Jumping Through the Skills Hoops
An Integrated Reading & Technology Unit for 3rd, 4th, & 5th Grade Students designed by Donna McAvoy
Stage 1 – Desired ResultsEnduring Question:
Technology improves the process and quality of one’s proactive metacognitive reading comprehension, develops vocabulary, encourages a love of reading.
Understandings:
Technology is a tool that enhances the learning experience.
Technology provides a vehicle to demonstrate mastery of a concept.
Successful readers utilize a variety of techniques to acquire comprehension.
Successful readers internalize and process a passage as it is being read.
Successful readers become active participants in the reading process.
Students will utilize structural analysis and vocabulary skills.
Essential Questions:
What do I need to focus on while I’m reading?
How can I become an active participant in the reading process?
How can I use technology to improve my reading skills?
Students will know …
LA.1.1.1.1.3 – Students will interpret oral literary selections for details, main idea, themes, settings, actions and figurative language.
LA.2.1.2.1.1 – Students will interpret the meaning of words, including multi-meaning words, using context clues in literary and informational text.
LA.2.1.2.1.7 – Students will recognize the meaning of words from content areas.
LA.3.1.3 – Students will identify a purpose for reading.
LA.3.2.1 – Students will recognize details in literary and informational texts.
LA.3.2.2. – Students will determine the sequence of events or information in literary and informational texts.
LA.3.3.1 – Students will identify the main idea of literary and informational texts.
LA.3.3.2 – Students will recognize cause and effect relationships in literary and informational texts.
LA.3.4.5 – Students will analyze characterization in a literary selection.
LA.3.4.6 – Students will interpret the plot and problem resolution in a literary selection.
LA.3.4.7 – Students will identify a theme of a literary selection.
LA. 3.5.2 – Students will differentiate between fact, fiction and opinion in literary and informational texts.
LA. 4.1.3 – Students will analyze the most appropriate types of reference materials needed to locate specific information.
Students will be able to …
Utilize various software programs to demonstrate mastery of the following reading skills;
- Research skills
- Main idea
- Details
- Chronological order
- Plot
- Conflict
- Setting
- Characters
- Major theme
- Fact and opinion
- Vocabulary development
- Drawing conclusions
- Cause and effect
- Retelling
- Summarizing
Stage 2 - Assessment Evidence
Performance Tasks:
Project Based Rubric for each lesson
Online Benchmark Tests for some lessons.
Other Evidence:
Teacher observation
Stage 3 – Learning Plan
Performance Tasks:
Use MS Word to summarize and highlight the main idea of selected passages.
Use an appropriate website to locate information (Time For Kids, National Geographicfor Kids, etc.)
Use Kidspiration, to arrange events in chronological order.
Use Cloze Pro to fill in missing blanks by choosing vocabulary word banks.
UseWORD to create astory cube to describe the setting, characters, conflict, cause and effect in a story.
Use PowerPoint to create an acrostic description of themselves.
Use KidPix to draw and describe the setting of a story.
Use PowerPoint to create a jeopardy game incorporating Fiction/Nonfiction, Fact/Opinion and Inference categories.
Use Kidspiration to create a cause/effect sorting activity.
Grade Level: 3rd, 4th, and 5th Grade Students
Subjects: Reading
Research Skills
Main Idea
Vocabulary Development
Technology
Word Processing
Internet Childrens’ Magazines
Title of Lesson: Get The Gist
Numbered Lesson in the Unit: Lesson 1 of 8
SunshineState Standards:
LA.3.3.1 – Students will identify the main idea of literary and informational texts.
LA.1.1.1.1.3 – Students will interpret oral literary selections for details, main idea, themes, settings, actions and figurative language.
LA.3.4.7 – Students will identify a theme of a literary selection.
LA.2.1.2.1.7 – Students will recognize the meaning of words from content areas.
LA. 4.1.3 – Students will analyze the most appropriate types of reference materials needed to locate specific information.
Essential Question:
What is the main idea of a story?
Where can I go on the internet to locate information?
Goals: The student will understand that stories are written around a central idea.
