Balanced Literacy Teachers implementing the Literacy collaborative use an integrated approach toteaching interactive writing is used for creating stories, writing poems, http://comsewogue.k12.ny.us/~rstewart/k2002/Teachers/Balanced_Literacy/balancedl
Extractions: What is Balanced Literacy? The Literacy Collaborative Model Read Aloud Shared Reading ... Balanced Literacy Links What is Balanced Literacy? Balanced Literacy is a framework designed to help all students learn to read and write effectively. The program stands firmly on the premise that all students can learn to read and write. This balance between reading and writing allows students to receive the teaching needed in order to reach grade level status, while allowing students to work at a level that is not frustrating for them. There are several models currently used in schools today. The Literacy Collaborative Model The Literacy Collaborative is a model for teaching children in a child-centered classroom, providing many opportunities for real life reading and writing experiences. It is based on the research of Marie Clay, Irene Fountas, and Gay Su Pennell. Children read and write each day independently and in group settings (both large and small). Literacy Collaborative classrooms focus on four different types of reading experiences:
Learning Disabilities OnLine: LD In-Depth: Multimedia And More Students are composing interactive adventure stories, using HyperCard TM software, The program, a collaborative project with the Center for Children and http://www.ldonline.org/ld_indepth/technology/multimedia.html
Extractions: Many students with learning disabilities are often referred to as "reluctant writers." These students may have trouble generating ideas because of gaps in their background knowledge, or, they may have vivid ideas and solid information, but have trouble finding the language to express them. In either situation, it becomes a challenge for these students to stay focused on the topic and task. Increasingly, teachers throughout the country are experimenting with instructional practices that incorporate a variety of media to stimulate and support writing. The media may be as simple as photographs, objects, videos and tape recordings - or as sophisticated as computer software which can link text, visual imagery, sound effects, and music in a hyper-media presentation. These practices, which capitalize on students' unique abilities and interests, can be particularly powerful for students with disabilities, many of whom experience repeated failure with "mono-media" - pencil and paper.
Extractions: The Internet TESL Journal mpmassi [at] ciudad.com.ar In the traditional paradigm, a preoccupation with 'the composition' and 'the essay' at the expense of other types of writing, plus a strong concern for usage over use seemed to be the golden rule. Our contention is that positive results accrue from the implementation of a discourse-oriented writing approach once our students have acquired an effective command of the foreign language in a range of familiar situations and have a good operational performanceintermediate level or beyond. In this context, assigning tasks which pose 'real' problems to solve is a challenging option to keep their motivation high and create a sense of achievement (C. Tribble 1996). By generating and encouraging interactive writing, not just texts per se to be read and graded by the teacher, our students will gain self-confidence, fluency and autonomy, and they will be stimulated to express their own authentic voices in the process of text production. Writing is an interactive process by nature since it evolves out of the symbolic interplay between writer, text and reader. By making conditions more 'authentic' than the ones in traditional classroom tasks, an awareness of audience, purpose and intentionality is reinforced. While planning a written piece, the writer is constrained to consider the audience and to adopt a reader-oriented approach so as to achieve a persuasive, emotive or objective function. Interactivity can be promoted in the writing class by implementing some of the suggestions that follow (adapted from L. Hamp-Lyons and B. Heasley 1992):
East Bay Collaborative -- Assistive Technology Resources writing. PC. $99.00. Talking word software with 8000 pictures. 14. Inspiration.Don Johnson interactive Stories. 30. Kid Desk. Edmark. Desktop Org. http://www.ebecri.org/custom/assisttechresources.html
Extractions: ID Title Company Type Platform Cost Comments Write Outloud Don Johnston Writing PC/Mac Talking word processor w/ spell check features Co: Writer Don Johnston Writing PC/Mac Word Prediction Write Away Info. Services Writing PC/Mac Word Prediction Naturally Speaking Voice to Text PC Speech Recognition Software Via Voice IBM Voice to Text PC Speech Recognition Software Intellitalk Intellitools Writing PC/Mac Primary talking word Processor Intellipics Intellitools Language Mac Overlay Maker Intellitools Language Mac Creating personal overlays to work with intellikeys keyboard Talking Nouns Laureate Language Mac Language/ vocabulary development Attainment Math Mac Money facts Boardmaker Mayer Johnson Communication PC/Mac Communication Software Picture system Speaking Dynamically Mayer Johnson Communication Mac Augmentative Communication Writing with Symbols Mayer Johnson Writing PC Talking word software with 8000 pictures Inspiration Don Johnson Writing PC Visual learning/organization Kidspiration Don Johnson Brainstorming PC Visual brainstorming software Start to Finish Books Don Johnson Text Reading PC Electronic Text Reading E-Reader CAST Text reading PC Text reading software for LD students Kid Keys Knowledge Adventure Keyboarding PC Learn keyboard and letter skills K-2 Type to Learn Sunburst Keyboarding Mac/PC No Frills keyboarding program Mavis Beacon Typing Inc.
