Literacy 2.0 Tools

Frey, Fisher and Gonzalez (2010) state, “In literacy 2.0, we need to equip students with the cognitive tools that allow them to produce and share knowledge - using sounds, images and texts - and the technological tools that provide them the means to do so” (p. 72). Technology should enhance student learning. Simply offering students one way to complete a task, following step by step directions, completing the same task, and leading them to the outcome is no longer sufficient. Now, students are expected to problem solve, think and produce evidence that they understand what has been asked of them. How they get to the final product may look different from student to student. We need to encourage students to be in control of their own learning, to innovate and to create. Below are a two tools that allow students to do just that.

Tool #1 Description: Rewordify

Rewordify is a digital tool that allows students to enter a piece of text that was hard for them to understand and will re-word it so it is easier to understand. It also has a vocabulary component. It will choose difficult words in a text or allow you to choose the words and will provide you with the needed information. For example, you can ask it to reword it with easier vocabulary or highlight it and click on the word to see the definition. Rewordify allows teachers to easily differentiate for students. They can select the text and words. Students can also choose how the site works for them. There are many options in the settings. They decide what style best suits them. Rewordify also allows students to chart their progress.

Strategies and Methods to Incorporate into Reading and Writing Curriculum:

I really like everything Rewordify has to offer. As a sixth grade teacher that is beginning the transition to project based learning, Rewordify will make that process a lot more manageable for me. It will allow me to work one on one and in small groups with students while they are working on reading assignments and vocabulary that they are able to manage on their own without any explanation/help from me. It truly allows them to be independent and in control of their own learning.

Unfortunately, there are students that are not reading on grade level, but are constantly exposed to grade level texts. In addition, even proficient readers encounter difficult/unknown words or struggle with sections of a text. Rewordify will allow them to read through a text successfully by providing them with the information they need to make sense of it. As the teacher, I can let them choose the text, or I can supply it. Then, as they work through the text, they identify what is challenging to them and work on individualized lessons accordingly. Rewordify will let teachers differentiate student practice of reading and vocabulary skills that will customize to the students needs and abilities. In addition to using Rewordify in the classroom, students could use it as a tool at home if they are struggling to understand any text.

Tool #2 Description: BrainRush

BrainRush is a tool that provides students the opportunity to learn, practice and assess their knowledge on various ELA skills. It sorts it by subject, grade level and even common core skills. It’s very easy to search within. BrainRush has reading practice skills such as plot, literary genres, prefixes and roots, figurative language, author’s purpose, and many more. It also can aid students in their writing. For example, it has some games, practice and assessments for word choice. In these activities students learn new words to replace overused/dull ones. A feature that I really liked about BrainRush is that it differentiates as the student works. As they are learning and practicing, it keeps track of the ones they miss and will automatically keep assessing them until they have it mastered.

Strategies and Methods to Incorporate into Reading and Writing Curriculum:

I absolutely LOVED BrainRush. I was very impressed with the wide variety of options it offered. Currently, our school district does not have a resource for teaching grammar, language and mechanics skills. It’s very hard to find good, meaningful practice of these skills. BrainRush would be a great resource that would allow teachers to provide differentiated instruction to students that meet the new Literacy 2.0 guidelines.

After I introduce all the parts of speech, sentences, language and mechanics topics, BrainRush will be the tool I can use to have students refresh, practice, apply and assess their understanding. These skills are already hard to make “fun,” and BrainRush would allow just that. I would simply attach the link to the BrainRush skills I want my students to practice to Schoology, our learning management system (LMS). There, they can participate in the activities. Students can do these activities with or without an account. However, if they don’t have one, they will be unable to monitor their progress, but still reap all the other benefits. A bonus to BrainRush is that students can practice what they want, when they want.

For reading, I would assign BrainRush activities as a way for students to practice new skills taught. I could even use it as an attention getting exercise as a way to introduce a new topic/skill. It would allow students to learn, explore and practice before I teach a mini-lesson. That way they would be engaged in their learning and have a little prior knowledge that could aid in their understanding of the skill/concept as a whole. I would just be there to assist and/or supply further information. BrainRush could easily be used in the “flipped classroom” model.

After completing the BrainRush activities, students will be well-versed in their reading, writing, grammar, etc. skills. It is an effective tool that will help meet the Literacy 2.0 needs of 21st century learners.

Reference:

Frey, N., Fisher, D., & Gonzalez, A. (2010). Literacy 2.0: reading and writing in 21st century classrooms. Bloomington, IN: Solution Tree Press.