Integrating Digital Text in Your Classroom
by INFOhio Staff 2 years, 6 months agoWhat are two things you are currently doing in your classroom or instruction that will make integrating digital text easier?
The World Almanac for Kids Elementary
The World Almanac for Kids Elementary is a licensed digital resource from INFOhio, appropriate for K-5 students, and features articles, videos, interactive games, and activities on topics including animals, Earth Science, famous Americans, plants, exploring space, and more.
Teacher Resources in both of these resources include printable handouts, worksheets, graphic organizers, and classroom management forms to use with any lesson, plus science diagrams and projects.
This group has been created for INFOhio users of The World Almanac for Kids and Elementary digital resources to reflect and learn more about integrating these resources into the classroom.
To learn more about The World Almanac for Kids Elementary, take this online asynchronous class in INFOhio's K-5 Digital Content Learning Pathway: https://infohio.org/campus/learning-pathways/course/the-world-almanac-for-kids-elementary
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1. I model reading digital text with students. I have my Smart TV display digital texts from a variety of sources, including ebooks, web sites, learning apps, INFOhio resources, etc. With younger students, I like to use the word highlighting features. With older students we discuss how to read online sources much as we would non-fiction text features.
2. Our collection of ebooks is growing, and I've encourage students to use the highlighting and note-taking features available to help them slow down and interact with the text.
I use an online learning management system that makes it easy to share digtal content with students. My students also use a digital notetaking app, whihc allows them to easily save and annotate digital articles and other content.
I use Google Classroom and a variety of EdTech tools that support presentation skills, comprehension, and acccessibility features.
1) I read aloud some of the assigned reading to the whole class and annotate. I do not have the students do all of their reading independently.
2) I discuss important parts of the text with the whole group and highlight it on the screen for the class to see. This allows students the chance to stop and think about the text instead of just reading as fast as they can.