Objectives: Using MS Word students will demonstrate their understanding of main idea.
Content Summary:
Lesson Procedures:
The teacher will model the lesson as a whole group activity, choosing a story from Time For Kids ( After the activity has been completed;
- The teacher will preview an article from one of the websites below to determine that each paragraph contains a main idea. Please note: below is a list of additional high quality online children’s magazines, which may also be used.
"Title: EEK: Environmental Education for Kids"
By Wisconsin Dept. of Natural Resources; Monthly; for ages 9-14, parents, and educators.
Focus: environmental, nature, and outdoor education.
Features: resources for educators; career information related to environmental sciences; activities, stories, riddles, and informational articles.
"Title: MidLink Magazine"
By SAS inSchool, North CarolinaStateUniversity and the University of Central Florida; Quarterly; for ages 8-18.
Focus: all subjects, as well as current issues.
Features: cooperative classroom projects that link learners from around the world; resources for educators; Web sites of schools around the globe.
"Title: Parents and Children Together Online"
By ERIC Clearinghouse on Reading, English, and Communication; Quarterly; for ages 5-14 and parents.
Focus: reading, literacy, and information articles focus on sciences and social sciences.
Features: fiction, poetry, and information articles for children; resources for parents and educators.
"Title: Stone Soup Magazine"
By Stone Soup Publisher; Bimonthly; for ages 8-13.
Focus: literature and art.
Features: accepts children's art and writing work; pen pal program; teacher resources; archived sample stories, poems, artwork from past issues.
Frequency: 6 times per year.
"Title: Scholastic News"
By Scholastic, Inc.; Weekly (top stories change daily); for ages 8-14, parents, and educators.
Focus: current news and events, arts and entertainment.
Features: news stories, polls, games, quizzes, and news radio for children; resources for educators and parents.
Title: National Geographic for Kids
Ranger Rick
Your Big Backyard
National Wildlife
Wild Animal Baby
Sports Illustrated for Kids
Time For Kids
Weekly Reader for Kids
- Students will open MS Word and write a sentence using 20 words or less summarizing the main idea of each paragraph in the article they’ve read.
- Students will then read over all the sentences and highlight the main idea of the entire reading passage.
- Students can change the font; style, size and color and add clip art images to enhance their work.
- Students will share their work with others.
What learning activities/skills will students be engaged in?
Lecture and discussion
Whole group interaction
Independent work
What resources will be used during the lesson?
Children’s Internet Sites
MS Word
Assessment:
I am required by the school district to give my students an effort grade of Outstanding, Satisfactory, Needs Improvement or Unsatisfactory.
Get The Gist Rubric
4 points / 3 points / 2 points / 1 point / 0 pointsSummary Length / Student summarizes the main idea of all the paragraphs using 20 words or less. / Student summarizes the main idea using 20 words or less in 75% of the paragraphs. / Student summarizes the main idea using 20 words or less in 50% of the paragraphs. / The student did not follow the 20 word guidelines. / No attempt was made to summarize the main idea of the paragraphs.
Main Idea / All the main points, using the article for reference correctly identifies the main idea of the passage. / Identifies the main points, using the article for reference. S/he does not correctly highlight the main idea of the entire passage however. / Identifies the main points, using the article for reference. S/he does not correctly highlight the main idea of the entire passage however. / The student cannot identify important information with accuracy. / No attempt was made to identify the main idea of the paragraphs.
Fonts / Student uses ascetically pleasing color, size and style. / Student changes font color, style and size of font, but text is difficult to read. / Student changes 2 out of the 3 adjustments. / Student changes one of the three adjustments. / No attempt was made to change either style, color, or size of font.
Graphics / Student accurately chooses graphics which relate to the text. / Student has difficulty relating graphics to the text. / Student has not included graphics.
Presentation / Stays on topic, speaks clearly, uses effective volume, maintains eye contact with audience. / 3 out of 4
Stays on topic, speaks clearly, uses effective volume, maintains eye contact with audience. / 2 out of 4 Stays on topic, speaks clearly, uses effective volume, maintains eye contact with audience. / 1 out of 4
Stays on topic, speaks clearly, uses effective volume, maintains eye contact with audience. / Student does not present his/her project.
