Chrissy Carter

LITR-630
Online Literacy Assignment
Written Component
23 June 2017
 My online literacy assignment was on incorporating text features and search tools to

locate information in a variety of different texts. The end goal for this lesson was for my third

grade students to have a better understanding of how to use text features and search tools to ask

and answer questions to check for comprehension. There were different activities to engage

students and they can move at their own pace with their partner.

This lesson meets six ILA Standards. The first ILA Standard is Standard 1.2: Candidates

use appropriate and varied instructional approaches, including those that develop word

recognition, language comprehension, strategic knowledge, and readingwriting connections.

This lesson focuses more on language comprehension and knowledge aspects of this standard.

The second standard is ILA Standard 1.3: Candidates use a wide range of texts (e.g., narrative,

expository, and poetry) from traditional print, digital, and online resources. During this lesson,

students will see text from books, articles online, as well as other online resources to complete

the lesson. The third standard is ILA Standard 3.2: Candidates select, develop, administer, and

interpret assessments, both traditional print and electronic, for specific purposes. The

assessments I am using is a self-reflection prompt using Padlet. This will give me a sense of

where the students are at the end of the lesson. The fourth standard is ILA Standard 4.1:

Candidates recognize, understand, and value the forms of diversity that exist in society and their

importance in learning to read and write. By using a variety of online resources it, allows

students to use their voice and form conversations based on the topics provided. The fifth

standard is ILA Standard 5.1: Candidates design the physical environment to optimize students

use of traditional print, digital, and online resources in reading and writing instruction. The

environment of our classroom is accepting to new ideas and concepts. We are starting to try to

use more technology, so the students have learned to be patient with the technology if it messes
up or if I as the teacher mess up as well. The sixth and final standard is ILA Standard 5.4:

Candidates use a variety of classroom configurations (i.e., whole class, small group, and

individual) to differentiate instruction. The gradual release process is how each lesson in my

classroom is conducted. It provides lots of ways for students to work collaboratively and

independently.

My lesson also meets ISTE Standard 3; ISTE 3: Research and information fluency

Students apply digital tools to gather, evaluate, and use information. (b.) Locate, organize,

analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

This lesson focuses on locating information using text features and search tools. They also use

these skills in their reading of informational texts. Before they can move into organizing,

analyzing, evaluating, and synthesizing students have to be able to locate and navigate

information independently.

The Kentucky Teacher Standards (KTS) this lesson meets are KTS 6.1, 6.2, and 6.5. KTS

6.1: Uses available technology to design and plan instruction, I was able to think about my

classroom and think about the technology available. We have three desktop computers and ten

tablets from the Third Grade Reading Pledge Grant. KTS 6.2: Uses available technology to

implement instruction that facilitates student learning. During this lesson, I was able to

implement the use of these online resources: NearPod, GoogleDocs, SmartBoard, and Padlet.

This facilitated student learning by engaging all students and holding each student accountable.

KTS 6.5: Demonstrates ethical and legal use of technology. I can show my students how to use

technology appropriately and for educational purposes.

 During the class, so far we have read many articles about incorporating technology into

literacy instruction. Teachers are often left struggling to reach students who lack the basic

foundations needed to develop digital literacy skills- that is, the ability to not only use devices,

but also to fully experience online opportunities and engage in interactions that foster critical

thinking about their content and the world around them (Braverman, 2016). I can relate to

Bravermans quote because I feel like I do struggle in developing my students digital literacy

skills because we as teacher feel pressured to make sure they are prepared for K-PREP at the end

of the year. Now that the district is moving to deeper learning, it will be essential that students

have experiences and opportunities where they can be critical thinkers with or without

technology. For this lesson, in particular it gatekeeper skills it focuses on reading online to

locate information and check for understanding. We read on the Internet to solve problems and

answer questions. How a problem is framed or how a questions is understood is a central aspect

of online reading comprehension (Journal of Adolescent & Adult Literacy, 2011).

The TPACK model is the ability to connect pedagogy, content, and technology into your

lesson. In order to properly integrate technology into a school setting, teacher and students

must gain proficiency with specific technologies and have opportunities to select technology

tools to help them accomplish their learning goals (Davies, 2011). In this lesson I am using

cooperative grouping and allowing students to create answers on a googledoc. They will publish

their googledoc to receive feedback. Connecting all of the elements of TPACK it is easier to see

how my students would be much more engaged, take ownership of their learning, and have fun

learning.

The Common Core State Standards (CCSS) this lesson is connected to are: RI.3.3, RI.3.5,

RI.3.10. CCSS RI.3.3: Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers. In this lesson there are questions that

are being used to demonstrate understanding but also facilitate discussions. CCSS RI.3.5: Use

text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information

relevant to a given topic efficiently. This is the main concept of the lesson, using text features

and search tools to locate information. These skills will help students navigate through online

resources as well as hard copies of text. These skills are needed in the technology world we live

in currently as well as in the future. CCSS RI.3.10: By the end of the year, read and comprehend

informational texts, including history/social studies, science, and technical texts, at the high end

of the grades 23 text complexity band independently and proficiently. Overall, this lesson will

help my students read and comprehend a variety of text in order to reach reading proficiency by

the end of the year. By providing these experiences for online resources, it gives students

another way to see words and text besides just in a book. My students thrive using technology.

For me as their teacher it is important to incorporate technology into lessons, assessments, and

activities to engage all learners.