IPL Kidspace Sites where you can submit your own writing, and read stuff written by other kids . These are collaborative stories. That means they are written by more http://www.ipl.org/div/kidspace/browse/rzn8000/
Kids On The Net Personalised interactive stories Children can enter data such as their firstname, school, Example application collaborative writing (years 36). http://kotn.ntu.ac.uk/dragonsville/teacher/
Extractions: This is an area where the dragons go to find out information. Children are encouraged to research and present information in this area. Example application: The NLS framework for Year 3 term 2 (Instructional writing), Year 4 term 2 (Explanation), Year 5 term 2 (Non Chronological Reports and Explanation) and Year 6 term 2 (Notices and Public Information Documents) can be linked into this area. The Cave of Fame Dragons are proud of their ancestors, and like to display images of them. In this area children are able to select a dragon from a gallery of images, and write a biography for it. Example application: The NLS framework for Year 6 term 1 (Biographies and Auto Biographies) can be linked into this area for revision purposes. The Naming Pool P articularly for younger children, this area encourages children adopt a young dragon and to write a character portrait of it. Once the character portrait is submitted, the child will be able to see the dragon animated. Example application: Year 3 Term 2 (Character Portraits). There is also an interactive activity to design a "lost dragon" poster (requires
Extractions: Classes registered with the Adventures in Writing project will be given the opportunity to participate in the collaborative writing of an interactive story with other elementary classrooms. For our first project for Division Two students (November - December 2002), we were thrilled to be able to use a story starter written by Alberta author, Barbara Smith. Barbara has written nine books, most of them about ghosts, including Ghost Stories of Alberta. The second project (January - February, 2003) will be for Division One students. Carol Vaage, author of Bibi and the Bull, has agreed to provide this group with a starting point. The story starter will be provided to one class and then emailed to two other classes for further story development. Each new piece of writing will then be passed on to two other classes, until finally endings will be written for each story. (See the diagram below for an example of one possibility of how this might work.)
LESTER: Educational Resources Here you will find links to online stories, interactive stories, information onhow to submit stories, a collaborative writing activity, http://lester.edu.pe.ca/english/classroom.asp?gc=1&dr=1&st=0017
Laptops In The Classroom collaborative writing Projects. The Link Connect s Webzine for Students- My Hero- An interactive writing project in which real life heroes are honored http://moore.portlandschools.org/ibook/English.html
Extractions: The Maine Learning Technology Initiative ... Grammar Collaborative Writing Projects The Link: Con-nect's Webzine for Students Publish your students' writing and artwork on The Link, Co-nect's online 'zine! Monthly features include news articles, fiction and non-fiction stories, and an "Ask Val & Sal" column that answers students' most pressing academic questions.Running from until May 2003, this writing project has been repeated yearly. Kids Who Read Join the largest book discussion in the world! In Kids Who Read!, students will join online discussions and engage in telecollaborative activities revolving around several age-appropriate books. The book authors will be online to join in the discussion and answer questions. Students participating in the project will also have the opportunity to submit online book reviews and participate in a reader poll. Prizes will be awarded to schools with the greatest percentage of students reading the selected books. So, join this literacy project and get your classroom excited about sharing their reading and writing with students around the world. Collab-O-Write This is a winning Think Quest website where students enter their own stories, add to existing stories, illustrate, write from illustrations, and receive writing tips offered in a supportive framework.
