Task Cards

Instructional Technology
Felicity Fannoh
EDU- 225
Grand Canyon University
Prof. Nancy Pratt
November 9, 2014

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Raft
Reading: Foundational Skills/ Word Recognition

Role
A second student
ELL student

Audience
Students favorite
reading book

Format
Informational/
reading aloud

Row 2

Two Syllable
words

Reading to
parents/guardian

Letter

Role 3

Prefixes and
Suffixes

Classmates/
friends

Instructions

Row 1

Topic
How to
distinguish long
and short vowels
when reading
regularly spelled
words.
Decoding
regularly spelled
two syllable
words with long
vowels
Educating
classmates and
friends how to
identify words
beginning with a
prefixed and
suffixed.

Raft Task Card: Reading

Objective:
You will be able to know and apply grade level phonics and word skills in decoding words.
Student Role:
A second grade ELL student
Audience
Your favorite book
Format
An informative strategy/ reading aloud
Topic
How to distinguish long and short vowels when reading regularly spelled and syllable word.

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Direction:
1. Visit Foundational skills in Reading K-5 to learn more about word recognition.
2. Write as a journal every day for 15 minute to one syllable words
3. Type your words using a computer for easy retention and reading
4. Read typed words until satisfied with a certain level of fluency and expression.
5. Record yourself while reading making a video on Ipad, phone, laptop. Share it with your family
and friends.
Resources
Websites to visit
Foundational Skills
http://www.corestandards.org/ELA-Literacy/RF/2/
Word Recognition
http://www.education.com/activity/article/Word_Recognition/

Assessment
Prepare a list of 25 one syllable words, and record reciting each of the words.
20 points will be receive for each of the above task performed, recording and making video.

Raft Task Card: Reading

Objective:
You will be able to know and apply grade level phonics and word skills in decoding words.
Student Role:
Two Syllable words
Audience
Reading book to parents
Format
Letter
Topic
Decode regularly spelled two syllable words with long vowels.

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Direction:
6.
7.
8.
9.
10.

Visit Foundational skills in Reading K-5 to learn more about word recognition.
Type as a journal every day on a tablet for 15 minute two syllable words
Type your letter using a computer for easy retention and reading
Read type letter until satisfied with a certain level of fluency and expression.
Create a voki at voki.com. Build a wonderful avatar for this project. Read your letter as the voki
voice to your parents.

Resources
Websites to visit
Foundational Skills
http://www.corestandards.org/ELA-Literacy/RF/2/
Decoding words
http://www.abcteach.com/directory/prek-early-childhood-reading-decoding-word-recognition-29822-1

Assessment
Prepare a letter thank you letter not less than 250 words thanking them for sending you to school
including two syllable words.
20 points will be received for each of the above task performed, Voki video and letter writing.

Objective:
You will be able to know and apply grade level phonics and word skills in decoding words.
Student Role:
Prefixes and Suffixes
Audience
Friends/ Pairs
Format
Instructions to friends

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Topic
Educating classmates and friends how to identify words beginning with a prefixed and suffixed.
Direction:
11. Visit Foundational skills in Reading K-5 to learn more about word recognition.
12. Type as a journal every day on a tablet for 15 minute words beginning with prefixes and
suffixes.
13. Type your words using a computer for easy retention and reading
14. Read type words aloud until satisfied with a certain level of fluency and expression.
15. Do a vocabulary blog post on your school website every week for 4 weeks with words starting
with a prefix and a suffix.
Resources
Websites to visit
Foundational Skills
http://www.corestandards.org/ELA-Literacy/RF/2/
Prefix and suffix
http://www.prefixsuffix.com/rootchart.php

Assessment
Prepare a vocabulary blog and post it on your school website for all your classmates to see.
20 points will be received for each of the above task performed, blog post and Vocabulary.

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Student Centered Technology

Student centered teaching using technology is a joy of focusing on students interests, demands,
and needs. This approach is guarded. While teacher may planned, learning styles of styles are
considered. For over 100 years, philosophers such as John Dewey, Lev Vygotsky, Jean Piaget,
Jerome Bruner, Ferriere, Rousseau, Freinet, Howard Gardner, Gianni Rodari, Bruno Ciari, Maria
Montessori and others have reported on the benefits of experiential, hands-on, student-centered
learning. Despite the new definition of literacy in our world today which talks about the usage
of technology and how it impacts our schools and classrooms, our classrooms settings are still
teacher centered. The architecture of our classrooms today are transmission teachers passing
knowledge to students. With all these limitations that still exist, how can the new approach of
student center and a technology classrooms come to reality?
Multiple of researchers in educational technology advocate the essential of integrating
Technologies into teaching and learning (Kozma, Russell, Jones, Marx, & Davis,
1996; Linn & Hsi, 2000). Expanded use of technology in classrooms has the potential to
support students exploration to diverse learning (de Jong & van Joolingen, 1998) and to
enable student-centered learning (Brush & Saye, 2000; M. J. Hannafin & Land, 1997). Engaging
students with their different learning styles promotes success in our schools and classrooms.
Engagement has long been viewed as a useful indicator of the quality of school learning
and a predictor of student achievement level (Capie & Tobin, 1981; Nystrand &
Gamoran, 1991; Tobin & Capie, 1982). Student involvement in classrooms adds to
their cognitive development (Greenwood et al., 2002; Lee & Anderson, 1993), and student
engaged time has a significantly positive correlation with their academic achievement
measured by standardized tests (Capie & Tobin, 1981; Tobin & Capie, 1982).

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Finally, even though technology and learning seem to be difficult, research has showed the exact
usage of technology can improve student outcomes. Let me clear to point out, technology in
itself doesnt guarantee impact on student outcomes (Dynarski, Agodini, Heaviside, Novak,
Carey, Campuzano, Means, Murphy, Penuel, Javitz, Emery, & Sussex, 2007; Wenglinsky,
1998), when it is used aged appropriate, it can help to improve students performance on
achievement tests.

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Refrences
Wu, H., & Huang, Y. (2007) Ninth grade student engagement in teacher-centered and student
centered technology-enhanced learning environment. Retrieved on November 9, 2014 from
http://eds.a.ebscohost.com.library.gcu.edu:2048/ehost/detail/detail?vid=6&sid=76f007ed-ccf14663-b472Lasry, N., Charles, E., Whittaker, C., Dedic, H., & Rosenfied, S. (2013) Changing classroom
designs. Retrieved on November 9, 2014
http://eds.a.ebscohost.com.library.gcu.edu:2048/ehost/detail/detail?vid=6&sid=76f007ed-ccf14663-b472Babette Moeller & Tim Reitzes (2011) Education Development Center, Inc. (EDC). Integrating

Technology with Student-Centered Learning. Quincy, MA: Nellie Mae Education Foundation. Retrieved
on November 9, 2014 from

http://www.nmefoundation.org/getmedia/befa9751-d8ad-47e9-949d-bd649f7c0044/integrating

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