Author: Tracy J. Tarasiuk

Program Description

The need to implement a reading intervention that addresses the specific needs of struggling adolescent readers led to the development of Extreme Reading. This is an elective class I developed for the 2008-2009 school year for the sixth, seventh, and eighth grade students scoring below grade level on reading asssessments at Park Campus School in Round Lake, Illinois. The class addresses adolescent struggling readers’ needs by incorporating digital media into traditional reading and writing activities. The philosophy of this class is grounded in New Literacy studies and the research done in the area of adolescent struggling readers. The curriculum consists of various projects students are guided to complete during the quarter. The goal of this program is to increase the motivation and performance of adolescent readers through self-directed reading and writing projects that incorporate the use of digital technologies. This is a great technology.


Teaching struggling readers at the Junior High level is a particularly daunting task. Having been in school for many years, and experiencing failure quite often, many of these students have given up on themselves and/or the educational system. Adolescence itself is a transformative and turbulent time. Struggling at school only amplifies students' negativity and self-doubt. Many times, these insecurities are reflected in students' behaviors, making the adolescent struggling reader a particularly challenging student to teach.

Fortunately, today's adolescent, struggling or not, has grown up in a space where reading, writing, communicating, and creating has flourished--cyberspace. Adolescents have embraced Information and Communication Technology (ICT) for communicating with friends and family, creating original video, music, fiction and images. My Space, the online networking site, "makes it feel like you are with your friends, writing back and forth and sharing stuff, all the time" (7th grade student). Technology has intensified, altered, and expanded the literacy practices of young adults. Extreme Reading was developed to curb the emotional insecurities of adolescent struggling readers by taking advantage of their skills and knowledge of out-of-school-literacies.

Traditionally, at the Junior High level, students who are struggling with reading and writing (as determined by their local and state assessements) are placed in remedial classes or pulled out for extra help. Creating a remedial class where students are rarely given the opportunity to learn from each other is counter productive. Pulling adolescents out of classes, away from their friends, is a blow to their ego. In both models, instruction is often targeted to the lowest performing student, hindering the progress of all. Furthermore, published interventions for students at this level focus on the basics-skills and strategies that these students know and understand, but are not given authentic opportunities to practice.

During the past several years, as I have worked with adolescent students in the English classroom, our traditional projects seem just too simple for them, while the work they are doing online is quicker, faster, multi-dimensional, and multi-modal-Extreme. This is true for both at level and below level readers. This does not mean that reading a book and writing a paper are easy for today's students. Instead, the media that they are involved with everyday seems to have them thinking faster than our traditional representations of meaning. To merely write a summary or an analysis, or to synthesize by writing an essay that compares, are 'slower' activities.

Adolescents today seem to think and work 'faster.' By faster I mean that when they are writing using pen and paper, the simplicity of the activity seems to slow them down. When I have assessed the same reading skills using technology, the students thinking matches the media in which they are working. The intensity of the work seems to put the students at ease and make them more comfortable. They are familiar with the media and are motivated to complete their work, and complete it well-not just get it done. I created Extreme Reading in order to take advantage of students' knowledge and as an outlet for students to go above and beyond the not so extreme reading required by traditional curricula and standardized tests. The struggling readers in my Extreme Reading classes analyze, synthesize, and interpret texts more efficiently using ICT. As time goes on I hope to show that this not only helps them when involved in traditional meaning making, but as life-long learners and communicators.

The following sections describe the major projects students enrolled in Extreme Reading in 2008-2009 completed during each quarter. Results of Extreme Reading on students' literacy skills are discussed. This being the first year that Extreme Reading has been in place, results so far are limited. Since state standards are emphasized in school and district documents which report student learning and outcomes, Illinois State Standards addressed through each project are listed in the final section and include references to each project. Printable PDF documents I use to help students organize and develop each of the projects can be found at For Teachers at the Extreme Reading website. They are available for you to use and I encourage you to do so. I only hope that you'll let me know if the information was helpful and that you will share your own projects with me and my students. Tracy Tarasiuk

Dialog Journals

Middle school students appreciate having a voice in the classroom. In Extreme Reading, students are required to read a book. Choices are open to just about any type of text including non-fiction and graphic novels. The Extreme Book Talk completed by students in Extreme Reading is based on the book they choose to read. I use an online dialog journal to discuss students' reading progress and assess their comprehension.

