ONLINE READING ASSIGNMENT 2 As an English learner teacher at the elementary level I dedicate a large portion of my time to third grade. Not only does my site have the largest number of English learners in third grade, but for the first time these students are taking state testing. With this background in mind I chose to focus on English Language Arts standards for third grade, specifically, trickster tales, found in my districts ELA Standards Unit 2, entitled Stories Worth Telling Again and Again for this current assignment. Through these types of stories students learn aspects of the human condition that are universal and applicable throughout life. In my Weebly, http://mrsmazar.weebly.com/, students progress through a series of technologically embedded research-based literacy activities, designed to reflect the needs of digital natives with their parallel rather than linear thought trajectory (Prensky, 2001). Drew (2012) refers to the internet as the new central text. Students are no longer seeking out print sources as a primary source for answers, but instead log onto the internet to look for information, entertainment or even virtual travel. With this change in emphasis from print to digital, teachers have to learn to integrate technology into lessons in order to keep students engaged. In creating this lesson, my pedagogical and content knowledge resisted integration into technology. I knew that it was important for students to be able to access and process information independently. I knew that third graders had to learn about trickster tales. I just didnt know how to integrate all of that knowledge successfully into technology. I had a series of false starts and created beautiful looking pages in weebly that did not address TPACK, true integration of pedagogy, content, with technology (Kereluik, Mishra, & Koehler, 2011). Although I was not originally familiar with weebly.com, I soon was able to go from awareness, to praxis, to phronesis (Davies, 2011). Still, I struggled to integrate phronesis effectively with TPACK. As I finished up this lesson, I was able to understand more clearly that the integration ONLINE READING ASSIGNMENT 3 of pedagogy and content did integrate with the technology I was using in a successful manner. By thinking outside the digital immigrant box (Prensky, 2001) I was able to use the technology in ways that are not easily transferable without it. I believe the lesson reflects an effective way of teaching content through a vehicle of technology. It also embeds greater challenges and supports than could be done in a lesson that excludes technology. Standards Addressed International Reading Association. 1.2 Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components. In this lesson the new literacies as discussed by Henry (2006) are delivered via an interactive Weebly that utilizes video, hyperlinks, interactive web technology and collaboration among students. The current generation of students was born into a digital age and not only do things differently, they think differently (Prensky, 2001). By delivering content in a way students can understand, they are more likely to stay engaged. 2.2 Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading and writing connections. The lesson on trickster tales utilizes various instructional approaches, including discussions, video presentations, writing, and reading. Icons reflective of language are also included to help language learners from all language backgrounds, including native speakers of English, successfully access the assignment. 2.3 Candidates use a wide range of texts from traditional print, digital and online resources. ONLINE READING ASSIGNMENT 4 In this lesson online texts are used to present trickster narratives. Students also have the opportunity also to read scientific, grade-appropriate expository text as they research information online about hares and bears. 4.2.b. Support classroom teachers in providing differentiated instruction and developing students as agents of their own literacy learning. This lesson is differentiated both for readers who need more support and readers who need a greater challenge. For those needing a greater challenge, there are Easter eggs, or hyperlinks, embedded throughout the page. The hyperlinks lead to definitions, websites, or discussions of trickster tales. For students needing more support, there are icons that match directions. For example, this picture of a boy listening is paired with the directions telling students to listen to the story. Other icons are included with a similar intent, that is, to make the content accessible for those who may need extra assistance. The exit slip also has a pop-up box that reminds students to use complete sentences in their answer and includes sentence frames to help them write their answers in complete sentences. 5.1 Candidates design the physical environment to optimize students use of traditional print, digital, and online resources in reading and writing instruction. Students will be provided with portable technology such as iPad minis in order to access the assignment. NETS. 2.a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. Students will be working collaboratively with a peer to publish using an online media environment. ONLINE READING ASSIGNMENT 5 3. Research and information fluency b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media d. Process data and report results Students will be doing research about bears and hares. They will need to evaluate data they read online and synthesize it into two graphic organizers. They will finish by reporting key details of their findings. Kentucky Teacher Standards. Standard 6: The teacher demonstrates the implementation of technology. The weebly is designed to support and extend the learning of all students. All students are asked to do the same higher order thinking tasks. Special supports and extra challenges are embedded to assist students at all levels. Likewise technology is utilized for assessment in the form of an exit slip that is emailed to teachers directly. English Language Arts. Several English Language Arts standards are addressed in the context of this lesson. Students will need to discuss the story they hear, in the process asking and answering questions for which they will need to cite key supporting details (R.L. 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers). They will need to be able to retell the story as well as the central message, again using key details for support (R.L. 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text). The format the students will be using is an online format, where the book they are listening to is a video on youtube.com. They will have to understand and evaluate the information they are hearing in order to have a quality discussion and to be able to answer the questions presented in the exit slip (R. 7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words). The collaborative discussion between students will help them determine the main ONLINE READING ASSIGNMENT 6 ideas and include supporting details of the multimedia environment they will be utilizing (SL.3.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly; S.L.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally). Students, most especially English learners, will be expected to use standard English grammar when speaking and writing (L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking). For this reason, sentence frames are provided for the instructions on the exit slip to assist those who are learning English in framing thoughts into complete sentences. Finally, there is a page dedicated to science where students get to actually do some research on bears and hares. They will be collaborating as they use online interactive graphic organizers to present their research in a hard copy, printed off format (W.7. Conduct short research projects that build knowledge about a topic; W.6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. )