Interactive Creative Writing - Austega Discusses the development of interactive creative writing. Some see interaction as a chance for collaborative authorship in the sense that readers are http://www.austega.com/interactive/hfdefn.htm
Extractions: Diversions Note this page was written in 1996 - it was only lightly and cosmetically updated in mid 2002 What is interactive creative writing? A good question to start with. Interactivity adds the critical component of the reader being able to choose a path through a work rather than simply following the author's defined path from "a beginning" to "an end". There is a shift from being led through a story, a relatively author-controlled experience, towards one of a reader exploring a world created by an author, where the reading experience is more a joint project of writer and reader. The degree of the shift can of course vary sharply. There can also be multimedia elements in interactive creative writing (which then becomes a type of hypermedia rather than hypertext) and this opens up the field to include interactive films, simulations and many other types of computer games, but in my mind multimedia, though of substantial impact, is perhaps less significant than interactivity, as far as its impact on the craft and form of creative writing. Film, for example, changed the way writers told or presented a story, but the story-form was still recognisable as such. This may not be the case with interactive creative writing as pointed out by Andy Cameron:
Resources For Writers offers tips on writing for young authors on the site. The Neverending Tale An interactive language arts and journalism project for middle schools http://home.comcast.net/~dboals1/write.html
Extractions: Writing Resources with major contents of links to: Reference Material, Web Search Engines, Internet Reference Resources, Writing-Related Web Sites, Web Writing Reference Sites, General Writing Style Guides, Subject-Specific Writing Style Guides and The Importance of Good Writing Skills. Simultaneous Media Explore with great writers the complexity of their craft. You can select a "text and image" choice to read the selection or a "movie" choice to watch the interview. Interview topics are further broken into separate pages for a fast download. If you author a web page for a K-12 school, you might visit the
Mrs. McGowan: Lots About Reading StarFall interactive early reading stories, printables, and FREE classroom Unique, useful resource for teachers using literature to teach writing. http://www.mrsmcgowan.com/reading/
Extractions: DIBELS Parent Tips Book Selections ... Teacher's Book Shelf "Poetry and Hums aren't things which you get, they're things which get you . And all you can do is to go where they can find you." The House at Pooh Corner, A.A. Milne The most important of all the new skills to be learned during first and second grade are reading and writing. One of my goals each year is to help the children grow as independent readers and writers and to develop a love for books and reading that can last a lifetime! Several resources have been provided for parents and teachers. Happy Reading! ~ Mrs. McGowan 5 Big Ideas in Reading The 5 Big Ideas in Reading are the basis for curriculum and instruction and inspire the measures (assessment) we use. They are: Phonemic Awareness: The ability to hear and manipulate sounds in words. Alphabetic Principle: The ability to associate sounds with letters and use these sounds to form words. Fluency with Text: The effortless, automatic ability to read words in connected text.
NESTA Futurelab - Viewpoint Article - Writing For The Future The project includes collaborative story writing, biographical writing, discussionskills, to generate stories as interactive adventures on the web. http://www.nestafuturelab.org/viewpoint/art14.htm
Extractions: Writers for the Future was initiated by the trAce online writing school at Nottingham Trent University in 1996, and is currently being supported by NESTA. It enjoys millions of hits a year from all over the world. With a range of activities already underway and a number of new initiatives planned, it is a project with large ambitions - for both children's education and to support adult's writing.
