Integrating Technology in Early Reading Strategies Planner

Integrating Technology in Early Reading Strategies Planner By: Kim Bernard Part 1 ~ Planning Your Strategies

Activities (Sessions 2-5) Use this initial section to brainstorm and describe the Student Activities you might use to address each of the five reading components. Share your rough ideas for two Teaching Strategies to use with students at different levels of development for each component. Where appropriate, at least one strategy should include the integration of technology. Make notes of Materials you will need to implement these activities with your students. Component Student Activities Teaching Strategies Materials 1.)Manipulate words that have silent 1. This will be a follow up activity after modeling the word White board, Phonemic consonants (wr, kn, mb, gn) using colored write on the whiteboard and saying the word slowly, expo marker, Awareness blocks breaking it into its individual phonemes. Teacher will point board eraser, (Session 2) to each segment of the word as it is being said. Teacher will word list say: What sound do you hear in the first part? (/r/). What containing silent letters stand for the sound? (wr). Teacher will then say: The consonants with letters wr written together stand for one sound (/r/). Teacher wr, kn, mb, and will model blending write, /r/, /i/, /t/. Students will then gn. blend the word with teacher

2.)Lexia Early Learning Software 2. Students will work independently on the computer using Classroom Lexia Early Learning software to continue to practicing computer with phonemic awareness skills. (Student will already have an Lexia Early introduction on how to use this software from previous Learning lessons.) software installed, headphones 1.) Kidspiration activiy- identify the words 1. Teacher-made Kidspiration Activity made with words Computer, Phonics with silent consonants from a group of containing silent consonants. teacher made (Session 3) words. (similar to the Scholastic blending activity using game- Kidspiration, http://teacher.scholastic.com/ips/game4.htm 2. Hands on Spelling activity from ) http://www.eduplace.com/rdg/hmsv/3/handson/page050.html Unit 3, Week 5 2.)Spelling and Phonics- words with wr, kn, Practicing spelling words with silent consonants by dividing spelling words mb, gn class up into two groups to play baseball spelling. Teacher Manual pg. 399k, drawing of baseball field, whiteboard, expo marker, eraser,

1.) Students practice reading page 386 three 1. Teacher models how to read with accuracy and self- Reading book Fluency times with a partner (partners will help each correct when reading. (Share with students that they should pg. 386, tape (Session 4) other with rate and accuracy while reading self- correct when reading aloud or silently. Teacher reads recorder, aloud)and then will record themselves aloud pg. 386 while students observe how to read with microphone reading on the fourth try using a tape accuracy. recorder and microphone remembering to be reading with accuracy and self-correcting when necessary.

2.)Fluency Coach CD-ROM independently 2. Teacher will model to students how to use Fluency Coach Scott Foresman to practice becoming a fluent reader Fluency Coach CD-ROM, computer, head phones and microphone 1.) Students need to think about as many 1. Teacher builds background by activating prior knowledge T-chart graphic Vocabulary facts in two or three minutes about by using a t-chart about volcanoes. Students will be organizer pg. 25, (Session 5) volcanoes. (This information will be encouraged to look for answers as they read the selection pencils, audio recorded on the left hand side of their T- “Volcanoes- Nature’s Incredible Fireworks”. Then listen to background CD chart. Then students will need to think about audio CD to further help build background knowledge (Unit 3 week 5) , several questions about volcanoes in two or about a person exploring a volcano CD player, three minutes. (This information will be Reading book recorded on the right hand side of the T- pg. 384-393 chart.

