Word Processing
Build Note-Taking Skills Using a Word Processor App
X-Cel Education
TAGS: #WordProcessor #GoogleDocs #XCelEducation
WHAT | Learners create a text document for taking notes.
Learners use a word processor app to take notes during class and may use any font or text style they like. They are strongly encouraged to use the different tools that help organize their notes, such as the highlight, bold, italic, and underline tools.
WHY | Develop workforce skills, organizational skills, and digital literacy.
Not only will students learn how to organize their class notes, but they will also be building skills in text documents which will undoubtedly help them in the workplace. Text documents are frequently used in a work environment, so having strong base skills in using a text document is important. Lastly, students will be able to build basic typing skills.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
Spaced learning
Experiential learning
HOW | Google Docs: Students will access Google Docs on their laptop and create a new document; students will then use this document to take notes during class. Be sure to have them put the date in the title of the document. Have instructors model and encourage the use of formatting tools. Students will tag their instructor to notify them so the instructor can check it at the end of class.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
WO.7: Create Documents: Word documents are useful tools that can be used in various ways to assist us at work, school, etc. This routine helps students build skill and comfort with this tool as well as organize information and save content.
IS.6: Organize Information & Files: By taking notes on a word processor, they will constantly have to add/delete things and have to manage to keep their documents organized in order to find them when needed, especially if multiple documents are created.
OL.10: Save and Manage Content: They will constantly need to save and manage their content during this routine. They’ll need to refer back to these documents when needed, so keeping them organized and stored locally and/or on a cloud is essential.
Collect and Organize Professional and Educational Experience using Resume Template
Labouré Adult Education Program
TAGS: #InstructionalRoutine #WordProcessing #ResumeTemplate #Laboure
WHAT |Live Resume Template: Learners will access and begin filling out or collecting the content necessary for creating a resume using a template. The template will be saved and constantly added to as the student language-related lessons cover topics such as demographic information, educational experience, and work-related experience.
WHY | Updating documents: While students are learning skills, such as past tense descriptions of previous experience or the skill of summarizing, they will be constantly making contributions or modifying content to a live resume template, helping them make the connection that their learning is applicable to their lives. They will see that a resume is a living document that can be updated to reflect new goals and experiences. Students will also include transferable skills that they have attained previously that may open up unrecognized job opportunities.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Templates: As a component of accessing digital organizational tools, students will be shown how to find templates in Google Docs and Word. They will select a resume template and learn how to save it and add to it as a live document. Information will be added to this document as the lessons progress through content areas such as demographics, descriptions of past experiences, and expressing objective goals. Students will save the form on their Chromebooks or smartphones so that it can be easily accessed when filling out applications and when submitting resumes for real job search.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CR 3: Adapt and reuse digital content
EF 6: Save and find documents
IS 4: Self-assess your skills
IS 6: Organize information and files
LL3: Set goals and reflect
Commenting and Giving Feedback with Cloud-based Word Processors
Catholic Charities/El Centro Adult Education
TAGS: #InstructionalRoutine #WordProcessing #GoogleDocs #ElCentro
WHAT | Students use the two features of annotation: editing a document directly and commenting in Google Documents. Teacher uses comments to give feedback to the student independently and the student can edit the document directly or use the comment reply feature to discuss with the teacher or ask questions about a specific portion of the highlighted text. This routine is ideal for teachers who already use Google Classroom.
WHY | The primary rationale is to build writing and collaboration skills simultaneously. Google Docs, and cloud drives in general, almost all have a feature like annotations/comments and it’s a great tool for students to use to collaborate with each other. This is a way for students to develop proficiency with how the feature works so that they will be equipped to collaborate with each other, as well as potential colleagues at future jobs. This type of feedback is also an excellent metacognitive strategy for students to think critically about the writing process.
This routine encompasses many workplace skills essential for using a word processor. Additionally, it is a crucial skill in understanding cloud storage and the concept of shared documents, giving people the ability to collaborate swiftly. Finally, navigating cloud storage and accessing these types of documents are essential foundational skills in retrieving documents.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
Annotating: Using Google Documents to comment directly to the student allows students to “engage deeply with a text by focusing on specific sections as highlighted.
Error Analysis: Analyzing errors is especially beneficial in helping learners develop a Learner Mindset and critical thinking skills, which are a component of Problem Solving. Studying their own errors can help learners see when they have used incorrect strategies or procedures, which is particularly important in strengthening Numeracy and supporting English language learners.
