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Montgomery Grade 4 Reading Project

Page history last edited by Julie Rapoport 9 years, 6 months ago

Reading & 21st Century Literacy > Comprehension, Fluency & Keyboarding

Julie Rapoport - Grade 4 Teacher, Montgomery Elementary School

Robert Gervais - Technology Coordinator, Franklin Northeast Supervisory Union

 

Description: We are developing a teacher resource in as much as a unit of study.  There are too many online reading-learning websites and applications available -many FREE- to teachers, but how do teachers know what works, what's worth it, and how to manage it all with their classes?  Basing our research in reading and technology on our respective expertise and current knowledge of these areas, we expect this resource to better enable teachers in FNESU to use 21st Century technologies in their reading instruction.

Overview:  The goals of this project include identifying key indicators of reading comprehension, providing strategies, resources, and activities that are technology rich and that directly impact achievement of grade level comprehension, and providing teachers specific instruction to aid implementation of 21st Century tools in their classrooms.  One of our expected results is to provide teachers, in any reading program at any grade level, a place where they can easily find proven resources, strategies, and the best practices for integrating technology into a successful reading program.

Please note that this unit is really comprised of 4 "sub-units" that makeup the main areas of "Reading";  Book Reports, Comprehension, Fluency, and Keyboarding.  Comprehension is further divided into Compare/Contrast, Sequence of Events, Character and Setting, and Main Idea and Supporting Details.  The intent for this design is to give teachers resources more specified to one area, without overwhelming them with too many resources.

Book Report Unit

 

Documents:

 

Reading & 21st Century Literacy > Comprehension, Fluency & Keyboarding

 

Essential Questions
How can students demonstrate reading comprehension using 21st century skills?

Kid version: How can students show reading comprehension using technology tools?
How can students improve reading fluency using 21st century skills?

Kid version: How can students become better oral readers using  technology tools?
Does improved keyboarding fluency impact student communications?

Kid version: Do better typing skills help students communicate and complete assignments?

Content
A. Book Report Alternatives: author, title, characters, problem, solution, setting, creativity and innovation
B. Comprehension: Compare and Contrast
C. Comprehension: Sequence of Events
D. Comprehension: Character and Setting
E. Comprehension: Main Idea and Supporting Details

F. Fluency
G. Keyboarding
Skills
A1. Identify orally, visually or in writing the author of the book
A2. Identify orally, visually or in writing the title of the book
A3. Identify orally, visually or in writing the main characters in the book
A4. Identify orally, visually or in writing the problem of the book
A5. Identify orally, visually or in writing the solution of the book
A6. Identify orally, visually or in writing the setting of the book
A7. Demonstrate orally, visually or in writing creativity and innovation
B1. Identify in writing similarities and differences between characters in the book
B2. Identify in writing similarities and differences within settings in the book
C1. Identify orally, visually, or in writing a sequence of events in a given book

D1. Identify in writing how the character reacts in different settings of a given book
E1. Identify in writing the main idea of a given book

E2. Identify in writing the supporting details of a given book
F1. Read orally passage with appropriate speed, accuracy and expression
G1. Enter text electronically with appropriate speed and accuracy
Assessment                              back to the top
A1.-A7. Using Kidblog, Zooburst, Shelfari, Toondo, Voicethread, or Issu students will respond to a given book including title, author, main characters, problem, solution, and setting
Book Report Rubric


B.  Students will get handout with reading passage and verbal directions from teacher.  Responses to the questions will be collected via a Google form.  
e.g. Google Form
C.  Students will get handout with reading passage and verbal directions from teacher.  Responses to the questions will be collected via a Google form.  
e.g. Google Form
D.  Students will get handout with reading passage and verbal directions from teacher.  Responses to the questions will be collected via a Google form.  
e.g. Google Form
E.  Students will get handout with reading passage and verbal directions from teacher.  Responses to the questions will be collected via a Google form.  
e.g. Google Form
F.
G.  Feedback from the keyboarding program, immediate feedback

Activities/Strategies           back to the top
A1.-A7  Teacher will create student email accounts in ePals or GoogleApps classroom account. Students, with teacher guidance, setup their own accounts and login to Kidblog, Zooburst, Shelfari, Toondo, Voicethread, and Issu. Within accounts students will create alternatives to book reports. Students will have the option of creating reviews, personal representations, and summaries of books with outcomes being comic books, blogs, popup books, magazines, personal book shelf, and multimedia tours of books.