I have always used dialog journals in class as a way to assess independent reading. I used to use the black and white composition notebooks. I began the year by taping a typed letter into each students' notebook that explained the purpose of the journal. From there, the students would write me back about their reading. I would lug the journals home and spend hours writing the students back. Dialog journals are a labor of love. I found out more from my students through our private conversations in the journal (more than I needed to sometimes), but to sit down and write out questions to each student was tiring.

Now, I use a website called Moodle. Here I can set up a forum for each student. I begin our correspondence the same way I did in the past, with a general letter asking students about the book they have chosen to read for the quarter. From there, questions and discussions become individual between each student and myself. I can still check the general comprehension abilities of each student by copying and pasting those questions as I respond to each student. But, what makes the online version of this activity more powerful, is the ability to view the threads of my conversation with each individual student. This provides a snapshot of each particular student's comprehension in their individual novel.

Another important aspect of students completing this activity online is the students are learning how to log-in and find their way around our work. Each quarter the range of students' knowledge in ICT varies. For some students, who are actively creating and corresponding on the internet daily, finding their way around the Moodle website is easy. Other students, who may not have the technology available to them at home, need to learn this skill. By the end of the quarter, all the students in Extreme Reading have not only written extensively about their reading, but are competent at logging into the site, typing a response, and posting information.

I do allow the students to use text language when we write in our dialog journals. Since the focus of the journal is for me to assess their thinking and comprehension skills, it is advantageous that the students are able to form thoughts and type them quickly. Since many of the students I work with are avid texters, but do not write very often about their reading, accepting texting language in their responses makes this activity less tedious for them. When I tell students that they are allowed to use texting language in their responses the reaction I get is one of excitement. This is motivating for the students. I have yet to receive a response that is unreadable or nonsensical due to the students use of texting language. The majority of the students use texting language to write: you (u), idk (I don't know), ppl (people) and lol (laugh out loud) in the analysis and synthesis of their reading.

Below is an example of two weeks of correspondence with one Extreme Reading student:

Hi M., I am so excited you are in my class! I hope you like the book you picked to read this quarter. I would like you to write me back and tell me about your book. What book did you choose? Why did you choose it? Who are the main characters? Where does the story take place? What has happened so far? Ms. T

Hi Ms.T Well first I am so happy that I am in your class again! We are going to have so much fun I hope. The book i am reading is A Crooked Kind of Perfect. It is really good. I don't know the girls name that is talking and who the stories about.All the book is about is this girl that loves music.I think this book is going to be great because I love music.Also the girl loves to play piano and she likes classic music. I used to play piano, I stopped playing but I still kinda like it. Anyway enough about me, what book are you reading. Love M, P.S Your lucky I was going to put M. Jonas!JK(just kidding)

Hello M. Jonas, I just started New Moon-it is the sequel to Twilight. Right now, the characters boyfriend is breaking up with her and leaving and it is so very sad. Because, really they are madly in love, but he is a vampire and he loves her, but also kind of wants to kill her. So have you figured out the main character's name yet? What is her problem in the book? That is an interesting title-I wonder what it means? Ms. T.

Hi Ms.T Well no I don't the girls name because she is the main character and the narrator so I don't think it is going to tell me what her name is. Right now in my book she is taking piano lessons. Her piano teacher is kinda mean to her, but kinda of teacher is nice.LOL. When I saw that book I thought it would be about school and her life, but it was about music. Don't get me wrong I love the book,and I love music so I am very happy that I am reading this book.So are you going to read all the twlight books? Love M.

Extreme Poetry

A couple years ago I had the pleasure of hearing one of my favorite teachers, Nancy Atwell, speak at our state conference. She had just published the book Naming The World: A Year of Poems and Lessons. Atwell suggested sharing a poem each day as a way to model finding meaning in language and sparking discussions.
Each day as students enter my classroom for Extreme Reading they receive a copy of a poem that is also displayed on the overhead projector. Students read the poem quietly to themselves. Then, we practice reading it out loud, altering our voices to fit the poem's theme. We spend a few minutes discussing the topic of the poem and the figurative language the author uses to convey the poem's meaning and mood. The students know that they will be required to write their own poem for class. So, after the students read the day's poem, I have them brainstorm ideas for their own poems. For example, when we read a poem about BMX biking I have the students write down activities they enjoy and add words that describe that activity.

