Friday, February 20, 2015

Rewritable paper: Prints with light, not ink

Text Link
Rationale for Choosing
Text Frame(s)
Strategies Used and Resources
Guiding Example
This article tackles the ever growing problem of wasting paper. It offers an alternative paper that uses chemicals as the ink that disappears after the chemical reaction is complete.


Bookmark Technique (McLaughlin Book)

            The strategy I used to show guiding comprehension is the Bookmark Technique. This strategy allows students to track their comprehension while reading and make evaluations about the text. It’s primarily used with narrative and expository text (McLaughlin, 2015).
            Students can be assigned to read the article in class or for a homework assignment. After the students have done the reading four bookmarks cut out from paper are given to each student to fill out appropriately as follows:
            Bookmark 1: What was the most important part? Why?
            Bookmark 2: Which vocabulary word do you think the class should discuss? Why? And what did you initially think that word meant?
            Bookmark 3: What was confusing in the reading? Why?
            Bookmark 4: Which chart, map, graph or illustration helped you to understand what you read? Why? And if none of these were provided, which do you think the author should have included and why?

On the bookmarks the students will indicate that paragraph or page number the part of the text they are referencing. Students can work on these together and as a whole class. This technique allows students to come up with at least four points to contribute to the discussion.

Here are my bookmarks for the reading:
Bookmark 1
Bookmark 2
Bookmark 3
Bookmark 4

The most important part was that this technology is allowing a piece of paper to be used and reused up to 20 times. Also it doesn’t require ink so money would be saved on both paper and ink.

Paragraphs 1 and 2

A vocabulary word the class should discuss together is redox reactions. I think redox reactions are chemical reactions that involve either losing or gaining electrons. Learning more about this reaction will help us to better understand how the rewritable paper works.

Paragraphs 2,3, and 4

The part that confused me was the process of how to print on the paper. It’s unclear to me which part is colored and which disappears, the text or the background, when the UV light is used on the paper.

Part 2 “How it works”

This text did not have any charts or images. I think a before and after picture would have helped me to better understand the process. A chart showing how many trees could be saved by reducing paper was would have been beneficial too.

        I think this technique is valuable to those students that have a hard time coming up with something to contribute to the classroom discussions. Sometimes students need some time to gather their thoughts and this activity gives them that opportunity. It also helps students to comprehend the material and discuss with other classmates what one or the other might not understand.

McLaughlin, M. (2015). Chapter Five: Using Comprehension Strategies to Guide Thinking.              In Content Area Reading: Teaching and Learning for College and Career                                 Readiness (pp. 75-77).Upper Saddle River, NJ: Pearson.

Buehl, D. (2014). Classroom Strategies for Interactive Learning (4th ed.). Newark, DE:               International Reading Association.

Kowalski, K. (2015, January 15). Rewritable paper: Prints with light, not ink. Retrieved 
       from              ink?mode=topic&context=104

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