ALEX Lesson Plan

     

Using Technology in Teaching Reading

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  This lesson provided by:  
Author:Cindy Zabala
System: Shelby County
School: Shelby County Board Of Education
  General Lesson Information  
Lesson Plan ID: 4247

Title:

 Using Technology in Teaching Reading

Overview/Annotation:

Elementary students, while working on their basal reader story for the week, will use various forms of technology to increase comprehension and other reading skills. (Other strategies may be substituted if some of the technology mentioned is not available.)

 Associated Standards and Objectives 
Content Standard(s):
Technology Education
TC2 (2009)
Grade: 3-5
3 ) Identify common hardware and software problems.

•  Determining basic troubleshooting strategies to correct hardware and software problems
Technology Education
TC2 (2009)
Grade: 3-5
5 ) Practice safe use of technology systems and applications.

Examples: protecting personal information online, avoiding inappropriate sites, exiting inappropriate sites
Technology Education
TC2 (2009)
Grade: 3-5
8 ) Collect information from a variety of digital sources.

Examples: online libraries, multimedia dictionaries

•  Using technology tools to organize information
•  Demonstrating efficient Internet search strategies
Example: keyword search

•  Evaluating electronic resources for reliability based on publication date, bias, accuracy, and source credibility
English Language Arts
ELA2015 (2015)
Grade: 4
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.4.10]
English Language Arts
ELA2015 (2015)
Grade: 4
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.4.2]

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.4.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.4.2b]

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [W.4.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.4.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.4.2e]
English Language Arts
ELA2015 (2015)
Grade: 4
27 ) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. [W.4.6]

Local/National Standards:

  

Primary Learning Objective(s):

Student s will enhance their understanding of the basal reader story for the week. Students will use technology skills to communicate information they have learned.

Additional Learning Objective(s):

  
 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Basal readers

Technology Resources Needed:

2 or more computers, at least one with Internet access and one with PowerPoint, KidPix, or other digital slideshow software; one or more handheld computers (Palms); 5 AlphaSmart or other portable keyboards

Background/Preparation:

The students will need to have a basic lesson in the use of each of the following: PowerPoint software, portable keyboards, handheld computers, and Internet research.

  Procedures/Activities: 
1.)On the first day, all of the students will be introduced to the new story in the basal reader as usual, read the story, and the class may discuss it as a group.

2.)On the second day, divide the students up into groups of 5 or less. (Four groups works best, but if more are necessary, the teacher may need to add one activity to the list so that all groups will have a different activity.) Explain to the students what they will be doing for the week. Go over the various equipment that they will use and outline teacher expectations for use of the equipment, group work, and assignments.

3.)One group will use the AlphaSmarts to type a story using the vocabulary words for that week.

4.)Another group will use the handheld computer to answer pre-entered questions about the story. These can be comprehension questions that the teacher got out of the teacher's edition and downloaded in to the Palm.

5.)A third group will research on the Internet a topic related to the story or the author. They must come up with 10 facts. The teacher can provide a research guide sheet with pre-determined questions if the groups seem to have trouble sticking to the topic.

6.)The last group will work on a presentation project using PowerPoint or other slideshow software. They will compose an overview of the story and enter it into the slideshow. The teacher will need to sit down with each group the first time to explain how to use the software, but they usually catch on quickly.

7.)Over the course of a week, rotate the groups through all the activities, or it may be that the teacher will prefer to have each group complete only four out of the entire selection of activities each week. In that case, the teacher should keep a log so that he/she can ensure that groups have equal opportunity to use the equipment that is available.

  Assessment  

Assessment Strategies

Each group will have written information that can be graded and used for assessment.

Acceleration:
 

Intervention:
 

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.