Writing an original poem is only the first step of the Extreme Poetry Project. After each student composes and edits his/her poem, they record themselves reading the poem into a "basic track" in Garageband on the computer. The students usually read and listen to their poem several times until they feel their voice correctly expresses the tone and mood of the poem. In Garageband, the students create new tracks and add background music to their reading. Their background music must also reflect the tone and mood of their poem. The students then save their Garageband project and insert it into a new iMovie project. In iMovie the students add images that go along with their poem.

What the students create is so much more than writing a poem. They produce a "vidcast" that includes their voice, background music, and images. The students are proud of their work and are more engaged in the creation of their poem knowing that they will be creating a digital creation that others will see. While poetry writing is often a struggle with students, incorporating digital media engages students in the process of making meaning. The Extreme Poetry site is visited by teachers and others who comment on the students' work.

(See an example here:

The publication of this project online is effective at overcoming two challenges of teaching struggling adolescent readers. The first is discussing and applying methods of figurative language. Because we are reading poetry everyday, the students anticipate and look for interesting uses of language. When they write their poems, they explicitly model language uses they have read in the poems we have studied. They want others to view their poems as legitimate poetry. The second challenge is creating authentic fluency practice for adolescents. In the past, when I have used a fluency program with older struggling readers, they resist practicing a passage, just to practice. When the students record their poems, they become more critical of their reading than I would ever be. The students authentically adjust their reading rates, prosody, and tone until their poem sounds just right.

Extreme Book Talk

Along with Extreme Poetry, the other major assignment that students complete in Extreme Reading is the Extreme Book Talk. This project is done with their self-selected independent reading book. For this final project, students create a digital version of a book talk. Teachers and librarians often give book talks in order to spark a reader's interest. During these book talks they often describe the characters, setting, and plot without giving away major twists or the end. This is the idea behind the Extreme Book Talk. Instead of a person telling about a book, I ask the students to "show" their book. I encourage the students to make these fast moving and short-about one minute.

As the students are reading their books during the quarter they keep track of characters and setting, and organize major plot points by filling out a story map. From there, students create a plan for their talk using a scene planner. Sometimes they follow the plan, sometimes they don't. Either way, they are brainstorming ideas and their discussions about the book go deeper than any comprehension worksheet I have ever used in the past. (See the following example:

The example above is an Extreme Book Talk for The Old Willis Place by Mary Downing Hahn. It was produced by two sixth grade students in about 3 forty-five minute class periods. There is a major plot twist in this book which is hinted at through the pictures of the children (they are ghosts). The "Miss Willis" image is unclear on purpose. The students wanted her image to be mysterious and not clear. The viewer is repeatedly asked what they would do if his/her own parents left-"Will they ever come home?" "Would you find them?" This aspect of the book is one that students this age focus on; the fear of being left behind by parents. It is not a major plot point of this book, but a very emotional scene. The district encourages us to keep student work online anonymous. I appreciate the fact that the students are proud of their work and want to let everyone who sees it know it is theirs. I ask them to use initials or first names only-sometimes nicknames.

The major parts of the Extreme Book Talk include the musical score, images, and voice over/captions.

When I first began this project with the students I had them use music and sound effects available in the iMovie menu. Lately, as students are becoming more advanced users of Garageband, they have been creating their own musical scores. The students created their own musical score in Garageband in the example above.
Students use images from various sites with creative commons licensing, and my own flickr account. The students have the choice to use images or to create their own. Some students have filmed portions of their Extreme Book Talks using a video camera. The images in the Extreme Book Talk are from Wikimedia. Students have access to other sites where images are licensed as creative commons at the Extreme Reading Websites page.

The last part of the Extreme Book Talk is the use of voice over and/or captions. I let the students choose. Some use both, like the example above. As students are having trouble finding just the right sound effects, they have begun to create their own using Garageband. This past quarter we recorded footsteps, heavy breathing, screaming, and my own dog barking.

