted that approach for literary essays.

Initially I planned to use this strategy with one student but at the end of Monday’s lesson, became aware there were at least another two students who would benefit from the heavily scaffolded approach developed using Dictate, Editor Pane, Read Aloud and text highlighting functions as well as Class Notebook to distribute the “lesson” to students.

Here’s how I broke it down for them (this took me one 30 minutes break to set up).

As a class we brainstormed ideas about our character and wrote an introduction together. Using Office Lens I took photos off the white board and sent the files to One Note then copied them into our Class Notebook. This is helpful for revision at the end of the year as well as being accessible for the two students who were absent that day.

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class brainstorm

 

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annotated collective introduction

Instructions were then shared with the two students who needed support by using the Distribute Page function in Class Notebook.

Step 1

Students typed the introduction into a One Note in their own folder.

step 1

Step 2

Students finished sentences for each of the paragraphs in the essay.

 

Step 2

Step 3

Students then had to go back and highlight the S.E.X. and Y sentences in their first body paragraph. This was so they could show me they understood the function of each sentence in the paragraph.

 

Step 3

Step 4

Students copied and paste the paragraphs to lower down the page, took out my instructions and backspaced to run the sentences into paragraphs.

 

Step 4

Using Read Aloud, they listened to their essay read aloud and corrected any wrong/missing words.

Step 5

They then copied and paste into a word document and, using the Editor Pane were able to see any spelling and grammar errors and correct as needed.

 

Step 6

Finally, they printed their finished essays and have filed away for later use.

We used a quiet space outside the classroom while the rest of class worked from the board using starter sentences. The students had to hold the laptops close and speak clearly when using Dictate. Some of the words were typed incorrectly but with Read Aloud, it was obvious where the wrong words were (drain for dream for instance).

Hopefully now my students are familiar with the tools used they’ll become more confident at using them independently.

To finish the lesson I played back one of the student’s essay to the rest of the class, using that as an opportunity to boost her confidence and show the rest of the class how to use Immersive Reader and the Editor Pane.

I believe these students gained a sense of satisfaction from the process and one in particular felt a huge sense of achievement. She can’t wait to show “her” essay to her parents tonight.

#winning

 

 

 

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