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MS Word

Page history last edited by PBworks 8 years ago

Back to Workshop 11

 

Microsoft Word 2007

General Info on Microsoft Windows

 

General Refernce Guide

Converting between 2003 and 2007 version   (be sure to click on run, and run) 

 

AutoSummarize--simplifying text, key points, imporatant facts

 

Display Readability(2007) when checking text.

Word

  1. Click the Microsoft Office Button Windows Orb, and then click Word Options.
  2. Click Proofing.
  3. Make sure Check grammar with spelling is selected.
  4. Under When correcting grammar in Word, select the Show readability statistics check box.

 

Testing Readability(2007) of a document

          Sample Text: Fiction: DNA Fingerprinting from World of Forensic Science. Ed. K. Lee Lerner and Brenda Wilmoth Lerner.

                                Vol. 1. Detroit: Gale, 2005. p219-222.

                               Alice in Wonderland from Project Gutenberg

 

 

Hidden text--For formating and writing

  1. Draft your assignment using Office Word 2007, noting areas where you could provide support in the form of directions or prompts for students.
  2. When your document is completed, highlight the directions or prompts that you want hidden.
  3. On the Home tab in the Font group, click the dialog box launcher. In the Effects area, select Hidden, and then click OK.
  4. The selected text will disappear from your document. It's still there—just hidden from view.
  5. To see hidden text, on the Home tab in the Paragraph group, click the Show/Hide button. This toggles hidden text and formatting marks on and off.

Note: As a default, hidden text does not print.

 

Collaborate and Track changes--edit and make changes on an already exisiting document

  1. Open an Office Word 2007 document, and switch to Print Layout or Web Layout view.
  2. Select the section to which you would like to add a comment.
  3. On the Review tab, click New Comment. A comment balloon opens to the right of the document.
  4. Type your comment in the balloon.
  5. The student can then act on your comment, by rewriting a section. Or he or she can respond by sending the document back with a reply to your comment.

Track changes

  1. Open a document.
  2. On the Review tab, click Track Changes. Make sure Display for Review is set to Final Showing Markup.
  3. Edit the document. As you add or delete text, your changes are tracked using revision marks.
  4. After saving the document with the changes, the student writer or other collaborators can open the document and add their own edits. Edits from other contributors will appear in different colors, along with the contributors' names.
  5. When the document is finished, turn off Track Changes, and then use the Accept and Reject buttons to move through the document and choose whether to make a change permanent or to reject it.

Set up tracking and comments

  1. Click the arrow on the Track Changes button to change tracking options, such as the colors or user name.
  2. Click Balloons to change how comment and revision details are displayed.
  3. Click Review Pane to view comments and revisions in a pane on the left or at the bottom of the document window.

 

 

From LIS MS Word Info by Sharon Gallagher

Table of Contents   

 


 

 


 

What is Microsoft Word?

  • A word processing program that can be used to create documents containing text, graphics, and data.
  • Hyperlinks to other documents or to web resources.
  • Tools and features support reading and writing processes.
  • Incorporates Windows accessibility tools.
  • Students can use this program to create stories, letters, tables, newsletters, and brochures.

Resources for using Microsoft Word


 How can Microsoft Word be used in the classroom?

  • Record data in a chart or table
  • Produce resources with graphics and text
  • Create graphs
  • Hyperlink to specific web resources and other documents.
  • Collaborate using Track Changes
  • Use text formatting tools to identify specific text
  • Create stories, letters, newsletters, and brochures
  • Modify text based on Readability Statistics and using Auto Summarize

Examples

Archaeological Archery Antics Probability Bar Graphs Box-and-Whisker Plot
Branches of Government Breathe in, Breathe out Collaborating With Current Events Compression Poem Contractions
Destination Slaves Doggie-Dog World Doppler Effect Email Etiquette Eye of the Storm
Family Values Finding Synonyms Helping Injured Animals Homophones Identifying Nouns
Internet Safety Interpreting Circle Graphs Introduction to The Contender Levels of Questioning Making Shapes
Mixing It Up MSR Journal Newton's Laws of Motion Paper Chromatography Parts of Speech Review
Persuasive Techniques Position Statements Power Proofreading Prepare a Biography Booktalk Problem Solving
Reading a Newspaper Article Reflective Journal Regions of Africa Scale Conversions Sequence of Events
Seven Days of Daring Deeds Simple Compound Complex Sentences Sorry, Wrong Number Rewrite St. Mary's City Streets of Memphis
Tessellation Text Features The Bill Of Rights The Canterbury Tales What is Copyright?
Writer's Craft Year Round School      

Differentiating Instruction with Microsoft Word:

Visual Learners (input)
  • Learn by observation
  • Can recall what they have seen
  • Can follow written or drawn instructions
  • Like to read
  • Use written notes
  • Benefit by visualizing, watching TV/video/films
     

 

  • Charts, graphs, diagrams, and flow charts
  • Sight words
  • Flashcards
  • Visual similarities and differences
  • Pictures and graphics
  • Maps
  • Silent reading
  • Written instructions
  • Computer assisted learning
Tactile Learners (input)
  • Learn by touching and manipulating objects
  • Often learn inductively rather than deductively
  • Tend toward psychomotor over abstract thinking
  • Prefer personal connections to topics
  • Follow directions they have written themselves / that they have rehearsed
  • Benefit from demonstrations
  • Learning by doing
  • "Hands-on"
  • Creating maps
  • Using manipulatives
  • Drawing, designing things
  • Writing / tracing
Active
  • Can be impulsive
  • Risk-takers
  • Do not prefer lectures
  • Prefer group work
  • Tend to be interpersonal
  • Not inclined to too much note taking
  • Shared writing
  • Prefer active experimentation
  • Like acting and role playing
  • Like team, competition
Reflective
  • Prefer to think about concepts quietly before any action
  • Learn by thinking
  • Like writing
  • Tend to be intrapersonal and introspective
  • Add reflective comments
  • Journals
  • Learning logs
Global Understanding
  • Make decisions based on intuition
  • Spontaneous and creative; "idea" person
  • Often a risk-taker
  • Tend to reach conclusions quickly
  • Intake information in large chunks rather than details
  • Nonlinear thinkers
  • "See the forest before they see the trees."
  • Collaborative documents
  • Written stories and anecdotes
  • Peer editing- Track changes
  • Teacher feedback with comments
Analytical Understanding
  • Sequential, linear learners
  • Prefer information in small chunks, steps
  • Can follow the rules for mathematic equations
  • Prefer a logical progression•
  • "See the trees before they see the forest."
  • Journals
  • Learning logs
  • Sequentially organized material, timelines, diagrams
  • Moving from "part" to the "whole" -Tables

 

 

 

 

 

Word 2003

 

 

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