Ohio Resource Center > Record > Interactivity Seen as Key

ORC Resource Number #12094

Interactivity Seen as Key

http://www.edweek.org/dd/articles/2007/09/12/02ell.h01.html

PROFESSIONAL COMMENTARY

The use of interactive technology can help English language learners (ELLs) practice reading, writing, speaking, and listening. This article looks at which activities are most effective and motivational for ELL students: 1) activities designed for ELLs, 2) activities meant for all students, or 3) activities such as computer chat sessions and web quests. Author Mary Ann Zehr briefly explores differing opinions about the use of traditional software like Rosetta Stone Inc. and Pearson Education versus new software marketed for all students, or the use new technologies. Included is a list of ELL technology tips. (author/jlkrause)

OHIO STANDARDS

English Language Arts Standards

Phonemic Awareness, Word Recognition and Fluency Standard

Benchmarks (K - 3)

Use letter-sound correspondence knowledge and structural analysis to decode words.

Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.

Acquisition of Vocabulary Standard

Benchmarks (K - 3)

Use context clues to determine the meaning of new vocabulary.

Read accurately high- frequency sight words.

Apply structural analysis skills to build and extend vocabulary and to determine word meaning.

Know the meaning of specialized vocabulary by applying knowledge of word parts, relationships and meanings.

Use resources to determine the meanings and pronunciations of unknown words.

Benchmarks (4 - 7)

Use context clues and text structures to determine the meaning of new vocabulary.

Infer word meaning through identification and analysis of analogies and other word relationships.

Apply knowledge of connotation and denotation to learn the meanings of words.

Use knowledge of symbols, acronyms, word origins and derivations to determine the meanings of unknown words.

Use knowledge of roots and affixes to determine the meanings of complex words.

Use multiple resources to enhance comprehension of vocabulary.

Benchmarks (8 - 10)

Use context clues and text structures to determine the meaning of new vocabulary.

Examine the relationships of analogical statements to infer word meanings.

Recognize the importance and function of figurative language.

Explain how different events have influenced and changed the English language.

Apply knowledge of roots and affixes to determine the meanings of complex words and subject area vocabulary.

Use multiple resources to enhance comprehension of vocabulary.

Benchmarks (11 - 12)

Verify meanings of words by the author's use of definition, restatement, example, comparison, contrast and cause and effect.

Distinguish the relationship of word meanings between pairs of words encountered in analogical statements.

Explain the influence of the English language on world literature, communications and popular culture.

Apply knowledge of roots, affixes and phrases to aid understanding of content area vocabulary.

Use multiple resources to enhance comprehension of vocabulary.

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard

Benchmarks (K - 3)

Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text.

Make predictions from text clues and cite specific examples to support predictions.

Draw conclusions from information in text.

Apply reading skills and strategies to summarize and compare and contrast information in text, between text and across subject areas.

Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative).

Apply and adjust self-monitoring strategies to assess understanding of text.

Benchmarks (4 - 7)

Determine a purpose for reading and use a range of reading comprehension strategies to better understand text.

Apply effective reading comprehension strategies, including summarizing and making predictions, and comparisons using information in text, between text and across subject areas.

Make meaning through asking and responding to a variety of questions related to text.

Apply self-monitoring strategies to clarify confusion about text and to monitor comprehension.

Benchmarks (8 - 10)

Apply reading comprehension strategies to understand grade-appropriate text.

Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).

Use appropriate self-monitoring strategies for comprehension.

Benchmarks (11 - 12)

Apply reading comprehension strategies to understand grade-appropriate texts.

Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).

Use appropriate self-monitoring strategies for comprehension.

Reading Applications: Informational, Technical and Persuasive Text Standard

Benchmarks (K - 3)

Use text features and structures to organize content, draw conclusions and build text knowledge.

Ask clarifying questions concerning essential elements of informational text.

Identify the central ideas and supporting details of informational text.

Use visual aids as sources to gain additional information from text.

Benchmarks (4 - 7)

Use text features and graphics to organize, analyze and draw inferences from content and to gain additional information.

Explain how main ideas connect to each other in a variety of sources.

Benchmarks (8 - 10)

Utilize multiple sources pertaining to a singular topic to critique the various ways authors develop their ideas (e.g., treatment, scope and organization).

