Summary of articles:
In today’s day and age, it is the teacher’s responsibility
to prepare her students for the big world. In the world we live in computers, iPads,
web, apps, and online tools are all part of the “musts” a student should know in
order to succeed. There are many ways to incorporate technology into classroom
learning that support the development of literacy skills. One method that
incorporates the advancement of literacy and technology is digital
storytelling. Students create online
stories using word processing tools and various web programs that help them
design their stories and presentations. They can insert personal drawings, art,
videos, pictures and other multi-media sources. There are dozens of great apps and web programs
that help students practice what they are learning and familiar themselves with
technology.
In my lesson, I have utilized some great apps and websites
that help students practice their literacy skills.
Candidate’s
Name: Esther Perlow
Grade Level: 2
Title of the lesson: Reading
with fluency using recordings and QR codes.
Length of the lesson: 45 min.
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Central focus of the lesson (The central focus should align with
the CCSS/content standards and support students to develop an essential
literacy strategy and requisite skills for comprehending or composing texts
in meaningful contexts)
Key questions:
● what do you
want your students to learn?
● what are
the important understandings and core concepts you want students to develop
within the learning segment?
Sample: reading with fluency and accuracy
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Knowledge of students to
inform teaching (prior knowledge/prerequisite skills and
personal/cultural/community assets)
Key questions:
● What do
students know, what can they do, what are they learning to do?
● What do
you know about your students’ everyday experiences, cultural backgrounds and
practices, and interests?
Sample: Students know how good readers sound. They are
practicing to read with fluency, accuracy and speed.
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Common Core State Standards
(List the number and text of the standard. If only a portion of a standard is
being addressed, then only list the relevant part[s].)
Fluency:
CCSS.ELA-Literacy.RF.2.4.b
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-Literacy.RF.2.4.c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |
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Support literacy development
through language (academic language)
Students will read grade level text with
fluency, expression, and speed.
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Learning objectives
Students will read grade level
text with purpose and understanding.
Students will read with sufficient
accuracy and fluency to support comprehension.
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Formal and informal assessment
(including type[s] of assessment and what is being assessed)
Teacher will assess students
informally while they read and record themselves. Teacher will formally
assess students’ final recordings from QR codes on the books.
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Instructional procedure:
Instructional strategies and learning tasks (including what you and the
students will be doing) that support diverse student needs.
Teacher will read aloud a book
from the class read- aloud box. She will demonstrate good reading
strategies and record herself using Audio boom.
Discussion: The class will
discuss what good reading habits the teacher demonstrated. They will listen
to the recording and decide if it sounds perfect.
Each student will choose a
book from the read aloud box on their instructional level. Using the class
ipads, each student will record himself reading through Audioboom . With
a peer, each student will listen to their recording and make sure it sounds
clear and fluent.
Each recording will be made
into a QR code. The QR codes will be placed on the books so other classmates
can listen to fluent reading during the appropriate time.
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Instructional resources and
materials used to engage students in learning.
Books for each student from
the read aloud box
IPads
Audioboom.com
http://www.qr-code-generator.com/
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Reflection
● Did your
instruction support learning for the whole class and the students who need
great support or challenge?
Yes, by providing good teacher
modeling, along with supportive technological tools and differentiated
instruction this lesson is accessible to all.
● What
changes would you make to support better student learning of the central
focus?
I think having a teacher or teacher’s
assistant review the recordings with each child would be very beneficial.
● Why do
you think these changes would improve student learning? Support your
explanation from evidence of research and/or theory.
One on one modeling of
fluency skills helps all children.
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Dr. Hui-Yin Hsu Spring 2014
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