As an English teacher, working overseas with a majority of learners with language needs, any tool that I can find to support the writing process is one that I HAVE to explore. In the past, I have used Ginger Software , and Read and Write , which I find useful, but Grammarly is a tool that has been on the edge of my explorations so far, and this seems like a perfect opportunity to see if I can add another writing support tool to my repertoire. What makes Grammarly different, is that it is free. Ginger used to be free, but as it has grown, it has limited options in the free version. What I do like about it, is it works on ALL online apps - and the same appears true of Grammarly. Once added to Chrome from the Chrome Store, it works across all online platforms: The links appear automatically and once added to my Chrome toolbar, I was taken to the page to create an account:- What I am impressed with, is that the account suggests it saves your style, learni...
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"The educational system is moving with monolithic slowness in this [visual literacy] area, still persisting in an emphasis on the verbal mode to the exclusion of the rest of the human sensorium and with little sensitivity, if any, to the overwhelmingly visual character of the child's learning experience." D. Dondis . (1973) A primer of visual literacy. Cambridge: MIT Press We have just arrived in another new country to start a new life and work in a new school (see Global Living and Connection ). Due to Visa rules and restrictions, I am unable to start work until next term, which gives me more time to sign up to complete TWO modules of my Masters in Education. I must say, to a learning junkie like myself, the idea of studying 'full time' over the next few months is really appealing. My Masters focuses on technology in the classroom and this semester, I will be studying how to use technology for instructional improvement - using tech for AfL essentially - ...
I spoke at the Google Summit KL in 2013 about tech that enhances the reading and writing process. One of the apps I shared, Ginger, was one that I had been using as an assistive technology with a targeted number of learners who particularly struggle with spelling or who are dyslexic . Whilst there are in-built spell checkers in a lot of word processing systems, Ginger differs because it ... analyzes the context of an entire sentence, and its corrections conform to the writer’s intended message. This method is especially successful for dyslexic students who often confuse words which sound the same but are spelled differently. (http://www.gingersoftware.com/ginger-for-schools) Ginger is more sophisticated and identifies homophones, which helps many EAL/ESL learners too. In addition, rather than being isolated to one system, it highlights words in all online writing - including Blogger, email, Twitter etc. Areas that need attention are highlighted and s...
If anyone read my article in The Guardian about paper blogging, you will know I am a fan of teaching digital skills using analogue methods. True to form, I discovered another 'blend': using story cubes to teach 21st century skills. No computer or Internet required. http://www.p21.org/storage/documents/4csposter.pdf The Partnership for 21st Century Skills identify the four big Cs of skills that are essential for today's learners. These are communication, collaboration, critical thinking and creativity . Generally, I address these skills through digital rather than traditional learning such as blogging or connecting with other classes. However, I believe that some simple cubes can also be used to address these important areas. My Year 10 second language learners undertake all the regular aspects that I deem important for all my learners, such as silent sustained reading and free writing, every lesson. However, some of the free writing prompts are not alw...
Creating and sharing books using iPads Literacy today is more than reading and writing. Reading today is more than print. Writing today is more than ink. To engage my second language learners, I developed a blended learning unit on picture books that utilised both traditional and new literacies, and both analogue and digital tools. The whole unit was delivered via Edmodo and Google Sites . Edmodo.com I booked out a selection of picture books from the library, including classics such as ‘ The Giving Tree ’ and ‘ Green Eggs and Ham ’. We began with traditional literacy in the form of analytical skills, such as examining sentence structure, and identifying language patterns such as rhythm, rhyme, repetition, and onomatopoeia. We explored characterisation , and developed visual literacy by analysing how the images enhanced and helped the text. We also looked at the cover, the style of illustration, the page turners, the main ...
In today's learning environments, we teach a huge range of diverse learners with greatly differing needs. Those fortunate to be in 1:1 or BYOD environments can take advantage of the many software apps and extensions, such as personalised playlists ( Sophia.org ) that exist to act as additional support for those who need it - technological teaching assistants! One app I have recently been exploring is the Read& ; Write for Google extension. Read& ; Write for Google is a free* Google Chrome Web App that increases accessibility for struggling readers and writers, and can help offer assistance to EAL learners. Read&Write for Google Tool Bar Simply visit the Chrome Store and install, and a tab will appear - on Google Docs - on web sites - it will also work with KES, PDF and ePub files. Full features include text-to-speech, dictionary, fact finder, highlighting, word prediction, and Read Aloud with ...
I have just finished planning and building this website , which acts as a full unit of work for Year 10, second language learners. Using picture books as a starting point, we learn key terms and devices for effective story-telling . There are loads of opportunities built in for writing and reading, as well as speaking and listening to develop confidence in preparation for the assessments. The stages I have planned are as follows: The assessments and learning intentions align with the CIE English as a Second Language syllabus but could easily work for any English curriculum. I think the unit would work equally well as an introduction to literature students. The end product will be a children's story book based on a childhood memory and, to make it authentic, we will share with primary learners and donate to the school library.
There is much evidence to acknowledge that literacy today is not the same as literacy yesterday. Emerging literacies and new ways of reading, along with our interpretation of what actually makes a text, means that educators need to address new ways of engaging learners when it comes to reading. Kress (2003) suggests that transformations in digital technologies have forced teachers to rethink what literacy means (Bormann & Lowe, 2010), and Patrick Carman, author of the popular "Skeleton Creek" and "Trackers" series (Scholastic) suggests that technology can “enrich fictional narrative and engage young readers” (School Library Journal, 2011). When it comes to encouraging children to read, Carman says that, "we need to get smart about tech" (School Library Journal, 2011) and e-readers could be just the solution to re-engage digital learners. What are e-readers? E-readers are electronic devices upon which books can be downloaded and read. They are light...
Following posts about teaching my second language learners, I was invited to be a guest on a Twitter Chat. #PSTChat is for pre-service teachers based in Australia. The topic was EAL Strategies. The chat is archived on Storify . Check the following posts that warranted my invitation: 1) Scaffolding ESL 2) Fotobabble 3) Authentic Audience
For the past few weeks I have been working on scaffolding my IGCSE Second Language English class. These lessons arose out of the start of year assessment we conducted to determine levels and needs. This is pure assessment for learning. The writing was very weak and in reality, way below the prerequisite for success at this level. However, as I am a big believer in self-fulfilling prophecies, I told them what a great start they had made and proceeding to dig deep to form some solid foundations to allow them the success they deserve. The IGCSE exam requires learners to write two essays of between 100-200 words each, depending on the level of paper they sit. One requires formal register , and one, informal register - normally a letter. AfL dictated that a letter was at present out of reach and so, my little unit on postcards was born. Previously, I have written about the first two weeks of this plan which involved: labelling an image of a beach to provide and expand vocabulary ...