The Acadians Of Louisiana - Lesson 3 Reading Folktales, writing Folktales, writing collaborative Stories which features an interactive format for students to design a story of their liking. http://www.challenge.state.la.us/k12act/data/acad/acad_less3.html
Extractions: Etcetera Reading Folktales, Writing Folktales, Writing Collaborative Stories Storytelling is the oldest art form and also the oldest form of teaching. Through the ages, stories have been used to impart human culture. They have been used not only to instruct, but also to entertain and delight. They are used as sugar coatings for hard truths. Stories are a natural way to elicit real speech from students, and also a powerful way for students to transmit their own truths. In this lesson students will read good models of storytelling and learn how to become storytellers by turning narrative accounts into stories. They will then have a chance to share their stories on the Internet, and to write collaborative stories with keypals over the Internet. Internet connection, Student Pages , word processing software ( AppleWorks ClarisWorks Microsoft Word ), publishing software (
ARTSEDGE: Fiction, Plotting The Story Printed Media Icon, = printable. interactive Media Icon, = interactive New York Teachers Writers collaborative, 1984. writing. http://artsedge.kennedy-center.org/content/2230/
Extractions: document.pageDescription='Students explore plot as an element of fiction.'; About Us Feedback Search A RTS ... Lessons For the teacher: Standards for Rubrics For the student: Building a Plot Developing a Story = part of the current spotlight = opens in a new window = kid-friendly = printable = interactive = audio = video = images Fiction, Plotting the Story
Sffworld.com - Do You Write Constantly Or In Shory Bursts? Do one of the collaborative or interactive stories or do a play by email rpg One thing I do sometimes do when not actually writing, is revise some of http://www.sffworld.com/forums/archive/index.php/t-8503.html
Extractions: sffworld.com Authors and Writing Writing ... PDA View Full Version : Do you write constantly or in shory bursts? Pages : Drew August 15th, 2004, 06:24 PM I'll tell you the main reason I get so unproductive is that I can't sit and write daily or nightly. I will get bursts of inspiration that allow me to write over 7K words in a day! Usually over the course of a few hours in the evening. choppy August 15th, 2004, 07:24 PM For me it's a matter of so many things going on in my life. I'm aiming to defend a thesis in January so I've got to spend a lot of time in the lab (well, in front of a computer mostly) frying my brain. Between that, two part time jobs, trying to keep in shape, and spending some quality time with my fiancee there's not a lot of time for writing. So I have to take what time I can get.
WRITING ABOUT LITERATURE IN SECONDARY EDUCATION Furthermore, schools are asked to implement collaborative, interactive learning Second, collaborative writing may be a means to support meaningful http://www.staffs.ac.uk/personal/sciences/smt15/mt15/writing02/writing_about_lit
Extractions: The study to be presented was based on the assumption that writing functions not only as a tool for learning; that is, helping students organise their learning better (writing to learn), but it also affects their orientation to literature by allowing them to experience a new and more active way of engaging in literary reading. Thus, the study was aimed at analysing and comparing the effects of two ways of using writing, on grade 9 students' learning and orientation to literature. The first way, or method, implied the close connection of literary reading to various uses of writing (writing-oriented group). In the other more traditional method, writing was essentially used as a tool for evaluating students' learning of literature. Method. Twenty-five students of the first class (grade 9) of a Scientific Lyceum in Pisa (Italy) participated as the innovative, writing-oriented group, and the same number as the traditional group. At the beginning and end of the school year, both the writing-oriented and traditional classes were administered the following measures:
Writing Collaborative History, Facing The Past writing collaborative History, Volume 53 Number 5, September/October 2000 interactive Digs Sagalassos, Turkey; Hierakonpolis, Egypt; Tiwanaku, Bolivia http://www.archaeology.org/0009/abstracts/faces.html
Extractions: Your browser does not support javascript Writing Collaborative History Volume 53 Number 5, September/October 2000 by Jeffrey L. Hantman, Karenne Wood, and Diane Shields How the Monacan Nation and archaeologists worked together to enrich our understanding of Virginia's native peoples. During the University of Virginia's Rapidan Mound study, which led to the October 1998 reburial of remains of hundreds of Monacans from that site, meetings were held with the Monacan Tribal Council about the work and the possible retention of a sample for possible future study. After much discussion and compromise, the Council permitted a sample to be kept. In the case of Hayes Creek Mound, the keeping of samples was not desired by the Tribe, but in those discussions a member of the Council inquired about facial reconstruction. To the Monacan tribal members, none of whom had seen any image of their ancestors prior to photographs dating to ca. 1914, it became a collective and decidedly humanistic wish. Could they see one or more of their ancestors' faces? Jeffrey L. Hantman
Slashdot | Writing Fiction Using SubEthaEdit Did you know you can write fiction about collaborative fiction writing usingcollaborative fiction writing collaborative interactive Fiction, anyone? http://slashdot.org/article.pl?sid=05/01/24/1227257&tid=133&tid=1