Classroom 2) Students will create a picture dictionary 2. Teacher will model how to create a picture dictionary by computer (for for vocabulary words demonstrating using Kid Pix software. Use or create own independent drawings that symbolize vocabulary to make a connection of work) with Kid print and meaning by using visuals Pix software or computer lab/mobile lab for whole class lesson depending on availability

1)Students will demonstrate understanding 1. Teacher will have an open discussion for comprehension Reading book Text of text selection by summarizing using check throughout reading the selection on Volcanoes by pg. 384-394 Comprehension photographs and graphics using Reader Response questions and activities on pg. 394 of (Session 5) reading book

2)Kidspiration activity using teacher-created 2After discussing and modeling compare and contrast with Computer lab, cause/effect worksheet on volcanoes students, class will then do activity of matching words to headphones, pictures that represent the causes and the effects of teacher-created volcanoes worksheet saved on kidspiration (cause/effect worksheet on volcanoes) Part 2 ~ Planning a Technology-Enhanced Lesson

Enhancing a Lesson (Session 6): Think of a favorite lesson (part of your current curriculum) that addresses at least one of the Early Reading components. In this section of the Strategies Planner you will focus in on at least one of the Early Reading components and student activities/teaching strategies you brainstormed above, in order to finalize plans to enhance your selected, existing lesson using technology tools or techniques you have learned during this workshop.

Goals: What are the goals or objectives for your lesson?

Students will be able to: - compare/contrast and monitor and fix up - identify key information to answer comprehension questions from various short passages - use strategies to understand the meaning of unfamiliar words

Standards: List the standards that your lesson addresses. R:F&A: Reads grade-level appropriate material with… R:F&A:3:1.1: Accuracy: reading material appropriate for grade 3 with at least 90-94% accuracy (See Appendix F for sample titles.) (Local)

R:V:3:1.1: Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words, such as “un-covered;” or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge) (State)

R:V:2: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by … R:V:3:2.2: Selecting appropriate words to use in context, including content specific vocabulary (e.g., predator/prey), or words with multiple meanings) (State) EXAMPLE (multiple meanings): Students identify the intended meaning of words found in text – “The word ‘fall’ can mean a time of the year or losing your step. What words from the passage help you to know what ‘fall’ means in this story?” EXAMPLE (multiple meanings): “The word ‘fall’ has many different meanings. Which sentence below uses the word “fall” to mean a time of the year?” OR “Which sentence below uses ‘fall’ with the same meaning as it is used in the poem?”

R:LT:4: Generates a personal response to what is read through a variety of means by… R:LT:3:4.1: Comparing stories or other texts to related personal experience, prior knowledge, or to other books (Local)

R:IT:1: Demonstrate initial understanding of informational texts (expository and practical texts) by… R:IT:3:1.1: Obtaining information, from text features (e.g., table of contents, glossary, basic transition words, bold or italicized text, headings, graphic organizers, charts, graphs, or illustrations) (State) EXAMPLES: “What words does the author want you to notice on this page?” “What is the last step of the directions?” R:IT:3:1.2: Using information from the text to answer questions related to explicitly stated main/central ideas or details (State) R:IT:3:1.3: Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting or mapping) (State) EXAMPLE: Given a chart (with headings filled in), students are asked to provide examples from the text to show physical characteristics of two different places or things R:IT:3:1.4: Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information. (Local) R:IT:3:1.5: Identifying the characteristics of a variety of types of text (e.g., reference: dictionaries, glossaries, children’s magazines, content trade books, textbooks, children’s newspapers; and practical/functional texts: book orders, procedures, instructions, announcements, invitations) (Local)

R:IT:2: Analyze and interpret informational text, citing evidence as appropriate by R:IT:3:2.1: Connecting information within a text (State) EXAMPLE: Combining, comparing, or using information found in both the written text and in a caption in a text

R:IT:3:2.3: Making basic inferences, drawing basic conclusions, or forming judgments/opinions about central ideas that are relevant (State)

R:IT:3:2.5 Making inferences about causes or effects (State) EXAMPLE: “What probably caused the fire to start in the garage?”