Benchmarks (11 - 12)

Synthesize the content from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics.

Writing Applications Standard

Benchmarks (3 - 4)

Write informational reports that include facts, details and examples that illustrate an important idea.

Writing Conventions Standard

Benchmarks (3 - 4)

Spell grade-appropriate words correctly.

Use conventions of punctuation and capitalization in written work.

Use grammatical structures to effectively communicate ideas in writing.

Benchmarks (5 - 7)

Use correct spelling conventions.

Use conventions of punctuation and capitalization in written work.

Use grammatical structures to effectively communicate ideas in writing.

Benchmarks (8 - 10)

Use correct spelling conventions.

Use correct punctuation and capitalization.

Demonstrate understanding of the grammatical conventions of the English language.

Benchmarks (11 - 12)

Use correct spelling conventions.

Use correct punctuation and capitalization.

Demonstrate understanding of the grammatical conventions of the English language.

Research Standard

Benchmarks (3 - 4)

Select and summarize important information and sort key findings into categories about a topic.

Communicate findings orally, visually and in writing or through multimedia.

Benchmarks (5 - 7)

Formulate open-ended research questions suitable for inquiry and investigation and develop a plan for gathering information.

Locate and summarize important information from multiple sources.

Organize information in a systematic way.

Communicate findings orally, visually and in writing or through multimedia.

Benchmarks (8 - 10)

Organize information from various resources and select appropriate sources to support central ideas, concepts and themes.

Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia.

Benchmarks (11 - 12)

Compile, organize and evaluate information, take notes and summarize findings.

Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia.

Communications: Oral and Visual Standard

Benchmarks (3 - 4)

Demonstrate active listening strategies by asking clarifying questions and responding to questions with appropriate elaboration.

Use clear and specific vocabulary to communicate ideas and to establish tone appropriate to the topic, audience and purpose.

Benchmarks (5 - 7)

Use effective listening strategies, summarize major ideas and draw logical inferences from presentations and visual media.

Explain a speaker's point of view and use of persuasive techniques in presentations and visual media.

Vary language choice and use effective presentation techniques, including voice modulation and enunciation.

Benchmarks (8 - 10)

Use a variety of strategies to enhance listening comprehension.

Demonstrate an understanding of effective speaking strategies by selecting appropriate language and adjusting presentation techniques.

Benchmarks (11 - 12)

Use a variety of strategies to enhance listening comprehension.

Select and use effective speaking strategies for a variety of audiences, situations and purposes.

Technology Standards

Technology for Productivity Applications

Benchmarks (3 - 5)

Use appropriate tools and technology resources to complete tasks and solve problems.

Benchmarks (6 - 8)

Select appropriate technology resources to solve problems and support learning.

Technology and Communication Applications

Benchmarks (3 - 5)

Use technology communications to participate in online group collaborative interactive projects and activities.

Benchmarks (6 - 8)

Select appropriate technology communication tools and design collaborative interactive projects and activities to communicate with others.

Benchmarks (9 - 12)

Identify communication needs, select appropriate communication tools and design collaborative interactive projects and activities to communicate with others, incorporating emerging technologies.

Technology and Information Literacy

Benchmarks (3 - 5)

Use the Internet to find, use and evaluate information.

Benchmarks (6 - 8)

Develop search strategies, retrieve information in a variety of formats and evaluate the quality and appropriate use of Internet resources.

Select, access and use appropriate electronic resources for a defined information need.

Benchmarks (9 - 12)

Apply a research process model to conduct research and meet information needs.

NATIONAL STANDARDS

Standards for the English Language Arts

Range of materials and purposes for reading

Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

Reading strategies, language use, and conventions

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Write, speak, and visually represent to create text

Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

Research and inquiry

Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Language diversity and competency

Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.

Purposes for using spoken, written, and visual language

Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

RESOURCE TYPE

Professional Resource

STANDARDS ALIGNMENT

Grades 3–12

TOPICS

English Language Arts --
Communication;
Listening;
Speaking;
Viewing;

KEYWORDS

interactive technology;
English Language Learners (ELLs)

Publisher: Education Week

Author: Mary Ann Zehr

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