Traditionally, as I have taught novels in class, and even our discussions in our dialog journals, I have focused on the basic skills and strategies that students need to become good readers. One area I am especially focused on with my struggling readers is metacognition-I teach and model thinking while reading continuously in class. I have had students use sticky notes, annotations, and notebooks to keep track of their thinking while reading. While these activities have worked, they have not been authentic. When students are involved in the Extreme Book Talk project, they are thinking about their reading for the purposes of effectively representing their book to others. It is an authentic application of metacognition. The discussions surrounding the production of the Extreme Book Talk include deeper, student-led, authentic discussions surrounding their interpretations of the author's theme and tone (What music do we use?), topic and characterization (what do the characters look/act like) and plot (what do our captions/voice overs say?).

The Extreme Book Talks have evolved and continue to do so. The first time I introduced this idea to a class, I video recorded the students as they stood at microphones and talked about their books. The idea was to create a library of these talks that students and teachers could access to learn about books and what others had to say about them. Last school year, 2007-2008, I had a student in class who was an avid You Tube contributor. He and his group added images to their talk and background music. Though it was uncomfortable for me to give up control of what the students were creating, his talk was really much better to listen to and view than the others. We began to view other booktalks online. A great resource is the University of Central Florida's Digital Book Talks. We also searched "digital book talks" at You Tube and found examples there. At the end of last year, I got out of the students' way and let them 'have at it.' I did not create this project. The students I have had are the creators. In fact, my work is in the front of this project-making sure the students are choosing books at an instructional level and checking their understanding.

Once we go to the computer lab I stay out of the way (except when the students need technical assistance). Pretty much everything I know about digital media creation I learned from the students I have had. I have been doing this project in classes for less than a year, but I notice as students view past projects and then work on their own, they are constantly raising the bar, trying to out do past projects. I have always set high expectations for my students. Now, their expectations surpass my own.

During the first quarter of the 2008-2009 school year I added two more parts to the Extreme Book Talk. The students include a short written review of their book. I wanted to include an activity in Extreme Reading that included formal writing. These reviews are posted next to each students' Extreme Book Talk. I also have the students fill out a sheet called "Behind the Scenes." The purpose of this is to provide some insight into the 'making of' their project. This is to help future students and provide insights into the process of this project for others who view these.

Wiki Development-Wolfipedia

During the 2007-2008 school year our professional development focused on Academic Vocabulary. We worked in grade level and subject level teams, school wide, k-8, to develop lists of academic vocabulary. Last summer I created Wolfipedia (we are the Park Campus Wolves) through PB wiki. This is the first year this site has been available for students.

I created a page in Wolfipedia under 6th grade Science acceleration as an example for the students. So far, this year, we have not done a lot of work on this site. The work that has been done has been completed by students who have finished other projects early. During this first quarter of this year, 2008-2009, a student created a page for train, a vocabulary term in 6th grade Physical Education. A few other pages have been started. My plan right now is for students to work at this site when they finish other projects early.


At the beginning of the second quarter of the 2008-2009 school year, there has been limited data collected that supports the effectiveness of Extreme Reading. I plan to add sections here as I work with students and we assess their reading skills at local and state levels. I believe, as do my administrators, that test scores reflect limited information on student learning, but we are accountable at state and national levels for increasing students' performance on tests, so we will continue to support students' test taking skills.

This year, we have adopted AimsWeb for screening and progress monitoring. So far, at the Middle Grades, my students have progressed way beyond the goals I set for them within the AimsWeb monitoring system. I cannot conclude that Extreme Reading is responsible for this. AimsWeb monitoring for my students includes the MAZE which measures comprehension by asking students to read a story where every fifth word is replaced by a choice of 3 words where students must circle the correct word. I think that this is just a very simple task for the students. They have been improving on this task because they have been practicing.

The projects that students are involved with this year in Extreme Reading I began to implement last year. I have had several conversations and experiences with students during this current year that prove the work we did last year may have improved their attitudes and increased their engagement in literacy.

Qualitative data
  • A student who was a remedial reader pretty much all through elementary school was ranked fourth in her high school freshman class after the first quarter of this year.
  • A student who absolutely despised reading and writing has visited several times this year and has reported that he is doing well in his English class. We have had good discussions about the material he has been reading.

Quantitative data
  • forthcoming

At this point I can not conclude that Extreme Reading is the reason for these students' accomplishments, but I believe it is certainly providing the experiences these students need to support their literacy.

