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1. #Atext text expansion abbreviation adapt message how to#
2. #Atext text expansion abbreviation adapt message plus#
3. #Atext text expansion abbreviation adapt message windows#

#Atext text expansion abbreviation adapt message how to#

We’ve previously written about how to insert words or phrases with hotkeys, but here we list 5 free tools that can quickly or automatically expand a short typed string into a longer string.

#Atext text expansion abbreviation adapt message windows#

While that works in Word it doesn’t help when you want to use something similar in other applications or web browsers.Īs Windows doesn’t have the ability to expand words or strings into phrases a third party application will be needed. Users of Microsoft Word will likely know about the Autocorrect function that can take an abbreviation or short string and replace it with another word or short phrase. It’s possible to use something like the Clipboard to paste in the same text over and over, but the Windows Clipboard has it’s limit of pasting a single copied item at a time.

That all takes time that could be saved if you shorten the process. Whether you realize it or not, you’ll very likely be typing in the same things like long words or common phrases, names, addresses or email signatures over and over again. That will be the case if you use the computer to work, write letters, documents, emails, articles or simply spend time on forums or social networks. Consider making a video to demonstrate retelling for families.If you spend a lot of time at your computer it probably means you are going to be doing a lot of typing. Share the information in “Connect School to Home” with families to help them practice retelling with their kids.Students can use the tool to retell together with words or pictures. Give students opportunities to collaborate by using an interactive whiteboard tool.

For asynchronous lessons, have students share their retelling by recording a video or creating a document. Display an anchor chart on the screen for visual support. Have students do the five-finger retell since it doesn’t require paper or props.Provide links to the text or audio versions (if available). Display the text on the screen and read it aloud or play an audio version. Give students multiple ways to access the text during the lesson.Either way, use UDL as you’re planning the lesson. Guide students through the steps in a synchronous online lesson, or record a video for asynchronous learning.Find out what resources they have available and what they might need to support learning at home. “What lesson does the reader learn from this story?” “Why do you think the author wrote this story?”

#Atext text expansion abbreviation adapt message plus#

Most complete (All of the above skills, plus makes connections to prior learning, elaborates on important details, and evaluates the text)Īt the end of the retell, prompt students to evaluate the text by asking questions. “How did that action help the character?” These questions can also be printed on handouts or notecards for students to use on their own or with a partner. More complex (Has all of the above skills, plus use of key vocabulary and details not directly stated in the text)Īs needed, provide students with a word bank of key vocabulary.ĭevelop targeted questions to prompt students to make complex inferences, predictions, or elaborations. Provide a word bank with key vocabulary and/or pictures. Preview sequence words or story plot lines as needed.ĭuring text reading, pause as needed to prompt students by asking, “Then what happened?” (After repeated practice, students can prompt each other or themselves.) Simple (Includes key details, describes major events, retells text in order) Provide a retelling graphic organizer or an anchor chart of sequence words ( first, next, then, last).Īllow students to refer to the text as needed.Īllow students to write down or draw important details. If students write, prompt them to use 10 words or fewer for each box.Īll students (Use regardless of current skill level) Or students can draw pictures or write in the boxes for their retell. Have them point to the sequence word in each rectangle ( first, then, next, and last) as they orally retell the story.

For visual support, create an anchor chart that shows a hand with each finger labeled. Ask students to orally retell the five W’s of text - pointing to each finger as they go. Explain that each finger represents a part of the retelling: who (characters/key figures), what (conflict/key events), where (setting), when (setting), and why (resolution/motives).