1 / 21

Integrating Technology and Lesson Design

Integrating Technology and Lesson Design. By: Kelsy Beals. Lesson Title: Charting Horses. Subject Area: Reading Comprehension Grade level: 10 th Grade (struggling reader). Student Information. Is a tenth grade female student

latika
Download Presentation

Integrating Technology and Lesson Design

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Integrating Technology and Lesson Design By: Kelsy Beals

  2. Lesson Title: Charting Horses • Subject Area: Reading Comprehension • Grade level: 10th Grade (struggling reader)

  3. Student Information • Is a tenth grade female student • loves to ride horses and hang out with family her family members on the weekends • Her evaluations currently state she is at a 3rd grade reading level • She is very unmotivated to improve upon her reading and is easily distracted during her lessons

  4. Purpose and Intent of Lesson • This lesson is a student-teacher unit concerning a struggling reader who has difficulty organizing and focusing her thoughts while reading. • She understands a majority of the material being presented to her, but has difficulty putting all the pieces of information together. • Using a Facts, Questions, Response chart and reading pen during this lesson might improve her reading comprehension level

  5. Application of Prior Knowledge • This student enjoys riding horses in her spare time. • She has some prior knowledge of breeds and personal care of the animals. • The book selected for this lesson appeals to the students interests and prior knowledge of horses.

  6. Unit Goals • The Facts Questions Responses chart and reading pen will increase the student’s reading comprehension by one level (Literal to Interpretive).

  7. Unit Goals Continued • At the end of this lesson, the student should be able to identify, comprehend, and organize important elements in the book.

  8. Student Objectives • Student will use prior knowledge to contribute information to lesson. • Student will construct FQR chart to track and monitor reading comprehension. • Student will use reading pen effectively to clarify questions in grammar. • Student will write down any facts learned, questions, or responses to the text on a sticky note and paste them to the FQR chart

  9. TEKS Standards Addressed • TEKS 110.31 b (6) Reading/Comprehension of Literary Text/Literary Nonfiction. • Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. • Students are expected to analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event.

  10. Lesson Procedures • I introduced the book Horses & Pony Breeds by Carolyn Henderson to the student. I asked her to read the title and the short foreword section of the first page.

  11. Lesson Procedures Continued 2. I briefly explained the premise behind the exercise and encouraged her to write down two facts she already knew about horses or ponies on a sticky note and paste that note to the Facts portion of the chart. • Motivating student • Inspiring contribution • Using prior knowledge

  12. Lesson Procedures Continued 3. Read first four pages of the book. • use the reading pen to help clarify grammatical questions • emphasis on the message of the text, not the reading itself • Monitor key points in reading

  13. Lesson Procedures Continued 4. At the beginning of each page, I had the student pause and write down the facts she had learned, any questions she had over the material, and/or additional responses to the text. • frequently asked her what key connections she made from the reading • briefly explained and clarified questions she had concerning the chart so ideas would stay organized

  14. Lesson Procedures Continued 5. During our reading pause, I frequently asked her what key connections/ facts she had discovered from the text? • Focus on three or four key connections 6. Help the student post each comment to the correct section of the FQR chart if necessary. 7. After completing the four pages, I asked her to highlight three key connections she had made from the text.

  15. Technology Requirements: • Reading Pen • Computer (PC) to upload reading text if needed • Touchscreen monitor • Wizomtecom.com to educate ourselves about the powerful accommodations of the reading pen.

  16. Materials & Equipment • Reading Pen • Book: Horses & Pony Breeds By: Carolyn Henderson • Sticky Notes • Two Pencils • FQR Chart • Highlighter • Computer/ Touchscreen Monitor

  17. Assessment • Student will be assessed by: • the quality of factual information obtained through the reading, the quality of questions asked during the reading, and some of the responses written by the student the during reading lesson. • Student will be assessed by being able to identify and organize three key connections from the text.

  18. Accommodation Strategies • Frequent breaks from reading to allow time for the student to write down information, address questions from the text, and discuss key connections from the text.

  19. Accommodation Strategies • More time given to student while reading through the text. • Verbal and physical cues for the reader when she loses her place while reading.

  20. References Referenced From: http://www.wizcomtech.com/eng/catalog/ platforms/01/default.asp?pCat=8&PlatformID=22 Referenced From: http://s449.photobucket.com/albums/qq213/Ta ylaaAshleighh/?action=view&current=deco rative-lines- 25_large.png&newest=1 Referenced From: http://www.google.com/imgres?hl=en&sa=X&biw=1366&bih=600&tbm=isch &prmd=imvns&tbnid=JShhjXveoVmfIM:&imgrefurl=http://www.aatechpro.c om/36.html&docid=IGLRzzEwubd4KM&imgurl=http://www.readingpenscho olstore.com/images/StudentUsingReadingPenPen.jpg&w=454&h=400&ei=C 5J_LU2QWFrNC3BA&zoom=1&iact=hc&vpx=354&vpy=146&dur=428&hovh= 4&hovw=231&tx=128&ty=111&sig=100908119945107657250&page =1&tbnh=128&tbnw=147&start=0&ndsp=24&ved=1t:429,r:2,s:0,i:82

  21. References Referenced from: http://mmii.info/?db=bebop&page=5 Referenced from: http://www.google.com/imgres?hl=en&biw=1366&bih=6 00&tbm=isch&tbnid=vWSHyRPdtleeJM:&imgrefurl =http://openlibrary.org/works/OL1997278W&doci d=hPJC4YK_mCrdhM&itg=1&imgurl=http://covers. openlibrary.org/w/id/2593964- L.jpg&w=364&h=475&ei=OEUAUOzXBMXs2AWKjYi- BA&zoom=1&iact=rc&dur=416&sig=100908119945107 657250&page=1&tbnh=123&tbnw=94&start=0&ndsp= 27&ved=1t:429,r:1,s:0,i:76&tx=52&ty=55

More Related