ONLINE READING ASSIGNMENT 7
R-T-U Tool Readable-Trustworthy-Useful
Name: Topic: Research Question Resources (two per question) Is it Details R T U
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R-T-U Tool Readable-Trustworthy-Useful
Name: Topic: Research Question Resources (two per question) Is it Details R T U
R T U
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ONLINE READING ASSIGNMENT 8
English Learners Lesson Plan for Inclusion Services EL Teacher: Rose Snchez Mazar Grade: 3rd Date: TBD, 2 Class Periods Name of Student Fluency & Prosody ACCESS Composit e DRA Name of Student Fluency & Prosody ACCESS Composite DR A Johnny Barrientos 4.4 Samantha Rodriguez 3.7 Miguel Bravo 4.4 Juan Lara WAPT 1 Marisol Espinoza 4.4 Jaime Barrera WAPT 1 Adaleigh Gaona 4.6 Mario Lemus 3.3 Diana Aguilar 1.4 ELA Standard: R.L. 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. R.L. 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. R. 7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. SL.3.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. S.L.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking). W.7. Conduct short research projects that build knowledge about a topic. W.6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. WIDA ELP Standards & Performance Indicators: ELP ELLs communicate information, ideas and concepts necessary for academic success in the content area of Language Arts Mathematics Science Social Studies Materials: Internet enabled computer with printer access Pencil and eraser RTU Tool (Readable-Trustworthy-Useful) Folder for compiling all printouts mrsmazar.weebly.com Learning Targets D a y
1
Content Objective Students will be able to determine the central lesson of a story with the support and collaboration of a partner. Students will explain how the central lesson is conveyed through key details in the text with the support of guiding questions. Language Objectives Students will listen engage in a collaborative discussion with their partner with the support of guiding questions. Students will write in response to questions with the support of interactive graphic organizers and sentence frames.
ONLINE READING ASSIGNMENT 9 D a y
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Content Objective Students will research two animals from the trickster tale with the support of the internet. Students will evaluate and synthesize information from websites with the support of an RTU tool. Language Objectives Students will discuss and write about the two animals with the support of interactive graphic organizers. Students will complete an exit slip upon completion of assignment with the support of a partner.
Lesson Plan for the Week Day 1
Day 2
1. Build Background Knowledge. Ask students what they think the word trickster means. Lead them to find the root word trick. Ask them if they have ever been tricked by someone else. Let them know that a trickster tale is one in which one character tricks another one to solve a problem. Let then know that today they will hear a trickster tale. 2. Read and explain Day 1 Content & Language Objectives. 3. Pull up mrsmazar.weebly.com/online- skills.html on screen for all students to see. 4. Explain that they will work through this lesson with a partner. Explain that it will take two days. 5. Point out features of website to students, such as NEXT button at bottom of screen. 6. Show students where they will listen to the story. Make sure to let them know to use headphones. 7. Explain to students the requirements for discussion. Show them where the questions are but do not read them or click on the accompanying image. 8. Show students where story maps are located. Explain how they are to complete two story maps and print them out. 9. Let them know that the story maps page completes day one. 10. Give students two minutes to find partners. Review expectations of collaborative partner work. 11. Allow students 30 minutes to work 1. Connect to prior learning: Ask students what activity we did yesterday with the trickster tale. Tell students that today they get to continue working on the website together with their partner. 2. Review Content & Language Objectives. 3. On screen, briefly show web page students will be working on. Do not click on any links. 4. Remind students of the RTU Tool (Readable-Trustworthy-Useful) which they would have learned to use in prior lesson. Pass out the RTU Tool to each student. 5. Let students know that when they finish, they must complete the Exit Slip on the last page. 6. The Exit Slip is the assessment piece for Day 2. 7. Send students off to work. Allow them 30 minutes. 8. Note: this project may take 3 rd graders more than 2 days. If so, pacing can be easily adjusted to allow for completion. ONLINE READING ASSIGNMENT 10 together. 12. Assessment Day 1: Sharesquare. Students return to carpet and sit in a square to share their work. Students will compile story maps into a project folder.
Modifications & Accomodations: Icons & images used to explain directions as much as possible Sentence frames provided in Exit Slip Guiding questions to lead discussion Easter Eggs embedded throughout for gifted students to discover. Images are linked to sites that provide more information about the topic.
ONLINE READING ASSIGNMENT 11
ONLINE READING ASSIGNMENT 12 References Davies, R. (2011). A framework for evaluating educational technology integration. TEchTrends, 55(5), 45-52. Drew, S. V. (2012). Open up the ceiling on the common core state standards: Preparing students for 21st- century literacy now. Journal of Adolescent & Adult Literacy, 56(4), 321-330. http://dx.doi.org/10.1002/JAAL.00145 Henry, L. (2006). SEARCHing for an answer: The critical role of new literacies while reading the internet. The Reading Teacher, 59(7), 614-627. http://dx.doi.org/10.1598/RT.59.7.1 Kereluik, K., Mishra, P., & Koehler, M. (2011). On learning to subvert signs: Literacy, technology and the TPACK framework. The California Reader, 44(2), 12-18. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5). Prensky, M. (2001). Part II: Do they really think differently? On the Horizon, 9(6).
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