Illinois State Standards and Extreme Reading

STATE GOAL 1: Read with understanding and fluency.
A. Apply word analysis and vocabulary skills to comprehend selections.
  • 1.A.3a Apply knowledge of word origins and derivations to comprehend words used in specific content areas (e.g., scientific, political, literary, mathematical). Wolfipedia
  • 1.A.3b Analyze the meaning of words and phrases in their context. Wolfipedia
B. Apply reading strategies to improve understanding and fluency.
  • 1.B.3a Preview reading materials, make predictions and relate reading to information from other sources. Dialog Journals, Extreme Book Talk
  • 1.B.3b Identify text structure and create a visual representation (e.g., graphic organizer, outline, drawing) to use while reading. Extreme Book Talk, Wolfipedia
  • 1.B.3c Continuously check and clarify for understanding (e.g., in addition to previous skills, draw comparisons to other readings). Dialog Journals, Extreme Poetry, Extreme Book Talk, Wolfipedia
  • 1.B.3d Read age-appropriate material with fluency and accuracy. Dialog Journals, Extreme Poetry, Extreme Book Talk
C. Comprehend a broad range of reading materials.
  • 1.C.3a Use information to form, explain and support questions and predictions. Dialog Journals, Extreme Book Talk
  • 1.C.3b Interpret and analyze entire narrative text using story elements, point of view and theme. Dialog Journals, Extreme Book Talk
  • 1.C.3c Compare, contrast and evaluate ideas and information from various sources and genres. Dialog Journals, Extreme Poetry, Extreme Book Talk, Wolfipedia
  • 1.C.3d Summarize and make generalizations from content and relate them to the purpose of the material. Dialog Journals, Extreme Poetry, Extreme Book Talk
  • 1.C.3e Compare how authors and illustrators use text and art across materials to express their ideas (e.g., foreshadowing, flash-backs, color, strong verbs, language that inspires). Extreme Poetry, Extreme Book Talk
  • 1.C.3f Interpret tables that display textual information and data in visual formats. Wolfipedia

STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas.
A. Understand- how literary elements and techniques are used to convey meaning.
  • 2.A.3a Identify and analyze a variety of literary techniques (e.g., figurative language, allusion, dialogue, description, word choice, dialect) within classical and contemporary works representing a variety of genres. Extreme Poetry, Extreme Book Talk
  • 2.A.3b Describe how the development of theme, character, plot and setting contribute to the overall impact of a piece of literature. Dialog Journals, Extreme Book Talk
  • 2.A.3c Identify characteristics and authors of various literary forms (e.g., short stories, novels, drama, fables, biographies, documen-taries, poetry, science fiction). Dialog Journals, Extreme Poetry, Extreme Book Talk
  • 2.A.3d Identify ways that an author uses language structure, word choice and style to convey the author’s viewpoint. Dialog Journals, Extreme Poetry, Extreme Book Talk
B. Read and interpret a variety of literary works.
  • 2.B.3a Respond to literary material from personal, creative and critical points of view. Dialog Journals, Extreme Poetry, Extreme Book Talk
  • 2.B.3b Compare and contrast common literary themes across various societies and eras. Dialog Journals, Extreme Poetry, Extreme Book Talk
  • 2.B.3c Analyze how characters in literature deal with conflict, solve problems and relate to real-life situations. Dialog Journals, Extreme Book Talk

STATE GOAL 3: Write to communicate for a variety of purposes.
A. Use correct grammar, spelling, punctuation, capitalization and structure.
  • 3.A.3 Write compositions that contain complete sentences and effective paragraphs using English conventions. Dialog Journals, Extreme Poetry, Wolfipedia
B. Compose well-organized and coherent writing for specific purposes and audiences.
  • 3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. Dialog Journals, Extreme Poetry, Extreme Book Talk, Wolfipedia
  • 3.B.3b Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication. Extreme Poetry, Extreme Book Talk, Wolfipedia
C. Communicate ideas in writing to accomplish a variety of purposes.
  • 3.C.3a Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for a specified audience.Extreme Book Talk, Wolfipedia
  • 3.C.3b Using available technology, produce compositions and multimedia works for specified audiences. Extreme Poetry, Extreme Book Talk, Wolfipedia

