Like so many other English Language Arts teachers, I am always on the hunt for audio options for books, poems, and short stories, BUT not just any audio will do. I, as well as many students, like to listen to a well-read narrator with inflection and/or voices. It’s highly entertaining, and it offers up a wonderful model of reading fluency.
We’ve all heard boring monotone audio tracks, but I thought I would share a personal favorite of mine: Edgar Allan Poe’s “The Tell-Tale Heart” read by Mr. Matthew Gray Gubler. Some of you may be more familiar with his character on the television show Criminal Minds (Dr. Spencer Reid).
Do yourself a favor, and listen to this suspenseful tale as Gubler incorporates all of the thrill and paranoia of the narrator through his tone. You might even consider having students discuss what makes it a good read in terms of voice, pacing, and background sounds. Take a listen, and let me know what you think.
Summer reading. Two of the dirtiest words I feel I could say to some students as an English teacher, or at least it feels that way sometimes.
As an ELA teacher, reading is a passion. I have always voraciously devoured books as long as I can remember. But, sadly for many, this is not the case. Regardless, if it’s part of the course description you choose, then it is what it is. ELA teachers, myself included, take great care in selecting the summer reading options, yet there always seem to be objections to selected works of literature, works meticulously chosen to give our students an opportunity to safely explore complex thematic elements without having to experience them in real life.
Summer reading is required by a multitude of schools across the country, primarily for honors and college prep classes, so why is it still such a hot topic? Is it the content of the books? Is it the assignment paired with the selections? Do we really have such little faith in teachers’ abilities to plan curriculum and execute discussions thoughtfully? What are your thoughts and suggestions?
Writing is a skill as necessary as walking, and it’s acquired in much the same way. We see others do it, we try to emulate the process, and we often only master it through constant practice.
Student composition skills emerge through routine writing practice followed up by constructive feedback from the instructor and/or peers. This is all fine and good, and it seems like common sense. However, one major impediment to this practice lies within the time required for reading and providing this feedback to the multitude of students within each class. Thanks to technological advancements in educational tools, ELA teachers can work smarter and not harder in this area.
With all of this in mind, here is a list of five technology tools in Google to expedite the assessment of writing.
- Google Voice Typing – This dictation tool is available for use within the Google Docs toolbar makes offering thorough writing commentary a speedier process.
I have utilized this tool when grading written essays. I may open a Google Doc and voice my feedback through this tool. Afterwards, I can print this doc and attach to the student paper for more thorough instruction as to how the student performed and may revise without the impediments of limited time and space to do such
- Kaizena – This Google Add-on allows for readers to convey feedback by highlighting pieces within a Google Doc and leave verbal and/or text comments as well as tagging specific writing, grammar, usage, and mechanics skills that may need attention. Each student’s work and feedback stay within a conversation, allowing progress to be tracked all throughout the term.
This tool was particularly effective with my upperclassmen, who seemed more receptive to conversing about their writing, but it also works well for those open to the writing process in all of the editing and revision glory.
- WriQ – This Add-on allows teachers to open a piece of writing in Google Docs and quickly assess student writing. WriQ offers a suggested scored based upon metrics it analyzed such as word count, sentence count, and time spent writing. WriQ checks grammar, punctuation and spelling errors, which will be highlighted within the document for easy examination and color-coded by error. Next, users can assess the writing using a genre-specific rubric within the Add-on by clicking on the appropriate descriptor to suit the writing. After saving, users are given a summary of all feedback and an opportunity to type more feedback if necessary. After saving, this summary will be attached to the top of the document with all errors still highlighted for student viewing.
This tool is great for ELA and writing courses as it evaluates a variety of writing genres.
- Orange Slice – This teacher-created Google Add-on allows users to create rubrics, score papers, and then return the marked rubric on the student paper with scores and rubric attributes highlighted. There is also a student version available for peer feedback.
Happy reading and assessing with these available Add-ons!
If you have tried these or have another favorite, feel free to share and comment below.
New beginnings incite mixed feelings for most of us. For some, they entail excitement, spontaneity, and adventure while, for some, anxiety, fear, and stress. In fact, many people detest writing since words do not magically flow onto the page; it is a process, but one well worth the endeavor. As an English Language Arts(ELA) teacher, I feel the pressure of all feelings above. Will these entries be of interest? Will I be under compositional scrutiny just because I teach ELA? Oh, the insecurities that threaten our best efforts! But, regardless of initial feelings, the basic truth is that beginnings bring us opportunity. What we make of said opportunity falls upon our own willingness to try something new, to take the risk, to grow.
This blog begins my venture into sharing my educational experiences (both EdTech and ELA) with a larger audience in hopes of helping others find new ways to learn. Often, I have been met with the questioning brow or skeptical look when technology and English class are combined in the same sentence, as if there is some invisible line drawn between print and digital English classrooms (or any classroom for that matter). Choose a side, they say with taciturn eyes; however, technology is not the opposition. It CAN be blended beautifully into the classroom to improve students’ reading, writing, and analysis skills. You can straddle this imaginary line and learn and grow right along with the students. Scary, I know, but well worth the endeavor.
We must model life-long learning if we expect students to value it as well. So, with all of this in mind, look forward to seeing posts on a wide range of ideas, tools, strategies, and the like as the emphasis is placed on learning with technology and reaching students. Though many examples will be within the realm of ELA, I look forward to reading comments on how you adapt them.