Step-by-step tutorials for getting started:
How to KidBlog

How to ToonDoo

How to ZooBurst

How to VoiceThread

How to Issu

How to Raz-Kids

How to Google Form

 

B. (compare/contrast)Google draw graphic organizer, google form, raz-kids.com

C. (sequence of events) graphic organizer timeline, google earth, google form, raz-kids.com
How to Google Earth

D. (character and setting) graphic organizer, google form, raz-kids.com
E. (inferencing) graphic organizer, google form, raz-kids.com

F. In order to practice and self-assess fluency, there are several options for students to record, listen, and save audio files digitally.

Students use GarageBand (Mac) or Audacity (Windows or Mac) programs on their computers, creating mp3 files, to record, listen, and save reading passages to check fluency.

How to PodCast GarageBand
Students login to Voicethread, upload the image of the book from Shelfari to begin creating a voicethread for a given book., then record, listen, and save reading passage.
Students login to their ePearl account and create a new artifact for their book; within the artifact they will use the Recorder to record, listen, and save their reading passages.
To practice fluency by listening to online books students will login to raz-kids.com account.
For practice with primary books or accommodations students would visit http://www.meegenius.com/.

G. Teacher creates keyboarding class and student accounts in http://www.e-learningforkids.org/Courses/Keyboarding_Skills/launch.html or http://www.bbc.co.uk/schools/typing/ (no login necessary for Dance Mat Typing).  Students will login to site and follow onscreen directions for keyboarding lessons.  Recommended strategies for successful keyboarding practice include short lessons (10-15 minutes), self-competition (tracking progress), reinforced in multiple content areas, and interactive motivation from the instructor.

 

Resources

Tools for Students           back to the top

  • http://www.epals.com/ - create an account as the teacher so you can create safe, monitored email accounts for your students to use when logging into online resources
  • http://kidblog.org/home.php - Safe and simple blogger site for students
  • http://alpha.zooburst.com/ - 3D digital story telling site where students can be creative with book summaries
  • http://www.shelfari.com/ - book sharing site that allows students to summarize what they’ve read, show what they are currently reading, recommend the book to classmates, etc
  • http://www.toondoo.com/ - cartoon creation site where students create cartoon comic strip identifying characters, setting, problem, and solution (no age restriction, need email address to sign in)
  • http://docs.google.com, GoogleDocs Draw - part of the GoogleDocs suite, use drawing as a graphic organizer or timeline creator
  • http://www.e-learningforkids.org/Courses/Keyboarding_Skills/launch.html- Typing skills for students
  • http://www.bbc.co.uk/schools/typing/- Typing skills for students
  • http://voicethread.com/#home- site that allows students to give a summary of their book they have read with voice and pictures
  • Smart Notebook timeline - using the timeline reveal students can create a sequence of events timeline
  • http://express.smarttech.com - Don’t have Smart Notebook downloaded on your computer?  Use Express to draw, paint, open, save, and interact with smart notebook files on the web, no login required
  • Garage Band - on the Mac computers only, record and listen to reading for fluency check
  • http://audacity.sourceforge.net/download/ - Open source free software (Windows or Mac) to record and listen to reading for fluency check
  • http://docs.google.com, GoogleDocs Form - part of the GoogleDocs suite, use to respond to Inferencing assessments
  • http://enosburgk12.net/ltk/ - ePearl online portfolio, students can create an artifact, record and listen to reading for fluency check
  • http://voicethread.com - students complete a “bookreport” by adding voice and other multimedia items
  • http://www.meegenius.com/ - Meegenius bookshelf contains popular stories that can be read to children and students can personalize the stories.  Available as an ipod/ipad app.  No login required.  Primary grade levels only.
  • http://www.raz-kids.com/ - online readers, books read to students, self-directed and tracks monitored assessments
  •  


Supporting Materials and Resources for Teachers
 

  • http://www.commoncraft.com/blogs  - Short video that explains, in plain English, what blogs are and how to begin using them
  • http://www.commoncraft.com/podcasting - Short video that explains, in plain English, what Podcasts are and how to begin using them
  • Form for how to sign up for some of the tools to use with students
  • Possibly Julie’s Jing on how to create a podcast and voicthread on how to upload on to an ipod
  • http://rubistar.4teachers.org/ - Allows teachers an interactive template for creating rubrics. Includes categories and sample language for
  • How to KidBlog - step by step directions for getting started.