Guided Practice: This method also allows guided practice and goal setting by giving students manageable “chunks” of feedback with “actionable steps” to improve their work while simultaneously allowing them to analyze errors in context.
HOW | Google Documents Editing & Suggesting: Students submit a written assignment in Google Classroom. During the next lesson, the teacher will explicitly teach the functionality of the editing feature in Docs. Classrooms with a computer lab or laptops for students would be ideal, as they can log in, access the document simultaneously and follow along as the teacher demonstrates.
Pull up a sample text, be sure to include deliberate errors (whether they are grammatical or spelling is not important). The document will be shared with students and they will be able to log on and open the document simultaneously.
The teacher will direct attention to the upper right corner, where the default setting “editing” should already be activated. Click the drop-down menu and select “suggesting.”
The teacher now finds an error in the text and highlights it. Students resolve the error and the teacher types the “suggestion” which will appear as a comment to the right of the page and coincide with the highlighted text. The teacher will show them that they now have the option to accept or reject any suggestions. If the suggestion is valid, the teacher will click accept and the suggestion will take effect into the text itself.
Next, with the suggesting feature still active, the teacher highlights another section of text and draws students’ attention to the speech bubble with a plus symbol in it. Click it.
The teacher demonstrates that this feature allows the user to add comments over the highlighted portion of text. These comments do not coincide with suggested edits like previously stated, and are available to add in both editing mode and suggesting mode.
Students will then work in pairs to comb the text for errors and use the suggesting feature to “suggest” corrections. The teacher will be able to see these suggestions in real time. Additionally, the teacher can instruct students to ask three questions, make three agreements/disagreements, or otherwise comment using the comments feature to further demonstrate their understanding between the two functions.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
WO.7: Create Documents
WO.3: Manage Projects Online
WO.4: Choose the Appropriate Tools
OL.10: Save and Manage Content
Create a Digital Journal Using an Online Word Processor
BCYF Perkins
TAGS:#InstructionalRoutine #WordProcessing #GoogleDocs #Perkins
WHAT: Learners create a digital journal using an online word processor to practice their writing skills and develop their vocabulary, grammar, and sentence structure.
WHY: Journaling is important in English language learning as it provides a space for learners to practice and improve their writing skills. It allows them to express their thoughts, ideas, and experiences in English, which helps develop their vocabulary, grammar, and sentence structure. Journaling also encourages learners to reflect on their language learning journey and track their progress over time. It promotes self-expression, creativity, and critical thinking, as learners can explore different topics and engage in personal reflection. Additionally, journaling enhances fluency and confidence in writing, as learners regularly engage in the process of generating written content. It provides an opportunity for learners to experiment with language, practice new vocabulary and grammatical structures, and receive feedback from their teachers. Journaling can also serve as a valuable resource for teachers, as they can assess learners' writing skills, identify areas for improvement, and provide targeted feedback and support.
By using an online word processor for online journaling, students can easily access and update their journal entries from any device with internet access. It also allows for seamless collaboration and provides a convenient way for you to monitor and assess their writing progress. In the process, they develop foundational digital skills.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW |GoogleDocs
Establish a consistent schedule for journaling, whether it's at the beginning or end of each class.
Share Google Docs: Create a Google Docs template for journaling and share it with your students. Make sure they have editing access to the document.
Set up individual folders: Instruct each student to create a folder in their Google Drive specifically for their journal entries. This will help them stay organized and easily locate their work.
Assign prompts: Provide writing prompts or topics for students to respond to in their journal entries. You can create a list of prompts or give them specific ones for each session.
Format guidelines: Specify any formatting guidelines, such as font size, line spacing, or word count, if applicable.
Monitor progress: Remind students to save and update their journal entries regularly. Check their documents periodically to ensure they are actively journaling.
Foster collaboration: Encourage students to share their journal entries with peers for feedback or to engage in discussions. They can do this by sharing their Google Docs with specific classmates or through collaborative activities.
Emphasize privacy and confidentiality: Remind students to keep their journal entries private and respect the confidentiality of others if sharing their documents.