Lecture Behavior / Participates in discussion without shouting, listens to others speak, pays attention to teacher/presenter. / Sometimes participates in discussion or shouts during discussion, sometimes listens and pays attention / Does not participate in discussion, does not listen to others or pay attention to teacher/presenter / Disruptive or disrespectful to others, during discussion.
Independent Behavior / Stays on task and completes assignment, staying in seat and raising hand when needing assistance. / Stays on task and completes assignment, calls out or get out of seat to get assistance. / Off task, doesn’t complete assignment. / Disruptive or disrespectful to others during independent work time.
Outstanding - 20 – 28 points.
Satisfactory – 11 – 19 points.
Needs Improvement - 6 - 10 points.
Unsatisfactory – Less than 6 points.
Accommodations:
Computer Assisted Instruction
Audio Visuals
Multisensory Experiences
Teacher Observation
Demonstration to introduce vocabulary words
Relating vocabulary to prior knowledge
Concrete first/then abstract
Directions explained clearly and repetition of key terms.
Reading Buddies (pairing stronger readers with weaker)
How will you accommodate for diverse learners so they can truly “uncover” the essential knowledge for the unit?
Students have access to WYNN, which is an assistive software program that reads text. Many ESE and ESOL students, and weak readers benefit by having passages read aloud to them.
Grade Levels: 3rd, 4th, and 5th Grade Students
Subjects: Reading
Chronological Order
Vocabulary Development
Technology
Kidspiration (graphic organizer program)
AOL website
Title of Lesson: Putting It Together
Numbered Lessons in the Unit: Lesson 2 of 8
SunshineState Standards
LA.3.2.3 – Students will determine the sequence of events or information in literary and informational texts.
LA.3.2.1 – Students will recognize details from literary and informational texts.
LA.3.4.6 – Students will describe the development of the plot and problem resolution in a literary selection.
Essential Question:
What is “sequence”?
How does recalling the order of a story aid in comprehension?
Goals:
The student will understand that stories are written in a particular order so that they make sense.
Objectives: Using Kidspiration students will demonstrate their understanding by correctly reconstructing the sequence of a story.
Content Summary:
Lesson Procedures:
- The teacher will model the lesson as a whole group activity.
A. Listen to an online Arthur story from
(this online book site highlights the words as they are read to the listener) so students don’t get discouraged if they can’t read all the words by themselves.
B. Use Kidspiration to graphically organize the sequence of the story by typing the important events in separate boxes. Students are encouraged to contribute to the demonstration so they can be exposed to examples and non examples of what is required of them.
After the exercise has been completed;
- Students will listen to Edward and the Pirates, a story which is also on the site.
- After listening to the story, students can go back and open the file and pause it whenever necessary to successfully complete the assignment.
- The child will then open Kidspiration and using numbered text boxes, will summarize the important details of the story and place them in their correct chronological order.
- The students can toggle back and forth between the AOL site and Kidspiration to complete this project.
- Students will add graphics to the graphic organizer.
- Students are to change the size, style, and color of the font.
- Students will present their finished project to the other students, omitting one of the events.
- The other students will try to guess which event was left out.
Description of instructional approaches
What learning activities/skills will students be engaged in?
Lecture and discussion
Whole group interaction
Independent work
What resources will be used during the lesson?
AOL Bedtime Story Internet Site
Kidspiration
Assessment:
I am required by the school district to give my students an effort grade of Outstanding, Satisfactory, Needs Improvement or Unsatisfactory.
Putting It Together
4 points / 3 points / 2 points / 1 point / 0 pointsMain Idea / The main events of the story are identified and correctly sequenced. / Extraneous events are included, but they are correctly sequenced into the organizer. / The student cannot correctly identify the important events of the story. / The student cannot correctly sequence the events of the story. / No attempt was made to identify the events of the story.