 

                     back to the top
Standards

Book Report:

Creativity and Innovation, 1a.-1b. (ISTE NETS-S) - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Standard 1.3: Reading Comprehension
Standard 5.13: Responding to Text
     Grade Expectation: "Initial Understanding of Literary Text"

R4: 10 Demonstrate initial understanding of key elements of literary text by…
Identifying or describing character(s), setting, problem/solution, major events, or plot, as appropriate to text; or identifying any significant changes in character(s) over time

Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text

 

Standard 1.4: Reading Range of Text
Reading Extensively
R4: 17 Demonstrates the habit of reading extensively* by…

     Reading the equivalent of at least two books a month, including in-school, out-of-school, and summer reading
Reading Widely and In Depth
R4: 18 Demonstrates the habit of reading widely and in depth by…
     Reading from at least three different genres/kinds of text including primary and secondary sources, and a variety of authors

 

 

Comprehension:

Communication and Collaboration, 2a.-2b.(ISTE NETS-S) -Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Research and Information Fluency, 3c.(ISTE NETS-S) - Students apply digital tools to gather, evaluate, and use information.

Technology Operations and Concepts, 6a.-6b.(ISTE NETS-S) -Students demonstrate a sound understanding of technology concepts, systems and operations.

 

Standard 1.3: Reading Comprehension
Standard 5.13: Responding to Text
     Grade Expectation: "Initial Understanding of Literary Text"

R4: 10 Demonstrate initial understanding of key elements of literary text by…
Identifying or describing character(s), setting, problem/solution, major events, or plot, as appropriate to text; or identifying any significant changes in character(s) over time

Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text

 

 

VT: GE: Literacy VT: Grade 4 Reading
Comprehension Strategies
R4: 7 Uses comprehension strategies (flexibly and as needed) while reading literary and informational text.

     Uses comprehension strategies (flexibly and as needed) while reading literary and informational text.

 

Standard 1.3: Reading Comprehension, Standard 5.13: Responding to Text,
Standard 5.11: Literary Elements and Devices
Analysis and Interpretation of
Literary Text/Citing Evidence
R4: 13 Analyze and interpret elements of literary texts, citing evidence where appropriate by…
      Describing main characters' physical characteristics or personality traits; or providing examples of thoughts, words, or actions that reveal characters' personality traits

     Identifying causes or effects, including possible motives of characters
Standard 1.3: Reading Comprehension
Standard 5.13: Responding to Text
Analysis and Interpretation of
Informational Text/Citing Evidence
R4: 16 Analyze and interpret informational text, citing evidence as appropriate by…

     Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain) or message; or drawing basic conclusions; or forming judgments/opinions about central ideas that are relevant

     Distinguishing fact from opinion

     Making inferences about causes or effects

 

 

Fluency:

Communication and Collaboration, 2b.(ISTE NETS-S) -Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Research and Information Fluency, 3c.(ISTE NETS-S) - Students apply digital tools to gather, evaluate, and use information.

Technology Operations and Concepts, 6b.(ISTE NETS-S) -Students demonstrate a sound understanding of technology concepts, systems and operations.

 

 

Monitoring and Adjusting Strategies
R4: 8 Demonstrates ability to monitor comprehension and adjust reading rate and strategy use for different types of text and purposes during reading by…

     Sampling a page of text for readability and interest

     Previewing text selections

     Stopping to reread, adjust pace, and use other strategies as needed

 

 

Standard 1.2: Reading Accuracy

Accuracy and Fluency
R4: 9 Reads grade-level-appropriate material with:

     Accuracy: reading material appropriate for grade 4 with 90–94% accuracy
     Fluency: reading with oral fluency rates of at least 115–140 words correct per minute
     Fluency: reading with phrasing and expression, and with attention to text features, such as punctuation, italics, and dialogue

 

Keyboarding:

Technology Operations and Concepts, 6b.,6d.(ISTE NETS-S) -Students demonstrate a sound understanding of technology concepts, systems and operations. 

 

 

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