Reading Strategies: Strategies for Monitoring and Adjusting and Reading Comprehension Strategies (RS:1) R:RS:3:1.1: Using a range of self-monitoring and self-correction approaches (e.g., predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/ language structure, semantics/meaning, or other context cues) (Local) Reading Strategies: Strategies for Monitoring and Adjusting and Reading Comprehension Strategies (RS:2) R:RS:3:2.1: Using strategies before, during, and after reading literary and informational text. (Local) EXAMPLES of reading comprehension strategies might include :using prior knowledge; predicting and making text-based inferences; determining importance; generating literal and clarifying questions; constructing sensory images (e.g., making pictures in one’s mind); making connections (text to self, text to text, and text to world); or locating and using text features (e.g., transition words, subheadings, bold/italicized print, parts of the book) (See also Appendix D)

Breadth of Reading: Reading for Research Across Content Areas (B:3) R:B:3:3.1: Using sources provided (Local)

R:B:3:3.2: Evaluating information presented in terms of relevance (Local) CNETS 1. Creativity and Innovation a. apply existing knowledge to generate new ideas, products, or processes 3. Research and Information Fluency a. plan strategies to guide inquiry. 4. Critical Thinking, Problem-Solving & Decision-Making c. collect and analyze data to identify solutions and/or make informed decisions. 5. Digital Citizenship-a-d 6. Technology Operations and Concepts a-d

Activities: Drawing on your initial ideas from Part 1 of this document, describe how you will add new instructional techniques or technology – supported activities to an existing Early Reading lesson. Make sure to identify the Early Reading component(s) that your lesson addresses, concrete student activities and teaching strategies, and how you will assess student learning. Component Student Teaching Strategies Assessment Acti vitie s Teacher models compare and contrast to Text Compare and students by writing “best friends” on http://teacher.scholastic.com/products/instructor/volcanos.htm Comprehension Contrast transparency and using overhead. They are (Cyberhunt using text comprehension skills) active and to think of how they are alike and different. inactive Teacher than draws a Venn diagram on the Selection Test: Volcanoes: Nature’s Incredible Fireworks, pg volcanoes transparency and fills in the information the 29-32 while using students share in order to model how to Strategy of compare and contrast. While reading From monitor and Cornfield to Volcano from pg. 381 in fix up Reading book, the teacher will monitor and fix up by showing that active readers check that they understand as they read. Reading more slowly helps you notice details, key words, and other clues when comparing and contrasting. Students will Teacher will read each vocabulary word to create a word students and have them mark one of the http://www.mcwdn.org/MAPS&GLOBES/Volcanoes.html Vocabulary rating chart three columns Know (know and can use); (Quiz to check vocabulary understanding) using Have Seen (have seen and heard the word; categories don’t know the meaning); Don’t know picture dictionary created using Kid Pix Know, Have (don’t know the word) Seen, and Don’t Know Teacher will point out that some of this week’s words have to do with the ways that Students will Earth changes (volcanoes, earthquakes). share where they may have Unfamiliar words will be taught by showing seen some of the students to use a resource material such these words. as a dictionary. Teacher will show the students how to utilize an electronic Students will dictionary, an on-line dictionary as well as a practice hard copy dictionary to look up words that looking up are unfamiliar to them. Students will go to this week’s http://www.factmonster.com/dictionary.htm vocabulary l to practice looking up words on-line. words by using the various methods taught (electronic, online and through hard copy dictionary) Materials: Review the activities you have planned. List the materials you will need to implement these activities.

Reading book pg. 380, overhead, vis a vis markers, blank transparency and Skill transparency 15 (From Cornfield to Volcano), computer lab with internet access, http://teacher.scholastic.com/products/instructor/volcanos.htm, selection test (Cyberhunt about Volcanoes)

Vocabulary cards, pocket chart, word rating graphic organizer pg. 4, pencil, electronic hand held dictionary, computer lab with internet access, http://www.factmonster.com/dictionary.html (on-line dictionary) and hard copy class set dictionaries, http://www.mcwdn.org/MAPS&GLOBES/Volcanoes.html, picture dictionaries created using Kid Pix (Quiz to check vocabulary understanding)