STATE GOAL 4: Listen and speak effectively in a variety of situations.
A. Listen effectively in formal and informal situations.
  • 4.A.3a Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken messages) that listening attentively can improve comprehension.
  • 4.A.3b Compare a speaker’s verbal and nonverbal messages. Extreme Poetry
  • 4.A.3c Restate and carry out multistep oral instructions. Dialog Journals, Wolfipedia
  • 4.A.3d Demonstrate the ability to identify and manage barriers to listening (e.g., noise, speaker credibility, environmental distractions).
B. Speak effectively using language appropriate to the situation and audience.
  • 4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support. Extreme Poetry, Extreme Book Talk
  • 4.B.3b Design and produce reports and multi-media compositions that represent group projects. Extreme Poetry, Extreme Book Talk, Wolfipedia
  • 4.B.3c Develop strategies to manage or overcome communication anxiety and appre-hension (e.g., sentence outlining, note cards). Extreme Poetry
  • 4.B.3d Use verbal and nonverbal communi-cation strategies to maintain communications and to resolve conflict. Extreme Poetry, Extreme Book Talk

STATE GOAL 5: Use the language arts to acquire, assess and communicate information.
A. Locate, organize, and use infor-ma-tion from various sources to answer questions, solve problems and communicate ideas.
  • 5.A.3a Identify appropriate resources to solve problems or answer questions through research. Wolfipedia
  • 5.A.3b Design a project related to con-temporary issues (e.g., real-world math, career development, community service) using multiple sources. Extreme Book Talk, Wolfipedia
B. Analyze and evaluate information acquired from various sources.
  • 5.B.3a Choose and analyze information sources for individual, academic and functional purposes. Extreme Book Talk, Wolfipedia
  • 5.B.3b Identify, evaluate and cite primary sources. Extreme Book Talk, Wolfipedia
C. Apply acquired information, concepts and ideas to communicate in a variety of formats.
  • 5.C.3a Plan, compose, edit and revise docu-ments that synthesize new meaning gleaned from multiple sources. Extreme Book Talk, Wolfipedia
  • 5.C.3b Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by research. Extreme Poetry, Extreme Book Talk, Wolfipedia
  • 5.C.3c Take notes, conduct interviews, organize and report information in oral, visual and electronic formats. Extreme Poetry, Wolfipedia

NETS Standards for Students and Extreme Reading

1. Creativity and Innovation-Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes. Extreme Poetry, Extreme Book Talk, Wolfipedia
b. create original works as a means of personal or group expression. Extreme Poetry, Extreme Book Talk, Wolfipedia
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration- Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. Extreme Poetry, Extreme Book Talk, Wolfipedia
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. Extreme Poetry, Extreme Book Talk, Wolfipedia
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems. Extreme Poetry, Wolfipedia
3. Research and Information Fluency- Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry. Dialog Journals, Wolfipedia
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Extreme Poetry, Extreme Book Talk, Wolfipedia
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. Extreme Poetry, Extreme Book Talk, Wolfipedia
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making-Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation. Dialog Journals, Extreme Poetry, Extreme Book Talk, Wolfipedia
b. plan and manage activities to develop a solution or complete a project. Dialog Journals, Extreme Poetry, Extreme Book Talk, Wolfipedia
c. collect and analyze data to identify solutions and/or make informed decisions. Dialog Journals, Extreme Poetry, Extreme Book Talk, Wolfipedia
d. use multiple processes and diverse perspectives to explore alternative solutions. Dialog Journals, Extreme Poetry, Extreme Book Talk, Wolfipedia
5. Digital Citizenship-Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology. Dialog Journals, Extreme Poetry, Extreme Book Talk, Wolfipedia
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. Dialog Journals, Extreme Poetry, Extreme Book Talk, Wolfipedia
c. demonstrate personal responsibility for lifelong learning. Dialog Journals, Extreme Poetry, Extreme Book Talk, Wolfipedia
d. exhibit leadership for digital citizenship. Dialog Journals, Extreme Poetry, Extreme Book Talk, Wolfipedia
6. Technology Operations and Concepts-Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems. Dialog Journals, Extreme Poetry, Extreme Book Talk, Wolfipedia
b. select and use applications effectively and productively. Dialog Journals, Extreme Poetry, Extreme Book Talk, Wolfipedia
c. troubleshoot systems and applications. Dialog Journals, Extreme Poetry, Extreme Book Talk, Wolfipedia
d. transfer current knowledge to learning of new technologies. Dialog Journals, Extreme Poetry, Extreme Book Talk, Wolfipedia