Creating Customized Instructional Presentations and Language Arts Materials for the Classroom

By Sponder, Barry; Kurkjian, Catherine | New England Reading Association Journal, January 1, 2000 | Go to article overview

Creating Customized Instructional Presentations and Language Arts Materials for the Classroom


Sponder, Barry, Kurkjian, Catherine, New England Reading Association Journal


Introduction

In the new millennium, one of the most important reasons for teachers to have a personal computer is the ability it gives them to create both customized instructional presentations and personalized learning materials for their students. Using successful principles of learning, both the novice and the experienced teacher can make a significant contribution to student achievement by creating materials that can be used for instruction or remediation, either at school or at home. By augmenting their computers with inexpensive peripherals such as a color printer or scanner-both available for under $100-teachers are able to create professional looking media that are proving to be effective in helping students learn how to learn. Moreover, by adding an inexpensive computer peripheral such as an RF converter to a television monitor, teachers are able to use their computers as instructional displays or as presentational tools.

Developing Instructional Materials

Among the significant developments associated with instructional technology, the personal computer has blurred the line between professionally developed media and "home grown" products that are being used in schools across the USA. The ability to use pictures and photos with applications such as word processors and graphics programs makes the production of high quality materials a relatively simple task for the inexperienced beginner or expert user who can print their documents with a laser printer or in color with an ink jet printer.

Not surprisingly, a recent search of the ERIC database turned up over 1000 entries about creating materials with computers, a majority of them focusing on various aspects of language arts including reading, writing, spelling and skill development.

It is also interesting to note that the advent of the Internet has increased the options and opportunities for teachers to develop their own high quality customizable materials with sites such as worksheets.com and others that are easily reached with the click of a mouse. In fact, teachers need not have their own personal computers to utilize the Internet because on-line connectivity is almost routinely available in schools and libraries across the country.

This article will focus upon different kinds of learning materials that classroom teachers can create using a computer and related technologies, guided by their own experiences and a first-hand knowledge of instructional pedagogy. Because purchasing a computer is a significant financial commitment, we believe that teachers should get the most from their investment by utilizing these machines to the fullest. Teachers without a home computer may still be able to use their school's equipment to create the most of the materials we profile herein.

Spelling

Spelling is a constant challenge to many students and sometimes, rightly or wrongly, a cause of concern for their parents as well. If children use English as a second language there may be additional problems in learning to deal with the well-chronicled peculiarities of this polyglot language.

One successful method that we have used in teaching children how to learn to spell is a modified version of the tried and true Look, Say, Name, Cover, Write, Check Strategy (Snowball & Bolton, 1999). It involves using a word processor to generate special lists of spelling words that helps to enhance students' memorization efforts. The capacity of the computer to print words in color and in different rows and columns makes this activity an easy one with which to start.

Using a word processor such as Microsoft Word with a blank word processing document, you create a table with four columns and perhaps thirty empty rows. At the top of each column a spelling word is written with particular attention given to the middle portion by highlighting the most difficult or unusual part in red (see emboldened letters). This is important because children tend to remember the beginning and endings of words but have trouble with what comes between.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Creating Customized Instructional Presentations and Language Arts Materials for the Classroom
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.