CUE 2014‎ > ‎

How to Use Non-Printed Text

Resources from Conference -

Types of Text
Common Core and culture pushes definition of text beyond just printed words on a page
  • Video
  • Audio recordings
  • Graphics
  • Visual Pictures
  • Websites
  • Etc.
Resources for Non-Printed Text
  • Google
  • YouTube
  • National Geographic
  • TeacherTube
  • Time for Kids
  • Smithsonian
  • Other museums
  • News Clips for audio (short, expository, current events)
  • Recordings of speeches (not just transcripts)
  • When looking for resources, search primarily for purposeful content, then figure out how to tie it in and scaffold understanding
    • Might require modification, don't get so fixated on JUST grade level when looking for video or print sources
    • Example: Don't necessarily look for a video that teaches students about architecture, but instead look for a video that features a lot of architecture and have students identify commonalities
  • Videos allow for easy translation (typically), which means students can access through multiple languages
  • Use media much as you would printed text - have students do the same type of analysis
    • Graphic organizers or writing prompts can be used with little or no adaptation, but you do need to model how to use them
  • If using images as text, make sure all images are to be analyzed and you aren't using any as "decoration"
  • Videos can be used in multiple formats:
    • Focus on just the visual by muting the audio
    • Focus on just the audio by not showing the video
    • Can compare and contrast what the two sources provide
  • Use a variety of texts (printed and non-printed) in the same lesson
Sample Uses in the Classroom
  • Use of graphic organizer for close reading of video (see website for resources)
    • Watch video multiple times, each time looking for new content (focused to a specific topic)
      • Feel free to pause to let them continue to fill out the sheet
      • Emphasize importance of not just listening but also observing the VISUAL and MOTION components (otherwise we should just give a transcript)
    • At end, look back at all the viewings and try to synthesize together for central theme
    • Eases them into the close reading concept (helps students buy-in and make sense of "why")
    • Voice to text can transcribe videos/audio files if you want additional resources
  • Integrating Information
    • Students read story in class
    • Students then read two articles on the internet
    • Sample Prompt: "Using the information from your textbook and both articles, create a list of the important accomplishments of John Stetson's life" (Story was about John Stetson and online articles were about the Stetson company and Stetson hats)
    • NOT an assessment, give students an opportunity to try it and then guid thinking
  • Trace and evaluate claims made in a text
    • Students read article about wind power
    • Students told to reread a specific section that focused on the challenges of wind power
    • Students told to read the challenges on the Department of Energy website
    • Sample writing prompt: "Based on everything you have read do you think the advantages of wind energy outweigh the disadvantages?  Why or why not?"
  • Compare and contrast two texts (of different types)
    • Students given picture after reading a text
    • Asked if they think the picture represents the text
    • Requires students to treat picture as text
    • Example Prompt "Do you think the picture of this concert is the same kind of concert Moses went to? Give evidence from the picture and the story to support your answer."
      • Story was about a child going to a classical concert, picture was of a rock concert
Matthew McKinnell,
Apr 29, 2014, 11:14 AM