Choose Your Own Adventure: A Hypertext Writing Experience
Review Publish Date: 2021-04-20 14:07:19
Reviewer: INFOhio Reviewer
Rubric Version: Reviews Review Rubric Version 0.92
Endorsements
Flexible Learning Endorsement |
Summary: Learners explore and review the elements of fiction. Then, students' interest in "choose your own adventure" stories peeks, as learners have multiple opportunities to explore this genre of text. After meeting in literature circles, students engage in writing their own "choose your adventure" story. Students write their stories using a web-based platform.
Usability
Meets
Expectations
Flexibility and Adaptability
Meets
Expectations
Inclusive Teaching
Meets
Expectations
Research-Based Strategies
Meets
Expectations
Usability : 3/6 Top
a. Materials follow Web Content Accessibility Guidelines.
b. Material(s) are not overly resource intense that would require consistent high-speed internet access, such as large video files and multiple high-resolution photos.
Reviewer Notes: ReadWriteThink Webbing Tool requires Flash, try utilizing another tool to achieve the same outcome
c. The visual design of materials is clean and coherent, lending itself to ease of learning.
Flexibility and Adaptability: 3/6 Top
d. Materials are flexible to allow students to access and complete work online or offline as needed.
e. Materials can support and/or facilitate learning in hybrid and/or online delivery methods.
f. Teacher supports, documentation, and/or guides for effective use are present.
Reviewer Notes: FROM THEORY TO PRACTICE
This lesson combines reading and writing in a collaborative, small-group learning experience. It utilizes technology, specifically Web page design, group and individual work, and student self-assessment. As Wilhem and Friedemann (1998) state, "[D]esigning hypermedia projects encourages students to name themselves as readers, writers, and learners and supports them in the achievement of better reading, idea development, sense of audience, classifying, organizing, collaborating, representing understandings, revising, and articulating and applying critical standards about the quality of their work" (15). Asking students to write collaboratively offers many benefits, among them, according to Helen Dale: "Co-authoring prompts students to write more recursively, in a process more like that of expert writers." (14)
Further Reading
Wilhelm, Jeffrey D., and Paul D. Friedemann, with Julie Erickson. 1988. Hyperlearning: Where Projects, Inquiry, and Technology Meet. York, ME: Stenhouse.
Dale, Helen. 1997. Co-Authoring in the Classroom: Creating an Environment for Effective Collaboration. Urbana, IL: NCTE. Inclusive Teaching: 3/6 Top
g. Content is presented with an objective view on topic and is free of bias.
h. Content creates student experiences that enable all children to reach empowering and rigorous learning outcomes regardless of their race or income.
i. Content cultivates an awareness and acceptance of a variety of ages, cultures, races, religions, and gender roles and identities.
Research-Based Strategies: 8/14 Top
j. Content builds on prior learning
Reviewer Notes: Graphic organizers and reflective journals are utilized k. Content leads to further learning by gradually removing supports and requiring advanced skills and concepts.
Reviewer Notes: Reviews elements of fiction and uses those elements as a basis for story writing. Students have opportunities to reflect on their writing through reflective journaling l. Content provides for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation and/or reflection.
m. Content engages students through discussion questions and other supports that build toward independence.
n. Uses technology and media to deepen learning and engage students.
o. Content includes options for differentiation to meet needs of all learners.
p. Instructional approaches used are reflective of best practices and research on what works in education.
Reviewer Notes: Common Core standards are noted, as well as:
NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
3.
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).
5.
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.
6.
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 nonprint texts.
8.
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.
11.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. |
Usability
Flexibility and Adaptability
Inclusive Teaching
Research-Based Strategies
|
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Endorsements
The Accelerating Learning endorsement indicates that the material meets or exceeds expectations for both the Standards Alignment and Research-Based Strategies indicators.