Monitor engagement: Keep track of students' journaling progress and provide support or additional guidance as needed.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
EF.3: Use Basic Browser Tools
EF.6: Save & Find Documents
EF.10: Create Safe Passwords
EF.12: Protect My Privacy on Shared Devices
IS.6: Organize Information & Files
WO.7: Create Documents
Provide Comprehensive Feedback on Student Writing Using a Word Processor
Action for Boston Community Development
TAGS: #InstructionalRoutine #WordProcessing #GoogleDocs #ABCD
WHAT: Students complete writing prompts and other assignments by completing a Google Doc template provided by the instructor. The template will vary depending on the assignment. This document is then shared with instructors, and at times with other learners. Students can get feedback and comments from instructors/classmates asynchronously and in real-time to improve their writing skills.
WHY: Google Docs is a common tool in both workplace settings and in school. Incorporating Google Docs for writing activities gives students practice with this digital tool, and also opens the opportunity for collaboration with classmates and instructors. Providing feedback via Google Docs throughout the year also allows instructors to track student progress and improvement.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Google Docs:
The instructor creates a new assignment in Google Classroom, and assigns a Google Doc template, choosing “Make a Copy for Each Student”. Assigning via template ensures a) each student has their own file b) the instructor automatically has access to all documents, and students do not need to use the ‘share’ function.
Students open the template and edit. If doing the activity in class, instructors should show the guide on how to edit the document. If doing the activity asynchronously, the guide for how to edit the template should be attached to the assignment.
After the student completes and submits the assignment, the instructor provides feedback within the Google Doc. It’s important that instructors review the feedback format with students throughout the year to ensure student understanding. The format should be level-appropriate. Some examples of using Google Doc tools to provide feedback:
Pose clarifying questions via comment function
Use highlight function with a variety of colors to identify errors / mistakes for students to correct
Using suggestions function to make direct changes to student text
Instructors can share students' Google Docs with other students for collaboration and feedback as well.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
WO.7: Create Documents
WO.3: Manage Projects Online
Using Text to Speech to Answer Questions in an Online Document
St. Mark Community Education Program
TAGS: #InstructionalRoutine #WordProcessing #GoogleDocs #StMarks
WHAT | Learners read the question in the Google Docs and answer using speech-to-text to check the accuracy of their answers. The teacher then grades based on the accuracy, providing feedback.
WHY | Learners benefit a lot from hearing the pronunciation of words within different contexts of English as well as seeing instant feedback about how they are pronouncing the words that relate to the current topic they are learning. The goal is for them to verify that they can communicate with meaning.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Google Docs: Teacher models how to use speech to text function in Google Docs. Model using correct pronunciation to show students how this technique helps to give instant feedback on pronunciation. This tool can be used to collaborate with other students to practice dialogues and check for pronunciation. To use this feature, go to “Tools” at the top of the taskbar in Google Docs and click on “Voice typing”. Click on the microphone to speak and see the words appear. Make sure the document is in edit mode for students to be able to write answers.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.2 Digital collaboration: Students are able to share documents with teachers so that there is a collaboration with the content being produced.
CO.7 Understanding ways to share information with others: This is related to CO.2 as students can also ask questions to other students to gain information from others. For example, if the topic is about hobbies,' students can ask each other questions like "What do you like to do when it is hot outside?”
Utilizing the Comments Feature on Word Processing Tools for Peer Feedback and Review
Labouré Adult Education Program
TAGS: #InstructionalRoutine #WordProcessing #GoogleDocs #Laboure
WHAT | Share Writing for Peer Feedback: Students share their original writing with others to receive feedback via the comments feature on Google Docs.
WHY | Peer Feedback: Being able to share a digital document with others and create comments, allows for interactive and collaborative writing in the classroom. Peer evaluation and comments allows both the person leaving the comment and the one receiving it to improve their writing and literacy skills as well as to hone their error analysis skills. Teachers can demonstrate to students and teach lessons on the variety of comments one can add, not simply error correction, but focused on a recently learned writing skill, for example. It helps students gain more immediate feedback than when the teacher is the sole commenter. Peer feedback and revision gives students more perspective and the opportunity to practice essential skills for future projects at school and work.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Google Docs: Students learn about the types of comments they can leave and how to do it via direct instruction, modeling, and practice. Students will create their original writing on a Google document.They will share their document with one or more students/staff. Students will use the comment feature to leave comments that can include error correction, stylistic suggestions, and positive reinforcement, i.e. “Great use of a conjunction!” Students read the comments and reply (verbally or written) for further clarification, etc. and make edits accordingly.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.7: Share Information with Others.
CO.2: Collaborate with Technology
CR.7: Revise and Adapt Existing Content: The amount of collaboration and revision will vary depending on the project. Modeling and clear instruction on types of comments and how to address them is imperative.