Document+Camera

= Using a Document Camera to Enhance Reading Fluency =

**TECHNOLOGY STANDARDS ADDRESSED: ** V. Integrating Technology into the curriculum and instruction
 * Maryland Teacher Technology Standards**

Standard 3.0 – Technology for Learning and Collaboration : Use a variety of technologies for learning and collaboration A. Learning 1. Use and understand how technology enhances learning a) Use technology tools, including software and hardware, from a range of teacher-selected options to learn new content or reinforce skills.
 * Maryland Technology Literacy Standards for Students (Grade 1)**

**DESCRIPTION: ** Reading with expression and fluency is a milestone in reading instruction. Using a document camera, the teacher-librarian can model reading during a traditional storytime. Students can see the pictures much more easily. More importantly, because the students can easily see the text of the book, they can follow along with the teacher. They can also see how textual clues (bold face, unusual fonts, etc.) influence how the words are said. Students can also use the document camera to participate in choral reading. media type="custom" key="4774895" Using a document camera during a traditional library storytime **

REFLECTION **: The document camera can greatly enhance the traditional library read-aloud. Small books, such as Beatrix Potter's //The Tale of Peter Rabbit// or Maurice Sendak's //The Nutshell Kids// series, were unable to be used for read-alouds, since children could not see the pictures. (These books were designed to be read to children cuddling right up close to the reader.) But with the document camera, the entire page of the book can be projected for everyone to see.

The zoom feature can be used to focus in on a particular part of the story -- either the strange font of a particular word ("SWOOP"), an unusual spelling ("Noooooooo!!"), or a smaller part of the picture which is easily overlooked, such as Click the Mouse in //Click// magazine, who is frequently telling his own story around the corners of the pages.

When reading a beginning reader aloud, the document camera allows the student to see the entire page -- illustration and text. As a student enjoys the story, he or she may also realize that //wonder of wonders//! They can READ the story TOO!! The words are right there, and they can follow along as the story is read aloud. The traditional size of the beginning reader (six by nine inches) fits perfectly into the viewing area of the document camera.

The document camera does not work, however, for large books, or books that utilize a double-page spread. In this case, too much of the picture is cut off. Moving the book from side to side, or top to bottom, can work, but it distracting. For larger books, the traditional story time technique of holding the book in the front of the class is the best option.

Another concern is the placement of the document camera. In order to have the projected image fit on the screen, I must place the camera in the middle of the classroom. I can see the back of the heads of the children in front of me, and I can't see the children behind me at all, which makes it difficult to access how they are responding to the story. Technology could solve this problem, with ceiling mounted LCD projectors, and placing the teacher workstation nearer the front of the room.