Fonts / Student uses ascetically pleasing color, size and style. / Student changes font color, style and size of font, but text is difficult to read. / Student changes 2 out of the 3 adjustments. / Student changes one of the three adjustments. / No attempt was made to change either style, color, or size of font.
Graphics / Student accurately chooses graphics which relate to the text. / Student has difficulty relating graphics to the text. / Student has not included graphics.
Presentation / Stays on topic, speaks clearly, uses effective volume, maintains eye contact with audience. / 3 out of 4
Stays on topic, speaks clearly, uses effective volume, maintains eye contact with audience. / 2 out of 4 Stays on topic, speaks clearly, uses effective volume, maintains eye contact with audience. / 1 out of 4
Stays on topic, speaks clearly, uses effective volume, maintains eye contact with audience. / Student does not present his/her project.
Lecture Behavior / Participates in discussion without shouting, listens to others speak, pays attention to teacher/presenter. / Sometimes participates in discussion or shouts during discussion, sometimes listens and pays attention / Does not participate in discussion, does not listen to others or pay attention to teacher/presenter / Disruptive or disrespectful to others, during discussion.
Independent Behavior / Stays on task and completes assignment, staying in seat and raising hand when needing assistance. / Stays on task and completes assignment, calls out or get out of seat to get assistance. / Off task, doesn’t complete assignment. / Disruptive or disrespectful to others during independent work time.
Outstanding - 20 – 24 points.
Satisfactory – 11 – 19 points.
Needs Improvement - 6 - 10 points.
Unsatisfactory – Less than 5 points.
Accommodations:
Computer Assisted Instruction
Audio Visuals
Multisensory Experiences
Teacher Observation
Demonstration to introduce vocabulary words
Relating vocabulary to prior knowledge
Concrete first/then abstract
Directions explained clearly and repetition of key terms.
Reading Buddies (pairing stronger readers with weak readers)
How will you accommodate for diverse learners so they can truly “uncover” the essential knowledge for the unit?
I have chosen a website which reads the stories to the children since many ESE and ESOL students and poor readers students can benefit by having passages read aloud to them. The purpose of this lesson is to teach the concept of chronological order, I don’t want them to get defeated if they can’t read the text.
Grade Levels: 3rd, 4th, and 5th Grade Students
Subjects: Reading
Words and Phrases in Context
Vocabulary Development
Technology
ClozePro
Title of Lesson:Hide and Seek
Numbered Lessons in the Unit: Lesson 3 of 8
SunshineState Standards
LA.A.1.2.2 – Students will select from a variety of simple strategies, including the use of phonics, word structure, context clues, self-questioning, confirming simple predictions, retelling, and using visual cues, to identify words and construct meaning from various texts, illustrations, graphics, and charts.
LA.A.1.2.3 – Students will use simple strategies to determine meaning and increase vocabulary for reading, including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships.
LA.A.1.2.4 – Students clarify understanding by rereading, self-correction, summarizing, checking outer sources, and class or group discussion.
Essential Questions:
What strategies can be used to increase vocabulary?
How can context clues help to determine word meaning.
Goals:
The student will incorporate clues in reading passages to determine meaning and increase reading vocabulary.
Objectives: Using Cloze Pro students will demonstrate their understanding of context clues by correctly inserting unfamiliar words in a story.
Content Summary:
Lesson Procedures:
- The teacher shouldlocate short passages which are developmentally appropriate for their students ( The stories can be typed into Word, then the readability index can be used to determine the Flesch-Kincaid reading grade level).
- These passages can then be pasted into Cloze Pro. The teacher will select key vocabulary words in the story and substitute them with a blank.
- The file can then be saved using the title of the passage and the reading level.
- The child will begin at the lowest reading level and fill in the blanks.
- When they have filled in all the spaces, they can click on the audio feature to hear how the story sounds.
- When they are satisfied, they can then check their work by clicking on the report status.
- If they score 100%, they can go onto the next higher reading level. If not, they are to go back into the story and make the necessary changes until all the words are filled in correctly. Then continue reading into the next highest level.
- They can print out a copy of their session, or the teacher can simply click on the report button to monitor the child’s progress.
Description of instructional approaches